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NAPCIS Teacher Manual Final NAPCIS Teacher Certification Program Collected Magisterial Documents I Bibliography Chronologically Ordered Readings Presenting Magisterial Teaching on the Principles, Nature, Scope, Order, Content, Methods and Ends of Catholic Education, in Supplement to Divini illius Magistri and Credo. KEY: Latin incipit title, Date of Composition, English Document Title or Excerpt’s Subtitle Pontiff Quod divina sapientia, August 28, 1824, The PrinCiple and Aim of TeaChing Pp. Leo XII Quum non sine, July 14, 1864, SeCularism in EduCation Pp. Pius IX Quanta cura, DeCember 8, 1864, Socialist and Communist Hostility Pp. Pius IX Syllabus, DeCember 8, 1864, Syllabus of PrinCiple Errors, nos. 45, 47 and 48 Pp. Pius IX Libertas, June 20, 1888, Freedom of EduCation Pp. Leo XIII Singulare illud, June 13, 1926, St. Aloysius Gonzaga Pp. Pius XI Allocution, May 14, 1929, The Duty of the State Pp. Pius XI Allocution, January 31, 1940, Saint John Bosco, The Teacher’s Model Pp. Pius XII Nosti profecto, July 6, 1940, The EduCational Work of the Jesuits Pp. Pius XI Allocution, November 4, 1945, The Vocation of the EduCator Pp. Pius XII Allocution, November 22, 1948, The Ideal of Complete Christian EduCation Pp. Pius XII Address, January 12, 1954, Good TeaChers Pp. Pius XII Allocution, November 4, 1955, The CatholiC TeaCher Pp. Pius XII Allocution, MarCh 24, 1957, Study is a Duty Pp. Pius XII Prayer, DeCember 28, 1957, Prayer for TeaChers Pp. Pius XII NAPCIS Teacher Certification Program Collected Magisterial Documents I Annotated Bibliography Chronologically Ordered Readings Presenting Magisterial Teaching on the Principles, Nature, Scope, Order, Content, Methods and Ends of Catholic Education, in Supplement to Divini illius Magistri and Credo. KEY: Latin incipit title, Date of Composition, English Document Title or Excerpt’s Subtitle Pontiff Key Ideas Quod divina sapientia, August 28, 1824, The Principle and Aim of Teaching Pp. Leo XII The obligation to truth The Commandments contain the liberal arts and sciences Quum non sine, July 14, 1864, Secularism in Education Pp. Pius IX The goals of secularism and its means of education Modern education defined and assessed Study of religion involves study and practice of virtue, character formation Quanta cura, December 8, 1864, Socialist and Communist Hostility Pp. Pius IX Key errors described regarding the rights of family and state; Church and reason/state Syllabus, December 8, 1864, Syllabus of Principle Errors, nos. 45, 47 and 48 Pp. Pius IX Error of the separation of Church and state/education Libertas, June 20, 1888, Freedom of Education Pp. Leo XIII Faith and reason On Liberty and the educator’s obligation to not teach the current, false sense of secular liberty First principles and authority of the Church cannot be suppressed for liberty, education Unconditional freedom of thought, speech, writing and worship is an error Singulare illud, June 13, 1926, St. Aloysius Gonzaga Pp. Pius XI Love of God for children, the basis of education St. Aloysius’ sanctity, discipline and patronage of youth Allocution, May 14, 1929, The Duty of the State Pp. Pius XI The Church: the guardian of Faith and all knowledge through the Middle Ages Mission of education belongs to Church and family Subsidiarity: state to aid individuals and families for what they cannot provide for themselves Church’s authority is not intractable, but intransigent Allocution, January 31, 1940, Saint John Bosco, The Teacher’s Model Pp. Pius XII Great potential in education: not a laboratory, but an oratory Reason and Faith: example, discipline and instruction Method of educator: constant solicitation, love guided by reason and faith Nosti profecto, July 6, 1940, The Educational Work of the Jesuits Pp. Pius XI Molding impressionable youth Allocution, November 4, 1945, The Vocation of the Educator Pp. Pius XII Education determines the life of a nation Teachers are the delegates of parents Educators face difficult challenges with zeal True and false motives for educators Allocution, November 22, 1948, The Ideal of Complete Christian Education Pp. Pius XII As the title indicates Address, January 12, 1954, Good Teachers Pp. Pius XII Good teachers make good schools. They are: (1) trained in their subjects (2) possess moral and intellectual qualities (3) love students for the love of God Therefore they: (1) perfect human formation (2) possess professional competency (3) have a pure professional Catholic conscience, zeal and knowledge of doctrine and serve the highest spiritual and cultural interests Allocution, November 4, 1955, The Catholic Teacher Pp. Pius XII “Teacher” over “instructor” Elementary education = elements of the foundation True teachers are complete Christian persons, imitators of Christ To enter the Kingdom, you must be come as children: pure, simple, humble, generous Principles of pedagogy: (1) know the child (2) know how to talk to them (3) give all indispensable knowledge (4) all human virtues (5) provide individual attention (6) use a gradual approach Allocution, March 24, 1957, Study is a Duty Pp. Pius XII Study truth Study seriously: (1) liberal arts are mandatory (2) quality over quantity (3) proper order to study and knowledge –including religion Education is complete only by following the order of the sciences. Prayer, December 28, 1957, Prayer for Teachers Pp. Pius XII 0 THE PRINCIPLE AND AIM OF TEACHiNG Apost. Constitution Quod divine sapientia, August 28, 1824. Having before Our eyes the teaching of divine Wis- 3 dom which is addressed to all who tread the path of salva- (5, tion, namely, “My mouth shall speak truth and wickedness 12, is an abomination to my lips” (a), We realize that Our 13. LEO XII Apostolic duty obliges Us to spare no effort to recall this 62, mxim to the minds of those who teach sacred doctrine, 92) 1823-1829 hijiman science and the liberal arts, and of all who are en gaged in the instruction of youth. We feel obliged to see that they put it into practice and instill it into the minds of their pupils. The progress of religion and the salvation of the State depend upon that. And since the proper organization of studies is a great help to this end, We believe that it is Our duty to devote Ourselves to a continual betterment of teaching methods in Our States. (Reorganization prepared by Pius VII.) To show the care and great love We have for Our sons 4 and subjects—as it were, to point out and recall to profes- (70) sors and students alike the true fount of science and the liberal arts—’vVe quote the remarks (well worthy of med itation) of Saint Augustine1 Doctor of the Church, in his letter to Volusian: (a) “What debates, what philosophical doctrine, what laws of any nation, can be compared with the two com mandments which, Christ has told us, summarize the whole 3a Prov. 8:7. 4a Letter 137. pius lx law and the prophets: Love the Lord thy God with all thy heart, with all thy soul, and with all thy mind, and love 1846-1878 thy neighbor as thyself. (h) “Therein is summarized the science of physics, be cause all the causes of natural things are in God their Creator. There you will find morality, since a good and honest life consists in loving him Who gives being and him who receives it, namely God and man. Logic is there too, SECULARISM IN EDUCATION since the truth and the light of the rational soul is Cod alone. And there also is the salvation and glory of the State, since society is not well established nor adequately Apost. Letter Quum. non sine, July 14, 1864—to the protected, if it is not founded on and bound together by Archbishop of Fribourg in Brsgovia. faith and strong unity. This is guaranteed when the com (Congratulations for hs resistance to the new scho mon good, that is, God, the true and highest good, is lastic legislation.) loved, and when men love one another sincerely in God, for Whose sake they love and from Whom they cannot hide It is undoubtedly a fact that the pitiful, the deplorable 26 the reason for their love.” condition of modem society has its root cause in the (5, wicked artifices employed in every walk of life to separate 11, 5 Certainly, St. Augustine, that bright beacon of the the holy Faith, the religion of Christ, His teaching of sal 26, (70, Church, has no intention of excluding the natural sci vation, from public education and family life, and to hin 94) 101, ences from the schools of humanity, nor of eliminating the Christ’s influence so as to render it powerless. These 109) practice of the liberal arts which he der himself so extensively artifices are necessarily the product of all these practised. But he has quite rightly warned diabolic teachers and doctrines which, in these times, We are grieved students that all this, in truth, receives its origin from God, detestable being diffused everywhere and slowly gaining is in accord with reason and religion, and further, must to see the great detriment of Christian and civil socie necessarily return to God, the beginning and end of the ground, to liberal arts. ty. When God’s revealed truths are barefacedly denied or them to the test of human Thus ho teaches us, too, to despise tlio obstinate when one presumes to submit op assert the subservience of the supernatural or position of false philosophers and of the friends of the pru reason, or to further removed than ever from dence of the flesh (whose number, in our sad times, der to the natural, men are has their thoughts and actions are grown beyond all belief) “who think and want others their eternal reward while to to the passing things of this think that Christian doctrine is not conducive to the limited to the material and good perverse doctrine spare no ef of the State, because they want the State to be world.
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