Theology for Breakfast: Forward Day by Day Nov - Dec 2025 - Jan 2026

Every morning I read the scripture assigned by the Episcopal Book of Common prayer, then relax into a short reflection on those readings offered by the quarterly Forward Day by Day, a different writer for each month. Every quarter I've culled highlights. See my responses going back to 2013.

November 2025 - Reflections by Bird Treacy Treacy describes herself as "a Christian formation director, Godly Play trainer, consultant, writer, and cat lady" who lives with her wife in Massachusetts.

She tells us to "play dress up" with the parables. Think of the ones who aren't at the center of the story -- not the prodigal son but the envious older brother; not the person who sells his property to buy the field with its hidden treasure, but the one "who sells the field without a second thought."

Reading how Herod responds to John, she puts herself in his place, too. He's scared. And so have history's most horrible tyrants been.

She remembers liking an evangelical rock group's song about rejecting "this world." She has come to realize how wrong-headed that was, when this is God's creation, with so much to love.

I'm planning to use her idea of "dress up" and "put yourself in" for a presentation to a group at my church on the theme of Reading the Bible as Literature." When we read "God's word" as if God wrote it, we miss the human experience of God and the world that inspired the writers. Understand the shifts in the writer's thoughts and feelings. Most scriptures were written to be read aloud. Read like an actor. Another way to say it: Let the Word be Flesh and dwell among us!

December 2025 - Reflections by Dorothy Sanders WellsThe author is a former lawyer and current Bishop of Mississippi, my home for 17 years.

This woman shares a wealth of memorable anecdotes and characters. She conjures even the people she didn't know personally in ways that intensify passages from the daily Scriptures.

Her elders repeated themselves often, telling her about their greats and great-greats in slavery and Jim Crow. She thinks of their urgency when she reads 2 Peter 1-12a, "I intend to keep reminding you."

She tells how, when very young, she used to make animal noises in the hall when her dad would take a shower after work. "Who's there? a cat? a horse?" he would always say, and she would laugh at his guesses. Only one time, it wasn't her. Only after he dressed did he realize that a couple of burglars in the house had been scared off by his voice. This is her response to "The day of the Lord will come like a thief." She has more: "I hope to meet that unexpected coming as my father did, with a well-practiced, loving response."

A phrase from Hebrews 10:39 about "those who shrink back" reminds her of a story of American soldiers held prisoner late in World War II. Anxious guards demanded that the sergeant order all his Jewish soldiers to step forward. Instead, he ordered all 1000 men to do so. "We're all Jews," he said, saving some 300 soldiers in his company. The example, I hope, would give me courage if I ever face "the time of trial."

She names Thaer Khalid al-Rahal, a young father who risked and lost his life on an overcrowded boat from Syria to Europe trying to find work to pay for his child's medical treatment. Zechariah's order not to oppress "the widow, the orphan, the alien, the poor" takes power from being remembered by name.

A boy's shame over his dirty clothes kept him from engaging in her church's after-school program. Everything changed when a parishioner donated a washing machine to the boy's school. The story humanizes the angelic vision of Zechariah 3:4, "Take off those dirty clothes."

Her uncle reprimanded the foreign-born workers in his field for allowing one of their own community to gather fruit for his family. She wonders, did the uncle feel betrayed by his workers? Did he ever regret his hardness of heart to the poor father? The author says, "Sometimes we are the owner of the vineyard [in the parable] and sometimes we are the tenants. In all, we seek to do Christ's will."

A blended family had lived together many years when they learned that the father's ex-wife had died in childbirth. No one else was there to take care of the baby. Without hesitation, the family adopted the little girl. "Imitate what is good," says 3 John 11.

The Bishop's final entry is on New Year's Eve, which she remembers for being "Watch Night" in Black churches. Members would gather waiting to commemorate the first minute of 1863 when the Emancipation Proclamation went into effect. Its promise was limited and even after full civil rights were recognized, those rights were not enforced. She suggests reviving the tradition "as a reminder of our patiently awaiting the day of God's justice for all of God's people." A fitting response to James 5:7, "Be patient, therefore, beloved, until the coming of the Lord."

January 2026 - Reflections by David SibleyRector of St. Paul's in Walla-Walla Washington, Sibley describes himself variously as "nerdy" and "terrified." He writes, "My default bias in many situations is to presume that I am the problem." I identify. So many of his observations speak to me. (Feeling unworthy of love, he takes comfort in the "Good Shepherd" who goes out of his way for the sheep that strayed.)

He notes that Elijah performed miracles, confronted authorities, and defeated fifty false prophets, but was still hiding, afraid and sick of not being listened to (1 Kings 19.11). He hears God between these contradictions, as in the silence between earthquake, wind, fire.

All the characters who witness the emergence of Lazarus from the tomb are "bound" by grief and worry. "Unbind him," Jesus says to all of us, and unbind ourselves. (This reminds me of Ken Medema's song "Moses" about the rod that God commanded him to throw down. Medema writes, What do you hold in your hand today? To what or to whom are you bound? Are you willing to give it go God right now? Give it up, let it go, throw it down?)

The proof that baby Jesus is our Savior isn't in the gifts of the Magi, but in the fact that, after seeing him, they "go home another way," changing the course of their lives. Sibley asks, "How does your life witness to receiving the unconditional favor of the living God?"

Tracing the story of Nicodemus from the leader's cautious meeting in darkness, embarrassment at not grasping what Jesus says to him, bewilderment at leaving him, but then speaking up in council, being ridiculed, then bringing costly ointments to entomb Jesus properly. God works through our own stories in similar ways.

"Original sin has never been about apples and snakes; it is a description of hyman nature. We have never been able to will ourselves to perfection."

Jesus asks Peter, "Who do you say that I am?" Peter answers, the Messiah. Sibley says we all have different answers as our lives shift: Creator of All, God in a Manger, Mourner for a Friend, Healer of the Sick, Forgiver of Sins, Companion in Pain and Suffering, the One who Rises from the Dead.

He points out that, unlike his neighborhood covenant with the H.O.A. that expects duties in return for upkeep, God's covenant with Noah goes just one way. "Salvation comes not from our own hands but from God's magnificent grace."

The woman at the well is bad news to her society. She comes to the well in the heat of the day, presumably to avoid the disdain of the women who gather earlier. She must rely on men for support, and she keeps getting dumped. Then, she's also beneath contempt for the Apostles, good Jews from Jerusalem who despise Samaritans. If this woman can hear God speak to her (and be the first person in the Gospel to hear Jesus make an "I am" statement, echo of the "I am who I am" from the burning bush), why shouldn't we be able to hear God speak to us, also?

Thanks to St. James from the Communications Coordinator

(Published Jan. 22 in our parish newsletter The Bells)

St. James was in a book we're reading with Education for Ministry (EfM). Not by name, exactly, but, in spirit. Theologian Luke Bretherton was explaining how Christian economics should value work that doesn't earn wages. Our churches, he writes, should "hold open times and spaces for wonder, prayer, rest, festivity, and play [to] regenerate the human spirit." That seems to me like a straightforward description of what we do here any given week, especially on Sunday mornings and Wednesday evenings. (For more about EfM, see our St. James EfM blog)

Speaking of unpaid work, I had only a vague notion of the efforts that go into a funeral before last Saturday's memorial service for my mom. Some of these were efforts by members of my own family - sister Kim displayed photos of Mom's life, brother Todd shared Mom's legacy through favorite memories, and his wife Alice and son Raymond made their scripture readings clear and meaningful.

And there was so much preparation made by members of the parish.

(Screenshot from the livestreamed service)

Dr. Black was here Friday rehearsing pieces for the service. He arranged his own reverent organ prelude from an old popular song that Mom sang for a lullaby, "You are my Sunshine." The Choir was there in robes to sing for the service.

Nuno Nuñez was here an hour early to set out the signs to help guests find our parking lot, and he ushered strangers to good seats. Jane Sanders set up the cremains and the altar. Andrea Keener was here to help both of them.

Mother Mariclair never had a chance to meet my mother, but she nonetheless drew together threads from the scripture readings that made a meaningful celebration of an educator, runner, and mom.

Just before the service started, Cathy Brown offered to ring the bell during communion. I hadn't thought to ask for that to be done, but then, during communion, I realized how much would have been missing without that rich, golden tone sounding during the Eucharistic Prayer.

Being an old drama teacher, I was looking for reviews. "It was so uplifting!" said Katey Evans after the service. The Livestream produced by Kevin Kamperman reached Mom's older cousin in hospice, whose daughter texted that it was beautiful. The service brought tears to the eyes of my niece Mary Alice in Japan. She texted that she also heard her uncle's voice during the hymns.

Sue Hannan was here the night before to set up tables for the reception. Then Jean Sommerville and Suz Traendly set tables with sandwiches from Hoboken Cafe, with drinks and flowers. When the reception was over, Suz took trays of sandwiches to The Men's Extension.

I was gratified to see such a turn out for Mom, who outlived many loved ones and friends. Her niece Lisa came down from Cincinnati. Also present were our longtime neighbor Doll, my friend Susan, my friends Suzanne & Dimitri, Mom's friends from Holy Innocents School -- Nikki and David, and many who taught with her and told me how much they had learned from her -- plus my friends from Walker School Mike, Deb, Philippa, Kemper, and Terri. Mom's longtime Visiting Angel and friend Laura Robinson was there, and so was Avis, a caregiver from Arbor Terrace who visited Mom several times after the move to a nursing home, including the last time I heard Mom speak.

To list all of these names is not to overlook the numerous parishioners who never knew my mom but joined with family and friends to celebrate her life.

I'm grateful every day for this parish, and particularly grateful for the support I had on that day.

L-R: Laura, me, Avis at the reception.

My Brother’s tribute to Mom

My brother Todd Smoot delivered this eulogy at Mom's memorial service at St. James Episcopal Church, Marietta, GA, January 17.

Frances Lee Maier Smoot.

To sum up 91 years of life is to speak of the lasting impact and memories of the lives she influenced - her legacy.

In her 33 years as a 3rd grade teacher at Holy Innocents’ Episcopal School – no less than 750 lives were directly affected by her attention to details, encouraging lessons for life and instilling self discipline to all who spent time in her classroom. Cultivating a desire for reading is unquestionably the main focus of her efforts.

Kim shares that Mother believed each of her children would succeed and Kim knows to her core that Mother was proud of her three children.

(Mom's Visiting Angel Laura Robinson took this photo when Alice, Todd, Scott, and Kim visited.)

Scott recalls advice offered by Mother early in his teaching career – “she told me that every child has to find something they are good at doing. Whatever it is, she said, you find out what it is and build their confidence on that. This advice guided me through 40 years of teaching.”

Alice shares lasting memories of her Mother-in-Law:

• dress shopping for our rehearsal dinner and how the perfect dress was made to fit Alice’s little runner’s body to perfection by my Mother’s seamstress.
• [encouraging] Alice to complete her undergraduate degree which Alice earned in December 2019.
• and [demonstrating] her love to Raymond and Mary Alice when visiting their grandparents.

(Raymond visited his grandmother in memory care, along with his parents)

Raymond’s lasting memory of his grandmother is bedtime stories during overnight visits:

“Grandmother would take one of her well loved books that was taped up and almost falling apart at the seams and read to us. Mrs. Piggle-Wiggle was a story about a woman who taught children to behave with crazy methods. I still remember a few of the stories – the boy who wouldn’t clean up his room, the one who ate slowly, the girl whose parrot repeated to the girl every rude comment the girl said to others. Grandmother had the best voices and kept our attention effortlessly. SHE is the reason for my own avid interest in reading.”

(When Mary Alice was about to move to Japan for a few years, she knew that her good-bye to her Grandmother might be the last. Mom was polite, unsure who Mary Alice was. Mother's brain fog cleared when she saw Mary Alice's tears. Read more)

Grandmother’s impact on Mary Alice:

I remember a woman who lived her life with a beautiful mix of love, strength, and grace:

• She was a teacher through and through, not only to her students but to me and my brother whenever we visited.
• Whenever things didn’t go our way or I complained, she’d simply say, “tough apples.” And it was her way of reminding us to be strong, to move forward, and to handle life with grit and grace. She carried herself with pride, valued a beautiful home, nice clothes, and proper presentation and she lived that every day.
• My grandmother showed me how to live with grace, curiosity, resilience, and love. I will always carry her with me, and I am forever grateful for the strength she instilled, the love she gave, and the beautiful legacy she leaves behind.

Mother’s impact on her youngest child, me? As Scott shared, she found sports were the only action I was good at and she worked to build my confidence through that activity. A lasting memory is every time I passed by her during a race, I would hear Run faster Todd, run faster.

I am hopeful that each person influenced by Frances Smoot will continue to share what you experienced through her with others. Her passing leaves a vast hole and each of us has a responsibility to fill in where she left off. If what she did was easy to accomplish, then there would not be a void. As Mary Alice expressed, what set Mother/Grandmother/Frances Smoot different from others is she did it all with grace. Unsure about you, everyone who has experience with me will unequivocally state that I do not possess that characteristic specifically. I can deliver the same words, but it was never with the effortless grace as my Mother did.

I conclude with a request to act: Do what you can with whomever you can – contribute to continuing to pass along the legacy of Frances M. Smoot.

* * *

Related articles in this blog

• All the stories I've posted to this blog about Mom since her diagnosis are linked on one-page overview at Dementia Diary. It may be of help to others shepherding a loved one through the same valleys.
• Articles about Mom in the context of generations of my family are linked to a page I call Family Corner.
• Todd's letter to our Aunt Blanche was read as the eulogy at our uncle's burial back in 2005. See Remembering Jack C. Maier.

Bible as Literature

(An enlargement of my "Pulse of the Parish" column for this week's newsletter The Bells of St. James.)

Tuesday I had the pleasure of joining St. Anne's Chapter to present some thoughts on the topic "The Bible as Literature." Glenda Hogg had invited me months ago. From then to this week, I was sifting through piles of ideas every spare moment.

For a warm-up, I brought out internet images of various print publications. Since St. Anne's chapter is part Bible study, I asked if anyone could think of any scriptures that corresponded to each image. So, instructions for a DIY building project reminded the group of chapters that describe the building of the tabernacle and the temple. Photos of Martin Luther King's original Letter from a Birmingham Jail reminded them of Paul's letters from jail. King's letter anticipated where the Civil Rights movement was headed, so I compared it to prophetic writings. A romance novel featuring on its cover a barebacked cowboy embracing a pretty young woman reminded them of forbidden romances in Song of Songs and Jacob's ordeals trying to win Rachel in marriage.

A Batman comic from the 1940s displayed Hitler, Mussolini, and Tojo exploded by a giant stick of dynamite. They were stumped. So I asked how that cover would have made a reader feel in its time? "Hopeful. Satisfied. Encouraged." Then we saw the same effect from revenge fantasies in Revelation, Daniel and some Psalms, written to give encouragement to believers under persecution.

Then we studied an acrostic poem about B-A-S-E-B-A-L-L. Some were surprised to learn that many Psalms, all of Psalm 119, and portions of Lamentations are acrostics. That segued to our first activity.

Everyone wrote an acrostic poem about blessings in their lives, beginning each new sentence with one of the letters B - L - E - S - S, in that order. There was some dismay at first, but then people got into it. The results were clever and moving. A participant who said, "I'm no good at this," got applause when she read her poem. Hers was the only one that concluded with a rhymed couplet! Then I asked what they experienced as they wrote. Challenged at first, they became pretty excited, and they got ideas as they went. I said that writers, "inspired by God," were still people like them, facing the same challenge to fit their ideas to a conventional form.

We also did some acting, getting into the minds of minor characters in a famous piece of literature, King Lear. It got pretty emotional, even for "Servant 2" who had no lines. As he stands behind a chair where he and Servant 1 have bound an old man whom the King proceeds to blind with a knife, what is he thinking? What is he feeling? When Servant 1 steps forward to defend the old man from torture, does Servant 2 feel scared for his friend? ashamed of himself for not helping? When Regan the Queen demands his sword, he gives it to her without a word. What is he feeling then? It's important for the actor to know, because his reactions are just as much a part of making the scene "present" as those of the old man or the Queen. In our meeting room, everyone was deeply involved in the emotions unspoken during this unspeakable act.

We wondered: Shakespeare's play is a fantasy about a legendary king, but is this scene "true?" After a pause, the room erupted with answers, reaching a consensus that "it's always true," because criminals and unchecked authoritarians who resort to torture are placing their officers and citizens in the same situation somewhere in the world every day.

We related this imaginative experience putting ourselves in a piece of literature to the way Mother Mariclair had put herself in the roles of Mary, Joseph, and 12-year-old Jesus for her sermon Sunday.

Bottom line: We sell Scripture short if we read it only for lessons and instructions from the past. When we read the Bible the way we read literature, the story, and God, are present with us.

The group had so much to say that I only got through half of my material!

Top Ten Memories of Teaching Middle School

During the year of COVID I appreciated my 40th and last homeroom, socially distanced and masked up. They're playing their original game "Tilleyball," named for the Dean who said to put down their screens and play something active. They made me laugh every day, even online. Evan, third from left, signed into Zoom as "moomoo Mr Cow." He coaxed the shy kid to join in the game.

40 years in Middle School are a blur, now that I've had five in retirement. At the new year, I feel this might be a good time to record my top ten favorite memories of teaching. After the first one, they're in no particular order.

Big One: About 10 years into my teaching career, kids shunned me after I gave Laura a "C" on her term paper. Her mother, on the phone that day, told me how her daughter had stayed home weekends working on her research "just to please you." I protested that I had to uphold standards -- and she scoffed, "'Standards.' You teachers should take the Hippocratic oath: first, do no harm.'" The next day, I asked students' forgiveness, and asked how I could better ensure students' success in writing class. Their ideas started me in the way I taught for the rest of my career. Their forgiveness -- including Laura's, and even her mother's -- made this painful episode a best moment.

Early one school year, our textbook introduced poetry through "The Road Not Taken" by Robert Frost. After a first read-through, a boy said, "I don't get any of this!" In discussion of poetry, I always let the kids tell me what they noticed -- about what's going on in the world of the poem, and what's going on in the writing of the poem, and what's going on in us as we encounter the poem's twists and turns. They unpacked the poem thoroughly. That same boy said, "I never took a poem seriously before. I really liked it." (On the other hand: Another class was reading "Stopping by Woods on a Snowy Evening" the first time when a girl jumped to the conclusion that the speaker was Santa Claus -- harness bells! snow! miles to go! "He has to go around the world, duh!" My first principal Dot Kitchings gave good advice: Sometimes, you just throw your hands up, laugh, and say, "Kids!")

While I gave notes to the 8th Grade Drama class following our after-hours dress rehearsal, an eighth grade boy stood up and headed for the exit. This was so out of character for the polite young man that I paused to ask, "Are you O.K.?" He said, "I'm Muslim. It's time for me to pray." Seeing his classmates gape, he said, "Whoa, this is awkward." The alpha male in class, child of wealthy and powerful parents, master of sarcasm, said, "No. I think it's beautiful."

Our weekly Advisory meeting one week involved a "fishbowl" activity. The boys were "in the fishbowl" answering questions written by the girls. The question was, "What do you look for in a girl?" Tension grew as the boys looked for a response from the tallest, strongest boy with the deepest voice. After an uncomfortable pause, he said, "Kind." The other boys nodded, saying nothing more.

I directed a middle school drama class in the classic American comedy Heaven Can Wait, in which a boxer, taken to heaven before his appointed time, comes back to earth in the body of a millionaire. When he realizes that he has fallen in love with a staffer, he lightly touches her cheek. In the audience, his father, who had seen him only as the goofball in his family, gasped.  Any time when student actors stretched beyond themselves was a favorite moment.

At the center of this collage from 1995, 8th grade actor Brian as Macbeth lays his hand on the shoulder of his wife, played by Caldwell. It's after the guests have fled her banquet, and she has asked what he's going to do. She has been crying; you see his concern for her anxieties and guilt. The line, delivered gently, was, "Be thou innocent of the knowledge."

I learned the day before school started in 2001 that I would have to teach drama AND music to all the sixth graders who hadn't signed up for chorus that semester. Literally mobbing me as I entered the auditorium where we met, the kids clamored to know, how are we going to do music AND drama? On the spur of the moment, I said, "We'll create an opera!" Over the weeks that followed, they reimagined "The Frog Prince" to include a posse of mean girls for the Princess and a gang of frogs who befriend the Prince-turned-into-a-frog. In small groups, they wrote words and tunes for themselves. All was going well, but the day came when I had to say, "It's time we stop writing and start rehearsing. How can we finish the opera?" Andreas volunteered to write the last scene that night. The next day, he apologized, "I didn't have any new ideas, so I just repeated tunes from the rest of the opera with new words. I hope that's all right." I told him it's what geniuses have done since Mozart. Andreas adapted the Frog's song to the Princess, "I know I'm small, I know I'm warty -- do you think you could love me?" In the finale that Andreas wrote, the entire cast turned in a line to face the audience and sing, "We know we're small, sometimes we're crazy -- do you think you could love us?" Many parents and teachers, including School Secretary Terri Woods and Principal Nancy Calhoun, wept.

One of the most difficult students I ever dealt with was Marc. Sharp-witted, charismatic, determined to play around with his pals during class, he was also able to treat any disciplinary action as unfair. Once I wrote a demerit for of his subversive activities and he turned the tables, doing a great imitation of me that day as I'd been on alert to catch him in misbehavior -- and I laughed out loud and ripped up the demerit. A few years later, he visited from public high school, a very big guy. When he saw me, he said nothing: He just came forward, arms wide, and drew me into a hug. Later, as editor of UGA's newspaper, he wrote a kind letter about what his writing owed to my teaching. PS - When he was still in 7th grade, I had a bad accident. Only he, of all my students, visited me at home. My lovely dog Cleo jumped up on the sofa next to him, something she had never done before. What a blessing!

Sometimes, I took the casts of plays to locations that would help them imagine the real contexts of their scripts. The cast of Cheaper by the Dozen inhabited the rooms of a local B+B from 1912 and gave each other Christmas gifts in character; Mr. and Mrs. MacBeth shared dinner; the cast of The Foreigner prepared and ate a meal in character at a private lodge in the mountains of north Georgia, the setting of the play. I took the entire cast of The Miracle Worker to experience a simulation of blindness. These memorable occasions grounded the casts in the reality of their stage settings.

A 7th grade Literature skeptic became my poster boy for what literature can do, as he worked through a term project with several stages. First, the students researched an historical subject. Second, they wrote an essay focused on a turning point in the event. Third, they wrote a story focused on a fictional character connected to their research. Then, they were to pull all of their work together in a poem with a strict length limit. Stephen protested that no short poem could contain all the important things in his long story: a soldier on D-Day, his family and friends, the importance of the battle to the war effort, the sensations of the battle, and the effect on his life. But, as he explained in a short reflection that capped the project, he had an "ah-ha" moment thinking about the iron doors of the troop transport. They swung open for companies to pile out onto the beach under enemy fire. These gates became his metaphor for other "gates" in his character's life. He got poetry, and his work helped others to get it, too.

I'm tempted to say that my entire last year is a best memory because COVID restrictions forced me and my colleagues to become first-year teachers again. Classes met only twice a week, twice as long as before, while half of the class was home online, a different half each meeting. How could I keep them all engaged with literature, writing, vocabulary, grammar? How could we do drama on Zoom? I remember climbing that learning curve as a thrilling experience, once I got the hang of it. But I'll focus on a favorite moment during a Zoom conference mid-year with the dad of David, a kid new to our school that year. The math teacher and I described how the boy was curious, conscientious, polite, focused, funny, and kind to his classmates. The dad wept. PS - In a COVID drama class, this David teamed with Evan (see first picture) and another buddy to write a screenplay for soldier ants who overcome sneakers and other obstacles in a teenage boy's bedroom to capture a potato chip. Cellphones in hand, they broadcast themselves climbing all over the auditorium towards their objective, an outsized panel of cardboard. It worked! [See my poem about the COVID year, Dear 7th Grade]

If I may squeeze in an 11th, there was Michael, a sixth grader with a reputation among both adults and classmates for not being a serious student and for being something of a cut up in class. In Speech class, the kids were working in small groups to present stories of elders in their families, but Michael retreated to a corner of the auditorium alone and didn't finish until everyone else had presented their work. Then he delivered a monologue of a visit to his grandfather in the hospital. Michael sketched in what they used to do and talk about. He concluded, "He says 'Love you' the way he always does, and I say 'Love you, too' and I turn the knob and walk through the door. It was the last time I saw him." Classmates were stunned: such detail, so well-formed, so serious. Michael's reputation changed from that day, and he became a star performer in the upper school drama program.

Inner Light, Inner Life in Charles Addams

One of the best Christmas presents Mom and Dad gave me was an oversize collection of cartoons by Charles Addams, My Crowd, (1970). This big book was the prize of a collection that included small paperbacks Monster Rally, Addams and Evil, and Homebodies, the book I "read" literally to pieces in the days before I could even sound out the words.

A Christmas-themed cartoon from 1947 reproduced giant-sized in My Crowd both fascinated and disturbed me. Addams referred to it in correspondence with The New Yorker as "Boiling Oil."

While I could see the humor in the Family's upside-down ethos, I also felt strong sympathy for those cheerful neighbors and for what they're about to experience. I was in there with them all. Addams cartoons often have that effect on me, and I'm not the only one.

His biographer Linda H. Davis explains how Addams layered his inked outlines with washes that gave his darks and lights a solidity and texture not seen in the line drawings we're used to. She writes that Addams made his Family's house real:

The Family mansion, into which you felt you could step, was constructed of splintery wood worn to the softness of velvet. Bent over his drawing table hour after hour, Wolff's pencil (then brush) in hand, Addams drew every wooden shutter, every carved baluster and warped floorboard, every silky strand of web, creating a fully realized world. Wednesday's room was decorated with a wallpaper border showing a scaly prehistoric creature in happy pursuit of a bat-child. (95)

With "Boiling Oil," Davis writes, "Addams's feeling for his subject and his mastery of technique reached sublime new heights: in the steam rising at an angle from the bubbling pot; in the shawl Morticia clutches against the winter night; in the bars of indoor light filtered through a shuttered window onto the snow." Cartoonist Ed Koren notices the "half circle of light which is mirrored by a circle of molten lead [and] the footprints in the snow ... a wonderful touch" (Linda H. Davis. Charles Addams: A Cartoonist's Life. Nashville TN: Turner Publishing, 2021).

Those "bars of light filtered through" window shutters are incidental to the story of the cartoon, but essential to establishing the reality of that house. What's going on in that room, we wonder.

I've written before how Addams cartoons are at the heart of some of my earliest and warmest memories:

I could spend quiet hours peering into his cobwebbed corners, imagining what lurked down dark halls, finding little faces [spying from] the black space behind shards of cracked windows. Bliss was to watch ["The Addams Family" TV sitcom] before bedtime on Friday nights, to lay my Addams cartoon collection Homebodies on the bedside table, and to wake before anyone else in the house Saturday mornings to leaf through those drawings, admiring their skill, making up my own stories about them.
(from my blogpost Rediscovering Charles Addams' Family in a Musical)

Vermeer has the same effect on me. The gradations of light from windows reflected on walls, sleeves, goblets, and a certain famous earring make his paintings live. Like Addams, he was often pulling us into a story - the young woman reacts to receiving a letter, for instance; a young woman seems to be startled by someone behind her; a maid is day-dreaming. Like Addams, most of his interiors are rooms of just one house, probably his own. An art historian did painstaking calculations to prove this from the fixed relationships of windows, floor tiles, and doors. Only props and furniture are re-arranged like a stage set. (Hans Koningsberger. The World of Vermeer, 1632-1675 (New York: Time/Life Books, 1967).

Both artists tantalize us with glimpses of other spaces through doors and shutters half-open. I see an analogy between writing and these side-channels that bring such life to the works of these two artists. Even in the Bible, where the action is often simply, even starkly, delineated, an odd detail fixes the story in our minds: the seven sneezes of the boy that Elisha brings back from death, or whatever it was that Jesus scrawls in the dirt -- and the tense silence -- before he answers a mob bent on stoning the woman accused of adultery.

Once you've seen Addams or Vermeer, their settings become part of your mental furniture. In dreams since Mom died over a month ago, I've explored long hallways, a shadowy basement, high-ceilinged spaces in need of repair, cobwebbed alcoves. In the dreams, not unpleasant, this house somehow belongs to me, though I can't recall making any mortgage payments. Somehow, I'm supposed to move Mom and Dad into this space. The levels, the many rooms, dillapidated, so much like Addams's house, give me a feeling of responsibility -- so much to repair, so many spaces to furnish -- and an excitement that comes with creative possibilities. 60 years after I fell in love with that Addams house, it's a metaphor for life now that Mom, Dad, uncles and aunts, the grandmothers, even the old teachers are gone: it's all up to me, now.

More on Vermeer I wrote in 2006 about an exhibit that juxtaposed Vermeer works with those of his contemporaries. At first, I was disappointed. Then:

In peripheral vision, I glimpsed the first Vermeer in the exhibit, and chills started at the back of my neck. I approached. What was the difference? Style, subject matter, and true-to-life drawing -- these were all the same. But Vermeer's paintings seemed to glow from the inside. I felt there that I was seeing not just a slice of life, but that it was reaching out to me.

See Vermeer, Updike, and Poetry Editorial]

Wake Up, Dead Man: Whodunnit Comedy with Heart

Commenting on the grandiose architecture of a church, the young priest tells a visitor, "You can almost feel His presence."

"Whose?" asks the visitor. Uncomfortable pause. "Oh."

The young priest, Father Jud Duplenticy (Josh O'Connor), has been accused of murdering his superior Monsignor Wick (James Brolin) during Mass. The visitor is Detective Benoit Blanc (Daniel Craig), convinced at their first meeting that the young priest isn't a guilty man pretending innocence, but an innocent man who appears to be guilty. About religion, though, Blanc is dismissive: "God is a fiction."

Cracking Blanc's attitude to religion is a story that underlies the plot in this third whodunnit to feature the detective, after Knives Out and The Glass Onion.

The sacrament of confession punctuates the plot five times. The first confession is played for laughs as Father Jud hears TMI from Wick. In a replay of that situation, the young priest fights back, confessing that he has snooped around to learn all the ways that Wick is abusing his power over his followers. Once a boxer, Fr. Jud has sworn to fight for Jesus with his hands open in love, not with fists. His resolve is tested.

Confessions four and five are spoilers, but number three is the heart of this funny, macabre murder mystery. It has nothing to do with whodunnit, and there's nothing funny about it.

It happens in a phone conversation with Laurie, office-manager at the excavation company that unsealed a crypt. Who ordered that work? Blanc wants Fr. Jud to find out ASAP. But Laurie seems to be in a chatty mood, and Fr. Jud listens patiently while Blanc rolls his eyes.

Suddenly, Laurie stops. When we hear her again, she's sobbing, and Fr. Jud takes the phone and confession to another room. It's after dark by the time Laurie accepts forgiveness and finds the information they needed, but Blanc's attitude has changed. "You're really good at this!" he tells his young client.

What Blanc has learned carries over into a key decision he makes during the Big Reveal that usually caps tales of this genre.

As much as I laughed and thrilled to all the old mystery tropes - long shadows, a creepy crypt, a sudden storm, and an impossible "locked-room" murder - it's Fr. Jud's solemn and loving pronouncement of absolution to those who desperately need it that I've taken away from the movie. I'm tearing up now, a week later.