Catholic Education Foundation presents TTHHEE CCAATTHHOOLLIICC EEDDUUCCAATTOORR

Volume 15 | Spring 2013

In This Edition

A Word from Our Editor Reverend Peter M. J. Stravinskas Page 4

N.J. Catholic School's Civility Code: Only Alexis Shaw Page 6 Girls Pledge Not to Curse

Catholic Schools Week 2013 ~ Diocese of Page 7 Charles Taylor Gaylord

Bishop Joseph McFadden Describes Catholic Page 10 Tim Drake Schools as Centers for New Evangelization

Study: Catholic Education Influences Choice to Page 11 Matthew Archbold Become Nun, Brother

How Theology Forms the Good Educator Dr. Christopher Evan Longhurst Page 12

Students Get to Learn about Process, Select Page 15 'New Pope' in Mock Conclave Catholic News Service

Diocese Affirms Need for Catholic Fidelity CNA/EWTN News Page 16 after Teacher Fired

School-choice Movement Gains Slow but Catholic News Service Page 17 Steady Momentum

Median Age Of New Priests 32; Two-Thirds USCCB Page 19 Caucasian, Third Born Outside The U.S.

The Catholic Educator 2 Spring 2013

Page 21 St. Rose Venerini Wikipedia

Page 24 Parents Told to Pay to See School Curriculum WND Education

Page 26 Job Posting Ave Maria University

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A Word from Our Editor

The Catholic school apostolate has been the youth. Immodesty in dress, public displays focus of my entire adult life, beginning of affection, crude language and jokes, when I was but a seventeen-year-old inappropriate and unchaperoned encounters, seminarian, including more than twenty access to contraceptives—these sources of years of teaching and administration in high temptation have been topics studiously schools, and now with a responsibility for avoided by most adults, for fear that they assisting schools to enhance their Catholic will be perceived as “out of it” or “nagging.” identity having been propelled into this Worse still, how many “educators” actually mission at the height of the sexual see nothing wrong with my laundry list and revolution, I was always concerned about thus give wholehearted approval to such the dating habits of my students, since I was behaviors? And then, when unfortunate convinced (as I still am) that, in the Catholic results ensue, everyone seems befuddled, scheme of things, the only purpose in dating asking how such things could happen. I am is to find a spouse. For that reason, I never not thinking simply of unplanned, out-of- supported dances that required dates, even wedlock pregnancies; I am also thinking of (and maybe especially) proms. Why? the incredibly high rate of teenage Because I believe that such events put young depression and suicide, not unrelated to people at risk (theologically, we call them “a putting youngsters into a position for which near occasion of sin”). they might be physically capable but certainly not psychologically prepared—let Hundreds of memories came flooding back alone dealing with the underlying moral recently when it was announced that a Jesuit issues at stake. high school in upstate New York had decided to allow two boys to attend the Because these matters have not been prom as a couple. That fact triggered yet handled sufficiently or at all within the another memory from 2005 when two high context of boy-girl relations, they are now schools on Long Island (one all boys, the emerging within the context of same-sex other coed, but both administered by the relations, fraught with the political baggage Marianists) had cancelled their proms and social pressure of the moment, as well because of the out-of-control nature into as the general sexualization of any affection. which those dances had devolved in terms of Of course, if we had been diligent and sex, alcohol and drugs, let alone the responsible in handling these concerns extravagance displayed (often enough with within the heterosexual frame of reference, parental knowledge and complicity). we would not find ourselves engaged in a rear-guard action now within the In some measure, it was almost inevitable homosexual frame of reference. Indeed, the that a Catholic school would be put in the Church would simply be perceived as “an position of having to deal with such a same- equal opportunity” employer, upholding the sex request/demand. What do I mean? For same standards for all her children. decades, Catholic educators (and here I include priests, teachers and parents) have Particularly disturbing about the scenario been gun-shy or intimidated about with the two boys is that the official addressing the psychosexual issues of our statement of the school’s administration

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never states clearly just what the Catholic the popular thing. Winking at, or even position is on same-sex relations. Further, encouraging, immoral behavior fails on both has anyone even asked why teenagers scores. should be discussing their sexual proclivities at all (regardless of orientation)? The Obama Administration’s attacks on our religious liberty have had the salutary side- A few years back, doing a high school effect of causing to address the evaluation, I came across a school where the immorality of contraception for the first time prom ended with a midnight Mass! What a in decades. Similarly, calls for “sexual lovely way to conclude an evening of good, equality” can provide us with a golden clean fun and how much more difficult for opportunity to pick up the ball we dropped students to leave Mass and engage in forty years ago. immoral behavior.

When I began my teaching career, a very Devotedly yours in Christ, wise old Sister told me that the fundamental Reverend Peter M. J. Stravinskas, Ph.D., job of a Catholic school teacher was two- S.T.D. fold: first, to foster virtue, so as to make Executive Director ; and second, to make the good thing

The Catholic Educator 5 Spring 2013

N.J. Catholic School's Civility Code: Only Girls Pledge Not to Curse

Female students at the Queen of Peace High and by the main office where many parents School in North Arlington, N.J., stood up came in. during homeroom Friday, raised their right hands, and recited a pledge in unison. But some boys at the school felt snubbed, she said, when they weren't asked to take "I do solemnly promise not to use part. profanities of any kind within the walls and properties of Queen of Peace High School. "It was supposed to be a really sweet, In other words, I swear not to swear. So help innocent, special treat for the ladies me God," they said. specifically for the month of February kind of thing," Flynn said. "And I guess it made Meanwhile, boys at the school were free to the boys feel a little slighted." use whatever language they wanted. But the school soon distributed buttons for The co-ed Catholic high school started a the boys to take part as well. civility campaign in concurrence with National Catholic Schools Week to try "to "A lot of the boys said, 'I have to excuse go back to some old fashion values," myself, there's a lady present,'" Flynn said. resource room teacher Lori Flynn said. Even though the no-cursing ban was only Flynn told ABCNews.com that for the instated on Friday, Flynn said she's already month of February, girls at the school were received a phone call from the all-boys asked to try not to curse. While their Seton Hall Preparatory School in West language wasn't a serious problem, she said Orange, N.J., about instating their own there were plenty of instances of "subtle civility code for the month of Lent. swearing." Flynn said the school was just trying Female students were given pins with a red something new with the no-cursing ban, slash through a pair of lips to wear. While which is technically over for female students Flynn thought the no-cursing crusade would on March 1. But if students wanted to come off as a joke to many students, she was continue the clean language crusade, "we'd surprised by their positive reactions. bring it on the boys, and then we'd do a whole entire Queen of Peace campus with "They said, 'This is serious. We're going to no swearing." do this Mrs. Flynn, we love it!'" she said. "They put their buttons on and took the "We're just starting here," Flynn said. pledge seriously." Alexis Shaw In addition, Flynn said the school put up Feb. 2, 2013 polite zones posted near the school's chapel Abcnews.go.com

The Catholic Educator 6 Spring 2013

A Catholic Schools Week 2013 ~ Diocese of Gaylord

I recently read an article in the New York the State of Michigan. Alternatively in this Times titled, “Catholic Education, in Need same time period, the Diocese of Gaylord of Salvation.” The authors of the Op-Ed has not closed a single school. That’s piece opened with the sentence, “Parochial right…none of the schools in our diocese education is in crisis” and went on to note have closed. This fact is a testament not only the trends of rising costs, declining to the will of our communities, but also to enrollments and inevitable school closures. the long-standing commitment of individual parishes with schools to invest 40% of their Reading the article could leave one feeling ordinary Sunday income in support of that both helpless and hopeless. The track record school. If I were to report a trend in our of recent decades might seem to foretell a diocese, it would be for increasing the bleak predestined outcome; the impending availability of Catholic education not inevitable collapse of Catholic education as reducing it. the harbinger of a declining and increasingly inconsequential Catholic presence in For the past two years a grassroots effort has America. been under way in the northwest corner of our diocese to re-open the Catholic high There can be no denying that the past 10 school that was closed over 40 years ago. I years has been difficult for all schools, both am pleased to report that the effort has public and faith-based. In that time the State recently garnered enough support to warrant of Michigan has seen a nearly 9% decline in a full-scale feasibility study. If you are student population; and in the geographic interested to find out more about this effort, region where our Catholic schools reside, visit their website at www.regional the student decline in public schools catholichighschool.com. This committee’s averages above 12% (three counties are effort has sparked interest in other areas of above 20%). The heartache of the recent the diocese as well; so much so, that in my economic downturn is well known to the 21 travels it is becoming quite common to field counties that make up our diocese. the question, “When can we open a Catholic high school?” Nevertheless, as I reflect on the recent trends exhibited in our Catholic schools in the Moreover, while public schools across Diocese of Gaylord, I am filled with nothing northern Lower Michigan continue to but optimism and yes, hope. The 17 experience substantial drops in enrollment, Catholic schools scattered throughout our recent registration trends for the Diocese of diocese are more than bucking the Gaylord show only slight variances. Since disappointing trends of the past. We have 2002, the average loss of total students reason to believe they are setting the across the diocese had been a disappointing foundation for nothing less than a 83 kids per year. However, the 2011-12 renaissance of our Catholic communities in school year actually saw a 90 student the not-so-distant future! increase in total enrollment across all diocesan schools. Although we experienced Consider the following statistics. Since a slight drop this year (23 students), 2001, 130 faith-based schools have closed in enrollment trends have stabilized over the

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past four years. In fact, the 2012-13 total among the emerging secular communities diocesan enrollment is now at 2,617 that comprised northern Michigan in the late students; which is exactly the same number 19 th century. Of the 17 schools that remain that were registered for the 2009-10 school today, 11 of them are over 100 years old! Of year. those, six have histories that actually extend well beyond the century mark, the oldest This means that by God’s good grace we are dating back 131 years with ties to the great 249 students stronger today than a trend that missionary Venerable Bishop Frederic had held true for nearly 10 years would have Baraga. These schools were founded in an projected. Bucking both state and national era in which the teachings of the Plenary statistics, 76% of our schools grew last year Councils of Baltimore were fresh in the and 41% grew this year. Some schools have minds of our bishops and pastors; namely demonstrated sustained growth over the past that 1) “ Catholic Schools should be erected four years. Remarkably, one of our schools in every parish,” 2) of the “ absolute has even posted a 50% jump in enrollment necessity and obligation of pastors to in the past two years, returning the school to establish schools,” and 3) that it was registration levels that were enjoyed nearly desirable that these schools be free.” ten years ago. What makes this example all the more extraordinary is that over the past It is truly remarkable that so many of our ten years, the public school in the same area schools were established by young lost over 18% of its student population. missionary parishes with very little capital or resources at a time when Protestant While it is true tuition remains the greatest America was hostile toward Catholicism. I obstacle for most households, it is the policy continue to be inspired by the humble of all our schools to not turn away any beginnings of those first communities. The families who are active parishioners and attitude of those years was not so much to who remain willing to enter into a ask “How can we afford to have a Catholic partnership with the parish/school. Our school?” as it was “How can we afford not diocesan formula for school funding is 40% to?” parish investment and 40% collected tuition, with the remaining 20% coming from Across the last three centuries, the Catholic fundraising. As I stated earlier, it is laudable Church in northern Michigan has had in its to note our parishes’ sustained commitment schools a powerful voice and an effective to invest a substantial amount of their tool for proclaiming the Gospel and ordinary Sunday income in support of our testifying to the truth. In our time, how can Catholic schools. Additionally, foundations, we not faithfully labor with as much endowments, and private benefactors perseverance and conviction as those who provide over $500,000 a year in support of came before us on behalf of those who are our schools; while CSA provides an yet to come? additional $250,000. As we kick off Catholic Schools Week One last note of historical interest pertains to 2013, I would like to say thank you for all of longevity and a legacy of perseverance. the many things that each of you do to help Many of the Catholic schools in our diocese realize the mission of our schools. Thank have a proud tradition and honored place you to all of our schools’ benefactors for

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your support and investment in our society May God grant us the wisdom and grace and in the future Church. Thank you for the equal to the task before us. loving example that so many of you witness at home and in our parish/school com- Charles H. Taylor munities every day. It is truly a privilege and Superintendent of Catholic Schools an honor to serve this diocese. Diocese of Gaylord .

The Catholic Educator 9 Spring 2013

Bishop Joseph McFadden Describes Catholic Schools as Centers for New Evangelization

In a statement commemorating Catholic the life giving Word of the Gospel in an Schools Week, Jan. 27 - Feb. 2, Harrisburg, environment that shows respect for the Pa. Bishop Joseph McFadden, Chair of the human person, the virtues of good U.S. Conference of Catholic Bishops’ citizenship and academic excellence.” Education Committee acknowledged the vital work of Catholic schools and described Catholic schools in the U.S. educate over 2 them as centers for New Evangelization. million students every day. There are 151,395 teachers in over 6,841 K-12 “Catholic schools are centers for the New schools. Evangelization for families of a variety of socio-economic backgrounds and diverse Bishop McFadden said that “based on public cultures,” said Bishop McFadden. “The school per pupil cost, Catholic schools save unique atmosphere of our Catholic schools the nation more than $20 billion dollars a is a space and place where the New year.” Evangelization can reach out to parents and children in a way that is respectful of the “99% of Catholic high school students human person, presents the teachings of the graduate each year, 84% of those students Church, and supports family life.” go on to graduate from a four-year college, and 15% of students are from non-Catholic “Catholic schools have a rich history in families,” added Bishop McFadden. supporting the work of on-going evan- gelization of the Catholic community in the Tim Drake United States,” he said. “For more than two January 30, 2013 centuries Catholic bishops, pastors and http://blog.cardinalnewmansociety.org parents have educated children in parish and private schools with the intention of offering

The Catholic Educator 10 Spring 2013

Study: Catholic Education Influences Choice to Become Nun, Brother

Catholic education in high school and percent of U.S. adult Catholics overall) and especially in college stands out as a much more likely to have attended a significant factor in men and women Catholic college (33 percent of the religious, choosing to enter a religious order, compared to just 7 percent of U.S. adult according to an annual survey of Sisters and Catholics overall). Brothers who recently professed perpetual vows, according to a new study The religious are highly educated. Twenty- commissioned by the U.S. bishops’ two percent earned a graduate degree before Secretariat of Clergy, Consecrated Life and entering their order (including 37 percent of Vocations . brothers and 19 percent of sisters/nuns). Six in ten (60 percent) entered their order with at The survey “New Sisters and Brothers least a bachelor’s degree or more (58 Professing Perpetual Vows in Religious percent for women and 70 percent for men). Life ,” conducted by the Georgetown University-based Center for Applied Researchers reportedly surveyed religious Research in the Apostolate (CARA), who professed perpetual vows in 2012, confirms the importance of Catholic reaching a total of 108 sisters and 24 education. brothers, a response rate of 85 percent of the 156 potential members of the Profession About four in ten religious (43 percent) Class of 2012 identified to CARA by their attended a Catholic elementary school, about religious superior. the same as that for all U.S. Catholic adults (42 percent). These respondents, however, Matthew Archbold , are more likely than other U.S. Catholics to January 23, 2013 have attended a Catholic high school (36 http://blog.cardinalnewmansociety.org percent of the religious, compared to 22

The Catholic Educator 11 Spring 2013

How Theology Forms the Good Educator

I was once working as a substitute teacher at branches of the most speculative and an international school in , Italy, while practical sciences. pursuing doctoral studies in theology at a local university. I already held degrees in To enter a theology faculty in Rome it was Systematic, Moral and Dogmatic Theology. required to firstly hold a philosophy degree. When a part-time position opened up in the During my philosophical formation I studied department of Religious Studies I was Logic, Epistemology, Cosmology, offered the post. While continuing to work Metaphysics, Natural Theology, and a host on my doctorate I ended up teaching the of other courses, even science and entire range of the school’s religion courses mathematics. While studying theology I including World Religions, Social Justice, undertook courses in Theological Methodo- Morality, and Philosophy of Religion. logy, Fundamental Morality, Specialized Morals, Christology, Mariology, Escha- In hindsight my philosophical and tology, Pneumatology, Ecclesiology, theological education not only prepared me Patrology, Canon Law, Spiritual Theology, academically to teach these courses, it also Pastoral Theology, Sacramental Theology, helped me inspire my students to see them Trinitarian Theology, Anthropology, as serious subjects. I was therefore able to Ecumenism, Inter-Religious Dialogue, deal with one of the major challenges facing Church History, even Archaeology and theology professors today. My students Methods and Techniques of Learning. The came to see that the knowledge and thinking list goes on. skills acquired in these courses were directly applicable to their daily lives, especially in My philosophical formation, as a pre- the fields of Social Justice and Morality. In requisite to studying theology, provided me fact, my students often continued their with a firm, rational basis to study the sacred classroom discussions on ethical issues sciences. My area of theological special- outside the classroom and even at home. ization provided not only a perennial value of knowledge, but also a holistic vision, The qualities I gained from a theological grounded systematically and historically in education also allowed me to serve the God, humanity and the world, and also an institute by teaching, when needed, in other ability to dialogue with contemporary fields such as Western Civilization, Art culture. History and even Science. While other professors were engaged only in their own One afternoon while at work I was stopped disciplines, I was not. I competently taught a in the corridor by a colleague who engaged series of theology courses along with other me in a rather inquisitive conversation subjects seemingly unrelated in diverse regarding the fact that I was teaching in branches of knowledge. This was because three different departments—Religious my area of specialization—theology—and Studies, Science, and the Arts. She the educational process required to attain the mentioned that the courses I taught seemed academic level I achieved incorporated the so entirely unrelated—so she thought—that basic principles of knowledge and the sub- it appeared as if I were enchanted with

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divine omniscience. She also mentioned that or finite goal, but that it was a a parent had questioned why her daughter fundamentally human enterprise, one that had me as her instructor for Biology, World exerted a marked influence on the broader Religions, and Western Civilization. After civilizing process, and a discipline that even sharing some general information regarding formed character and established personal my background and education she grasped identity. an insight into the fact that it was not so much my own academic prowess that Clearly theology is a more fundamental afforded me the skill to teach so liberally, discipline than any practical science because but the fact that I had a theological its goal is more intimate to humanity. While education. She then recalled how her own the latter directs towards perfecting human niece had studied theology and was perfectly actions and lives, theology perfects human adept to engage in a whole host of scholarly nature. It is not the practical sciences that conversations in various fields of unify, or establish truth, or make the person knowledge. It was the all-encompassing good. Neither is it these that make the world nature of theology—surely one of the a better place to live in. Nevertheless, reasons why this discipline obtained the title although theology is essentially a “Queen of the Sciences”—that gave me the speculative discipline, it is also highly aptitude to teach in what only seemed to be practical and surprisingly useful in effect. unrelated disciplines, for theology unifies the theoretical and practical aspects of all Moreover, since theology is an organized knowledge. branch of knowledge with deductive rigor, and given that the university is the During the course of my theological studies, institutional locus for the diffusion of especially while also working as a docent knowledge, then the study of theology (operatore didattico ) at the Vatican should be indispensable to all serious Museums, I was often asked as a layperson university curricula. In fact, as John Henry what I intended to do with a terminal degree Cardinal Newman acclaims, theology is the in theology. It struck me that the inquirer guarantee of liberality both in the was operating from the assumption that educational system and for the educator. It is theology was a rather useless discipline for a a discipline considered not only as one layperson, or that it involved no practical among many, but as the architectonic dimensions. Immanuel Kant would have discipline. been pleased. “Doing”—I often replied— “was secondary to being”; or to be someone, Today, even though I am a theologian by I argued, was greater than to do something. training, I am also Professor of Philosophy at a prestigious, independent, public, Sometimes lacking the time to engage in an coeducational university—Al Akhawayn in in-depth philosophical discussion on the Ifrane, Morocco—a predominantly Muslim relationship between being and doing , I country teaching international undergraduate simply stated that I was “doing” what I students from all over the world, and young wanted. When time and the occasion Imams from among the finest mad āris in the warranted I sought to elaborate on the fact country. This is, without question—con- that theology was not necessarily end- cerning both subject matter and peda- oriented, or geared towards some practical gogical proficiency—the result of nothing

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more than a comprehensive theological education. In sum, theology forms the good educator. It communicates knowledge across a plethora Finally, I was frequently at lunch with a of disciplines and supports those branches of professor of Woman’s Studies at Al knowledge nearest to us—psychology, Akhawyan university. During our anthropology, sociology and cosmology. conversations she often professed her dislike Moreover, it touches on the final things— for theology and admitted to not taking this death, immortality, human suffering, and the branch of knowledge seriously. Oddly afterlife, striving to provide answers, critical enough however, nearly all of her and comprehensive answers, to the conversations, free of my input, revolved profoundest questions in life. In short, it around theological issues—the existence of makes the student more sensitive to the God—the nature of marital union—the outworking of all creation and surely this is impact of feminism on those outside the the ultimate goal of all genuine education. feminist movement—non-oppressive social conservatism, etc., etc. Perhaps a too limited understanding of what theology is, coupled Dr. Christopher Evan Longhurst with a subconscious denial of her own intellectual insecurities, resulted in an attack on the discipline that haunted her the most.

The Catholic Educator 14 Spring 2013

Students Get to Learn about Process, Select 'New Pope' in Mock Conclave

ALEXANDRIA, Va. (CNS)—Students from Cardinals, along with representatives of all St. Louis Catholic School in Alexandria the continents. The "cardinals" spent two erupted in cheers as Ghanaian Cardinal Peter weeks learning about their specific role in Turkson was elected the "new pope" during the church and following media speculation a mock conclave held at a gym-turned- about who was likely to replace Pope "Sistine Chapel" March 4. The "conclave" Benedict XVI. "It's a really good experience explained the pope selection process in a for us to learn what really happens in tangible way. Middle schoolers acted as Rome," said John Ferguson, a seventh- cardinals, Swiss Guards, priests, sisters, grader who played Canadian Cardinal Marc nurses, reporters and security personnel to Ouellet. The rest of the school learned about re-enact a conclave for the whole school. "It the cardinals' native continents to prepare was a lot of fun for them just to dress the for the conclave. On March 1, the part but they really got into it. Some even "cardinals" visited the elementary school picked this or that cardinal they knew (of)," classrooms to introduce themselves. said Father Matthew H. Zuberbueler, pastor of St. Louis, which is in the Arlington Diocese. "During the selection, they were Catholic News Service very solemn. Every word mattered." The 34 March 6, 2013 "cardinals" of St. Louis School included well-known members of the College of

The Catholic Educator 15 Spring 2013

Diocese Affirms Need for Catholic Fidelity after Teacher Fired

Columbus, Ohio, Apr 26, 2013/ 05:20 p.m. Hale told the CBS TV affiliate WBNS she (CNA/EWTN News ).—Following contro- was “shocked” that she has been fired over versy over the firing of a Catholic school her relationship. gym teacher who was in a homosexual relationship, the Diocese of Columbus, Ohio “I don’t think I’m immoral, I don’t think I've has said that educators must respect Catholic done anything that’s unethical,” she said. teaching and morals. Her attorney has said they will file a civil The Diocese of Columbus said that rights complaint with the City of Columbus’ personnel matters are confidential under community relations committee. diocesan policy and cannot be discussed specifically. In 2008, the city passed an ordinance barring discrimination on the basis of sexual Speaking “in general terms,” the diocese orientation. However, according to the NBC said in a statement, all Catholic school TV affiliate WCMH, the school’s principal personnel agree at the beginning of their explained to Hale that her termination was employment to “abide by the rules, not due to the fact that she was a lesbian, but regulations, and policies of the Catholic because she had a relationship with another Diocese, including respecting the moral woman, an action that violates Church values advanced by the teachings of Christ.” teaching.

“The respects the Morals clauses have been invoked to end the fundamental dignity of all persons but also employment of heterosexual teachers at must insist that those in its employ respect Catholic schools as well. In 2009, Xavier the tenets of the Church,” the diocese High School in Appleton, Wis., declined to continued. “Personnel who choose to renew the contract of a male physical publicly espouse relationships or principles education teacher and baseball coach, that are contrary to the teachings of the reportedly after it learned he spent the night Catholic Church cannot, ultimately, remain at a girlfriend’s house. in the employ of the Church.” The Columbus city ordinance lacks an The diocese’s statement comes after media exemption for religious organizations, but controversy surrounding the firing of Carla present jurisprudence might protect the Hale, a former physical education teacher diocese from legal action. who had taught for 19 years at Bishop Watterson High School in Columbus. It is not clear how the diocese would be affected if it is not exempt from the law. The teacher was fired after a parent noticed Violators of the ordinance can be criminally her same-sex relationship listed in her prosecuted for a first-degree misdemeanor mother’s obituary and reported it to the and can face up to six months in jail and a diocese. $1,000 fine, the National Catholic Register reports.

The Catholic Educator 16 Spring 2013

School-choice Movement Gains Slow but Steady Momentum

WASHINGTON (CNS)—School-choice John Schoenig, director of the University of initiatives—akin to the quiet students in the Notre Dame's Program for Educational back of a classroom—have kept a relatively Access, acknowledges that the "pace may be low profile in recent years while steadily slow" with school-choice initiatives, but he working their way to the front. The also thinks the movement is seeing a movement was given a big boost in late positive turn. March when the Indiana Supreme Court upheld one of the country's most "We've never had so much wind at our comprehensive school-choice programs. The back," he told Catholic News Service May state court backed a 2002 U.S. Supreme 2, noting that public opinion on the issue is Court ruling that said that because school changing. He said states that have accepted vouchers primarily benefit families, they some type of school choice in recent years could not be viewed as an unconstitutional are "across the political spectrum," such as state support for religion. Utah and Rhode Island.

Currently, there are 30 school-choice Schoenig heads a program that was formed programs in 17 states and the District of in 2010 to conduct research, training and Columbia, serving more than 250,000 outreach efforts to help low-income families students. School-choice programs— obtain financial access to a faith-based primarily vouchers and tax-credit education. scholarships—have continued to grow since 1990, when the first school-voucher He said that as more states use vouchers or program started in Milwaukee, followed tax credits, it improves the likelihood of close behind by similar programs in Ohio other states adopting them, noting that "the and Florida. more we can demonstrate success, the easier it is to debunk the myths out there and to say In the past two years, five new states have it is in our best interest to put educational added school-choice legislation, while other choice on the table." states have expanded programs already in place. Schoenig said school choice provides unique opportunities for Catholic schools that the But for all the steps forward, there are still church should be "taking more advantage school-choice programs that do not get of." For example, he said, there are "400,000 approved, including a recent voucher empty seats in Catholic schools nationwide proposal in Kansas. Congress also has not and approximately 36 percent (of them) are been keen on voucher legislation. Recently, in states that have a school-choice program." the Senate voted down more than $14 billion in federal money for school vouchers for Recent Catholic school closings, he added, low-income families in an amendment to a may provide an impetus for creative spending bill. thinking about ways to ensure these schools remain vital, such as lobbying for and tapping into school-choice legislation.

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legislation to enable low-income families to "We shouldn't be afraid of what will happen attend religious schools. if we work to transform Catholics schools, but we should be afraid of what will happen In January, 40 bishops met in Washington to if we don't do anything," he stressed. discuss school-choice options and how Catholic leaders can be more involved. Dominican Sister John Mary Fleming, Sister John Mary noted that when bishops executive director of the U.S. bishops' have been active in promoting some type of Secretariat of Catholic Education, said the school-choice legislation, it often passes. bishops have "supported and referenced But she also stressed that the bishops parental choice for years," particularly as a approach this with "their eyes open" being social justice issue. sure to avoid school and government entanglement and federal and state officials She said they emphasize "parental choice" "reaching into Catholic education." instead of school choice in discussing the issue to highlight their support for parents' Bishop McFadden's promotion of school right to choose the best education for their choice was praised by the American children. Federation for Children and the Alliance for School Choice, which described the bishop Sister John Mary said the issue was a top as a "tireless advocate." The Pennsylvania priority of Harrisburg Bishop Joseph P. Catholic Conference said he was effective in McFadden, chairman of the U.S. bishops' public policy because of his "willingness to Committee on Catholic Education, who died engage with legislators and his ease around May 2 while attending a meeting of all people." Pennsylvania's Catholic bishops. Sister John Mary called the work his The bishop supported scholarship tax credit mission. programs in Pennsylvania, where companies or individuals receive credit for donating to "We're going to miss him," she said. "His nonprofit groups that provide students with work on this was wonderful." scholarships.

She said his work on the issue inspired him Carol Zimmermann to urge other bishops to similarly support May 3, 2013

The Catholic Educator 18 Spring 2013

Median Age of New Priests 32; Two-Thirds Caucasian, Third Born Outside The U.S.

Most completed college before entering encouraged to consider a vocation to the seminary More than 40 percent attended priesthood by a parish priest. Others who Catholic college. Over a quarter carry encouraged them include friends (46 educational debt. percent), parishioners (38 percent) and mothers (34 percent). WASHINGTON—The median age of men ordained to the priesthood in 2013 is 32, Two-thirds of the respondents (67 percent) two-thirds are Caucasian, and 26 percent report their primary race or ethnicity as carry educational debt. Caucasian/European American/white. Com- pared to the U.S. adult Catholic population, These figures stand out in The Class of 2013: men to be ordained are more apt to be of Survey of Ordinands to the Priesthood , the Asian or Pacific Islander background (10 annual national survey of men being percent), but less likely to be ordained priests for U.S. dioceses and Hispanic/Latino (15 percent). Compared to religious communities. The study was diocesan ordinands, new priests for religious conducted by the Center for Applied orders are less likely to report race or Research in the Apostolate (CARA), a ethnicity as Caucasian/European American Georgetown University-based research /white. center. The entire report can be found at usccb.org/beliefs-and- Three in 10 respondents (31 percent) were teachings/vocations/ordination-class/. born outside the United States, with the largest numbers coming from Mexico, The report is the 17th annual survey of Vietnam, Colombia, Poland, the Philippines ordinands commissioned by the Secretariat and Nigeria. On average, respondents who for Clergy, Consecrated Life and Vocations were born in another country have lived in of the U.S. Conference of Catholic Bishops the United States for 14 years. Between 20 (USCCB). About 74 percent of an estimated and 30 percent of respondents for the 500 men to be ordained priests in the United diocesan priesthood for each of the last ten States in 2013 responded to the survey. years were born outside the United States.

On average, most of the ordination class In other findings: ″More than half of the were baptized as infants, but nine percent Class of 2013 (52 percent) report having became Catholic later in life. Eight in ten more than two siblings, while one in five (20 report that both parents are Catholic, and percent) report having five or more siblings. more than a third have a relative who is a Ordinands are most likely to be the oldest in priest or religious. their family (40 percent).

On average, respondents report that they ″Before entering the seminary, six in ten were nearly 17 years old when they first ordinands completed college (63 percent). considered a vocation to the priesthood. Almost one quarter (23 percent) entered the Two in three (67 percent) say they were seminary with a graduate degree. One in

The Catholic Educator 19 Spring 2013

three (29 percent) entered the seminary Catholic college (44 percent, compared to while in college. seven percent among U.S. Catholic adults).

″Ordinands of the Class of 2013 have been ″Many ordinands specified some type of active in parish ministries. Two-thirds full-time work experience prior to entering indicated they served as an altar server and the seminary, most often in education, about half (47 percent) participated in a accounting, finance or insurance. Four parish youth group. One-fifth (20 percent) percent of ordinands indicated that they had participated in a World Youth Day before served in the U.S. Armed Forces at some entering the seminary. point.

″More than four in 10 of respondents (42 ″The survey also found that new priests in percent) attended a Catholic elementary dioceses and religious orders have school, which is a rate equal to that for all educational debt. Just over a quarter (26 Catholic adults in the United States. In percent) carried debt at the time they entered addition, ordinands are somewhat more seminary, averaging just a little over likely than other U.S. Catholic adults to $20,000 in educational debt when they have attended a Catholic high school and entered seminary. they are much more likely to have attended a

The Catholic Educator 20 Spring 2013

St. Rose Venerini

Saint Rose Venerini, M.P.V. , (February 9, return to care for her mother. Her brother, 1656 – May 7, 1728) was a pioneer in the Domenico, then died, at only 27 years of education of women and girls in 17th- age. A few months later, worn out by grief, century Italy and the foundress of the her mother also died. Religious Teachers Venerini (Italian: Maestre Pie Venerini ), a Roman Catholic In the meantime, Rosa's sister Maria of women, often simply Maddalena married. There remained at called the Venerini Sisters. She was home only Orazio and Rosa, by now 24 canonized by Pope Benedict XVI on years old. Rosa began to gather girls and October 15, 2006. [1] women of the area in her own home to recite the . The way in which the girls and Early Life women prayed, and above all, their conversations at these gatherings, showed Venerini was born in , Italy, in 1656, Rosa a sad reality: the average woman of the then a part of the . Her father, town was a slave to cultural, moral and Goffredo, originally from Castelleone di spiritual poverty. Suasa, , after having completed his medical studies at Rome, moved to Viterbo After Venerini's first contacts with the where he practiced at the major hospital of Dominican at the Sanctuary of Our the city. He became noted for his work. Lady of the Oak Tree, near Viterbo, she From his marriage to Marzia Zampichetti, of chose to follow the spirituality of St. an ancient family of the city, four children under the direction of the were born: Domenico, Maria Maddalena, Jesuits, especially Father Ignatius Martinelli, Rosa and Orazio. [1] who became her spiritual director. Under his guidance, she then saw a higher mission for According to her first biographer, Father herself, namely, the urgent need to dedicate Girolamo Andreucci, S.J., Venerini made a herself to the instruction and Christian vow to consecrate her life to God at the age formation of young women, not with of seven. At age twenty, though, Rosa had sporadic encounters, but with formal questions about her own future and chose to education. accept an offer of marriage; her fiancé, however, died shortly after this. [2] On August 30, 1685, with the approval of the Bishop of Viterbo, Cardinal Urbano In the autumn of that year, on the advice of Sacchetti, and the collaboration of two her father, Venerini entered the Dominican friends, Gerolama Coluzzelli and Porzia of St. Catherine, with the Bacci, Rosa left her father’s home to begin prospect of fulfilling her childhood vow. her first school, according to an innovative With her aunt, Sister Anna Cecilia (who was plan that had matured in prayer and her already a member of the monastery) beside search for the will of God. The first her, she learned to listen to God in silence objective of this foundress was to give poor and in meditation. She remained in the girls a complete Christian formation and to monastery for only a few months, however, prepare them for life in society. Without the sudden death of her father forced her to great pretense, Rose opened the first public

The Catholic Educator 21 Spring 2013

school for girls in Italy. The origins were Filippini, in whom she had seen particular humble but the significance was prophetic: gifts of mind, heart and spirit and whom the the human development and spiritual cardinal had entrusted with the leadership of uplifting of women was a reality that did not the project in his diocese. Filippini take long to receive the recognition of the organized the teachers of that diocese as a religious and civil authorities. separate known as the Religious Teachers Filippini. [3] Expansion After the openings in Viterbo and The initial stages were not easy. The three Montefiascone, other schools were started teachers had to face the resistance of clergy throughout the region of . Venerini who considered the teaching of the was invited to Rome in 1706 to establish a catechism as their private office. But the school, but the attempt was a failure, which harshest suspicion came from conformists caused her to wait six long years before who were scandalized by the boldness of regaining the trust of the authorities. On this woman of the upper-middle class of December 8, 1713, with the help of Viterbo, who had taken to heart the Degli Atti, a friend of the Venerini family, education of ignorant girls. Rosa faced Rosa was able to open a school in the center everything for the love of God and with her of Rome, at the foot of the Campidoglio. characteristic strength, continuing on the path that she had undertaken, by now sure On October 24, 1716, the Sisters received a that she was truly following the plan of God. visit by Pope Clement XI, accompanied by The fruits proved her to be right. The same eight cardinals, who wanted to observe the pastors recognized the moral improvement lessons. At the end of the morning he that the work of education generated among addressed these words to Rosa: “Signora the girls and their mothers. Rosa, you are doing that which we cannot do. We thank you very much, because with The validity of this initiative was these schools you will sanctify Rome.” acknowledged and its fame went beyond the confines of the diocese. Cardinal Marco From that moment on, governors and Antonio Barbarigo, Bishop of Monte- cardinals asked for schools for their areas. fiascone, had the insight to understand the The duties of the foundress became intense, Viterbo project and he invited Venerini to consisting of travels and hard work, come to his diocese. From 1692 to 1694, she interwoven with joys and sacrifices for the opened ten schools in Montefiascone and the formation of new communities. Wherever a villages surrounding . The new school sprang up, in a short time a cardinal provided the material means and moral improvement could be noted in the Rosa made the families aware of the value youth. of education for their daughters, trained the teachers, and organized the schools Death and Legacy

When she had to return to Viterbo to attend Rosa Venerini died a saintly death in the to her first school, Venerini entrusted the community at the Basilica of San Marco in Montefiascone schools and the teachers to Rome on the evening of May 7, 1728. By the direction of a young woman, St. Lucia then, she had opened more than 40 schools.

The Catholic Educator 22 Spring 2013

Her remains were entombed in the nearby Brazil, Cameroon, Romania, Albania, Chile, Jesuit Church of the Gesù, so loved by her. Venezuela and Nigeria. In 1952, on the occasion of her beatification, they were transferred to the chapel of the Venerini was canonized by Pope Benedict General Motherhouse in Rome. XVI on October 15, 2006.

The Sisters went to the United States in References 1909, primarily to help the Italian immigrants to that country, establishing the 1. a b Vatican News Service first day care centers in many cities of the 2. Patron Saints Index “Rose Northeastern United States. They served in Venerini” Switzerland from 1971 to 1985 and the 3. Filippini Sisters "History" congregation has since extended its apostolic activity to other lands: India,

The Catholic Educator 23 Spring 2013

Parents Told to Pay to See School Curriculum

A controversial school curriculum expect a judge to apply the statute as written management system in Texas that once and order the school to provide the included a description of the Boston Tea information without charge.” Party as terror, and has referenced Islamic terrorists as freedom fighters, now has been Miller also explained an added complication found to be trying to charge parents would be that property taxes have been used hundreds of dollars to see the instructional to support CSCOPE, which has faced heavy materials being used by their own children, criticism by parents, teachers and legislators, officials said. culminating in hearings that revealed serious academic deficiencies in the areas of math, However, under Texas Education Code science and English, as well as what many Chapter 26, all parents have the undisputed critics believe is an agenda-driven bias in right to see any and all instructional social studies content that promotes a materials used in state classrooms. negative view of America.

The program is CSCOPE, and Amy WorldNetDaily.com (WND): has reported Zimmerman, a mother in the Collinsville on lessons claiming the Boston Tea Party Independent School District, asked to see was a terrorist act, and lessons requiring the 7th grade CSCOPE science lessons used students to design flags for a new between September 2012 and May 2013, communist country. citing her “parental right” under state law. Teachers also have told WND However, instead of the materials, what she got was a letter from an attorney for the • Lessons are not matched to grade district requiring the payment of $770 to see level; a ninth-grade lesson asks the materials. students to circle capital letters in a sentence. Gerry Miller, an attorney with expertise in • One social studies lesson teaches that education law, said that doesn’t appear to capitalism is obsolete and align with the law. communism is the best economic system, using a diagram that shows a “Suffice it to say the statute is mandatory man climbing a ladder towards because of the use of the word ‘shall,’ it is communism. therefore incumbent on the school to comply • A third-grade lesson defines with the parent’s request. No provision is American “equality” as “fair share.” made for payment by a parent as a Competing definitions that include ‘condition precedent’ to obtaining the “equality under the law” or “equal teaching material,” Miller said. opportunity” are not discussed. • Muhammad is portrayed as a social “If a school district demands fees, especially justice crusader. There is no mention exorbitant fees, to review teaching material, of his marriage to a young girl or his such action has the effect of invalidating the beheading of indigenous population statute’s intent,” he said. “I would fully groups.

The Catholic Educator 24 Spring 2013

• Political parties are taught from what agreements”—what whistleblowers say critics claim is a subjective and left- amount to “gag orders.” Teachers are leaning perspective, e.g. Democrats exposed to legal liability if they share lesson “benefit each individual” while content or other class materials with the Republicans “favor big business.” general public, and threats of termination have been reported by teachers who attempt WND has also recently acquired lessons to engage parents about controversial covering the U.S. Constitution and the Bill CSCOPE content. of Rights, teaching students that “medicine” and “food” are “rights,” and not a matter of One result of legislative hearings was the personal responsibility. suggestion for changes in user agreements, but sources have told WND that existing Students who do not answer that “medicine” users are not included in any changes; they and “food” are “rights” have their answers are only for new groups who want to sign marked as incorrect, sources report. up.

Other controversial lesson content includes a A CSCOPE program advising on the privacy science lesson that instructs students to set requirements for the content notes users are things on fire in the middle of class and also required to not allow “unauthorized users to lessons that promote anorexia and mercy have online access … or gain permanent death, according to Mary Bowen, a possession of … content.” curriculum expert and teacher of 30 years who corresponds with WND. WND Education CSCOPE also has come under fire for its May 7, 2013 secrecy and lack of transparency, forcing teachers and districts to sign “user

The Catholic Educator 25 Spring 2013

Job Posting

Education: Ave Maria University seeks statement relating the University's Catholic applicants for Assistant Professor in a newly mission as expressed in Ex Corde Ecclesiae established Department of Education to their philosophy of teaching to: Ms. beginning in the fall of 2013. Candidates Mercedes Cox, Administrative Assistant to should have an earned doctorate (PhD or the Vice President of Academic Affairs, Ave EdD) from an accredited post-secondary Maria University, 5050 Ave Maria Blvd., institution in Education. Along with a Ave Maria, FL 34142. Electronic record of scholarship, the desired candidate applications are strongly preferred and will have proven administrative abilities and should be sent to a working knowledge of the state approval [email protected] . Review of process. In addition, the desired candidate applications will continue until the position will have a record of excellence in teaching is filled. Ave Maria University is an Equal in a teacher preparation program. Applicants Opportunity Employer. should submit a cover letter, curriculum vitae, three letters of reference, and a short

The Catholic Educator 26 Spring 2013