A  C       W   R   C

V. I, N  .  S 

Featuring Reviews by Stephen Lanham on Bernard Iddings Bell

Sarah Joyce on Rafe Esquith

Sister Felicity Hendershott, O.P. on Pope Benedict 2 The Torch — Spring 2012 Reigniting The Torch Sometimes reigniting an old flame is a true but to let them shine before all: “Nor do were written because our students are in- delight. The last issue of the AquinasTorch men light a lamp and put it under a bushel, terested in discussing ideas that matter in was published during the summer of 2004, but on a stand, and it gives light to all in the a public forum. and since that time it has ceased to illumi- house. Let your light so shine before men, Our first issue explores the themes of nate the College community. I am pleased that they may see your good works and culture, education, and . Stephen to announce that The Torch will once more give glory to your Father who is in heaven.” Lanham reviews Crowd Culture, an im- spread its light at Aquinas. Sometimes our good works take the form portant book of cultural criticism by the What, one might ask, occasions The of good words, and our student community unjustly neglected 20th century Episcopa- Torch’s reemergence? The immediate impe- is richly blessed with many gifted writers. lian churchman, Bernard Iddings Bell. In tus behind rehabilitating The Torchis Aqui- Rather than taking the form of a news- her review of There Are No Shortcuts, Sarah nas College’s Write Reason Plan – a new paper, the new Torch reflects the student Joyce explores the provocative reflections college-wide initiative aimed at strength- experience in a different way. The new for- of one of America’s most celebrated public ening writing and critical thinking skills mat features what is primarily cultivated in school teachers, Rafe Esquith. Finally, Sis- among our students. We believe skill in the a collegiate environment – the expression of ter Felicity Hendershott, O.P. considers the art of expression is one of the great hall- reasoned thought! What you will find here significance of the “Apostle to the Gentiles” marks of the educated person, and thus The is thought about culture, education, and in her review of Pope Benedict XVI’s recent Torch is again providing a venue wherein the Faith in the form of book review essays. reflection on Pauline theology,Saint Paul. our students can express themselves in Several of our students, of their own initia- Aaron Urbanczyk, Ph.D. writing. We also believe that our students, tive, review books they find interesting and Write Reason Plan Director in their thoughts and in their words, are a offer their considered opinions about these Liberal Arts Faculty great gift to culture. In Matthew 5:15, our books. These essays are not assignments Blessed Lord urges us not to hide our gifts, and weren’t written for a class; rather, they

A Silenced Canon By Stephen Lanham A review of Crowd Culture: An Examination of the American Way of Life by Bernard Iddings Bell, Wilmington, DE: ISI Press, 2001. 138 pp.

Canon Bernard Iddings Bell was born Oc- recently republished (ISI Press, 2001). One pils as though they were equally intelligent.” tober 13, 1886 in Dayton, Ohio and was might even say that its message is timelier The principles of work, education, and even educated at the and now than it was when originally published. worship were being standardized across Western Theological Seminary (now Sea- Crowd Culture began as a series of four the country. In Bell’s assessment, Ameri- bury Western Seminary). Bell was an Epis- speeches given cans had become horribly boring through copalian priest, and served as dean of Saint at Ohio Wes- adherence to a crippling social uniformity. Paul’s Church in Fond du Lac, Wisconsin leyan Univer- He quotes a foreign visitor to the United and was warden at Saint Stephen’s Col- sity in April 1952. States who described our country as “a ho- lege (now known as ) in New The book is di- mogeneity, so united as to be monotonous.” York. He was Canon of several cathedrals; vided into four Even our churches were no longer defend- delivered speeches as University of Chica- chapters, corre- ing the faith, but were rather adapting to go’s Lecturer; and sponding to his America’s fixation on cultural conformity. spoke at universities such as Oxford, Har- four speeches: As Bell wrote, churches became a “substi- vard, Yale, Columbia, Princeton, Vassar, “The Culturaltute for God,” a warm blanket that a person and Tulane. Canon Bell spoke in nearly ev- Bernard Iddings Bell Picture,” “Thecould wrap up in once a week in an attempt ery cathedral in England, and was a promi- School,” “The Church,” and “The Rebels.” to satiate a primal need that was no lon- nent speaker at many of England’s major Ohio Wesleyan University requested that ger being nourished. Within this cultural public schools. His writings and speeches Bell discuss “experimental and practical re- setting, an enormous population of “new- were highly regarded by many influential ligion” in this series of speeches, which Bell rich” emerged: hard workers and moderate authors, professors, and scholars of his day, personally interpreted as “the relationship earners, desperately trying to satisfy their including Albert J. Nock, T. S. Eliot, Rich- between culture and religion.” craving for happiness with material posses- ard M. Weaver, and . Bell died The first chapter of Crowd Culture, sions. The “new-rich” did everything for the in 1958, having written over twenty books “The Cultural Picture,” is Bell’s analysis of sake of pleasure and avoided any unneces- on the subjects of religion and culture. America in the mid-twentieth century, and sary exertion of themselves in the process. Though Bell’s works have faded in popu- in this landscape he saw something terribly As Bell wrote, “[d]espite a growth in musi- larity over the past five decades, one of his wrong. Bell witnessed our education system cal appreciation… we do not make nearly most influential books,Crowd Culture, was being watered down, so as to “treat all pu- Continued on page 4 The Torch — Spring 2012 3

Rafe Esquith and the Dilemma of Educators in America status. Many professionals believe that gap By Sarah Joyce may be attributed to middle class schools A review of There Are No Shortcuts, by Rafe Esquith receiving additional resources that poor New York: Pantheon, 2003. 224 pp. schools simply do not have. Others claim that the teachers hired at struggling schools Public education has long been a focal point other developed nations is certainly justi- are subpar and for politicians seeking a source of social fied. Yet recent action intended to bolster are merely inef- dystopia. The sphere of public education achievement scores has only served to send fectual babysit- is a popular focal point of contention as it many schools into a frenzy, focusing solely ters. Still others allows a variety of social ills to be passed on teaching to standardized tests. In spite claim that mi- from hand to hand without any particular of increased attention to testing, schools grant families person claiming responsibility. Whether fail to teach children the joy of learning and and the working critics blame the quality of students, fami- discovering. An endless profusion of bu- classes have a lies, teachers, or curricula, it is a fact that reaucrats and politicians must be appeased different per- our education system does not measure up with inflated test scores that do not truly spective on the to the expectations of the American people. measure the success of students, and these value of educa- Rafe Esquith In the tradition of American exceptional- tests in reality do nothing other than pun- tion or simply ism, it rankles Americans that our schools ish underperforming teachers. do not have the time to devote to support- rank twelfth in international test scores. Further, much federal time and research ing their children’s educational endeavors. As the wide majority of these schools are assesses the why’s and wherefores of the Some claim that the enormous roadblocks funded and populated by the public, the ever widening achievement gap between and red tape facing teachers stunt their people’s ire over falling test scores and a students of low socioeconomic status and ability to teach efficaciously. relatively low educational standing among those of a middling or high socioeconomic Continued on page 6

Pope Benedict on St. Paul and the New Evangelization By Sister Felicity Hendershott, O.P. A review of Saint Paul, by Pope Benedict XVI San Francisco: Ignatius Press, 2009. 131 pp.

In the summer of 2007, Pope Benedict XVI Saint Paul (Ignatius Press, 2009). On July setting an example of biblical exegesis ex- announced the forthcoming Year of St. 2, 2008, the Pope gave the first in a series of ercised in harmony with the truths of the Paul, which would last from June 2008 to general audiences dedicated to examining Faith. June 2009, to commemorate the bimillen- the life and legacy of St. Paul. His primary In the opening two catecheses, Pope nium of Paul’s aim was catechetical in nature, reaching out Benedict XVI explores the religious and birth. What spir- to the faithful with his theological and pas- cultural environment that would have sur- itual benefits did toral insight. In these audiences he invited rounded Paul in the early first century. the Pope intend both theologians and the faithful to a living Identifying him as “the man of three cul- for the Christian encounter with Christ and to imitate Paul’s tures,” the Pope presents the ethnic and faithful in dedi- total dedication and “openness to human- cultural diversity of Paul’s day, a diversity in cating a year to ity and its cultures” (7). These general au- many ways not unlike our own in America the “Apostle of diences were then compiled into his 2009 today (10). Delving into historical-critical the Gentiles,” book, Saint Paul. exegesis, the Pope examines Paul’s Jewish second in esteem Ignatius Press organized Saint Paul into education, his knowledge of Greek, and his only to St. Peter twenty chapters, with each general audi- status as a Roman citizen. The Holy Father Pope Benedict XVI himself? Bene- ence serving as a chapter. The Pope began studies Paul in light of the contemporary dict XVI perceived the need for an imi- each of the catechetical audiences with an philosophers and ideals of ancient Rome, table witness to the Gospel, an eyewitness invitation to meditate with him on a par- because the Apostle is often accused of sul- who could inspire souls with total dedi- ticular aspect of Paul’s life, character, and lying Christianity with pagan philosophy. cation to Christ. Through his preaching, spirituality. His choice of topics includes Pope Benedict takes a balanced approach teaching, and ministry, St. Paul unveiled events in Paul’s life and the Apostle’s doctri- to this debate. He acknowledges that Paul’s the transforming power of Christ to the nal expositions in the Epistles. For example, openness to cultures must have been influ- whole known world of his day. Therefore, he discusses Paul’s childhood, conversion, enced by the universal vision of Emperor to bring the many cultures of the modern and martyrdom, as well as his Christology, Augustus and Philo of Alexandria; yet Paul’s world into contact with the person of Paul, ecclesiological focus, exposition of justifi- vision primarily sprang from his encounter Pope Benedict encouraged a proliferation cation, and sacramental theology. In each with Christ and His powerful admonition: of Pauline studies and publications during subject area, the Pope presents brilliant “Whatever you do to the least of my breth- this year. Not content to be a mere specta- and engaging historical-critical or literary ren, you do unto me” (Matthew 25:45). Nor tor, the Pope made his own contribution to analyses of the text. It is principally in this can one forget Roman Stoicism, as taught Pauline literature in the form of his book regard that he engages Church theologians, Continued on page 5 4 The Torch — Spring 2012

Silenced Canon parents. Today, Bell states, “people dump the Church as a mere source of entertain- (continued from page 2) [their] children at the school door and say, ment, a façade with the mere appearance as much music today as our grandparents ‘You are to take charge of these boys and of piety and holiness. While it may be a did. Instead, we are content to sit back girls… and don’t you try shoving responsi- diverting social venue, the parish may be and listen to someone else make music for bility for them back onto us.’” Bell presents nearly empty of Christian virtue. Only the us.” If one was to read a book, it was likely an issue that is obvious yet most provoca- most prudent members of the congregation not a book comprised of essays, poetry, or tive: with both parents hard at work, trying will acknowledge this incongruity, while criticism—literature intended to nurture to stay afloat financially, the majority of a the church crowd will ignorantly revel in the mind. Instead, the modern American child’s waking moments seem to be spent Sunday festivities. Bell anecdotally dem- reader of Bell’s day read mass-market pa- at public school, day-care, or a combination onstrates this point with a quote from a perbacks chock full of violence, sex, and of the two. The American public school as churchgoing woman he calls “Annette,” other morbid fascinations. Convenience conceived by Dewey is little more than a who seems rather disturbed with the cur- and comfort on a vast and uniform scale pragmatic institution aimed at mass-prep- rent condition of her parish: had created a disturbing form of laziness. aration of students to merely make money [Annette observes] [t]his parish has With acidic wit, Bell observes: and spend, as a useful citizen should. With everything, from an exquisite and All too few ask whether it can pos- the current state of the secular American mostly unused chapel to a great and sibly be that, since our primeval school, this model poses a considerable noisy community house in which ancestors crawled from the slime of threat to our nation’s youth. Bell concisely the young riot about and their elders the sea, first the animal world and articulates the end result of Dewey’s educa- have smokers and tea parties. It is all then the human race have struggled tional system: impressively active; but is it reli- on, at cost of travail and pain and Schools built on Christian philoso- gious? Its people love it, boast about tears and death, merely that modern phy were one thing; schools built it. It makes me slightly sick. man may sit down and be comfort- on ’s philosophy are The activities of the church have become able. something else again, and are only a distraction for its members, in order to The “common man” of Bell’s day, to too likely to produce alumni who keep their mind on how much they are en- whom he dedicates Crowd Culture, was have no definite standards of right joying themselves and away from complex a self-absorbed, materialistic, underedu- and wrong, who judge words and issues dealing with morality, justice, and cated sheep, and Bell saw the flock careen- deeds only by whether they seem God Himself. ing straight for destruction. Yet his critique expedient in a given, temporary, set Bell entitles the fourth and final chap- of the “common man” is not out of malice of circumstances. ter “The Rebels,” and further explains that or contempt for the average American, but Many of today’s graduates, as Bell fore- these “rebels” are America’s only hope. The was rather an attempt at calling his fellow told, are intellectually oriented simply to- rebels are those who reject the culture of man to rise above the current banalities of ward producing goods and earning money the crowd, go against the torrent of po- culture so that he may achieve a life worthy by any available means. litical corruption and ineffectiveness, and of his human dignity. Bell addresses the American religious recognize true human freedom. Bell offers Chapter two, entitled “The School,” is a landscape in chapter three, “The Church.” a significant warning about the dangers to sustained critique of the American educa- In Bell’s view, the clergy have ceased to freedom posed by the crowd culture: “by tional establishment. Bell directly opposes involve themselves in critical social issues obeying majorities freedom is ensured, his contemporary John Dewey’s relativis- and have ceded much of their influence to freedom to conform.” He further states: tic philosophy of educating an expanding the demands of the crowd. In fact: By carefully ignoring religion our population. Instead of educating each stu- [Bell] wonders sometimes whether public schools and colleges have dent as intellectually distinct, Dewey, the [the clergy] really think that what made most of our citizens ignorant great leveler, sought to treat all students as they say about the Church’s present of the spiritual hungers of mankind intellectually indistinguishable. Bell sees cultural potency is true, or if they are and how to feed them… It is because Dewey’s public educational system as little just whistling to keep their courage of these lacks that [America is] more than a manufacturing line that sends up. Probably a mixture of the two. incapable of creating and sustain- graduates into society prepared to serve Bell goes on to point out that the Church, ing a consistent foreign policy, that only the lowest needs of the state. As Bell it seems, has been subdued in societal mat- our domestic policy is largely one of writes: ters. The Church no longer effects change, competitive greeds, that our culture [Dewey’s] standard of achievement it merely “co-operates… with secular good is frivolous. is set to fit the average, which is works.” With its new found timidity, the Only by moving contrary to America’s fair-to-middling low. The result is a Church has begun to whisper the word of prevailing social model and against the mediocrity which frets and frustrates God rather than shout it from the moun- present-day ethos of conformist material- the more able while it flatters the taintops. Many Christian churches seem ism and vacuous spirituality can we ever incompetent. to no longer serve God, but themselves. hope to reverse the consequences of crowd With the steady rise in America’s cost Bell writes, “The Church has need to stop culture. Bell believes that there must be a of living which often forces both parents to regarding itself as an end to be served and rebellion against the so-called values that work full-time, a child’s intellectual, spiri- to resume acting as an instrument for God are obviously opposed to our human na- tual, and moral development is becoming to use in the rescue of human beings.” An- ture, the nature that directs us toward good. the charge of the public school—not the other notable concept that Bell discusses is Canon Bell makes a profound statement The Torch — Spring 2012 5 in his important book, Crowd Culture. It is outlook on society. To remain rebellious crowd culture simply because it is the cul- often difficult to read his disapproval of the without sacrificing the very ethos that we tural mainstream. We should never allow common American way of life without ob- wish to save, Bell insists that it is imperative the weight of social pressure to crush our serving how contemporary his critique is to for the rebel to swim against the current of Christian morality and ethics just because America in 2012. Bell concludes that for all society only out of love for one’s fellow man the nation seems to be against us. Instead, the honest criticism he has dealt to Ameri- and woman. The rebel must dissent out of we should be examples of true Christian can culture, “we can be saved.” We can right compassion for those who are lost in a sea faith and love. In this way, we should move ourselves as a society to focus on the true, of moral ambiguity. In the final pages of toward God no matter how strong the cur- the good, and the just, “but only if we raise Crowd Culture, Bell rings as loudly as a shot rent pushes against us. For, as Canon Bell up rebels willing to pay the price which out of a cannon, saying that “we must be would urge us, “this is our reasonable ser- rebels always must expect to pay.” The price rebels, but not because we hate the Com- vice, our religious duty.” he alludes to is that of exclusion, persecu- mon Man but because we love him deeply.” tion, ridicule, and most importantly, the This is an uncommon concept in our coun- Stephen Lanham is a native of New Egypt, possibility that the rebel “may find himself try today, as we likely do not associate love New Jersey, and is working toward his B.A. in looking with a wicked distaste upon his less with rebellion. Yet, love is absolutely neces- English with a minor in Philosophy at Aqui- fortunate brethren [who are still part of sary if one is to rebel against cultural cor- nas College. When he completes his degree the ‘crowd culture’].” Though the rebel will ruption for the good of all people, not just he intends to pursue a career in secondary have no control over the reaction of his or oneself. education while working toward a graduate her fellow Americans, it is absolutely nec- Canon Bernard Iddings Bell believed degree. He and his wife Jennifer have one essary to maintain a positive and humane that Christians should never conform to daughter, Sophia, and live in Mount Juliet.

Pope Benedict (35). ticed so artfully by Pope Benedict, provides (continued from page 3) Another favorite tactic used by the Holy the faithful with a richer contextual under- by Zeno and Cleanthes, which extolled self- Father is literary-critical exegesis. He en- standing of the powerful truths conveyed in control and equality. Paul certainly learned riches his hearers’ understanding of Paul’s Paul’s epistles. restraint from the Stoics, but his under- message by examining Paul’s original words. The Pope’s theological exegesis inSaint standing of moderation and asceticism As connotations are often lost in transla- Paul, while profound, is elegantly written, was refined in the crucible of the cross of tion, this technique provides many valuable clear, and accessible to the average reader. Christ. While men in the first century were insights. When writing about the scandal Ralph Waldo Emerson once famously ob- seeking to go beyond external ritualism in of the Cross to the faithful in Corinth, Paul served “nothing is more simple than great- religion, Paul formed men and women to uses strong words to impress upon their ness; indeed, to be simple is to be great.” worship “in Spirit and truth,” undoubtedly minds the extreme folly of a crucified Mes- Benedict’s lessons in this book are simple repeating the Master’s lesson to the Samari- siah. The Greek word for folly, “moría,” lit- and inspiring. The Pope compares the tan woman at Jacob’s well. Pope Benedict erally means not simply a falsehood, but an spiritual blindness that afflicted Paul before points out that while Paul skillfully united “insult to common sense” (63). Similarly, encountering Christ with mankind’s com- the fragments of truth present in the cul- the word Jesus uses to address His Father in mon experience of weakness and unwor- ture and placed them at the service of the the Garden of Olives, “Abba,” is equivalent thiness. He thus presents Paul as a model Gospel, his success “owes its basic impact in English to the familiar and affectionate to all believers, who by pursuing both inti- to faith in Jesus Christ” (10). word “Daddy.” Both of these expressions macy with God and communion with the Of particular interest is the Pope’s analy- would have challenged the ancients’ pre- Church, fostered unity and community sis of Paul’s sobering confession of faith in conceived notions about the Son of God among the early churches (25). Just as Paul 1 Corinthians: “For I delivered to you as of (64). Benedict’s insights regarding this was transformed by the gift of grace, each first importance what I also received.” This Pauline notion of our relationship to God Christian soul looks upon the Light and is acquiescence to the primacy of tradition are echoed in Fr. Robert Barron’s popular then impelled to proclaim the life-giving was fundamental to Paul’s charismatic mis- catechetical series, The Catholicism Project, Word of God. This transformation requires sion. He guarded the deposit of faith, a gift which likewise warns against the tendency apostolic zeal and produces authentic joy. passed on to him by the Twelve Apostles to “domesticate” Jesus, or water down the Therefore, the Holy Father calls each Chris- during his three years of seclusion before force of his words. Jesus’ relationship to the tian to active and total dedication, insisting beginning his public ministry. Whenever Father, into which he invites all mankind, that “the Church’s action is credible and speaking of the central truths of the faith, is radically different from the conventions effective only to the extent to which those such as the Eucharist or the Resurrection, invented by human wisdom. The prophet who belong to her are prepared to pay in Paul repeatedly insists, “For I delivered to Isaiah says, “For my ways are not your ways, person for their fidelity to Christ” (“Homily you as of first importance what I also re- and my thoughts are not your thoughts” of His Holiness Pope Benedict XVI,” italics ceived,” firmly reminding his flock that he, (Isaiah 55:8); this sentiment is echoed in St. added). Paul, was not the cornerstone or source of Paul when he states “For who has known The last section of each address is par- the faith. Paul was no inventor of Christian- the mind of the Lord, and who has been ticularly touching, wherein Pope Benedict ity, as some may claim, but preserved the his counselor? Who has he consulted to urges everyone to daily reconversion. His “identity and unity” of the revelation given gain knowledge?” (Romans 11:34-35) . This words are singularly rich for meditation by Christ Himself to the Twelve Apostles literary-critical approach to scripture, prac- Continued on page 6 6 The Torch — Spring 2012

Pope Benedict kingdoms, and built under you much better out phrases in his Epistles to defend a va- (continued from page 5) and happier auspices than they, by whose riety of heterodox doctrinal positions. The and offer ways of imitating Paul applicable zeal the first foundations of your walls were Holy Father, therefore, looks again at Paul’s to the lives of people today. The Holy Father l ai d .” 1 In the “hermeneutics of renewal,” a teachings on justification, eschatology, mentions St. Paul’s conformity to Christ, term coined by Pope Benedict himself, the and the theology of the sacraments. Con- his eager expectation for heaven, and his Church reexamines the glorious history of cerning man’s justification in God’s eyes, joy and dynamism. In the last few para- her past witnesses, the saints, in order to the Pope discusses the true relationship of graphs on the subject of Paul’s conversion, direct the zeal for that which is still to be faith and works. He says that there is only the Pope emphasizes that this turning point accomplished. Paul’s passionately Christo- an apparent contradiction between Paul’s in Paul’s life was affected by a personal en- centric theology provides a sure guide to emphasis on faith and James’ emphasis on counter with Christ. Paul was incapable of the rediscovery of truth in this new cen- works. He writes: “The Christian ethic is this radical conversion on his own. His ca- tury. During the 2012 ad limina visit with not born from a system of commandments pacity to reach out in dialogue to the Gen- the U.S. bishops, the Holy Father called for but is a consequence of our friendship with tiles was the fruit of this first dialogue with “an engaged, articulate, and well-formed Christ…If it is true, it incarnates and fulfills the Risen Christ. Scripture thus reveals that Catholic laity endowed with a strong criti- itself in love for neighbor” (88). Truth and Wisdom, the infinite treasures of cal sense vis-à-vis the dominant culture” By leading his flock deeper into the the Godhead, are gifts of grace “capable of (“Address to Bishops”). The same Spirit has heart of the Pauline Scriptures, Pope Bene- renewing the world” (25). Benedict encour- prompted the Church to examine the life of dict XVI forms the minds and hearts of the ages all the faithful to pray for this grace! St. Paul in order to form the intellects and Christian faithful in an intelligent fidelity And why does the Holy Father call on wills, passions and virtues, of her newest to the truth. Both eminent theologian and the example of St. Paul now, during the new apostles for this New Evangelization. wise pastor, Benedict XVI provides in Saint springtime of the Church in this 21st cen- Finally, the importance of familiarity Paul a powerful encouragement to spread tury? The Church is in a time of New Evan- with St. Paul’s life and legacy are seen in the the Gospel in this time of New Evangeliza- gelization and must look back to the zeal of way the Holy Father generates a Pauline di- tion. her first sons, who labored tirelessly to se- alogue in his extensive ecumenical labors. cure the foundation of faith, protecting and The Church Fathers, who wrote extensive Sister Felicity Hendershott, O.P. is a member revitalizing the deposit entrusted to them commentaries on the epistles of St. Paul, of the Congregation of the Dominican Sisters by the Holy Spirit. She holds them up as an are revered by East and West, by Protestants of Saint Cecilia in Nashville, TN. She is cur- example to us. During his pontificate, Pope and Catholics, and serve as a common point rently pursuing a BS in teacher education Leo the Great honored Saints Peter and of reference for all Christians. Finally, the at Aquinas College. She is the third of eight Paul with these words: “These are your holy spirit of division which permeated the Prot- children and her family resides in Knoxville, Fathers and true shepherds, who gave you estant Reformation was largely fueled by a TN. Her brother, Michael Hendershott, is a claims to be numbered among the heavenly misinterpretation of Paul’s words, singling seminarian for the Diocese of Knoxville.

1 St. Leo the Great, Sermon 82, 7, qtd. in “Homily of His Holiness Pope Benedict XVI.”

Rafe Esquith is an isolated event that has no bearing on sequences” of running against the wind. (continued from page 3) reality. Lastly, the public school system is Esquith’s widely successful book, There In truth, the problems facing our public bogged down with a bloated administra- Are No Shortcuts, published in 2003, details schools are an amalgamation of all of the tion, tangles of red tape, and the push to the numerous foibles and triumphs he en- above. Parents in middle class schools can conform to a single objective – achieving countered as an educator in an urban pub- afford to make gifts and donations to the high scores on standardized tests. lic school in Los Angeles he refers to only as teachers and the administration that ease Enter Mr. Rafe Esquith, an educator “The Jungle.” He documents his own pro- some of the burden associated with run- with twenty years teaching experience who gression as a teacher throughout the book, ning a school. Many teachers have degrees is uniquely poised to offer insight and rev- from the naïveté of a neophyte teacher to in fields completely unrelated to educa- elations about his field of expertise. By all the steely resolution of a veteran. tion and are simply biding their time until accounts, Esquith is a highly prominent Initially, Esquith has a comfortable job in they get a job in their desired profession. educator. His numerous awards and rec- a suburban, middle-class school. He is feted Some teachers have never taken an educa- ognitions include the National Medal of by the parents and students, given gifts, and tion course, let alone had a student teach- the Arts; the Disney National Outstanding supported in his every effort. However, he ing practicum, and the realities of being an Teacher of the Year; and an MBE, the Most soon learns that the administration cares educator are overwhelming for them. The Excellent Order of the British Empire (an less about the authentic learning experi- National Education Association reported order of chivalry) from Her Majesty Queen ences he seeks to create than his students’ in 2006 that half of all teachers quit within Elizabeth II. After many years of teaching performance on standardized tests. In their first five years. Migrant families and in a public school setting, Esquith was in- fact, he finds colleagues discussing ways in students of working class families do not spired to write about his experience and which they can cheat the system – having have the same exposure to everyday “aca- the state of education in America today. their students turn in their exams and then demia” that their peers do; some students His purpose in so doing is not to detail “the correcting them. Disillusioned and unwill- are exposed to the belief that school is not horror of it all” but rather to give strength ing to conform, he leaves his “Camelot” for tremendously important or else that school to new teachers who are “afraid of the con- the “Jungle,” a school located in inner city The Torch — Spring 2012 7

Los Angeles. days, study sessions at his house, visits to parrots the typical administrator’s response In the Jungle, Mr. Esquith finds students universities with former students, numer- to the loss of a gifted teacher with the bit- who are bright but misguided. Students are ous and varied field trips, and practice for ing quip: “No matter. Mr. Incompetent will “tracked” – given an academic standing the annual Shakespeare play his class per- teach her class next year.” by teachers according to test scores or IQ forms. Though stimulating to young minds, Esquith is also a passionate proponent ranking. Highly ranked students are given his extraordinary, sacrificial approach to of unions. He believes that loyalty to one’s enrichment, whereas lower ranked students education culminated one year in a trip union is to be cherished and that teach- do the “busy work” assigned to keep them to Yosemite National Park. Worn and ex- ers deserve the full force of union support. quiet. Indeed, many students were ignored hausted, following serious illness and an es- However, he asserts, “teachers must be eval- completely based on the fact that English cape from the hospital, Mr. Esquith finally uated and held accountable,” regardless of was a second or third language, and in this learned that he is of little use to his students union loyalty; he believes a commitment to way, many brilliant minds were left to lan- if he is unwell. In spite of this experience, he excellence in education must be upheld. In guish on the vine. Worst of all, numerous continues to commit an “eccentric” amount the end, Mr. Esquith’s sights are set exactly gifted students were refused admission to of time working and is still “pushing [him- where they should be, on the kids. accelerated classes for gifted students be- self] hard...for a good purpose.” In Mr. Esquith’s book, the educational cause those students “made the teachers It is an indisputable fact that Esquith system, from Camelot to the Jungle, is full feel smart.” It is safe to say that at the time of loves his children, and he is unapologetic of villains and heroes. It is encouraging to Esquith’s arrival and throughout his tenure about loving some students more than oth- note that the heroes’ impact upon students there, the Jungle remained in uproar due to ers. It was just such students, three young often outweighs the damage done by the dreams deferred and hope denied. girls known as the “musketeers,” who be- villains. The heroes that populate our na- Many of the students in the Jungle, and came a source of deep depression for him. tion find their strength in school because schools like it slip through the educational Having firmly convinced himself that these “teachers help create them.” In order to cre- cracks. Mr. Esquith believes that he and young ladies’ high grades and pert class- ate a nation of excellence, our teachers must likeminded teachers can motivate the stu- room responses were synonymous with find it within themselves to run against the dents to reach heights of which they have excellence as people, Mr. Esquith was egre- wind of mediocrity and give students wings never dreamed or which they have long giously wounded when his “three muske- for flight. since despaired of reaching. Esquith cen- teers” were reported to have defamed his Rafe Esquith brings to the public an in- ters his curriculum on experiences that are character and uttered curses against him. timate and insightful view of the world of richly rewarding and highly motivating. On one occasion, when one of the “muske- public education. His passionate defense of Through structuring educational goals that teers” came to Esquith for a letter of recom- excellence in the public arena and determi- culminate in activities that are related to mendation to a magnet school, he replied, nation to help every child achieve are a true academic goals – attending the Shakespeare “my arm and shoulder [are] too sore to inspiration to master and apprentice teach- Festival, cello concerts, etc. – the students write a letter…from the knives [I’ve] been ers. There remains, however, a flaw that in the Jungle begin to see the connection trying to pull out of my back.” This response becomes increasingly evident throughout between education and its rich fruits. Yet, prompted a war of retaliation between vari- There Are No Shortcuts. Esquith has the dis- attending these excursions is entirely de- ous factions – Mr. Esquith and his loyal turbing tendency to attribute the extraordi- pendent on the student and it is made clear students and former, disgruntled students. nary success of his students to himself. He to each child that these activities were priv- The depression he experienced as a result of frequently mentions that he is “the hardest ileges, not rights. Certain standards must these traumatic events destroyed his love of working teacher [he] know[s]” and that he be achieved to merit the privilege of an teaching and caused him physical and psy- is a true gentleman, in the manner of Atti- outing– a benchmark grade or behavioral chological torment for nearly a year. He re- cus Finch. His self-absorption threatens the standard, for example. It is from just such ports coming to a moment of clarity when , beauty of his message: the complete gift of an excursion that the reader comes to know one day, one of his “ordinary” students told self to his students. His attempt to inspire the origin of the book’s title and Esquith’s him that he “doesn’t [always] know who new teachers devolves into a memoir that motto. Attending a Lynn Harrell cello con- [his] best people are.” Esquith relates how swirls around his own cult of personality. cert, one of Esquith’s students asked the this revelation helped him understand that Regarding his numerous accolades, Es- cellist how he made such beautiful music. academic and moral excellence are not al- quith speaks of them as though they were Mr. Harrell simply replied, “there are no ways mutually inclusive. no more than his due. He speaks with dis- shortcuts.” As a master teacher, Mr. Esquith mentors dain of various activities meant to honor The brevity of the school day is a source many young teachers – usually at their be- him as Disney Teacher of the Year because of joy for some teachers, but for Mr. Es- hest. He is uniquely situated to describe the he “had better things to do.” Though he quith it is an impediment. If there are no upcoming generation of teachers. He does speaks with genuine ardor about education, shortcuts to success, then longer school so with great relish – caricaturing the good he cannot entirely mask that he feels the days are needed to accomplish the weighty and the bad alike. Both, however, share one success of his students depends primarily task of educating the young. Esquith gives thing, (particularly if they are bright) – they on him. his children the option to come to school are met with outright hostility by many of Mr. Esquith’s book is a searing vision before the official day begins and to stay their colleagues and administrators. The of passionate excellence in education. His until around six in the evening. This is in exodus of the especially bright and gifted deeply charismatic and pithy nature makes addition to the music lessons he offers dur- teachers is routinely dismissed with non- his book a quick and entertaining read. Set- ing lunch, the enrichment days on Satur- chalance by the administrators. Mr. Esquith Continued on page 8 8 The Torch — Spring 2012

Rafe Esquith book’s vision of education is about the in- devoted to one’s classroom achievements. (continued from page 7) dividual teacher’s personality or the art of His view of education is stunted – the ting aside the constant and cyclical blame effectively helping students become inde- worldly success in academia is his primary and guilt contest between politicians, pendent learners. goal for them. This naturally leads to his teachers and administrators, Esquith sim- Indubitably, Mr. Rafe Esquith is an ex- flaw of attributing that success to himself. ply asserts that full educational responsibil- traordinary and inspiring teacher. His stu- It might be helpful to augment Esquith’s vi- ity rests on the teacher. His boldness and dents have attained a high level of academic sion with an insight from the Catholic phi- strength of character in this particular mat- standing, and surely, this does have some- losophy of education: the academic success ter make him an inspiring figure for educa- thing to do with their teacher. Though in- of students is not the true goal of education tors. We cannot continually claim that the sistent on passion and excellence, he seems - it is rather freedom to know the true, good politicians or principals are to blame, when to become entrapped in his own gifts of and beautiful. it is the teacher who runs the classroom. charm, charism and acquired notoriety. It is important to observe that Mr. Es- Readers, especially those that are teachers, Sarah Joyce attained her BS in Interdisciplin- quith’s book is almost purely driven by may be left with the message that if they fail ary Studies at Aquinas College in December anecdotes and personal experience. The to equal Esquith’s fame and accomplish- 2011 and is a certified elementary education sequence of events can be confusing and ments, they are inherently substandard ed- teacher. She is married to Bryan Joyce, also can appear deeply biased. This book seems ucators. Contrary to what Esquith implies, an Aquinas alumnus, and currently works at more a memoir of a charismatic individual one can be an excellent teacher without Overbrook School in Nashville. than a practical guide for professional edu- having a shelf full of awards, several best- cators. One isn’t always clear whether this sellers in print, and television news specials

The newTorch is brought to you by the Aquinas College Write Reason Plan. The Write Reason Plan is a College-wide initiative seeking to cultivate writing and critical thinking habits among Aquinas students through an emphasis upon the Trivium of grammar, logic, and rhetoric.

For more information, please visit www.aquinascollege.edu/WriteReason