Franciscan at Home

It goes without saying that Christianity has faced various kinds and levels of hostility throughout history from governments and societies. Christians have often been forced to choose between moral or religious values and civic or cultural values. Material goods, reputations, jobs, freedom, and even lives have been at stake—and are today in many places. One major milestone in the conflict between Christianity and the state came in the year 249, when the Roman emperor Decius issued an empire-wide decree ordering all citizens to participate in pagan sacrifices. The exact nature of the sacrifice varied from place to place, but it typically involved an incense offering, a libation (or offering of wine), and eating some sacrificial meat. This is unique in the history of the Roman state religion to that point, as performance of actual religious rituals had almost never been prescribed by law for the average citizen.

The Decian Persecution

Though we do not have the text of Decius’ decree, we know quite a bit about its enforcement from several sources. Most notable among these are the writings of St. Cyprian, who was bishop of Carthage (in modern-day Tunisia) from 249 until his martyrdom during the persecution of Valerian in 258. As bishop of the second-most prominent city in the western half of the Roman empire, Cyprian was on the forefront of Christian reactions to the decree to sacrifice. It is largely through his letters and treatises, especially On the Lapsed, that we learn three things. First, we learn what was asked of Christians (and, in fact, all citizens) during the enforcement of Decius’ decree. Second, we learn how Carthaginian Christians reacted to the decree. Finally, we learn how the Church, especially the hierarchy, viewed the differing Christian responses. These facts can give modern-day Christians, who face all kinds of hostility and persecution, insight into how the early Church understood the Christian responsibility under duress and whether there was any flexibility in acceptable responses.

What we ultimately need to understand is how Christians, then and now, react to pressures from governments and societies. So I will focus first on Christian reactions to the decree and how these reactions were viewed by Church leaders. We can break down Christian reactions to the decree into two categories. First were those who were called on to sacrifice but completely and publicly resisted to the point of suffering. Some were put in jail, had their property confiscated, or underwent torture; some were ultimately put to death. In their suffering, they were called “confessors” (because they confessed, or proclaimed, Christ publicly) and in their deaths, “martyrs.”

The second category includes those who came to be known as the “lapsi”—the lapsed or fallen. In this category, there were two types: There were those who, when called upon to sacrifice, did just that. After the end of the persecution, St. Cyprian described these in On the Lapsed as, shall we say, eager. He wrote: “Without any compulsion they hastened to the forum, they hurried of themselves to their death, as if this was what they had long been waiting for, as if they were embracing the opportunity to realize the object of their desires.”[1] He is writing here, of course, not about the physical death of the martyrs but the spiritual death of those called the sacrificati, or the sacrificers.

However, there is another group that came to be called the libellatici, “those who have little books.” Because the Romans did not have a central database of those who had followed the edict, they tracked participation by issuing libelli, or little books, to those who had sacrificed. We still have today around 40 of these libelli, mostly from Egypt. These show that they functioned as certificates of sacrifice, signed not only by the sacrificer but by the local commission in charge of enforcing the decree, as well as, in some cases, a professional scribe or another person who held power of attorney for the sacrificer. Once you had sacrificed, if an official demanded to know whether you were in good legal standing, you could show your libellus to prove that you were. Evidence suggests that perhaps two copies were made of each libellus, one being kept by the petitioner and one deposited in the local archives.

I took my first steps as a catechist at 17, when I met the Missionaries of Charity on a service camp trip sponsored by my youth group. The sisters needed help with their summer camp for inner-city children, and I needed service hours for graduation. That summer changed my life. I discovered the joy of catechesis and ended up serving and teaching alongside the sisters for seven years until I entered my community, the Sister Servants of the Eternal Word.

These Missionary of Charity sisters, inspired by Mother Teresa’s witness and charism, mentored me in the art of Christocentric catechesis. The Missionaries of Charity incorporate evangelization and catechesis into everything they do, particularly in their work with children. The children’s time of catechesis was not called religion class; it was “Getting to Know Jesus.” In its striking simplicity, this title captures the essence of catechesis: “to put people not only in touch but in communion, in intimacy, with Jesus Christ.”[1]

The sisters didn’t have textbooks, slideshows, or videos; the Scriptures, the liturgy, and the Church’s teaching were their only sources. They taught from their own experience of intimacy with Jesus, lived in the daily rhythm of their communal prayer life as religious sisters. This prayer life permeated their entire catechetical process, beginning with a time of prayer in chapel asking God to bless our work and open the hearts of the children. For the sisters, catechesis was not just about communicating truths of the faith—it was about sharing the joy of a life lived in union with Jesus and inviting the children to experience this same joy. This catechesis was effective, too. Several children converted to the Catholic faith over the years and continue to live committed Christian lives to this day.

My community’s sisters often witness similar transformations in those we encounter in our apostolate of evangelization through catechesis and retreats. Following our patrons, Sts. Francis and Dominic, we teach spiritual things spiritually (see 1 Cor 2:13), inviting our students and retreatants to experience the riches of a Catholic life. Although we are an active community, we spend about five hours a day in prayer so that the Church’s liturgical life shapes both our communal and apostolic undertakings.

In these short reflections, we will consider how various elements of the spiritual life lived by a religious community might also inspire a life of prayer in any person—priest, religious, or lay person—who is called to the sacred work of forming others in the Catholic life.

I am reading a remarkable book. It’s called How Saints Die: 100 Stories of Hope by the Italian Carmelite Antonio Maria Sicari. The book reveals just how much can be learned about the saints by how they face their own death. The saints, of course, are ordinary human beings—not a one born with a halo—who have persevered in their Christian life. Each has grown in heroic virtue by God’s grace.

Frequently in the pages of this book the reader is confronted by human beings demonstrating a shocking serenity and trust in God amidst dire circumstances at the end of life. Whether dying of disease or advanced years, or often violently through the malice of others, each of these women and men has been deeply conformed to the self-giving love of Christ. In facing death, each could truly say “The LORD gave and the LORD has taken away; blessed be the name of the LORD” (Job 1:21) or “I live, no longer I, but Christ lives in me” (Gal 2:20)!

When I was much younger, as I was coming to the faith in the 1980s, I loved reading the lives of the saints. I also naively believed that Christian persecution was mostly a thing of the past. In fact, the 20th century witnessed the murder of millions of Christians. And the 21st century, when considering the serious adversities facing Christians, especially in parts of the Middle East and Africa, remains deeply troubling. In our time, no matter where we live in the world, the more the Catholic worldview is rejected the more we can expect that greater persecution is coming.

Of course, such persecution shouldn’t surprise us. We follow the One who died nailed to the Cross. And Jesus himself said, “Blessed are you when they insult you and persecute you and utter every kind of evil against you [falsely] because of me” (Mt 5:11). These words show us that it’s truly not a matter of “if” Christians are persecuted; our Lord said, “when . . . they persecute you.” We can, in fact, presume that such persecution will happen to us in one form or another. This has been the normative reality for Christians from the earliest centuries of Christianity.

What are we to do when faced with present or future Christian persecution? It seems to me two things are necessary.

Most catechetical texts and digital materials used in parishes and schools throughout the United States today are the product of thoughtful collaboration between the publishers who create them and the bishops who certify their theological and pastoral integrity.

Most catechetical texts and digital materials used in parishes and schools throughout the United States today are the product of thoughtful collaboration between the publishers who create them and the bishops who certify their theological and pastoral integrity. This collaboration yields catechetical materials that are not only doctrinally sound but also are effective tools for what is known as an evangelizing catechesis. The history and significance of this collaboration is the subject of this article.

An Immigrant Church

Desiring a common language of faith for the children of the many immigrants to their country in the 19th century, the bishops of the United States published the first edition of the Baltimore Catechism in 1885. That catechism was based upon Doctrina Christiana (1598), the catechism of St. Robert Bellarmine  published in the wake of the Council of Trent. The Baltimore Catechism would later be divided into three volumes, each volume corresponding to a particular age group. Although over one hundred other catechetical texts for children and youth would be published and used in Catholic schools and parishes, the Baltimore Catechism remained the most widely used catechetical text in the United States until the late 1960s. A four-volume set of the Baltimore Catechism remains in print (the fourth volume is a manual for teachers and catechists).

The Age of the Second Vatican Council

Unlike many previous ecumenical councils, the Second Vatican Council was not convened to address particular matters of faith or morals. Nevertheless, the council that was proclaimed to be pastoral rather than doctrinal in nature gave rise to sweeping changes in the life of the Church, especially in her sacred liturgy and practices of piety and devotion.

For most Catholics, the Second Vatican Council is seen as the council that replaced Latin with the vernacular at Mass, reoriented sanctuaries, introduced modern architectural forms into the building of new churches, and curtailed the requirements for fasting and abstinence. Pope Benedict XVI would note that these and other changes in the life of the Church led many to view the Second Vatican Council only through a particular lens, where one saw the council as a call to discontinuity and rupture from “former” doctrines and practices. As a remedy, Pope Benedict emphasized a hermeneutic of continuity, a lens through which the Second Vatican Council would properly be understood only within the context of the wider and longer Tradition, rather than the converse.

Catechetical texts of this era were not immune to the hermeneutic of rupture and discontinuity, nor from a contemporary culture that heralded the benefits of “new and improved” over “tried and true.”[1] Pedagogy of that era generally eschewed the rote memorization that was a staple in earlier times; religious educators attuned to these trends desired catechetical materials of a pedagogy far different from that used by the Baltimore Catechism. Some religious educators expressed a praiseworthy desire for catechetical materials that would place greater emphasis upon Sacred Scripture and offer the rationale for the tenets of Catholic faith and morals. Other religious educators, caught up in the spirit of that age, preferred catechetical materials that ultimately reflected a tendency to relativize Catholic teaching and minimize the gravity of Catholic moral teaching. An influential parish priest once grumbled to me, “The Baltimore Catechism provides great answers to questions that nobody asks.” That same priest would repeatedly express his admiration for the 87 theologians (mostly priests) who publicly expressed their strong dissent from the teachings on the grave evil of contraception in the 1968 papal encyclical Humanae Vitae within hours of its promulgation.

One of the hallmarks of a Jubilee Year is a pilgrimage to the tombs of Saints Peter and Paul in Rome. But what is a pilgrimage? It is harder to define than one might think. Throughout history, men, women, and children have traveled for a variety of reasons, often for motivations other than simple relocation or practical needs. We can see a type of intentional, spiritual travel in the history of the Greeks, the Egyptians, and the Romans.

The term “pilgrim” comes from the Latin peregrinus, meaning “traveler” or “one from abroad.” Americans might initially think of the Mayflower before they think of Santiago de Compostela in Spain or Chartres in France. A pilgrim, however, is not just any traveler. A pilgrim is one seeking God. Pilgrimages are spiritual journeys: tangible, outward signs of an inward desire to move towards conversion and growth in holiness. All major religions have an understanding of this interior need to physically move toward a sacred location.

History of Pilgrimage

Our Christian pilgrimages have deep Jewish roots. Three times a year, Jewish males were commanded to go to the temple in Jerusalem to celebrate the great pilgrimage feasts of Passover, Pentecost, and Sukkot (see Dt 16:16). They would travel from wherever they had settled to be near the holy place where God dwelt with his people. Soon after the time of Christ, Christians began traveling to Jerusalem to walk in the footsteps of Christ and to pray where he died and rose again. Some, like St. Jerome and St. Paula, went on pilgrimage and never returned home, settling in the Holy Land to be close to these places.

When the Holy Land later became too dangerous for travel, Christians began making pilgrimages closer to home, walking to the tomb of St. James in Spain or even constructing small shrines to the events of the Passion in their gardens and churches. The practice of the Stations of the Cross came from a desire to make pilgrimage even when it was impossible to travel to the Holy Land.

In a sense, pilgrimages to Rome began right after the death of Peter. Local Christians cared for his grave, building a small shrine over it, touching belongings to it, and asking his intercession. Even if these people only came from across town, they were pilgrims—a pilgrimage depends not on distance but on disposition. After Constantine constructed his magnificent basilicas over the tomb of Peter on Vatican Hill and the tomb of Paul on the Via Ostiensis, Christians throughout the empire could flock to these sacred places in safety.

It was a predictably hot August day. We stood, tightly packed and shoulder-to-shoulder, in the blazing afternoon sun in the square outside the Basilica of St. Peter in Vatican City.

“Walking with,” commonly referred to as “accompaniment,” is a critical aspect of discipleship.

Accompaniment has been a popular topic in catechesis for the past several years, and rightfully so. The Directory for Catechesis lists “accompanier” as one of the primary roles of the catechist, adding, “the catechist is an expert in the art of accompaniment.”[1] In his apostolic exhortation Evangelii Gaudium (“The Joy of the Gospel”), Pope Francis defines accompaniment as a process of walking with the other, listening, and leading others “ever closer to God.”[2] The image of walking together is a particularly salient one as we think about children’s catechesis, since children (especially young children) often literally walk hand-in-hand with an adult in most places, especially unfamiliar ones. We walk with children for a variety of reasons: we want to make sure they go in the right direction and don’t get lost along the way; we want them to feel safe; we want to make sure they don’t miss things that will form them and excite their imaginations. But most of all, we walk with children because we love them, and we know that people grow best when that growth occurs in the context of relationship.

Getting to Know You

How can catechists of children walk with young people in a spiritual sense as they are formed in the faith? One way is by getting to know our learners. Look for resources on the cognitive, social, moral, and spiritual development of children in the age group you teach. This information, which can sometimes be found in the catechist manual accompanying a religious education curriculum, can offer a starting point for understanding the thinking and developmental needs of your learners.

Even as we understand what’s typical for children at a particular age, it’s important to remember that every child is different and to get to know the individual child. Listening to the individual experiences, hopes, dreams, and interests of our learners can help us present the faith as relevant to their lives. It might be helpful to begin each session with icebreaker questions or games that allow learners to share something about themselves and their interests. Think of questions that begin with phrases like, “Tell about a time when you . . .” or “What is your favorite . . .” In today’s hectic and noisy world, too often we fail to take time with one another, to listen without worrying about what we will say next. Accompanying children means sitting with them, listening to the words they speak, and reflecting on the feelings behind the words. It means recognizing what a gift we are being given when little ones trust us with their stories. It means being present to children as a reminder that God is present with them.

In his apostolic exhortation Evangelii Gaudium (“The Joy of the Gospel”), Pope Francis urged the Church to practice the “art of accompaniment.”[1] But what does this mean, and how do we do it? As others have noted, we have a model of accompaniment in our Lord’s appearance on the road to Emmaus (Lk 24:13–35).[2] When the two disciples were walking away from Jerusalem, their hopes dashed at the foot of the Cross, Jesus accompanied them on the way: he listened to them, he asked questions, and, eventually, he challenged them and shared the Gospel with them.

What does this mean for us catechists, priests, and teachers who sometimes meet people who are disillusioned and moving “away from Jerusalem”—away from Christian life? How can we help them? Where do we start? Like Christ on the road to Emmaus, we accompany them: we meet them where they are, we enter their lives, we listen to them, and we ask them questions. But also, like Christ, we accompany them toward a destination, so that, with minds enlightened and hearts set aflame by the Gospel, they may “return to Jerusalem” and live in the power of Christ’s Resurrection. Thus, Christian accompaniment requires a clear sense of our “destination,” and, in particular, a clear understanding of the nature of Christian faith.

In what follows, I briefly outline the nature of Christian faith (as distinguished from “natural faith”), describe its grandeur and demands, and offer some consequences for our ministry.

Who am I, really? What makes me who I am? And how much do other people affect who I become? These perennial questions reflect the fact that we are deeply affected by things around us, especially by other people. In some ways, our surroundings helped make us better people, and in other ways, worse. Whether for better or worse, we can wonder who we would be without these influences in our life. It seems hard to argue against how impactful our relationships are, and it raises the question of just how much our relationships define us.

Our Image and Likeness

The search for our own identity goes hand-in-hand with who God is. The Trinity is “the source of all other mysteries, the light that enlightens them,” which includes our own mystery (CCC 234). However, the Trinity is anything but easy to understand, and attempts to resolve the mystery neatly have resulted in numerous heresies in the Church’s history. How can a God whose identity is beyond human understanding or expression help us understand ourselves? How can the unfathomable essence of God help us fathom who we are?

As mysterious as the Trinity is, the Church’s dogma makes one thing clear: our triune God is a relational God. When two things are in relationship with each other, it means that their existence and identities are intertwined. In this sense, none of the persons of the Trinity can be separated from the others (see CCC 255). The Father cannot be apart from the Son, nor the Son apart from the Father, nor the Holy Spirit apart from either.[1] At the same time, a relationship implies distinguishability; it is not possible to say something is unique if there are no differences to tell it apart from something else. The persons of the Trinity are essentially united, but each is distinguished by their relation to each other (see CCC 254–55). The Father is who he is because of the Son, and vice versa. The Holy Spirit is who he is because he is the Spirit of the Father and the Son.[2] To put this more simply, the relationship each person of the Trinity has to the others is both unitive and distinctive: their relationships simultaneously describe their union and their distinction.

Created in God’s image and likeness, human persons bear a certain similarity to the relationality of the divine persons.[3] Being distinct persons, we are nonetheless made for unity. Pope St. John Paul II observes that all human reality can be understood through the lens of relationship. In fact, everything in our lives is composed of four fundamental relationships: with God, with oneself, with others, and with the rest of creation.[4] Sin is ruptured relationship, and reconciliation is its repair. The first sin in Eden is a loss of friendship, and it is echoed in all human strife and injustice.[5] Salvation history, on the other hand, “is the wonderful history of a reconciliation,” a restoration of friendship.[6] Notwithstanding the immense difference between the divine persons and us, we are also constituted by relationships.