Announcing:
Saint Mary's Press winner for the week of January 31, 2011!
Congratulations to Cindy Kyles-Werth!

Cindy will receive a copy of Great People of the Bible Student Book and Catechist Guide, a $28.90 value.

Bring Salvation History to Life! Parish leaders have been requesting a Catholic Bible study curriculum for middle school students, created specifically to fit their parish schedules. Saint Mary’s Press is pleased to respond to this need with the Great People of the Bible parish curriculum.

The Great People of the Bible curriculum offers:

- A student book that is found in conformity with the Catechism of the Catholic Church as a supplemental curriculum resource, and the only Bible curriculum for middle school students with this approval

- Twenty-five, one hour sessions designed to fit a typical parish calendar

- A catechist guide that offers easy-to-follow session outlines for the volunteer catechist

- Flexible options for the Catechist to complete student activities in class or use as family learning assignments in the home

- One student book that covers both the Old and New Testament and that supports the ABC’s of biblical literacy

- Engaging student activities, now with expanded background content, based on the ever popular Student Activity Workbooks for Breakthrough! The Bible for Young Catholics

Great People of the Bible
ISBN: 978-0-88489-690-6, paper, 56 pages

Curiosity

In last week’s Servant Leader, we had part one of a two-part reflection written by Holly Hoey Germann on nurturing curiosity in the classroom. In her reflection she addressed the importance of creating a classroom climate of curiosity, and she explored safety as the first of three elements that are important for nurturing curiosity. This week she explores the other two elements necessary for nurturing curiosity, a willingness to take risks and flexibility.

As mentioned last week, curiosity is vital if we want students to not simply memorize content but truly understand it and apply it to their lives. This desire to nurture curiosity was one element Saint Mary’s Press took into consideration when developing our new high school curriculum series, Living in Christ. In the Living in Christ Series, we sought to incorporate educational methodologies that would lead students to a deeper understanding of our Catholic faith and the life God is calling us to live. We are excited to announce that the first four courses of the Living in Christseries have received the declaration of conformity from the USCCB’s Subcommittee on the Catechism and are now available for review.

For more information about the Living in Christ series or to request review copies, you can phone 800-533-8095 or e-mail us at smpress@smp.org. We hope you find this new curriculum valuable in nurturing the curiosity of young people as you guide them in exploring our faith—and, as always, I pray that God will continue to bless you and your ministry.

Peace,
Steven McGlaun

Curiosity in the High School Classroom
by Holly Hoey Germann

A Willingness to Take Risks
Students need to take risks for curiosity to blossom. They must ask questions, share their experiences, try out new ideas, make mistakes, and give answers. Once they are engaged, their own human curiosity takes over, and they want to find out more. Risk taking must be modeled, named, and encouraged by all members of the class.

Flexibility
Teachers must be flexible in the classroom. Resisting the urge to dodge a student’s question in order to "stay on task" or "make sure we get through all the material" is challenging. But shutting down a student who is engaged in the material is detrimental in the long run. Most teachers have seen those "aha" moments on students’ faces as their hands go up with more questions. Being flexible enough to tap into the students’ curiosity often brings an energy of its own that permeates the classroom.

Flexibility also needs to show itself in patience with students. Giving students the answers only perpetuates the cycle of extrinsic satisfaction, whereas being patient and allowing students the time to process and acquire information will help them own the material for themselves. Using appropriate questions is one of the steps to promote learning in this way.

If our goal as theology teachers is to pass on Catholic teachings, we need to be patient as students struggle with the concepts. Lecturing on the seven principles of Catholic social teaching (CST) is fine. However, creating an experience for students upon which they can reflect can move learning to another level. Taking students to a homeless shelter where they can serve meals, prepare packages of basic supplies, and interact with other human beings will broaden their world and pique their curiosity about why people become homeless. With some well-designed questions, students will naturally inquire about the Church’s response to homelessness. Ultimately, a deeper understanding of and curiosity about CST will develop.

My thirteen years of ministering to youth (ten years as a theology teacher in the classroom and three years as a youth minister in the parish) have strengthened these beliefs about students’ motivation and the development of curiosity. Students who are engaged and comfortable with the group’s dynamics are clearly motivated by something other than the number of points they will earn. These students want to know for themselves. They want to discover what the subject matter means to them, their relationships in the world, with the world, and with the Catholic Church. Learning is a process, faith is a journey, and curiosity is the path that can bring these two together.

Click Here for More Information

Saint Blaise (February 3)
From Exploring Saints and Feast Days with Young Adolescents

Study It! The Story of Saint Blaise and the Blessing of Throats (15 minutes)
Materials and Preparation
- Gather the following items:
two taper candles

1. Explain that the story of Saint Blaise will be shared using improvisational theater. As the narrator tells the story, volunteers enact it without any props or practice. The actors’ goal is to work together to visibly and audibly emphasize the details of the story. For example, the story line notes that Saint Blase was a doctor. The improv troupe could do a quick scene where one person plays Saint Blaise the doctor, who is operating on a patient with nurses standing by. The doctor could say something similar to: "I’m the doctor. Let’s begin the operation."

2. Ask for four volunteers to come forward. Facilitate a decision about who will act out the main character, Saint Blaise, and who will be the supporting characters. Explain that you will be reading the story slowly and pausing at spots to give the actors time to put the story into action. Remind the actors that they do not have to enact every line. Ask them to listen and wait for the pauses before performing their improvisational scenes. If the volunteers have a hard time coming up with actions for the scenes, invite the large group to offer suggestions. This enables further involvement of the rest of the participants and encourages them to listen attentively.

3. Tell the story in these or similar words. Be prepared to repeat the lines to be acted out.

Legend holds that Saint Blaise was a doctor in the early 300s [pause] before becoming a priest [pause]. Blaise then became the bishop of Sebaste in Armenia.
Although the Roman government allowed freedom of worship at that time,
Christians were still being persecuted [pause]. Blaise fled to a cave [pause] and lived as a hermit. Eventually, he was found [pause] and taken to the governor [pause], who put him in prison [pause]. As the legend goes, while Blaise was in prison, a mother brought her small child to him [pause] because the child was choking on a fishbone [pause]. Blaise prayed over the child, and the child was healed [pause]. The end.

4. Thank the improv actors for their willingness to enter into the unknown to bring life to the story of Saint Blaise. Thank the rest of the participants for their involvement as well. Follow the story with comments on Saint Blaise and his feast day:

Saint Blaise was killed because of his unwavering belief in Jesus Christ. The Church celebrates him as a martyr, a term used to describe people who give up their lives rather than deny their beliefs.

Saint Blaise remained faithful to God, even though others persecuted him for his faith. We remember him for offering healing to someone in need.

The feast day of Saint Blaise is February 3. On this day, many Catholic parishes carry out the blessing of throats.

5. Ask the participants what they know about the blessing of throats and why the
Church offers it. Process their comments and then conclude with the following points:

The blessing of throats is connected to the story of Saint Blaise. The priest holds two candles together against the throat and offers this prayer: "Through the intercession of St. Blaise, bishop and martyr, may God deliver you from every disease of the throat and from every other illness" (Book of Blessings, no. 1654).
Invite a volunteer to come forward and use the taper candles to simulate a blessing of the throat. Conclude with the following comments:

The throat blessing is a custom of the Church developed through tradition. It is a ritual offered in the parish community as a way to ward off ill health, using the power of prayer. If your parish will be celebrating the blessing of the throats, let the participants know when, and encourage their participation.

Fifth Sunday in Ordinary Time
February 06, 2011
Matthew 5:13-16

Opening Prayer
You may use the following short prayer or the prayer on page 6 of the peer leader's guide, or any member of the group may want to pray in his or her own words.

Jesus, we desire to be your disciples in the world today. Help us to let our light shine through the many opportunities we have to be charitable each day. May the way we are present to each person we meet be a source of "salt" that makes their day a little better. Amen.

Context Connection
Two weeks ago, the Gospel reflection focused on the calling of the first disciples. Last week, Matthew presented us with the Beatitudes, which are the new commands for the disciples of Jesus. In this Sunday's passage, Matthew presents the demands of being a disciple of Jesus by comparing discipleship to salt and light. Both salt and light are common metaphors with many meanings. Matthew highlights the functions of salt and light. Salt gives food a pleasant taste, and light enables one to see clearly. Salt is used to add flavor, to clean or purify, and to preserve. Light has the ability to illuminate the pathway and helps us to see the true colors in life.

The disciples' mission is not just to be salt and light for their families and neighbors but for the whole world. The Scriptures say that we are to be "salt of the earth" (5:13) and "light of the world" (5:14). Matthew points out that it is God's grace dwelling in us that makes it possible for us to be salt and light for the world. Jesus's intention was not to create an easy path through life or to gather an elite group of followers around him. Rather, Jesus invites his disciples to come and follow him on the path through death to resurrection. This is only possible if we embrace the crosses in our lives. Our discipleship in Jesus is realized in our loving relationship with the world--modeling what Jesus modeled for us (the Beatitudes). As disciples, we are called to bring flavor into the lives of everyone we meet and to be a light that lead others to Jesus. In the Old Testament, Isaiah proclaimed that Israel's vocation was to be "a light to the nations" (42:6; 49:6). Jesus affirms this vocation for the Christian disciple as well: "In the same way, let your light shine before others, so that they may see your good works and give glory to your Father in heaven" (5:16). Jesus has in mind good works such as feeding the hungry, caring for the poor, clothing the naked, providing for widows and orphans, visiting those in jail, comforting the sick, and consoling those who mourn. The object of doing good works is not to draw attention to ourselves but that through these works people may come to praise God.

When we talk about someone being "the salt of the earth," we acknowledge that they are solidly a good person. They know how to do the right thing. Their "saltiness" gives vitality to all the lives that they touch. They are a light or a witness to others. This is the kind of disciple Jesus was describing in the passage for this Sunday's Gospel.

Tradition Connection
Because of our Baptism, we are asked to live in a way that through our actions others are attracted to Jesus. In Baptism:

Christ's disciples have "put on the new man, created after the likeness of God in true righteousness and holiness."1 By "putting away falsehood," they are to "put away all malice and all guile and insincerity and envy and all slander."2 (Catechism of the Catholic Church, paragraph 2475)

In our Baptism, we receive a white garment symbolizing that we have put on Christ and, in putting on Christ, we make a commitment to live in a way that is congruent with the Gospel. At Baptism, we receive a candle that is lit from the Easter candle to signify that the light of Christ has enlightened us--that we are the light of the world. Through Baptism, we become a part of the People of God:

The People of God is marked by characteristics that clearly distinguish it from all other religious, ethnic,political, or cultural groups found in history. . . . One becomes a member of this people not by a physical birth, but by being "born anew," a birth "of water and the Spirit,"3 that is, by faith in Christ, and Baptism. (Catechism, paragraph 782)

The mission of the People of God through their Baptism "is to be salt of the earth and light of the world.4 This people is 'a most sure seed of unity, hope, and salvation for the whole human race'" (Catechism, paragraph 782).

"You are the light of the world. A city built on a hill cannot be hid. No one after lighting a lamp puts it under the bushel basket, but on the lampstand, and it gives light to all in the house" (5:14-15). By our baptism, we are to give witness to the light of Christ that dwells within us by the good works we do. We often refer to these good works as works of mercy:

The works of mercy are charitable actions by which we come to the aid of our neighbor in his spiritual and bodily necessities.5 Instructing, advising, consoling, comforting are spiritual works of mercy, as are forgiving and bearing wrongs patiently. The corporal works of mercy consist especially in feeding the hungry, sheltering the homeless, clothing the naked, visiting the sick and imprisoned, and burying the dead."6 (Catechism, paragraph 2447)

This kind of charity, extended to everyone, is the hallmark of a disciple of Jesus. What are the results? "The fruits of charity are joy, peace, and mercy" (Catechism, paragraph 1829). It is this light of joy, peace, and mercy that others observe in the disciples of Jesus.

Wisdom Connection
Matthew wants his community to be consciously aware of their role as disciples of Jesus. The disciple of Jesus is called beyond simply expressing Jesus as Lord and Savior to putting that profession of faith into action. In comparing Jesus's followers to salt, Matthew is saying that a disciple of Jesus needs to improve the quality of human existence and preserve it from destruction. In addition, Matthew challenges his community members to let their light shine as a witness to their fidelity to Jesus in a time when one could be persecuted for the outward expression of their faith.

Another property of salt is that it can be a catalyst in regard to fire. It makes the fire burn more brightly, thus giving off more light. In using this metaphor, we gain a new insight into discipleship. As catalysts, the disciples of Jesus are to give off light through their lifestyle--showing others the way to Jesus.

Jesus, as the salt of the earth, created light for others in darkness. This light gave sight to some, enabling them to understand who Jesus truly was--the Son of God. Others, experiencing this same light, got burned and responded by putting him to death.

How do we respond to the light of Christ? How do we imitate Jesus, the salt of the earth, in our lives today?

Acknowledgments
The scriptural quotations contained herein are from the New Revised Standard Version of the Bible, Catholic Edition. Copyright © 1993 and 1989 by the Division of Christian Education of the National Council of the Churches of Christ in the United States of America. All rights reserved.

The quotations labeled Catechism are from the English translation of the Catechism of the Catholic Church for use in the United States of America. Copyright © 1994 by the United States Catholic Conference, Inc.--Libreria Editrice Vaticana. Used with permission.

The Lord's Prayer is from Catholic Household Blessings and Prayers. Copyright © 1988 United States Conference of Catholic Bishops, Inc., Washington, DC. All rights reserved.

Endnotes cited in quotations from the Catechism of the Catholic Church
1. Ephesians 4:24.
2. Ephesians 4:25; 1 Peter 2:1
3. John 3:3-5.
4. Cf. Matthew 5:13-16.
5. Cf. Isaiah 58:6-7; Hebrews 13:3.
6. Cf. Matthew 25:31-46.

Saint Blaise

February 3 is the memorial for Saint Blaise.

A physician and Bishop of Sebaste, Armenia, Saint Blaise was imprisoned during a time of Christian persecution in Armenia. While imprisoned he cared for his fellow prisoners and saved a child who was choking. For this reason he was named patron of healthy throats and against throat disease. Many Churches provide a blessing of throats on his feast day.

For more information about Saint Blaise, go to http://saints.sqpn.com/saint-blaise/.