Your Cosmic Task = The Body of Christ

"The laws governing the universe can be made interesting and wonderful to the child, more interesting even that things in themselves, and he begins to ask: What am I? What is the task of man in this wonderful universe? Do we merely live here for ourselves, or is there something more for us to do? Why do we struggle and fight? What is good and evil? Where will it all end?"

Maria Montessori, To Educate the Human Potential

A few weeks ago the Joliet Montessori Elementary & Adolescent communities held it's annual field study field trip. The students spend the day at a local forest preserve engaging in quadrant studies. This year in the afternoon the students were divided up into groups and given the task of building different kinds of shelters. This was a lesson in the Fundamental Needs of Humans. They were given a few guidelines: the shelter needs to be near fresh water and out of the way of the elements.

When I arrived to join for an evening potluck and bonfire I was met with a very excited Gracie: "Come and see our shelter! I want you to take a picture of it!"

So away we went tromping through the woods. 

 

I was completely impressed by the structure Gracie and her group built. Not only was it a super enticing hideout. (I wanted to bring my tarp, sleeping bag, and a book and snuggle in) But knowing that these students worked joyfully in chilly and damp conditions all day was admirable.

I asked Gracie, "tell me about your group."

She began rattling off names and telling me what each member of her group was good at. Then she interrupted herself, "you know? It was great! We were all good at different things! That's why we were able to accomplish so much."

"Wow! Gracie! That's an amazing discovery. That's how the Body of Christ works!"

With a big fat smile, she responds, "yep!"

The Spiritual Life of Parenting

A few weeks ago, when we were on retreat with with Nativity House, Gracie asked, "Does God love the devil? He created the devil but the devil chose to not follow God. I bet God loves the devil and is sad about the devil's choices."

This comment was out of the blue. She had obviously been thinking about it. I was really struck by her statement. I responded in agreement, "Yes, I am sure that God is sad because of all the pain and suffering that the devil causes." The conversation didn't go much farther.

Here weeks later I am still pondering this moment. I can think back to a string of conversations Gracie and I have had over the last year about "bad guys" and how God made them too and that good people make bad choices... I imagine this comment is part of this line of thinking.  But it's not so much the, "where did this comment come from?" that has kept me occupied with pondering. 

That comment was a privileged glimpse into this seven-year-old's interior life. She has an interior life.  Every seven-year-old child has one.  What are we doing as parents to nurture that interior life?

***

With this glimpse, I was prompted to turn to Maria Montessori and Sofia Cavalletti....

... in giving the child the full opportunity to live his own religious life, we shall realize that religion will have much deeper roots in his soul,  and will depend much less on the stimulus of the teacher. Furthermore, the religious life of the  children will also animate the religious life of the adults, because it will be more true and more real...  

~Maria Montessori, God and the Child

In the contact with God the child experiences an unfailing love. And the contact with God the child finds the nourishment his being requires, nourishment the child needs to grow in harmony... In helping the child's religious life, far from imposing something that is foreign to him, we are responding to the child's silent request: "Help me to come closer to God by myself." 

~Sofia Cavalletti, The Religious Potential of the Child

A child working in the Catechesis of the Good Shepherd Atrium - The parable of the Good Shepherd, "The Sheep know the shepherd's voice. He loves his sheep. They know he will take care of them."

Maria Montessori on Baptism

On Pulaski Day, some fellow catechists and I ventured to the National Office of the Catechesis of the Good Shepherd to be inspired by the oldest running atria in the country. Naturally, I also perused their book selection. Much to my delight, I found a new printing of Maria Montessori's The Child in the Church. I was immediately taken with it. What wonderful inspiration!

We shall be conscious of an even deeper respect for the child when we fully realize what he represents to us after his baptism. When the child has been baptized - and therefore, his nature, contaminated by original sin, has been buried in the sepulcher of the baptismal font - and when he rises to a new life in Christ by virtue of Christ's fruitful death, then we welcome him anew. He is now reborn directly from God, participating in God's own nature, and as God's true son - called to the possession of the divine life in an ever more perfect form.

The parents who consider the child in this way will tremble with respect before him because they now see God in him. They will no longer consider the child as something begotten by themselves alone and their property to do with as they please. They will rather be vividly conscious, instead that the child belongs to God rather than to them, existing for God rather than for them, and that they have received from God's own hand this dependent and helpless infant in order that they, as God's helpers, may rear this new child of God according to the divine plan.

Education to Wonder: Part 2

Much of our summer so far has involved hiking. We realized sometime in May that not only is Gracie's stamina for a long walk much better these days but that she really loves being in the woods. We have had some great hikes, some much longer than intended, at Indiana Dunes State Park and Turkey Run State Park. We have also spent much time combing the Michigan Lakeshore for the perfect stones. 

Through our time together on these walks it is apparent the Gracie makes the leap to wonder quite easily. She is aware of the reality that surrounds her because she adheres to natural moments of observation and comtemplation. Our children really do have much to teach us. 

We look forward to many more walks so as to marvel at the wonderful creation we have been given and to ponder the mysteries of life that we are privy to through our children.

G: Mommy, what is that green stuff floating on the water?

Me: That's algae. It's usually really slimy.

Gracie gets down close to inspect. Mommy! Algae has leaves!

Walking through a bog. Walking sticks in tow.

Every few feet there were stunning purple iris-looking flowers growing out of the water.

G: Mommy, wait! I want to take a picture. It's so green here.

We found a trail side waterfall. Waterfalls are always exciting.

G: I think I am standing on the biggest rock here!!

 We found some wildlife.

Gracie's favorite find of the day.

Education to Wonder: Part 1

Last week, I finished all of my Catechesis of the Good Shepherd training. I am now a trained catechist at all levels (I, II, III.) This part of my journey has been an experiment in moving where the Good Lord leads. If I had it my way, I would have started my training for Catechesis of the Good Shepherd 9 years ago. But God had it his way. This was the time He needed me to do it.

Last week, in the final days of an intensive week of training the words education to wonder kept nagging at me. This is a notion that I am very familiar with as a Montessorian. As a teacher we are called to observe the wonder of the child and at the same time be caught in wonder along side the child. The elementary curriculum of cosmic education is full of breath taking wonder. And for my years in the elementary Montessori world I was right there beside my students in full wonderment.

When I began my formation as a catechist in the Catechesis of the Good Shepherd, I was so happy to delve again into the notion of Education to Wonder.

Here is some of what Sophia Cavalletti has to say...

If we were to better clarify the nature of the stimulus man receives from wonder, perhaps we could compare it to a magnet. the nature of wonder is not a force that pushes us passively from behind; it is situated ahead of us and attracts us with irresistible force toward the object of our astonishment; it makes us advance toward it, filled with enchantment.

Wonder is a dynamic value; nevertheless it does not drive us to activism but draws us to activity, to an activity we do as persons immersed in the contemplation of something that exceeds us. Maybe the particularity of wonder is that we find activity and contemplation inseparable blended  within it.

I would like to elucidate right away that in speaking about wonder I do not intend to talk about something like Alice in Wonderland. Wonder is a very serious thing that, rather than leading us away from reality, can arise only from an attentive observation of reality. Education to wonder is correlative with an education that helps us go more deeply into reality. If we skim over things we will never be surprised by them. Wonder is not an emotion of superficial people; it strikes root only in the person whose mind is able to settle and rest in things, in the person who is capable of stopping and looking. It is only through continued and profound observation of reality that we become conscious of its many aspects, of the secrets and mysteries it contains. Openness to reality and openness to wonder proceed at the same pace: As we gradually enter into what is real, our eyes will come to see it as more and more charged with marvels, and wonder will become a habit of our spirit.

Sophia Cavalletti

From The Religious Potential of the Child, Ch. 8 

Gracie's Unprepared Environment

I then came to realize that everything about a child should not only be in order, but that it should be proportioned to the child's use, and that interest and concentration arise specifically from the elimination of what is confusing and superfluous.

Maria Montessori

The Secret of Childhood

The first essential for the child's development is concentration. It lays the whole basis for his character and social behavior. He must find out how to concentrate, and for this he needs things to concentrate upon. This shows the importance of his surroundings, for no one acting on the child from outside can cause him to concentrate.

Maria Montessori

 The Absorbent Mind

Once upon a time, I paid great detail to the prepared environment of Gracie's home. Life was different. I either didn't work or worked part time. I spent much time rotating Gracie's toys, (works, as we call them) attempting to keep the clutter down. If she hadn't played with it in a month or two it got rotated away to the basement to come out at another time when she may find it more appealing. I took great pride in the "works" that were on her shelves. We strove to have all natural, non-character, beautiful items in her realm of "work."   I even remember Gracie's first teacher in parent-child class discussing the line of "edu-tainment" toys and how all they really do is over stimulate and over stimulation leads to a lack of concentration.

Fast forward to now. I work full time. Gracie is in her kindergarten year in that same school. She is deeply immersed daily in the prepared environment of her school. Her sense of order has been nurtured over the years. But as I have gone back to working full time our home environment has gotten to be more and more cluttered. I no longer have the time to rotate through the toys. The last two birthdays, I found myself throwing a bunch of unused, clutter of toys into a paper bag and placing it in the storage room to be sorted and dealt with another day.

 

Everyone has their tipping point. And mine was this weekend. Gracie's room was absolutely beyond anyone's control - especially Gracie's. The fact of the matter is, she should have a room that is easy enough for her to maintain. This was not the case.  The clutter was beyond me, much less Gracie. She could not access many of her clothes, favorite toys and blankets because they were placed on shelves out of reach do to lack of space. She was so overwhelmed by the sheer number of choices that she chose none of them. Invariably she would draw. That was the easy answer to a room filled to the brim with over stimulation.

So while Gracie and Justin were at piano on Saturday morning I went to work preparing the her home environment. For the results...

Children Show us the Kingdom

 

Let the little children come to me. Don't keep them away. God's kingdom belongs to people like them. What I'm about to tell you is true. Anyone who will not receive god's kingdom like a little child will never enter it.

 Matthew 10:14-15

 We should not forget that the child can help us, too, by showing us the way to the Kingdom of Heaven. A great respect for the individuality of the child should be a part of our deepest Christian thought; and putting this thought into practice should tend to the personal refinement of every religious teacher.

Maria Montessori, The Mass Explained to Children

Maria Montessori, Practical Life & Liturgy

The life of the spirit prepares the dynamic power for daily life, 

and, on its side, daily life encourages thought 

by means of ordinary work.

~ Maria Montessori

I have been sitting in on the 3-6 Montessori teacher training this spring. Today's presentation was an intro to practical life. This quote in particular caught my attention. What are we as Montessorians doing by introducing practical life work? We are nurturing the spirit. 

Children build concentration and gain independence through the works in a Montessori classroom. The practical life materials include dish washing, polishing, food preparation, self care, etc. One point that the presenter made was, "how often do we as adults go to a different place when we perform these tasks?"

I immediately thought how prayer drifts into my consciousness during my time washing dishes. Just a few months ago I was sure that dishes was the most mundane, detestable of tasks I am called too. My spiritual director recommended that I seek Christ in those moments - in service to my family. There was a real shift in my perspective after that. 

There is a connection to liturgy that I am sure Maria Montessori was aware of. The root of  liturgy means to work. While the practical life works build concentration in the child - they are also building a meditative quality that the child comes to crave. I have also seen this through the materials for the Catechesis of the Good Shepherd. The works build concentration but also open the child to the love of Christ. 

What are some ways that we can create that kind of liturgy in our homes for our children?

Thoughts on Baptism from The Catechesis of the Good Shepherd

This is education, understood as a help to life; 

an education from birth, which feeds a peaceful revolution 

and unites all in a common aim, attracting them to a single centre. 

Mothers, fathers, politicians: all must combine in their respect 

and help for this delicate work of formation, 

which the little child carries on in the depth of a profound mystery, 

under the tutelage of an inner guide.

~ Maria Montessori from The Absorbent Mind

From The Religious Potential of the Child by Sofia Cavalletti

   from the Baptism Presentation

When Jesus was born, the light began to illumine the world. (At this point light the paschal candle before the children's amazed faces.) However the darkness overwhelmed the light for a moment.  Jesus knew this could happen; in fact, he had said, "The Good Shepherd gives his life for his sheep." (Now extinguish the candle) Bu tthe vitory of the darkness over the light was only momentary; for the light was relit, never to go out again. (We relight the paschal candle and begin to meditate with the children on this new light that illumines the world.)  This is a very special light, so strong, so powerful, that never again will it be overpowered; and even more, it is a far-reaching light. The risen Christ did not want to keep this new light for Himself alone. He gives it as a gift to all those who come close to Him. From that day when the light was relit in the world, how many have received it into their hearts! How much more brightly it shines! And then one day this light came to me too, and to you. (At this moment the children are called one by one to the paschal candle to light their own little candles and the meditation then continues on the gift of light.)

    How beautiful it is to have our own candle shining so brightly, and to know that on the day of our baptism a very special light was enkindled in our hearts. What a precious gift! could we have lighted our little candles if the paschal candle had not first overpowered the darkness? Could we have this light in our hearts if Christ has not first given it to us?

Gracie came home with these completed works after a day of work in the Atrium at her school Seton Academy Montessori. She has come home with colorings of the image here to the left many times before. The one above of the two candles and the baptismal gown is new.  Knowing that her soul and person are absorbing this most profound truth is extremely touching. Deep within her is the light and the knowledge of a sweet sweet love that reaches beyond. She is in an environment that helps her to discover all that this love is capable of. She is in an environment that helps her to be independent in her discoveries. God is good.

Gardening Glory!

After all, Eden was garden... the garden is a place to go for quiet contemplation, a source not only of food but also of spiritual renewal and intimate contact with life's most basic processes. 
quote / saying by Ed Smith,
The Vegetable Gardener's Bible

Spring is just around the corner and it's time to get back down the to earth. There is something so satisfying about sowing in the cool, dark dirt of spring. Since our stint at Hershey Montessori Farm School Justin and I have felt a particular obligation to paying our respects to the land through farming. This year for the second year in a row we have gathered with other families who want that connection to the land as well as nourishment for their family.

A few weeks ago a few friends and I got together to start seedlings. The goal - a summer of fresh, organic veggies in a shared garden. It is a lot of work to have a garden the size necessary to feed a family of four or more. But when we put our resources together we can have a very productive garden and have a great time doing it.

Each of us have 2-3 trays of seedlings in our homes right now. As none of us have good gardening space in our yards, we have rented two plots in a local community garden.  We have plans for tomatoes, peppers, lettuces, arugula, kale, herbs, broccoli, cauliflower, bok choy, summer and winter squash, chard - just to name a few. We are eager to get some early starts on those cold weather starts like lettuce, spinach, sugar snap peas, snow peas...

Will keep you posted about our growth.

Following the Child - The Parent/Teacher Team

Respect all the reasonable forms of activity 

in which the child engages and try to understand them.

~Maria Montessori

The year that I worked in a conventional school I was advised to involve parents as little as possible. It was shocking and troublesome. Parents were always suspicious and untrusting of us teachers because they were kept in the dark. We were under the assumption that our work would be more challenging with parents being meddlesome.

 It was my first year on the job at Good Shepherd Montessori School that I learned the opposite. Dan Driscoll, the head of school, was very clear as I was preparing for my first parent-teacher conferences, "we want to communicate to parents that we know and love their children and remember that we are on the same team with them."  Being at a school that strove for a third of their population to be on scholarship meant that we worked with many poverty issues.  Dan's advice was key. It was so liberating. I was encouraged to form important, lasting bonds with the families. Through those bonds, the parents and I were really able to work as a team for their children. 

Now that I am a Montessori parent, I am so thankful to be on the receiving end. I deeply appreciate knowing that Gracie is well cared for and that if a concern arises I am seen as a team member - on Gracie's Team! I appreciate that when the teacher comes to me with a concern the question is asked, "has anything changed at home?" This is the queue that there has been a change in behavior at school.  


This is where respecting all forms of activity and trying to understand comes into play. A child that is behaving in a way outside the norm (for that child) is trying to tell us something. It is our job as parents and teachers to figure out what is going on - why has there been a change? What is the change? If teachers were left to figure this out without parent imput, it would be like trying to put a puzzle together with only half of the pieces. Together, parents and teachers can discuss and figure out the new activity and understand and make the necessary changes in the home and school environment to suit the child. 

When Justin and I chose a Montessori education for Gracie we started out on a journey. We knew we loved the Montessori philosophy because we had been steeped in it for so long. Gracie is three and a half now and we have been blessed with some of the greatest teachers who are eager to team up with us and help us follow our child to the best of our ability.

Maria Montessori on Religious Education

During a job interview six years ago the gentleman who would become my boss a year later read this quote to me. I was new to Montessori at the time. I was a wanna-be religious educator and learned of the Catechesis of the Good Shepherd. When Dan read this, I was amazed at which the profound reality of liturgy was passed on to children. Maria Montessori was one amazing woman. She not only developed amazing materials that make each and every concept tangible for the child so that independence is mastered at each level; she thought of each child as a whole being: spiritual, emotional and physical. This excerpt is from The Discovery of the Child's chapter on religious education. This was written about her first work with religious education in a 3-6 environment.

Work in the fields as part of religious education:

We thought that it would be an excellent idea to have the children grow the wheat and the grapes to be used as the material for the Eucharist and thus incorporate the children's religious activities into their labors and joys in the fields. we therefore set aside portions of a large meadow where the children used to play in the afternoon for the growing of grain and vines. Two rectangular patches were picked out by the children themselves, one on the extreme right and the other on the extreme left of the field. A type of grain was then chosen that mature rapidly. Furrows for the grain were laid out in parallel lines, and each of the children sowed a portion of the grain in them. 

The actual sowing, the care required to see that no seeds fell outside the furrows, and the seriousness and solemnity with which the labors were carried out at once showed that the activity was suited to the goal intended. A little later the vines were planted. Those looked like shriveled roots and were so dry that they gave no promise of that marvel to come, the appearance one day of real bunches of grapes. The shoots were placed equal distances apart in furrows laid out in parallel row. Then we decided that it would be well to plant flowers all around them as a kind of unending homage of fragrance and beauty to the plants which one day would furnish bread and wine for the Eucharist...