Michaelmas 1996

Preaching in the Catholic Schools

Dominican Sisters

by Sr. Rose Marie Masserano. OP

As a teacher I look into the faces of living human beings, and sometimes, with God's grace, I observe a light of recognition and know that I have communicated something that will mark my student's life.

Real teaching, St. Thomas says, occurs when the student believes that what the teacher has said is true, and understands why this is so. To Thomas, the learner must be sought where he is to be found, that is, the teacher first must begin with what is valid in the learner's mind and then proceed to what is the purer truth.

Teaching today has not a little to do with contributing to the "dialogue between culture and faith" (Vita consecrate, 98). In fact, religious institutes whose apostolate is in Catholic schools are already positioned to foster a culture imbued with the Gospel way of life. Catholic schools can be a "new cultural model" for our time (VC, 80).

I am fortunate to be called to teach. At present, I experience this calling on a beautiful campus in west Nashville, the Dominican Campus, so called because my congregation of Dominican Sisters of St. Cecilia operates three separate schools there. Through trying times of social and financial upheaval, the congregation's sole apostolate has remained Catholic Education. Although most of the sisters of the congregation teach in parish and diocesan schools, the Dominican Campus represents the heart of our mission since it is closely bound to the congregation's foundation in 1860.

The spirit which enlivens the Dominican Campus is the same spirit that goes with the sisters to the parish and diocesan schools in which they serve. The campus aims to be a place where "a community of learning becomes an experience of grace" (VC, 96), and where, with God's help, programs aspire to unite "the human and the divine, the Gospel and culture, faith and life" (VC, 96). This is not always an easy task.

St. Cecilia Academy, which was the community's first endeavor, is located now on Dominican Campus grounds. Like many girls' schools founded in the nineteenth century, the original St. Cecilia Academy existed as a boarding school. Today young women in grades nine through twelve are prepared to meet the challenges of post­modern life and to contribute in a positive, creative, and feminine way to the society in which they live. Traditions remain an important part of the school as does a strong commitment to academic excellence. At the basis of the academic structure, however, is the sound religion curriculum developed by the sisters for their private schools.

Overbrook, the elementary school on the campus, provides a setting which is somewhat idyllic in today's society. Its classrooms exude enthusiasm for learning while at its heart is the school's faith life. Overbrook is a safe place where children are happy and the love of God and the Gospel live.

At the other end of the educational spectrum is Aquinas College which today is on the threshold of a new horizon having recently announced addition of two baccalaureate degree programs: an elementary teacher education program and a four­year program in nursing. In this way, the Dominican Sisters, in these two critical areas, education and health care, seek to have a significant impact on our time.

Practically speaking, how is the work of teaching ­ communicating not only intellectual knowledge, but also the faith ­ accomplished on the Dominican Campus, or in other schools today? How do we meet our students, as St. Thomas says, where they are? What methods are used? How are new answers to today's new problems presented in the context of the Gospel? In what ways do Catholic schools offer "new initiatives of evangelization for present­day situations"? (VC, 74)

If one overarching answer can be given, it is I think, a uniting philosophy and mission to keep Christ constantly in focus, since he is the heart of the Gospel message.

By a specific directive the Catholic school imitates the Christ who came to preach the good news to the poor. Our campus would not at first seem to follow this precept because many of our students may not be financially "poor." But in reality they just may present an even greater challenge, since they are often quite poor in having inherited the secularized mind set of our time. Here the Catholic school becomes invaluable by inculturating the faith and deepening its formation in shared opportunities together.

In a Catholic school, daily practices aid in spreading the good news of the Gospel and in presenting the beauty of a virtuous life. The atmosphere of love, acceptance, and respect for every human being furthers this formation. Classes begin with a prayer; daily activities are governed by charity; and courses are presented in an accurate, positive and reassuring manner by teachers who support the Church.

The Catholic school supports parents in their role as primary educators of their children. Teaching a love of virtue, for instance, can begin in simple ways. For example, a mother of a kindergarten child told of one of our Sister's small successes. Her son, Ryan, asked her, "Do you know where Jesus lives, Mom?' 'In heaven," she replied. "Yes, but Jesus lives in our hearts," Ryan said. "We must keep the cobwebs out of our hearts so Jesus will have a clean place to stay." When the mother asked Ryan what he meant by cobwebs, he replied that cobwebs were things like not being nice to people or hitting one's brother. "Cobwebs are sin," he said, "and Jesus doesn't really like sin. But even when I am bad, Jesus still likes me."

Or, there is the story of Joseph, a pre­schooler who understood about death and heaven through a classmate who died of a rare heart defect one day at school. Sister, in talking with the class, said, "Pat was your friend. Now you can talk with him." The following year Joseph bonded with his pastor, a Philippine priest who was diagnosed with cancer during the year. Joseph and his mother said the rosary for Father nightly. One evening he took his blanket and told his mother, "Cut this off. Take it to Father and tell him to put it on the part that hurts." In May as the class was returning from a class picnic, Joseph's mother was waiting to tell Sister that Father had died and that she was apprehensive about telling Joseph. When she did, Joseph replied, "It's O.K., Mom, now we can talk to him."

"In a Catholic school, daily practices aid in spreading the good news of the Gospel and in presenting the beauty of a virtuous life. The atmosphere of love, acceptance, and respect for every human being furthers this formation. Classes begin with a prayer; daily activities are governed by charity and courses are presented in an accurate, positive and reassuring manner by teachers who support the Church."

As children mature, they mature in their faith also, and in a healthy atmosphere they remain quite genuine. In a recent fourth grade class at Overbrook, as the teacher referred to the letter "L is for Love" in the "ABC's of Religion" cards which were displayed on the wall, the child looked up at the picture of the crucifixion and said as if the realization finally occurred, "I really didn't know he loved us so much."

During high school years it is not infrequent that one hears remarks such as, "Wait a minute. I had no idea there was anything wrong with contraception." But, it is also frequent that after some understanding and growth, the same student will say, "Sister, thank you for the chance to really know the Church's teaching in morality."

For our nurses at Aquinas College, there are times when one can be hopeful and at other times frightened. After reading The Gospel of Life, to hear a young woman sincerely say of assisted suicide, "I actually believed it was the compassionate thing to do," can be a startling experience.

Teaching the faith has its own unexpected rewards. Here's one ­ the response on a Theology 115 test last fall. It was the perennial bonus question: "Discuss some aspect of our study which struck you in particular, and explain why." The answer is from a young married Presbyterian who initially did not hide his resentment at having to take a theology course. He wrote, "I have never really been exposed to religion.... If three weeks ago someone had asked me what the Holy Trinity was or Divine Revelation, I would not have had a clue. The Trinity is still confusing, but it is something that you could study your whole life and not understand. That is a brilliance from God. He makes you want more."

Today's young people do not want a weakened Catholicity but want to hear the truth. And, as St. Thomas said, we must seek them out where they are to be found and then proceed to what is the purer truth. Teachers can bridge the gap between knowledge and belief. This is the excitement of teaching, and there are many young people waiting to receive the Word.

Sr. Rose Marie, OP. is the Director of Education for the Congregation of St. Cecilia in Nashville and she also currently teaches senior high school students.

From the Director's Desk...

Dear Friends in Christ,

Our present issue is devoted to evangelization in Catholic schools. In Catholic schools today, religious educators recognize that evangelization must precede catechesis. Evangelization and catechesis are inseparable companions in Catholic education. The most dedicated catechists cannot effectively teach their students the truths of our sacred faith unless their disciples have first experienced God's love for themselves through a conversion experience. Pope John Paul II describes conversion:

Conversion to God always consists in discovering his mercy, that is in discovering that love which is patient and kind as only the Creator and Father can be; . . . Conversion to God is always the fruit of the "rediscovery'' of this Father who is rich in mercy.... Authentic knowledge of the God of mercy, . . . is a constant and inexhaustible source of conversion, not only as a momentary interior act but also as a permanent attitude, as a state of mind. Divos in Misoncordia, November 30, 1980 #13.

Evangelization Leads to Conversion

Evangelization is the preaching of the Church that brings about conversion. Conversion for most Catholics begins with their baptism as infants, then their parents take over the sacred task of raising their children in the faith by making explicit for them the gift of sacramental conversion they had received as infants. In this sense, evangelization does not lead to a once­in­a­lifetime experience of God's mercy, but leads Catholic children to an ever­growing awareness of God's continuing mercy throughout their lives.

A lack of this awareness becomes evident, for example, when young people are being prepared for confirmation. Many catechists report with sadness that after confirmation, the newly­confirmed no longer continue their relationship to the Church. Some have even described confirmation "as a license to leave the Church."

In these cases, it is legitimate to conclude two things: authentic faith had not been present, and the importance of having faith to receive the sacrament had not been communicated. This experience of faith in those being catechized is assumed by the Pope when he writes in Catechesi tradendae, October 16,1979:

The specific character of catechesis, as distinct from the initial conversion­bringing proclamation of the gospel, has the twofold objective of maturing initial faith and of educating the true disciple of Christ by means of a deeper and more systematic knowledge of the person and message of our Lord Jesus Christ. The specific aim of catechesis is to develop, with God's help, as yet initial faith, and to advance in fullness and to nourish day by day the Christian life of the faithful, young and old. #19, 20.

When faith is present, then the "definitive aim of catechesis is to put people not only in touch but in communion, in intimacy, with Jesus

Catechesis cannot be limited simply to the communication of religious information. It must help set alight in souls that light which is Christ. Such a light must illuminate effectively the entire path of human life. (Pope John Paul II, General Audience, August 29, 1979.)