Okay, you have your list to tell you what your special child needs to be catechized. What next?
START BY GETTING THE FAMILY TO MASS if they are not already coming. If they are coming, get them resources to make it more accessible. This is the "source and summit" of our sacramental life.
If you are a parent reading this, I encourage you, if you are not going because you are worried about an outburst or physical access, JUST SHOW UP. You belong with us.
The sooner and younger the child begins attending Mass, the better -- especially for children with a need for routine and the familiar.
**Warning: I am naive and have not checked what diocese are "liberal" and which are "orthodox." But to the best of my knowledge, based on what I have read myself from the below resources and from speaking with people involved in the below organizations and dioceses, I recommend these resources.**
The U.S. Conference of Catholic Bishops have a number of documents related to the celebration of the Mass and Sacraments with people with disabilities. They can be found at www.usccb.org/publishing/pastoralcare.htm#/disabilities. (At least, they were there the last time I checked!) Also check out the National Catholic Partnership of Disability at www.ncpd.org. These will give you general guidelines to work from.
If you are dealing with a child who has autism, I highly recommend checking out the website for the Diocese of Pittsburgh at www.diopitt.org. They have a number of resources for catechesis for all people with disabilities. But they also have a newsletter by parents of children with autism spectrum disorders -- see www.diopitt.org/education/gleanews2.htm. Their organization is called God's Love Embraces Autism. The newsletter has had very practical advice on how to help children at Mass.
Often it helps to have physical resources for the child with a disability to help them understand and follow the liturgy. There are a number of children's books for explaining and following the Mass. I encourage you to browse through them and find one which fits your needs. If I gave any broad, general advice, it would be to seek a book or resource which does not use a lot of symbolic language or pictures. It is very important to have the pictures and words be very concrete -- things that can be seen or touch. Some children will need a book without too much extra commentary or explanations. This may just confuse and upset them because no one said the things in the book. And it is my OPINION that, in a non-catechetical setting, it is best to have a simple missal when possible. Mass is a time to participate. The other books should be read at home or religious education. It is also often important to find something that is visually uncluttered. I personally recommend We Go to Mass by God's Love Embraces Autism (Diocese of Pittsburgh. To purchase or for information, go to their web site, or e-mail disabilites@diopitt.org.) For more advanced readers, I recommend MagnifiKid (www.magnifikid.com). These weekly magazines follow the Mass, start to finish, with all of the words to the Mass parts and the readings. And, best of all, there are footnotes which explain the "difficult words" and abstract concepts. VERY helpful. There are extra catechetical notes and fun activities, too. This was not designed specifically for kids with disabilities, but are done in a way which is very helpful.
What if you have someone who does not read? Well, then I recommend the use of picture cards. Name brands include PECS and Boardmaker, but you can make your own very easily. MOST children who are in special education programs for the developmentally disabled, and most children with autism use these cards at home and school to communicate, make schedules, and follow tasks. They are small, 1 1/2 - 2 inch square cards with a simple, realistic picture and word. (NOTHING abstract or symbolic.) They are often laminated for durability. I tried to find a set of picture cards for following the Mass, but it did not exist. So I made them. I call the cards Liturgy Cards. (I do not have a publisher, but if you want to be that for me....) The Liturgy Cards are kept on a ring -- which fits in your purse or pocket. There are 22 cards to follow the Mass, plus two blank ones. (You can write on the blank ones with a dry erase marker to add something -- like a baptism or wedding vows.) You can easily remove or reorder the cards to accommodate changes in the liturgical seasons, or for differences between daily and Sunday Mass. Following the cards help the kids learn vocabulary and the rhythm of the liturgy, tells them visually "how much longer" and "what's next" and gives them a visual cue for a change in routine. I'll talk more about picture cards next blog and pop-in a picture of the cards.
Parents, do not be afraid to ask an usher for help or special seating, for example near an exit for a quick escape, right up front where the child can see best, in a spot with reduced visual clutter or next to beautiful stained-glass windows for a comforting, muted light. Do not worry about the child appearing inattentive or needing to get up and step out for a minute. Go ahead and sit in the "crying room" if you have one. Music too loud? Bring earplugs or find a Mass with no music. Problems with intense smells? Ask about the use of incense and sit far away from the Easter lilies!
If the parish is new to them or if they have not brought the young child often, arrange to bring the child to the church when it is empty and take a "tour" to become comfortable with the room -- how it looks, what is in there, what things feel like (the pews, the holy water), how it sounds (echoes, etc.). Practice being quiet. Say a familiar prayer.
Talk to the pastor. I know that the Diocese of Peoria totally rocks and that my priests are the best EVER, but I'm pretty sure that, if parents express a hunger for the Mass, most priests will be more than happy to find a way to help you. (Thank you, my priests! I love you!)
Remember that many children, especially those with disabilities, find routine to be a tremendous source of comfort. We are blessed to have a liturgical Church with such rhythm and repetition. When a child feels comfortable, he can listen and learn. Come to Mass and learn.
Blessed be God.
Thursday, May 1, 2008
Thursday, April 10, 2008
Practical Stuff -- What do you need?
So, you are a DRE or catechist and you have a parent sitting in front of you asking about catechesis for their child with special needs. What do you do?
The first think is to make sure you are on the same page as the parents. "What do you want?" Sometimes it is easy to unconsciously assume what someone wants. They want their child to receive religious education. What does that mean to them? Some parents may be thinking mostly about "getting" the Sacraments for their child. Others are thinking inclusion. Some want a special group program for people with disabilities. Some want one-on-one instruction. Some want to help; some want you to do all the work!
Listen carefully, then check that you are understanding them correctly. For example, "So, you are saying that you would like Steven to receive instruction in the faith, but due to his autism, you are worried about his need to move around and not sit still the whole hour. Is that correct?"
And there also may be an unspoken desire or fear in the heart of the parents. This requires prayerful listening, because these feelings can be hidden in the way they express the practical desires. They may be secretly asking themselves, "Are we welcome?" "Can we do this?" "Are we alone in this?" "Tell me it's not impossible! Give me hope!" You might need to be a cheerleader for them -- or for yourself --before you can move on. "I'm sure we can do something!"
Once you have a sense that you are on the same page, the answer to where and how to catechize -- and the practical tools needed to teach the child -- can be determined. I recommend using a standard checklist. I created the checklist below based on the information I've been asked to provide for respite workers or summer camps for our son. You can create your own checklist, or use mine. However, I warn you that this is a sample form only! Before doing any checklist -- yours or mine -- get permission from your pastor and/or diocesan authorities. There may be legal issues they would want to address. With that being said, here is a sample form:
Checklist for Religious Education For a Child with Special Needs:
Name of child_____________________
Date_________
Grade______
Parent(s)/Guardian_________________
Primary Diagnosis__________________
What adaptations/equipment does the child use at home and school? Please address reading, writing, and any accommodations made at school. (wheelchair, hearing aid, picture cards, large print, one-on-one aide, seating preferences, tape recorded lessons, testing accommodations, etc.)
How does your child communicate? (spoken word, written word, sign language, picture cards, etc.)
What are the child's likes and dislikes? Please be specific and list appropriate interventions should the child become upset. Also please list any comfort items or coping mechanisms the child uses in order to feel safe and be able to participate in class.
Does your child have any medical needs of which we should be aware? (seizures, severe food allergies, asthma, etc.)
Is there anything else you want us to know?
You will probably want to add other questions, but this gives you a place to start.
Sometimes going through a list like this gives a sense of confidence to the parents and the teacher, because it makes it clearer that this is not an impossible, insurmountable task. And having this information (especially the likes and dislikes) can help avoid potential bad experiences -- the kind of bad days that convince parents or teachers that they've taken on something "too hard."
I'll give you an example: Vacation Bible School. My son John. He has moderate CP and some sensory integration problems. If you did this checklist, you would find out that he is sometimes upset by very loud noises. So, you know that John should either skip the rowdy, loud youth-rally atmosphere of the opening and closing segments of the program or have a seat by the door, so he can leave as needed. But the Bible stories, crafts, and games would be fun for him. He would need a one-on-one aide to help him get places and do the crafts. Can you say "service hours" for a Confirmation student? Perfect! So, two simple solutions brought John to VBS.
Now you know what you need. So how do you make it happen? We'll get to that in other posts. Stay tuned.
Blessed be God!
The first think is to make sure you are on the same page as the parents. "What do you want?" Sometimes it is easy to unconsciously assume what someone wants. They want their child to receive religious education. What does that mean to them? Some parents may be thinking mostly about "getting" the Sacraments for their child. Others are thinking inclusion. Some want a special group program for people with disabilities. Some want one-on-one instruction. Some want to help; some want you to do all the work!
Listen carefully, then check that you are understanding them correctly. For example, "So, you are saying that you would like Steven to receive instruction in the faith, but due to his autism, you are worried about his need to move around and not sit still the whole hour. Is that correct?"
And there also may be an unspoken desire or fear in the heart of the parents. This requires prayerful listening, because these feelings can be hidden in the way they express the practical desires. They may be secretly asking themselves, "Are we welcome?" "Can we do this?" "Are we alone in this?" "Tell me it's not impossible! Give me hope!" You might need to be a cheerleader for them -- or for yourself --before you can move on. "I'm sure we can do something!"
Once you have a sense that you are on the same page, the answer to where and how to catechize -- and the practical tools needed to teach the child -- can be determined. I recommend using a standard checklist. I created the checklist below based on the information I've been asked to provide for respite workers or summer camps for our son. You can create your own checklist, or use mine. However, I warn you that this is a sample form only! Before doing any checklist -- yours or mine -- get permission from your pastor and/or diocesan authorities. There may be legal issues they would want to address. With that being said, here is a sample form:
Checklist for Religious Education For a Child with Special Needs:
Name of child_____________________
Date_________
Grade______
Parent(s)/Guardian_________________
Primary Diagnosis__________________
What adaptations/equipment does the child use at home and school? Please address reading, writing, and any accommodations made at school. (wheelchair, hearing aid, picture cards, large print, one-on-one aide, seating preferences, tape recorded lessons, testing accommodations, etc.)
How does your child communicate? (spoken word, written word, sign language, picture cards, etc.)
What are the child's likes and dislikes? Please be specific and list appropriate interventions should the child become upset. Also please list any comfort items or coping mechanisms the child uses in order to feel safe and be able to participate in class.
Does your child have any medical needs of which we should be aware? (seizures, severe food allergies, asthma, etc.)
Is there anything else you want us to know?
You will probably want to add other questions, but this gives you a place to start.
Sometimes going through a list like this gives a sense of confidence to the parents and the teacher, because it makes it clearer that this is not an impossible, insurmountable task. And having this information (especially the likes and dislikes) can help avoid potential bad experiences -- the kind of bad days that convince parents or teachers that they've taken on something "too hard."
I'll give you an example: Vacation Bible School. My son John. He has moderate CP and some sensory integration problems. If you did this checklist, you would find out that he is sometimes upset by very loud noises. So, you know that John should either skip the rowdy, loud youth-rally atmosphere of the opening and closing segments of the program or have a seat by the door, so he can leave as needed. But the Bible stories, crafts, and games would be fun for him. He would need a one-on-one aide to help him get places and do the crafts. Can you say "service hours" for a Confirmation student? Perfect! So, two simple solutions brought John to VBS.
Now you know what you need. So how do you make it happen? We'll get to that in other posts. Stay tuned.
Blessed be God!
Thursday, March 27, 2008
Divine Mercy -- We All Need It
The first time our son John saw the image of Jesus as Divine Mercy, he pointed excitedly and started blowing kisses at the picture.
So, I thought, "I better check this out." You should, too. To summarize, Jesus revealed Himself as Divine Mercy to St. Faustina Kowalska in the 1930s. He wanted her to spread His message of mercy to the world. To accomplish this, he requested that an image be painted -- an image of the resurrected Lord, rays of blue and red shining forth from His Sacred Heart, with the words "Jesus, I trust in you" written at the bottom. He also revealed to her a beautiful chaplet that he requested be prayed for souls. The two main prayers are as follows: "Eternal Father, I offer You the Body and Blood, Soul and Divinity of Your dearly beloved Son, Our Lord Jesus Christ, in atonement for our sins and those of the whole world." and "For the sake of His sorrowful Passion, have mercy on us and on the whole world." At the direction of her confessor, St. Faustina also kept a Diary of all of the heavenly revelations she received and her beautiful sufferings. To learn more, please visit www.marian.org. -- the web site for the Marians of the Immaculate Conception, promoters of this devotion.
So, what does this have to do with catechizing children with special needs? A LOT. Part of our duty as parents and catechists is to teach children how to pray and to connect with God. When my son was very young, I questioned the value of what I considered to be "complicated" prayers. I prejudged him, based on the "logical" assumptions. But as I watched John and his peers with disabilities, I realized that we must follow what some have termed the "least dangerous assumption" -- especially for children with communication challenges. What this means is that, unless we have solid evidence to the contrary, we assume that the children can or will understand on some level. Try first -- do not refuse to expose a child to a treasure of the faith because of your opinion.
This view was reinforced by a beautiful article in Marian Helper magazine, Fall 2006 edition, page 16. It is titled "Meet Max: He Won't Go to School Until He Watches the Chaplet on TV." Max is 15. Max has autism. Max is not Catholic; he is the grandson of Charles "Chuck" Colson, famous evangelical Christian. Like many children with autism, Max likes rhythm and repetition -- it is comforting. The Chaplet and similar devotions like the Rosary provide this. But beyond this, Max's mother and evangelical pastor believe that the Holy Spirit is moving through Max and in this Chaplet. Does he know what he's saying? I cannot say for sure, since I'm not in his mind and soul, but I say "yes," embrace the least dangerous assumption, and accept the testimony of those who love him and speak of the fruit of this devotion in his life.
But what if we teach the Chaplet to a child and they just parrot it and do not understand all the words? First, scripture makes it clear that words have power in and of themselves. Just think of God's NAME. What comes from our mouths does matter. We must speak with reverence and charity. How I wish that my first instinct when under stress would be to recite the Chaplet of Divine Mercy rather than say or think any number of nasty, vicious words! How beautiful for the ripples of mercy to echo into the universe.
Second, God is not limited as we are. He works with great mystery and poetry and artistry. Perhaps the Holy Spirit moves Max to recite these words near to a despairing soul -- and that soul grabs these words as a life preserver? Perhaps he says them on a day when his mother feels hopeless and she is moved to turn trustingly to Jesus?
Third, all children deserve the comfort of their Heavenly Father. If reciting these words soothes and reassures a child -- Praise God! Let Him work His mercy.
Finally, I strongly, emphatically recommend this devotion to parents and caregivers of people with disabilities. I am not writing today's entry with a consoled heart. I'm not in a bad mood, but I'm not exactly dancing around, filled with spiritual pleasures. Along with many blessings, I've had a lot of temptations and internal trials today. I feel tired and needy and weak and sinful. But I have peace; I have joy -- because I do not rely on myself. I trust in Jesus. He is everything. I need His Mercy. Special parents, you know the drill: all the uncertainty and questions and snafus with insurance and doctors and schools. Battles. Mistakes. Anger. Isolation. Physical pain. Financial worries. It's not easy to trust, is it? It's not easy to forgive and pray for those who hurt us or our children.
When we first embraced this devotion as a family, I felt like a hypocrite. I did not always trust in His Mercy. John would be lying in pain in a hospital bed, and I'd be physically sick with sorrow and worry. I was anxious about his future. I was uncertain even how to deal with the challenges of the present moment. It was very hard to trust in God's mercy. And even now I'd be lying if I said I always trust Him. BUT our pain and lack of trust at times is an even greater reason to CHOOSE to express trust and to call on God's mercy. We must choose -- make an act of the Will -- to trust in God's goodness, mercy, and love for us. It is not a feeling. (I'm not feeling it now, but I am choosing it!)
Parents, we need mercy, don't we? Say yes to His tender care! Say yes to his forgiveness for your sins. Let Him show you His mercy -- ask for it for yourself and others! Let the waves heal your pains and strengthen your faith, hope and love. Pray for those who persecute you. Pray for all those people we see at the hospitals. Pray for teachers and therapists. And let that holy soul next to you pray, too. Jesus is very fond of the "least" -- the "little ones." What power for His good can pour forth in their simple, trusting prayers. "Holy God, Holy Mighty One, Holy Immortal One, have mercy on us and on the whole world."
(If you want a copy of the Chaplet, shoot me an e-mail and I'll send you one. Or, just go to www.marian.org or www.ewtn.com.)
Blessed be God.
So, I thought, "I better check this out." You should, too. To summarize, Jesus revealed Himself as Divine Mercy to St. Faustina Kowalska in the 1930s. He wanted her to spread His message of mercy to the world. To accomplish this, he requested that an image be painted -- an image of the resurrected Lord, rays of blue and red shining forth from His Sacred Heart, with the words "Jesus, I trust in you" written at the bottom. He also revealed to her a beautiful chaplet that he requested be prayed for souls. The two main prayers are as follows: "Eternal Father, I offer You the Body and Blood, Soul and Divinity of Your dearly beloved Son, Our Lord Jesus Christ, in atonement for our sins and those of the whole world." and "For the sake of His sorrowful Passion, have mercy on us and on the whole world." At the direction of her confessor, St. Faustina also kept a Diary of all of the heavenly revelations she received and her beautiful sufferings. To learn more, please visit www.marian.org. -- the web site for the Marians of the Immaculate Conception, promoters of this devotion.
So, what does this have to do with catechizing children with special needs? A LOT. Part of our duty as parents and catechists is to teach children how to pray and to connect with God. When my son was very young, I questioned the value of what I considered to be "complicated" prayers. I prejudged him, based on the "logical" assumptions. But as I watched John and his peers with disabilities, I realized that we must follow what some have termed the "least dangerous assumption" -- especially for children with communication challenges. What this means is that, unless we have solid evidence to the contrary, we assume that the children can or will understand on some level. Try first -- do not refuse to expose a child to a treasure of the faith because of your opinion.
This view was reinforced by a beautiful article in Marian Helper magazine, Fall 2006 edition, page 16. It is titled "Meet Max: He Won't Go to School Until He Watches the Chaplet on TV." Max is 15. Max has autism. Max is not Catholic; he is the grandson of Charles "Chuck" Colson, famous evangelical Christian. Like many children with autism, Max likes rhythm and repetition -- it is comforting. The Chaplet and similar devotions like the Rosary provide this. But beyond this, Max's mother and evangelical pastor believe that the Holy Spirit is moving through Max and in this Chaplet. Does he know what he's saying? I cannot say for sure, since I'm not in his mind and soul, but I say "yes," embrace the least dangerous assumption, and accept the testimony of those who love him and speak of the fruit of this devotion in his life.
But what if we teach the Chaplet to a child and they just parrot it and do not understand all the words? First, scripture makes it clear that words have power in and of themselves. Just think of God's NAME. What comes from our mouths does matter. We must speak with reverence and charity. How I wish that my first instinct when under stress would be to recite the Chaplet of Divine Mercy rather than say or think any number of nasty, vicious words! How beautiful for the ripples of mercy to echo into the universe.
Second, God is not limited as we are. He works with great mystery and poetry and artistry. Perhaps the Holy Spirit moves Max to recite these words near to a despairing soul -- and that soul grabs these words as a life preserver? Perhaps he says them on a day when his mother feels hopeless and she is moved to turn trustingly to Jesus?
Third, all children deserve the comfort of their Heavenly Father. If reciting these words soothes and reassures a child -- Praise God! Let Him work His mercy.
Finally, I strongly, emphatically recommend this devotion to parents and caregivers of people with disabilities. I am not writing today's entry with a consoled heart. I'm not in a bad mood, but I'm not exactly dancing around, filled with spiritual pleasures. Along with many blessings, I've had a lot of temptations and internal trials today. I feel tired and needy and weak and sinful. But I have peace; I have joy -- because I do not rely on myself. I trust in Jesus. He is everything. I need His Mercy. Special parents, you know the drill: all the uncertainty and questions and snafus with insurance and doctors and schools. Battles. Mistakes. Anger. Isolation. Physical pain. Financial worries. It's not easy to trust, is it? It's not easy to forgive and pray for those who hurt us or our children.
When we first embraced this devotion as a family, I felt like a hypocrite. I did not always trust in His Mercy. John would be lying in pain in a hospital bed, and I'd be physically sick with sorrow and worry. I was anxious about his future. I was uncertain even how to deal with the challenges of the present moment. It was very hard to trust in God's mercy. And even now I'd be lying if I said I always trust Him. BUT our pain and lack of trust at times is an even greater reason to CHOOSE to express trust and to call on God's mercy. We must choose -- make an act of the Will -- to trust in God's goodness, mercy, and love for us. It is not a feeling. (I'm not feeling it now, but I am choosing it!)
Parents, we need mercy, don't we? Say yes to His tender care! Say yes to his forgiveness for your sins. Let Him show you His mercy -- ask for it for yourself and others! Let the waves heal your pains and strengthen your faith, hope and love. Pray for those who persecute you. Pray for all those people we see at the hospitals. Pray for teachers and therapists. And let that holy soul next to you pray, too. Jesus is very fond of the "least" -- the "little ones." What power for His good can pour forth in their simple, trusting prayers. "Holy God, Holy Mighty One, Holy Immortal One, have mercy on us and on the whole world."
(If you want a copy of the Chaplet, shoot me an e-mail and I'll send you one. Or, just go to www.marian.org or www.ewtn.com.)
Blessed be God.
Wednesday, March 12, 2008
Come Down the Mountain
Welcome to my blog!
My name is Shelly, and I am an orthodox Roman Catholic mother. My husband Jeff is a beautiful musician and excellent journalist. We have one son, John Andrew. You'll hear a lot about him later. For now, know that he is a joy-filled boy with multiple disabilities. Like his name saint, John the Baptist, John has spent his ten years pointing to the Lamb of God in his words, actions, and suffering.
When the screen came up to ask for a blog name, I froze at first. What do I call this? I won't bore you with the endless list of ideas. The practical side of me wanted to catch people looking for resources to catechize children with special needs, since I hope to share what I've discovered! But life is much more than lists.
I prayed and asked the Lord and Our Lady to show me what to call this -- and Down the Mountain came to me. That's the title of one of the many books I've never written -- based on the following dream I had in 1994:
I dreamed that I stood on top of a tall mountain, in an open grassy field. To my left, in the distance, was a grand city. All of my friends from the University of Illinois Newman Center were there. I could hear the singing and the joy. But I knew deep in my heart that I was not meant to go to the city. My mother (the Blessed Mother) stood a short distance to my right, near a path that led down the mountain. I wanted to be with my friends, but I knew that Jesus had gone down that path, to the valley below, and I had to follow Him. So I started down the path, accompanied by Our Mother, who walked on my left. As we walked down the steep, narrow way, I was glad that she guarded my left side, since there was a steep drop-off at the edge of this path. It was frightening, especially when we walked into a cloud and I could see nothing. But we kept walking.
I think of The Transfiguration of the Lord (Mt 17, Mk 9, Lk 9). It was wonderful on that mountain, I expect -- especially since Peter wanted to stay there to celebrate the Feast of Booths! But Jesus went down the mountain, and His disciples followed. A crowd awaited them -- a crowd in need -- a boy with epilepsy. And He foretold his death on Calvary. I wanted to stay on my mountain, but I am His little disciple, so I followed Him down the mountain. And I also found a boy with epilepsy, although I am the one Jesus is healing more than the boy. And I follow my Lord to Calvary, because only through the Cross is there Resurrection.
Blessed by God.
My name is Shelly, and I am an orthodox Roman Catholic mother. My husband Jeff is a beautiful musician and excellent journalist. We have one son, John Andrew. You'll hear a lot about him later. For now, know that he is a joy-filled boy with multiple disabilities. Like his name saint, John the Baptist, John has spent his ten years pointing to the Lamb of God in his words, actions, and suffering.
When the screen came up to ask for a blog name, I froze at first. What do I call this? I won't bore you with the endless list of ideas. The practical side of me wanted to catch people looking for resources to catechize children with special needs, since I hope to share what I've discovered! But life is much more than lists.
I prayed and asked the Lord and Our Lady to show me what to call this -- and Down the Mountain came to me. That's the title of one of the many books I've never written -- based on the following dream I had in 1994:
I dreamed that I stood on top of a tall mountain, in an open grassy field. To my left, in the distance, was a grand city. All of my friends from the University of Illinois Newman Center were there. I could hear the singing and the joy. But I knew deep in my heart that I was not meant to go to the city. My mother (the Blessed Mother) stood a short distance to my right, near a path that led down the mountain. I wanted to be with my friends, but I knew that Jesus had gone down that path, to the valley below, and I had to follow Him. So I started down the path, accompanied by Our Mother, who walked on my left. As we walked down the steep, narrow way, I was glad that she guarded my left side, since there was a steep drop-off at the edge of this path. It was frightening, especially when we walked into a cloud and I could see nothing. But we kept walking.
I think of The Transfiguration of the Lord (Mt 17, Mk 9, Lk 9). It was wonderful on that mountain, I expect -- especially since Peter wanted to stay there to celebrate the Feast of Booths! But Jesus went down the mountain, and His disciples followed. A crowd awaited them -- a crowd in need -- a boy with epilepsy. And He foretold his death on Calvary. I wanted to stay on my mountain, but I am His little disciple, so I followed Him down the mountain. And I also found a boy with epilepsy, although I am the one Jesus is healing more than the boy. And I follow my Lord to Calvary, because only through the Cross is there Resurrection.
Blessed by God.
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