But at daybreak on the first day of the week they took the spices they had prepared and went to the tomb. They found the stones rolled away from the tomb; but when they entered, they did not find the body of the Lord Jesus. —Luke 24:1-3
Please join us this week in Houston at the National Catholic Education Association conference. Visit with us at Both 531 during the exhibit hours:
Tuesday, April 2 Noon to 6:00 p.m.
Wednesday, April 3 8:30 a.m. to 4:30 p.m.
Thursday, April 4 8:30 a.m to 3:30 p.m.
Photo Credit
Read the words of the institution of the Eucharist from Luke 22:14-20. Take some time to explain more about some of the key words (boldfaced) in the passage. See the notes below.
When the hour came, the took his place at table with the apostles. He said to them, "I have eagerly desired to eat this Passover with you before I suffer, for, I tell you, I shall not eat it [again] until there is fulfillment in the kingdom of God." Then he took a cup, gave thanks, and said, "Take this and share it among yourselves; for I tell you [that] from this time on I shall not drink of the fruit of the vine until the kingdom of God comes." Then he took the bread, said the blessing, broke it, and gave it to them, saying "This is my body, which will be given for you; do this in memory of me." And likewise the cup after they had eaten sayhing, "This cup is the new covenant in my blood, which will be shed for you.
Notes
Apostles. Luke is the only author to refer to the invited guests as apostles (Matthew terms the twelve "disciples," Mark simply "the twelve"). Apostles is a Greek word that means "to send forth." In the Acts of the Apostles, also written by Luke, we learn more about the Apostles: that they are chosen by Jesus (Acts 1:2), that they are to preside over the Eucharist (Acts 2:42), that they are to witness to the Resurrection (Acts 4:33), and they speak and heal in the name of Jesus (Acts 4:7-20). At Eucharist all who gather are called to some apostolic action. The Mass ends with the charge to "go in peace to love and serve the Lord."
Passover. Luke clearly defines the Last Supper as part of a Jewish Passover meal. Matthew and Mark write only of the preparation for Passover, thought it is understood in each account that the Last Supper takes place during the Jewish Passover ritual. Luke's construction is awkward in comparison to the others in that he describes two cups; the first cup (the Passover cup) is taken before the meal, the second cup (the cup of Eucharist) is taken after the meal. Some biblical scholars have speculated that Luke may not have personally experienced the rite he is describing; hence the two cups. However, this difference in wording does not diminish the connection between the Jewish Passover (see Exodus 12) and the new Christian Passover (see Catechism of the Catholic Church, 1340).
Kingdom of God. The Passover has been given new meaning. It is now associated with the heavenly banquent. The ultimate reward is not, as it was for the Jews, a promised land on earth, but rather the eternal kingdom of God. Whenever we share in the new Christian Passover, the Eucharist, we live through the saving events of Christ's Death and Resurrection and "pass over" from sin and death to new life in him. This pointing to the future is also alluded to in the next verses when Jesus says that he will not share a meal with his Apostles until "the kingdom of God comes." In every age, Catholics have continued to celebrate the Eucharist, as they proclaim the Death and Resurrection of Christ, and as they proceed to the heavenly banquet.
This is my body. Body was not a biological term to first-century Jews, but a personal term. It meant: "This is me, my person." On several occasions, Jesus had prepared the Apostles to understand that he is truly present in the bread.
New covenant in my blood. Blood meant life. Jesus is saying that he will give his very life as a sacrifice for the sins of all, in the same way that the Jews sacrificed a Passover lamb as a sin offering. By sharing in this life, we are part of a new covenant with God in which we will love God and God will love us.
Students (and faculty and staff) are hyped once again to fill out their picks to reach Atlanta on April 6 for the Final Four of men's NCAA basketball tournament. Don't let the March Madness pass you by without sharing some information about the Catholic colleges in this year's field, including a pitch for your students to consider continuing their education at a Catholic college or university.
This year there are 10 Catholic colleges that will begin play this week, led by one by regular season rumber-one ranked Gonzaga University Bulldogs, a Jesuit university from Spokane, Washington. Consider the lessons that build from this fact alone:
Do your students know that St. Aloysius Gonzaga was a 16th century Italian Jesuit who was known for his compassionate care of the terminally ill?
Do they know that Pope Francis was also a Jesuit with Italian origins? (Do they also know why it is correct to say Pope Francis was a Jesuit rather than is a Jesuit?)
Do they know that Bing Crosby is among the alumni of Gonzaga University? (Do they know who Bing Crosby is and what connections he has with Catholic identity? Hint: Fr. Chuck O'Malley)
Here are the rankings of the other Catholic teams (with tournament seedings in parenthesis):
Gonzaga (1)
Georgetown (2)
Marquette (3)
Saint Louis (4)
Notre Dame (7)
Creighton (7)
Villanova (9)
St. Mary's of California (11)
La Salle (13)
Iona (15)
Here are some other ideas for activities and exercises connected with these Catholic colleges:
Research information about the founding orders of each school: Jesuit (Saint Louis, Creighton, Gonzaga, La Salle, Georgetown, Marquette); Christian Brothers (St. Mary's of California, Iona); Congregation of Holy Cross (Notre Dame); Villanova (Augustinian).
Who are the namesakes of each college?
Saint Louis (Louis IX, thirteenth century king of France)
Creighton (Edward Creighton, prominent Omaha businessman)
St. Mary's and Notre Dame (Mary, the Mother of God)
Gonzaga (St. Aloyisus Gonzaga)
La Salle (St. Jean-Baptiste de La Salle, educator and founder of the Christian Brothers)
Iona (named for an island off the coast of Scotland)
Villanova (St. Thomas of Villanova, born in Spain in the fifteenth century)
Georgetown (named for its neighborhood in honor of King George III)
Marquette (Fr. Jacques Marquette, S.J., explorer of the Mississippi River)
Research information on the school (its location, enrollment deadlines, financial aid, academic foci, etc.)
Finally, point out some more of the advantages of attending a Catholic colleges, including opportunities for growth in community, morality, service, and faith. Share the website from the National Catholic College Admission Association with details on the over 200 Catholic colleges in the United States.
Also, tell your students that even if they are not able to attend a Catholic college, most public colleges sponsor a Newman Club, named after Bl. John Henry Newman, that provides opportunities for the sacraments, retreats, RCIA classes, and catechetical studies.
Feel free to add some other lesson ideas in the comment section below or search "March Madness" on this website for lesson ideas from past years.
Now, back to the brackets! And remember:
GO IRISH!
The Gospel for the Fifth Sunday of Lent is from John 8:1-11. To prepare your students to hear God's Word, pray this guided meditation with them during the week. Begin by saying: "This meditation takes you next to Jesus as he is confronted with amoral dilemma. Allow yourself to listen carefully and watch intensely as this drama unfolds and Jesus asks each of us, 'Who are you to throw the first stone?' Prepare yoursef...
Enter in this place.
Relax.
Sit quietly.
Breathe in.
Hold.
Breathe out.
Breathe in.
Hold.
Breathe out.
Be still.
Relax.
Let all your worries fly away.
Breathe in.
Hold.
Breathe out.
Breathe in.
Hold.
Breathe out.
Imagine...
Hear the sounds of city life.
Feel all the people surrounding Jesus.
You are there on the streets with Jesus.
You are listening to his teaching.
Imagine yourself there.
Some important men from the Temple come pushing through the crowd.
They are dragging a lady by both arms.
They push her in front of Jesus.
She falls at Jesus' feet.
Listen to the gossip of the crowd.
"This woman," they say, "was caught in the act of adultery.
The law tells us that we should stone her.
What do you think, Jesus?"
There is a pause.
People near you pick up stones.
They are eager.
Sit with this energy around you.
Look for Jesus.
He is bent down drawing in the sand.
Everyone is waiting.
Be with the waiting.
The crowd is restless.
The woman is just there, alone.
Look at her.
Jesus finally stops playing with the sand.
He looks up but does not stand up.
He is ready to speak.
You listen attentively.
Everybody quiets down.
He says, "Let the one among you who has never sinned throw the first stone."
He bends down again, drawing in the sand with his finger.
What do you think?
What do you feel as you watch him?
People around you toss their stones on the ground,
shrug their shoulders,
walk away.
The important men stomp away angrily.
Look at Jesus and the woman before him.
Jesus finally stands up.
He looks around.
He asks the lady, "Where did everyone go—did no one condemn you?"
The woman answers, "No one, sir."
Jesus looks into her eyes.
"Neither do I condemn you.
Go home and do not sin again."
Watch what happens.
How does the woman respond?
Jesus turns to you.
He tells you, "Look into your own life."
Do what Jesus says.
Examine your life.
Where have you sinned?
Where have you judged?
Tell Jesus.
Listen to his reply.
It's time to come back to this place.
Say good-bye.
Ask Jesus to enger your heart as you go into your day.
Tell him thank you.
Gently open your eyes.
Remember what you just experienced.
Slowly sit up.
This Guided Meditation was originally published in Encountering Jesus: 20 Guided Meditations on His Care and Compassion by Patty McCulloch.
bobosh_t via photopin ccphoto credit
As you help your students understand the media reports about the election of the new pope, these are some points to help the students understand both the traditional conclave as well as the ways that this one is unique.
1. Pope Benedict XVI did not die. Because the pope did not die, cardinals can more freely praise and criticize his papacy because when the pope dies, most people focus on his positive qualities and contributions.
2. The cardinals do not need to focus on a leading candidate. When the cardinals began their conclave deliberations in 2005, for example, Cardinal Joseph Ratzinger (Pope Benedict XVI) was the strongest candidate though not the only candidate. This time, there are a number of possible candidates but no one who clearly stands out. This means that the cardinals may need more time to reach consensus.
3. The pope’s resignation is something new, sort of. Because of the current pope’s break with the more recent trend of remaining pope until death, the cardinals may consider another break in tradition such as looking outside the College of Cardinals for the next pope.
4. There is more conclave experience this time. In April 2005, there were only two cardinals who had been in the conclave that elected Pope John Paul II. This year, there will be fifty cardinals present who were in the conclave that elected Pope Benedict XVI.
5. There is more preparation time this year. The cardinals this year have much more time (about a month) to prepare, to consider various candidates, and to discuss ideas among themselves than they did in 2005 when they had 16 days.
6. Alleged scandals will be closer to home. Because of some of the alleged scandals that have occurred in Europe as well as in the Vatican in the last few years, the cardinals may be more inclined to choose a pope who is unassociated with any of those issues, without sufficient time to determine which allegations are true.
7. Traditionally important cardinals will likely not be a factor. Two important figures during the sede vacante (vacant seat) are often serious candidates for the papacy. This year, one of them is 85 years old and the other is not extremely popular among the cardinals.
8. The cardinals must elect the pope with a two-thirds majority rather than a simple majority. In April 2005, the rule for electing a pope was that if after thirty ballots or so, the cardinals had not chosen a pope, they could elect one by a simple majority rather than the two-thirds majority required in the first thirty ballots. This time, the need for a two-thirds majority holds for all of the ballots. Just because a candidate has half the vote early on does not mean that he will be pope.
9. The lenten retreat may influence the conclave. Because of the timing of Pope Benedict’s resignation, the cardinal who is leading the lenten spiritual retreat this year will receive attention that he would not normally have received.
10. Social media may play a factor. The cardinals will be more aware of a number of things because of social media: ideas from the public about a new pope as well as information about their brother cardinals. They may have a bit of “information overload” as they enter the conclave.
Though there are some unique features for the conclave this year, the most important factor―the inspiration of the Holy Spirit―will still be available to and active within the College of Cardinals.
You may want to ask your students to research some of these topics further or create prayers for these cardinals as they begin their deliberations, given these factors.
(For an more about these ten factors, see this source: John L. Allen, Jr., “Conclave 2.0: Top 10 Reasons Why This Version Is Different," National Catholic Reporter, February 22, 2013.)
J.Salyers via Compfight cc
