Facts of Life



Digitized by the Internet Archive

in 2016

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TEACHING THE FACTS OF LIFE

by Rev. Paul M. Baier

Tst Printing

15th Thousand

1959

DIVINE WORD PUBLICATIONS
Techny, Illinois



Spec

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FOREWORD

There are five general 'norms’ for sex edu-

cation. It must ( 1 ) be private, ( 2 ) be grad-

ual, (3) be repeated, (4) be continued

throughout the period of growth, and (5)

meet and slightly anticipate the needs of the

individual.

Parents should and can observe these

'norms’ very closely, and easily, by the

method outlined in this booklet for teaching

their children the facts of life.

Experienced pastors and priests urge Cath-

olic parents to 'bestir themselves’ in this re-

gard of teaching the facts of life.

Use this aid-word quiz to teach your chil-

dren. It can be simply and beautifully ap-

proached by this method.

(Cover photo by Underwood and

Underwood, Chicago, Illinois)

8





Teaching the Facts of Life

You know how easy it is for children to

ask questions. A first grader can often amaze
you with deep truths or insights and quaint

expressions of them. It is just as simple and

easy for YOU to ask questions . . . and
teach your children while you are doing so.

A few lists of words can show you how to
start.

Words are magic. Written words convey

ideas and truths to a child. Spoken words

are, however, — with or without illustra-
tions— the usual means of conveying truths
or facts or insights. Children learn many

things through the sense of sight in the eye,

but meanings, explanations and understand-

ings come also through the sense of hearing

in the use of words. Experience combines

both sources of information in many ways.

RELIGION

Parents can, for instance, teach religion

by means of questions. Give a fourth grader

a list of words on the Life of Christ. Ask the

child how many words or terms are known.

Take your time. Be patient. Listen. Coach

a little. Hint here and there . . . and enjoy

the eager efforts at communication and ex-

pression. (The method and art one learns

in asking one list of words will be helpful

afterward in other similar 'quizzing” situa-

tions.
)

5



Agony in Garden, Annunciation, An-

drew, Apostles, Ascension, Assumption, Bap-

tism of Jesus, Barabbas, Beatitudes, Bethle-

hem, Calvary, Cana, Capharnaum, Carpenter,

Carrying of Cross, Centurion, Circumcision,

Cleansing of Temple, Coronation (of

Mary), Crowning (with thorns), Crucifi-

xion, Daughter of Jairus, Dead Sea, Descent

of Holy Spirit, Devil, Disciples, Dismas,

Draught of Fishes, Elizabeth, Evangelists,

Feast of Passover, Finding in Temple, First

Holy Communion, First Mass, Flight (to

Egypt).

Gabriel, Galilee, Golden Rule, Good

Samaritan, Gospels, Healing the sick, Herod,

Holy Family, Holy Innocents, Holy Land,

Holy Week, James, Jericho, Jerusalem,

Jesus Christ; John the Baptist, John the

Beloved Disciple, Jordan, Joseph, Judas Is-

cariot, Judea, Lake Genesareth, Last Sup-

per, Lazarus, Longinus, Lord’s Prayer, Magi,

Magnificat, Mary (Blessed Virgin), Mary

Magdalen, Matthew, Messias, Miracle, Moses,

Multiplication of loaves and fishes, Nativity,

Nazareth.

Palm Sunday, Passion, Pentecost, Peter,

Peter’s denial, Pontius Pilate, Presentation,

Prodigal Son, Redeemer, Redemption, Resur-

rection, Sabbath, Salvation, Samaria, Savior,

Scourging, Sepulcher, Seven Last Words,

Seven Sorrows (of Mary), Simeon, Simon

the Cyrenean, Stations of the Cross, Storm

on Lake, Temple, Thomas the Doubter,

6



Upper Room, Veronica, Way of the Cross,

Wise Men, Zaccheus, Zachary.

Those are the bread-and-butter words of

teaching many truths in the Life of Christ

and also, it must be remembered, of learn-

ing them. Vocabulary is as important to the

child-learner as it is to the adult-teacher.

Words are the bearers of ideas and truths

between parent and child . . . and it must be

a two-way street between them.

Parenthood means having a child in mar-

riage; fatherhood and motherhood mean

more than that. Fathers and mothers have

the happy (at least, it should be happy)

task of introducing their sons and daughters

to the wide, wide, wonderful world into

which they come as strangers from the hand

of God. Strangers need a guide: a guiding

hand, a guiding word, a guiding light. God’s

world is in them and all around them. Bles-

sed are the children whose fathers and

mothers act always as guardian angels to

"'light and guard, to rule and guide”— in
the world of grace and also wisely in the

fascinating and law-regulated world of na-

ture around them.

GENERAL SCIENCE

Scientific truths and realities make up a

vast fund of human knowledge. These reali-

ties and facts of the world of science sur-

round us on every side. They touch our lives

and the lives of children most intimately.

Air (oxygen and nitrogen), Altimeter,

7



Anemia, Antibiotics, Astronomer, Astron-

omy, Atmosphere, Atom (protons, neutrons,

electrons), Atom-splitting, Balanced diet,

Binoculars, Birds, Body of man, Botany,

Calorie needs, Cells of Body, Chemical ele-

ments, Climate, Clouds, Colors, Comet, Con-

stellation, Contact lenses, Diesel engine,

Drugs, Dynamo, Earth as planet, Earth’s

rotation and revolution, Electricity, Electri-

city’s uses, Electromagnet, Energy, Evapora-

tion, Eye.

Field glasses, Fish, Fluorescent light, For-

ests, Fossils, Geology, Germs, Geyser, Gla-

cier, Glands (of body) Gravitation, Health,

Heat, Heredity, Hormones, Human physi-

ology, Hydraulic brakes, Hygiene, Infra red

rays, Jet propulsion, Kinescope, Light, Light

year and speed of light, Magnet, Matter

(solid, liquid, gas), Matter: change, Matter:

organic and inorganic, Metal, Meteor, Me-

teorologist, Microbes, Microscope, Milky

Way, Molecule, Morse Code, Music (and/or

noise), Nitrogen in air, Ocean, Organism,

Organs (of body), Osmosis, Oxygen in air.

Penicillin, Photoelectric cell, Photosyn-

thesis, Planets; orbits, Precipitation, Proto-

plasm, Radar, Radio, Rainbow, Reptiles,

Rocket engines, Rocks, Sanforizing, Satel-

lites, Science, Scientific facts, Soil, Sonar,

Sound, Sound track (movies), Sun: dis-

tance, Star, Stereoscope, Stratosphere, Syn-

thetics, Telegraph, Telephone, Telescope,

Temperature, Thermostat, Tissues (of body),

8



Ultra-violet rays, Universe, Vaccination,

Virus, Vitamin, Weather.

The school of experience has made it clear

to us that there is no royal road to learning

and comprehending these facts. Youngsters

and oldsters can (and do) take many of

them for granted and pay little or no atten-

tion to them. These wonders of the world

of science, however, can bring a man of

faith closer to his God. Many indeed have

studied the God-given realities and God-

regulated truths of nature in such a way as

to follow the clear path of them up to the

source of truth, God Himself. God gave us a

mind. He wants us to know the world

around us; through it, He wants us to know

Him.

In what is a child interested? What is a

child’s capability in knowing? What is the

capacity of a youngster for learning, if he or

she is guided by an interested and interest-

ing teacher? Parents know that these ques-

tions are difficult to answer. The mind of a

child is eager, quick, penetrating and reten-

tive. Interest and attention may be short in

childhood, but they are phenomenally keen

and real.

SECRET OF SUCCESS

The point we wish to make, however, does

not lie actually in the facts themselves or

even in the knowledge of them. The vital

point is in an individual’s personal interest.

One person already knows at least some of

9



the facts and wishes to impart them; the

other person must still learn the information.

Whose personal interest is vitally necessary?

Tell a child to get interested in the Life

of Christ or in the truths of General Science.

Tell the youngster that personal interest

in such vital subjects will bring rich rewards.

What happens? Nothing. Or only very little.

Try it once and see for yourself.

Show a child, on the other hand, that you

are interested in the youngster’s knowledge

of the Life of Christ or knowledge of Gen-

eral Science. Those three words "You are

interested” shed an all-transforming light on

the problem.

It is a fact of experience. When parents

want a child "to be interested in something,”

they sometimes hope to attain this goal with-

out "becoming personally interested” in it

themselves. Such a hope is very often an

empty one. Such an approach is almost a

complete waste of time.

A child observes when "you are inter-
ested.” Actions speak louder than words.

Your words are noticed; your actions are

treasured. Genuine personal interest is the

"action,” and the message received joyfully

in the heart of the child is the most precious

of all truths, "You love me.”

"You are interested . .
.
you love me.” No

satisfactory substitute for real personal inter-

est has ever been found.

10



THE "FACTS OF LIFE"

The facts of life are true. There are many

methods of teaching these truths. Any

method that is involved, unusual, startling or

in any way really embarrassing will not be

widely accepted. The speaker and the hearer

both have human sensibilities. A mind that

is chaste and pure and a soul that is natur-

ally Christian both have an innate sense of

the fitness of reality, and that common sense

of the fitness of things is needed above all

else in this particular problem. The truth

... in a certain way ... at a certain age . . .

from a certain person : that is what the

children want and have a right to expect

from the parents.

The goal of knowledge in this respect is

reached step by step at various levels of age

and intelligence. Parents are the judges, and

they are also the teachers. One must re-

member that, when the interest of a child

is ignored or curiosity is repressed, the chil-

dren simply learn from other sources what

they want to know.

This writer has explored many of the

possibilities of the following list of words

and has tested it quite thoroughly. Some

readers of this article may be ultra-careful

or ultra-conservative. Are there not some

who would as a precaution omit Circumci-

sion from the word-list of the Life of Christ?

Some who would omit Organs of body from

the General Science list? Yes, even some

who would, if they could, omit the word

11



Womb from the "Hail Mary" or the word
Adultery from the Ten Commandments be-

cause of a certain inelegance in these words?

Pre-judging of this kind is very near to

prejudice (notice the words themselves!),

and these overly careful individuals need a

prayerful meditation on the oft-quoted words

of Chesterton: "Christianity has not been

tried and found wanting, it has not been

tried

”

( italics added )

.

Parents can teach the truth to their chil-

dren ... a little at a time. Once a begin-

ning is made, it is quite simple and easy to

continue. If, however, parents teach a half-

truth or a whole untruth to their children,

the deception will make it difficult to clear

up the real truth at any time later.

An oft-repeated verse has more than a

kernel of truth in it in this regard: "Oh,

what a tangled web we weave, When first

we practice to deceive!" Wisdom lies in

truth . . . the real truth . .
.
part by part . . .

a little at a time.

PARTS OF THE HUMAN BODY

Abdomen, Adam’s apple, Adenoids, Ali-

mentary canal, Ankle, AORTA, Appendix,

Arch, Arm, Arteries, Auditory canal, au-

ricle, Back, Backbone, bacteria, Beard,

Belly, Belly button, Biceps, Bile, Birth canal

from womb, Bladder, Bladder opening,

Blood, Blood vessel, Body, Body (solid and

fluid), Bone, Bowels, Bowel movement

(bm), Bowel opening, Brain, Breast (chest),

12



Breast (nursing), Breastbone, Bridge, bron-

chi, Brow, Buttock (butt), Calf, Capil-

laries, Cell (many kinds in body), Cheek,

Chest, Chin, Circulation: circulatory system,

clitoris, cocyx, Collar bone, colon, cor-

nea, Corpuscles (red-white), Crazy bone,

Cuticle.

Diaphragm, Digestive system, Drum, El-

bow, Esophagus, EUSTACHIAN tube, Eye,

Father cell, Finger, Foot, Forearm, Forefin-

ger, Forehead, Foreskin, Gall, Glands, GLOT-

TIS (eppiglottis), Groin, Gullet, Gum,

Guts, Hair, Hands, Haunches, Head, Heart,

Heel, Hips, Hymen, Intestines, Iris, Jaw,

Jugular vein, Kidneys, Knee, Kneecap,

Knuckle, larynx, Lashes, Leg, Lens, Lid,

Ligament, Limbs, Lips, Liver, Lobe, Lungs,

MASTOID, Membrane, Midriff, Molar, Moth-

er cell, Mustache.

Nails, Nose, Nostril, mouth, Muscle,

Nape, Navel, Neck, Nerves: nervous system,

Nipple, optic nerve, Organs, Ovaries,

Ovum (mother cell), Palate, Palm, pan-

creas, Pelvis, Penis, pharynx, pituitary

gland, plasma, Pores, Private parts, pro-

toplasm, PULMONARY ARTERIES (& VEINS),

Pulse, Pupil, pylorus, Rectum, Respira-

tion: respiratory system, retina, Ribs,

Rump.

Saliva, Scalp, scrotum, scruff, Senses:

sense organs, Sex: male and female, Sex or-

gans, Shin, Shoulder, Shoulder blade, Side-

burn, Sinus, Skeleton, Skin, Skull, SOLAR

plexus, Sole, Sperm (father cell), Spinal

13



column, Spinal cord, Spine, spleen, Stom-

ach, Stool (body waste matter), Sweat

glands, Tail bone, Taste buds, Tooth,

Temperature, Temple, Testicles, Thigh,

thorax, Throat, Thumb, thyroid gland,

Tissue (fleshy & bony), Toe, Tongue, Ton-
sil, Trunk, Urine (body waste water), Uter-

us, uvula, Vagina, Veins, ventricle,

Vertebrae, Vitals, Vocal cords, Voice box,

Waist, Windpipe, Wisdom tooth, Womb,

Wrist, YELLOW SPOT, ZONULE OF ZINN.

It is not expected that either a child or an

adult will know all of these words. A few
of the words were added, let us say, for the

sake of honesty; it means a lot to a child to

hear an adult admit honestly: "I myself do

not really know what that word means.”

Actually, a child of ten knows a high per-

centage of the 130 words in Group I (reg-

ular type), some of the 40 words in Group

II (italics), and even a few of the 30 words

in Group III (small caps). Parents in gen-

eral do exceptionally well with the list; the

earlier School of the Three R’s is a poorer

teacher in this than the School of Life.

IN PRACTICE

The list of words is a valuable quiz by

itself, but the lessons learned in the quizzes

of the Life of Christ and General Science

can be applied here with wisdom and under-

standing. If, for instance, a mother

finds that a little girl does not know the

meaning of Beatitudes or Evangelists, she is

14



content with the question alone. If a father

finds that a little boy does not know the

meaning of Energy or Microbes, he is satis-

fied with the 'mere saying of the words

without any explanation of them.”

Someone may be wondering what effect

the mere asking of a question or the mere

saying of a word could or would have. The

effect, it is true, is small when a word is un-

known and unfamiliar. But then, the par-

ent-educator is certainly not looking for the

shocking or startling effect that is produced

at times by a single instance of profanity or

blasphemy (for obvious reasons, no ex-

amples will be given in print). Parents,

thanks be to God, know that the growth of

a child is a long process and the true educa-

tion of a child proceeds very, very slowly

also.

Another problem presented itself in the

question of HOW to use the list effectively
in ( 1 ) a step by step fashion ( 2 ) on various

age levels. An "Addition” was decided upon

and devised for the purpose of meeting this

need.

THE "ADDITION"

Fact No. 1: An eight or nine year old
knows that a boys body is different than a

girls body. This difference is in the private

parts or sex organs of each person. The

sex organs of the boy are on the outside of

his body, and the sex organs of the girl are

on the inside of her body.

15



Fact No. 2: A nine or ten year old knows
that a boy’s organs of sex are called the

penis and the testicles. The girl’s organs of

sex are called the womb and the birth canal

( from the womb to the outside of her body )

.

We use the word womb in the ''Hail Mary.”
The birth canal is also called the vagina.

Fact No. 3: A ten or eleven year old
knows that a baby grows in the body of the

mother. God creates the soul of the baby

when the father cell and the mother cell are

united in marriage to form the body of the

baby. The man and woman in marriage are

called husband and wife. The baby grows

for nine months in the womb of the mother

before it is born.

Fact No. 4: An eleven or twelve year old

knows that changes take place in the body

of the boy when he grows up to be a man

and in the body of the girl when she grows

up to be a woman. These changes are a sign

that the father cells and the mother cells are

beginning to grow in the body of each per-

son. The time of these changes is called pu-

berty or adolescence, and the twelve year old

is told about these changes before they be-

gin to appear.

(Note: It cannot be known with certainty

in what way St. Anne imparted this infor-

mation on the facts of life to the Blessed

Virgin Mary. The Gospel story makes it un-

mistakably clear, however, that Our Blessed

Lady knew both the full meaning of her

vow of virginity and the sublime meaning

16



of motherhood before her betrothal to St.

Joseph and before the Angel Gabriel came

to her in Nazareth at the time of the Annun-

ciation.)

YOU ARE THE JUDGE

Beating around the bush — hedging and
hesitating — is a fatal mistake in this task
of teaching the facts of life. If you, as a

father or a mother have decided that you

wish to tell your fifth grader something ( not

everything! ) about the facts of life, you say

simply: "'Come here, my child, I want to

find out how much you know about this

list of words. First, I am going to read a

simple and easy fact (Fact No. 1) . . . OK,

that’s it. Now you read it to me . . . that’s
fine. We’ll come across those ideas as we go

along through this list of words. What part

of your body is your abdomen? Your Adam’s

apple? Your adenoids? Etc, etc, etc.”

You may prefer to omit the "Addition” in

the beginning. In such a case you simply

add the fact or truth as an "extra” at an ap-

propriate place in the course of the list of

words. The direct and the indirect methods

both reach the same goal of clear informa-

tion and clear knowledge.

You may not know some of the words

yourself. It matters not at all. Your child

may not know a lot of the words. So what?

The point is that you say the words to your

fifth grader, and your fifth grader hears the

words from you. Maybe in the sixth grade

17



you will add another fact (Fact No. 2);

you will say the words again, and the sixth

grader will hear the words again. When you

think your child is ready for more informa-

tion, you will add other facts (No. 3, No. 4,

or your own Fact No. 5 ). You will not only

say the words, but you will begin to ask the

child to say certain words after you, read

some of them and perhaps spell a few of

them. A fund of knowledge is built in this
way, and a clear and accurate vocabulary is

built along with it for the child.

You are the judge. A writer cannot pre-
sume to tell you when your son or daughter

is ready to hear certain facts or truths. The

list of words is suggested humbly as a useful

aid, and the "additions” are presented as one

simple way of doing the task step by step on

various levels.

Your children will someday be ready for

the knowledge you can give them. Words

are necessary; know-how is invaluable. The

day for you to help your children in this

regard may be close. You want to be pre-

pared to help them easily and simply when

they need your help. You are the judge; you

are also the teacher.

IT'S WORTH TRYING

You need a vocabulary. You can build it

quickly for yourself from the list of words.

The child needs a usable vocabulary also,

but it cannot be built quickly. You actually

acquired your vocabulary step by step. Give

18



your child a break; help him to acquire his

or her vocabulary in the same gradual way.

You need an idea on how to begin:

Know-how. The list of words is a quiz for a

youngster, and the "additions” are a sample

of certain facts that can be added one by one

(as you decide they are needed).

It seems best to present each fact or truth

in conjunction with the list; this procedure

serves the very useful purpose of keeping

each single fact clear as one small part or

section of a growing and extensive fund of

knowledge. When a start has been made,

other occasions and opportunities will pre-

sent themselves.

There are many ways of teaching the

facts of life. All of the ideas in the world,

however, will be quite useless without two

vital factors: your own generously given

TIME and your own truly sincere PERSON-

AL INTEREST.

Parents can teach the facts of life, if they

teach them step by step on various levels.

Truth is the secret of success. The whole

truth and nothing but the truth . . . but only

a little at a time . . . when a child is ready

for it.

19



. . Ablution cloth — ablution cup . . Acolyte

. .Advent wreath . .Aisle . .Alb . .Altar

boy . . Altar cards . . Altar chimes . . Altar

—

a. cloth & a. cover . . Altar sepulcher . . Am-

bry . .Amice . .Antependium (frontal)

. .Apse . .Assistant . .Balcony . .Banner

. .Baptismal font . .Baptismal shell . .Bap-

tistry . . Benedictus . .Benediction . .Bible

. .Biretta . .Bishop’s candle (bugia) . .Boat

. .Bobache . .Brazier . .Breviary . .Burse

. .Candelabra . .Candle . .Candlesticks

. .Candle tube . .Canopy . .Cape (altar

boy ) . . Cappa magna . . Cassock . . Cata-

falque—c. candlesticks . .Catechism . .Cen-
ser— c. stand . . Chalice— c. veil . . Chapel
cap (veil) . .Charcoal — c. tongs . .Chas-
uble . .Chimes . .Choir . .Chrism . .Church

bell . .Church Year . .Ciborium — c. veil
. .Cincture — c. tassel . .Clapper . .Code
of Canon Law . .Collar . .Collection bas-

ket . . Communion paten . . Confessional —
c. screen . .Confessional counter . .Cope —
c. clasp . .Corporal . .Creche . .Credence

table . . Crib — c. set . . Crozier . . Crucifix
. .Crucifixion group . .Cruciform church

. .Cruet . .Curate . .Dalmatic . .Deacon

. .Dossal (of altar) . .Eton collars . .Ewer

. . Extinguisher . . Faldstool . . Filigree cruci-

fix ..Finger towel (lavabo) ..Flag —

20



American f. and papal f . .Flame protector

. . Flint . . Following of Christ . . Gothic

vestments . .Gradine (of altar) . .Gremiai

. .Holy Picture . .Holy Sepulcher . .Holy

water . . h.w. font, h.w. pot, h.w. sprinkler

. .Holy Week . .Host box . .Humeral veil

. . Imitation of Christ . . Incense . . Infant of

Prague . .Key of Heaven . .Kneeler . .Lec-

tern . .Lectionary (book) . .Lent . .Lighter

..Luna — 1. case ..Lunette ..Madonna
. .Magnificat . .Maniple . .Mantilla . .Mass

— Low M., High M., Solemn High M.
. .Mass card . .Medal . .Medallion . .Men-

sa (of altar) . .Mercy cross . .Missal —
m. marker & m. stand . .Miter . .Mon-

strance . .Mourning card . .Nativity group

. .Nave . .Novena . .Octave . .Oil of the

catechumens . .Oil of the sick . .Oil stock

. .Ombrellino . .Ordo . .Orphrey . . Osten-

sorium . .Pall . .Pallium . .Pardon cruci-

fix . .Paschal candle — p.c. candlestick
. . Pastor . . Paten . . Pax-brede . . Pectoral

cross . .Pedestal . .Pews . .Pieta . .Pontifi-

cal ( book ) . . Poor box . . Prayerbook . . Pre-

della . .Prie Dieu . .Processional Cross

. .Processional lantern . .Pulpit . . Purifica-

tor . .Pyx . .Rabbi (rabat) . .Raccolta

. .Relics . .Reliquary . .Repository . . Rere-

dos . .Resurrection (statue) . .Retable (of

21



altar) . .Ritual . .Rochet . .Roman vest

ments . . Rosary — r. case & r. indulgences
. . Rose window . . Rubrics . . Sacrarium

. .Sacristy — s. bell . .Sanctuary . .Sanctu-
ary bench . .Sanctuary lamp . .Sanctuary

veil — s.v. stand . . Sanctus bell . . Sash
( altar boy ) . . Scapular . . Shrine . . Sick

call set . . Sprinkler . . Stations of the Cross

. . Statue . . Stipend . . Stole — s. tassel

. . Stole fee . . Stopper . . Stylus . . Subdeacon

. . Surplice . . Tabernacle — t. curtain, t. key,
t. veil . .Taper . .Te Deum . .Thabor

. .Tester (of altar) . .Throne (of bishop)

. .Torch . .Transept . .Triduum . .Tunic

. .Vase — v. liner . .Veil (for Benediction)

. .Verse cards . .Vestibule . .Vesting card

. .Vestment — v. banding, v. emblem, v.
case . .Vestry . .Votive candle — v.c. light,
v.c. stand . .Wax savers.

# # #

Note: Mark with a check the unfamiliar

items in this list. Each correct item gives

Vi% toward the goal of 100% for you.

22



IMPRIMI POTEST

Nicholas Bisheimer, Provincial

NIHIL OBSTAT

J. Musinsky

Censor Deputatus

IMPRIMATUR

+ Albert G. Meyer
Archbishop of Chicago

July 7, 1959







TEACHING THE

FACTS of LIFE
by PAUL M. BAIER

“What would you say, Father?”

is the time-worn query of fa-

thers and mothers seeking guid-

ance for teaching their young-

sters the facts of life. Parents

truths and general rules — but it’s
the ‘KNOW-HOW’ they need . . . and can’t
seem to get. This booklet is the culmination

of questions such as this put to Father Baier

by parents.

Father Baier is the Assistant pastor of St.

Boniface Church, Wilkes-Barre, Pa. His

articles on youth problems and religion teach-

ing have appeared in a number of Catholic

publications.

Another Book by Father Baier

SUPERNATURAL LIFE
Life! New Life! Life of Grace! Supernatural

Life! All of the deepest meanings of the term

“state of grace” — the age-old and ever-new
truths of religion—are expressed by St. John
and St. Paul in the words LIFE and LIVING.

Parents and teachers could find the terms

equally as valuable. Cat. #3008F 25^

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