pERTH, WA: September 10,
987
umber 2548
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r ra West u tralian views and expectations of education re o narrow that C tholic educational ims are stran led before they can lea the cradle. This vas id at the Catholic Edu ation Conferen e by Father Gerard Hol han, dire of eligious
Ieng in religious education stem from the educational philosophies that underlie much of the rest of the ch I curriculum. " 1any of our student moti ·ation, discipline and attitudinal probwould be much a ut if we ould adopt more fully a 'Catholic tradition'
the one in which most of our teachers trained in Western Australia universities and colleges have been introduced to. "It is not the one that gets a great deal of 'airing' in debates about educational decisions affecting WA students, including those in Catholic schools." Putting the que tion: 'What is the vision of the human person that call for all of the to be
through reasoned inquiry and deliberation. "Dewey saw education as concerned with the development of the cognitive, rather than of the hole person." Father Holohan said that Catholic education "did not drop out of the sky like some sort of car o cult". It was part of a tradition that reached ba as far a the heroe of Homer and other Gree cl sical holars. It fi t concern i for the developm nt of the tudent a a person and its ond tand i that are teaching pr ntiail relational.
within Catholic education." He went on to say: "In Catholic educational terms, to present students with a vision of human development is of little value without helping them to discover and overcome the personal development inhibiting tensions that are within al o. "Just as it is futile to tell a cripple how far he or she needs to wa , it is futile to:
' If a Catholic hool is to help it children learn
how to be freed from the human conditioning', it has to help them learn what it rn ans in daily life term 'to folio Je us' by reco nising and their
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Does anybody care? Participant at last week's Education Conference w re told to writ down th greate t challen facing t em. What would Australians do if they turned off r dio a d televi ion and burned their pap rs and tried to i ilarly an w r t ir own eriou question ? ust ome great Editor-In-The-Sky dictate when and about hat Australians shou d be worryin t m elves ick? A out an ID card for ich an lectio was called but a out ich ot pre-election ord was said, but now ha Au tr lia in turmoil'? About the dying film tars of y steryear? About an nd a C amberlain film? About a Abori inal
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igerians told gospel and dia ogue together
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No drugs, no devices . . . healthy & ejfective.
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Bishop wants rights before return MA AGUA, Nicaragua: Two Catholic clergymen who have been in exile from Nicaragua for the past year, have been told they can return home by the country's president. But one of the men, Bishop Vega of the Juigalpa, says he \ ill not return until icaraguans are granted basic civil rights. Bishop Vega 'Ii .as exiled along with Igr Bi marck Carbello la
II
BELFAST: The number of Catholics in 1orthern Ireland grew ten time faster than non-Catholics b tween 961 and 1981. In 1986, hey made up over 40 per cent of he total population compared vith 34.9 p r cent in 19 tudy show
that both
population in western and central parts of ewry and Mourne district, represent over 80 per cent of the mid-Ulster and north-east Antrim. Both groups have suffered from emigration - Catholics more than Protestant . Both communi 1es ave shown a drop in family size heh ·een 1 71 and 1983 - Catholics from 3.64 p r cent to 3.24, and Prate tant from 2.3 7 to 2.29. tu yonreligionan jo the contention that high r u
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that tradition. "Thus it i wrong. in the pres n t tta te of ecum ni al relation . hen there is not a reement about the natur and unit of Chri t' Church, that an ordain d mini ter of on Church offi iat at a bapti m according to th ritual of anoth r Church."
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Laity help Fait vita From page 3
From page 2
the principal will chal1 ng th laity in a way the religiou an n ver challenge." Si ter Deni e outlined many teps th Loreto order had ta en to move into more challenging are of edu ation and to replace reli ious with lay principal , at Loreto edland and al o at
woman religiou I am chall ng d in a spe ial way to work to change attitude and tructure within the Church, within edu ation and within ociety; to ensure that the e tru tures operate out of re pe t for the dignity of the per on and are not oppre ive or unmindful of minority and di advantaged roup to which canonically, cultur Uy, ciall · and economically women belon .
ODO
to non-Christian , and even atheists, for Chri tian to claim any p cial orner on love, ju tice, compas ion, loyalty, and other u h qualities.
ODO
Calling for a u of the inductive and not merely the deductive methodofreligiou education, Father Holohan id:
ODD
of Christ. "It ould be a betrayal of our respon ibiliti imply to uniti e RE., and have good cours in he purel a ad mi en e, while failin to help our student interate faith and life.
ODD
· t worst, we c uld run the ri of le din tudents to ath i ti lifetyl through, perh p , nowing a great d al about th Catholic faith.
ODO
From page 4
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While modern facilit "es and sophisticated equipment are e sential, "the most im rtant characteristi of o r Cat olic
D
a
Bible for children
I always have admired
those who teach little children, especially those who teach them very basic things about God, Jesus, the church, and lrfe as a child of God. Some 25 years ago I remember trying to explain to 6-year-olds that Jesus was bom almost 2000 years ago. I might as well have been talking about the genetic code.
DOD
Today we are seeing more and more emphasis on teaching religion and especially the Scriptures in the home. The keys are com-
mon sense, experience. love
and concern.
In matters concerning the
Christian lrfe, parents present their children with what
they
lives. They do this with
loving concern for their
children's development as
By
that even I can't remember." Wrth that the
filled with air. There was amazement aU around as slowly and audibly they exhaled. That day I learned that teachers need a lot more than knowtedge. They must
be fully attuned to the nence of those they teach and feel comfortable presenting things in language the students understand.
personally
absorbed, with what has become part of their own
Then I watched as a very skilful teacher opened her eyes wide and said to the children: "Jesus was born a long time ago. so long ago
children's eyes opened wide, their jaws dropped and their little lungs quickly
have
story. Many stories are extremety imaginative and speak of strange worlds. For example. of a wortd with frightened little pigs that talk and a wolf who huffs and puffs.
DOD By creetie , an imaginary
world, these stories help little children deal with the real fears they experience. The setting I have des-
cribed is an excellent one for
teaching children by Bibkt, especially if older children and adults are present. In this setting of wannth and trust chikfren listen. interrupt with questions, make
Father Eugene La Verdiere. ODD
comments and ask to he.er the story all over again.
\c
Christians.
Concretely, how can this be done? Here is a suggestion for the ear1iest years. Children love stories. And they love to have stories ,-t to them. I have spent
many hours seated on a
couch with a little nephew
huddted close listening to a
Stories about creation. the flood. the shepherds at Bethlehem and the Prodigal Son all are excellent. Read the stories simply. Thon let the chitd's comments and questions guide the teacher. Children must hear and learn the story. They have a whole lifetime to leam what
it means.
Once. in that kind of home setting, after I had read the story of the disciples of Emmaus, the parents asked their children what it meant to them. A teenager ans-
wered: ''ltmeansatottome
because I can see my par-
ents' faith." What had impressed him was the attentive look and the farth of his parents as I read the story to his litde brother and sister seated on either side of me in the IMOQ room. That pretty well sums it up, doesn't rt? Along with telling children about the Bible and its stories, we need to show them what the story looks like in our own lives. Extensive knowledge and teaching techniques help, but they are of no use unless the Bib4e story has become
the storyteller's own story to a certain extent. Teachers are transparent to children, especially at home where they can see us in every mood. What is important is not that vve be perfect but that we accept
our inadequacies, reach for fuller understanding and try to live and love like Jesus did. We then become signs of hope for children.
warm James memorable story of a beloved schoolmaster probes one of the most attractive qualities of a great teacher, namely, the capacity to love one's students. An incident surrounding Chips' entry into his 60th year illustrates the point. A brash and pompous new headmaster dislikes Chips whose popularity threat· ens him and whose old· fashioned methods of teaching offend him. The headmaster confronts the venerable teacher and demands his immediate retirement.
DOD
When th, students and faculty hear about this, they stage a protest, write letters to parents and board members, and tnnst on a reversal of the decision. Soon thereafter the chair· man of the board arrives and assures Chi1>5, that he will not have to retire. "You see, Chips,'' said the board chairman, "we all love you." Why did everybody love
The Holy Spirit offers to parents, teachers and reli1ious educators the gift of teachinf. It is a gift designed to teach students how to lore aml to teach them the fntth. Jesus is remembered as a teacher as well as a Sariour. He tau,ibt pftOllle how to lore •nd M t,u�hl the truth •1 word ind ex,mple.
Chips? Because he loved. his students. The Holy Spirit offers to parents, teachers and religious educators the gift of teaching. What is the substance of this precious gift or charism? It is a gift designed to teach students how to love and to teach them the truth. Jesus is remembered as a teacher as well as a Saviour. He taught people how to love and he taught the
By
Father Alfred McBride
\c
truth by example.
word
and
DOD Truth and love, these are the goals of the char-ism the g1fl -of teaching. Jesus was living love and living truth. He did more than say, "I have the truth.'' He added. "I am the truth." Jesus went beyond explain· ing the commandments of
When Nancy and Barry Campeaux: moved m the first year of their mamage. he dutifully went to the presbytery to register wnh their new parish. It was then
that he inadvertently launched NS wife's career Told of the mission's urgent need for catechists, he signed her up to teach second grade. Twenty-three years later Mrs Campeaux is std I at itas director of religtous
love. "I am the way and the life," he said. In the greatness of his teaching, Jesus demon. strated that love and truth are taught by the way we treat and touch people. He showed people truth and love in action. Christ's religious education lectures and sermons were matched by a living dem. onstration of a loving, hon. est, trusting person. Pope John Paul II wrote an extensive essay on the meaning of the charism of teaching in "On Catechesis in Our Time." He says that a religious educator is offered the gift of teaching from the Holy Spirit. This gift enables the teacher to call students to "say 'yes' to the meaning of Christ." In other words. the student is summoned to accept love, forgiveness and truth from Iesus. This is a personal surrender that is broader than a mental acceptance of abstract teachings. though this indeed rs part of one's commitment to Christ.
DOD Such a r.all to students requires that the teacher also has satd "yes" to "the
mi� a week wrth another aster, v,srtmg 16 schools to teach rehg1on to public school choldren
DOD After that e,perience Sister Moran wanted to pursue rehg,ous education "in a more profes.st0nal way". 11aci< on Ireland she com· pletad a master's deg ...
in
religlOUS saence. Today she
educabon.
DOD Even when she wanted to
qurt her catechist's role she
couldn't. She laughingly recalls the first Sunday in a
new parish after her family had moved. By that tllne,
By Cindy Lieb hart
cetectnsmq had become
something of a family affair. But the family had deaded to rema,n anonymous m the new parish for awlule.
DOD Then the pnest announced a need for catedusts. "He means me;" Mrs Cam· peaux thought. and plunged '"again.
Sister Geraldine Moran taught shorthand when she first entered the Congregation of the Holy Faith. Somewhat later she was to be assigned to a New Zeeland "motor rrnssion". For four years lhe tnMllled 600
8 The Record, Sep1ember 10, 1987
IS rel,goous educa1JOO dire<· tor for two panshes.
Two years ago Claire
Winder left her job as an engineer to work. lull urne and Without pay. to buid...,
religious education pro·
grams. Only a few Y"'� .. � .. r several family
cnses
had caused her to q"""'°" the meemng of farth.
DOD
But Mrs Winder e;:pe· nenced a reawakening through on-.,ent
in; ninewal
chansmatJc as as through Renew, t11t per· ish renewal program- 5116
meaning teacher must treat students with love, honesty and trust. God loves people mainly through other people. The teacher is a signlficant person in the life of a student. And the student will notice whether the teacher lives by the love and truth that are presented.
ODD I
The pope also insists that the teacher communicate an identifiable body of Catholic truth. Therefore the teacher must not practice a selective Catholicism that treats only the teachings the teacher likes.
ODD Such teaching will be effective when rt occurs m a context of a community that lives the Gospel. ThIS implies worship experience that touches the heart, a parish community that is alive with love and a commitment to justice. It also implies a teacher com· mitted to loving students. A powerful mix indeed!
came to feel she was called
to - to the Gospel ..
a religious educator For· mally named director of religious education last October. Mrs Winder is wortung toward certification through the archdooe&-
san catechetteal institute and hopes eventually to pufSU8 a master's degree in theology.
DOD Baing a catechist today goes beyond what one first expects, according to cate-
chists I spoke wrth. The
teacher often beconies a companion, a model. a friend. "It's not enough to hand out a text. Kids want 80ffleone to flesh out farth for them," sate! Ann Creighton, religious education coordinator. A religoous educator
shows young people "then, is a Chnstian way of lrw,g, how what they read In the Bible or hear m class fits into life .••
DOD Pat Andrews. director of relig10U$ education. - her role as shanng her farth wnh students and helpmg them begm to explore their own n,la1ionsh1p wnh the Lord. This pu1S the catechist on the line, she said. "If we talk to children about praver. but don't have a pe.--..1
Children fore stories. And they lore ta hare stories read to them. By creatin1 an imaginary ,rorld, these stories help little children deal with the furs they experience. Stories are an excellent way to teach children about the Bible. In tllis settiaf of warmth and trvst, dtildrH trust, inten-u,t ,ritlt questions, make comments and ask to hear the sto,y all orer again.
praver hfe, we're not go,ng to be effective, •• Mrs Campeaux beleeves a cruaal task is to bring students "to an awareness of
Jesus' presence 1n other people." nus challenges the educator to examine her own actions and attrtudes toward others. Thus. catechists themselves grow and change in unexpected ways. ThoE I spoke with cited a better understanding of faith and a deeper prayer life. Mrs Campeaux. who calls hersett an mtrovert. sa.d that as a catechist she grew in her abilrty to relate with people and be available to them.
DOD
There are common frustra· tJons for catechosts: wondering if they are getting through to children or teens; � of consistent participation by parents on a ch,ld's rel,gous education. Yet there are rewards seeing families celebrating
then faith together after months of preparation for a first sacrament; having a student come in for per· sonal advice or Just to talk. "So many other subjects
are in a book. they are attainable skrns." Sister Moran said. "But t&M:hing religion you're really in touch with life ... You're participating in giving life where life really matters in the depth of a person's
faith."
Teachers of the Education Brief B •I b I e
Apollos was a brilliant Jew, product of the famous schools of rhetoric which flourished at Alexandria in Egypt. But there was more: "He was both an authority on Scripture and instructed in the new way of the Lord ... He spoke and taught accurately about Jesus, although he knew only of John's baptism. He too began to express himself fearlessly in the synagogue. When Priscilla and Aquila heard him, they took him home and explained to him God's new way in greater detail" (Acts 18:24-26).
Priscilla and Aquila were a dedicated husband and wife team who played an important role in the early church. They were teachers, endowed bv Christ with a special gift. Many indications in the New Testament reveal that teachers formed a recognised
and highly esteemed official group in the various communities. When St Paul listed some recipients of special charisms, he gave teachers an honoured place: "Furthermore God has set up in the church first apostles. second prophets, third teachers" (I Corinthians 12:28).
by Father JOHN CASTELOT
First, the role of teachers was dist inguished from that of preachers. The latter drew people to Christ and prepared them for the gift of faith and for incorporation into the Christian community. This initial instruction, however, was quite rudimentary. There was still a great deal to learn and it was at this point that the teachers took over. In the first days of the church, teachers basically seem to have worked out of the Old Testament, in its light demonstrating the role of Jesus in God's plan of
"A �teches,s capable of leading the •dolescent to
re---examine bis or her life
salvation. The various communilies treasured the teaching of Jesus as interpreted by the apostles; other accredited wttnesses and teachers were careful to hand this on faithfully. Respectful of tradition and careful not to depart from it, teachers enriched it with fresh insights into the unfathomable mystery of Christ. But Christianity was not just a body of doctrine; on the practicaJ level, it wasa way oflife. Accordingly, teaching had to deal with ethical questions, problems of everyday conduct, a conduct markedly different from that of the rest of society. This especially was true of those who bad formerly been pagans.
In becoming Christian, they embraced a person, they "learned Christ." This would have been the ultimate aim of the teachers: to draw their fellow Christians into an ever more intimate personal relationship with Christ.
and to engage in dialogue,
a catechesis that does not
ignore the adolescent's great questions � selt-
giYing, belief, love ••d the means of expressing it constituted by suuality such a catec•esis can be decisire- • (Pope J<Jhn Paul II in *is 1979 •postolic
on
exhortation
utechet,cs.)
Sister of the Blessed Sac-
rament Gilda /Ilario Bell had just come from a draining, but producbre session with the senior class of a Catholic girls' *igh school. For four 1e1rs the girls had been inflicting emotional ,rounds on one another unUI tlle entire class was
dir,ded.
Through a series of group
exercises
Sister
Bell
helped the girls confront tltemselres and one another, admit hurts. asli forgi,eness and ltegin a process of reconciliation.
At tbe parish Sister Bell wor*s wiUt the confirm• lion and high school reli· gion
111agr1ms,
and
adYises a newly forming JOPg adult ,....,,.. She is also w""'ing to de•elop a mOftl for hig* sdMol relj. fious HUUtiM.
Bui ii a Higllbo,,rf,ood of high ..._1.,me,rt. pant druf ,.,.O<Wction Mil prostitutio<I .,,, •
•s•,
r•....
rising crime rate, her wori: re•cbes be1oed the catechist's traditional duties. For example. Joung preg· nant teens sometimes come to her tor help.
What does she do U..n?
She reassures the ,ocmr woman thJlt d<,spile hari11r
made a mistake slle is still
lorable and tbf there 1.s
someone wbo cares aboat
ber. Then Sist,r Bell hips the 1oung woman f,ce the
responsibilities of the pregnancy. If necessary
she will go wit/I the teen ,rhen she informs lier par· eats to help them see "wbt that child nff<ls is more laring, not rejection".
Young people often come to her prirately with
.,...s-
tions about a particular
•sped of f•itlt or • situation in their livn..
"Faitb is a foreign ,,. guage to them," she said. "111 a world where people SIJ 'drugs are the •-c• of my strea,:tll', or tsex is', or tGucci is', t#Jey haYe diffl. culty distingvishinf wbt Is
Christian ••d what is .. t Tiley su Christianity as .,,, unattainable goal."
U/limatel1 Sister Bel/ /ielieres it is lier role to get 1o,mg-leto seethe �ift of themse/res and to Hip tllem fem, to �•te,
,___,respect otGed.
the rift
"l hree1 lien so""""• ,.,,,_ utecllist •s a lull· time frifffl. • she s,id.
lhe Record, September 10, 1987 9
In National Aboriginal Week Father Laurence During Aboriginal Week, Father Laurence Bissett, Missionary of the Sacr d Heart and parish priest of Bathurst lslan , refl cts on the uestions he is sked ab ut Aborigines. Father Bissett and two other S cred Heart fathers are in Perth to ttend the three month c urse on /coho/ism t the Ho/yo ke Institute. F ther John Fal/on of elville Isl nd ttended e course last year. Aborigines themselves re running successful anti-alco ol programs Bathurst nd Melville Islands. Father Bissett said that ecause if was borigines, e n is fellow riests ee ed to un erstand for themselves nd for he A origi es, the w iy to deal with t e ro lem.
u e
Loving an ahead o
It had been a most plea- a d m graciou h ts. You O ?" sant evening meal - one of now, do the do an I'd heard the que lion many the many have enjoyed time. with families since arriving It reflected the my te that is in Pe h from gui u b ri inal lif Bathurst Is an . ut th que ti n imp r had to ri : 'But hat do the' D ?"
Bissett answers a much asked question
.
·ng is put aterial deeds
seen to be doing important work. theology very easy to relate to my I was reminded of a little ditty: experience among Aborigines. "What you say is imp rtant Before doing, there are the two What you do is more important initial steps of Being and Loving. What you are is more imporI feel Aborigines relate better to Being than Doing. Or what they tant still But what you lo e is the most Do reflects more readily what they Are and whom they Love. important of all". I find that part of philo ophy/ To me borigines are people in
-
a community, in a relationship to each other, in their law and their land. The most important thing they Do reflects the relationship their songs, dance, ceremonies, their giving and taking, their hunting and food gathering, their teaching of the law. They are most at peace when re and when
an
p
0
ar
or the
ant t live in din to ru ht thr j b to nd the famil
hi h i
.H
the
By BOB BOYL
II
OPTO
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87
1
ECO D CLA SIFIED ��lJlJ�[fil�=====� Support Vietnam Women's views ADVE I EME T from Marie CLARKE, Herne Hill
captive
from Father 8.G. O'Loughlin, Cottelsoe
Sir, The Record (July 30) published my letter to the Vietnamese Ambassador on the imprisoned co-adjutor Archbishop Saigon, exhorting readers to act likewise. May I now correct the address of the Embassy of the Republic of Vietnam to 6 Tirnbarra Cres., O'Malley, A.C.T. 2606. I also wrote to th Minister for Foreign Affairs, Mr Hayd n, concerning Australian Go rnemnt action. In reply I was assured that
"the fate of Archbishop Thuan was personally raised by Mr Hayden with the Vietanmese Foreign Minister. Recent enquiries by the Australian Embassy in Vietn m were unsuccessful in obtaining an answer as to where and on wh t terms Archbishop Thuan was being held" In his prison cell Archbishop Tuan yearns for our prayerful support and concrete efforts to obtain his release. I exhort readers of The Record to wnte to the Vietnamese Ambassador at the above address.
Material submitted to The Recod shouldpreferably be typewritten or clearly and legibly handwritten, at least triple spaced with wide margins, in upper and lower case, and in style for the section for which it is intended.
Sir, The Record (August 27) in two stories, "Mother Teresa Charms the Soviets" and "Radicals? ot Us" shows beyond dispute the enormous chasm that ha� developed among women religious in the church. Mother Teresa has never indulged in the ranting babblings of feminism - a nice word for male gender loathing, that cloaks an inadequate female personality. She (Mother Teresa) and her nuns have so much of God's work to do. combined with their spiritual life of loyalty to vows and prayer. Legions of Catholics throughout the w rid are not stupid nor blind; they (too) note the two varieties of religious women we now behold. For example: those who retain the veil rsus those with costly or fashionable coiffures; those who retain the habit of the order versus those with tailor made gowns and f ashy footwear; those who remain clothed as nuns versus those who for "social reasons" change their "at home" clothing when the need arises. I was a district nurse and witnessed (no by choice) the very origins of the Womens Electoral Lo by and had the exp rie ce of having to wo with their militant cohorts. Hence my knowledge has always en first hand, an I can assure rea ers that in many instances the truth rs often utterly unpl asant To m m rs of the WAT.AC. I a if Our Lord J sus Chn , Son of ary, r ferred to God as 1s Father, then by wh t r ght do they pr sume the o incorrectly 91 n to e faithfuP a Catholic would surely do
Ra ca a
from Brian PEACHEY, Wood/. nd.
** Dou Ii vi wh ding will be c /. br. ted in St Law" n church 8 t. c tt on October 31. ri ht·
Lorna Arnold of East C nnington r d Garn t Gr. gory of Palmyra who r. to m rried in Our L dy of F. tima church Palmyra on Oct r 24. lo :
2
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7
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NEWS P ODS HIS FAIRBRIDGE TOP CLAIM Y TO PLACE ABROAD Fairbridge farm is the site for the 1988 Bicentennial Catholic Youth conference. It is hoped to attract at lea t two members from every We t Au tralian parish. A team of young p ople have been working for everal months planning the content and encouraging participation from all mo •ements and organi tion . It loo like b ing big hit a th 1985 IIY conferen e , hich attracted 300 youn C tholi . For inform ti n ring 328 878.
1 'atalie Wieman, Queens Park youth group ecretary, is on the ball in her new job and thi wee informed Youth Forum of the 1987/88 St Jo eph's youth group committee member. The ne, · chairman, Warren Rm on, i a i ted by Terr r Berrken . The trea urer is far Brown and the committee members are Lu Fo le, ndrew Wiem n and Wayne Goorty. Rumour ha it that Qu n Park i the mo t efficient and id
Camp
nva
by PAUL BABICH
WA um mer rogram
ookings close Sept 23 Ring328 9878} r
information
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Welcome to the;;�;i;;;/;d. I
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Leav s B rrac St. J tty 8.00 pm sharp Docks midnight
Cost $6.00 So
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87
13
The Locust Years. Four ars untb the Moonie · by
Jacqui William utitb David Porter. Publ bed by Hodder & Stoughton. A chanc ncounter in Fran i o bu tion
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Cooking 2 Ways by Mary
Lou Arnold,
Douglas
Marsland and Jan Wun-
derUcb. Published by Bay Books. $5.95.
Cooking 2 Ways is the cookbook that brings the cook the best of both worlds. Every recipe in this book can be cooked in a microwave or a conventional oven - the choice is yours, The introduction explains the most u eful ways of incorporating your microwave into your traditional cooking m thods. Try our scrumptiou: cakes mouthwatering de ert , family meal and casseroles for those special occ · ons. Easy to follow recipes and uep-by- tep in .trucrion ac ompany each and every recipe; micr wav instru tion are highlight d for easy
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Tb Far Road by Georg Johnston. Pub/I bed b
.95.
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Liberation
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roll. Publi bed b , EJ. Du_· Pty. ua. 9.95.
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The Illustrated Kiplln edited I, • 'ell PbUip. Pub· bed , Colli . HB $35. ne of the Rudyard Kiplin m t intriguing fall popu· lar writers in Engli h i a toryteller of unique geni . He i at a poet of great po ·er and deli a y, This fabulo lection of ru the
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by PETER MESSER
Sept mber
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Visitation and Confirmation Kel erberrin, Arch · op Foley. Confirmation Trayning, Archbi-· shop Foley. Confirmation Scarborough, on. nor Keati . Confirmation Kel rbe in, Archbishop Fo y. V tation and Confirmation Gooma 'ng, Arch . pF Ma for 70th Anniv r ry of Prof of Bro
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PALMYRA: Holy Hour will b h Id from 3pm on Sund , S pt mbe 13 t Our Lady of Fatim church. Fath r Dowling wil offici . For furth r inform ion phon 339 2744. KELLERBERRIN: lnhonourofth M ri Ye r.Fsth rKevinD i nvite II to come to Yorkr, in Rock on Sund , S pt mber 27. The eel, bration will ststt 10.30 m with procession recitation of th Rosary followed by M ss. Barbecue in th ttemoon: pie se brng own food. For furth r inform hone (096)38 1042. LYNWOOD: At St Jud 's church
of Good Counse
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