Moose’s Confirmation Day is rapidly approaching. I only wish that everyone in our congregation could know how hard he has worked to make it to this point.

I have some experience in the confirmation department, starting with the fact that I remember how much work my own confirmation classes, even though they were over 20 years ago now, were. I remember the sermon reports and memory work and service projects and classes…and I remember how much we complained about doing it all.

I have taught confirmation to two different grade levels at two different churches, as well. I got to hear the complaints about how much work it was, and how unfair it was that I expected so much, from the teacher’s point-of-view.

And more recently, I’ve helped four of my five children work their ways through a two-year catechesis program at our church. I have seen them each work, and sometimes struggle, and occasionally complain themselves as they went through the process.

I have never seen a student work as hard as Moose has.

When Turkey and Bunny began catechesis in 2010, at ages seven-and-a-half and six, respectively, it wasn’t without its challenges, mostly in the form of sermon reports. Their work was all over the place, literally and figuratively, and every week, I would sit down with them after church, and help them untangle their notes so they could turn in a completed sermon report that was both legible and coherent. Catechesis with children of such a young age is an adventure, but extra rewarding in its own way.

Ladybug had her own struggles when she began catechesis at age seven-and-a-half, again in the area of sermon reports. This time, the difficulty was mostly due to her dyslexia, and while her thoughts were fairly well-organized, her handwriting and spelling, especially at the beginning, were rough, although she worked really, really hard at it.

Moose actually tried to start catechesis with Ladybug in 2014, but he just wasn’t ready. So instead, he began his first year of class in 2015, just before he turned 10. He has had to fight every step of the way. The memory work, that came so easily to my other children, has been a major struggle for him. I think this is partly because I have always required the memorization of Bible verses, hymns, and poems in my homeschool, so the concept of memorizing the catechism was nothing new to his siblings. Moose, however, has never been required to do any memorization like that at his school, so it does not come naturally. And for someone who has struggled with speech, ever since he learned to speak, the physical act of saying the memory work has also been a huge challenge. He is determined, though, and has kept at it every week, even when it frustrated him (and to be honest, me as well, sometimes),  and has faithfully said it every Thursday.

Sermon reports have been challenging for him in ways that were different from how they challenged his siblings. The physical act of writing isn’t easy for Moose, even though he has very nice handwriting and excellent spelling, and trying to keep up with a sermon is very difficult for him. Staying focused on one thing for so long, when there is so much else to look at in church, is also a huge challenge. Our pastor very kindly found a new kind of sermon report form partway through catechesis that made keeping up with them much easier for Moose, and he works very hard to fill one out most Sundays, but it still isn’t easy for him.

Even the act of attending catechesis has sometimes been a huge challenge. Neurotypical children struggle with paying attention to one more thing in the afternoon or evening following a long, often exhausting, day of school. Multiply that by, I don’t know, a zillion, and you can begin to understand how it has been for Moose. School can be an overwhelming place…bright, oftentimes loud, and draining socially. And then to go almost immediately to catechesis, where he has to continue to focus, and especially on days where he has things like book reports and standardized tests hanging over his head…I really wish there was a way for people to understand how draining that has been for him, but how diligent he has been in spite of it. There have been days where I’m not really sure he’s been paying attention in class (although he almost always is), and days where I’m sure he’d rather be anywhere else, but he has never complained about going. In fact, he always wants to make sure we get to church early, because he can’t stand the thought of being late to class.

So I wish that when he stands up there on April 2, in front of our congregation, and confirms his faith, and receives the Sacrament of the Altar for the first time, everyone in the church could know how hard he’s worked; how much harder it has been for him than for any other child I’ve ever known. I wish they could appreciate his dedication to studying the Catechism, and to doing all the things he needed to do. I want them to know how important doing this has been to him…he simply wouldn’t have done it at all if it wasn’t.

Confirmation Day, on April 2, falls on World Autism Awareness Day. This is a departure from our church’s regular Confirmation Day on Palm Sunday. There were scheduling conflicts that pushed it up a week, and I can only assume that God had a hand in that, and did it for Moose…allowing his Confirmation Day to fall on his day, a day where we already celebrate who he is because of and in spite of autism.