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Cooper the cat doesn't mind the post-holiday mess.
Is your house a mess? Mine is.
Even though my youngest daughter is 20 years old, my post-Christmas house looks no different than it did 15 years ago when she and her sister had lots of toys. Now, we no longer have Barbie dolls and Lego pieces lying about, but we have plenty of grown-up projects waiting to be finished over our remaining vacation days.
Sorting through all of this stuff today got me thinking about how difficult it can be to share space with others without resenting the mess those "others" leave behind. I want my daughters to be able to work together on the puzzle they picked out, and I'm happy they still (mostly) enjoy each other's company, but I don't want the puzzle to still be on the kitchen table next week.
Now that my girls are grown up they are able to respect and care for the spaces we all share. I know that puzzle will be put away before I have to ask, but when they were little it was a different story. I was constantly nagging them to clean up. And the need to nag them really frustrated me. Perhaps you can relate? The most common question parents have after observing their children in our Montessori classrooms is, "I see she puts everything away when she's done using it at school. Why doesn't she do that at home?"
Children put their work away in a Montessori classroom because everything in the classroom is designed to make that an easy thing to do. For example, lockers are child-sized so the children don't need help hanging up their coats. The daily schedule is consistent, so the children are not surprised when it's time to put their work away. And, when a child's work is very important to her and she cannot finish it all today, she puts her name tag on it to remind everyone that she will be working on it first thing tomorrow morning. Also, the guidelines for the classroom are the same every day and everyone follows them (eventually) so cleaning up is just a normal part of the day.
A nametag on a child's unfinished activity shows ownership and that the child's work is valued.
If you would like to learn how to use these and other Montessori practices at home, please join us for the upcoming "Bringing Montessori Home Parent Development Course on Practical Life" on Wednesday, January 27th from 6 to 8pm. This event is open to the public so you can invite your friends and you can follow the link above to sign up online. Learn how to improve household organization by creating child-friendly spaces and nurturing your child's independence in the areas of self-care and food preparation.
Ian vacuming.
In the meantime, check out these articles that offer alternatives to nagging kids to clean up. In "Here's an Idea...Don't Clean Up!" Rachel Cedar invites us to look at a child's play as his work, much as we do in our classrooms.
In "Why I Stopped Asking My Kids to Clean Up," this mom describes what happened when she stopped resenting clean-up time and allowed her kids to follow her lead.
Finally, Sandra Gordon offers sound advice for teaching children to take on different household tasks based on their age and level of ability in this post for The Children's Trust.
Do you have ideas to share about living with and cleaning up after your family? Please share them in the comments below!
~ Heather
February in Indiana is tough. It's 28 days of Arctic cold, howling winds, and brown slush everywhere you turn. The air hurts your skin and the gray sky steals your hope. Do you know why February is only 28 days long? Because no one would survive if it lasted even one day longer. February is the Chuck Norris of our calendar year.
I think February brings out the worst in everyone, even the sweet little children at the Montessori school. So it's often in February when I remind myself that the primary purpose of preschool is socialization. Sure, our Montessori classrooms have these beautiful materials and teachers trained to present them, but our primary goal is for each child to develop naturally into a well-rounded and well-adjusted individual. And for that to happen, each child must learn many, many social skills. Here's a partial list. Lucky for me, blog inches are cheap!
Preschoolers do all of this really challenging work surrounded by 23 other children who are all trying to do exactly the same thing. (Twice that many, if enrolled for a full day.) Preschool can be very hard work!
Sometimes a child will do something inappropriate to another child and a well-meaning parent will ask me, "Did you tell them not to do that?" Of course. Every day our teachers remind children that hands are not for hurting and to use their words. But listening is not the way young children learn morals and social skills. (Although it IS the way they learn language.) Preschoolers learn by doing and that means that sometimes - lots of times, actually - they do inappropriate things. And gradually, they learn from them.
So, since young children are not born knowing the difference between appropriate and inappropriate behavior, and they can't simply follow our instructions, the grown-ups have to give them lots of opportunities to figure it out with other children. We must provide them with an environment that allows them to safely - with close supervision - make many, many bad decisions. In our preschool classrooms, the teachers expect inappropriate behaviors and respond to them consistently with each occurrence, knowing that they will lessen over time. A child's "bad" behavior might keep us on our toes, but it rarely surprises us.
And thank goodness for that! Imagine if doctors were shocked to see so many sick patients every day. Or if plumbers were bewildered by clogged pipes. Or firefighters were stymied when houses caught fire. They would not be very effective at their jobs. In order to be effective at my job as a teacher in a Montessori classroom of three to six-year-olds, I have to first: like children, and second: understand that all of the terrible things that children can do to each other are not failings, but simply a natural part of their development. A child who hits or bites or kicks is showing me that she is upset about something and has not yet learned to respond without hurting. It's my job to help her develop a new, appropriate response while doing my best to keep the other children safe.
I admit that my best isn't always enough. And it's not easy to watch these children suffer through the process of dealing with separation anxiety, or a friend's harsh words, or simple frustration at being unable to dress themselves. I love the children in my care and it hurts to watch them hurt themselves or others when their anger literally comes out of their fingers and toes.
Recently, I was sitting next to two children who had been playing very actively all morning. I will call them Danny and Sandy. They were having trouble working together but they just couldn't stand to be away from each other. They are each learning how to be friends with someone who drives them a little bit crazy. I stayed close to them so I could intervene and help them resolve the issues that were bound to arise when things got out of hand.
At group time the children got to talking about which animals they liked the most. Danny laughed and said, "My favorite kind of animal is Sandy." I turned to them just as Sandy pulled back her arm and punched Danny squarely in the face. Danny was really surprised. He thought maybe he was hurt for just a moment, but quickly regained his composure.
Seeing that he wasn't hurt, I said, "I don't think Sandy liked it when you called her a name. What do you think?"
"I was just saying it to myself," he said.
"Well, I'm pretty sure she heard you," I responded.
Having made herself clear already, Sandy had nothing to add.
Did Danny deserve to be hit? No. But he did need to know that Sandy didn't like the way he treated her. Should Sandy have hit him? No. But she did need to let him know that it wasn't okay to call her a name. Did either of them "get in trouble" by me? No. We talked about other possible responses and there was no more name-calling or punching that morning. But it's not over. I will keep those two on my "Watch List" for the rest of the year and when I hear their voices get loud or see them chasing each other I will do my best to be right there to help them work through their next disagreement. That's my job. Not to punish or shame children, but to help them learn to express themselves and to be good listeners and… ah, just refer to the previous bulleted list.
I have read about preschools with zero tolerance policies for hitting and biting. My question is always, "Where will they send all of those children?" If a 4-year-old is banned from preschool because she has not yet learned to get along with others, what's next for her? Reform school? Prison? Dr. Phil?
Preschool is THE BEST place for young children to learn how to get along with others. Sometimes it's tense, sweaty, gritty, even frightening work. But the mis-steps children make in preschool prepare them for a future that is much less secure. A time when they won't be surrounded by loving adults waiting to step in and guide them to resolve problems peacefully. A time when using hands to hurt can have lifelong consequences.
I am not complacent about children hurting each other and I put myself between thrown punches and sweet little faces every time I can. But I also know that "bad" behavior is not a fault in a child, it signals an important learning opportunity. A child who lashes out is showing us how we can help her. Maria Montessori put it this way,
"The undisciplined child enters into discipline by working in the company of others; not being told he is naughty. Discipline is, therefore, primarily a learning experience and less a punitive experience if appropriately dealt with."
"The undisciplined child enters into discipline by working in the company of others; not being told he is naughty. Discipline is, therefore, primarily a learning experience and less a punitive experience if appropriately dealt with."
Please try to be patient with your children and other people's children as we all wait for the Earth to travel just a little further around the Sun. February will become March, winter will become spring, and children who are not yet peaceful will develop a little more self-control and gradually, gracefully learn to cope with the many frustrations of being a small child.
Thanks for reading,
I was excited to capture this video of a preschool friend doing the 9 Layout recently. The 9 Layout is a Montessori math activity that presents the ideas of place value and increments. Beads representing ones, tens, hundreds, and thousands are counted and matched with the numerals. Here, my friend has completed the ones place and has started the tens. She is adding bars of ten until she makes ninety. (You might turn down your volume. The background is a bit noisy.)
What I noticed when I reviewed the video is how she stops to reflect after each increment. She moves the bars up, adds one, then sits back to review or reflect on the work. This is one of the beautiful aspects of Montessori - or really, just scientific pedagogy in general - the child doesn't need a teacher to step in and say, "Great! That makes 60!" All she needs is to see how to do the work then be allowed to do it. When she is all finished with the tens, then she looks up at me. My mentor, Don Czerwinskyj, made sure I understood the importance of offering a child a reflection when they were finished with work. He told me to wait for the child to finish and watch her face when she looks up. Is she pleased? surprised? excited? confused? Wait for her to assess her own work before offering any feedback. In this child's case, when she looked up at me and seemed satisfied, I said, "Ok. You did it! You completed the tens. Are you ready to count the hundreds?" She said she was and she continued.
A friend of mine told me recently about visiting a preschool where every child's work was praised lavishly. Every painting or block structure was met with, "Oh my! That's the most beautiful picture/castle/birthday cake I've ever seen!!" Montessori educators try to avoid empty praise because it causes children to look outside themselves - rather than inside - for affirmation. Just like adults, kids have opinions about their work and their performance. If a child is happy with her work then we can be happy for her. If she is unsatisfied with her work or feels she doesn't understand it, we can offer empathy, advice, or suggestions - depending on what's needed.
When this student was finished with the work, I snapped this photo just as she added the last thousand cube. She was pleased with herself, as the photo shows.
Now, because my job is to observe and assess her understanding of the concepts she was learning, I noticed that she had only stacked 8 cubes, instead of 9. This was no time for criticism - look at that beaming face! So I commented on how pleased she was with her work. I asked her if we could count all of those cubes. When she got to 8 thousands she realized that she needed one more. She added one more cube, we counted them again together, and I said, "There are 9 thousands and this says 9000. Is that correct?" She said it was, and together we determined that her work was complete. She then put all of the materials away.
Sometimes we think our grown-up words are essential to motivate children to learn and to keep them on track. But most of the time, we could get by with a few words and more time simply observing and offering reflections. Rather than saying, "That's a beautiful painting," we could say, "Wow! You used 5 different colors in this painting. Do you have a favorite?" It requires more work for us to look so carefully before commenting, but it shows the child that we are truly interested in her work. And, we are interested in the process and not just the product.
If words fail us, we can always try those three little words everyone loves to hear, "You did it!"
Children at work in the Montessori Elementary class.
October is observation month at our Montessori school. Now that the classrooms have been up and running for six weeks and the children are mostly adjusted to being away from their parents, we invite the parents to spend 15 minutes in the class just observing to see what their children's days are like. Parents are given a clipboard with an observation sheet that asks some general questions about what they see. After class, the teachers read over the observation sheets and respond to any questions or concerns the parents may have at the upcoming Parent/Teacher Conferences. Observation month is offered again in April.
Parent observations are important to the teachers because they keep us focused on our own observations. "I'm seeing that this child rarely chooses to work by himself. I wonder if his parents will see the same thing? Is that how he is at home or only at school?"
Observations are important to parents because they can serve as an informative window into a child's day. "I didn't realize she had so many friends at school. Does she ever work by herself?"
Observations are also important to the children because every child enjoys when Mom or Dad come to visit. "Mom's at MY school watching ME work??? Awesome!" Being a part of your child's day promotes good feelings and almost guarantees terrific dinner conversation.
Children at work in a Montessori preprimary classroom.
So what can you expect during your in-class observation?
Children working in the Montessori toddler classroom.
Sign up for an observation time outside your child's classroom. We look forward to seeing all of our parents in our classrooms!
Miss Emily tries out a science experiment during the Teachers' Silent Journey and Discovery.
Have you ever wished you could experience Montessori through a child's eyes? We would like to offer you the next best thing. Please join us on Monday, September 22nd from 6:00 - 7:30 pm on the MSGL campus for the Montessori Silent Journey and Discovery. This is your opportunity to see the classrooms as your children do and to use the same materials they use to develop their bodies, minds, and spirits.
The Montessori Silent Journey and Discovery will take you on two guided tours of the school, starting as an infant and progressing through the Toddler, Preprimary, Extended Day, and Elementary classes. The first tour is silent. Your tour group will spend 5 minutes in each room looking at - but not touching - the classroom environment and the various materials. After the first tour, your guide will once again take you to each of the classrooms, but this tour will be the Discovery portion when you can use the materials, ask questions of the guides and teachers, and take part in the teachers' presentations. We will wrap up the Montessori Silent Journey and Discovery by gathering together for refreshments and discussion afterwards.
Miss Stacie presents the Squaring Chains.
We are very excited to offer this new parent education event and we highly recommend it for all new families and anyone who would like a hands-on experience in our Montessori classrooms. This is also a nice tour for grandparents and caregivers. The teachers practiced the Silent Journey and Discovery in August and really enjoyed the experience. You can read about one parent's experience with a Montessori Silent Journey and Discovery on the I Heart Montessori blog.
Childcare is available for children ages 2 and older who are currently attending MSGL or familiar with MSGL. All of our teachers will be on hand for this special evening and we look forward to seeing you there, too!
Please register for this fun event and sign up for childcare in the office or by phone by this Friday, September 19th.
Following Friends to Physics
Free play and building with logs and boards is a realistic way to explore physics concepts. MSGL has an outdoor space that allows for more than just "recess." Outside time is not a chance to get away from the classroom, it's an opportunity for children to use their whole bodies to learn and, most importantly, have fun with friends.
On Thursday, a quartet of boys was getting very silly in the back corner of our Montessori classroom. They were speaking with outside voices and using all available paper to make pretend swords so they could have a pretend swordfight. When I tried to redirect them, they asked to make paper airplanes and see whose would fly the farthest. Although Montessori teachers are known for their flexibility and laid-back grooviness, I could not condone sword-fighting and airplane-flying during class on this, only the second full week of preschool. What would people say?
I empathized with these friends because they wanted to play together and needed to actively move their bodies, but it was still 30 minutes before we (read: I) could even think about going outside where this type of gross-motor play was appropriate. They took a half-hearted interest in another activity and I sat at a table nearby to observe. When they realized I was there to stay, they started putting away their work and chanting with dead eyes and sad voices, "No more fun. No more fun. No more fun." It would seem I had officially become "the man." They went to the other side of the room to build a tower with the brown stair and the pink cubes and within minutes, they were using the smallest brown stair as a lever to launch the smallest pink cube across the rug. Clearly, they were trying to tell me something.
What these boys wanted was action. They are perfectly willing to come in each morning and work on their maps or practice writing their names, but after a time they really want to make things move. And it's not just the boys, of course. Girls thrive on kinesthetic learning activities and they are usually the first to line up to walk across the log seesaw.
In fact, all young children are kinesthetic learners. Most mature into adolescents who can learn successfully through watching and listening, but not all. As long ago as 1979, researchers studying how humans learn understood this:
"Restak (1979) and others have indicated that many students do not become strongly visual before third grade, that auditory acuity first develops in many students after the sixth grade, and that boys often are neither strongly visual nor auditory even during high school. Therefore, since most young children are tactual and kinesthetic learners, such resources should be developed and used, particularly for those who are experiencing difficulty learning through lectures, direct verbal instructions, "chalk talks," and textbook assignments."- See the full article at Education.com
"Restak (1979) and others have indicated that many students do not become strongly visual before third grade, that auditory acuity first develops in many students after the sixth grade, and that boys often are neither strongly visual nor auditory even during high school. Therefore, since most young children are tactual and kinesthetic learners, such resources should be developed and used, particularly for those who are experiencing difficulty learning through lectures, direct verbal instructions, "chalk talks," and textbook assignments."- See the full article at Education.com
No one is suggesting that preschoolers should be taught through lectures, but sometimes society (or maybe our high school principal's voice in the back of our head) worries us into thinking that if we don't make our children sit down, concentrate, and learn - how will they ever be successful in school or the Real World that supposedly comes after?
Parents sometimes ask, "When will you teach him to sit still and listen to the teacher?" The answer is that he will sit still and listen when what I am saying is of interest to him. It's my job to find the topic that is so fascinating to the child that he can't help but hold his body still so as to not miss a single word. A teacher's job is to be fascinating; but only until the child is so interested in the subject that he sets off to explore it on his own. At that point, the teacher observes and prepares for the child's next question then guides him to find the answers on his own. (Please note: Matters of health, safety, and courtesy are always addressed immediately. No one in the classroom has the freedom to hurt themselves or to hurt or disrupt others.)
Maria Montessori observed that not only do young children learn kinesthetically, they absolutely MUST learn this way for proper brain development.
"Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas." - The Secret of Childhood
"Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas." - The Secret of Childhood
So, as a good teacher who believes in a research-based approach to education, I am obligated to consider the kinesthetic learning style of my preschool students. I am also obligated to follow a child's interests because a child who is studying something she is interested in, as opposed to an externally-imposed curriculum, is much more likely to retain that information and build connections in her brain. So why were we still inside the classroom and NOT outside studying the physics of flight and simple machines? Because I didn't know they were interested until Thursday. But now I do.
As a result, my assistant and I will be following our 3, 4, and 5-year-olds into the action-packed world of physics this week starting with the simple lever. We will spend a little extra time outside on the log seesaw for some major gross motor exploration, then we will scale down the kinesthetic experience to make smaller levers inside the classroom using blocks, rulers, pennies, rocks, and pompoms. We will introduce the appropriate words such as "load", "effort", and "fulcrum" and we will figure out how many pennies it takes the raise the rock load. I will do my best to be fascinating. There may be squeals of joy and pompoms flying through the air, but no more "No more fun."
Thanks for reading,
Grace's first day of Montessori preschool, 1997.
Last summer, my 19-year-old daughter was getting ready to move into her first apartment. I was excited for her to have the chance to live on her own and had been setting aside household items that I thought she could use. One day, after admiring the "steal" of a chair I had found at Goodwill, she asked me, "Aren't you sad that I won't live here anymore?"
"Well, honey," I said, "I always imagined that you would grow up and move out of the house. That was our goal all along for you to be an independent, self-sufficient person."
"I know," she said. "But I'm kind of sad that I won't be sleeping here anymore."
I reminded her that she had hardly slept at home at all since she started college last year. She lived in the dorm, four hours away from home and we often didn't hear from her for days.
"Yeah, but this is different. I just can't believe this won't be my home address anymore. Are you going to change the garage door code?"
A-ha! Then I figured it out. She was worried about cutting the cord from the house where she grew up. I had been concerning myself with making sure she was comfortable "out there" and she was worried she would no longer be welcome back at home.
It occurred to me that not much has changed between that day and the day sixteen years ago when we were preparing to send her to preschool here at the Montessori School of Greater Lafayette. Back then we were so excited to help our "baby" pick out a new lunch box and indoor shoes but we had little idea what to do to help prepare her (or ourselves) emotionally for this new chapter. She sailed through preschool and is now working through nursing school just fine, but we have learned a lot since then. Today I am sharing some tips and advice gathered from teachers and parents here at MSGL to help you and your child prepare for the first days of preschool.
Talk about school - mindfully.
Talk with your child about preschool when he is in the mood. Maybe he will bring it up or you can start the conversation, just don't push too hard. If your child seems "done" with the conversation or is becoming anxious, let the topic drop until later. And be honest about your feelings when you do talk about school. Some children worry that their parents will be sad or lonely when they are gone. When you say, "I am going to miss being with you in the morning, but it makes me happy to know you will be enjoying yourself at school," it lets him know that you will miss him but you are confident that school is a good place for him to be.
Check out the new environment.
MSGL's Parent Work Day is Saturday, August 16th. This is a great time to get familiar with the school and classroom environments and to be part of the school community. Children are encouraged to help clean lockers, pull weeds, and load and unload wheelbarrows full of mulch right alongside their parents and new classmates. And, each family member's time counts towards your volunteer hours requirement.
You will have another opportunity to get familiar with the school when your child attends her New Student Orientation visit on Monday, August 18th. This is her first opportunity to see her teachers and classmates in her new classroom. She can put her indoor shoes in her locker, locate her cubby and extra clothes box, and see where the bathroom is. The whole family can attend the Parent Orientation later that evening and maybe your child can give a tour of her new classroom.
Make new friends.
You will receive a class list via email in August. Consider contacting a few families on the list to set up a playdate before school starts. Even if you can't get together with any other families, you and your child can look over the names on the list together. You may discover that one of his classmates lives on your street or maybe someone has the same name as a sibling or a friend.
Help her dress for success.
Our Montessori classrooms are prepared to encourage your child's independence and you can help by providing your child with shoes and clothing that she can put on and take off by herself. Belts, suspenders, and jumpsuits look smart but they can be difficult for your child to use successfully. Provide your child a choice of clothing that allows her complete independence in her self-care routines. And please remember that preschool is a time to jump in and explore. Paint, snack, sand, and dirt from the garden can stain your child's clothing, so please send her to school in clothes that can stand to get dirty.
Plan a morning routine.
Now is a good time to do a mental run-through of your morning routine. Consider how much time your child needs to wake up, get dressed, and eat breakfast. Allow time for packing lunches, finding coats and shoes, and getting on the bike or in the car. Then add a few extra minutes. Parents and children who are not in a rush tend to have much better experiences at drop-off. Some families even do a few "practice runs" in the summer to see if they can get to school and work on time.
Create a goodbye routine.
Discuss with your child how you each want to say goodbye at drop-off. Some families say, "After you put on your inside shoes and put away your lunch box, we will walk to the classroom and I will give you three hugs and two kisses before I go to work." Some children like to wave to dad out the window and some parents leave their children with specific plans for what they will do after school. "Sonia is picking you up today" or "we are going to the Farmer's Market on our bikes after school today." Children have so little control over their daily lives that they appreciate at least knowing what is happening and when.
And while we're talking about goodbyes, let's take just a moment to consider the specter of separation anxiety.
What if my child cries when I walk away?
Separating from your child that first time can be heart-breaking, but remember - it's only for a few moments. The majority of children who are sad when they separate from their parents are able to calm themselves and choose an activity within a few minutes. If you have gone through the goodbye routine and are finding it hard to turn around and walk away, ask your teacher for help. Sometimes parents say, "Please help me. I need to leave." That is the teacher's sign that she needs to hold your child's hand or pick her up so that you can walk away. Teachers don't want to step in before you are ready to go but they are happy to help when you ask them.
The best thing you can do for your child at drop-off is to be consistent and walk away when you say you will. Lingering tends to just prolong the heartache for the parent and the child. The first few times you drop your child off may be difficult, but trust that with consistent repetition you and your child will develop a peaceful good-bye routine.
Talk with the teachers.
Talk with your child's teachers about how the adjustment period is going. The teachers help dozens of children adjust to school every year but this may be your first time. They expect you will have questions and concerns. Email is a great way to communicate with your child's teachers and all of the contact information is available on the classroom web page at Msgl.org.
Help your child talk about his day.
If this is the first time your child has been away from home you will no doubt be very eager to know what he did all day. Unfortunately, preschoolers often say they "did nothing" or "just played." A lot of things happened between the time you dropped him off that morning and when you picked him up several hours later, but he might not yet be able to give a sequential list of his activities. Here are some ideas to help your child tell you about his day.
Take care of yourself!
The best thing you can do during these last few weeks of summer is to give you and your child the gift of a regular bedtime that allows enough sleep to wake up refreshed and ready for the big days ahead. Fill up with a good breakfast each morning and be extra patient with your child and especially with yourself. Parenting preschoolers, like college students, is hard work and there is no right way to do it. Follow your heart and follow your child, and in sixteen years, or so, you will be very proud of the people you have both become.
What are "Indoor" Shoes?
MSGL students get to play outside every day that the weather allows. This means their shoes can get wet and muddy. To avoid tracking that dirt onto the carpet, we ask that you provide your child with one pair of shoes to wear inside the classroom. These shoes will stay at school.
Your child will probably change outdoor shoes with the seasons - from sandals to sneakers to snow boots - but indoor shoes can stay the same all year. Walking around in the classroom with bare feet is not allowed, so a comfy pair of shoes that the child enjoys wearing is a must.
Below are some good examples of indoor shoes that work well for the children. These styles of shoes keep a child's foot dry from spills, are non-slip, stay attached to the foot, and they allow the child to get them on and off by themselves.
Below are some examples of indoor shoes that DO NOT work well for the children. Slippers are not water-resistant and they can be difficult to walk in. If a child has not yet learned to tie, shoes with laces can be impossible for a child to get on and off by himself. Please save these types of shoes to wear at home.
If you want to be sure your child's belongings find their way home, you can order personalized labels for shoes, clothing, lunch boxes, and etc. online. This year, we are partnering with Mabel's Labels for a handy fundraiser. During August and September, 2015, you can buy labels and MSGL will receive a percentage of your purchase price.
Your thoughtfulness when shopping for indoor shoes will help put your child on the path to independence. Thank you!
Bunny the Guinea pig came to us when her family decided to adopt an actual rabbit, sometime around 2010. She was the much-loved and snuggled River Birch class pet until her death last week while the children were on summer vacation.
Bunny didn't really like to move around very much. She was content to sit in her well-appointed enclosure and munch on carrots and timothy hay. The children were allowed to pet her, brush her, and feed her as long as they were gentle and respectful. She sat in a box on their laps in the green chair and they could pet her with one finger or two.
Bunny never required medical care, but she did get a few check-ups.
Bunny tolerated being brushed, especially if she had a sweet apple core to keep her occupied. She really loved spring and summer when she could get fresh lettuce from the school garden.
Bunny was peaceful, quiet, and - did I mention - tolerant? She only nibbled a couple of fingers but we are sure she was just testing to see if they were carrots.
Thank you for remembering Bunny with us, today. She is certainly going to be missed.
~ Heather
Happy birthday! Two of the four Wyandotte chicks have hatched in the Birch room. Stop by before or after class to meet them.
What did your child do at preschool today? You can try asking, but often they will say they did nothing or they "played." The most common question I receive from parents is, "How can I know he is doing anything at school? He never tells me anything and his cubby has been empty for days."
Please believe me, your child is doing something. A lot of stuff, actually. But he may not remember "doing" anything at all that day. And his accomplishments often cannot be held in the hand or seen with the eye at pick-up time. If he could tell you, it might sound like this:
I concentrated today!
When someone asked to play with me, I said yes.
I looked at the caterpillars in the jar - for a very long time. Then my teacher read me a book about butterflies. Twice. Because I asked.
I sat next to a friend who was labeling the lifecycle of the frog. I handed her the labels and helped her match them. I got her a paper towel when her fingers were gluey.
When everyone was talking about bees I told them, "Bumblebees don't sting. Only honey bees sting. Bumblebees just bumble." Everyone agreed with me.
I looked at a real chicken egg and a real duck egg. I said the duck egg was bigger.
I used the very heavy tortilla press to make playdough tortillas. My friends helped and we laughed. None of us pinched our fingers.
I compromised about sitting in the comfy chair.
I served myself a snack, ate it politely alongside my friends, and cleaned up after myself.
I felt sad - just for a little bit - because I missed my mom.
I noticed that the lizard's food bowl was empty and cut some lettuce for him.
I waited for a turn on the orange bike.
I heard that a friend is going to Korea for the summer and I gave him a hug to say goodbye.
A preschooler's greatest and most important work often doesn't have any external product to show for it. Having and being a friend, acting out of kindness, demonstrating patience and self-control, taking care of oneself, feeling satisfied with a job well done - these things are all internalized. The children in our classrooms build their character and their understanding of the world every day, but they can't always verbalize it. They are doing so much challenging work! But they do not yet see their actions and successes as separate from themselves.
After a sunflower seed sprouts in the garden we might notice as the stem grows taller, but we cannot see the acts of photosynthesis and respiration and transpiration that take place every single day. The sunflower plant continues to do its work converting sunlight to sugars and sugars to fuel - the internal work of living - whether we take notice or not. Then, one day it blooms and we look at it and say, "Finally!"
Maria Montessori believed that the child reveals himself through his work, not through his outwardly visible successes and accomplishments. Every experience he has is internalized and becomes a part of his very being. She put it this way, "The things he sees are not just remembered; they form a part of his soul."
Stories from their day and recorded work, like the blooms of a sunflower, are parts of the child we can see and they might be pleasing to us, but they are only the product of a monumental amount of internal work. So please don't worry when your child says she did nothing all day. Nothing to grown-ups can be everything in the life of a child.
Lots of peace, lots of love ~ Heather
I had the great pleasure of working in my former classroom today and it reminded me of why the three-year cycle in Montessori classrooms is so beneficial, not least of all, to the teachers.
Our Montessori preschool classrooms are composed of a mixed-age group of children who remain, ideally, in one classroom for three years. A child starts at age three and stays through her Kindergarten year. This is called the three year cycle. Each of those years brings new and unique learning opportunities for the child. As a three-year-old, the child observes her older peers and benefits from their experience. As a four-year-old, she starts to see herself as one of the "big kids" and expands her social circle. In her Kindergarten year she is recognized as a leader and takes pride in helping others.
When I took a sabbatical at the end of the school year in May, I left behind children who had been in my classroom for one or two years. I was able to catch up with many of those students today when I visited the classroom. I observed that two of "my" third-year students, I'll call them S and K, were part of what Montessorian John Chattin-McNichols calls a "roving pack of 5-year-olds." They were wandering around with some other boys and mixing it up a little. I knew these two boys when they were just barely three years old. I knew them before they could consciously control their bodies at group time and even before they could dress themselves successfully. Now, here they were - big, bold 5-year-olds and I was curious to see who they had become eight months after we last worked together.
Angie, my dear friend and the lead teacher of my former class, shared with me that S and K had been working on the squaring and cubing chains in the math area, so I asked them about those activities. They were eager to show me what they had already done and tell me what came next. Within a few minutes, they broke off from the pack and were ready to master the 10 cubing chain.
The 10 cubing chain - or 1000 chain - is a concrete representation of 10 cubed. It's made up of one thousand pea-sized beads organized into bars of ten. The bars of ten are attached at the ends to make a chain. Children are ready for this work after they have mastered the 1 - 10 squaring chains and the 1 - 9 cubing chains. This video from the DuPage Montessori School in Naperville, Illinois provides a good overview of how the squaring and cubing chains are presented in the Montessori classroom.
The 10 cubing chain is nearly 30 feet long so it must be laid out in the hallway outside the classroom. So, off to the hallway we went.
S and K divided up the tasks between themselves. One carried the rolled-up mat and the other carried the chain. We established the space we would use in the hallway and K unrolled the mat while S went back into the classroom for the number tabs. We discussed how they would sort the tabs on the tray and move it down the mat as they worked.
S found the 1000 tab. He knew it went at the very end of the chain but he left it on the tray. There was a pause before they started and I asked what number they would start with. S said, "We have to count them all."
That is certainly one way to do it. But when a child is ready for the 1000 chain, he is generally ready to complete it without counting every number because he can now count by tens and hundreds. Once you trust that 10 is ten, you don't have to count it again.
I asked if they thought they could first put tabs on the hundreds. Yes! They were sure they could. Together, we counted the bars as 10, 20, 30 and so on until we got to 100. S got the 100 tab and marked that spot. K quickly grasped the system and immediately went to work sorting out all of the hundreds tabs in a separate group so that S could place them. This was my cue to find something else to do. I went back inside the classroom to assist Miss Angie while the boys marked off every 100th bead on the chain with the appropriate tab.
They repeated the process, stopping after each bar of ten. K was the sorter, S was the placer. "150! I need 150," S said. K had it ready. There was never any disagreement, that I heard, over who would do which task. They just got started and they each found their niche as they went. And they were really digging their work.
They started the cubing chain work at 9:45 and I checked in with them every few minutes. They finished at 11:00. One of them stopped to use the bathroom then went straight back to his work. Other children would step into the hall to see what was happening and then go back inside to their work.
Sometimes I checked on S and K without speaking and other times I acknowledged their progress. Once, I said I would be back to check on them in a bit unless they needed some help. "We need some help," S said. They could not find the tab for 590. I suggested they leave a space for that number and they could put it there when they found it. They never found it, but they were able to move on without hesitation.
As they got to the very end, S picked up the 1000 tab and started to place it under the 1000th bead. K said, "Hey! We decided we would put that one on together!" And so they did. That's when this photo was snapped.
If you had asked me three years ago if these children were developing normally and if they were going to learn to read and write and grow up to be compassionate humans I would have responded, "Of course they will!" But in the back of my head there would have been a tiny voice saying, "What if they aren't? What if they are never able to sit in a chair for more than 8 seconds? What if they never learn to put their shoes on by themselves? What if they show no interest in reading? What if they always write six as 9?"
That doubtful voice is a familiar one to parents because most of us only get to experience the development of one or two children. We fear we will do something wrong and our children will not achieve their potential. Preschool teachers should know better because we get to observe hundreds of children over the course of our careers, right? But sometimes, even with years of experience, we forget that our job is simply to prepare a nourishing environment. It is the child who must do the work of building the man.
In 1949, Maria Montessori offered us some guidance in our quest to relax and trust that each child will reveal himself as a competent and confident being in his own time. In The Absorbent Mind she wrote, "...for while, in the traditional schools, the teacher sees the immediate behavior of her pupils, knowing that she must look after them and what she has to teach, the Montessori teacher is constantly looking for a child who is not yet there."
Dr. Montessori also implemented the three-year cycle in our classrooms to give us enough time to look for that child and see him before he moves on to primary school.
I am not at all surprised that S and K can count to 1000 by tens and hundreds. I am not surprised that they can recognize 3-digit numerals or that they can prepare, complete, and put away their work. I am not even surprised that two 5-year-old boys willingly work together on a math material for 1 hour and and 15 minutes with only a bathroom break and very limited guidance. I've seen it before.
I am surprised at the sense of joyous relief I feel each time children reveal themselves in this way. It's an experience that never gets old. I suppose that's the ultimate reward of being a teacher.
Somdatta and Felicia of the Canoe Birch Class and Cathy and Mary of the All-Day Program invited the children to tell who and what they are thankful for and then wrote their answers on leaves. Each class has a paper tree by the door displaying the children's gratitude. As this Thanksgiving Day draws to a close I thought it would be nice to share the gratitude of these 3, 4, and 5-year-olds with all of you.
Enjoy your holiday weekend!
Today's Wayback Wednesday comes from March, 2000. The children in Room B were treated to a science presentation by a group of MSGL parents.
These parents must have been SO COOL! We are thankful for all of the Montessori parents and grandparents who have shared their interests and their time with our children over the past 41 years. Have a Happy Thanksgiving!
We're keeping things simple on Wayback Wednesday this week with a short and sweet little collection of photos from October, 2002. Teacher Judy West took the children of the Red Oak class on a nature hike to Purdue's Horticulture Park to enjoy the crisp morning, collect leaves, and hug some very deserving trees.
Do you have favorite photos you would like to share on Wayback Wednesday? Please contact me at firstname.lastname@example.com. Have an outstanding Wednesday!
First, I will start with what I saw this week. This was my favorite moment.
Another photo. If you are familiar with Humans of New York, the book and website by Brandon Stanton, then I know you can relate. If not, I know you can relate.
Children dress so fabulously and so beautifully because they have not yet learned that other people are judging their choices. They wear what they like. I want to wear what I like but I feel childish. How old will I grow before I truly understand that being childish is the truest way to be?
And, one more photo.
And now, for what I heard.
1. I erroneously asked a child how she was enjoying her Kindergarten year at MSGL. She responded, "I'm not IN Kindergarten. That's why I'm HERE!"
2. "That's a small story."
3. A friend was reading me a note from his lunch box. "Look! Look it! It says I'm going to my grandma's house. And I think I'm gonna get a Spiderman hat when we go to the store."
4. "Yeah. Let's do our maps."
5. "Where's the damn lizard?"
Rest easy. That darned lizard was found.

subset: commoncrawl


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Product Details
Supplied Any Shape or Size Within 190x190mm. Digital Printed Onto 3mm Thick Acrylic. Supplied with Clock Mechanism Fitted & Two Batteries. Minimum Quantity: 10.
Price Bracket: £7.50 to £12.49
The price bracket shown is based on an average plain stock order value of £1000. Please Note: Prices for Minimum Quantities may be higher.
Available Colours:Clear
Item Type: Clock
Product Reference: SC00205657
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LA PAZ Mens Two-Tone Gold Wedding Band with 1.20ct Diamonds
Size Guide
To request any custom size please Call or Text us at 888-766-9122 or start a
Please make sure of the correct ring size before placing an order. Most Rockford rings are not resizable. Return or Exchange fee can apply.
1. Add His and Her Initials
A subtle yet fun way of making your ring with a secret. We don't engrave, we literally cast your preferred initials into the ring itself.
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With certain styles, bigger diamonds is definitely better. If you want a matching pair but one of you wants something a little extra. This is the perfect adaptation.
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Change existing diamonds in the ring to any preferred diamonds in color or shape as well as customize combinations of gold colors in the ring.
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Tag: Real Black Magic in Mumbai
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text: Main Content Committee Bill Records friendly link printer friendly Select to download an Excel spreadsheet version. Select to register for rapid notification of Committee Bill Record changes. How does that work? List of Committee Bill Records by Chamber House Senate Agriculture Appropriations Commerce and Tourism Communications and Technology Education Elections and Ethics Energy Families, Children, and Seniors Financial Services Government Operations Health Policy Insurance Joint Committee on Administrative Rules Joint Select Committee on the COVID-19 Pandemic Judiciary Local Government and Municipal Finance Military, Veterans and Homeland Security Natural Resources and Outdoor Recreation Oversight Regulatory Reform Select Committee on Reducing Car Insurance Rates Tax Policy Transportation Ways and Means Advice and Consent Agriculture Appropriations Economic and Small Business Development Education and Career Readiness Elections Energy and Technology Environmental Quality Families, Seniors and Veterans Finance Government Operations Health Policy and Human Services Insurance and Banking Joint Committee on Administrative Rules Joint Select Committee on the COVID-19 Pandemic Judiciary and Public Safety Local Government Michigan Law Revision Commission Natural Resources Oversight Regulatory Reform State Drug Treatment Court Advisory Committee Transportation and Infrastructure Committee bill records of prior sessions.


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Search the library catalog for books, eBooks, DVDs, and other items owned by the library.
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CADENCE WEAPON: Afterparty Babies - out today!
Cadence Weapon's Anti- debut album, Afterparty Babies, is out today! Cadence Weapon (born Rollie Pemberton) burst on the scene with his acclaimed debut Breaking Kayfabe, which was awarded "Best Rap Album of 2006" at the Plug Awards and garnered critical praise from both the urban and indie music scenes alike. Mixing electro-tones and clever cultural references and a mad flow, Cadence Weapon steps it up on Afterparty Babies. At just 21, he has played with Jurassic 5, Spank Rock and the Go! Team, remixed Lady Sovereign and challenged the standard notions of what goes into constructing an important hip hop artist. Afterparty Babies is a 14 track, 58 minute dance rap party epic, dedicated to "all the accidents out there". Head over to href="http://www.amazon.com/Afterparty-Babies-Cadence-Weapon/dp/B0012IWHPA/ref=pd_bbs_sr_2?ie=UTF8&s=music&qid=1204076633&sr=8-2" target="_blank">AMAZON.COM now to buy it!


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Division abbreviations: CPID (Color Projected Image Division), EID (Electronic Imagery Division), ND (Nature Division), PJD (Photojournalism Division), PPD (Pictorial Print Division), PTD (Photo Travel Division), 3DD (3D Division), CCC (Councils, Clubs & Chapters)
Information on each competition is listed in the left side pane of this page. Note that there is no longer a CPID and EID Division.
Pictorial Print Division (PPD) Print of the Year


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Colon Cancer EpiTect Methyl qPCR Array
|Cat. No.
|Colon Cancer EpiTect Methyl qPCR Array
|DNA Methylation
|Colon Cancer EpiTect Methyl qPCR Array
|DNA Methylation
|Colon Cancer EpiTect Methyl qPCR Array
|DNA Methylation
The Human Colon Cancer EpiTect Methyl II Signature PCR Array profiles the methylation status of 22 tumor suppressor gene promoters whose hypermethylation has been reported in the literature to occur frequently in a variety of colon tumors. Profiling tumor samples with these arrays may help correlate CpG island methylation status with biological phenotypes. The results may also provide insights into the molecular mechanisms and biological pathways behind colon cancer development and progression, as well as its pathology. With a simple restriction enzyme digestion and real-time PCR, research studies can analyze the methylation status of 22 different colon cancer genes with this DNA methylation PCR array.
Both 96-well and 384-well ( 4 X 96 ) formats are available.
The EpiTect Methyl II PCR Arrays use the MethylScreen™ Technology provided under license from Orion Genomics, LLC
Apoptosis & Anti-apoptosis: APC, CDKN2A, MGMT.
Cell Adhesion & Migration: APC, CDH1, OPCML (aOBCAM), PCDH10.
Cell Cycle, Growth, Differentiation & Development: APC, CDKN2A, HNF1B, MLH1, RASSF1, SPARC, WIF1, WT1.
Cell Junction Protein: PCDH10.
DNA Damage Repair: APC, MGMT, MLH1, RASSF1.
Extracellular Matrix Remodeling: SPARC, WIF1.
Growth Factor: WIF1
Heparan Sulfate Biosynthetic Enzymes: HS3ST2.
Transcription Factors: CDKN2A, HIC1, HNF1B, RUNX3, WT1.
Tumor Suppressor Candidates: APC, CDKN2A, MLH1, RASSF1, RUNX3, TMEFF2 (HPP1, TPEF).
Ubiquitin Signaling Pathway: UCHL1.
WNT Signaling Pathway: APC, DKK2, DKK3, SFRP1, SFRP2, SFRP5
How it Works
The EpiTect Methyl II PCR Array System relies on the differential cleavage of target sequences by two different restriction endonucleases whose activities require either the presence or absence of methylated cytosines in their respective recognition sequences. As real-time PCR quantifies the relative amount of DNA remaining after each enzyme digestion, the methylation status of individual genes and the methylation profile across a gene panel are reliably and easily calculated. The high yield of DNA from the restriction digests and PCR amplification allow the analysis of smaller, more heterogeneous samples.
Download User Manual Tour the FREE Data Analysis Template
What It Offers:
Guaranteed Performance - Ready-to-use for DNA methylation analysis
Time & Cost Savings - Less than 30 min hands-on time to analyze up to 94 genes
Easy Data Analysis - FREE Excel-based data analysis template available
You can easily perform an EpiTect Methyl II experiment in your own laboratory using any 96-well or 384-well real-time PCR instrument that you have access to.
Or you can send your DNA samples to us and take advantage of our PCR Array Services.
Array Layout:
The PCR Arrays are available in both 96- and 384-well plate formats to analyze the methylation status of 22 or 94 genes related to a disease state, such as specific types of cancer, or development pathways related to specific cells or tissues. The Signature panels of 22 genes are arranged on either 96-well or 384-well plates to simultaneously characterize all four restriction digests from either one or four different DNA samples, respectively. The more Complete panels of 94 genes are arranged on 96- or 384-well plates to characterize all four restriction digests from one DNA sample either on four plates or all on the same plate, respectively.
For more detail on PCR Array layout, see the "Gene Table" link for the individual array products.
Data Interpretation
EpiTect Methyl II PCR Arrays provide gene methylation status as percentage unmethylated (UM) and percentage methylated (M) fraction of input DNA. "UM" represents the fraction of input genomic DNA containing no methylated CpG sites in the amplified region of a gene. "M" represents the fraction of input genomic DNA containing two or more methylated CpG sites in the targeted region of a gene. The number of CpG sites methylated in a targeted region can vary within the fraction of methylated input DNA.
In the figure above, each horizontal bar represents the targeted region of a gene from one genome. Biological samples usually contain many genomes derived from many cell types. For simplicity, five such genomes are depicted here. Light and dark circles represent unmethylated and methylated CpG sites, respectively.
Performance Data
To verify the reliability of the EpiTect Methyl II PCR Array System, its results and sensitivity were compared with bisulfite Sanger sequencing, the gold standard in DNA methylation analysis
Same Results as Bisulfite Sanger Sequencing
To validate the reliability of the system, EpiTect Methyl II PCR system results (EpiTect Methyl II PCR) were compared with bisulfite Sanger sequencing, the gold standard in DNA methylation analysis. The methylation status of the cadherin 13 (CDH13) gene promoter was analyzed using either bisulfite sequencing or EpiTect Methyl II PCR Assays in two different cell lines. EpiTect Methyl II PCR Assays revealed that 100% of total input DNA had methylated CDH13 gene promoter in MB231 cell lines whereas 100% of input DNA from HeLa cell line had unmethylated CDH13 promoter. Importantly, EpiTect Methyl II PCR Assays yielded results similar to Bisulfite Sequencing.
Same Sensitivity as Bisulfite Sanger Sequencing
Primary tumors are typically very heterogeneous, containing a mixture of both cancerous and noncancerous cells. Therefore, reliable tumor characterization requires detecting smaller amounts of methylated DNA diluted in an unmethylated background. To test the sensitivity of EpiTect Methyl II PCR system to detect methylated DNA diluted in an unmethylated background, SKBR3 breast cancer cell line and normal blood genomic DNA (encoding methylated and unmethylated HIC1, respectively) were mixed in different ratios. EpiTect Methyl II Human HIC1 PCR Primers Assays were used to detect the methylation status of the mixed sample. Result show that the percentage of methylated HIC1 relative to total promoter DNA in each mixture was detectable even down to six percent of the total DNA sample showing the high sensitivity of EpiTect Methyl II PCR system.
Application Data
Gene promoter methylation is the most common epigenetic mechanism silencing tumor suppressor genes during oncogenesis. Almost all cancer-related signaling pathways are affected by methylation, and the number of genes affected in each major type of cancer is still rapidly growing. However, even the most relevant genes have not yet been correlated to individual cancer types or subtypes in order to better define biological pathways and mechanisms leading to oncogenesis and in order to properly develop DNA methylation biomarkers. The EpiTect Methyl II PCR System provides an ideal reagent for such studies, without bisulfite conversion of DNA. The following experiments demonstrate that EpiTect Methyl II PCR Arrays can both verify known and discover new DNA methylation cancer biomarkers
EpiTect Methyl II PCR Arrays are used to screen Breast Cancer Gene Methylation Status in Breast Cancer Cell Lines.The heat map compares the methylation status of 22 genes in the genomic DNA of three breast cancer cell lines and blood genomic DNA (used as an unmethylated control) determined with the Human Breast Cancer EpiTect Methyl II Signature PCR Arrays. The results further strengthen the correlation of these biomarkers with breast cancer.
Biomarker / Pathway Discovery
Cancer progresses through aberrant cell differentiation due to alterations in gene expression. Transcription factors regulate gene expression, and many tumor suppressor genes and oncogenes, defined by classical genetic methods, encode transcription factors. Does the methylation status of transcription factor genes differ between cancer and normal cells?
EpiTect Methyl II DNA Methylation PCR Arrays Discover New Candidate Breast Cancer DNA Methylation Biomarkers. The heat map compares the methylation status of a panel of 79 transcription factor genes in six different breast cancer cell lines (some in duplicate) and a normal epithelial cell line as determined using 384-well EpiTect Methyl II Custom PCR Arrays. These breast cancer cell lines also methylate this gene panel potentially providing a new source of cancer biomarkers.
These results are consistent with the notions that aberrant expression of transcription factors controlling cell differentiation plays key roles in oncogenesis and that transcription factors can be tumor suppressors.


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June 15, 2012
"I always knew he would be a priest."
Deacons Manuel Holguin (right) and Michael Moloney prostrate themselves before the altar of St. Patrick Cathedral as the Litany of the Saints is sung, just before Bishop Kevin Vann ordains them to the priesthood for the Diocese of Fort Worth, Saturday, June 9.
Two families, with origins in different corners of the world, expressed that same sentiment as they waited inside St. Patrick Cathedral June 9 for the ordination of Cruz Manuel Holguin Ogaz and Michael Eugene Gerard Joseph Moloney to the Sacred Order of Presbyter.
Sitting in the front pew of the cathedral, Guadalupe Ogaz beamed with pride as she touched the gold colored vestments her son, Manuel, would soon wear.
"I'm very thankful, happy, excited, and proud," the native of Jimenez, Chihuahua, Mexico said in Spanish. "This is the first priest in our family. It's a blessing and will set a good example for the grandchildren."
Across the aisle, Marian Laningham and Ellen Fung remembered their brother's long journey to the priesthood. During his career as a medical doctor, Michael Moloney was as concerned with the underlying causes of a patient's illness as he was with the disease itself.
"We aren't surprised by Michael's vocation. We knew it would eventually get there. His interest in the Church is something we noticed when he was 13 or 14," says Marian, who left County Waterford, Ireland and followed her brother to Houston in 1979. "He challenged everyone in the family spiritually."
Family and friends of both men packed the downtown cathedral on a Saturday morning to watch Bishop Kevin Vann confer the sacrament of Holy Orders during a Mass rich in symbolism and pageantry. The crowd of well-wishers broke into spontaneous applause as the bishop announced, "Relying on the help of the Lord God and our Savior Jesus Christ, we choose these, our brothers, for the Order of the Priesthood."
|Deacon Michael Moloney is with his family.
Following an examination of the candidates and promise of obedience, Deacons Holguin and Moloney prostrated themselves before the altar in an act of submission as the congregation prayed the Litany of the Saints. Rising from prayer, the men then knelt before the bishop. In the most solemn moment of the ordination rite, Bishop Vann laid hands on each deacon while praying for the gifts of the Holy Spirit. The ancient sign of ordination continued with fellow priests laying hands on each candidate.
As the cathedral choir sang Veni Creator Spiritus, each of the newly ordained priests donned a stole and chasuble assisted by vesting priests Father Kyle Walterscheid, Father David Bristow, and Father Jim Pemberton. The ritual continued with Bishop Vann anointing the palms of the men with Sacred Chrism — a visible sign indicating they are now priests forever.
In his homily, Bishop Vann explained how the faith journey of both deacons began in different parts of the world but eventually found a home in the Diocese of Fort Worth.
Bishop Vann anoints Fr. Holguin's hands with the holy oil of chrism, as a sign of their sanctification to God's service.
"The two paths of faith and family in Ireland and Mexico has been a journey where the Lord's call has led you here to preach the Gospel and to build up the Body of Christ with courage and love," he continued.
Addressing the deacons, Bishop Vann said Sacred Scripture is more than words on a page.
"It must be living in your lives and form your priestly ministry," he cautioned. "Be shepherds who will always have a heart for your people in need. Sing the praise of God by your lives, always putting your trust in Him."
Their ministry should remind people again and again, "where did we come from and to Whom are we going?
"The banner of Our Lady of Guadalupe, carried by the Mexican people, gives us a path to follow from this moment," he added. "Mary, as the Mother of God — whether she is known as Our Lady of Guadalupe or Our Lady of Knock, is a model of discipleship for you. She teaches us again and again to trust in God, to always rejoice in what He has done in our lives and to always say yes to whatever her Son asks us to do."
Lives, lived in holiness, will lead to holiness in others.
"Michael and Manuel, as you celebrate Mass, hear confessions, baptize, witness marriages and more, always say 'yes' fully and without reservation to whatever the Lord asks of you," he advised. "Your lives, lived in holiness, will lead to the holiness of those whom you serve and care for."
Fr, Moloney accepts a chalice from Bishop Vann, symbolic of his ministry of the Body and Blood of Jesus at the altar.
Following the Mass, family members and friends gathered in the parish hall to receive a blessing from the new priests. Some traveled from as far away as New York, Oklahoma, and West Texas to witness the ordination.
Vicki Estrada led a contingent from Christ the King Church in Lubbock who came to offer congratulations to Father Moloney. The group became friends with the physician turned priest 10 years ago when he was part of their Bible study group.
"He was always very spiritual and compassionate. We thought he would make a great priest long before he knew it," Estrada said.
Watching the ordination of a close friend made her cry.
"I was just so happy for him," she said, emotionally, during the reception. "It was an honor to receive his blessing."
Rolando Monroy traveled from Oklahoma with sons, Leonel and Eric, so they could meet his boyhood friend, Father Holguin. Both men grew up in the same town in Mexico and attended middle school together.
"Watching someone you grew up with become a priest is a good feeling," Monroy said in Spanish. "It surprised me but it's a good surprise."
Both Fr. Moloney and Fr. Holguin celebrated their first Mass in the presence of family members the following day on Corpus Christi Sunday.
"He has a lot of people who love him and we are so proud," said Maria Pardo, Fr. Holguin's sister who witnessed his first Mass at Immaculate Conception Church.
More Pictures
The newly ordained priest served his diaconate year at the Denton parish and will continue his duties there as parochial vicar. During the Mass, he wore gold vestments purchased by his family as a gift.
Fr. Moloney celebrated his first Mass at St. Patrick Cathedral where he will serve as parochial vicar effective July 1. Immediate plans include visiting his 84-year-old mother, Anna, and brother, Tom, who live on the family dairy farm in Ireland.
Visiting from Houston, Marian Laningham noticed a change in her brother, Michael.
"Although he's had a lot to do, he seems much more at peace," she said. "I like to think it's the Holy Spirit at work."
Two families, with origins in different corners of the world, expressed that same sentiment as they waited inside St. Patrick Cathedral June 9 for the ordination of Cruz Manuel Holguin Ogaz and Michael Eugene Gerard Joseph Moloney to the Sacred Order of Presbyter.


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Devotional booklet, with covers, 1 register, 2 arches across and 6 painted panels (frise d'arcatures; plaquette) (Folios 4v-5r)
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Religious. Passion.
Repository Institution
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London, Victoria and Albert Museum
Parchment (spine);ivory
Height: 106 mmWidth: 60mmDepth: 2 mm (inner leaves)Weight: 200g
Front cover: saint Laurence holding a gridiron; unidentified bishop saint with mitre and crozier; tonsured monk kneeling in donor position.
Pointed trefoils in the spandrels.
Painted scenes inside:
Inside front cover: Last Supper with saint John the Evangelist leaning on Christ's breast; Christ feeding Judas across the table.
f. 1r: Betrayal (Taking of Christ; Kiss of Judas); Christ restores Malchus' ear, cut by saint Peter; soldier.
f. 1v: Christ before Pilate; soldier.
f. 2r: Christ before Herod; crown and sceptre.
f. 2v: Flagellation; whips.
f. 3r: Pilate washing his hands.
f. 3v: Carrying of the Cross.
f. 4r: Crucifixion with the Virgin and saint John the Evangelist.
f. 4v: Resurrection with two soldiers asleep.
f. 5r: Holy Face of Christ (Sancta Facies); Alpha and Omega.
f. 5v: Instruments of the Passion: Christ with one of his tormentors; the hand that struck him.
f. 6r: Instruments of the Passion: crown of thorns; Christ's wound; Stephaton's bucket of vinegar; staff with sponge (that was offered to Christ to drink on the cross).
f. 6v: Instruments of the Passion: three nails; pincers (for removing the nails); cloth (with which Christ was blindfolded); thirty pieces of silver (payment of Judas); three bloody footprints (from Christ's journey to Golgotha).
Inside back cover: Instruments of the Passion; stick; whip; ladder; Christ's garment; three dice (with which the soldiers gambled for Christ's seamless garment); spear; Christ's tomb seen from above.
Back cover: Coronation of the Virgin; two angels swinging censers; tonsured monk kneeling in donor position.
Pointed trefoils in the spandrels.
Koechlin Number: 0526
Koechlin 1924: France, end of the 1st third of the 14th century.
Longhurst 1929: France, 1st half of the 14th century.
von Philippowich 1961: France, c. 1340.
Williamson 1986: Germany (Lower Rhine or Westphalia), c. 1330-1350.
Lalou 1989: 14th century.
Amsterdam 1994: Germany (Lower Rhine or Westphalia), c. 1330-1350.
Detroit 1997: Germany (Lower Rhine or Westphalia), c. 1330-40.
Williamson and Davies 2014: Germany (probably Cologne), c. 1330-1340.
Polychromy - Gilding
Extensive gilding and polychromy: gold, green, red, black, brown, flesh colour.
The painting and gilding on the carved panels appears to be largely original, though it may have been refreshed in places.
The reverse of the outer tablets is recessed to receive the wax, with a raised border. Inner tablets are recessed on both sides.
Object Condition
Three holes at the top of every second leaf: may have been used for silk hanging covering and protecting the scenes.
Long vertical crack at the top of the second inner leaf.
'It may be that the paintings inside the booklet were not part of the original commission. The gap between the production of the booklet and its painting need not have been great' (see Davies and Williamson 2014, p. 354).
In the possession of John Webb (b. 1799, d. 1880), London; on loan to the museum from 1867: purchased from him by the Museum in 1872.
List of Objects in the Art Division, South Kensington, Acquired During the Year 1872, Arranged According to the Dates of Acquisition (London, c. 1872), p. 11.
R. Koechlin, Les Ivoires gothiques français (Paris, 1924), I, pp. 194, 198, 207, 210, II, no. 526, III, pl. XCIV.
M. Longhurst, Catalogue of Carvings in Ivory, Victoria and Albert Museum, 2 vols (London, 1927 and 1929), II (1929), pp. 24-25, fig. 3, pl. XIX.
R. Berliner, 'Arma Christi', in Münchner Jahrbuch der bildenden Kunst, 3rd series, 6 (1955), p. 51, figs. 6-7.
K. Martin, 'Zur oberrheinischen Malerei im beginnenden 14. Jahrhundert', in Eberhard Hanfstaengl zum 75. Geburtstag', ed. by E. Ruhmer (Munich, 1961), pp. 11, 17, fig. 6.
E. von Philippowich, Elfenbein (Brunswick, 1961), pp. 71-72, fig. 56a.
H. Wentzel, 'Ein Elfenbeinbüchlein zur Passionandacht', in Wallraf-Richartz-Jahrbuch XXIV (1962), pp. 193-212.
O. Beigbeder, Ivory (New York, 1965), p. 59, figs 52-53.
R. Büll, Vom Wachs. Hoechster Beiträge zur kenntnis der Wachse, Band I, Beitrag 9, (Frankfurt, 1968), pp. 852-853.
G. Schiller, Iconography of Christian Art, 2 vols (London, 1972), II, p. 192, fig. 654.
W. Wixom, 'Twelve Additions of the Medieval Treasury', in Bulletin of the Cleveland Museum of Art 59 (April 1972), pp. 96-99, figs. 25-26.
Les Fastes du Gothique: le siècle de Charles V, ed. by F. Baron, exhibition catalogue, Paris, Grand Palais, 1981, p. 195.
The Medieval Treasury: the Art of the Middle Ages in the Victoria and Albert Museum, ed. by P. Williamson (London, 1986), pp. 212-213, pl. 21.
J. Hamburger, 'The Use of Images in the Pastoral Care of Nuns: The Case of Heinrich Suso and the Dominicans', in Art Bulletin 71, no. 1 (1989), p. 30, figs. 4-5
E. Lalou, 'Les tablettes de cire médiévales', in Bibliothèque de l'École des Chartes 147 (1989), pp. 123-140 (no. 17, pp. 129, 130 and 140).
Avori bizantini e medievali nel museo nazionale di Ravenna, ed. by L. Martini and C. Rizzardi (Ravenna, 1990), p. 92.
H. van Os, The Art of Devotion in the Late Middle Ages in Europe, 1300-1500, exhibition catalogue, Amsterdam, Rijksmuseum, 1994, pp. 114-115, 182, no. and pl. 35.
J. Oliver, 'The Walters Homilary and Westphalian Manuscripts', in Journal of the Walkers Art Gallery, LIV (1996), p. 74, fig. 10.
J. Hamburger, '"Frequentant Memoriam Visionis Faciei Meae" : Image and Imitation in the Devotions to the Veronica Attributed to Gertrude of Helfta', in The Holy Face and the Paradox of Representation: Papers from a Colloquium at the Bibliotheca Hertziana, Rome and the Villa Spelman, Florence, 1996, ed. by H. Kessler and G. Wolf (Bologna, 1998), p. 239, fig. 7.
Images in Ivory. Precious Objects of the Gothic Age, ed. by Peter Barnet, exhibition catalogue, Detroit, The Detroit Institute of Arts, and Baltimore, The Walters Art Gallery, 1997, no. 40, pp. 193-197.
J. Hamburger, The Visual and the Visionary: Art and Female Spirituality in Late Medieval Germany (New York, 1998), pp. 209, 340, figs. 4.3, 4.4, 7.24.
A. Sturgis, The Image of Christ, exhibition catalogue, London, National Gallery, 2000, cat. no. 61.
J. Tripps, 'Bilder und private Devotion', in Bildersturm. Wahnsinn oder Gottes Wille?, ed. by C. Dupeux, et al., exhibition catalogue, Bern, Bernisches Historisches Museum and Strasburg, Musée de l'Œuvre Notre-Dame, 2000, pp. 40-41.
B. Bousmanne, 'A propos d'un carnet à écrire en ivoire du 14e siècle conservé à la Bibliothèque Royale de Belgique', in Als Ich can. Liber Amicorum in Memory of Prof. Dr. Maurits Smeyers (Paris-Leuven-Dudley, MA, 2002), pp. 165-202 (pp. 181-82, 188-89).
Gotik 3: Geschichte der bildenden Kunst in Deutschland, ed. by B. Klein (Munich, 2007), no. 154, pp. 415-416.
Medieval and Renaissance Art. People and Possessions, ed. by G. Davies and K. Kennedy (London, 2009), p. 209, fig. 164.
C. Hourihane, Insights and Interpretations. Studies in Celebration of the Eighty-Fifth Anniversary of the Index of Christian Art, (Princeton, New Jersey, 2009), p. 300, fig. 146.
D. Gaborit-Chopin, 'Gothic Ivories: realities and prospects', in Gothic Art and Thought in the Later Medieval period. Essays in Honour of Willibald Sauerlander, ed. by C. Hourihane (Princeton, 2011), p. 162.
P. Williamson and G. Davies, Medieval Ivory Carvings 1200-1550 (London, 2014), no. 121.
Conway Library © Courtauld Institute of Art.
All images on this website are made available exclusively for scholarly and educational purposes and may not be used commercially.


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Security Operative at Prosecsafe Solutions Nigeria Limited November, 2019
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