Catholic Education in the United States in 2008-2009

Volume 4 * Winter 2009 Catholic Educator ∗ Winter 2009

In this Edition

From the President’s Desk A. Joseph Indelicato Page 3

Remarks at The Catholic University of America Benedict XVI Page 5

The Teacher: The Heart of Catholic Education Eileen Cubanski Page 10

Homily for Diocesan Teachers Bishop Robert W. Finn Page 13

By Heart Chuck Huber Page 16

School Profile: Dale Ahlquist Page 19

CUA Papal Essay Contest P. Osgood and C. Seibt Page 21

The cover was designed by freelance graphic artist Julie Romans and features an image of St. Elizabeth Ann Seton, sculpted by Catholic artist Timothy Schmaltz . Miniature molds of Timothy Schmaltz’s Catholic statue collection may be purchased on-line at www.catholiceducationfoundation.com/store . From the President’s Desk

By: A. Joseph Indelicato

Dale Ahlquist in his description of the purpose Education Foundation’s Episcopal Advisory of Chesterton Academy, his new secondary Board. The Board Members are: school venture, reminds us that Chesterton, the complete thinker, was able to integrate all • The Most Reverend Michael F. Burbidge, knowledge. Bishop of Raleigh • The Most Reverend Daniel M. Buechlein, The integration of knowledge facilitated by a OSB, Archbishop of Indianapolis teacher with his or her students is the very essence of Catholic, therefore universal, • The Most Reverend Charles J. Chaput, OFM education. The very essence of Catholic Cap, Archbishop of Denver education is being able to see the forest • The Most Reverend Robert J. McManus, through the trees. Of course, the forest is Our Bishop of Worcester Lord Jesus Christ, Who is the Way, the Truth and the Life. The teacher is to guide students • The Most Reverend William Murphy, through the forest. Contemporary secular Bishop of Rockville Centre education focuses on the trees (individual • The Most Reverend George V. Murry, SJ, pieces of information, unconnected to any Bishop of Youngstown bigger reality) to the exclusion of the forest. • Sean Cardinal O’Malley, OFM Cap, Because secular education does not have the Archbishop of Boston ultimate goal, it is – by its very nature – flawed and incomplete. The Catholic educator, on the • The Most Reverend Michael A. Saltarelli, other hand, provides students with pieces of Bishop Emeritus of Wilmington information (within an individual discipline or • The Most Reverend Michael J. Sheridan, among a variety of disciplines), but with a view Bishop of Colorado Springs to a holistic final product, which is nothing • The Most Reverend John C. Wester, other than a relationship with Truth Incarnate. Bishop of Salt Lake City

This issue of The Catholic Educator features • The Most Reverend Donald W. Wuerl, Pope Benedict XVI, Eileen Cubanski, Bishop Archbishop of Washington Robert W. Finn, Chuck Huber, Dale Ahlquist, • The Most Reverend David A. Zubik, P. Osgood and C. Seibt – all of whom highlight Bishop of Pittsburgh. the noble mission of Catholic education, namely, the development of the complete Keep in touch with us via our website thinker as one who loves knowledge and Our (www.catholiceducationfoundation.com ) Lord at one and the same time. In other words, for updated information on our Fourth Hall of enabling students to see the forest through the Fame Celebratory Gala Dinner, which will be trees. held at Kellenberg Memorial High School on

Long Island on April 17, 2009. On this We are grateful for the work Father Peter occasion, we will honor a group of highly Stravinskas has done in organizing the Catholic distinguished men and women for their work in Catholic education. The keynote speaker for

Catholic Educator Winter 2009 3 the evening dinner will be the Reverend Robert Sirico of the Acton Institute, who will lead us in a consideration of: “The Role of the for a Free and Virtuous Society.” For more information or tickets for the daytime Symposium on Catholic Education and the Celebratory Gala Dinner, please contact Heidi Rivera at 585-899-1255 or by E-mail at [email protected] .

We thank everyone for their prayers on behalf of Catholic education.

A. Joseph Indelicato

4 Catholic Educator Winter 2009 Remarks at The Catholic University of America

Pope Benedict XVI April 17, 2008

In April of 2008, Pope Benedict XVI made the God who in Jesus Christ reveals his first visit to the United States of America of his transforming love and truth (cf. Spe Salvi , 4). pontificate. The Pope’s six-day visit involved This relationship elicits a desire to grow in the an aggressive schedule, taking his theme— knowledge and understanding of Christ and his “Christ Our Hope”—to meetings with teaching. In this way those who meet him are President Bush, the U.S. Bishops, a public drawn by the very power of the Gospel to lead Mass at Nationals Park in Washington, the a new life characterized by all that is beautiful, United Nations, Ground Zero in New York good, and true; a life of Christian witness City, another public Mass at Yankee Stadium nurtured and strengthened within the and much more. In perhaps one of his most community of our Lord's disciples, the Church. important addresses, the Pope addressed Catholic educators at The Catholic University The dynamic between personal encounter, of America, urging them to remain faithful to knowledge and Christian witness is integral to the in all dimensions of their the diakonia of truth which the Church lives, professional and private. The text of that exercises in the midst of humanity. God's address follows. revelation offers every generation the opportunity to discover the ultimate truth about Your Eminences, its own life and the goal of history. This task is Dear Brother Bishops, never easy; it involves the entire Christian Distinguished Professors, Teachers and community and motivates each generation of Educators, Christian educators to ensure that the power of God's truth permeates every dimension of the "How beautiful are the footsteps of those who institutions they serve. In this way, Christ's bring good news" (Rom 10:15-17). With these Good News is set to work, guiding both words of Isaiah quoted by Saint Paul, I warmly teacher and student towards the objective truth greet each of you - bearers of wisdom - and which, in transcending the particular and the through you the staff, students and families of subjective, points to the universal and absolute the many and varied institutions of learning that enables us to proclaim with confidence the that you represent. It is my great pleasure to hope which does not disappoint (cf. Rom 5:5). meet you and to share with you some thoughts Set against personal struggles, moral confusion regarding the nature and identity of Catholic and fragmentation of knowledge, the noble education today. I especially wish to thank goals of scholarship and education, founded on Father David O'Connell, President and Rector the unity of truth and in service of the person of The Catholic University of America. Your and the community, become an especially kind words of welcome are much appreciated. powerful instrument of hope. Please extend my heartfelt gratitude to the entire community - faculty, staff and students - Dear friends, the history of this nation includes of this University. many examples of the Church's commitment in this regard. The Catholic community here has Education is integral to the mission of the in fact made education one of its highest Church to proclaim the Good News. First and priorities. This undertaking has not come foremost, every Catholic educational without great sacrifice. Towering figures, like institution is a place to encounter the living Saint Elizabeth Ann Seton and other founders

Catholic Educator Winter 2009 5 and foundresses, with great tenacity and 2). God's desire to make himself known, and foresight, laid the foundations of what is today the innate desire of all human beings to know a remarkable network of parochial schools the truth, provide the context for human contributing to the spiritual well-being of the inquiry into the meaning of life. This unique Church and the nation. Some, like Saint encounter is sustained within our Christian Katharine Drexel, devoted their lives to community: the one who seeks the truth educating those whom others had neglected - becomes the one who lives by faith (cf. Fides in her case, African Americans and Native et Ratio , 31). It can be described as a move Americans. Countless dedicated Religious from "I" to "we", leading the individual to be Sisters, Brothers, and Priests together with numbered among God's people. selfless parents have, through Catholic schools, helped generations of immigrants to This same dynamic of communal identity - to rise from poverty and take their place in whom do I belong? - vivifies the ethos of our mainstream society. Catholic institutions. A university or school's Catholic identity is not simply a question of This sacrifice continues today. It is an the number of Catholic students. It is a outstanding apostolate of hope, seeking to question of conviction - do we really believe address the material, intellectual and spiritual that only in the mystery of the Word made needs of over three million children and flesh does the mystery of man truly become students. It also provides a highly clear (cf. Gaudium et Spes , 22)? Are we ready commendable opportunity for the entire to commit our entire self - intellect and will, Catholic community to contribute generously mind and heart - to God? Do we accept the to the financial needs of our institutions. Their truth Christ reveals? Is the faith tangible in our long-term sustainability must be assured. universities and schools? Is it given fervent Indeed, everything possible must be done, in expression liturgically, sacramentally, through cooperation with the wider community, to prayer, acts of charity, a concern for justice, ensure that they are accessible to people of all and respect for God's creation? Only in this social and economic strata. No child should be way do we really bear witness to the meaning denied his or her right to an education in faith, of who we are and what we uphold. which in turn nurtures the soul of a nation. From this perspective one can recognize that Some today question the Church's involvement the contemporary "crisis of truth" is rooted in a in education, wondering whether her resources "crisis of faith". Only through faith can we might be better placed elsewhere. Certainly in freely give our assent to God's testimony and a nation such as this, the State provides ample acknowledge him as the transcendent opportunities for education and attracts guarantor of the truth he reveals. Again, we see committed and generous men and women to why fostering personal intimacy with Jesus this honorable profession. It is timely, then, to Christ and communal witness to his loving reflect on what is particular to our Catholic truth is indispensable in Catholic institutions of institutions. How do they contribute to the learning. Yet we all know, and observe with good of society through the Church's primary concern, the difficulty or reluctance many mission of evangelization? people have today in entrusting themselves to God. It is a complex phenomenon and one All the Church's activities stem from her which I ponder continually. While we have awareness that she is the bearer of a message sought diligently to engage the intellect of our which has its origin in God himself: in his young, perhaps we have neglected the will. goodness and wisdom, God chose to reveal Subsequently we observe, with distress, the himself and to make known the hidden notion of freedom being distorted. Freedom is purpose of his will (cf. Eph 1:9; Dei Verbum , not an opting out. It is an opting in - a

6 Catholic Educator Winter 2009 participation in Being itself. Hence authentic members of society by purifying reason, freedom can never be attained by turning away ensuring that it remains open to the from God. Such a choice would ultimately consideration of ultimate truths. Drawing upon disregard the very truth we need in order to divine wisdom, she sheds light on the understand ourselves. A particular foundation of human morality and ethics, and responsibility therefore for each of you, and reminds all groups in society that it is not your colleagues, is to evoke among the young praxis that creates truth but truth that should the desire for the act of faith, encouraging serve as the basis of praxis. Far from them to commit themselves to the ecclesial life undermining the tolerance of legitimate that follows from this belief. It is here that diversity, such a contribution illuminates the freedom reaches the certainty of truth. In very truth which makes consensus attainable, choosing to live by that truth, we embrace the and helps to keep public debate rational, fullness of the life of faith which is given to us honest and accountable. Similarly the Church in the Church. never tires of upholding the essential moral categories of right and wrong, without which Clearly, then, Catholic identity is not hope could only wither, giving way to cold dependent upon statistics. Neither can it be pragmatic calculations of utility which render equated simply with orthodoxy of course the person little more than a pawn on some content. It demands and inspires much more: ideological chess-board. namely that each and every aspect of your learning communities reverberates within the With regard to the educational forum, the ecclesial life of faith. Only in faith can truth diakonia of truth takes on a heightened become incarnate and reason truly human, significance in societies where secularist capable of directing the will along the path of ideology drives a wedge between truth and freedom (cf. Spe Salvi , 23). In this way our faith. This division has led to a tendency to institutions make a vital contribution to the equate truth with knowledge and to adopt a mission of the Church and truly serve society. positivistic mentality which, in rejecting They become places in which God's active metaphysics, denies the foundations of faith presence in human affairs is recognized and in and rejects the need for a moral vision. Truth which every young person discovers the joy of means more than knowledge: knowing the entering into Christ's "being for others" (cf. truth leads us to discover the good. Truth ibid., 28). speaks to the individual in his or her the entirety, inviting us to respond with our whole The Church's primary mission of being. This optimistic vision is found in our evangelization, in which educational Christian faith because such faith has been institutions play a crucial role, is consonant granted the vision of the Logos, God's creative with a nation's fundamental aspiration to Reason, which in the Incarnation, is revealed develop a society truly worthy of the human as Goodness itself. Far from being just a person's dignity. At times, however, the value communication of factual data - "informative" of the Church's contribution to the public - the loving truth of the Gospel is creative and forum is questioned. It is important therefore life-changing - "performative" (cf. Spe Salvi , to recall that the truths of faith and of reason 2). With confidence, Christian educators can never contradict one another (cf. First Vatican liberate the young from the limits of positivism Ecumenical Council, Dogmatic Constitution and awaken receptivity to the truth, to God and on the Catholic Faith Dei Filius , IV: DS 3017; his goodness. In this way you will also help to St. Augustine, Contra Academicos , III, 20, 43). form their conscience which, enriched by faith, The Church's mission, in fact, involves her in opens a sure path to inner peace and to respect humanity's struggle to arrive at truth. In for others. articulating revealed truth she serves all

Catholic Educator Winter 2009 7 It comes as no surprise, then, that not just our young people will surely relish the discovery own ecclesial communities but society in that the question of what they can know opens general has high expectations of Catholic up the vast adventure of what they ought to do. educators. This places upon you a Here they will experience "in what" and "in responsibility and offers an opportunity. More whom" it is possible to hope, and be inspired and more people - parents in particular - to contribute to society in a way that engenders recognize the need for excellence in the human hope in others. formation of their children. As Mater et Magistra , the Church shares their concern. Dear friends, I wish to conclude by focusing When nothing beyond the individual is our attention specifically on the paramount recognized as definitive, the ultimate criterion importance of your own professionalism and of judgment becomes the self and the witness within our Catholic universities and satisfaction of the individual's immediate schools. First, let me thank you for your wishes. The objectivity and perspective, which dedication and generosity. I know from my can only come through a recognition of the own days as a professor, and I have heard from essential transcendent dimension of the human your Bishops and officials of the Congregation person, can be lost. Within such a relativistic for Catholic Education, that the reputation of horizon the goals of education are inevitably Catholic institutes of learning in this country is curtailed. Slowly, a lowering of standards largely due to yourselves and your occurs. We observe today a timidity in the face predecessors. Your selfless contributions - of the category of the good and an aimless from outstanding research to the dedication of pursuit of novelty parading as the realization those working in inner-city schools - serve of freedom. We witness an assumption that both your country and the Church. For this I every experience is of equal worth and a express my profound gratitude. reluctance to admit imperfection and mistakes. And particularly disturbing, is the reduction of In regard to faculty members at Catholic the precious and delicate area of education in colleges universities, I wish to reaffirm the sexuality to management of 'risk', bereft of any great value of academic freedom. In virtue of reference to the beauty of conjugal love. this freedom you are called to search for the truth wherever careful analysis of evidence How might Christian educators respond? leads you. Yet it is also the case that any These harmful developments point to the appeal to the principle of academic freedom in particular urgency of what we might call order to justify positions that contradict the "intellectual charity". This aspect of charity faith and the teaching of the Church would calls the educator to recognize that the obstruct or even betray the university's identity profound responsibility to lead the young to and mission; a mission at the heart of the truth is nothing less than an act of love. Church's munus docendi and not somehow Indeed, the dignity of education lies in autonomous or independent of it. fostering the true perfection and happiness of those to be educated. In practice "intellectual Teachers and administrators, whether in charity" upholds the essential unity of universities or schools, have the duty and knowledge against the fragmentation which privilege to ensure that students receive ensues when reason is detached from the instruction in Catholic doctrine and practice. pursuit of truth. It guides the young towards This requires that public witness to the way of the deep satisfaction of exercising freedom in Christ, as found in the Gospel and upheld by relation to truth, and it strives to articulate the the Church's Magisterium, shapes all aspects relationship between faith and all aspects of of an institution's life, both inside and outside family and civic life. Once their passion for the the classroom. Divergence from this vision fullness and unity of truth has been awakened, weakens Catholic identity and, far from

8 Catholic Educator Winter 2009 advancing freedom, inevitably leads to students, and to your families, my Apostolic confusion, whether moral, intellectual or Blessing. spiritual.

I wish also to express a particular word of encouragement to both lay and Religious teachers of catechesis who strive to ensure that young people become daily more appreciative of the gift of faith. Religious education is a challenging apostolate, yet there are many signs of a desire among young people to learn about the faith and practice it with vigor. If this awakening is to grow, teachers require a clear and precise understanding of the specific nature and role of Catholic education. They must also be ready to lead the commitment made by the entire school community to assist our young people, and their families, to experience the harmony between faith, life and culture.

Here I wish to make a special appeal to Religious Brothers, Sisters and Priests: do not abandon the school apostolate; indeed, renew your commitment to schools especially those in poorer areas. In places where there are many hollow promises which lure young people away from the path of truth and genuine freedom, the consecrated person's witness to the evangelical counsels is an irreplaceable gift. I encourage the Religious present to bring renewed enthusiasm to the promotion of vocations. Know that your witness to the ideal of consecration and mission among the young is a source of great inspiration in faith for them and their families.

To all of you I say: bear witness to hope. Nourish your witness with prayer. Account for the hope that characterizes your lives (cf. 1 Pet 3:15) by living the truth which you propose to your students. Help them to know and love the One you have encountered, whose truth and goodness you have experienced with joy. With Saint Augustine, let us say: "we who speak and you who listen acknowledge ourselves as fellow disciples of a single teacher" (Sermons, 23:2). With these sentiments of communion, I gladly impart to you, your colleagues and

Catholic Educator Winter 2009 9 The Teacher: the Heart of Catholic Education

By: Eileen Cubanski

In 1998, the National Association of Private demonstrate that a school meets objective Catholic Independent Schools (NAPCIS) standards of excellence established to protect inaugurated its accreditation program. When the vision and mission of the school and to considering the necessity of accreditation, the ensure families that there is a plan and process founders of NAPCIS understood that for ongoing study and evaluation of the accreditation had been off the table for many school’s activity, progress and commitment to years in the college admission process. its purpose. It is an issue of trust, hence, the Colleges and universities, including the, so- use of the term “accreditation” coming from called top-tier and ivy-league universities the Latin word credito , meaning “to trust.” focused the process on the applicant’s performance on the SAT or ACT; the high The challenge is to identify an accrediting school transcript; the completion of the college agency that will not compromise the mission application, in particular, the personal essay of the school, but rather assist the school in and demonstrated individual achievement and staying focused on its vision and provide it community involvement; and, finally, if with the professional tools to build on its required, a personal interview. Why had the strengths as it improves and progresses in its process been revolutionized? Because the mission. NAPCIS is such an accrediting successful achievement by home-schooled agency for private Catholic and independent students in all areas – academic, the arts schools. Since 1998, NAPCIS has offered its (music, dance, theatre); athletics; social and member schools an accreditation process community activity awards - could no longer specifically designed to protect the Catholic be denied or ignored. Colleges and universities identity and academic quality of program began actively recruiting this pool of desirable offered in private Catholic and independent and talented candidates. schools. NAPCIS service as an accrediting agency is an extension of its mission and Yet while accreditation is not necessary, it is unites its member schools in their apostolate of desirable. Private Catholic and independent salvation of souls and academic excellence. schools have delegated authority and NAPCIS accreditation applies Standards of responsibility to participate with parents in the Excellence that support and ensure a quality of role of educator. Parents who are looking for program that is uncompromising in its Catholic an alternative for the formation and education integrity and its performance related to a of their children are not abdicating their student’s learning and formation. It recognizes responsibility as primary educators of their that Catholic education espouses academic children, they are, rather, delegating this excellence in the secular pursuit of excellence responsibility and must, therefore, be certain for its own sake, and to affect the discernment that their selection of a school is one which of vocation. But NAPCIS accreditation also may be entrusted with the education of their recognizes that Catholic education confirms its children. identity and fulfills its mission in the supernatural context of its pursuit of Parents must be assured that a private Catholic excellence, that is, in giving honor and glory to and independent school lives its stated mission, God. It is in living this testimony - Ad and meets standards of academic excellence. Majorem Dei Gloriam - that a school is This is where accreditation, or professional sanctioned and sanctified. It is this activity that certification by an outside entity, can

10 Catholic Educator Winter 2009 accredits the Catholic school; that communicating and explaining their subject. demonstrates its trustworthiness. They have the ability to coach and inspire students to use, possess and master the It should also be mentioned that accreditation material before them. Good teachers are is often a requirement for the consideration of prepared through the successful and complete foundation grants and corporate matching study of the subjects they are to teach. Good funds. This is no small consideration for teachers are docile to the direction of mentors private Catholic and independent schools who and administrators. They learn and follow the are entirely dependent on God’s Providence educational tradition practiced at the school in and, in no small part, on the generosity of which they reside. They learn and implement benefactors. both the philosophy of Catholic education and the practical techniques of the art of teaching. The Teacher: Furthermore, they desire to lead students to The Heart of Catholic Education Christian, intellectual and moral perfection.

In 2002 NAPCIS introduced its Teacher The NAPCIS TCP is the answer to forming Certification Program (TCP). For the first the good teacher. NAPCIS recognizes that in time a teacher preparation program was the great tradition of Catholic education there specifically designed to form the Catholic are numerous approaches for effective teacher in the principles and best practices of teaching. The Dominicans, the Jesuits, and the Catholic education. Christian Brothers, to name a few, have successfully formed countless students The NAPCIS TCP is not intended as a state throughout the ages. Each private Catholic teacher credentialing program. The NAPCIS and independent school has its own approach TCP is a program for certifying Catholic to teaching, and each has its variation of educators currently working in NAPCIS curriculum and method. In the NAPCIS TCP, member schools. It is on-the-job training with that which is distinctively Catholic is required an on-site mentor paired with the teacher for matter for mastery, but the various traditional the duration of the program to guide them in approaches to teaching are fully at the their formation. discretion of the school.

NAPCIS schools are very selective in the The TCP curriculum follows the Magisterial hiring of teachers. They have traditionally Principles of Education and the NAPCIS avoided candidates with a state teaching Standards of Excellence for Teachers in a credential because of the risk to the school of study of: bringing on staff a teacher contaminated with 1. the principles of Catholic the prevalent attitudes and dangerous theories education; being offered in teacher preparation courses in colleges and universities. Rather, a NAPCIS 2. the essential truths of the Catholic school is looking for candidates who are, first faith and moral life; and foremost, knowledgeable of and 3. the principles of professionalism exemplary in their Catholic faith and, also, and responsibility; masters of the subject matter for which they are hired to teach. How is it known, then, if 4. the proven methods of teaching they will be good teachers? In many cases, it and evaluating students; isn’t at the time of hiring. 5. the proven methods of mentoring and motivating; What is known is that good teachers are born and formed. Good teachers possess a gift for

Catholic Educator Winter 2009 11 6. the principles of classroom Eileen Cubanski co-founded St. Maria Goretti management and discipline. Academy, which opened in Loomis, California, in September of 1993. She also co-founded and Teachers are learning about Catholic education serves as executive director of the National and the art of teaching through reading the Association of Private Catholic and great encyclicals of the Church, not the Independent School (NAPC*IS). NAPCIS is a writings of John Dewey or Carl Rogers. They national accrediting agency and teacher are studying proven Catholic pedagological certification program for private Catholic and approaches, not being influenced by social independent schools; it serves as a experiments like Goals 2000 or OBE. professional support and resource association NAPCIS’ goal is to reach all of its member to assist administrators and teachers apply schools and their teachers and loftier, still, to Catholic teachings and sound academic extend the reach and influence of its TCP and principles to education. She has a BA in child to partner with a Catholic university to become study/elementary education and an MA in the standard for Catholic teacher preparation education administration. and, thereby, reform and restore true Catholic education in all Catholic schools.

This is the second part of a two-part series written by NAPCIS executive director, Eileen Cubanski, about the mission, history and programs of her organization. The first part can be found in Volume 2 of the Catholic Educator, Fall 2007. For more information on the National Association of Private Catholic Independent Schools, please visit their web site at: http://www.napcis.org .

12 Catholic Educator Winter 2009 Homily for Diocesan Teachers

The following homily was preached at the Convocation Mass for Diocesan Teachers at St. Therese Parish-North by Bishop Robert W. Finn of the Diocese of Kansas City-St. Joseph on August 19, 2008

Dear friends in Christ, summer she could get away.

Much of our time in the classroom we are “Alice wrote about one of the campers, a bombarded with pressing questions that flow sunny little girl she called L. At camp, Alice from the hearts of our students: had a tendency to gravitate toward the child who needed the most help, and L. was one of “Teacher: Is this important?” those. ‘Last summer, the camper I got closest “What time does this class end?” to, L., was a magical child who was severely “Will this be on the test?” disabled,’ Alice wrote. ‘She had two genetic “Was that assignment really due today?” diseases, one which kept her from growing “Can we go outside for class?” and one which kept her from digesting any food. She had to be fed through a tube at night Jesus Christ, the teacher, is approached in and she had so much difficulty walking that I today’s Gospel. St. Matthew tips us off drove her around in a golf cart a lot....One concerning the intention of the Pharisee - to day, when we were playing duck-duck-goose, test him. “Teacher, which commandment is I was sitting behind her and she asked me to the greatest?” hold her mail for her while she took her turn to be chased around the circle. It took her a Our Lord responds first from what is probably while to make the circuit, and I had time to the best known statement of the Jewish law, see that on top of the pile was a note from her the great command in Deuteronomy, “You mom. Then I did something truly awful, shall love the Lord your God with all your which I'm reluctant now to reveal. I decided to heart, with all your soul, with all your mind.” read that note. I simply had to know what this He adds the second command – taken from a child's parents could have done to make her so lesser known citation in Leviticus, “You shall spectacular, to make her the most optimistic, love your neighbor as yourself.” most enthusiastic, most hopeful human being I had ever encountered. I snuck a quick look at In responding to the question, Jesus the the note, and my eyes fell on this sentence: “If teacher, gives his would-be student more than God had given us all the children in the world his money’s worth, more than he bargained to choose from, L., we would only have chose for. He gives him the summary of all God’s [n] you.” Before L. got back to her place in law. He passes on to us the order of the whole the circle, I showed the note to Bud, who was godly life. His answer is central to the Gospel sitting next to me. “Quick. Read this,” I and is worth much meditation. whispered. “It's the secret of life.”’”

I recently heard an anecdote from the Kansas When our students ask us their questions – City-born humorist and writer, Calvin “Bud” even those that show their boredom or their Trillin. He shares something from his late intention to hold off the necessary work of wife, Alice. She developed a great love for teaching and learning – even if they are disabled children and worked at a camp every testing us like the Pharisees in today’s Gospel,

Catholic Educator Winter 2009 13 we may take our example and lead from the things are good and necessary. This learning Master Teacher, Jesus Christ, who as the must happen in our schools and in every Gospel reveals was engaged in the full-time school. business of handing on “the secret of life.” However, in carrying out the mission of the The mystery which Jesus came to reveal was Catholic school we have a greater challenge. the gift of a supreme and eternal love that has When we examine, together with our students, been extended to man from God. This love is the arts and sciences and skills, we are so potent and life-giving that it is capable of participating in the revelation of the truth as it creating us, holding us together in being, is at work in the world around us – God’s redeeming and forgiving us, and transforming order and plan, and the art of being human. us into the very children of the Father. We are delegated to impart nothing less than the mystery of living – and even the mystery Jesus, the Scriptures make clear, called God of dying. And we are supplied with the “Abba – Father” – a term of great intimacy sufficient matter – everything we need - to and endearment, and He told us that God is provide it to our students. We have excellent Our Father: I dare say, the kind of Father or knowledge and skills, and we teach them in a parent that says – “If I had everyone in the manner second to none. We also have the world to choose from, I would have chosen Gospel, the Holy Eucharist and the only you.” Sacraments, the Communion of Saints, the life of virtue and grace, the apostolic succession In the Gospel today, our Lord extends the focused in the Successor to Peter, the deposit command that will make us whole and entire: of the Faith. namely that we must allow ourselves to give all our heart, soul and mind to this love. Jesus In the program of our Catholic schools we are would eventually illustrate this mystery of witnesses to a dimension of life that is capable love in the total giving of Himself on the of transforming each of our students, and, Cross in love of us whom He had determined collectively, the world. We are witnesses to to choose as His own. Jesus Christ and sharers in His own ministry of teaching. He kept revealing the truth in all You shall love your neighbor as yourself. He its splendor. Don’t be fooled - He was tough did. He loves us still with all His heart, soul, on untruth! He was death on sin. He rebuked mind – even to the destruction of His Body – what was wrong, and went to every length to even to the point of giving His Body and bring back the erring sinner. Blood to us as food to be consumed. What a grace we have, my friends and fellow We don’t need to know much more than that. teachers, to be able to join Him in unveiling It is the “secret of life” and we must spend the deep mysteries sought by every human hours and hours – a whole lifetime - letting it heart. We have the freedom to profess our seep into our hearts so that we can hand it on. faith openly and break apart its meaning in The privilege and opportunity to do this is every dimension of every study and program especially clear and well-provided for in the we undertake. We can humanize every task mission of the Catholic school. and sanctify each activity. To stop short of this is to give our students partial and Now, when we teach good science; when we frivolous answers - snack food rather than the show our students how multiplication works; full balanced meal - that cannot satisfy the the parts of a sentence; what lives in pond hungers of their hearts. water, or how far it is to the nearest star, these

14 Catholic Educator Winter 2009 So we will be Catholic schools! And you and I will be faith-filled stewards of a work that bears in its every authentic dimension the answer to the everlasting mystery – to the secret of life. I have said at other times that we must be unabashedly Catholic, unashamedly Catholic. Why? Because anything less is to be embarrassed about possessing the key to everlasting life. To stop short of handing over this truth – is to withhold a life-saving medicine from our own beloved children. Yes – Let us be Catholic schools!

Today is the Feast of the Queenship of Mary. One week after her glorious Assumption, body and soul into heaven, we mark her Coronation as our queen and mother. Let us go to her: the woman “clothed with the sun, the moon under her feet, and on her head a crown of stars.” (Rv 12:1) Mary, pray for us: our homes and communities and schools. Help us to be teachers who, like you, bring Jesus Christ and the mystery of His love to the world.

Catholic Educator Winter 2009 15 By Heart

By: Chuck Huber

The phrase to know something “by heart” strata in education to that point. They were likely comes from a notion the Golden Age of excavating the layers of an existing pyramid Greece was never disabused of by modern constructed after thousands of years of science; namely, the heart as the seat of thought. Their classification was not a plan intelligence. The heart, biologically, is not the for building a pyramid; it was a description of brain. Its sinews do not contain thought in the the pyramid built. Teachers and the schools cardio-centric model proposed by Aristotle. that train them, however, have been convinced Nor is desire seated in the belly as Plato that the levels of Bloom’s Taxonomy are a thought. Modern science and society take as two-dimensional “skill acquisition” stairway given the obvious centrality, if not absolute to be climbed instead of a three-dimensional exclusivity, of the brain in all human exploit. pyramid to be built. There is a hierarchy of For those who believe in an eternal soul, this skills in doing great work but there is also a premise should be at least as dubious as the volume of labor. This is especially true at the one Egyptians used in their treatment of the base which determines, almost irrevocably, gray matter. The current monochromatic the heights to which our thoughts will reach. approach to human thought is pervasive and in That base in education is the primary need of examination. We are looking at the knowledge in the mind of a child. human animal through brain-colored glasses, and nowhere to our greater distress, than in Commercial media have perfected the art of the modern classroom. Plato and Aristotle connecting information in our children’s were biologically wrong but perhaps their brains whether we want it there or not. The ignorance allowed for the existence of a knowledge-base students draw from is deeper truth about man, one which the completely overrun with artifacts created certainty of modern science does not allow. outside the classroom. It’s not students’ We cannot think with our brains alone. We memories that have become flaccid but our still must learn things “by heart.” teaching. The outside world is fighting for their minds with tanks and machine guns For God So Loved the World, while our teachers have horses and swords. He Did Not Send a Committee With the extreme proliferation of technology, many have settled into thinking every problem Most Americans have had the privilege of must have a scientific answer. We look to being in school. Those old enough may recall esteemed research departments and Ph.D.s for when memorization of certain knowledge was the solutions to what ails our schools. Many the required first step in a process that would have forgotten that the greatest advances, even eventually include comprehension, scientific ones, come from creative thought: application, analysis, synthesis and evaluation. Newton’s apple, Einstein’s elevator. The Bloom’s Taxonomy, as it is otherwise known, problems in a bad school cannot be solved by is a multi-tiered model of classifying thinking science or research anymore than the according to six cognitive levels of problems in a bad orchestra could be. A bad complexity created by a committee of orchestra is made better by great musicians or educational scientists. Bloom’s Taxonomy great art, not great research. There are not was describing in 1956 the naturally occurring scientific solutions to the problems in modern

16 Catholic Educator Winter 2009 education. The scientific solutions are the the educational realm it was not so bad as long problems in modern education. as it kept its humble distance from the liberal arts as it does from so many other things. By way of background, however, we must Science can give us fertility treatments but give science its due regard. The real world is must hang its head in ignorant shame on the made of stimuli that are perceived by the subject of foreplay. Science cannot rule a various senses. It is the stuff we see, touch, joke, a home, a friendship, a poem, a hear, smell or taste. This physical energy is marriage, a novel, a tradition, a composer, a converted into neural energy through the mother, a path or a painter. So, why do we let process of transduction. The sensory system it rule a teacher, a school or a curriculum? Is then passes the neural energy on to the brain a teacher that different from a parent; a and cortex. Here the information is dispersed curriculum that different from a novel; a throughout the cortex by massive parallel- school that different from a home? Thorough distributed processing. This is memory. science, research or technology has not, as of Science has sorted out several types of yet, made a great parent, composer or painter. memory (besides short and long) among If we don’t allow science to dictate our arts, which are semantic, episodic and implicit. why do we let it rule the art of teaching? Episodic memory is the memory of an experience. We have almost no trouble This goes to the heart of the matter and a recalling episodic memories: a first kiss, a founding premise which all good teachers death, a birth. Semantic memory refers to the know. Teaching is an art. It is more akin to memory of concept-based knowledge acting a drama or painting a picture than it is unrelated to specific experiences. This is the to doing an experiment. That science has stuff we learn in school that is usually difficult shown us episodic memories require no effort to remember. Implicit memory is a type of to be recalled should be science enough to memory in which previous experiences aid in point us in the right direction. Episodic the performance of a task without conscious memories are nearly impossible to forget awareness of these previous experiences. It is because they are, if life is to be looked at as a photographic in its recording though not in its great drama, acts of creation. Episodic recall—if only we could find where we put memories involve participation at a level more the film. correctly indicated by Aristotle; they involve our hearts. Long ago, before the outside There is a certain artistic mystery that must be world spent its trillions of dollars to lure our maintained in approaching the mind of a child children’s hearts away for profit, the periodic that science just doesn’t leave room for. To table, Dante’s Inferno or Charlemagne might say we can’t scientifically determine what have been episodic by their very unique makes great teaching or education is not to mysterious existence—apart from the farm or say it can’t be accomplished. The fact that family business. Teaching, when done music has remained mysterious while properly, is an act of creation. It is this education has become quantifiable is the creative act which allows the memory of it to reason we still regularly reproduce the fine exist as an “episode” in the life of a child. notes of Beethoven. It’s not certain the same This is why our best teachers are also the ones could be said for the fine thoughts of from whom we remember the most Aristotle. Science may improve the acoustics information. Good teachers are such because in a hall or the camera in the director’s hand they live in our episodic memories (along with but in the end has no say over the product what they taught) long after the bell has rung. created. That is still left up to the people creating it. When science crossed over into And yet for all of our research, education has

Catholic Educator Winter 2009 17 at best stayed the same and arguably become Zak and the Three Tree , leaves those who much worse. To paraphrase Fulton Sheen, read it with the Ten Commandments psychologists (and educational scientists) memorized. His forthcoming book, The Hippo have made great strides in treating the very ill of Hope , will do the same for history dates. but when it comes to the very normal they have failed. In their failure they have For more information on his educational desperately begun to say that none of us are company, please visit their website: normal. Trusting the opinions of a committee of “educational scientists” with regard to a www.fireflyworks.org perfectly normal child is as useful as trusting their opinions in how to make Michelangelo’s He gives workshops in Texas and around the David more beautiful. Human thought on a country to educators, schools and home- broad scale is a realm more properly left to school groups. He has been a teacher for philosophers, theologians and artists…and the twenty years, including six years as Principal human trinity of those, the teachers. of St. Bernadette Academy in the Dallas-Fort Worth metroplex. He is also a stage, film and Mr. Chuck Huber is a husband and father of television actor, having worked with the five who lives in Texas. He is the President disparate likes of Sponge Bob Square Pants, and CEO of Primary Knowledge which Gimley, Ben Affleck and the director of creates art that organizes the best of human Therese: Story of a Soul . His most recent knowledge in such a way that the episodic movie, The Fragility of Seconds , won third experience of the art replaces the tedium of place at the Houston International Film semantic recall. It is art that does the work of Festival and will have a theatrical release memorization. His first book with his wife, with Republic Theaters.

18 Catholic Educator Winter 2009 School Profile: Chesterton Academy

By: Dale Ahlquist

The following article was originally published have an integrated approach to teaching. We in The Catholic Servant , February, 2008 as do not want religion to be simply another At Chesterton Academy, We Will Teach subject taught in school. Rather, we are going Students How to Defend the Faith . to have the Catholic faith be the backbone of the curriculum, the subject that informs all It seems that almost everyone agrees about the other subjects. In addition, we are going to importance of education, but there is great show our students how every subject is disagreement about what should actually be connected to every other subject instead of taught. And yet this is the real issue and is keeping each in its own air-tight compartment. precisely what everyone wants to avoid. G.K. I suppose that is why Chesterton Academy is Chesterton says, “One of the curious silent such a good name: G.K. Chesterton is the collapses of the modern intellect occurred model of a complete thinker, someone who when people began to talk about ‘education,’ wrote about everything because he understood without saying what education.” how everything is connected. Truth is not fragmented. As Chesterton says, “There is a You get only one chance to educate your whole truth of things, and…in knowing it and children. Some parents are rather nonchalant speaking it we are happy.” about this. Some have simply resigned themselves to settle for a school that they We are going to teach how history, literature, know is not right for their child. Some are art, and even science and mathematics can all desperate to try anything. And some are be used to defend the faith. Defending the firmly resolved to do the right thing. Which is faith means not only learning the teachings of never easy. the Church, but learning how to be articulate. Art is about articulation. Art is also about I recently have had the privilege of fully proportion. It is a simple, vital point. engaging in this challenge of trying to do the Chesterton argues that education must teach right thing. I have been working with a group people the proportions of things, “that they of Catholic laypeople to start a new high may see what things are large and what school. It’s called Chesterton Academy. (I small.” This is in contrast to so many schools don’t know which one of us came up with that that seem to prefer “what is small to what is name, but I have to admit it has a nice ring to great, what is doubtful to what is certain, and it.) what is trivial to what is eternal.”

Why are we going through all the hard work Secondly, we are going to provide a classical of starting a new school? There are some fine education. That means a curriculum that schools in our area, and I do not wish to emphasizes the classics (including Latin). criticize any of them. But we felt that there are Studying the classics means acknowledging certain things we absolutely must have for our the importance of tradition, the things that children in their all-important high school have survived for a good reason. It means years, and just as important, we want to have we’re not trying something new, but taking the right combination of all those things. advantage of something old. Chesterton says: “Everyone mentions Socrates as a man who First of all, Chesterton Academy is going to dies because he was a bold exponent of new

Catholic Educator Winter 2009 19 truths, but if you look closer you will see that Mr. Dale Ahlquist is President of the something else is so. Socrates lived in a world American Chesterton Society. He is the of Sophists, and there were hundreds and author G.K. Chesterton - The Apostle of hundreds of men proving that there was no Common Sense and Common Sense 101: God, no conscience. There were multitudes of Lessons from G.K. Chesterton . He is also anarchists around Socrates. He was the creator and host of the popular "Apostle of conservative who subdued them. He turned Common Sense" televison series on EWTN. sophistry against the Sophists. Socrates is remembered. The rest are forgotten.” For more information, please visit the American Chesterton Society website at: Thirdly, we are going to emphasize parent involvement. Many schools have deliberately www.chesterton.org kept the parents out of the education process, out of the most important decisions and deeds that permanently affect the lives of their children. And sadly, many parents have more or less abandoned their children to schools that do not respect their values and beliefs. Chesterton says, “If you exalt education, you must exalt the parental power with it.”

Along the same lines, he warns, “Without the family we are helpless before the state.” To be pro-family means to be pro-life. This is why Chesterton Academy is going to have a distinctively pro-life charism. We are going to uphold the Church’s teachings on life issues and train warriors to do battle with the culture of death.

As a start-up school, we will be very small. There will be few if any sports programs and a very limited “social life” that is an obvious consequence of being small. We know that these things are important to many people, but they are not the most important thing. And unfortunately, in many schools, they have been made the most important thing.

What do you really want from the high school where you send your child? What is really the goal? Our goal is to educate children in their Catholic faith so that they can help transform the world. It is a most difficult task in a comfortable society. But it is a comfortable society that most easily forgets God. It is a comfortable society that has introduced and embraced the culture of death.

20 Catholic Educator Winter 2009 CUA Papal Essay Content—Winners

As reported in the National Catholic Register , education, I never fully understood my The Catholic University of America organized father’s sentiment until much later. a university-wide student essay contest in anticipation of the Pope's April 17 visit to I remember vividly how each school day campus. Students were invited to write a 500- began in prayer. It was here that we brought to word essay on the topic "How Catholic mind those in need, gave thanks for our many Education Has Changed My Life." gifts and asked for help in all of our challenges. This truly set the tone for our Father David O'Connell, Catholic learning throughout the rest of the day. Our University's president, announced the winners classrooms were focused on building quality on April 8th, and the prize was a personal persons who could push themselves — and introduction to Benedict XVI before the Pope's one another — to achieve great things. Yet we address at the campus, and a ticket to the were also shown how to be caring and Holy Father's address and post-address supportive friends, in the true spirit of the reception. Gospel. While my parents were endlessly According to Father O'Connell, a priest of the pleased with the rigorous and thorough Congregation of the Mission, the contest education I was receiving, I know they were provided students with “an opportunity to more proud of the individual I was becoming. reflect on the impact that Catholic education has had on their lives, and also draws them in I did not have the privilege of a Catholic as active participants in this exciting and education throughout my middle and high historic visit." school years, yet the true value of my time at The following two essays— both the winner, St. Michael's was just beginning to make itself by Peter Osgood, a biology major from Penn known. I remember my parents reading the Yan, N.Y., Class of 2008, and the runner-up, newspapers constantly to see how each by Christopher R. Seibt, a philosophy member of my St. Michael's class was graduate student from Syracuse, N.Y., who performing. They watched eagerly as all of earned a CUA bachelor's degree in my friends continued to excel in academics, philosophy in 2007—serve as a heartening sports, music, service, and leadership roles. reminder that despite the recent and well- As I began to reflect on their observations, I, documented troubles on a human level in too, gradually came to realize what kind of Catholic education in the United States, the foundation we had each been provided and this was a source of great pride. We had been Holy Spirit continues to work. given the tools to succeed in so many ways and, perhaps more importantly, we had been Winning Essay given a solid grounding in faith that made Peter Osgood each of our struggles and victories more meaningful and truly worth our best efforts. For many years, St. Michael's School has been the only Catholic school in my small rural When it came time to apply to colleges, I felt town and — for as long as I can recall — my a longing to return to the Catholic education father has called it the best kept secret of our system, knowing that I wanted my faith to region. Though my parents enrolled me at St. again be a central part of my learning. Though Michael's for the entirety of my elementary I applied to many schools, Catholic University seemed like the ideal fit, through which I

Catholic Educator Winter 2009 21 might explore the world in a diverse to Catholicism and formed the foundations of environment, take on the rigors of a my faith. university-level program and further delve into my faith life with friends, ministers and The second pathway on my journey to Christ educators alike. What I found was an began at The Bishop’s School, John Grimes undeniable passion for learning and a faith Preparatory. At this secondary school, I not community that embodied a true spirit of only received a good Catholic education but ministry — one that was willing to meet was also privileged to have the priests and people at whatever stage they were at and sisters who taught at the school as my role walk with them on their individual journeys. models. Their holy example inspired me to My Catholic education thus gave me chance strive for sanctity. Furthermore, the education to better develop myself as a student, leader, at The Bishop’s School was extremely worker and disciple. Such education cannot service-oriented, and thus challenged me to therefore remain a “best kept secret,” but will see Christ in others, especially in the poor. It inevitably be shown in the words and deeds of was because of these elements of Catholic each of its students. education that I seriously began to consider the call to priesthood, a call that I had first experienced as an altar server at St. Daniel Second Place School. Consequently, I entered the seminary Christopher R. Seibt to study for the diocesan priesthood as a

junior at The Catholic University of America, “Let the children come to me.” 1 This passage which is where the third pathway on my from St. Matthew’s Gospel hangs above the journey to Christ began. statue of Christ, depicted with a gathering of

children, in the lobby of St. Daniel School in Both at Catholic University and the Syracuse, N.Y., where my Catholic education university’s major seminary, Theological began. This command of Jesus to his disciples College, I have been provided with the captures the very heart of how Catholic atmosphere and ability to bring together and education has changed my life: by providing deepen the important elements — faith and me with a pathway to Jesus Christ and service — that I had received from Catholic inspiring me to lead others to him. education. However, these places also

provided a very important third element, My journey to Christ has been threefold, reason, which deepened my understanding of corresponding to the three levels of Catholic the faith. education that I have been blessed to receive.

It began when my parents, who were not And so, the Catholic education that I received practicing any faith, decided to send me to St. along these three pathways profoundly Daniel School because of its reputation for changed my life, first by bringing me to excellence in academic, spiritual and human Christ, then by calling me to lead others to formation. As a student there, I learned for the him. As I continue on the path to priesthood, first time that there is a loving God who cares the words of Jesus, “Let the children come to about me in a personal way. Some years after me,” continue to remind me that I am on this I entered St. Daniel School, my mother, my journey by the grace of God and because of sister and I converted to Catholicism, and I the life-changing effect that Catholic was baptized into the faith. In that same year, education has had on my life. I also made my first confession and received

First Holy Communion. Thus, it was Catholic education that ultimately led to my conversion 1 Matthew 19:14.

22 Catholic Educator Winter 2009