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Thetorch-Spring2012 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 theology. 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 University of Chicago 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 Bard College) 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 William Vaughn Moody 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 Russell Kirk. 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).
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