Tag Archives: Prayer

Gleanings From a Book: “Sasha and the Dragon” by Laura E. Wolfe

Author’s note: I would have loved to have read (and re-read) this book with my children when they were younger! “Sasha and the Dragon” is a powerful story of a boy who conquers his fears with the help of St. Michael the Archangel. Although it is a picture book, “Sasha and the Dragon” is appropriate for Orthodox Christians of many ages because of all that the book addresses. This story opens the door for conversations about how strange a new country feels to the person entering it; what to do when you are alone and afraid at night; the reality of the saints’ readiness to come to our aid if we ask them to; and how the light of Christ illumines our world when we invite Him to do so!


Sasha has just moved to New York City from Russia. He misses the familiarity of his old village near the river: its sights, smells, and sounds. He felt safe there, and close to God. His new home, however,  is filled with shadows and seemingly uncaring people. It is grey and cold, and no one seems to know or love God or His saints. Other boys his age seem to mock Sasha at every turn instead of befriending him. Even his new house is not a very comforting place: his Baba who used to sing to him lies still in a scary room at the end of the hall. Sasha is afraid of everything in New York City.


Night time is the scariest for Sasha. Even though he signs himself with the cross before going to bed, he always feels the grey, unfamiliar shadows of the city lurking. One night, as Sasha lies in bed trying to go to sleep, he hears sounds under his bed, which he discovers to be a huge dragon. To his dismay, the dragon comes out from beneath his bed. Sasha is terrified and just wants to hide under the covers. Instead, he finds the courage to do all the right things: he kisses the cross he is wearing and then prays for help! An icon of the Archangel Michael hangs on the wall by Sasha’s bed, and Sasha is confident of the Archangel’s help. He asks St. Michael to kill the dragon with his sword.

As the dragon approaches, St. Michael’s icon begins to radiate heavenly light into the dark room. He races out of the icon on his great red steed and kills the dragon with his sword. As he does so, the room is filled with peace and hope. Sasha drifts happily to sleep. The next morning he wakes to find a slash from the dragon’s claw still remaining in the floor of his room, covered with a golden feather from St. Michael’s wings.

That very morning Sasha begins to notice and enjoy New York’s colors and good smells. A scarlet feather drifts into his hand as he walks. When he meets up with two of the mocking boys, instead of cowering or retreating, he surprises them by offering the feather to them. Sasha even braves the spooky hallway to take the golden feather to his Baba. Her delighted smile encourages Sasha, and he begins to sing to her, for he is no longer afraid!

This story is a delight, and Nicholas Malara’s drawings fit it perfectly. The art in this book is part “normal” picture book, part superhero story. The figures that are the most realistic are the accurately styled icons found on some of the pages. The tone of the illustrations changes from gloomy greys and muted colors at the beginning of the story to cheery bright colors at the end. This change is clearly intentional, and it greatly strengthens the story.


“Sasha and the Dragon” is an excellent addition to an Orthodox Sunday Church School’s library. It has a great story which also presents multiple possibilities for classroom discussion. It can be used with students of varied age levels, because it offers opportunities to discuss so many different relevant topics for children of different ages.

“Sasha and the Dragon”  is available from Ancient Faith Publishing here: http://store.ancientfaith.com/sasha-and-the-dragon/


Here are a few discussion ideas and suggestions of ways to learn together with your students after reading “Sasha and the Dragon”:

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If you have younger students, consider bringing a few basic props to class when you share this story. After you have read it to the class, invite them to act it out as you re-read. Possible props: a beanie and/or jacket for “Sasha;” a head covering for his mom; head covering and blanket for Baba; shawls/hats/baskets/etc for other New Yorkers; hats for the “mean boys”; icon of St. Michael that someone can hold “in Sasha’s room”; blanket and pillow for Sasha’s bed; dark gloves and hoodie for “dragon”; plastic sword for “St. Michael”; a red feather; a “gold” feather (spray paint or spread glue on a feather, then sprinkle it with golden glitter)
After acting it out, talk together about the story and what we can learn from it. Help each student to create their own gold feather and/or St. Michael icon to put in their room to remind them of his constant watching and willingness to help if we ask him to do so.

***

How does a new world feel to those entering it? Have you ever gone someplace completely different? Did those around you speak your language? Is anyone near you experiencing this right now? How can you help them feel most welcomed instead of making fun of them (as the boys did to Sasha in the book)?

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With middle-years or older students, talk about why many Russians immigrated to the United States around the time that “Sasha and the Dragon” appears to take place. Look online to find some ideas and additional information. (For example, https://www.ancestry.com/contextux/historicalinsights/russian-immigration-1800s offers a short description along with actual photographs.) Discuss what it would be like to come into a completely foreign place and try to live there. Then think of any refugees that you already know, or look into how you could connect with refugees who have recently settled in your area and may feel like Sasha did in the story. Brainstorm ways to make them feel at home. Select one of those ways and do it!

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“Sasha’s Dragon” features a little boy who has recently moved to New York. Perhaps he was a refugee. Help your students learn about what a refugee is (if the term is new to them), and how a refugee’s life changes radically when they arrive in their new place. This (non-Orthodox, but helpful) website suggests a activities and lessons you may wish to share with your students in a discussion about refugees: http://www.unhcr.org/en-us/teaching-resources.html

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Who is St. Michael? Learn more about him on the page dedicated to him in the back of “Sasha and the Dragon.” Look up other icons of him and compare them to the one in Sasha’s room. Read a real-life miracle that St. Michael and his spear caused to happen here: https://iconreader.wordpress.com/2012/09/07/archangel-michael-at-chonae-icon-of-a-miracle/

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Discuss the following with your Sunday Church School students: What does our priest mean when he says at every Divine Liturgy, “The light of Christ illumines all!” and how does that affect us? What does it mean for our life? In what way does the light of Christ illumine Sasha’s life in the story “Sasha and the Dragon”? If your students are older, you can share this article (quoting Fr. Thomas Hopko of blessed memory) as part of your discussion: http://orthodoxmeditations.blogspot.com/2013/04/the-light-of-christ-illumines-all.html
***

With older children, discuss the story. Also talk about the meaning/symbolism behind the story and many of the illustrations. For example:

  1. In the beginning of the story, everything in Sasha’s world is dark, grey, hushed, shadowed, and Sasha’s baba’s room “smells like the dead crow he had found at the park”. Why do you suppose it is this way? Do the shadows reflect how Sasha feels in any way? How do the pictures in the beginning of the book make you feel?
  2. Sasha sees dragon shadows everywhere at the beginning of the story. They are not mentioned in the story, per se, but show up in the illustrations. How many dragon shadows can you find in the book? What do  you suppose is the reason that the illustrator included these shadows in these illustrations? What do you think they represent?
  3. How do the other children respond to Sasha at the beginning of the story? Why do you suppose they do that? Does Sasha like it? How do you know? Have you ever felt that way around other children?
  4. What does Sasha do to help calm his fears? What do you do when YOU feel afraid? Can you tell about a time when you did something just like Sasha does, and it helped you? Why do you think it helped?
  5. The dragon in Sasha’s room was very real to Sasha! Do dragons exist in the world? What do you think Sasha’s dragon was or represents? Do you have any “dragons” in your life?
  6. Why did Sasha turn to St. Michael for help with the dragon in his room? What do you know about St. Michael that makes him a good saint to ask for help with your own “dragons”?
  7. What other saints can help us with the “dragons” in our life? How can we get them to help us?
  8. The illustrations in the book make us look hard at the difference between God and His angels and saints and satan and his “helpers” (for example, in this book, the dragon). How do the illustrations help you to see the difference between the two? Does that difference appropriately illustrate the difference in real life?
  9. Sasha does something that shows his complete trust in St. Michael’s ability to save him. What does he do? When you are feeling afraid and attacked, to whom do you turn? Do you have the courage to trust God and His saints fully to help you in those times? Why or why not? Try to remember Sasha kneeling on his bed, pointing right at the dragon, and shouting, “Kill it with your sword!” every time you are feeling afraid!
  10. How does St. Michael enter Sasha’s bedroom? Why do you think the author included smells and sounds in her description of his entrance? How does it make you feel about St. Michael’s presence with Sasha?
  11. Describe St. Michael’s victory over the dragon. If you were there, what would you have thought? Did St. Michael accomplish what Sasha asked him to do, or did he accomplish even more? What makes you think that?
  12. Is Sasha’s life any different after St. Michael kills the dragon in his room? Just by looking at the picture, how can you tell?
  13. Sasha finds a feather on a gash in his floor. What is special about the feather? How would you feel if you found a feather like that in your room? What would you do with it if you found one?
  14. How does Sasha’s world change on the morning after St. Michael’s visit? Describe what Sasha sees as he goes out for a walk with his mother. Is anything different? What is missing?
  15. What does Sasha do with the two feathers he receives? Why do you suppose he does that? How do the others feel after they receive a feather from Sasha?
  16. Compare the first illustration in the book to the last page of Sasha’s story. Are these illustrations alike or different? How so? And how did it happen that they came to be that way? Then compare Sasha at the beginning of the book to himself at the end. Is he the same, or different? How can you tell?

***

“Sasha and the Dragon” author Laura Wolfe has created lesson plans (for varying ages) which incorporate her book. The plans can be used to teach about “arrow prayers”, big feelings, and helping others. Find them here for use with your SCS class: http://lauraewolfe.weebly.com/educational-resources.html

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Gleanings From a Book: “When You Pray: A Practical Guide to an Orthodox Life of Prayer” by L. Joseph Letendre

Author’s note: The use of the word “practical” in the title of this book is no accident. This is the most doable guide to prayer that I have ever read. Every chapter has easily-applicable suggestions that any Orthodox Christian can take to step in the direction of effective prayer. I am so grateful to have read the wisdom in this book. It is the perfect fusion of theology and scripture, incorporating examples and stories that make its contents so accessible that even I can understand them. The book is concise enough for me to re-read it anytime I feel that my prayer life needs another boost. I know that at some point, it will. So I will.

We all know that we should pray. Just before Christ taught His disciples to pray what we now call “The Lord’s Prayer,” He said, “When you pray…” and went on to instruct them to not to be like the hypocrites, to go into their room and pray in secret, and to not use vain repetitions. With each instruction, He began by saying “When you pray..,” indicating that prayer is expected. And rightly so, for his disciples (and we Christians today) love Him a tiny bit as much as He loves us; and in any loving relationship there must be communication. We communicate with our Lord through prayer.

Unfortunately, it is not always easy for us to fulfill this expectation to pray. Even though we know we should pray, there are times when prayer seems daunting or difficult, and we fall short. Author L. Joseph Letendre’s new book “When You Pray: A Practical Guide to an Orthodox Life of Prayer” is a helpful companion for such a time as this. It also serves as a preventative measure against future shortcomings in prayer! The book itself is not long, only 72 pages, but every page is useful to Orthodox Christians desiring to grow in prayer.

“When You Pray…” offers easily-understandable insights and encouragement for prayer. Each chapter covers a different way in which we should pray. Chapters include: “To Pray”; “Pray as You Can”; “Pray Attentively”; “Pray the Lord’s Prayer”; “Pray the Psalms”; “Pray the Gospel”; “Pray for Others”; ”Pray Frequently”; and “Pray Faithfully.”

This book is a must-read for Orthodox Christians who desire to strengthen their prayer life. We would encourage you to read it so that you can be a better example to your Sunday Church School students. The book is written simply enough that students as young as middle school would benefit from studying it together. We recommend that if you teach a class at the middle school level or higher, you consider using this book in your classroom. If you do, we recommend reading one chapter (or a small part of a chapter) at a time and discussing it together. (If your Sunday Church School happens immediately after Divine Liturgy, this book would be an excellent short meditation which you could read while your students are eating a small snack. It would also make an excellent textbook or book study.)

Regardless of how you read it, please read this book. It will help your prayers not to merely be “vain repetitions.” “When You Pray: A Practical Guide to an Orthodox Life of Prayer” will take you (and your students!) by the hand and help you learn how to pray effectively, from the heart.

Order your copy of “When You Pray: A Practical Guide to an Orthodox Life of Prayer” by L. Joseph Letendre here: http://store.ancientfaith.com/when-you-pray
Here are a few gleanings from “When You Pray,” as well as ideas of ways to share them with a group of older students:

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from Ch. 1: To Pray

“The litmus test of faith is not what we do in church, but what we do after church. The list we are given is exhaustive and exhausting. In part, we are
To acquire the mind of Christ (Phil. 2:5)
To move from knowing about God to knowing God (1 Cor. 13:12)
To love our enemies (Matt. 5:44)
To forgive from the heart (Matt. 18:35)
To resist having our lives shaped by the world around us (Rom. 12:2)
To know joy in the midst of suffering (Phil. 4:4)
To follow the commandments of the Gospel (John 14:15).
In turn, we are promised we will
Be transformed by the renewing of our minds (Rom. 12:2)
Become participants in the divine nature (2 Pet. 1:4)
Know the love of Christ and be filled with all the fullness of God (Eph. 3:19)
Cultivate the fruits of the Holy Spirit (Gal. 5:22–23)
Become holy as God is holy (Lev. 11:44, et al.; 1 Pet. 1:16).
What makes all of this—both the undertaking and promised result—possible is God’s grace. What makes grace accessible is prayer.” (pp. 7-8, “When You Pray: A Practical Guide to an Orthodox Life of Prayer” by L. Joseph Letendre)

Before class, copy each of the passages mentioned in this part of chapter 1 on separate slips of paper. Before you read the chapter to the class, pass those slips out and ask each student to look up the passage they’ve been given. When you get to this part of the chapter, instead of reading each phrase, read the reference and ask the student holding the slip of paper with that reference to read the passage of scripture to the class. After you’ve read all of them,talk together about we are to do, what we are promised, and what it is that makes all of this accessible to our lives.

***
from Ch. 2: Pray as You Can

“The decision to do what one can, however seemingly small or inadequate, recurs throughout the Bible: a young shepherd hurls stones at a giant warrior; out of a crowd of famished thousands, a boy graciously offers what few loaves he has; Peter tells a lame beggar, “Silver and gold I do not have, but what I do have I give you” (Acts 3:6). The giant falls, the thousands are fed, and the beggar leaps to his feet. In prayer, all we need do is what we can.” (p. 15, “When You Pray: A Practical Guide to an Orthodox Life of Prayer” by L. Joseph Letendre)

Challenge your students to find each of the Bible stories mentioned in this passage. Talk about how each of these people did what they could: nothing supernatural, just the ordinary amount thing that they were able to do, and how God used that amazingly to work out His purposes. Invite your students to share times that they have done what they could and seen God at work through their “loaves and fishes.”

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from Ch. 3: Pray Attentively

“…from St. John of Kronstadt: ‘When praying, keep to the rule that it is better to say five words from the depth of your heart than ten thousand words with your tongue only.’ It sounds fair. If I don’t pay attention to my prayers, why should God? Paying attention during prayer proved more difficult than I anticipated…

“Three highly recommended practices can help:

  1. Preparing for prayer
  2. Saying the words of our prayer slowly
  3. Praying aloud.” (pp. 17-18, “When You Pray: A Practical Guide to an Orthodox Life of Prayer” by L. Joseph Letendre)

Read and carefully discuss each of those practices with your students. The book fleshes out each recommended practice and offers concrete ways that you can work at each one. Encourage your students to select one for each practice, jot them on a post-it note, then place that note where they will see it and be reminded to keep working on that particular practice.

***
from Ch. 4: Pray the Lord’s Prayer

“Without the right script, prayer can degenerate into telling God what He already knows, and then telling Him what we think He should do about it. [quoting Fr. Alexander Schmemann, quoting his teacher Archimandrite Cyprian Kern.] When Jesus’ disciples came to Him and asked, ‘Lord, teach us to pray,’ He responded by giving them a script: ‘When you pray, say: “Our Father . . .”’ (Luke 11:1, 2).” (p. 24, “When You Pray: A Practical Guide to an Orthodox Life of Prayer” by L. Joseph Letendre)

You could couple a discussion of this chapter with an in-depth look at the Lord’s Prayer. (We wrote a whole series of blog posts on this prayer. The series begins here: https://orthodoxchurchschoolteachers.wordpress.com/2016/03/04/on-the-lords-prayer-an-introduction/)

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from Ch. 5: Pray the Psalms

“How many psalms should we pray? Monks and nuns are the Church’s experts in psalmic prayer. In monasteries and sketes that are able to follow the monastic rule fully, the entire Psalter—all 150 psalms—is read every week… To facilitate this, centuries ago, the Psalms were divided into twenty sections (called kathismas) and further divided into three subsections (called stases): thus, sixty sections of roughly equal length. So, one possibility is to pray one or more of these stases each day… If praying a stasis attentively is not possible, do less. Do one psalm. Do a few verses from one psalm. We should pray as many—or as few—psalms as we realistically can in the time we have. But we should never do none.” (p. 30, “When You Pray: A Practical Guide to an Orthodox Life of Prayer” by L. Joseph Letendre)

Pull out the Psalter (or have your students look up the book of Psalms in Bibles). Allow your students time to read through the Psalms, and ask them to find one that jumps out at them – one that would be good for them to pray right now because of the struggle they are facing or because of how it encourages them. Take time for your students to quietly pray their specially-selected Psalm. You may even want to allow them to copy it, decorate the paper they’ve copied it onto and take that home with them to remind them to pray that Psalm. Challenge them to pray the Psalm every day for the week. The following Sunday, allow time for students to share if/how praying their Psalm helped them during the week.

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from Ch. 6: Pray the Gospel

“First, choose a short passage from the Gospels. It can be one event in the life of Christ, a section from the teachings of Jesus, even a single verse… In St. Athanasius’s Life of St. Anthony, we read how hearing just one verse from the Gospel in Church led Anthony into the desert to pursue the monastic life. Second, read the passage or verse out loud… Read it slowly. Then read it again. For writers across the centuries, the governing image here is “ruminating.” A ruminant (cows are the handiest example) is an animal that chews its cud. After it has eaten, it regurgitates its food and spends its time in a leisurely rechewing of its meal. When the saints advise ruminating on a passage of Scripture, they mean slowly ‘chewing over’ what we’ve read in our minds and our imagination.” (pp. 33-34, “When You Pray: A Practical Guide to an Orthodox Life of Prayer” by L. Joseph Letendre)

Practice “praying the Gospel” with your students by applying the steps suggested in the book to this week’s Gospel reading. Teach them how to do this by leading them through it. Then when they are at home, they will know how to pray the Gospel because of their experience in Sunday Church School!

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from Ch. 7: Pray for Others

“When we have completed our list, we move on—in trust and confidence—to the rest of our prayer, the rest of our day, or simply to our rest. It is not our prayer or the intensity of feeling we bring to it that matters; what matters is God’s grace. Through our prayers we have joined in the work God is already doing; we have united God’s will for them to our own.” (p. 37)

“Praying for others can be risky. The risk is that we will become part of God’s answer to our prayer. We should be ready for that.” (p. 39, “When You Pray: A Practical Guide to an Orthodox Life of Prayer” by L. Joseph Letendre)

Hand each one of your students a blank piece of paper and a pencil or pen. Give them a block of time to create their own list of people for which they can pray. Talk together about how to do this, how to lift that personal list of people up to God in prayer. Encourage your students to take their list home and work at doing this important work. Remind them that they may need just to pray for the people on their list, or that God may use them to become part of the answer to that prayer.

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from Ch. 8: Pray Frequently

“Few of us living ‘in the world’—meaning outside of monasteries—can pray without ceasing. Workday distractions and obligations, many of them part of our vocations, eat away at our time and attention. But even if we cannot pray ceaselessly, we can pray frequently. We can seize every opportunity the day affords us to pray briefly; we can pray on the run. Indeed, frequent prayer is essential if we are to grow in the Christian life and fulfill the commandments of Christ. Without frequent prayer, living the Christian life is all but impossible. As Jesus warned us, ‘Without Me you can do nothing’ (John 15:5). Therefore, besides praying at the set times of our rule, we should make every event, activity, and transition in our day an opportunity for a brief prayer.” (p. 42, “When You Pray: A Practical Guide to an Orthodox Life of Prayer” by L. Joseph Letendre)

Find ideas on how to pray frequently in this recent blog post: https://orthodoxchurchschoolteachers.wordpress.com/2017/08/11/on-practical-reminders-to-pray/

***
from Ch. 9: Pray Faithfully

“…the test of prayer is not how we feel or what happens during prayer; it is what we do and how we are after prayer. A friend of mine once observed that her brother had begun meditating and jogging. ‘He is calmer and thinner,’ she remarked, ‘but he’s no better.’ The fruits of prayer are revealed in the kitchen, the supermarket, and the office. This is why in the prophetic literature of the Old Testament we often read that God does not judge His people on the basis of their prayers, fasts, and ritual sacrifices in the temple, but on how they treat the widow, the fatherless, and the stranger (Zech. 7:10, for instance). The test of prayer is how well we fulfill the commandments of Christ. ” (pp. 60-61, “When You Pray: A Practical Guide to an Orthodox Life of Prayer” by L. Joseph Letendre)

You could use litmus paper to introduce this section of the book. Before you read this chapter, show a piece of litmus paper to your class, and ask them if they know what it is and/or how it is used. Demonstrate its purpose by using pieces of litmus paper to test a variety of liquids: lemon juice, water, a soft drink, coffee, etc. Then ask the class what the “litmus test” for prayer is? Entertain answers, read this chapter aloud, then ask again (see answer above). Give each student a strip of litmus paper and a bookmark-sized piece of cardstock. Invite them to create a bookmark for their prayer book that includes the litmus paper and this reminder from p. 61 of the book: “The test of prayer is how well we fulfill the commandments of Christ.” (or “Am I passing the prayer test?” or something to that effect)

***

Take some time with your students to discuss the seven principles that summarize the monastic fathers’ writings on prayer. These are listed in the appendix, pp. 63-62. As you read through them, encourage each student to select one on which to focus on improving in their life.

On Practical Reminders to Pray

“Pray without ceasing” (1 Thess. 5:17) is an exhortation St. Paul wrote in his letter to the Thessalonians. Such constant prayer sounds like a very Christian thing to do, a great idea, and a lofty goal that we should work towards someday. But have you ever read on beyond that short phrase? The very next verse continues, “…for this is the will of God in Christ Jesus for you.”

Wait, WHAT? Praying without ceasing is God’s will for us? Oh, boy… I don’t know about you, but I have got an awful lot of work to do if I wish to be living in a way that fulfills God’s will for me! (By the way, “Rejoice always” and “In everything give thanks” are the other two parts of that exhortation revealing God’s will for us, but we will address them at another time…) To be perfectly honest, I truly want to be the human that God created me to be. I want to be fulfilling His will for my life. But how in the world will I actually pray without ceasing? I wonder if you and/or your students feel the same way?

I get so caught up in life, in what’s happening around me, that hours can pass when I do not pray. That’s hours of not living in God’s will for my life. Lord, have mercy on me, a sinner! I hope that I am alone in this transgression. If so, forgive me (and pray for me!). But in case I am not alone and there are others of us in this community sharing my struggle, I will pass along a few ideas of ways that we can begin to pray more often, stepping closer and closer to “without ceasing.”

It seems to me that the easiest way for us to pray without ceasing is to make a physical connection of some sort to our daily life. We need some practical reminders to do that praying. Perhaps we can gather as a family and talk about creating prayer cues. What in our life can be used as a reminder, to help us to pray? It may be helpful to make a list of cues that we will look for each day, and then match prayers to those cues. (Remember to include scripture prayers as well as other ones!)

Here are a few examples (besides our morning, meal time, and evening prayers) of ways that our family is trying to remember to pray without ceasing. I will share them in case they resonate with you as well. (These are geared towards older people, since my children are now young adults.)

I get so caught up in life, in what’s happening around me, that hours can pass when I do not pray. That’s hours of not living in God’s will for my life. Lord, have mercy on me, a sinner! I hope that I am alone in this transgression. If so, forgive me (and pray for me!). But in case I am not alone and there are others of us in this community – and perhaps our students as well – who share my struggle, I will pass along a few ideas of ways that we can begin to pray more often, stepping closer and closer to “without ceasing.” Perhaps some of them will ring true to you, for use with your students.

It seems to me that the easiest way for us to pray without ceasing is to make a physical connection of some sort to our daily life. We need some practical reminders to do that praying. Chat with your students about the idea, and invite them to help you to create some prayer cues. What is it in each of our lives that can be used as a reminder, to help us to pray? It may be helpful to make a list of cues that we will look for each day, and then match prayers to those cues. (Remember to include scripture prayers as well as other ones!)

Here are a few examples (besides our morning, meal time, and evening prayers) of ways that our family is trying to remember to pray without ceasing. I will share them in case they resonate with you and/or your students, as well. Pass on any of these to your students which you think they will find helpful! (These are geared towards older people, since my children are now young adults.)

  1. Upon waking from sleep, pray one of St. Macarius the Great’s morning prayers, such as this one: “O Lord, Who in Thine abundant goodness and Thy great compassion hast granted me, Thy servant, to go through the time of the night that is past without attack from any opposing evil: Do Thou Thyself, O Master and Creator of all things, vouchsafe me by Thy true light and with an enlightened heart to do Thy will, now and ever, and unto the ages of ages. Amen”
  2. While showering, pray Archimandrite Sophronios’ prayer at daybreak (http://www.ocf.org/OrthodoxPage/prayers/daybreak.html).
  3. Our family lives three blocks from a hospital. Every time we hear a siren or helicopter, each member of our family pauses to pray for the person in need and for their family. If we are in a conversation when the emergency vehicle passes, we make the sign of the cross, signaling our desire for God’s mercy on that person.
  4. The same concept applies for any siren: police, fire, etc. Let the noise be the reminder to pray! Clearly someone is in need, their family will be affected, and the first responders need God’s guidance, wisdom, and protection! So, we pray: “Lord, have mercy on them!”
  5. Keep a copy of St. John Chrysostom’s prayers for every hour by your desk or workspace. (I do this, but unfortunately I forget that it is there, so it is underutilized. I need to find a way to remember to pray these simple “arrow prayers.” Any ideas or suggestions? Perhaps I should set a reminder alarm?)
  6. My husband often prays through the alphabet at night if he is awakened and unable to go right back to sleep. He will think of someone whose name begins with each letter of the alphabet, and then pray for God’s mercy on them.

Okay, so I have listed a few ideas. But there are still many, many hours in a day. How else can we pray without ceasing? And how can our Sunday Church School students, especially those who are children, do so? We can encourage them (and ourselves! ) to begin by praying very simple prayers aloud while performing daily tasks. Those simple prayers could include:
* While washing up before or cleaning sticky fingers after a meal, “I will wash my hands in innocence; so I will go about Your altar, O Lord.” (Ps. 26:6)

* While bathing: “Create in me a clean heart, O God, and renew a right spirit within me.” (Ps. 51:10) (or “Wash me and I shall be whiter than snow.” (Ps. 51:7))

* When brushing teeth, “Let the words of my mouth and the meditation of my heart be acceptable in Your sight, O Lord, my strength and my Redeemer.” (Ps. 19:14)

*While putting on clothes or a coat, “…he has clothed me with garments of salvation and arrayed me in a robe of his righteousness…” (Is. 61:10)

*While turning on a light or lighting a candle, “O Lord, enlighten my heart, which evil desires have darkened.” (St. John Chrysostom’s hourly prayers)

*While watering plants, “Oh Lord, sprinkle my heart with the dew of Thy Grace.” (St. John Chrysostom’s hourly prayers)

*When planting or gardening, “O Lord, plant in me the root of all blessings, the fear of Thee in my heart.” (St. John Chrysostom’s hourly prayers)

*When locking a door, “O Lord, protect me from certain people, from demons and passions, and from every other harmful thing.” (St. John Chrysostom’s hourly prayers)

It may take a while for us to learn all of these prayers by heart and incorporate them into our daily routine. We need to encourage our students that that is okay, and work to find ways to help them to succeed in this endeavor. We can print the prayers on small cards and have our students place them where they will see these cards as they go about their day. (In case you wish to use the above prayers, we have created a printable version of them.)

What physical cues do you and your students use for constant prayer? Please share them below! In this way, we can help each other to pray without ceasing and thus walk in God’s will for us.

 

Here are a few links that you may find helpful as you grow in prayer without ceasing:

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Sign up for Orthodox Motherhood’s free 5-day email course, “Becoming a Family of Prayer,” here: http://www.orthodoxmotherhood.com/. You’ll receive a daily email for five days in a row, each focused on a different aspect of helping your family to pray more. Each day’s email is brief but helpful and comes with printable worksheets that can better help you to grasp what the topic of the day is about. Each email will give you ideas of things to bring up with your students when you discuss this topic in class.

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Orthodox Motherhood offers ideas of 50 times to pray The Jesus Prayer. We can share these with our students, and help them develop their own list, specific to them: http://www.orthodoxmotherhood.com/50-times-say-jesus-prayer/

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Find additional morning prayers that you or your students may wish to incorporate into your routine here: http://pomog.org/morningprayers-en/

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Find prayers for any time of day in prayer or service books, or at online sites such as this one: http://www.ocf.org/OrthodoxPage/prayers/

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Encourage your students to utilize a prayer rope to help them remember to pray! The Jesus Prayer is a wonderful way to pray with a prayer rope. Or they could also use the 33 different intercessions found here, one for each knot: https://fatherpatrick.wordpress.com/2008/09/15/33-intercessions-to-pray-using-a-33-knot-prayer-rope/

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St. John Chrysostom offers a one-line prayer for every hour of the day. Consider printing this, allowing your students to decorate it, laminate it, and then take it home to keep at their desk, sink, fridge, or anywhere that they’ll see it regularly and can pray the hours. Read more about these prayers here: https://frted.wordpress.com/2012/07/29/prayers-for-each-hour-of-the-day/. Here is a printable version that could help you: St. John Chrysostom’s Hourly Prayers

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This not-Orthodox-but-helpful blog suggests ways to pray using the scriptures. There are even printable prayer-verse cards that your students can put right at the space where they need the reminder! http://paththroughthenarrowgate.com/teach-us-to-pray-easy-verse-cards-set-one/

Gleanings From a Book: “We Pray” by Daniel Opperwall

I never expected to be charmed by a nonfiction book. However, “We Pray,” written by Daniel Opperwall and illustrated by Jelena and Marko Grbic is no ordinary nonfiction book! It is a beautiful Orthodox Christian children’s book that helps children (and those reading to/with them) think about prayer. Each spread of the book talks about a different aspect of prayer and includes some of the basic theology behind that aspect. Some pages offer specific prayers that we can pray, along with ways in which we pray (with incense, with a prayer rope, etc.). Other pages talk about where we pray, how we pray, what we pray, and for whom we pray. “We Pray” may be an informational book, but it is not at all tedious. Instead, the book has an almost lyrical tone, so the spiritual instruction in “We Pray” is both approachable and enjoyable.

But the tone of the book and the knowledge it imparts are not nearly the only charms of this book! Its physical size is lovely, too. Ancient Faith Publishing has printed “We Pray” in a very “holdable” size for children. At 8 ¼” square, the book is a comfortable size for children to hold. And even better than its size are the book’s delightful pictures! Jelena and Marko Grbic’s charming illustrations are both colorful and enticing. Each drawing is whimsical, yet true to the Faith. The book’s pages are quite sturdy, which was a smart design choice, because children will likely return to the illustrations again and again, taking in all the beautiful details included in each! (To be honest, adults will do the same. I have paged through this book countless times just to savor the illustrations!)

“We Pray” is an excellent addition to any Orthodox Christian library. Its readers will learn about prayer and be encouraged to pray more fervently. Its size and darling illustrations will appeal to children of all ages. My guess is that you, too, will find it charming!

To purchase your own copy of “We Pray,” visit http://store.ancientfaith.com/we-pray/.

Here are some activities that you can do with your students after reading it!

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With younger children: Before class, copy one of the prayers from the back of “We Pray” onto a piece of transparency film (one copy for each student) and trim it to the right size. In class, allow students to decorate the film with permanent markers, to add color and/or illustrations to the prayer. Tape the film to form a tube that fits around (or glue the film directly to) the outside of a glass candle holder. Insert a battery-run tealight.

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With older children: Allow each student to use a permanent marker to write their favorite prayer from the back of “We Pray” onto a piece of transparency film and to decorate it as they wish. Encourage them to make it colorful just as Jelena and Marko Grbic did in the illustrations for the book. Glue the film to the outside of a glass candle holder. Insert a battery-run tealight or small candle.

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With teens (although the book is geared for younger children, teens can benefit from it as well!): Discuss “We Pray.” Ask the students to think about the book’s discussion of prayer and compare it to their own lives. Are there any times and/or prayers mentioned in the book that they already pray? Which ones? Are there any times when they do not yet pray, but would like to start praying? Which, and why? Talk about the prayers mentioned in the book. Ask questions like these: “Are any of these prayers familiar to you? Have you prayed any of them in your lifetime, and if so, which ones were the most helpful to you? If you were to share one of these prayers with a younger person in your life, which one would you share, and why?” Look again at how the Grbics incorporated some of the prayers into their illustrations, surrounded by whimsical doodles. Provide paper, pencils, markers, etc. for your students. Encourage them to write the prayer they’d share with a younger person and then try their hand at decorating it as the Grbics did in “We Pray.” Encourage each teen to share their illustrated prayer with a younger child in the parish.

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Encourage your students of any age to respond by writing or drawing about the book “We Pray” after you have read it together. Here is a reproducible page you can offer to your students that they can use for their response: WePrayResponse. You could do this activity prior to a class discussion, and then discuss the students’ responses as they share them. Or you could offer them this opportunity after having discussed the book together.

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Just for fun, have multiple copies of “We Pray” available for your students to look at. After you’ve read and discussed the book, hand out this activity page (WePrayCounting) and challenge students (individually or in small groups) to complete the counting activity. They will need to look closely at the artwork. That is why you will need multiple copies of the book!

 

On Miracles That God Performs Through Icons

Icons are windows to heaven. We have them in our churches, we have them in our homes, and perhaps in our car/locker/workspace/elsewhere as well. They are in these places as visual reminders of Truth. Icons remind us of the power of God at work, either through the written images of Christ Himself or of those gone before us who have followed Him completely and became saints. They help us to better understand the scriptures and to better connect with the person/people written on them. Icons draw us to God by virtue of their beauty, the stories of faithfulness they represent, the Scriptures they unveil. It is a miracle that something so simple as a prayerfully-written icon can do so much to help us on our journey toward Him.

Occasionally, God chooses to move beyond that sense of “being drawn,” and to work other miracles through them. The purpose of this blog post is to help each of us to learn about some of the icons He is using in this way (or has recently used in this way), and to read the stories of miracles wrought through them. It is our hope that this post will be encouraging and help each of us to be aware of how God is at work through icons. These stories will also encourage our students, as we share the stories with them.

There are several ways that you could share these miracles with your Sunday Church School Students. One of these accounts could be shared as your students are eating their snack (if you have Church School right after Liturgy), each week for a period of weeks. Or perhaps you could share one at the beginning or end of every class for a season. Perhaps you would prefer to teach a lesson about miracles wrought through icons and wish to select several of the stories to study in a lesson or series of lessons. It is up to you how you utilize these stories. Please consider sharing them with your students! Children are naturally full of wonder, and will benefit from knowing these amazing ways in which God is at work through holy icons.

 

Here are a few examples of miracle-working icons and their stories which you may wish to share with your students:

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What would you or your students do if some of the icons in your prayer corner miraculously began streaming myrrh? Read this account by Subdeacon Nectarios himself, of what happened in his home. In the account, you’ll read about two streaming icons (each with different-smelling myrrh), a cat, a “doubting Thomas” who ends up with a mouthful of “proof,” and a few of the miracles that the miraculous myrrh have wrought. Glory to God! http://www.orthodoxhawaii.org/icons.html

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The Kardiotissa Icon of the Mother of God, at St. George Orthodox Church in Taylor, Pennsylvania, has been exuding myrrh ever since it was anointed with the myrrh of the Hawaiian Iveron icon in October of 2011. Many, many lives have been changed as a result. Share some of the miracles that have happened, as accounted in this homily, with your students: http://www.schwebster.org/sermons/2014-sermons/the-miracles-and-wonders-of-god-the-crying-icon-of-taylor-pa

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Begin a discussion with your older students about different kinds of healing (physical vs spiritual) by reading them this quote (and perhaps the entire article): “Over the past ten years there have been many miracles; some I’ve heard about and some I haven’t. There have been many physical healings, external, and there have also been many spiritual, inner healings. Through this Icon many of the faithful have experienced radical transformations in their lives. It’s as if people become liberated from the ‘old man’ and ardently strive towards God.  When the Icon is present in various churches, monasteries and homes, one senses a renewal of love for the Mother of God; almost immediately many people approach for confession, spiritually reborn through a feeling of repentance.  I’d like to say that the Mother of God helps our believers sense their sinfulness before Her Son, Jesus Christ.”


Read this and more of the story and miracles of the copy of the Iveron icon of the Mother of God (the same one whose copy was sent to Hawaii and began myrrh streaming there, and when that one in turn visited the Kardiotissa icon in Pennsylvania it began exuding myrrh as well), which was brought to Canada from Mt. Athos by a Chilean convert to Orthodoxy here: http://www.roca.org/OA/120/120k.htm

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“One can go on for a very long time listing the different holy Icons of the Ever-Virgin Mary and Theotokos and all the wonderful countless miracles of our Panagia. It is, however, important for all Orthodox Christian believers to always seek the holy intercessions of the Mother of God and to turn to Her for aid, healing, comfort and salvation.” Read some of the miracles in this article: http://saintandrewgoc.org/home/2014/8/25/the-miraculous-icon-of-panagia-portraitissa-the-keeper-of-th.html. Ask your students if they have heard any other stories of times when God has worked miracles through an icon of the Theotokos. Then, spend some time praying and asking her to pray for you and your loved ones – and the whole world!

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Watch this 8-minute video that shows miracle after miracle, mostly related to icons, which God has granted through His Holy Orthodox Church. The video is set to parts of the Vespers service chanted by Eikona, and could be a wonder-filled way to end a class about miracle-working icons! (We recommend that you watch it before showing it to your students, however, so you know what they will see and can be prepared to answer related questions.) https://www.youtube.com/watch?v=p-AOO903CZA

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Throughout history, icons of the Mother of God have worked miracles. This article shares the commemoration days of many icons of the Theotokos, along with some of the stories of miracles attributed to those icons, set throughout history. These stories are not as recent as some of the above, but they are still miracles and well worth learning about! To read about an icon of the Theotokos and/or a miracle attributed to the icon, click on the month, then which of the days of that month you’d like to read about: https://oca.org/saints/icons-mother-of-god. In order to learn about more of them, consider allowing each student to select a different one to learn about and share their learnings with the rest of the class. (You will need to plan ahead and print things out, unless you have internet access in class or you give the students the assignment to bring back on a different Sunday.)

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“Venerating a miracle is also a way of acknowledging the importance of its context. A weeping icon is amazing, but it’s obviously not meant to distract attention away from the liturgical, sacramental, and doctrinal life of the Church. If anything, a miracle should amplify the importance of Church practices and teaching, for the God who causes the miracle is also the God who established these as markers of his ‘new and everlasting covenant’ with mankind.” Read more about responding to miracles wrought through icons in this article:  http://myocn.net/miracle-greece-weeping-icon-mean/. After reading the article, be sure to discuss it with your students so that they know how best to respond to any miraculous events they may experience that are associated with icons.

 

Gleanings from a Book: “Orthodox Christian Parenting Cultivating God’s Creation” By Marie Eliades

We recently discovered the book Orthodox Christian Parenting – Cultivating God’s Creation by Marie L. Eliades, published by Zoe Press in 2012. This book is a compilation of quotes and writings about raising and educating Orthodox Christian children. The text is gathered both from Church fathers and contemporary Orthodox Christians, and is presented by theme. (An important note: the introduction to the book tells more about the project and encourages readers to discuss what they read with their spiritual father to see what is best for their own family.)

Themes include:

“The Bigger Picture” (addresses why the book’s content is important)

“Marriage and New Beginnings” (sets the foundation for a new Orthodox family, and offers Orthodox perspectives on infertility/pregnancy/childbirth/adoption/loss of a child)

“Raising our Children” (speaks to childrearing from early childhood through youth)

“In the House of the Lord” (offers the basics of Orthodox family life at Church and at home)

“Adolescence and Growing Up” (talks about the issues and challenges that older children and their related adults face)

“So, They’re Leaving Home” (suggestions for launching a young adult)

We found many encouraging and challenging quotes throughout the book, and will share a few of them with you. This book will be of great benefit to any Orthodox Christians who marry, raise children, and/or teach children about the Faith. We recommend that people in those categories consider reading the book because of its insights into what the Church has taught about raising and teaching children of all ages.

Find the book here: http://www.shop.zoepress.us/Orthodox-Christian-Parenting-Cultivating-Gods-Creation-978-0-9851915-0-4.htm

Here are a few quotes from the book:

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“Saint John [Chrysostom] says that the souls of children are soft and delicate like wax. If right teachings are impressed upon them from the beginning, then with time these impressions harden as in the case of a waxen seal. None will be able to undo this good impression… There is no more wonderful material with which to work than the souls of children. Parents create ensouled icons of God, living statues.” (p. 24)

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From a section from St. Porphyrios:
“Teach the children to seek God’s help. The great secret for children’s progress is humility. Trust in God gives perfect security. God is everything. No one can say that I am everything. That cultivates egotism. God desires us to lead children to humility. Without humility neither we nor our children will achieve anything. You need to be careful when you encourage children. You shouldn’t say to a child, ‘You’ll succeed, you’re great, you’re young, your fearless, you’re perfect!’ This is not good for the child. You can tell the child and say, ‘The talents you have, have been given to you by God. Pray and God will give you strength to cultivate them and in that way you will succeed. God will give you His grace.’ That is the best way. Children should learn to seek God’s help in everything.” (p. 86)

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From a section from St. Porphyrios:
“Young people these days say, ‘You need to understand us!’ But we mustn’t conform to their ideas. On the contrary, we need to pray for them, to say what is right, to live by what is right, and proclaim what is right, and not conform ourselves to their way of thinking. We mustn’t compromise the magnificence of our faith… We need to remain the people that we are and proclaim the truth and the light. The children will learn from the holy Fathers. The teaching of the Fathers will instruct our children about Confession, about the passions, about evils and about how the saints conquered their evil selves. And we will pray that God will enter into them.” (p. 90)

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“The Orthodox educator does not project himself as superior because he sees his own self as more sinful than everyone. His students teach him. He cooperates harmoniously with his colleagues; he bases the success of his work on prayer. He educates himself daily in order to be able to educate his little brothers in Christ. How different is this model of educator from that of the various educated people of our age who often, ignoring the education of the Three Hierarchs, set out with a  luciferian egotism of knowledge, of projection, of worldly wisdom and often more based on their individual net worth. In fact, the Three Hierarchs as brilliant stars can serve to enlighten the darkness of our age, to cast light on the facts of ‘education’ of which our purported leaders of education are entirely unaware.” (p. 135)

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“Orthodox holy Tradition teaches us humility, obedience, repentance and love. Tradition can only be passed on by example. ‘Youth ministers’ will not be able to communicate much about Orthodox spirituality unless the young ones are actually seeing this happen in the home or at least in the homes of other church members. SOMEBODY actually has to start living Tradition in order for it to be conveyed. It is no wonder that the Greek word for Tradition, ‘paradosis,’ means to pass along or hand down something that is living and active.” (p. 160)

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From a section by Fr. Artemy Vladimirov:

“We very much pity those Orthodox Christians who think that the best rest for their exhausted soul is to watch television news. This isn’t a bad thing, perhaps, but it’s a dead thing. You may spend all of the earthly time you have been allotted with such distractions, but you will never be at peace. If you want to calm your mind and ease your heart, try calling instead on the most holy name of Jesus Christ, without haste and with only one intent: to attract His attention and repent of your sins.

“Try taking a walk for ten minutes as you invoke his miracle-working name, and you will see spiritual profit. Begin in a simple, humble manner, ‘O Lord Jesus Christ, have mercy on me, a sinner.’ You may even do this somewhat mechanically, knowing that this tradition has been sanctified by generations of saints, but as you walk and pray, try not to think of anything else. Just walk in the presence of God.

“In these ten minutes you will find that your fevered mind is soothed, that the noisy bazaar of your thoughts has become light, clear, and direct…” (p. 201)

Saints of Recent Decades: St. Porphyrios (Nov. 19/Dec.2)

On February 7, 1906, in a small village called St. John Karystia, on the second largest island of Greece (Evia), a baby boy was born. The boy’s father was a farmer named Leonidas, and his mother’s name was Eleni. This boy, the fourth of five children born to the Bairaktaris family, was named “Evangelos” when he was baptized. The whole family loved God and served Him to the best of their ability. Leonidas was the village cantor, so the family often attended church, and they lived out their faith at home, too.

Evangelos went to school in his village, but the teacher was sick a lot and the students didn’t learn very much. So, after only two years of school, he left and worked instead on the farm. He loved to take care of the animals on the farm. During this time, his father taught him many things about the Orthodox Faith, including the Paraklesis service to the Mother of God. Evangelos was a very serious boy who worked hard at all that he did. One of the things he worked hard at was reading the story of St. John the Hut-dweller. It was hard for Evangelos to read because he only had two years of school, but he loved the saint and kept reading until he had read the whole story. When he finished, he knew that he wanted to love God like that, too, so he wanted to imitate St. John’s life.

Evangelos looked much older than he really was. When he was only 8 years old, he started shaving. That was the year that he got his first job away from home. He worked in a coal mine to make more money for his family. Later he got a job in a grocery store. Throughout the years that he worked to make money for his family, Evangelos remembered St. John the Hut-Dweller and wanted to go live on Mt. Athos just like St. John. Finally, when he was a very young teen, Evangelos was able to go to Mt. Athos. On the ferry boat between Thessaloniki and Mt. Athos, Evangelos met Fr. Panteleimon, who immediately began to look after Evangelos, helped him settle in on the Mountain, and eventually became his spiritual father.

Evangelos did not stop being serious or working hard when he finally made it to the Holy Mountain. In fact, he worked even harder! Sometimes he wished that his elders would ask him to do more. He began to work on his asceticism. He walked around barefoot (the Mountain is covered in rocks and sometimes in snow!), and didn’t sleep much (but when he did, he slept on the floor with the window open and only used one blanket), and he did many prostrations. His daytime work varied from cutting down big trees to carving wood to preparing the ground around his hut for a garden. While he worked, Evangelos prayed and repeated the services/hymns/Gospel to himself until he had them in his heart. He no longer had bad thoughts because he was always focusing his mind on the things of God. Probably the most special thing about this time in Evangelos’ life is that he chose to love his elder, and submit to and obey him because of that love. The way that he humbled himself in submission to his elder made this part of his life so special. During this time, he was tonsured a monk and named Nikitas.

Nikitas’ great love for his elder, for the Church, and for God opened the door for him to experience God’s blessings in new ways. Here is how it began: one morning Nikitas went early to the main church. The door was still locked. An 90-year-old monk (also a saint) named Dimas came to the church. He looked to make sure no one was there to watch, missing Nikitas’ presence, and began to make full prostrations and praying in front of the church doors. The grace of God poured out of Dimas and touched Nikitas in such a special way that even after liturgy, after receiving Holy Communion, he was still basking in it. When he returned to his hut, he stopped, raised his hands, and shouted, “Glory to You, O God! Glory to You, O God! Glory to you, O God!”

That touch of God’s grace in Nikitas’ life changed him. God began to give him special abilities that he did not have before. The first thing that happened was that Nikitas could see his elders, who had traveled far away, coming back while they were still far away. No one else could see them, but he could. His sense of sight was very good. His other senses became very strong, too. Nikitas’ hearing was so good that he could recognize different animal voices and could understand what they were saying. His sense of smell was so strong that he could recognize different smells that were far away. He could see anything from the deep part of the earth to faraway space. He could see past time, as well, seeing things that happened hundreds of years before. He could communicate with rocks and learn about the ascetics who had visited them before, as they worked on their asceticism. He could heal people just by looking at them or touching them. Nikitas used these gifts only to bless and help others, not himself. He didn’t even ask for God to heal his own sicknesses! All of these special gifts were from God and Nikitas was quick to say that it was God’s grace that made them happen: not anything that he had done!

Monk Nikitas kept on working on his asceticism. He wanted to live out in the hut, but his body was so worn down from his hard work that he was sick. His elders sent him back to live in a monastery until he was well again. Then he went back to his hut. Again he got sick. His elders had to send him back to a monastery. This time, they sent him to the Monastery Lefkon of St. Charalambos. He lived as ascetically as his health would allow in that monastery. Monk Nikitas was 19 years old when he moved to that monastery.

When he was only 21, Archbishop Porphyrios III noticed God’s hand on Monk Nikitas’ life. He ordained the monk to the diaconate, and the next day, to the priesthood. He gave him the name Porphyrios.

One of Fr. Porphyrios’ jobs was to hear confessions. He learned from St. Basil that he needed to handle each confession individually and not be upset if they take a long time. Fr. Porphyrios would spend hours every day, sometimes without a break, hearing people’s confessions. The special gifts he had from God helped him to better help the people who came to him for confession.

When the monastery became a convent, Fr. Porphyrios was reassigned. He was sent instead to a church in the village of Tsakayi. Not long after, he was sent on, to the chapel of St. Gerasimos in Athens, at the Athens Polyclinic. World War II had begun, and Fr. Porphyrios wanted to be near the people that he loved who were suffering, so he asked for this work. He worked at the Polyclinic for 30 years, then (because he loved his spiritual children) he stayed on as a volunteer for three more years. All of those years, he received very little money for that work. So he had to work another job as well, to pay the bills. To help pay the bills, Fr. Porphyrios worked on organizing a poultry farm and then a weaving shop. In later years, he rented the monastery of St. Nicholas in Kallisia and worked the land, planted trees, and built an irrigation system. He worked and worked, and did not let himself rest. When he finished his 35th year as a priest, he left the Polyclinic (but kept visiting after that, as mentioned before, because of all the spiritual children that he had there, whom he loved). Finally, in 1973, he left the Polyclinic and went to live at the monastery of St. Nicholas, where he continued to receive guests, hear their confessions, and pray for them.

By this time, Fr. Porphyrios had many physical struggles. He had kidney trouble, and had worked his body so hard that he needed an operation. He asked that they wait to do the operation because it was Holy Week and he wanted to celebrate the services. They did, but he ended up in a coma and doctors thought he would die. He also had a fractured leg and a hernia which both gave him trouble. And then on August 29, 1978, he had a heart attack and had to stay in the hospital for 20 days. Later he had an operation on his left eye. Sadly, the doctor made a mistake and Fr. Porphyrios completely lost his vision in that eye. (That doctor also gave him a shot that Elder Porphyrios’ body couldn’t handle, and it caused a stomach hemorrhage that he struggled with for the rest of his life, leaving him unable to eat regular food!) All of this made him very weak and tired. But God kept him alive!

But Elder Porphyrios loved God and His people. He kept receiving the people who come to him for advice and help. Although he had to reduce the number of hours that he could help people, he could still pray for them with love! And he did.

Elder Porphyrios had wanted for a long time to build a convent for some of his spiritual daughters. He got the blessing of the church and looked long and hard for a place to build it. Finally he found some land and the “Holy Convent of the Transfiguration of the Savior” was started. His great love for people made him want to guide them in the joy of being transfigured (changed) to be like Christ. That’s how the name came to be.

He moved onto the property in 1980, and construction (which he supervised closely) began. Elder Porphyrios and his friends had been saving up for this monastery for a long time. Because of that, they had the money to build on the property. His prayers supported the work, and the building went smoothly, by the grace of God.

But in his heart, Elder Porphyrios really wanted to go back to Mt. Athos. In 1984 he was given the hut on the Mountain where he had lived when he first took his monastic vows. He sent disciples to live there over the years, but he wanted to go himself, to die in the place where he took his vows 60 years earlier.

Finally, in 1991, on the night before the Feast of the Holy Trinity, Elder Porphyrios left for his hut on Mt. Athos. On his way, he had visited Athens to give his confession and receive absolution. When he arrived on Mt. Athos, Elder Porphyrios settled into his hut and waited to depart this life.

He asked that a deep grave be dug for him. Then he told someone what to write, and wrote a letter for his spiritual children. In the letter he gave some advice and asked them to forgive him for the things that he did wrong in his life. He was ready to depart this life, but his spiritual children kept contacting him for advice and help. Two times he had to go back to the Convent in Athens. He didn’t want to, but his spiritual children needed him, so he went. He always left only a few days after arriving at the Convent, so that he could get back to Mt. Athos as quickly as possible.

God was merciful and allowed Elder Porphyrios to be on the Mountain when he departed this life. The evening that he passed away, he went to confession and then spent some time praying. His disciples read some Psalms and prayed the Jesus Prayer to help him finish his prayer rule one last time. He continued to whisper prayers, until finally he said only one word, “Come!” and departed this life. It was 4:31 am, Dec. 2, 1991.

The fathers at the monastery kept vigil all day and night, and buried him at dawn on Dec. 3. They had not announced his passing to the rest of the world, just as Elder Paisios instructed. After he was buried, everyone else found out that he had departed this life.

Elder Porphyrios continues his work of love for others and prays for all of us. He has appeared to those who needed his help, and prayed successfully for God to heal many people. Because of his life and these after-departing-this-life miracles, the elder was elevated to sainthood on Nov. 27, 2013.

 

Through the prayers of St. Porphyrios, O Lord Jesus Christ our God, have mercy on us and save us! Amen!

Sources:

http://www.abbamoses.com/porphyriosbio.html

http://www.orthodoxphotos.com/Orthodox_Elders/Greek/Fr._Porphyrios/

http://pemptousia.com/2014/01/saint-porphyrios-of-kafsokalyvia-part-i/

Here are additional helpful links and ideas that can help you teach your Sunday Church School students about St. Porphyrios:

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Share this little book about St. Porphyrios’ life with your Sunday Church School students: http://orthodoxchildrensbooks.com/…/58…/flypage-ask.tpl.html

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To learn more about St. Porphyrios, listen to this recorded telling of his life: https://www.youtube.com/watch?v=OrjzhH1pHjU
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You and your students can hear the voice of St. Porphyrios, as he speaks about Christ and our life in Christ in this (subtitled with English) video: https://www.youtube.com/watch?v=JhkoQ2T0azA

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Talk with your young Sunday Church School students about saints. What makes some people special so that we call them saints? How do we become holy? Share with them the story of one of the Saints: the life of St. Porphyrios. As you tell his story, be sure to point out how often his life exemplified love. Talk together about love and how/why it is so important. Then share this quote of St. Porphyrios’ with your students: http://www.antiochian.org/sites/default/files/st_porphyrios_you_dont_become_holy.pdf. Discuss the meaning of the quote together, and tie together your previous discussion about sainthood/holiness and love. Give each student a copy of the quote and allow them to decorate it in a way that will remind them to love, and thereby become holy.

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Continue to encourage your Sunday Church School students to work towards being a saint. “Be the Bee” episode #11 uses the life of St. Porphyrios to encourage its viewers to work on sainthood from an early age. Watch it here: https://www.youtube.com/watch?v=AgocWG9AG7s

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Mending a coat with newspaper? Flying cars? Speaking to people of other languages without an interpreter? A miraculous intervention in spacetime? Share these miracles of St. Porphyrios (that sound like they could be movie clips!) with your Sunday Church School class: http://www.johnsanidopoulos.com/2015/10/saint-porphyrios-and-flying-car.html; http://www.johnsanidopoulos.com/2015/12/saint-porphyrios-and-gift-of.html; and http://www.bio-orthodoxy.com/2015/04/saint-porphyrios-of-kavsokalyva-patron.html (by the way, today it would take about 50 minutes to travel from Migara to Milesi, but the nuns made the trip in a taxi slowed by traffic in only 15 minutes, with St. Porphyrios’ blessing.)
And then there was this time when St. Porphyrios appeared to high school students and healed one of the students’ mother through his prayers: (told from the father/husband’s perspective) http://full-of-grace-and-truth.blogspot.com/2013/11/a-wondrous-appearing-and-healing-of-st.html
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Before class with your middle-years Sunday Church School students, gather some items to have in the room when they arrive to pique their interest in the life of St. Porphyrios. Perhaps a pair of binoculars to represent his incredible long-distance vision, a wood carving to represent the carvings he made, a rock to represent the rocks he could communicate with about the ascetics who had visited them before, etc. Keep these items visible in the room and share the life of St. Porphyrios. Challenge your students to identify each item and how it relates to St. Porphyrios’ life. Then talk about some of the special gifts that God gave to him so that he could use the gifts to help others get closer to God. Make a list on the board of the different kinds of gifts he had. Share this video that demonstrates one of them (knowing what happened in someone’s life so that they are encouraged to make things right with God): https://www.youtube.com/watch?v=V2Tie7qFdBs. After watching this together, discuss it. What happened in this story? How did St. Porphyrios know about the taxi driver’s sin? WHY did he know about it? Who else knew what had happened? Talk together about how God knows EVERYTHING that happens, and encourage your students to live accordingly (and to go to confession if they need forgiveness!).

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Talk about what you and your Sunday Church School students (middle grades or higher) think is the most important thing to you. If you knew that you would soon depart this life, what would you write down to leave with your loved ones? God told St. Porphyrios when he was getting ready to depart this life. Because of this, St. Porphyrios wrote a letter to his spiritual children before he died, so that he could say final words to them. Read the translation of the letter here: http://www.pravoslavie.ru/english/88352.htm. Read the letter to your students and talk about what St. Porphyrios had to say in the letter. What was most important to him when he knew that he would soon depart this life? How does that compare to what you talked about as important words you would leave for your loved ones?

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Print or copy these quotes from St. Porphyrios onto notecards. Put the notecards in a basket and allow older Sunday Church School students to select one, read it, and share it with the class. Discuss each quote – how does it apply to our life? http://www.orthodoxchurchquotes.com/category/sayings-from-saints-elders-and-fathers/st-porphyrios/

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With older children, watch this video of 12 sayings of St. Porphyrios. Pause after each and talk about what it says and what it means. https://www.youtube.com/watch?v=ycxr6D74q-Y Before class, copy each of the sayings onto its own piece of paper, large enough that the whole class can see it. As the saying appears in the video and you discuss it, put the paper containing it out on the table or up on the wall for your students to see. By the end of the video, you will have 12 sayings displayed. Encourage each student to select their favorite, then take time to have each student share their favorite quote and why they like it so much. (If there’s not time, just have each student share with someone near them.)

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Teens or adults will benefit from a book study on this book full of the wisdom of St. Porphyrios: https://www.amazon.com/Wounded-Love-Wisdom-Saint-Porphyrios/dp/9607120191/ref=asap_bc?ie=UTF8

 

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