Directory for Masses with Children
by Eileen Luthi
The documents of the Second Vatican Council still stun us with their energy, wisdom and Spirit-filled celebration of the mystery of Christ and the mission of the Church. Just ten years after the promulgation of the liturgy constitution (SC) and three years after the first edition of the Paul VI Missal, the Directory for Masses with Children (DMC) was approved by Paul VI in October 1973. The Council had recommended the adaptation of liturgical books for different groups, regions and peoples (SC 38). That this directory for children came into being so quickly as a response to the Council is surely a graced expression of the Lord’s desire to let the little children come to me, and do not stop them (Mt 19:14).
DMC displays a strong awareness of the developmental nature of children’s social and religious learning, a wise reading of the challenges which families faced in the liturgical and faith formation of their children, and a constructive, creative approach to liturgical adaptations. The writing committee included two women (unusual at that time), one of whom was Sofia Caveletti, an educator immersed in the Montessori methodology. Another member was Balthasar Fischer, liturgical consultant at the Council and a key figure in the preparation of the Rite of Christian Initiation of Adults (RCIA). The DMC shows the influence of Montessori principles as well as the vision of the RCIA that Christian living is prompted, learned and integrated through the liturgical event. Drawing on the key Vatican II principle of full, conscious, active and participation, DMC states that children’s faith grows and blossoms through liturgical experience appropriate to their developmental level.
The Authority of DMC
The Vatican Council (SC) provides the founding vision of the liturgical renewal and the General Instruction of the Roman Missal (GIRM) provides the specific practical interpretation of these principles to the Mass. The directory, a formal liturgical document approved by Paul VI, acts as a supplement to the GIRM. The new edition of The Roman Missal (2010) did not abolish any of the special directories of earlier times so the adaptations and options in DMC remain valid. The directory’s purpose is to open up the foundational documents so that they will better serve the needs of children and families.
The Vatican Council (SC) provides the founding vision of the liturgical renewal and the General Instruction of the Roman Missal (GIRM) provides the specific practical interpretation of these principles to the Mass. The directory, a formal liturgical document approved by Paul VI, acts as a supplement to the GIRM. The new edition of The Roman Missal (2010) did not abolish any of the special directories of earlier times so the adaptations and options in DMC remain valid. The directory’s purpose is to open up the foundational documents so that they will better serve the needs of children and families.
The Principles of DMC
Three themes are stressed throughout: adaptation, participation and liturgical formation.
1. Adaptation: Adapting the rite does not mean changing the rite. It means shaping what is already there in consideration of the age and developmental capacities of children. Rather than creating a special rite, the first Synod of Bishops in 1967 suggested retaining, shortening, or omitting some elements or making a better selection of texts (DMC 3). We want to lead the children towards the parish celebration of Masson Sunday, just as in general education we lead them towards adult maturity and competence. However childhood has its own marvellous and valid experiences which we respect through liturgical adaptation. For example, it is important that children become immersed into the rhythm and language of the Mass. So we maintain cue words and key gestures that we use at Mass: the Sign of the Cross, the greeting dialogues, acclamations, doxologies and the texts of litanies such as the Lamb of God. However, we make adaptations for children’s attention span and language capacities by reducing elements such as some of the opening rites and the number and length of readings. The Lectionary and Eucharistic Prayers for Masses with Children provide texts specially nuanced for the young.
2.Participation: Full, conscious and active participation in the liturgy by the children will make the Mass a life-experience, owned and integrated. Communal singing, a ministry of reading, posture, gestures and involvement in serving and processions, all express the natural orientation and aptitude of primary school children to learn by doing. DMC also stresses meditative silence as a particularly important form of participation, allowing the heart to feel what the mind has heard (DMC 37). Participation however does not mean artificial ‘performance’, especially when each child must have something to do and parents adopt the role of applauding spectators. As in the Sunday liturgy, we keep to the principle of ‘one person, one ministry’ and expect that those chosen for reading the Scripture or intercessions are capable of doing so well.
3.Liturgical Formation: The DMC adaptations have the goal of integrating children into the intergenerational parish Sunday Mass (DMC 21). It recognises that children can be formed in ‘knowing’ the Mass by becoming familiar with the human values: gathering together, greeting one another, listening, forgiving and being forgiven, saying thank you, caring for those in need, the experience of symbolic actions, as well as the singing, acting and dancing which is part of every festive celebration (DMC 9).
Three themes are stressed throughout: adaptation, participation and liturgical formation.
1. Adaptation: Adapting the rite does not mean changing the rite. It means shaping what is already there in consideration of the age and developmental capacities of children. Rather than creating a special rite, the first Synod of Bishops in 1967 suggested retaining, shortening, or omitting some elements or making a better selection of texts (DMC 3). We want to lead the children towards the parish celebration of Masson Sunday, just as in general education we lead them towards adult maturity and competence. However childhood has its own marvellous and valid experiences which we respect through liturgical adaptation. For example, it is important that children become immersed into the rhythm and language of the Mass. So we maintain cue words and key gestures that we use at Mass: the Sign of the Cross, the greeting dialogues, acclamations, doxologies and the texts of litanies such as the Lamb of God. However, we make adaptations for children’s attention span and language capacities by reducing elements such as some of the opening rites and the number and length of readings. The Lectionary and Eucharistic Prayers for Masses with Children provide texts specially nuanced for the young.
2.Participation: Full, conscious and active participation in the liturgy by the children will make the Mass a life-experience, owned and integrated. Communal singing, a ministry of reading, posture, gestures and involvement in serving and processions, all express the natural orientation and aptitude of primary school children to learn by doing. DMC also stresses meditative silence as a particularly important form of participation, allowing the heart to feel what the mind has heard (DMC 37). Participation however does not mean artificial ‘performance’, especially when each child must have something to do and parents adopt the role of applauding spectators. As in the Sunday liturgy, we keep to the principle of ‘one person, one ministry’ and expect that those chosen for reading the Scripture or intercessions are capable of doing so well.
3.Liturgical Formation: The DMC adaptations have the goal of integrating children into the intergenerational parish Sunday Mass (DMC 21). It recognises that children can be formed in ‘knowing’ the Mass by becoming familiar with the human values: gathering together, greeting one another, listening, forgiving and being forgiven, saying thank you, caring for those in need, the experience of symbolic actions, as well as the singing, acting and dancing which is part of every festive celebration (DMC 9).
The Structure of DMC
- The Introduction The directory is concerned with children who have not entered the period of pre-adolescence. There is a sense of urgency: lifestyles and family circumstances are not always favourable to children’s spiritual progress (DMC1) and, although the vernacular may be used at Mass, still the words and signs have not been sufficiently adapted to [their] capacity (DMC 2). Like daily life in general, the adult liturgy is not always understandable or engaging for children – yes, the word boring is used! Nevertheless, we may fear spiritual harm if they are repeatedly exposed in the Church to things which are barely comprehensible. The 2017 context of course has changed. Now the majority of primary and secondary school students rarely participate in the parish Sunday Mass. DMC needs to be reviewed to recognise the absence of liturgical experiences with the family. How do we animate the vision of the directory midst such liturgical barrenness? We must also consider the needs of adolescents where they gather in significant numbers. If DMC sets out what is required for the active participation of children, what will be required to draw in young people who do not have much formation in the liturgy? In both these cases, the language difficulties and constraint of the 2010 Roman Missal aggravate the problems of understanding and meaningful participation.
- Chapter 1. Introducing Children to the Eucharistic Celebration The family, the parish community and the school all have a role in the Christian formation of baptised children. The liturgy is integral to this process. A fully Christian life is inconceivable without the participation in the liturgical services in which the faithful, gathered into a single assembly, celebrate the paschal mystery (DMC 8). Specific teaching on the Mass is encouraged, especially catechesis on the Eucharistic Prayer and Acclamations (DMC 12).
- Chapter 2. Masses with Adults in which Children also Participate This chapter refers mainly to the parish Sunday Mass where the assembly includes many children. This can be a positive benefit for both adults and children, with the presence of children acknowledged by the presider in the introduction, homily and dismissal. Children may share in some tasks such as bringing forward the gifts and singing. Sometimes a withdrawal (not dismissal) of the children to a separate but nearby area for an adapted Liturgy of the Word is valuable. After the Collect, the children are led out to hear the word proclaimed from the Lectionary for Masses with Children, to sing the psalm and Alleluia, to interact with a homily, and to offer some intercessions. They return for the Liturgy of the Eucharist. An adult Mass with children may also occur on a weekday. A class or year level from the primary school may participate with adults from the parish. Again this demands reflection on the adaptations which can helpfully be made. It can be a wonderful experience: the children witness the adults’ participation while the adults can be inspired by the enthusiasm and sense of belonging that the children exhibit (DMC 16).
- Chapter 3. Masses with Children in which only a few Adults Participate Here we come to the nitty gritty of the directory: Mass during the week with significant numbers of children but only a few adults. Note the approach to adaptation. Because the aim is to lead children to participate in the Sunday Mass, any adaptation should always correspond with what is said in GIRM on individual points, even if at times for pastoral reasons an absolute identity cannot be insisted upon (DMC 21). The ability of clergy, staff and parents to discern such appropriate adaptation demands willingness, humility and knowledge of the children’s way of learning and knowing, as well as a deep understanding of the Rite of the Mass. We cannot explore all the options for adaptation in this article, but the following may surprise with their creativity and spur us to study and follow the directory more closely.
- Role of the Presider. The presider has the personal responsibility to create an ambience that is festive, familial and meditative (DMC 23), to preside with clarity and simplicity of action and gestures without being childish, to use introductory comments to introduce certain rites such as the Lord’s Prayer, and to ask an adult to speak after the gospel if the presider finds it difficult to adapt to the children’s capacity.
- Place and Time of Celebration. The church is the primary location. A space within the church should be chosen that suits the numbers present, where children can feel at ease. If the church is unsuitable, another appropriate and worthy place may be found. It is counter-productive to have Mass too often with young children and it could be preferable to have common prayer, meditation and Liturgy of the Word instead. Having very large numbers at the one liturgy works against true participation so smaller groups should be formed, not necessarily by age, but by readiness.
- Preparation. The group as a whole is led to understand prayers, songs, readings and intercessions. Those with special ministries are helped to ready the space, vessels and books, and practise actions such as processions. Everyone benefits from an internal preparation, reflecting on the liturgy to come.
- Singing and Music. Children have a special affinity for music. Priority is given to singing the acclamations within the Children’s Eucharistic Prayers. Children should always have a part in the singing of the psalm and Gospel acclamation, though sometimes reflective silence may be a better choice.
- Gestures and Visual Elements. As liturgy is an activity of the entire person, participation by gestures and posture should be strongly encouraged (DMC 33),for example, in the processions at the gathering, gospel, presentation of the gifts, and communion. Traditional symbolic actions should be gradually learnt as part of a meaningful liturgical exposure, especially in relation to seasonal rituals in Lent and Easter or feast days (DMC 9,13, 14). Creative use of seasonal colours and sacred symbols such as the cross, candle, water and incense stimulates an understanding of ‘the wonderful works of God’ (DMC 35). The emphasis on the ‘entire person’ would, in the context of primary school children, encourage the use of drama, mime, action-songs, dance movement and awareness of the senses. Singing maybe accompanied by joyous, rhythmic gestures. The use of audio-visuals is not mentioned in DMC. They are a respected part of the educational environment and can be used well, but overuse turns participants into spectators and consumers. The essential meaning of liturgy presumes the community at prayer, engaging with ritual and symbol in order to participate in sacred worship. Discernment is needed.
- Parts of the Mass. The four-part sequence of Introductory Rites, Liturgy of the Word, Liturgy of the Eucharist and Concluding Rites is to be maintained. However, the adaptations which follow seem necessary if the children are to truly experience, in their own way and according to the psychological patterns of childhood, ‘the mystery of faith…by means of rites and prayers’ (DMC 38).
THE INTRODUCTORY RITE must have one element beyond the greeting (Penitential Act or Sprinkling Rite or Gloria) completed by the Collect. Options for the Penitential Act can be varied and adapted.
THE LITURGY OF THE WORD with a biblical reading should never be omitted. But the number of readings can be reduced (the Gospel is always included); if the readings of the day seem unsuitable, other appropriate texts from the bible may be selected keeping in mind the liturgical season; sometimes a verse may need to be omitted or the text abbreviated, though paraphrasing should be avoided; parts could be assigned to children when the text lends itself to this ; introductory comments can focus attention, and great importance is to be given to a user-friendly, pedagogically sound homily.
PRESIDENTIAL PRAYERS (Collect, Prayer over the Offerings and Prayer after Communion) can be adapted to the needs of the children, while preserving the purpose and content of the prayer. This requires sensitive preparation and collaboration. The Eucharistic Prayer is of the greatest importance and much depends on the manner in which the priest proclaims this prayer and the way the children participate by listening and making their acclamations (DMC 52). It is my experience that schools which adapt other parts of the liturgy frequently neglect to use the children’s Eucharistic Prayers and do not sing the acclamations. Presiders need to be creative and attentive to using these options. The special Eucharistic Prayers for Masses with Children were released a year after DMC. They are an essential resource for Masses with children. In 2013, Liturgy Brisbane published a beautiful hard-covered edition of the Eucharistic Prayers together with DMC ($29. Order online at www.liturgybrisbane.net.au).
THE COMMUNION RITE AND CONCLUDING RITE can be focussed by brief introductory words. The Communion Rite offers considerable interest for children, comprising Lord’s Prayer, the sign of peace, the breaking of the bread and singing of Lamb of God, and the invitation to communion. The immersion of the children in the sacredness of communion itself is deepened by singing together. Recollection and communal silence can be fostered even with small children. A presider’s brief encouragement to follow the Gospel message just heard will help send the children forth. Retaining the familiar words and gestures of the Concluding Rite will enable children to participate at the parish Sunday Mass.
The DMC today
After 45 years, this directory may need reviewing and extending, but it is not obsolete and ought not be forgotten. It remains a most valuable resource for parents who take seriously the baptism promises they made for their children. It offers valuable insight and opens possibilities for teachers, clergy and lay leaders and should form part of their essential formation. It contains many riches not just for the celebration of Mass with children but, by inference, for other prayer and liturgical experiences in schools, parishes and homes.
The contents of the directory have as their purpose to help children readily and joyfully encounter Christ together in the eucharistic celebration… If they are formed by conscious and active participation... they should learn, day by day, at home and away from home, to proclaim Christ to others among their family and among their peers, by living the ‘faith that works through love’ (DMC 55).
After 45 years, this directory may need reviewing and extending, but it is not obsolete and ought not be forgotten. It remains a most valuable resource for parents who take seriously the baptism promises they made for their children. It offers valuable insight and opens possibilities for teachers, clergy and lay leaders and should form part of their essential formation. It contains many riches not just for the celebration of Mass with children but, by inference, for other prayer and liturgical experiences in schools, parishes and homes.
The contents of the directory have as their purpose to help children readily and joyfully encounter Christ together in the eucharistic celebration… If they are formed by conscious and active participation... they should learn, day by day, at home and away from home, to proclaim Christ to others among their family and among their peers, by living the ‘faith that works through love’ (DMC 55).
Text by Eileen Luthi.
Eileen is a former diocesan liturgy director, parish pastoral associate and Catholic school principal, with Masters degrees in educational leadership and liturgy.
Images from Unsplash and Pixabay. Used under license/ with permission.
Eileen is a former diocesan liturgy director, parish pastoral associate and Catholic school principal, with Masters degrees in educational leadership and liturgy.
Images from Unsplash and Pixabay. Used under license/ with permission.
This article first appeared in Liturgy News 44(1) March 2014