The Southern Cross - 110608 by The Southern Cross

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June 8 to June 14, 2011

Cleaned up: The Bible in soap

Pentecost: Our share in the divine – let our faith be renewed

Page 6

By JoHn THAViS

no 4729

Redemption of a prostitute

Pages 25-26

Condoms ‘failed in anti-Aids fight’ ACK-TO-BACK speeches at a Vatican Aids conference illustrated that condoms in Aids prevention remains a sensitive issue for both Church officials and international health experts. Michel Sidibe, executive director of UNAIDS, told conference participants that he was delighted when Pope Benedict in his recent book-length interview Light of the World hypothesised that use of a condom to prevent infection could be a first step towards moral responsibility. As Vatican officials listened with rather pained expressions, Mr Sidibe quoted the relevant section from the pope’s book. “This is very important. This has helped me to understand his position better and has opened up a new space for dialogue,” Mr Sidibe said. A few minutes later, Archbishop Silvano Tomasi also quoted from the pope’s book— the part that began: “We cannot solve the problem [of Aids] by distributing condoms.” Like other Church officials, Archbishop Tomasi, the Vatican’s representative to United Nations agencies in Geneva, took the view that condom campaigns have failed to tackle the fundamental issue of irresponsible sexual behaviour in the spread of HIV. The two-day conference was billed as a forum for clarifying pastoral practices when it comes to the Church’s efforts against Aids. No guidelines were issued, but they may come later; the Vatican typically lays down principles at a gathering like this one, and specific instructions may emerge somewhere down the road. One thing, however, was already crystal clear: Whatever the moral arguments over an individual’s use of a condom for disease prevention, the Vatican has judged condom promotion a failure in the battle against Aids. Several speakers cited data to show that countries in Africa that rely primarily on condom campaigns have not stopped the spread of Aids, while the continent’s “success stories”

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16-Page Catholic Education Focus

have featured a strong emphasis on sexual responsibility. Edward C Green, the former director of the Aids Prevention Research Project at Harvard University, told the conference that there was a growing international consensus that Aids can be controlled only by changing patterns of sexual behaviour. This is not simply a moralistic point of view, but one based on practical effectiveness, he said. Dr Green said that while faith-based organisations have worked successfully to change high-risk behaviour, they sometimes are denied international funding because they won’t support condom distribution. “Willingness to promote condoms should not be a litmus test for working in Aids prevention,” he said.

everal speakers at the Vatican conference said the Church supports greater access to medical care for Aids patients in poor countries. Antiretroviral drugs have proven very effective in treatment but are too costly for many Africans. Dr Green cautioned, however, against thinking that drugs are the answer to Aids, because most countries simply can’t afford it. Instead, he urged support for “simple, lowcost, sustainable and culturally tailored solutions” like behavioural change, and less reliance on “the multi-billion dollar industry of biomedical research and pharmaceutical companies, hospitals and clinics”. In a keynote address to the conference, Archbishop Zygmunt Zimowski, head of the Pontifical Council for Health Care Ministry, said it would be a mistake for the Church to drop its insistence on sexual responsibility and to support all anti-Aids measures, with the idea that “the end justifies the means”. Like others at the conference, Archbishop Zimowski said he was intrigued by recent advances in early antiretroviral treatment of Aids and evidence that it dramatically lowers the risk of transmission. At the same time, he Continued on page 6

Learners at St Joseph’s Marist College in Cape Town release balloons during a fundraising event. in our 16-page supplement on Catholic education, we look at issues such as national education policy, religious instruction, mentoring, Catholic identity, transport, rural schooling, exchange students and much more. We also provide an overview of Catholic education at a glance. (Photo: Claire Mathieson)

It’s John Paul II – The Musical By SARA AnGLe

MUSICAL prepared for World Youth Day about the life of Bl Pope John Paul II, is touring Spanish dioceses in the days leading up to event, which will be held in Madrid in August. The musical, titled Fear Not, covers the early years of Karol Wojtyla, the young boy growing up in Poland who became the first Polish pope. It discusses his love for theatre, college years, love for his family and friends, experience during World War II and career as a college professor. The show culminates with his election as pope in 1978. “I believe my life, and the meaning of it, is with God,” the young actor playing Wojtyla says during the performance. Through music, dance and spoken word the musical is designed to attract young

audiences and teach them about Bl John Paul’s rise to the priesthood and inauguration as pope. It also shares messages of hope, faith and love. The original script was written by Spanish journalist Agueda Lucas, and several musicians collaborated on the musical score. The cast includes more than 70 actors, actresses, musicians and dancers who perform 13 songs during the musical as well as the official World Youth Day song, “Strong in Faith”. The trailer for the show has already received more than 2 000 hits on Gloria.tv, the Catholic video website, and hundreds of views on YouTube. The final performance will be in the Madrid Arena on August 17, during World Youth Day.—CNS

Anglican-Catholic talks resume By Cindy Wooden

A Fr Peter Knox SJ addressed the priests of dundee diocese during their meeting with Bishop Graham Rose on the Hope&Joy initiative, a grassroots-based network designed to facilitate adult Catholic education on the basis of the teachings of the Second Vatican Council. At the meeting, Fr Peter Cullen recalled the excitement of receiving the council teachings “hot off the presses” as a new era of meeting and dialogue with modern society. Bishop Rose expressed his support for Hope&Joy.

FTER a six-year hiatus, the official Anglican-Roman Catholic dialogue has begun a new phase, looking at unity within the church and at the way Christian communities deal with moral questions. The third phase of the Anglican-Roman Catholic International Commission, known as ARCIC III, at an ecumenical monastery in northern Italy. Pope Benedict and Anglican Archbishop Rowan Williams authorised the new phase of the dialogue, which is focusing on “the church as communion, local and universal, and how in communion the local and universal church come to discern right ethical teaching”. Since ARCIC II finished its work in 2005,

the Anglican Communion has been experiencing strong internal tensions over the ordination of women as priests and bishops, the blessing of gay unions and the ordination of openly gay clergy. Differing positions on those issues also has created a sense that Anglicans and Catholics are growing further apart, rather than approaching unity. A statement issued at the end of the meeting said the commission hopes to use the “receptive ecumenism” approach in its discussions, an approach “which seeks to make ecumenical progress by learning from our partner, rather than simply asking our partner to learn from us. Receptive ecumenism is more about self-examination and inner conversion that convincing the other”.—CNS

LOCAL

The Southern Cross, June 8 to June 14, 2011

Pentecost rally in Johannesburg Bishop to lead 2012 pilgrimage STAFF RePoRTeR

VERY year Catholics around the world celebrate the birthday of the Church: the feast of Pentecost. This year the archdiocese of Johannesburg will do so with its annual Pentecost rally. Hosted by Our Lady of Lebanon church in Mulbarton, organiser Colin James said the rally is an opportunity for people from all walks of life to get together to “praise and thank God for what he has given us—his Church”. The theme this year is from

John 15:16 (“You did not choose me, but I chose you and appointed you to go out and bear fruit—fruit that will last”). The rally has been running for nearly 30 years and, while they are usually associated with the gathering of charismatic Catholics, Mr James said Catholics should not be shy and should join in as “by virtue of our common baptism we are all charismatics”. n The rally takes place on June 12 at 13:00 at Our Lady of Lebanon church in Mulbarton. For more information contact Colin James 083 676 2189

Fundraiser held in Kimberley VUSi TUKAKHoMo

EOPLE from different church sodalities took part in the Kimberley Diocesan Development Association’s fundraising event, also known as a Mojikelelo, at the shrine of Our Lady of Fatima in Galeshewe. “The aim of the project was to financially assist churches in their fundraising efforts,” said Mmatsi Smous, the project coordinator. Sodality and parish representa-

tives came from as far afield as Mafikeng and Kuruman. The attendees included Sacred Heart, Catholic Women’s Association,Kimberley Church Choir, Beginning of Wisdom sodality, Kimbereley Youth Choir and Catholic Women’s Nurses. The participants also included the four parishes of St Boniface, Our Lady of Fatima shrine, St Charles Luanga and St Peter’s. Each sodality donated money in massive envelopes while singing .

By CLAiRe MATHieSon

N 2011 international pilgrimages for the youth have been encouraged, but in 2012 the pilgrimage highlight of the year is “for everyone”. The 50th International Eucharistic Congress 2012 is set to be held in Dublin, Ireland, and the Southern African Catholic Bishops’ Conference (SACBC) has encouraged South Africans to consider it as a pilgrimage site next year. The Eucharistic Congress will bring together clergy, religious and laity to take part in various devotional ceremonies to promote an awareness of the central place of the Eucharist in the life and mission of the Catholic Church, through adoration of the Eucharist and other devotional ceremonies held over a week. Fr Chris Townsend of the SACBC’s Office for Communication and Media said Eucharistic congresses are opportunities for Catholics to learn more about the Eucharist and to worship our

Eucharistic Lord Jesus, the Word made Flesh. International Eucharistic Congresses are organised by a pontifical committee. According to Michelle Jardim of Micasa Tours, the official tour operator of the pilgrimage sanctioned by the SACBC, it will be a pilgrimage of “exploration and reflection”, based on the theme of the congress: “Communion with Christ and one another”. The official IEC website (www.iec2012.ie) said the theme would “contribute to an enriched understanding of the Eucharist as true personal Communion with Jesus Christ and to a renewed understanding of the Church as an essentially Eucharistic community”. Ms Jardim said everyone was welcome to attend, but the congress would be of particular interest to priests, religious and members of parish pastoral councils or liturgy committees “who hope to be involved in the general areas of

parish faith development”. The pilgrimage will be led by Bishop Mlungisi Dlungwane of Mariannhill, and will include the participation of other bishops, including the Irish-born Archbishop William Slattery of Pretoria. The pilgrimage will also include a stop in Lourdes, France. Fr Townsend described it as “something worth getting excited about”, with international interest growing. In addition to the IEC celebrating the 80th anniversary of the 1932 Congress, also held in Dublin, it will also coincide with the 50th anniversary of the inauguration of the Second Vatican Council. Fr Kevin Doran, secretary-general of the congress, told Vatican Radio that people are being invited to take part in a journey of pastoral preparation in advance of the congress. n For further information contact Micasa Tours: 012 3420 149 or email michelle@micasatours.co.za

Alessio Pio Giuricich of St Theresa’s parish in Camps Bay, Cape Town, represented South Africa at the 2011 intel international Science and engineering fair in Los Angeles. Competing against 1 600 competitors from around the world, Mr Giuricich was awarded first place for the best project in Psychological Science and second place in the category of Behavioural and Social Sciences for his instrument that measures one’s dependency on sugar and its relation to brain development in adolescence. Mr Giuricich will have a minor planet named in honour of his accomplishments.

MICASA TOURS

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Limited place available!! Tel: 012 342 0179 / 072 637 0508 (Michelle) E-mail: info@micasatours.co.za

LOCAL

The Southern Cross, June 8 to June 14, 2011

Priests take on 7 Habits Roads to development F S STAFF RePoRTeR

By CLAiRe MATHieSon

IXTEEN priests from the archdiocese of Cape Town participated in a four-day leadership training course conducted by Rural Development Support Program (RDSP), an associate body of the Southern African Catholic Bishops’ Conference. The course is based on Stephen Covey’s “The 7 Habits of Highly Effective People”. It aims at helping participants to move from dependence to interdependence. The RDSP has facilitated this training with priests and religious in the SACBC territory for the past three years through the generous support of the German funding agency Missio Aachen. The RDSP has had religious superiors and bishops participate in this training, including Archbishop Stephen Brislin of Cape Town, Bishop Edward Risi of Keimoes-Upington and Bishop Sithembile Sipuka of Mthatha. This course lets participants explore how they see and interpret the world. It aims at creating a greater awareness that in everything we do, we are working with people and that it is therefore important that we all see things differently, we all have our own paradigms. Throughout the training of each habit, participants engage through exercises, reflections and case studies, with the guidance of RDSP’s facilitators. Feedback indicated that participants at the Cape Town course felt that the training was beneficial, saying that it will assist them in their personal lives as well as in their ministry. Most felt that the course was practical, relevant and

ATHER Peter Knox SJ has raised concern about the state of South Africa’s roads and in turn how they represent the country’s development. In an entry on his blog (www.jesuitinstitute.org.za) he said his worst road experience was on a recent visit to Kinshasa in the Democratic Republic of Congo where he witnessed massive potholes “large enough to swallow a medium-sized car” on a simple trip to the DRC’S international airport. But second to the dangerous roads of Kinshasa, Fr Knox admitted to having a similar experience at home in South Africa. “I had a similarly unpleasant experience driving home from Newcastle last week. My car practically rattled to pieces,” he said. Fr Knox was travelling on the north-west KwaZulu-Natal roads where one of the country’s biggest coal mines is found and therfeore populated by trucks. “The roads are continually travelled by coal trucks, which have damaged the tar surface to such an extent that it is necessary to constantly dodge and weave around the holes,” Fr Knox said. “When passing trucks were not actually dropping their precious cargo which went bouncing over the roadway perilously close to head height, they were throwing up stones to impact the windscreen.” Fr Knox said the state of the roads raised a question on development: “For our country to compete in the international market which provides jobs and income for some ordinary citizens, it has

Priests from the archdiocese of Cape Town attend The 7 Habits of Highly effective People training course, facilitated by Rural development Support Program. They are photographed with Brenda Snyders, the training coordinator of the RdSP.

easily implementable. Participated indicated that they have begun to implement their new insights in their lives. There is an awareness that if they are effective priests, then this will overflow into the parishes, deaneries and diocese. Some participants even suggested that every priest should attend the training course. The RDSP works nationally, building the capacity of rural community organisations and faith based organisations. The organisation provides various training

courses tailored to the needs of beneficiaries, including modules such as planning, financial management, fundraising, report writing, parish pastoral council training for rural parishes and counteracting gender-based violence. The second aspect of the RDSP’s capacity building is to conduct organisational development sessions on-site, which include evaluations, needs assessments, development of performance management systems and assisting new organisations in their formation.

to have reliable means of transportation,” he said. Another part of development comes from power—which involves shipping coal to the power stations of Mpumalanga by means of trucks use the roads which in turn will take a heavy toll on the condition of the roads. “In our industrialised economy we have come to expect sound roads. Roads are built with a certain anticipated lifespan which involves regular maintenance and constant vigilance of the weight of the freight being transported.” While the shipping system has posed a problem to the roads of KwaZulu-Natal and Mpumalanga, Fr Knox asked what excuse the other provinces had for the poor conditions many of the country’s roads are in. Quoting Pope Paul VI’s 1967 encyclical Populorum Progressio, Fr Knox said the country’s development through economics and technology is meaningless if they do not benefit man. “Human beings should be the measure of all development, and not hostages to the perceived needs of economies that often benefit people hundreds of kilometres away from where technology is having its impact.” Fr Knox added: “The people of Mpumalanga contend with damaged roads, to say nothing of pollution from coal-fired power plants, so that the good citizens of Gauteng may keep warm at night.” He said to avoid the “Kinshasafication” of the country’s roads countrywide, communities will have to act appropriately through their votes and protests.

INTERNATIONAL

The Southern Cross, June 8 to June 14, 2011

South Sudan prepares for statehood with prayer By SARA AnGLe & PAUL JeFFRey

UDANESE Catholics will mark the emergence of the Republic of South Sudan with prayer and action leading up to its independence on July 9. Southern Sudan’s bishops have launched a pastoral programme with the theme “one nation from every tribe, tongue and people,” beginning, culminating with a Mass of Thanksgiving on July 10. A novena will be the highlight of the programme. The nine-day series of prayers and devotions will begin June 29, the feast of Ss Peter

and Paul. Each day will focus on a specific principle of Catholic social teaching, including human dignity, the common good, rights and responsibilities, the preferential option for the poor, solidarity, integrity of creation, reconciliation, participatory government and peace. The programme for the novena says: “It is on this basis that families, communities and our nation can be built, bringing about spiritual and social change to improve the quality of life for all groups, especially the most disadvantaged.” The bishops said the novena programme will be used in all dio-

ceses across the South, but is adaptable for use worldwide. Each day during the novena, a daily national prayer will be said, thanking God and asking that Sudanese people “overcome hurt, hostility and bitterness in our hearts so that we become reconciled citizens in our new nation.” Other events to be held during the 40-day celebration include a day of reconciliation, a day of fasting and prayer, and friendly competitions in art, music and poetry among Catholic schoolchildren and parish youth groups. Activities will include a prayer and cleaning day on July 8, and a special meal is scheduled in communities that evening. This programme is similar to last year’s peace and prayer campaign before the January vote for independence. That campaign became an international ecumenical effort. More than 98% of voters approved independence from Sudan in a January referendum. Meanwhile, terrified families have fled further south from the ravaged border town of Abyei as north-

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ern Sudanese troops burnt houses and fire artillery at retreating groups of civilians, according to Fr John Oryem, coordinator of the Justice and Peace Commission for the diocese of El Obeid. UN officials said up to 40 000 people have been displaced by the new assault. Fr Oryem said Khartoum wants to hold Abyei as a bargaining chip to gain additional concessions from the Juba-based government of Southern Sudan. The invasion of Abyei was a “premeditated and well-planned”" operation, according to the Satellite

Sentinel Project, which uses satellite photos to observe developments in contested areas of Sudan. The group documented a buildup of tanks, helicopters, and military personnel along roads near Abyei in the weeks before the late May occupation. The project also claims to have documentary evidence of possible war crimes and crimes against humanity in Abyei. A referendum on Abyei’s political future was scheduled for January but never took place because of disagreements over who was eligible to vote.—CNS

Religious orders must examine ‘identity’ By JoHn THAViS

INTERACT!

displaced people gather in Turalei in Southern Sudan's Twic county near Abyei. Tens of thousands of people fled after the north Sudanese armed forces seized the oil-producing Abyei area in late May. (Photo: Jeremy Clarke, Reuters/CnS)

NPRECEDENTED social and cultural changes around the world are challenging the Church’s religious orders to re-examine their identity and their prophetic role, speakers at a Rome conference said. The changes have accelerated the process of secularisation, but they have also highlighted the religious vocation as an increasingly visible alternative to the “globally indifferent society”, said participants at an assembly in Rome that brought together 180 leaders of men’s and women’s religious orders. “We are living in a time of epochal change, impacted by the effects of globalisation, secularisation, consumerism and technology. These factors pose many challenges to religious life, calling for a search for a new identity and a new consciousness in the midst of this rapidly changing world,” Sr Mary Lou Wirtz, president of the International Union of Superiors General and

superior general of the Daughters of the Sacred Hearts of Jesus and Mary, told the assembly. She said religious orders should consider, for example, how to give stronger “intercultural witness” in a pluralistic world, how to collaborate more effectively with other religious congregations and how to better involve lay people in their mission. Sr Mary Maher, superior-general of the School Sisters of Notre Dame, said it was clear that “pluralism of religions and cultures has challenged the Church’s understanding of its relationship to the world and its peoples,” particularly in how the Church evangelises. For religious orders, she said, part of the problem was in understanding their apostolic dimension: how they are not only “called” but also “sent” into the world. “We have not arrived at a level of comfort recognising a truly apostolic, and not monastic, religious life, especially for women. We do not seem to be

able to grasp a consecrated life in the world—the very definition of apostolic religious life,” Sr Maher said. Fr Mauro Johri, minister-general of the Capuchins, said witnessing communion was the key to religious life and the “prophetic sign” the world needs most. “In order to represent this sign it is necessary that our communities take on a simpler lifestyle and live closer to the people. Only in this manner can their witness become pure and comprehensible,” he said. Fr Joseph Abella, Claretian superior-general, said the declining numbers experienced by many orders required a new and creative response. For one thing, he said, orders need to question whether managing pastoral structures established in past decades is the best use of their more limited resources today. He said globalisation is imposing synergy and greater collaboration between religious orders, and new organisational models may also be needed.—CNS

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The Southern Cross, June 8 to June 14, 2011

INTERNATIONAL

Pope: Chant is part of Catholic ID By Cindy Wooden

N giving priority to Gregorian chant and to classical liturgical music, the Catholic Church is not trying to limit anyone’s creativity, but is showcasing a tradition of beautiful prayer, Pope Benedict has said. Music at Mass should reflect the fact that the liturgy “is primarily the action of God through the Church, which has its history, its rich tradition and its creativity,” the pope said in a letter marking the 100th anniversary of the Pontifical Institute of Sacred Music. In the letter, the pope wrote that sometimes people have presented Gregorian chant and traditional Church music as expressions

“to be overcome or disregarded because they limited the freedom and creativity of the individual or community.” But, he said, when people recognise that the liturgy does not belong to an individual or parish as much as it belongs to the Church, then they begin to understand how, while some expressions of local culture are appropriate, priority should be given to expressions of the Church’s universal culture. He said music used at Mass must convey a “sense of prayer, dignity and beauty,” should help the faithful enter into prayer—including through use of music that reflects their culture—and should keep alive the tradition of Gregorian chant and polyphony.—CNS

Call to help piracy victims By Cindy Wooden

HIPBUILDERS and owners must adopt stronger security measures to prevent their vessels from falling prey to pirates, and international maritime organisations must be committed to helping the families of sailors held hostage, the Vatican has said. “The phenomenon is not decreasing, considering that already [in 2011] there have been 214 new episodes with 26 ships and 522 sailors still held hostage by pirates,” said a statement from the Pontifical Council for Migrants and Travellers. The council, which discussed the piracy issue in February at a meeting of regional directors of the Apostleship of the Sea, said international organisations

have focused on “safeguarding ships and their cargoes. Unfortunately, little attention is given to the sailors and, especially, to their families during and after their kidnapping, leaving shipping companies with the responsibility of assisting those involved”. The Vatican called on the international community to continue looking for ways to increase maritime safety, but also to make a greater commitment to fighting the root causes of piracy, which are poverty and social unrest, as seen in the concentration of piracy cases off the coast of Somalia. Addressing the sailors held hostage, the Vatican urged them not to lose hope and to keep their faith strong. Addressing the hostages’

family members, the pontifical council said they should feel free to turn to the Apostleship of the Sea or any Stella Maris seafarers’ centre anywhere in the world for support and assistance. The Vatican asked all Christians to pray that God would protect the people who work on the seas and it appealed to pirates to “stop their criminal activities” and recognise that their hostages deserve to be treated with respect. The Apostleship of the Sea, it said, is ready to work with governments, international organisations, shipping lines and seafarers’ unions “to alleviate the suffering of the sailors held hostage and to give spiritual and psychological support to their families”.—CNS

Cleaned up: The Bible in soap By JACK SHeedy

URING his 27 years building Broadway and movie sets, Ron Daisomont learned how to work with wood, metal and a variety of other materials. But with tight deadlines, patience was not his strong suit. “I’d be the guy you’d hear swearing,” he said. Now he is working with a new material, and he is learning patience. His art is biblical sculpture. His medium: bars of soap. You might say he has cleaned up his act. “I worked on all the major Broadway shows, including Cats, the original Les Miserables, the original Phantom (of the Opera), and a lot of road shows.” Four years ago, he fell at a train station and fractured several bones. It put him out of commission, and made him look for other ways to use his talents. About a year ago, he found a way. “A friend of mine took a bar of soap and carved a hand. He took another and carved another hand, so he had praying hands,” Mr Daisomont said in an interview with The Catholic Transcript, the archdiocesan newspaper of Hartford, Connecticut. “He put them on a base. I said: ‘Gee, I could probably do that.’ So, the next day I actually started carving crosses, and God gave me the name of it: Crosswerks Ministries.” Presumably, God spelled it correctly, but a computer

Two Bible-themed soap sculptures made by Ron daisomont, who calls these pieces armours of God and credits the inspiration behind them to ephesians 6:10-20. (Photo: Jack Sheedy, The Catholic Transcript) search told Mr Daisomont that there were some 1 900 companies with “Crossworks” in their names. So he settled on “Crosswerks”. Mr Daisomont’s soap sculptures range in size from 10cm to almost 30cm high. Biblical scenes include King David’s golden harp (for which Mr Daisomont uses dental floss for the strings), Noah’s ark, chariots with wheels that actually turn on axles fashioned from pen cartridges, crosses and crucifixes, chalices, gates of Samson, and more. He saves all his shavings and moulds them into tiny swords, helmets, shields and bases for his sculptures. To join several bars, he will

use a carpenter’s lap joint, fit them together, pour hot water over them, drain the water and press the bars together until they are fused. The only paint that he uses is gold paint for the chalices and David’s harp. “Anything that’s brown is instant coffee,” he said. Other colours are achieved by shaving coloured pencil leads and mixing them with a special floor wax, letting it set, and then applying the mixture with a cotton bud. Using a few simple tools, he is able to achieve the look and texture of wood, marble, granite and other materials. But, he doesn’t take credit for it. “It’s all the work of the Holy Spirit,” he said.—CNS

Spain indicts soldiers for 1989 Jesuit murders

PAIN’S National Court has invoked a special law to order the arrest and trial of 20 former Salvadoran military officers for the 1989 murder of six Jesuit priests, their housekeeper and her daughter. Five of the six Jesuits were naturalised Salvadorans of Spanish birth. In announcing the charges, the Spanish court invoked its universal jurisdiction law, which says that some crimes are so grave they can be tried anywhere.

Issuing an indictment, Judge Eloy Velasco Núñez said El Salvador’s juridical process “was a defective and widely criticised process that ended with two forced convictions and acquittals even of confessed killers”. Among those he indicted were a former Salvadoran defence minister. A 1993 UN Truth Commission report said high-ranking Salvadoran military officials were responsible for ordering the murders and ordered a cover-up.

The six priests and two women were murdered on November 16, 1989 at their residence on the campus of Central American University. The UN report concluded that units of the US-trained Atlacatl battalion forced their way into the Jesuits’ residence, ordered them into a garden, shot them and did away with witnesses, such as the housekeeper and her daughter. Spain and El Salvador have an extradition treaty.—CNS

Condom promotion ‘a failure’ in Aids fight Continued from page 1 said the very success of the drugs, especially in richer countries where they are widely available, has led people to resume high-risk sexual behaviour. Archbishop Zimowski said the success of early antiretroviral treatment in preventing Aids

transmission had brought hope to married couples where one spouse is infected with HIV. He said the early therapy has also been shown to greatly reduce the risk of transmission of HIV from mother to child during pregnancy. That means HIV-positive couples, in some circumstances, could risk hav-

ing sexual relations in order to have a child. In general, the archbishop said, the Church recognises that it is proposing “the most difficult path” in limiting the spread of Aids, but he said it was a path that respects the values of conjugal fidelity, human life and the family.—CNS

Catholic Education Focus Special supplement to The Southern Cross, June 8 to June 14, 2011 edited by Claire Mathieson

on fire with religious education The Catholic school FAQ How teachers can help fight crime The experience of exchange students new creativity in new curriculum? The need to read aloud Life of a rural Catholic school Fighting the 21st century bully

l l l l l l l l

Mentoring: A new way Catholic schools must instil Catholic identity Getting to school safely integrating deaf children into society The importance of sport in youth development School rebuilds after disaster every child a missionary Meet some Catholic schools alumni

inSide

Will latest education policy help SA’s youth? The government is changing its education policy again with the new Schooling 2025 strategy. Kenny PASenSie reviews the new policy and wonders whether it will improve South Africa’s dire state of education.

NOTHER year, another plan to fix South Africa’s education system. In 2010, basic education minister, Angie Motshekga, announced that a new long term strategy, Schooling 2025, will be ushered in to exorcise the last remaining ghosts of the much beleaguered OBE, which was introduced in 1998. The new long-term strategy aims to improve the overall quality of education. It includes better teacher recruitment, learner enrolment, school funding and an improvement in the literacy and numeracy competency scores. The driving force behind Schooling 2025 is the Department of Basic Education’s bold and ambitious plan called the “Action Plan to 2014: Towards the Realisation of Schooling 2025”. So why would this particular plan work this time around, bearing in mind that the original OBE policy was reviewed and revised no less than three times since its inception? Will this new plan speak to the challenges highlighted by the Sowetan Grade 12 learner, Sibongile Nthiyane? Sibongile delivered a damning indictment on the state of education in South Africa when she delivered a speech at the Sowetan Education Summit in March. Of the teachers she said: “They send

us to buy alcohol during school hours, which they drink during school hours. These so-called parents of ours are the ones who tend to date us these days. How can you stand in front of me and teach when you know you are dating me?” She also spoke about teenage pregnancies and drug abuse, about the lack of leadership from the department, about the ill discipline at the school, and about the politicising of the education challenges by political organisations like the Congress of South African Students (Cosas) “How can they say they represent students,” she said of Cosas. “All we see them doing is disrupting schools and causing confusion and chaos...Cosas must leave us alone. We want education. We don’t want to be involved in politics which we don’t understand.”

t would be unfair, of course, to judge the turnaround strategy just yet. On paper the Action Plan appears to be on the right track. The Action Plan is linked to the delivery agreement which minister Motshekga and all nine MECs for education signed with the president. The Delivery Agreement is based on four outputs: improving the quality of teaching and learning; undertaking regular assessments to track progress; improving early childhood development (ECD); and ensuring a credible, outcomes-focused planning and accountability system. A key focus of the Action Plan is the realisation that in order to improve the system, we need to start at the early phases of a learner’s schooling. Educationists are in agreement that Grade 3 and 6 literacy and numeracy scores are very good pre-

Pupils from a Catholic girls’ school look forward to the future. Will the government’s latest curriculum strategy replace the hurdles in the way of South Africa’s children today? (Photo: Alan Hammond) dictors of whether or not a child will go to university or not. South Africa has consistently fared badly in the Trend in International Mathematics and Science Study (TIMSS). TIMSS tests learners in different countries at the same stage of schooling every four years, and twice South Africa were last out of all African countries that participated. Current annual testing of Grade 3 and 6 literacy and numeracy competencies has echoed that of the TIMSS test with few learners making the pass grade in literacy and numeracy. The Action Plan wants the numbers of learners who pass the annual test to increase to at least 60% by 2014. The 2009 baseline for Grade 3 was approximately 48% for literacy and 43% for

numeracy. The Grade 6 learners fared worse, with approximately 37% for literacy and 19% for numeracy.

ince the announcement of the new strategy, the Department of Basic Education has already set in motion a number of curriculum changes that forms part of achieving the goals of the Action Plan. Since last year the administrative burden placed on teachers has been lifted—no more tedious portfolio files of learner assessments, less recording and reporting and fewer projects for learners to complete. As of this year the language chosen by the learner, as a “Language of Learning and Teaching”, will also be taught as a subject, or at least as a first additional lan-

guage, from Grade 1. Thus a learner has the option of learning in his or her mother tongue for the first three years of their schooling. As from 2012 the number of subjects in Grades 4-6 will be reduced from eight to six. Technology will be combined with science, arts and culture will be combined with life orientation, and economic and management sciences will be taught only from Grade 7. Other changes in store include introducing a comprehensive and concise Curriculum and Assessment Policy Statement (CAPS) for each subject with details on what content educators ought to teach and assess on a grade-by-grade and subject-by-subject basis. Draft CAPS were published in 2010 for comment. The Action Plan in places comes across as ambitious, but we sometimes need ambition to spur us on to greater things. To make the plan work, however, the Department of Basic Education must rely on its implementers: the teachers. Hopefully the department’s prioritisation of teacher development, as is evident by the launching of the Strategic Planning Framework for Teacher Education and Development, will ensure that not another Sibongile Nthiyane will stand up and speak about the same challenges five years later. Let’s hope then that the education powers that be take heed of the words of the young Ms Nthiyane and make their plan work. Let’s hope that the turnaround strategy does not become another political sideshow, and that 12 years on we are introduced to yet another plan. n Kenny Pasensie is a researcher at the Catholic Parliamentary Liaison Office.

Our Lady of Fatima Dominican Convent School Established 1954

“Children wish to make up their own minds about issues. For this they need the right guidance in order to empower them to make the right decisions. If you are looking for Christian values, then Our Lady of Fatima Dominican Convent School is the place for your child.” Quality Catholic Education ensuring that each individuals sense of confidence, self esteem and worth is valued and affirmed in our Christ-centred family atmosphere.

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An all girls’ day school from Grade 1 to Grade12 offering the prestigious I.E.B. Examination. 155 Kenneth Kaunda (Northway) Durban North Kwa Zulu Natal 4051 Admissions jdruce@fatima.co.za

The Southern Cross, June 8 to June 14, 2011

EDUCATION

Keepers of the fire: Leadership in Religious Education Good Relgious Education requires good leadership and a fiery passion, argues PAUL FALLeR.

MAGINE a life without electricity—the very blood that runs in the veins of our society making all things possible. It is so much part of who we are that a power cut leaves us dead in our tracks or, at least, fumbling in the dark. Without blood the body dies: without electricity we are as ghosts, helpless and out of touch with our reality.

STAR OF THE SEA CONVENT SCHOOL OFFERS THE FOLLOWING: 1. Education for pupils from Pre 1 to Grade 7 2. Co-educational education

There was, of course, a time—and not so long ago—when we had no knowledge of electricity and thus no access to it. But we did have fire for light, for warmth and for movement. Now imagine a life without fire: there was also such a time in history before this gift was made to humankind. Where did the fire come from? There are as many stories as different peoples that tell of how we first got fire; from lightning strike or fireball, or from the gods, as in the Greek myth of Prometheus. But once acquired, the fire needed to be protected, for its origin was still a mystery and the art of making it easily not yet discovered. Fire became the centre of human life, both in the family hearth and in the sacred fire of the community which was never allowed to die. This was the responsibility of the fire keepers whose fate followed that of the fire they were given to attend. Without fire, life is diminished: on this we will agree. But there is another, more foundational fire that I want to bring to our attention. It is the fire of faith, or the fire that faith reveals, a fire unseen by most that moves within and beyond the horizons of our world. Fire brings light. Fire warms. Fire tests an object’s worth. Fire transforms what may appear dull into something resplendent. And this is the task of education. Education can be seen as the lighting of a fire. Religious Education as the lighting and fanning of the fire of faith—that which lies at the heart of the curriculum of the Catholic school and at the heart of what it means to be human. Religious Education, too, has a hidden component we call ethos—the fire that gives life to the school, but there are also visible, concrete expressions of this in the school’s religious observances and a structured curricular programme. While the tendency in many countries today is to sideline Religious Education or place it at the service of citizenship, there are voices that announce a more positive future for the enterprise. With an air of excitement author Gabriel Moran proclaims: “Religion for the deeply committed is raw power, but its passion needs to be tempered, says Moran, by the forms and rationality of education. And so we have religious education, an enterprise which gives shape and direction to human beings from the centre of their being outwards, generating creative responses to the experiences and challenges of their lives.” Religious Education needs strong, thoughtful and dedicated leadership. “The one factor that affects the quality of RE more than any other,” according to the inspectorate in Britain, “is the leadership of the subject.” A common perception about leadership, says Bill Sultmann, the Australian executive director at Catholic Education Services, is that it involves only a few people within the organisation, usually those who hold administrative positions or those who possess governance responsibilities. However, the reality is that all within the organisation play an important role and that it is in the realisation of teamwork and interdependence among all, that the goals of the organisation are achieved. All within the Catholic school, therefore, are called to leadership. But leadership needs a focus or gathering point so that it is both encouraged and coordinated. The most obvious focal point of leadership in the school is the principal whose function it is to preserve and

Religious education has the task of lighting and fanning the fire of faith which becomes the centre of our lives. (Photo: Paul Haring/CnS) promote the school’s distinctive character. The most obvious mark of this character in a Catholic School is its Religious Education programme. Hence, the principal must take the lead in this area. In practice, however, the principal cannot take care of the day-to-day management of the subject and so he delegates this responsibility to a Religious Education coordinator who, in normal circumstances, will be part of the school management team. The coordinator exercises leadership in a number of ways—by inspiring faith, sharing the vision, building community, enriching learning, and managing resources. It is his or her task to champion the subject so that it acquires and maintains the status of a full curriculum area. The enthusiasm of the coordinator even amid daily difficulties will be like a lamp that attracts others. “Catch on fire with enthusiasm,” said John Wesley, “and people will come for miles to watch you burn.” It is the calling and challenge of Catholic and other faith-based schools in South Africa to fan the fire of faith through Religious Education—faith not so much seen as an external mark of membership, but as an inner capacity to see, with humility, beyond our limited horizons. For ultimately, said Thomas Merton, “faith is the only key to the universe. The final meaning of human existence, and the answers to the questions on which all our happiness depends cannot be found in any other way.” And if this is so, we must offer our children and young people a vibrant and meaningful Religious Education for, as Nelson Mandela once said, “there can be no clearer revelation of a society’s values than the way it treats its children.” We will offer ourselves as the wick for the lamp and the religious traditions of the world as its oil in order to light the way for our learners into the mysteries of life. n Paul Faller is the national coordinator of religious education of the Catholic Institute Of Education.

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Dominican Convent School For 100 years, dominican has drawn upon the centuries-old educational heritage shared by dominican schools and universities worldwide. dominican education is grounded in self-discipline, self-knowledge, and a quest for the truth in all things, no matter how young or old you are. dominican is an independent school, offering High School and Primary School co-educational classes. Weekly and full-time boarding is offered. Applications for 2012 are now open for Grade R, Grade 1 and Grade 8, and for limited openings in other grades. For more information, please contact Mrs. Sabrina Moore on 011-614-6943 Corner of Marshall & Boom Street, Belgravia, Johannesburg. 2043

Excellence in Catholic Education since 1908

EDUCATION Distribution of Catholic schools in SA Western Cape: 43

northern Cape: 22 north West: 21

Mpumalanga: 9 Free State: 22

Limpopo: 17

The Southern Cross, June 8 to June 14, 2011

What exactly is Catholic education? MARK POTTERTON, director of the Catholic Institute of Education, answers some Frequently Asked Questions on Catholic schools. His answers are based on a document developed over a period of two years by Paul Faller and the late Professor Peter Hunter. In a Church with over 2 000 years of history, he notes, there are no quick answers!

What is the purpose of a Catholic school?

Gauteng: 53

KwaZulu-natal: 113 Graphic: Günther Simmermacher

What is the CIE? I

N 2010, some 173 127 learners received their education from one of the 349 Catholic schools active in South Africa today. Each of these schools is based on solid Catholic ethos and a rich teaching tradition. But the schools are not exclusive to Catholic students. Only 27% of all learners attending these schools subscribe to the Catholic faith. Established in 1985, the Catholic Institute of Education (CIE) is the non-governmental organisation that oversees Catholic education on behalf of the Southern African Catholic Bishops’ Conference by delivering programmes and education services to the network of schools. According to its director, Mark Potterton, the CIE has always focused its work largely in rural and peri-urban schools, situated in the poorer, less developed parts of Southern Africa. “In South Africa, 72% of Catholic schools are public schools and there are more than 7 000 teachers and 170 000 learners in these schools, who represent diverse cultures and religions, with Catholics forming the minority,” Mr Potterton said. “The mission of the CIE is to serve and strengthen the Catholic education network so as to enable Catholic schools to offer values-based, quality

education to learners in an environment that is conducive to their physical, emotional, moral, intellectual and spiritual development as national and global citizens.” Activities of the CIE include religious education, HIV/Aids programmes, pastoral care, leadership programmes, skills development, literacy and numeracy development as well as projects on education access. The organisation also manage and support a programme that supports 2 000 orphans and vulnerable children in independent schools and 10 000 children in public schools and well as managing building projects in both South Africa and Lesotho. The CIE has offices in six of the nine provinces in South Africa: Free State, Limpopo/Mpumalanga, Northern Cape, North West and in KwaZulu-Natal. There is an office in Kokstad and a project office in Mariannhill.

THE purpose of the Catholic School is to provide a good all-round education in the spirit of the gospel of Jesus, aspiring in particular to live out its central message and challenge: to worship the God who loves us, to love and help our fellow human beings, and to learn to exercise responsibility for the world around us. Founded on that teaching, the school maintains a Catholic ethos—that is, a set of lived values and attitudes—which influences all aspects of the school's life. These include activities in and beyond the classroom, relationships among staff members, parents and learners, and disciplinary procedures.

What is the role of Religious Education in the Catholic school? AN indispensable aspect of Catholic ethos is a strong and vibrant Religious Education programme, drawn up in accordance with Fostering Hope, the policy of the Southern African Catholic Bishops’ Conference. The ethos entails therefore a development of the spiritual capacity for faith, hope and love. It also requires the upholding of the dignity of the human person, of all beings, and of all creation, with a special concern for the poor and the marginalised. Outreach to others, pastoral care for all, and celebration of the school’s religious character are of the essence of this ethos.

What role does the Catholic school play in society? THE school is concerned with preparing learners to take their place in society as responsible, honest and compassionate citizens. While classroom teaching is compliant with the objectives of the National Curriculum, the search for excellence and depth in teaching and learning is shaped by a Catholic vision of life. This means that all curriculum areas are integrated in a meaningful way and infused with this particular vision. The school is staffed by qualified, competent personnel who give witness to the school’s values and help to foster its special ethos.

Are Catholic schools only for Catholics? THE school strives to be relevant to and welcoming of all persons, irrespective of gender, race, culture or religion. It welcomes teachers, parents and learners who may not be Catholic but who respect the Catholic ethos and seek its values. Respect is accorded to the faith of all members of the school community, to their different religious identities, backgrounds and traditions.

Openness and dialogue are encouraged and practised as a means of intellectual, moral and spiritual development.

Are Catholic schools public or private? CATHOLIC schools can be either. Some are independent, private schools—some of them are wealthy, but most are located in poor communities. Other schools, known as Public Schools on Private Property, are owned by Catholic bodies, but funded by the state. Public Schools on Private Property: These are schools on Church-owned property. They were formerly called state-aided schools and now exist under Section 14 of the South African Schools Act (1996). Under agreements signed with provincial education departments the schools have the right to promote and preserve their special religious character. Independent Schools: These schools are owned by dioceses and religious congregations. The majority serve predominantly disadvantaged communities. Of these schools, 75% are in townships or rural areas often offering superior education in spite of being under-resourced.

What role do parents and community have in a Catholic school? THE school works in cooperation with parents, the local Church, the wider community and the institutions of civil society. Where the Catholic school is a public school, the governing body includes the principal, and parents (who constitute the majority), representatives of the school owner (a religious congregation or a bishop), of the school staffs and of learners from Grade 8 and above. Section 57 of the South African Schools Act protects the right of such owners to ensure that the religious character of the school is maintained. In the case of an independent school the Act makes no reference to a religious character nor to the composition of a board or governing body. The school authorities are free to make their own decisions on these matters.

The Southern Cross, June 8 to June 14, 2011

EDUCATION

Teachers can help build a better tommorrow After falling victim to crime, teacher CLAiRe BAKeR reflects on how educators can contribute towards forming good citizens of tomorrow.

WAS burgled again last week, as I write this. I’ve lost count but I think it might be the seventh or eighth time that I have been relieved of my valuables. I’ve got no worries about camels and eyes of needles. Of course, once the neighbours heard about the burglary they were eager to share their own horror stories. Stories of hijackings, armed robbery, assault, stabbings, all-night torture…it really is the stuff of crime fiction. And yet all of these things have happened to the ordinary people living in my little suburban street. And as I stood chatting across the front fence to a man whose son was stabbed seven times, I thought how lucky I was that, although I had lost tens of thousands of rands worth of my things, no-one had been hurt. They broke into my house in the middle of the night. They violated my sanctuary and robbed me of my possessions, but they left me and my family to sleep in our beds, and for that I was grateful. But what kind of country are we living in when we find ourselves feeling grateful after something like that? When we are no longer that impressed or concerned about something like burglary. You might have thought when

you read the opening paragraph: “Burglary? Come on. That’s not so bad. At least no-one was hurt.” At least no-one was hurt. My aunt has been robbed at gunpoint by gangs no fewer than three times, and when we speak of it, that’s what we say: “At least she wasn’t hurt.” The imminence of often extreme violence is so great in our life that, no matter what else happens to us, we consider ourselves lucky if we escape physical harm. Crime has become so commonplace in our society that we accept anything but the most heinous incursion into our lives or privacy. It is not just the extent of the crime, but the nature of it. We seem to have become a country predisposed to random and gratuitous violence. And more and more, people are asking the same question: Why? Why is there so much violence? Why is it so extreme? If you’ve asked this question, you have probably come across an answer that includes the word “apartheid” somewhere. But I am not going to give you the usual list of side-effects of this inescapable shadow of our past. It is easy to draw a causal relationship between poor education and high unemployment and high crime rates. But when you look at the unusual violence of crimes and the disregard with which individuals are being treated, then you see the true cost of apartheid. Apartheid is what rendered human life worth so little in South Africa today. It did so by telling generations of an entire nation that they were ugly and useless. It

inculcated into many of those it subjugated a deeply pervasive lack of self-worth. What we are seeing in South Africa today is a profound lack of respect. Not the kind of lack of respect that your grandmother accused you off when you gave her lip. It’s something far deeper and more dangerous than that: lack of self-respect. Why respect the law, or other people’s property, or even other people’s lives, when you have so little respect of your own?

T is this that I believe is the worst and most insidious result of apartheid. Low self-worth generates a vicious cycle that, together with the other problems facing the young people of today, provides them with little reason not to turn to crime. The self-respect of a young man who is undereducated and unemployed and is lacking in sufficient confidence to find himself a job will be further eroded by his continued unemployment. Or course, there are many who are strong enough to rise above their circumstances; who are imbued with a sense of self-worth. Lacking in internal and innate self-worth, so many young people have sought external means of assuring themselves of their value. They seem to have become overly materialistic. I was saddened to hear of young girls choosing their boyfriends based on what a particular man would buy them: clothes, jewellery, cellphones. They would simply go to the highest bidder. They might be saying: “If you think I’m worth it, you should be prepared to pay for me.” But are

A teacher in the classroom. educators, the author argues, can play a role in addressing crime. (Photo: Claire Mathieson) they not simply asking “If you’re prepared to pay for me, am I not worth something?” I was told a story some weeks ago that sickened me. A primaryschool teacher at a very poor innercity school relayed a conversation she overheard between a pupil and the headmaster. The headmaster stopped a pupil and asked her why she didn’t have a school jersey. The child replied that it was because her parents were poor and could not afford to buy her one. To which the headmaster responded: “No, that’s not the reason. You don’t have a jersey because you’re a nothing, your parents are nothings and you’re a nothing too.” I am appalled that someone, especially a person in a position of responsibility like that, chooses to undermine a child who is already beaten down by a difficult life. Teachers should be doing the exact opposite of this. Every day they should be telling those children in front of them that they respect them, that they are important, that they are worthy of love, that they are beautiful. Surely this is their parents’ job, one might argue. I don’t dispute this. But the fact is that apartheid did a good job of telling their parents what that headmaster told that little girl. The business leaders of this country have acknowledged that, although it may be something not usually required in the normal course of business, it is the responsibility of corporate South Africa to put aside significant amounts of money for the development. The state of our country is such that we cannot rely solely on government to work towards things like improved education, housing and health services. And so it is

when it comes to teaching. Teachers are being forced to take on greater responsibility not just for the intellectual but also the emotional development of our youth. (As if teachers don’t have enough on their plates already!) But didn’t teachers always do this, to some extent? I believe we would make a grave mistake to underestimate the effect that teachers have on children. There were two teachers who played a pivotal role in my development when I was a child. The first was an English teacher who was dynamic, supportive and interested. I don’t remember anything in particular that she said or did, but I know that I always felt confident in her classroom. The other was an art teacher who was critical and judgmental. He had his favourites and I was not one of them. I also don’t remember exactly what he said to me at any one time, but I do remember feeling wholly inadequate and incompetent in that large art-room— which may explain why you’re currently reading an article and not looking at a painting. I know that this theory can easily be shot down. The idea that teachers could play a role in addressing crime, not to mention the greater psychological wellbeing of the country, may be fanciful. And I have nothing more to support it than my own personal experiences and intuition. My reasoning may be faulty, my logic flawed. And it probably isn’t fair to expect teachers to do this, on top of everything else that we require of them. Still, it doesn’t take much effort, and I think we could do worse than to convince the children we know that they are the children of God and they are loved.

EDUCATION

The Southern Cross, June 8 to June 14, 2011

Education with a difference By CLAiRe MATHieSon

DUCATION is not limited to the confines of the classroom. This was a lesson learnt from seven learners at St Patrick’s Christian Brothers College in Kimberley, and their teacher who recently returned from eight weeks in Ecuador on an exchange programme. The first exchange programme between St Patrick’s college and the independent IB school Terra Nova in the Valley of Cumba-Ya in Ecuador’s capital Quito took place in 2010. The idea was conceived by St Patrick’s headmaster, Bruce Philips and director Paul Tuner of Collecio Terra Nova. “It was this vision that has led to 14 learners going out to experience and share seeds of hope and love with other learners, and in return [the Ecuadorian learners] have come to South Africa, 30 in total, including the group that will come this year on July 6,” said Peter Maynier, a teacher and exchange participant. The programme has been open to any Grade 10 learner interested in experiencing a different culture. However, the experience was not limited to those that travelled to the South American country. This being an exchange, the Kimberley school will welcome and learn from the Ecuadorian pupils who will be living and learning with the St Patrick’s students. “Exchange programmes should form a vital part of any school programme,” said Mr Maynier. “It is in this exchange programme that the learners learn to move from knowledge to wisdom, and true education is not knowledge, but wisdom.” He said one of the most notable changes in the learners was their greater understanding of the world. “They discovered that the world was made up of more than just ‘I, me and me’.” Learner Byron McNally said he had learnt to be more patient. “This trip has taught me the secret of waiting, patience

and understanding. I realised that a waiting person is someone that lives in the moment, who believes in the moment, and that all you have is the moment; most of all, the waiting person is the patient person.” The learners were immersed in Ecuadorian culture and experiences. “The South African learners stayed with Ecuadorian host parents for eight weeks, attended school, wrote exams as far as possible, attended basic French and Spanish classes, and worked in outreach programmes,” Mr Maynier said, adding that the learners had to adapt quickly to the new lifestyle. But it was not all hard work. Part of the exchange programme entailed learning both inside and outside of the classroom. Learners were taken on a five-day trip to the Amazon, climbed one of the world’s highest volcanos, visited indigenous villages and travelled to Mitad del Mundo (known as the “centre of the earth”). Mr Maynier said the experience of being away from home and in a different environment brought on a sense of maturity to the learners. This sentiment was further enhanced as learners worked with children from disadvantaged backgrounds and visited the aged in a local home run by the Missionary of Charity Sisters.

imilarly, the visiting Ecuadorian students will be immersed in the South African school system, and they will be treated to various South African tourism highlights and learn about the local traditions. Mr Maynier said it was not only the learners that grew and developed a deeper appreciation of life. Of the Amazon, which Mr Maynier described as the highlight of his trip, he said: “The peace and serenity wanted one to stay there forever. One comes to the realisation of how much we have lost in this busy, active, consumerist society of ours. We have lost

our sense of balance, our sense of our surroundings and of what is happening around us.” Mr Maynier said while the exchange students did continue their academic education in the international school, he emphasised that some of the most valuable lessons were learnt through their outdoor experiences amd interaction with the native people.

earner Ahren Posthumus said he noticed how much “we forget to love and appreciate nature and so forget to love and appreciate one another, often forgetting to express our feelings face to face. Let us stop complaining and enjoy life—be happy that we, the youth of today, hold the world in our hands, and that through our hands we can make it a better place”. Mr Maynier said such thoughts were inspired by the interaction with the indigenous people of the region. He said their knowledge of the area, plants and herbs was “incredible”. Learner Remoratile Mogodi said she took from the experience the understanding of ubuntu. “We are often lazy to be kind to someone or to just go out of our way to help someone else. Sometimes the simplest compliment is the way to show some ubuntu. It makes people feel good and it also leaves you with a smile,” the Grade 10 learner said. So while the learners did further their academic studies in Ecuador, both learners and teacher said that the life lessons imparted on the exchange students were invaluable. They have become better South Africans, have become more mature and have gained a new perspective on life. The exchange programme has afforded the learners life lessons not easily accessible in the traditional classroom. The students of CBC St Patrick’s now eagerly await the arrival of their Ecuadorian counterparts to return the favour.

South African and ecuadorian exchange students share stories and lessons from home.

Learners from CBC St Patrick’s in Kimberley take their education outside of the classroom with teacher Peter Maynier on their exchange programme in ecuador.

CBC learners ready themselves for a local meal in the Amazon jungle.

Learners enjoy studying and playing in the waters of the Galapagos islands while on exchange in ecuador.

The Southern Cross, June 8 to June 14, 2011

EDUCATION

Another look at creativity By MARK PoTTeRTon

ILL the imminent changes in curriculum foster more creativity in schools? Prob-

ably not. It’s highly unlikely that a rigid text-based curriculum will promote creativity in classrooms. Filling in the missing words or writing a number in an empty box might promote problem-solving—to an extent—but it is unlikely to elicit a creative response. Around the world countries are trying to ensure that curricula encourage the development of creativity. In China, for example, they are trying to get teachers to move away from drill type learning, and are changing the focus to real-world enquiry and problem-based learning. Last year Newsweek reported that American children’s creativity scores were declining. The consequences of this are disastrous, since creativity is one of the main skills needed in life and in industry. US company CEOs argue that the world needs creative solutions in areas such as peacemaking or in dealing with environmental

problems. Newsweek noted that it was far too early to determine why US creativity scores were dropping, but too much television and videogames were likely culprits. American teachers complain that they are constrained by too many curriculum standards and that there just isn’t time for creativity in class. If this is the case in the US, then imagine how much truer it is for us here in South Africa where we have far fewer resource-rich classrooms! Researchers in the US argue that as schools fill children’s heads with lots of information, creativity suffers. But they also argue that supportive teachers who tolerate unconventional answers, occasional disruptions and detours caused by curiosity, can have positive effects. Schools can and must foster creativity, even within the constraints of the curriculum. How else will the children of today solve tomorrow’s problems? n Mark Potterton is the director of the Catholic Institute of Education.

Loreto Convent School in Skinner Street Pretoria (Girls & boys: Grade RR to Grade 3; and girls only Grades 4 - 12) will, in 2011, celebrate 133 years of commitment to both Education and the passing on of sound Gospel Values to all its learners. The Catholic Ethos is nurtured and cherished in our school, as we continue to uphold the vision of Mary Ward, the Foundress of the Institute of the Blessed Virgin Mary.

APPLICATIONS FOR ALL GRADES FOR THE YEAR 2012 ARE NOW OPEN. Please contact the School Secretary at 012 326 6342 ext 15 or 012 326 6352 for further information. Website address: www.loretoskinner.co.za; Email: Kathy@lorskin.co.za

Read out loud to children By BeTH donZe

EARING painted shoes and a shirt emblazoned with the slogan “Be Positive, Regardless”, Wally Amos gave a dramatic reading of the Dr Seuss classic “Green Eggs and Ham,” demonstrating to a preschool-age audience that reading is far from dull. The reading in front of 85 students at the Louise Head Start Center in New Orleans marked the first major public event in advance of the September launch of Mr Amos’ Read it LOUD! Foundation. Mr Amos, founder of the “Famous Amos” cookies, hopes to use his foundation to get 5 million American parents to commit to reading aloud to their children at least ten minutes every day. “I think the best way to get rid of the problem of adult illiteracy is to create generations of children who can read,” Mr Amos told more than 7 000 teachers and administrators attending the National Catholic Educational Association (NCEA) convention in New Orleans in April. “If we do that, then automatically the problem of adult illiteracy goes away. We build strong children. We build a strong society. We build stronger families. We build a stronger world,” he said. Raised in New York, Mr Amos witnessed first-hand how easily the problem of adult illiteracy passes under the radar in American society. Although he learned to read from an early age at his segregated Tallahassee, Florida, elementary school, Mr Amos did not know that his own parents

Wally Amos reads a story aloud to children as Archbishop Gregory Aymond of new orleans and Karen Ristau, president of the US national Catholic educational Association, look on. (Photo: Frank J Methe, Clarion Herald/CnS) could not read until he began volunteering in adult literacy programmes as a young adult. “If you’ve got children, read to them. If you don’t have children, then go find [some] and read to them, because it’s going to enrich your life,” he said. In anticipation of the reading initiative’s launch, Mr Amos’ foundation, in cooperation with the NCEA, collected more than 100 boxes of new and slightly used children’s books to distribute to the archdiocese of New Orleans’ five Head Start centres. Parents of students enrolled in Head Start are already required to read to their children at home at least 20 hours each month as part of their participation agreement.

“There are millions of books that give children great ideas that will stir their imaginations, that will help them build confidence and that will entertain them,” Mr Amos said. During his reading of the book Moondance at Head Start, Mr Amos reminded the youngsters that sometimes the roles of author and illustrator are done by the same creative person, as in the case of Moondance, written and illustrated by Frank Asch. “The big idea in this book is that we’re all special,” Mr Amos said. “Each one of you guys is so special. Everybody loves you because you are special. God made you special.”—CNS

EDUCATION

The Southern Cross, June 8 to June 14, 2011

Rural school: Relationships are key Although Catholic schooling deep in the heart of rural South Africa is not without its challenges, its rewards are just as great as CLAiRe MATHieSon discovers.

OCATED in the Northern Cape, the once copper-rich town of Nababeep is home to a school that provides a solid Catholic-based education to the local rural community. Sacred Heart Primary School is 108 years old. Nine teachers provide 189 girls and 177 boys with a solid Catholic education under the guidance of Frans Fielding, the school’s principal. After having taught at Sacred Heart Primary for 29 years, Mr Fielding said he felt the school was unique in his region. “Our school is very different from other schools, and this is mainly because of our precious Catholic ethos which we treasure and polish through all our endeavours. We honour and live our Catholic faith through our liturgical and para-liturgical celebrations.” He said some basic traditions are still upheld at the school and help form part of the educational process. “We celebrate the Holy Mass every Friday morning, and this forms part of our weekly assembly. All of our children participate actively during Mass.” Most of the school’s learners are Catholic, but with almost 25% of the learners from other faiths it was important “we welcome all who are in harmony with our school’s ethos”, Mr Fielding said. Pastoral care is a key aspect of the teachers’ role at the school. “We particularly commit ourselves to care for our poor children. During first Holy Communion and confirmation we supply some children with clothing in order to make them feel special and to boost their self-esteem”. Mr Fielding said it was small acts such as these that made his job worthwhile. “I think that I am very privileged to still be here. This is more than just a school to me. This is the place where I have the opportunity to live my biggest dreams and to make a difference in my community.” That “difference” comes from the close relationships the school endeavours to build. From the teachers’ relationship with the learners to the relationship the school has with the parish council and priest. “We share our materials and resources in order to establish good relationships,” said Mr Fielding. He considers his staff to be

very special. “I have a very good working relationship with my colleagues and they are very supportive.” Mr Fielding was, for more than a year, the only male among female teachers, but he said this did not deter him from keeping a good attitude. “I try to motivate my staff through my attitude—I am supportive and show my interest in what they do. I make sure that I praise them for doing a good job and I always try to be positive. I am a very optimistic person and express my faith in God by encouraging them to believe that we will get through difficult times —and we always do.” Mr Fielding said the close relationships at Sacred Heart have helped deal with the challenges the school faces. “Meeting the individual needs of our children is a very big challenge. We deal with contextual factors such as overcrowded classes and a small staff. Poor parental involvement is another challenge we face.” He said the early intervention was key. “At the end of February we identify our learners with individual learning needs. We then draw up an intervention programme [with special activities] to accommodate those learners.” Mr Fielding added that some of the school’s parents assist with the necessary skills help by conducting extra classes after school. “We also create extra opportunities and challenges for our brighter learners, such as Olympiads. When confronted with difficult learning needs, we make use of the inclusive unit of the Department of Education. They have specialists such as psychologists and therapists who come and do the necessary assessments and recommendations”. Mr Fielding said Sacred Heart makes use of all the resources available to them through the community. This was another reason why strong relationships were so important—they are mutually beneficial. “Although we are not financially well off, God takes care of us. Some ‘Good Samaritans’ cross our paths, now and then, and provide us with what we need at that moment.” Mr Fielding said as principal he aims to give the very best to the children of Sacred Heart— despite ill health or hardships that may come his way. He said the school represented far more than just a job. “I like challenges. I believe that one can just grow through opportunities available to you. I accept all my challenges and know that God will pull me through. There is a saying: ‘When days are dark friends are few.’ But I know that when days are dark God is near”.

Top: Sacred Heart principal Frans Fielding believes his school has thrived, despite its rural location, because of the solid relationships formed between the community, teachers and learners. Above: Learners participate with enthusiasm in the day’s lesson, which is built on Catholic ethos.

MARiST BRoTHeRS LinMeyeR (MARiAn CoLLeGe)

East Street P.O. Box 40 Linmeyer 2105 Tel: (Primary) 011 435-0646/7 Fax: (Primary) 011 435-1708 Tel: (High) 011 435-1100/26 Fax: (High) 011 435-5886 www.mariancollege.co.za

Growing young hearts and minds Grounded in faith, reaching for tomorrow

The Southern Cross, June 8 to June 14, 2011

EDUCATION

Fighting the 21st century bully In the age of e-mail, cellphones, Facebook and Twitter, old stereotypes of the school bully no longer hold true. CARoL ZiMMeRMAnn looks at what the experts are saying about bullying in the 21st century.

LTHOUGH bullying is nothing new, efforts to curb it are still in unchartered territory, especially in today’s digital age when the scope of bullying expands far beyond school hallways or playgrounds. Bullying is often a topic of discussion at school meetings and educational seminars. In the United States it has also come under the federal government’s umbrella with guidelines it released last year calling certain acts of bullying potential civil rights violations. But despite all the talk, destructive and harassing behaviour is still rampant and able to cause almost instant damage with a simple text message, Facebook update or email. A new study published in the February edition of the American Sociological Review said today’s bullies aren’t necessarily the most popular students, but tend to be those who want to be popular. “By and large, status increases aggression, until you get to the very top,” said the study’s lead author, Robert Faris, an assistant sociology professor at the University of California Davis. “When kids become more popular, later on

they become more aggressive.” religion classes. The study questioned nearly “For decades we’ve known 4 000 North Carolina high school about bullying, but we have not and middle school students, asking always responded well,” she said. them to list their best friends, peoMs Snyder said the Olweus prople they had picked on and people gramme is not a one-shot deal who had picked on them. where schools learn about bullies The study’s main finding rein- and then continue on their way. forces what bullying-prevention Instead, the comprehensive progroups are currently advocating: gramme is meant to develop longmainly that the old stereotypes of term changes. bullies no longer hold true. Today, During Catholic Schools Week especially with online tools, any- this year, several Catholic schools one can be a bully across the US included and more people can anti-bullying workbe victimised. shops as part of events With online With the rise in held for the obserthis kind of harassvance that included tools, anyone Masses, ment and its often open houses dire consequences, and activities for stucan be a anti-bullying prodents and teachers. grammes are becomAt St Francis of bully and ing more prevalent. Assisi School in One major US Burien, Washington, more people effort, the Olweus Bulwhich runs a yearlying Prevention Prolong anti-bullying procan be gram, is now used in gramme, a theatre more than 7 000 group acted out bullyvictimised. schools. The proing scenes as part of a gramme, based at Catholic Schools Clemson University in Week presentation. The pre-school South Carolina, is named after a through fifth-grade learners Norwegian researcher who began watched a presentation about chilstudying bullying more than 40 dren getting angry on the playyears ago. The programme began ground, and the middle school stuin just a handful of schools in dents watched a performance that 2001. focused on gossip, rumours and Marlene Snyder, the pro- cyberbullying. gramme’s director of development, After the performances, students said that a number of Catholic were asked to think about what schools across the United States they saw and make comments. have “really embraced the proThe school’s counsellor told a gramme”, and that religious-affili- local newspaper that bullying is a ated schools “seem to get to the problem for private and public heart of matter a lot quicker”, schools alike. She said it might be examining roles people play in a easier for a small school like St bullying situation as part of their Francis to take action when they

Today, bullying can be done by cellphone or computer. (Photo from bullying pictures.com) see this kind of behaviour because of their bullying policy and clear awareness of “when a student has crossed the line”. Many public and Catholic schools in the US have specific anti-bullying policies in place and dioceses are also beginning to develop these policies in accordance with state laws. Currently, 45 states have anti-bullying legislation. At the end of last year, diocesan principals in Biloxi, Mississippi, established anti-bullying guidelines in accordance with new Mississippi law. Rhonda Clark, assistant superintendent of schools, told the Gulf Pine Catholic, newspaper of the Biloxi diocese, that the guidelines did not come as the result of an increase in bullying but were “merely a matter of following the law”. In Mississippi, the new state

law specifically defines bullying or harassing behaviour as actions that place students in fear of harm or create a hostile environment. Ms Clark said the new guidelines establish a “uniform policy for all of the diocesan schools so that every school will be on the same page”. Bobby Trosclair, principal at St Patrick Catholic High School in Biloxi, said bullying is simply a reality in today’s schools. “It exists on all levels from elementary to high school. It’s not something new. It’s been around for ages. There’s just been more public attention to it.” He said the anti-bullying guidelines were a good way to prevent confusion. “The biggest thing is that a parent’s definition of bullying may be different from what the law determines bullying to be,” he said.— CNS

our Motto – ConCoRdiA – challenges us to work towards PEACE and HARMONY with God, self, others and the environment. We offer a sound Christian Education in the Catholic Tradition. This is given in a professional and caring manner so that the children may develop their God-given potential with a sense of dignity and pride.

WE OFFER Affordable education for boys and girls (Grade 1 – 7) English medium Academic excellence Limited class sizes Scripture lessons thrice weekly School Masses at the beginning & end of each term Catholic children are prepared for the Sacraments of Reconciliation and Eucharist. 96 Landdrost Street Private Bag X 9309 Vryheid 3100 TeL: 034 981 6157 FAX: 034 983 2012

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EDUCATION

The Southern Cross, June 8 to June 14, 2011

Mentoring: So nobody gets left behind A Catholic school in Cape Town has introduced a new concept of mentoring. CLAiRe MATHieSon visited the school and saw the programme in action.

CHOOL is not just about academics—it’s about molding future adults as a whole. This is attitude, common to the ethios of all Catholic schools, is written large at St Joseph’s Marist College in Rondebosch, Cape Town, where a new mentoring programme has been implemented to groom “better people” and to ensure “no learner is left behind”. Candice Critien heads up the school’s Pastoral Care and Mentoring team which has designed an organic life skills programme, based on “The 16 Guidelines to Life”, an international initiative of readings, workshops and activities suitable for the development of their high school students. “Each of our learners is split into a group. Each group is paired with one teacher who deals directly with the students needs. From making study plans, to reading skills and then working on critical thinking themes, the teachers provide a nurturing and caring environment that the students can benefit from,” said Ms Critien. The daily meetings are an opportunity for the learners to interact with their mentor. Each week has a different wisdom theme which is discussed throughout the lessons. In addition, the time the small groups are together is also an opportunity for teachers to check on the practical aspects of school administration and ensuring homework is complete. The groups meet for 20 minutes every day except on Wednesdays.

“The groups meet for a reading period and on Fridays they meet for an extended period in a workshop environment to review the week’s theme,” said Ms Critien. Learners are encouraged to write journals to help them reflect on their lives and the values learnt in their lessons. Every theme has a practical aspect and while students are writing and discussing values these are related back to situations in the classroom, playground and sporting field. All the themes and exercises are age and situation appropriate. Ms Critien said due to their size, the groups are able to discuss personal and schooling issues daily, helping them in all aspects of their development. “We are trying to educate our students to be better people. This mentoring programme looks at all aspects of a learner’s education,” she said. The school had to consider the effect of shortening the academic day to make time for the mentoring lessons, but Ms Critien has said not only have the teachers been pleased with the progress many of the students have made, parents have been entirely supportive of the programme. “One of the main reasons we looked into the course was the lack of maturity many of our students were showing. This programme develops critical thinking. With the wisdom themes being discussed every week, we are creating responsible and reasoning children,” Ms Critien explained. St Joseph’s has seen a marked decline in bullying and a drop in the number of failures. “There was a much bigger failure rate in the first term of 2010 compared to the first term of 2011. We’ve seen a big improvement in many of our students,” said Ms Critien, who believes the mentoring programme is directly responsible for this improvement in academics.

A learner and her teacher discuss the week’s theme “delight” as part of St Joseph’s College’s new mentoring programme which teaches students values and helps them integrate these into daily life. (Photo: Claire Mathieson) Teacher Colleen Callahan said the mentoring programme was as beneficial to the learners as the academic courses. “It helps learners develop good relationships, grow in confidence and it has increased unity between the various subgroups in the classes. When you get that right, academics simply fall into place.”

ne of the biggest challenges the school faced was getting the teachers to support the project. “At first, it was a lot of work and the teachers had to learn how to handle the classes. The programme can only be successful if the teachers supported it. Once they saw the benefits, the teachers were behind the mentoring programme and today they really are great,” said Ms Critien. Ms Callahan, said even though she had not been involved in the programme since its inception, the short time she has been

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involved has produced “excellent results”. The learners, she said, take their work more seriously are more willing and “the children look forward to the mentoring sessions”. This sentiment was shared some Grade 10 learners. Zara Canterbury said at first she didn’t like the programme, but then she “began to see how much it helps and I understand more about myself. It’s really good!” she said. Anastasia Dooms said she liked that she was given time to be “by myself and my thoughts. I can give time, which I don’t have at home, to get more values in life”. Ms Critien said because the teacher is so familiar with the student, any issue, big or small, is picked up on and resolved sooner than later. “If it’s regular low grades in one particular subject, the teacher is able to advise the student to take extra lessons and to adjust their

study time tables to match their academic needs,” she said. If it’s something bigger, the teacher can refer the student to the pastoral care and social workers at the school. “Because of the size of the groups, we pick up on issues quickly.” Ms Critien said the mentoring programme was like having a parent at school. And parents are a very important part of the process. “We see education as a triangle with the child, parent and teacher each representing one aspect of the process.” Teachers are required to communicate with parents once a week via telephone, e-mail or in person. While this seems like a lot, Ms Critien said since there were only ten learners to one teacher it was easy for a teacher to keep on top of things. Because both the mentoring teachers and parents are more aware of the learner’s situation, it was far more likely for the learner to achieve his or her best. “We try and catch learners if they are falling, so not one learner is left behind,” Ms Critien said. The Catholic ethos is ingrained in every aspect of the programme and was “another reason why we implemented these themes. They line up,” said Ms Critien. The programme, she says, supports and enhances the learner’s lives. “It gets them thinking about themselves and their spirituality.” St Joseph’s mentoring programme is unique. “There was no prototype to follow, so we had to be clever using all our resources to make it work.” Every adult educator, from the librarian to the social workers is involved in the programme. But while not every school may have additional staff, she said the principle was possible for all schools to follow. “We hope other schools will catch on and start providing a mentoring environment for their students,” said Ms Critien.

The Southern Cross, June 8 to June 14, 2011

EDUCATION

New York bus incident taught a valuable lesson By Ron LAJoie

NEW YORK CITY bus is not the most likely place you’d expect a child to learn a valuable life lesson. But Dominican Sister Mary Thomas Huffman, principal of St Cecilia Academy in Nashville, Tennessee, related how a young boy received one on a bus she also was taking from a recent visit to the Cloisters museum in Upper Manhattan. The child, about 8 or 9, had entered the bus with a couple of older children and in the confusion a bus full of kids can sometimes produce, tried to sneak a ride without paying his fare. Calling him back to the front, the driver confronted the boy: “Do you have a card?” Sr Huffman recalled him asking. “The boy said ‘no’. The bus driver said: ‘You know what, son, that’s all right, but what is not all right is that you tried to play like you had a Metro [fare] card. You know what that is called? It’s called dishonesty. The best thing to do when you get on is to say, I don’t have a Metro card, but can I ride? And most of us will say yes. Honesty will get you a long way in life.’ “As I was sitting there, I thought what an incredible lesson in humanity,” Sr Huffman said. “The bus driver was taking care of the boy...but was also teaching the young man.” Unfortunately, those kinds of lessons can be few and far between in daily life in an early 21st century awash in media saturation, technology and instant gratification. Catholic schools must fill in the gaps in the intellectual, ethical and moral education of our children, Sr Huffman told a symposium on Catholic edu-

A bus in new york City was the scene of a young boy being taught a valuable lesson in humanity by a bus driver. Howewer, such lessons are rare, and Catholic schools must fill the gap, a school principal nun has said. cation sponsored by the Catholic Education Foundation in New York. The Catholic Education Foundation is committed to ensuring a strong future for US Catholic high schools through providing scholarships to needy students and by strengthening the “Catholic identity” of Catholic schools. Sr Huffman reminded her audience of the long odds. “When our students walk into the doors of our school building each morning, for the last 16 hours they’ve been exposed to, been listening to, watching and reading things that are in many ways counter to the message that we share with them every day in the classroom.” That message, Sr Huffman said, can be boiled down to two essential questions: “Who is God, and what and who am I?” She offered the teachings

of Pope John Paul II, who was posthumously honoured at the symposium, as giving Catholic educators excellent guidance in how to communicate the answers. “This day is in honour of Pope John Paul II and he left us a great legacy of how, in the midst of this culture, to reach young people, to articulate to this generation who is the human person,” she explained. “And we’ve all watched him dearly resonate with young people, sometimes hundreds of thousands at a time. “If we have that example, it is possible for us to work with the 20 young people in our classroom “I think we have to be explicit in what we teach and we have a lot of things at our disposal. But the number one thing we need to do first, before anything else, we need to love them,” she said.—CNS

EDUCATION

The Southern Cross, June 8 to June 14, 2011

Getting kids to school safely A researcher for a Church body has uncovered the obstacles that delayed the legislation to protect children on their way to and from school, as CLAiRe MATHieSon reports.

EDIA reports have focussed lately on the poor and dangerous transportation children are forced to use to get to school. Kenny Pasensie, a researcher at the Catholic Parliamentary Liaison Office (CPLO), has uncovered the obstacles and challenges that have delayed the legislation that would help protect children on their way to and from school. He said various studies have been conducted over the past eight years and all suggested “that the ability of scholars to access education is hampered by the long distances involved, threats to their safety, and the costs of scholar transport”. While role players from the Department of Transport and Department of Basic Education have been involved in compiling the National Scholar Transport policy, in the two years it has been under review “the same tragic story plays itself out across the land—school children either crammed like sardines into an unroadworthy taxi or the majority of them walking [vast distances] to school,” said Mr Pasensie. In the first ever National Household Transport Survey (NHTS), con-

ducted in 2003, it was found that about 76% of scholars walk to school, many of them for more than one hour a day. Mr Pasensie said most these learners live in the rural areas and 25% of these “walkers” are in primary school. The same survey revealed that the preferred mode of transport is very different in metropolitan, urban and rural areas. Although walking and cycling are the main modes of travel in all areas, in metropolitan areas about a quarter of learners use public transport, and about 19% use private vehicles. “For many who don’t walk to school, taxis are the preferred choice, despite the fact that on average travelling by taxi costs more than travelling by bus or train: R160 per month, compared to R123 (bus) and R121 (train) respectively,” said Mr Pasensie. Reasons provided by pupils for travelling by taxi include the long distances between homes and stations, availability and reliability, and crime. Mr Pasensie said while various legislations regarding transport are already in place, there is no policy that specifically regulates the transport of learners. There are also no national norms for the contracting of transport service providers; no uniform funding model; and the function of scholar transport provisioning falls under either the Provincial Department of Transport or the Provincial Department of Basic Education, depending on which province one is in. Mr Pasensie said this was further problematic in the drafting of a national policy.

A primary school pupil arrives at school by taxi. Studies over the past eight years have shown “that the ability of scholars to access education is hampered by the long distances involved, threats to their safety, and the costs of scholar transport”. (Photo: Claire Mathieson) Furthermore, in 2006 the Department of Education found that provincial budgets for the provision of scholar transport ranged between R1 million and R107 million, benefiting only 193 250 learners. “The lack of a uniform policy— which includes funding and procurement—has led to serious cost overruns in the contracting of scholar transport services and to allegations of tender corruption and nepotism in awarding transport tenders,” Mr Pasensie said. “For example, in Mpumalanga the cost of contracting bus services rose from R10 million in 2002 to R268 million in 2008, yet the service levels declined dramatically,” he said, citing yet another hindrance in the policy making.

he draft policy currently being drawn up aims to develop a uniform national scholar transport policy framework, to ensure transport as a catalyst for education through access to schools, to promote non-motorised transport in safe and secure circumstances, to ensure the provision of safe and secure scholar transport services as well as monitoring and evaluating the transport services and provision of infrastructure. “So, for example, the policy would ensure that all transport operators who provide a service to scholars are licensed with the Department of Transport’s Licence Boards; and only specified and policy-defined modes of transport will be considered as safe for transporting scholars. “Also, provincial departments

must work closely with local government authorities to ensure that scholar transport providers comply with the safety measures legislated by the Department of Transport, including adhering to speed limits and ensuring that all passengers are seated, irrespective of the transport mode used,” explained Mr Pasensie. However, the biggest challenge to the implementation of the policy will be the lack of synergy between the Departments of Basic Education and of Transport. Mr Pasesensie said another major problem was the funding mechanism employed by the provinces when budgeting for scholar transport provisioning. “For example, in KwaZulu-Natal each scholar’s transport subsidy amounts to R1,40 per kilometre per year, whereas the Eastern Cape budgets an average of R17 per kilometre travelled and Limpopo 70c per kilometre per child, per day!” Mr Pasensie said there was strong desire from the parliamentary Portfolio Committee on Transport and education role players to implement a scholar transport plan. “Parents cannot hold their collective breaths worrying about the safety of their children as they set out for school every day. They have the right to expect that their children will arrive safely, according to a clear and properly implemented policy,” said Mr Pasensie. Civil society bodies such as the CPLO will continue to review the progress made on the matter of scholar transportation to ensure public pressure is noted by the departments responsible for a hastier approach to the implementation of the policy.

EDUCATION

The Southern Cross, June 8 to June 14, 2011

Dominicans: pioneers in deaf education For a Catholic school for deaf children, the goal is to integrate its pupils into the mainstream of society, as CLAiRe MATHieSon reports

HERE is a “definite need” for schools that aim at providing top quality education while caring for the whole person. This is the vision of the Cape Town based Dominican-Grimley School for the hearing impaired. Based on the Dominican education tradition that goes back more than 700 years, the DominicanGrimley school has dedicated its services to the hearing impaired of Cape Town for 148 years. It has seen various buildings, much growth and method changes but today, based in Hout Bay, the school serves 94 learners through preschool to matric. Principal Maria Kerbelker said the school fills an important need in the area. “There is a definite need for those children who cannot cope and who cannot be accommodated in mainstream schools. The hearing-impaired learner needs a smaller class, specialised language teaching, audiological management as well as speech therapy.” Mrs Kerbelker said the difficulty a deaf learner faces is often made harder because of late identification of deafness and severe socioeconomic conditions. “It is essential that these learners are given intensive language teaching in a

specialised environment.” “In the 19th century, the manThe goal of the Dominicanual system involving the use of Grimley school is to provide a both finger spelling and conventeaching environment conducive tional signs was the recognised to the oral method which calls for method of teaching the deaf. Howthe maximum use of modern elecever, in the early 20th century, lip tronic amplification in an acoustireading and speech gradually took cally orientated building. the place of the signs,” she said. Furthermore, due to its out-ofTo keep up with the town-location, it is important best teaching techto give young learners a niques, the school’s feeling of home, as teachers receive conwell as freedom from tinuous training at feeling confined. Many school as well as of the learners are attending courses and boarders. Mrs Kerbelkseminars. er said she was very The school is also proud of the facilities closely connected the school was able to with both the provide the learners. Tygerberg Hospital The school welCochlear Unit and comes all deaf learnCarel Du Toit School ers regardless of their and Parent Centre. religious affiliation. While the school Despite the low numis specially equipped Learners from the dominican-Grimley Primary School learn ber of Catholic learnto provide the best through specialised teaching methods that will help integrate ers, the Catholic environment for them into society. ethos is instilled in hearing impaired the students through students, the school religious education also prepares senior and the Dominican motto of “Ver- The superior of the pioneer sisters, students for life after Grimley. itas” (meaning truth). “Staff mem- Mother Dympna, began to teach “Career guidance is offered bers, regardless of their own reli- deaf-mute children almost at once from Grades 10 to 12, but more gious beliefs, are expected to upon her arrival at the Cape and specifically to Grade 12 learners,” uphold the ethos,” said Mrs Ker- shortly afterwards the Grimley said Ms Kerbelker. belker, adding that the learners are Institute for the Deaf and Dumb “The school looks out for encouraged to “share and care” for was founded under the patronage opportunities—either further eduothers as many of them are from of Bishop Grimley. This work for cation or jobs directly following the deaf was entirely voluntary completion of the learners’ school extremely deprived backgrounds. Bishop Thomas Grimley, vicar- and without government recogni- career. There are established links apostolic of the Cape of Good tion until 1908. with various companies and with Mrs Kerbelker said the Domini- the National Institute of the Deaf.” Hope from 1861-71, had been actively associated with the educa- can Sisters were pioneers in the The school will deal directly tion of the deaf in Dublin, and work with the deaf education, and with colleges if the need should secured the Irish Dominican Sisters the methods of teaching have con- arise and career guidance is providfor work in South Africa in 1863. tinued to improve and develop. ed to students to find career paths

best suited to the individual. Mrs Kerbelker said that while careers which require hearing as an essential part of the job are not suitable for the learners, the school encourages learners to “aim high”. “We have enjoyed a 100% pass rate to date. Learners write the National Senior Certificate exam, where no allowances are made except that our deaf learners are not required to do a second language. The second language is replaced with an alternative subject from an approved selection,” explained Mrs Kerbelker. Ms Kerbelker said the child’s needs are catered for in small classes by a dedicated team of educators. “Learning takes place both inside and outside the classroom as we believe children learn through personal experience.” In addition, all children are encouraged to participate in sport—forming part of the school’s philosophy of developing well-rounded children. Mrs Kerbelker said the children are given the opportunity to learn to communicate in English, which will enable them to succeed in both tertiary education and in the work place one day. “Our goal is to enable the deaf child to integrate into the hearing world.” While the school hopes the learner will be able to attend a mainstream school, the Dominican-Grimley school is designed in such a way that the learner will be given the best possible start to life.

St. Catherine’s School - Germiston As a Catholic school we endorse a Christian-based ethos and value system in which learners are expected to show respect for God, self, others and the school. Our assemblies have a Christian theme and Mass is celebrated regularly. In addition, Religious Education is part of the school’s academic programme. The learners are encouraged to participate in outreach programmes to the needy and less privileged members of the community.

We Offer: •Grade 00 – 12, Boys & Girls •Small Classes (18 – 25) •IEB Examinations •High Moral Standards •Excellent Academic Standards •Sport and Cultural Activities •Warm Family Atmosphere •Caring Teachers •Competitive Fees •All Round Development of Your Child Open Evening 12 July 2011, 16h00 – 19h00. Come and see the school. Applications for 2012 now open. P.O. Box 5013, Delmenville, 1403 Tel: (011) 827-4102 E-mail:secretary@stcatherines.org.za

31 Piercy Avenue, Parkhill Gardens, Germiston Fax: (011) 827-4117 Web Address: www.stcatherines.org.za

EDUCATION

The Southern Cross, June 8 to June 14 , 2011

Salesians overcome Haiti quake horror When the devastating earthquake struck Haiti on January 2, 2010, a Salesian vocational school suffered great damage. denniS SAdoWSKi explains how the school is now rebuilding.

AREFULLY eyeing four round legs of what were to become part of a cabinet, Isaac Collin was making sure his handiwork aligned just right. Soon the cross supports and side panels would be pieced together. Add wood stain and a couple of coats of varnish and Mr Collin’s cabinet will be ready for someone’s home. Mr Collin was among a handful of carpenters and cabinetmakers working in what was left of the enormous two-storey vocational training centre at the Salesian-run National School of the Arts and Vocations in Port-au-Prince, Haiti. One side of the woodworking workshop opened to the outside. It and a similar work area on the second floor were the buildings lone wing that was spared by the January 12, 2010, earthquake. Mr Collin enrolled in the vocational programme in October. He said he was pleased that the programme continued after such a disaster. “This gives me something to be very successful at,” Mr Collin said.

He said he hoped to be able to start his own cabinet-making business some day with the skills he is learning. The school opened in 1935 in a suburb known as La Rouge, or the Red. The school is known across Haiti by its Creole acronym, ENAM, and has gained a reputation for producing some of the best-trained workers in the country in fields such as electrical wiring, welding, education, tailoring, masonry and automotive repair. In addition to the vocational programme, the campus is home to the Father Bohnen Little Schools for primary school-age students and an orphanage for children found abandoned or lost on Port-au-Prince’s dusty streets. Seventeen months ago, the grounds were a desperate scene of trauma and chaos. Virtually every building collapsed during the cataclysmic earthquake. Classes were still in session, just minutes away from dismissal, when 35 seconds of shaking began. The death toll reached 250, including students and adults, said Salesian Father Gerald Jeannot, ENAM’s director. Near the centre of the compound, a shade garden now includes a small cemetery where 30 students are buried. An 85-yearold Haitian-born Salesian brother was among the dead. Wreaths of plastic flowers and grave markers—from simple to elaborate— stand in their honour. Fr Attilio Stra, the school’s previous director, was buried under rubble for six hours until rescuers reached him. He was hospitalised for weeks. Today he serves the

Teacher Fanor Ramson looks on as students Robertson Presival and Jean nightonlear learn how to cut a wood frame at the Salesian-run national School of Arts and Vocations in Port-au-Prince, Haiti. The schools mission continues despite the loss of lives and damages it suffered in the January 2010 earthquake. (Photo: Bob Roller, CnS)

Salesian order in Cap-Haitian in northern Haiti after a long period of recovery in the Dominican Republic and Italy.

ather Jeannot said it took months for the campus to be cleared of debris. Work crews since have rebuilt a 6m concrete-block wall around the compound and reinforced it to withstand future earthquakes. About 15 temporary classroom structures made from plywood, two-by-fours and topped by corrugated steel have replaced the old buildings. Students still have a “tendency

to run” when a large truck rumbles by the school, vibrating the makeshift structures, Fr Jeannot said. Cramped classrooms and the loss of teaching aids have forced teachers to find new ways to teach youngsters. In the first-grade classroom of Astrude Pierre, 65 girls followed her lead by loudly pronouncing Creole sounds as they shared books salvaged from the rubble. In a neighbouring structure, students in Fanor Ramson’s introductory woodworking class learned how to use a handsaw and

miter box to cut framing. A lone box and a single saw were being used by a dozen students. Fr Jeannot knows the current educational setting falls short of what the Salesians are accustomed to offering. The emphasis now is on doing the best work possible under trying conditions. Everyone, he said, continues recovering from the earthquake. Leaders of the Salesian order in Rome have made rebuilding ENAM its top priority. Preliminary plans call for an entirely new campus so the educational and vocational offerings can return to their prestigious level. Architectural drawings show four multi-storey classroom buildings, a new vocational training centre, an auditorium, a refurbished football field, two basketball courts and tennis court, offices and a Salesian residence. The home for street children would also be renovated. The estimated cost is about R220 million. Funders are being sought for various phases of the multi-year project. Meanwhile, a pile of white cement rocks 60cm deep and 9m around is all that remains of one of the buildings where children once laughed and played and learned. A crew of about two dozen workers prepared the rubble for removal. One worker set some of the debris afire, sending a column of black smoke toward the cloudless blue sky—almost an offering in memory of the dead. Fr Jeannot said. “We have hope to help young Haitians to grow up.” —CNS

The Southern Cross, June 8 to June 14, 2011

EDUCATION/YOUTH

In Kenya, even the children are missionaries In Kenya, Catholic children are taught that everybody is a missionary, as BARB FRAZe reports.

N Kenya, evangelisation begins with the children. In the archdiocese of Mombasa, along Indian Ocean coast, children from different parishes take turns feeding and spending time with children in the local hospital for the disabled. They also visit child prisoners, delivering toothbrushes and toothpaste, soap, slippers and tissues. If a child dies, the children take over the planning of the funeral, said Sr Pauline Andrew Wangeci, a member of the Daughters of Divine Love. “They carry the coffin, they bury that child,” she said of the children. “Then they visit the family to console them with prayers.” Sr Wangeci coordinates the work of the Pontifical Mission Societies for three dioceses in eastern Kenya. There are four societies, all of which concern evangelisation, but the one that takes the most time, she said, is the Pontifical Society of the Missionary Childhood, also known as the Holy Childhood Association. Sr Wangeci coordinates a large grass-roots network of pro-

grammes and volunteers whose goal is to teach children that everyone is a missionary. Nearly every parish in the archdiocese of Mombasa has a volunteer animator, or coordinator, to work with the children’s activities. Once a month, the parishes have a special Mass in which the children do the readings, take the collection, serve at the altar, lead the singing, and handle other liturgical tasks. At the feast of the epiphany, parishes celebrate Holy Childhood Day with sports and a special Mass. Once each year, children from across the diocese celebrate a special Mass with the bishop. During the April school holidays, the Pontifical Society of the Missionary Childhood sponsors a music festival. In August, it organises sports activities, and in December, it plans a spiritual programme. Such activities are replicated across Kenya. Felician Sister Veronica Wanjiku Maina has worked with the Pontifical Society of the Missionary Childhood in the archdiocese of Nyeri for three years. She says the annual Mass with the bishop is especially touching. Each parish has a small tin into which youngsters can drop donations for children in need around the world. The children carry those tins in the offertory procession at the Mass, presenting them to the bishop, who in turns blesses

the children. “He talks to them, and they entertain the bishop,” Sr Maina said. The money collected is sent to the national Pontifical Mission Societies office in Nairobi. The money is forwarded to the Vatican, where pontifical mission directors from around the world meet to decide what children’s projects have the greatest need. Some areas of the Nyeri archdiocese are very poor, but Sr Maina still meets with the children there. “We ask them to support [other children] mostly with prayers...and being a good witness.” That might mean taking a friend to church, being good and studying well, staying away from bad kids, or speaking out in a strong voice when called upon to recite prayers. In her archdiocese, since the children are acting as missionaries, they also take a small collection—less than a penny per child—each year and buy something for the diocesan seminary. This year, they purchased a gas stove. Both nuns credit Fr Celestino Bundi, Kenya’s national director of the Pontifical Mission Societies, with laying the groundwork for the active ministry to evangelise children. Fr Francis Muriithi, Pontifical Mission Societies director in the

A girl makes an offering during a Mass marking Missionary Childhood day in nairobi. The outdoor service drew more than 30 000 children from around the archdiocese of nairobi. (Photo: nancy Wiechec, CnS)

diocese of Nakuru, serves in a diverse region that has poor farmers, nomadic herdsmen and business leaders, as well as street children and prostitutes. He uses his network of animators to reach areas where a priest is not always present; some parishes have as many as 60 outstations because they are so large. Fr Muriithi said the animators use Bl Pope John Paul II’s idea that no one is so poor that he has nothing to offer. Fr Moses Kago, Pontifical Mission Societies director in the archdiocese of Nairobi, also uses

that approach. Although money is a resource, the poor offer other resources, he said. Energy is a resource, as is building unity and sharing. He said that in the slums of Nairobi, animators work to teach children that “even a piece of sweet, you can break it into two to share with somebody else”. After Haiti’s devastating earthquake in January 2010, he said, the children collected R5 845 for youngsters suffering in the Caribbean island nation. “Each one of us was created to share himself or herself with the rest of humanity,” he said.—CNS

EDUCATION/YOUTH

The Southern Cross, June 8 to June 14 , 2011

Sport can help develop the youth Sport can be a valuable tool for the development of young people.SHiRLey dUnn & WAyne GoLdinG of Youth Unlimited have the experience and evidence for this.

ARMEN McNiel, 17, is a participant in Youth Unlimited’s (YU) Rural Youth Club and a member of YU’s female football team. “Sport is important for young people as it does not only keep one fit but also challenges one in one’s own life. I’ve learnt, experienced and achieved many new things that I never thought would be possible in my life. I’ve had a lot of fun while also learning more about myself, my talents and others,” she said. Since Youth Unlimited began to implement its sports programmes in 2002, the organisation has noticed a number ways in which sport has benefited the participating youth in terms of life skills, social development and academic performance. Carmen has found that her involvement in YU’s sports activities has helped her to grow, learn about herself and challenge herself. Research conducted in Cape Town in 2008 by a team from Stanford University in California confirmed this, with the study finding that “sports programmes have tremendous development potential for youth, psychologically and socially”. Youth Unlimited is a partnership programme working with a number of youth organisations in the archdiocese of Cape Town to provide a range of services and supportive opportunities to youth at risk. In addition to supporting many of the existing activities of its partner organisations, YU has

pioneered its own projects and programmes, with sport comprising a key component of many of these initiatives. YU has always believed that sport can play a vital role in the development of youth, especially the youth-at-risk with whom they work. Sport can teach children life skills, such as leadership, teamwork and discipline. It can provide them with a healthy, positive after-school activity and promote interaction between youth from different backgrounds. Local research has confirmed that this is indeed the case, with youth themselves acknowledging that sport provides them with enjoyment, fitness and learning opportunities. Young people have also noted that involvement in sport enables them to avoid social ills, such as drugs, gangsterism and HIV/Aids. Youth workers have observed that sport has the potential to guide youth and develop communities. They have also noted that sports teach children discipline, provide them with an outlet to deal with their emotions and keep them occupied after school. School-based sports programmes provide youth with a reason to attend and stay in school and help learners to form important relationships with the teachers who coach sports, providing youth with positive role-models. Academics have also found that sport can produce more balanced and successful students, and that participation in sports teams can help to prepare youth for success in the workplace. Here are some examples from the field:

Environment

ast year, Youth Unlimited was asked by the City of Cape Town to help develop a Green Goal 2010 educational school project, as part of the World Cup activities. This involved a poster campaign, classroom activities, drama plays and a football tournament that used the game to explain important envi-

ronmental information. The lessons were not only fun, but also encouraged the youth to be more creative and resourceful in protecting the environment. The role and purpose of different football positions and other football elements helped convey environmental messages with the youngsters and encouraged participating schools to identify and implement their own environmental projects.

Empowering female youth

port is often identified as an activity for male youth. However, there is an increasing number of females interested in participating in various sporting activities, including football. As a result, over the past two years, YU has become more involved in female football. YU provides regular training and games, while also ensuring learning opportunities in terms of life skills, leadership and empowerment. This is mainly done through camps, team discussions, and workshops. The regular training and developmental activities have helped female youngsters to be able to express themselves and their thoughts with greater confidence. As a team they have become very supportive of each other in their daily lives.

Life skills and volunteerism

ne of YU’s most exciting developmental initiatives in sports is the Siyaphambili bonus point programme. When YU helped to start a football club in Khayelitsha, Cape Town, in 2003, the youngsters were very keen and dedicated footballers, but they were not very interested in developing other aspects of their lives. YU recognised that football and other sport codes offered a great opportunity to develop lives beyond the game. Youth football and sport programmes exist in communities all over the world.

youngsters from youth Unlimited at a football training session in Germany. The youth development organisation believes that sport has the potential to improve the lives of young people. Their particular goals and activities might not be identical, but they all share the common link of channelling youth passion in sport towards further development. Through its Siyaphambili programme, YU encourages and rewards youth to develop their lives through lifeskills, vocational training and community involvement. Teams are given bonus points when they participate in such activities, with the highest scoring teams qualifying for an annual tournament. The programme has proven to be a great success in the community of Nyanga, among both coaches and players. Through football the youth and clubs have become much needed role-modes in their own community. Now that the pilot phase is complete, the Siyaphambili programme will be expanded into other communities, schools and sport codes.

Broadening horizons

articipation in sports can also provide youth with opportunities to meet new people, experience different cultures and even to travel. Many of the youth involved in

YU’s sporting and recreational activities have had the opportunity to travel to other communities, towns and cities. This has helped the youth to meet people from different cultures, races and backgrounds. Some youth have even had opportunities to travel and compete abroad. Through the support of donor partners, YU has sent 16 young people on a football tour through Germany in 2003, and in 2008 a total of 30 youngsters participated in a football tournament in the southern German state of Bavaria. All of these experiences have helped to broaden the youths’ perspective and understanding of life and the world in which we live. YU’s experiences, the testimonies of youth participants and recent research demonstrate the important role that sport can play in the development and education of youth. It is therefore a sad reality that the communities most in need of sporting activities lack the necessary facilities and resources. Schools and youth development organisations cannot ignore the great potential that sport has to develop and educate our youth.

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The Southern Cross, June 8 to June 14 , 2011

EDUCATION

Meet some notable past pupils of Catholic schools

Ramon di Clemente is a South African rower and olympic medallist who matriculated from St Benedict’s, Bedfordview, Johannesburg in 1993. He competed in the coxless pair event with his boat partner donovan Cech and won the bronze medal in the 2004 Summer olympics in Athens. in 2005. Ramon was a silver medallist at the World Championship and was a finalist at the 2008 Beijing olympics.

Lebogang Mashile is a poet and television presenter who attended Sacred Heart in observatory, Johannesburg. Tamsin Rudling, a former student of Marist Brothers Linmeyer in Johannesburg, owns a bridal shop and was the designer of the wedding gown for President Jacob Zuma's daughter, dudu.

Bishop edward Risi of Keimoes-Upington matriculated from St Benedict’s College, Bedfordview, Johannesburg, in 1966. Bishop Risi was ordained an oblate of Mary immaculate priest on July 12, 1974, and was appointed Bishop of KeimoesUpington on July 5, 2 000. Bishop Risi is a regular celebrant of Masses at St Benedict’s and Holy Rosary school. Jessica Lawrie attended St Catherine's in durban from 1996 to 2003 and was headgirl in her final year. After living in Asia for three years, where she worked in an orphanage for severely mentally and physically disabled children, many of whom were terminal, Ms Lawrie decided to cycle from the top of Vietnam to the bottom (2 100km) to raise funds for children's charities in Ho Chi Min City.

Rosely Wolpe is Springfield Convent’s in Cape Town, oldest past pupil at a sprightly 102 years.

LA SALLE COLLEGE When Tradition and Religion suits your child’s needs Catholic education is about commitment- to values, high standards and personal guidance in an ordered, yet stimulating environment. it focuses on the needs of learners both now and for the future – providing real opportunities for young people in the real world. La Salle College discovery is a Lasallian Catholic school founded on the three hundred year tradition of the de La Salle Brothers, in 1966. Catering for girls and boys from Grade R to Matric, the College has always welcomed learners from all levels of society. Against a backdrop of Catholic values, La Salle College aims to bring out the best in each learner. La Salle College has a tradition of pursuing excellence, innovation and social justice within a context of care for the individual learner. La Salle offers: Small classes ensuring personalised attention and individual monitoring if academic progress. Pastoral care encourages self –discipline and teaches study skills. Professional staff means all round excellence in education and a real concern for total development of the individual learner. First class academic facilities. For more details, please contact the secretary. Tel: 011 472 3524 Fax: 011 472 5725 Slabbert Street P o Box 6183 discovery 1709 Ansfrere 1711 secretary@lasalle.co.za www.lasalle.co.za

Sister Ann Thöle made the extreme sacrifice and gave her life on April 1, 2007 attempting to save the life of patients caught in a fire at the hospice at Maria Ratschitz mission. She attended St Catherine’s in durban.

IN FOCUS Edited by: Lara Moses Send photographs, with sender’s name and address on the back, and a SASE to: The Southern Cross, Community Pics, Box 2372, Cape Town, 8000 or email them to: pics@scross.co.za

The Southern Cross, June 8 to June 14 , 2011

The Southern Cross, June 8 to June 14, 2011

LEADER PAGE LETTERS TO THE EDITOR

Editor: Günther Simmermacher

The Editor reserves the right to shorten or edit published letters. Letters below 300 words receive preference. Pseudonyms are acceptable only under special circumstances and at the Editor’s discretion. Name and address of the writer must be supplied. No anonymous letter will be considered.

Praying with a new word ICHAEL Shackleton’s Open Door (May 18) about “Lead us not into temptation” refers. I find it helpful to understand that God does not tempt us to sin, and that the English word “tempt” can also mean “to test”. In fact the original Greek means:

“Do not put us to the test.” God must and does test us so we can show our love and faithfulness. So which test does Jesus teach us to ask not to be put to? The only test that we will always fail—that is, the test of God’s infinite justice. If God had to test and measure us according to his justice, our guilt

Alpha: a journey

con by the late Bishop Reginald Orsmond of Johannesburg in 1983. My stay with the Salesians was a memorable one and I will always hold the fathers and brothers in high esteem and affection. Bert Haupt, Florida Park,

Teaching Gospel values M

S readers attentively peruse our annual Catholic Education supplement, as we hope they will, some may register surprise at learning that of the many independent (or private) Catholic schools, the vast majority operate in townships and rural areas. The idea, held by many, that private Catholic schools are accessible only by the wealthy does not correspond with reality. The true picture of Catholic education covers everything, from farm schools to exclusive suburban institutions. What they all have in common is a particular Catholic ethos. The fundamental objective of every Catholic school must be to provide children with a Gospel-based education, one which complements the pursuit of academic accomplishment with the infusion of ethical virtues which will serve the good of society, regardless of the learner’s religious background. That Catholic charism helps to create the conditions conducive to good teaching and learning. Teachers in Catholic schools often have a heightened sense of vocation. There is a compelling reason for Catholic children to attend Catholic schools, especially in families where faith plays a marginal role. At Catholic schools, such young people live the Christian faith in a familiar, regular and non-prescriptive context—a perpetual catechism, so to speak, from which most will emerge with a solid foundation for life. It is true, nevertheless, that not every Catholic family enrolls its children in Catholic schools. There are many good reasons for that, ranging from location to finance. This must not be seen, however, as a vote of no confidence in Catholic schools. Conversely, many nonCatholic parents choose Catholic schools for their children, usually because of those schools’ tradition of fostering academic excellence, or because there are no other schools in their area. Of course, many state schools offer quality education in an affirming environment with the help of dedicated educators and parents. The difference between state and

Catholic schools resides in the consistency with which that quality is being offered. When parents decide to send their children to one of South Africa’s 349 Catholic schools— even those that are state-funded—the odds of finding a good school improve dramatically. It goes without saying that academic accomplishment is an important component of a Catholic school’s mission. A school’s success in that objective is measurable by final year marks (and Catholic schools constantly outperform state schools in matriculation results). But the more important profit of a Catholic education is difficult to measure: the development of “the whole person” in terms of values, spirituality and knowledge. Take the time to read some of the panel advertisements in this week supplement, in which schools set out their philosophy of education. There will be a stress on academics, but also on values and nurturing. Catholic schools gain much from cooperating with one another through their networks, sharing and learning from their experiences and innovations. They benefit in particular from the work done by the Catholic Institute of Education, known by its acronym CIE. The value of the CIE’s engagement in research, especially into the ever-changing trends in education, cannot be overstated. Catholic schools benefit from the CIE’s specialised research on educational and pedagogical matters, receive training and advice on school management, educational trends and policy, religious education, pastoral assistance, and they are given access to appropriate resources. This gives Catholic schools an edge over those that do not benefit from the institute’s work. Learners emerge from Catholic schools equipped with academic accomplishments and a moral compass. They are being given the tools with which to join adult society with the gospel qualities of integrity, compassion, charity, justice and personal responsibility. For that reason, it is right to speak of our Catholic schools as academies of virtue.

LPHA is a Christian journey that not only renews our faith, but also helps strengthen it. We have had a number of falters in our spiritual life, and we need that little bit of spark that will put us back on the right track. I was one of 80 learners, confirmation candidates and parishioners who participated in the second Alpha course at St Conrad’s College in Klerksdorp. On our 10-week journey we learnt more about the path of life that we’ve chosen, that of Christianity. We were also guaranteed to learn more about the wonderful man that we serve, Jesus Christ, the one who gave up his life so that we may have life. It was my first time doing Alpha, and early on I could already feel the altering power. It’s a course filled with the Holy Spirit, non-stop. This was one unforgettable journey, and the majority of the boarding house girls at St Conrad’s and some of the boys made the choice to attend. Not one of them regrets making that choice. Makhotso Gaseitsiwe, Grade 11, St Conrad’s, Klerksdorp

Salesian pupil recalls the past

Y association with the Salesians goes back many years. My family were parishioners at Landsdowne church in Cape Town during the 1930s. In 1936 my brother Sidney was a pupil at the Salesian school in Landsdowne and I became a pupil there in 1939—the year the Second World War started. I was at the school for three years. They were the happiest of my life. In 1942, we automatically graduated to the Salesian Institute in Cape Town. I studied a trade in the engineering shop and left the institute in 1944 to join the South African navy. After my discharge from the navy in 1946, I returned to the institute as an aspirant for the priesthood. After two years, I was sent to the novitiate in England. I returned to South Africa and whilst waiting for a call from the diocesan bishop, I met my future wife. I was ordained a permanent dea-

Faith steps in at science’s limits

HE creation story in Genesis and the teachings of Charles Darwin got me thinking on the unanswered questions posed by Gary Reabow (April 20): “Exactly how, why and when we shall never know.” No doubt the creation story is a fantastic piece of Hebrew writing; however, one has to understand its literary and often poetic style, otherwise we get a very peculiar image of our God—the God we know to be pure spirit, almighty, eternal, no beginning, no end, existing in the ever-present, infinite and the rest. In the Genesis story this God creator is subject to a calendar. He has six days to do a job and he is now a master-planner, engineer and brainy mathematician! On the seventh day this God needs to rest. He is truly overworked for creating an enormous world. That is not my God. I simply know he IS; that he is all pure, all holy, all love—but these are only human concepts and I really do not know what this actually means. We call this Being “God”—he has no name—for that would limit him. He is without limits or boundaries and he is greater that all creation, any power in the universe, all space and all time. Thank God for the incarnation of Jesus for he gives us a little peep into the wonder of the unknowable God and father. God is far, far beyond our concepts or imagination. We learn of God’s love from the total sacrifice of his divine son; but there again, it is only a human reflection of some extraordinary power we call love. Then up pops Darwin(1809-82) with his Origin of Species natural selection and theory on creation and evolution—mere theories based on his own atheistic prejudice. But 1 500 years earlier St Augustine, bishop of Hippo (354- 430) had put little Darwin in his place. God, he said, brought everything into existence in a single moment of cre-

would cause us to fail. So what we are asking for is this: “Do not put us to the test of your infinite justice, but in your infinite mercy deliver us from our evil done and the evil one. This is how I pray then: “Lead us not into temptesting”—coining a new word that I am more comfortable with than temptation. Fr Johan Strydom, Plettenberg Bay ation; yet the created order is not static for the creator endowed it with the capacity to develop, seeds to grow and develop at the right time (subject to God’s governing power). Augustine says that the Bible supports this statement in Psalm 33:6-9: “The Lord created the heavens by his WORD; when he spoke the world was created; at his command everything appeared...” Jesus confirms this in John 5:17 telling us that God is still active in his creation (evolution). In fact, it would seem that nothing is ever invented; we merely discover—in God’s own time. It is evident that the Bible is not a scientific book; rather it is the story of man’s salvation; his attempt to know and reach his creator. Yet science need not be in conflict with religion. There is perfect harmony, for faith takes over where science reaches its limitations. It is said that if Christianity cannot coexist with science, then Christianity will disappear. Darwin’s atheistic theory, excluding God as creator of all life, is now in crisis because of the great advances in the various sciences over the past 50 years. Fr Ralph de Hahn, Cape Town

Silver jubilee joy

HIS year I celebrate a silver jubilee. For the 25th time I was re-commissioned as an extraordinary minister of the Eucharist, together with a number of other ministers—some of whom have longer service than I. This ministry was originally for men only but when the rules were relaxed and women allowed to accept the honour of participating in that ministry, I was invited by my parish priest to be one of them. I cannot even begin to describe the moment of awe when for the first time I was handed the chalice containing the Precious Blood, the trembling of the hands, the feeling of absolute awe and even euphoria each time I spoke the words “Blood of Christ” to the members of the congregation. Even now in my jubilee year and close to 90 years of age, I feel the spark of that intense fire as I offer the Precious Blood to God’s worthy people. How blessed can one be? Olga Cadman, Cape Town

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PERSPECTIVES

Raising our youth with God

EFORE I was married, I wanted to have six children. I wanted to have the big full-house, lots of fun family experience—but this desire dissipated after I had my second child. At that point, the responsibility of raising children and guiding them, and ensuring an education for them to become responsible young people and healthy functioning adults dawned on me as an enormous task, as privileged and fulfilling as it was. Youth is that phase of life when dreams are built, hope is kindled, and a bright future is anticipated. Youth is a beautiful phase of life when a child turns into an energetic, confident individual. It is the growing phase of life, the stage to achieve a complete physical and mental growth. Youth is also that phase of life when children feel misunderstood by their parents, and parents realise that the values that they teach are not always accepted— and sometimes rejected outright by their young. It can be a very difficult phase in the parenting experience, and we don’t always get it right to survive it without continuous confrontational encounters and stressful and frustrating attempts at communication. When children reject our way of doing

things and our values, we almost feel like they are slipping away from us, away from our family traditions, away from what we stand for, and in our mind, away from what is “right”. At the same time, we also don’t understand what they are replacing our values with. What are they searching for, what is it that they believe in now? We immediately fear for them, worrying that they will make the wrong choices. What can help us through this stage? It is the way in which we view our children, especially our youth. We must realise that they are not our own. They are not our possessions. They are given to us for a time—a short time, in fact—during which we are asked to be their parents, their educators, their guardians. But, in the end, they are not our children. They are God’s children. Their lives belong to themselves and to God. If we accept this, then we are less likely to be manipulative as parents, educators and guardians. We are less likely to see our children as part of our own life plan or as people whose life must be shaped according to our dreams and desires. If we are able to accept that they are their own persons, then we will be able to offer our love, support, guidance and education with fewer strings attached.

A prostitute’s redemption

Y former editor at a Catholic magazine, Fr Gigi (his nickname), once asked me to interview a certain young woman who, he said, had a very interesting story. Let’s call her Alice. I sat with the woman some distance away from the magazine offices and started the interview. Alice was a former prostitute in the streets of Nairobi. Her family had broken up. Her father moved on to live with another woman. Alice struggled through high school thanks to the support of a sponsor. But after school, she had nothing to do to support herself. He mother could not afford college. That is how Alice ended up on the streets. It was a tough life: braving the cold in skimpy clothing, cat-and-mouse runs with the police, drunk and violent clients who did not want to pay and so on. Alice became pregnant and decided to have the baby. But after the baby boy was born, things became worse for her. She couldn’t return to the streets for some time, which meant she had no income. The baby died a few months later. Needless to say, Alice was heartbroken. In the midst of her grief she started asking herself very deep questions about life. Would she go back to the streets? If not, how would she live without money? What else was there to do to earn a living? She had no answers to those questions. One day Alice wandered off to town and ended up at Nairobi’s Holy Family minor basilica. Until recently, when the cathedral authorities tightened security, people used to hang around the church grounds. Alice did not go inside the church. She had no intention of praying. She

had long concluded that God was, in fact the problem, not a solution to her woes. So she found a lonely spot, sat down and buried her head in her hands. She could not remember how long she had sat there when someone tapped her on the shoulder. Looking up, Alice saw a young man standing beside her. He tried to talk to her but she didn’t say much. The young man told her he was a seminarian attached to the cathedral for pastoral work. After a little chat during which Alice opened up a bit about her troubled life, the seminarian suggested that she should go into the church and pray; tell God anything she wanted. Alice didn’t see the point. The seminarian left her and she rose and walked away.

ut Alice returned to the cathedral another day. This time she managed to actually enter the church. She knelt down and tried to pray. She was so angry at God. He was to blame for all her suffering. And that is about all that she said in her prayer. As Alice dragged herself out of the cathedral, she bumped into the same seminarian. They spoke a little. He told her he had heard about a certain priest at a parish within the city who could assist her. Everyone called him Fr Gigi. Perhaps she should go see him. Alice was reluctant. Although she had been brought up Catholic, she no longer went to church. But somehow she pulled herself together and went to speak to Fr Gigi. The missionary priest believed Alice’s story. And it was the start of a deep father-daughter relationship. Fr Gigi secured Alice admission at a nursing school. At the time of our interview, she was working as a nurse at a Catholic

Judith Turner

The Southern Cross, June 8 to June 14, 2011

Sihle Magubane

on Faith and Life There is a consolation in all of this. If we accept that our children are not really our own, then we will know that we are not alone in raising them. God is the real parent, and God’s love, care and desires for them will always be in excess of our own. With our trust and faith in God we will experience that God has the power to touch the heart of a child and break through to a child in a way that we as parents often can’t. Our children can refuse to listen to us, turn their backs on us, and walk away from everything we stand for, but there is always still another parent, God, from whom they cannot walk away. We can draw courage and consolation from that. Our children are surrounded always by a love, a concern, and an invitation to awaken to love, that far exceeds anything we can offer. God is the real parent and has powers that we don’t have. He can touch them with hands far gentler than our own and embrace them with an understanding far deeper than our own. Realising and living by this is the greatest gift we can offer to our youth to ensure that they develop and become the persons they were created to be.

Henry Makori Letter from nairobi

hospital in central Kenya. I recall this story because of a blog that is gaining popularity here in Nairobi. The blog is written by a self-confessed prostitute who plies her trade on the city’s notorious Koinange Street. The street runs from outside my office and ends down at the Holy Family minor basilica. The blogger documents her experiences with the aim of building “a brand”. The young woman has already attracted some international media attention and, of course, curious clients. She says she is not looking for sympathy or help. Her means of livelihood is a conscious choice. But her latest post is surprising. “Some sort of unexplainable low spirits, slackness and a lack of enthusiasm has engulfed me. I have become a robot-like person, doing things for the sake of it, without any attachment, emotional or otherwise,” she writes. “I have been sleeping all day, wanting to be alone, and smoking countless cigarettes. I have been to the streets a few times, but being dull and slow, the days haven't been very fruitful.” This has happened before, she says. “In the past when the dullness did not wear out naturally, I overcame [it] by taking a proper break out of town; sometimes going to my parents’ home in the village, or in better days retreating to a quiet Christian-run guesthouse in Kericho.” I am sure Jesus the Good Shepherd is out there looking for this woman as he did for Alice. Once he finds her, he will take her broken body and spirit into his arms and heal her.

Point of Reflection

Pentecost: Our share of the divine

HE Holy Spirit descended on the apostles at Pentecost, and “they began to talk in other languages, as the spirit enabled them to speak” (Acts 2:4), and many people understood and were filled with joy upon hearing the good news. Those gathered may have heard many religious testimonies before Pentecost, but what made them so joyful? Could it be that they heard it in their own languages? Did that make them feel part of this good news, rather than just being an audience? The multilingual experience in Pentecost encourages us to treat one another with dignity, regardless of race or religion. We are to embrace our differences. Our souls are little tabernacles of the Holy Spirit. Perhaps a truth that rarely crosses our minds is that God respects us. His patience and forgiveness sprout from this respect. The Creator honours us because he sees himself in us; we are made in his image. He is also in those who may not be of Christian faith. But if what we may do in “defence” of our faith, if that action seeks to degrade or dehumanise another person, we are committing a grave sin against the Holy Spirit. If we do not respect ourselves or others, we fail to honour the Holy Spirit—the presence of God in our souls. Precisely because of the godlike seedling in him, “the human person deserves to be preserved, human society deserves to be renewed”, as the Vatican II document Gaudium et Spes (“Joy and Hope”) puts it. At the same time, that respect is not merited, but is a gift from God. God does nothing in vain. None of what he does for us must remain unfruitful. What good are we if we say we are “filled with the Spirit” but remain tepid at the suffering of others? Perhaps we even are the cause of that suffering or perhaps are adding to it! Pentecost for us today is to testify to the truth in joy, even if we might not be proclaiming the good news in the manner of the apostles or are speaking in tongues. Our daily call is to testify with our lives, to live in understanding and reverence of the God in everyone. May this Pentecost be for each of us an opportunity for reflecting deeply on our every decision, no matter how small it may seem. This spirit of joy, understanding and patience will not dwell in us if we do not love. This love will act itself out in our everyday lives, in practical and simple ways. n Sihle Magubane is from Mariannhill. He currently studies at St Francis Xavier Orientation Seminary in Cape Town.

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FAITH

The Southern Cross, June 8 to June 14 , 2011

At Pentecost we are all called to witness Make this a time for reflection

At Pentecost, we are called to reflect what makes us Christian, and how we live our Catholic lives. Archbishop WiLiAM SLATTeRy oFM explains.

IX weeks ago we celebrated Easter, recalling the passion and resurrection of the Lord, and on June 12 we celebrate the feast of Pentecost. Pentecost recalls the coming of the Holy Spirit upon the Apostles, gathered in the upper room and still fearful of the Jewish leadership. With the coming of the Holy Spirit they are in a sense set on fire with the boldness and wisdom of the Holy Spirit and begin the work that they will do for the rest of their lives, namely, proclaiming salvation in the name of Jesus the Lord. Pentecost has rightly been called the birthday of the Church.

A young woman is baptised and confirmed on the feast of Pentecost. Through our baptism we are called to be witnesses of Jesus in our lives. We become instruments of salvation for others by our lives of faith, Archbishop Slattery (insert) writes.

the Mystical Body of Christ.

The Church exists to evangelise

Two themes come to mind: The first is the Church itself. Born from the Holy Spirit and the preaching of the Apostles. What is the nature of the Church? That is our theme for Phase II of our Inter-diocesan Consultation. There are many ways to answer that question. For example one could say that the Church is the prophetic voice of the Lord, or the Church is the voice of the

But the Vatican Council and later Pope Paul VI and John Paul II said that the Church is missionary by its nature. The Church exists to evangelise. The reason for the existence of the Church at all is that it has to continue with the work of Jesus in the world. The Church is the instrument of salvation in that it continues to preach that Jesus is Lord and that through the saving life and death of Jesus we are all reconciled to our Father in heaven.

voiceless. Pope Pius XII called it

Who is the Church?

What is the Church?

Who is it that has to continue with the mission of Jesus? The Church comprises every person who is baptised. Through our baptism we are in a sense called and commissioned to be witness of Jesus in our lives. We become instruments of salvation for others by our lives of faith. We are all the Church together. And all of us have this privilege and responsibility to be a missionary, to be the person who witnesses to our faith in Jesus. There was a perception that evangelisation or witness to the presence of Jesus in our lives was the work of priests only. No, everyone is called. It is just that we do it differently. We all have our

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N Pentecost Sunday the bishops launch Phase II of the Inter-diocesan Consultation which at present is scheduled for next year, writes FR BARNEY McALEER. In this phase, which will consist of a series of reflections, the objective is to encourage all members of the Church to rediscover and strengthen their own personal relationship with the Lord Jesus. Following on that is the voyage of discovery of the Church and its

Jesus. The theme of Phase II is the nature of the Church of which we are all members and witnesses. Every parish, individual, every sodality and organisation is invited to participate individually and preferably in the company of others to reflect and share on their understanding of their Catholic identity. It is also a time to reflect on what it means to them to be called to witness in their sphere of life to their love and faith in the Lord.

own part of the vineyard. Recall the parable of the landowner and the labourers in the vineyard. All are called.

the Holy Spirit in our lives. With others at work or wherever, is there an air of peace and serenity that come from the knowledge that Jesus is Lord of our lives? Have we put Jesus first in our hearts or have we put him out on the margins of our lives?

How do we witness? That brings me to the second point. How do we witness to our faith In Jesus as Lord and Saviour? We know how the apostles did it in their time. They went out and preached to whoever was prepared to listen to them. They wrote the gospels to tell people about Jesus. They wrote letters to encourage people and to set them straight about their lives, conduct and practice of their faith. They wanted to warn them of difficulties and dangers. It is much the same in our case. We too have been given the Spirit. We all have been gifted by the Spirit to help us in our lives to witness to our faith. For example, we can witness to compassion in our concern for others, be they sick, homeless or whatever. We even have organisations and groups which people can join if they feel called to this type of witness or apostolate. Others are called to witness in a special way to love like those working with abandoned children, but everyone is gifted. We are gifted—not for ourselves alone, but for the good of others. We build the Kingdom of God by building relationships between people. Phase II then, about the nature of the Church, is really about us. Are we the people who are doing the work of Jesus? Are we showing, manifesting the power and gifts of

New hope and new life The message of Easter was one of hope; the message of Pentecost is one of New Life. During Phase II we want to reflect on the new life given to us by Jesus. As Catholics we are called to witness to a lifestyle centred on Jesus and his teachings. We want to revive our commitment to the values and attitudes which are part of our Catholic identity. We want to strengthen our resolve to be confident credible witnesses to the faith which has come to us from the Apostles. We want to stand up and be counted among those who acknowledge Jesus as Saviour A series of reflections has been developed and will shortly be made available. It is intended that everyone will make use of them, individuals, groups and sodalities, Sisters and Brothers, small Christian communities and neighbourhood groups. In short, everyone. I pray that the reflections for Phase II will be of benefit to all to see how in the little moments every day there are opportunities to understand and witness to the Lord. n Archbishop William Slattery heads the archdiocese of Pretoria and is the chairman of the bishops’ conference’s Department for Evangelisation.

The Southern Cross, June 8 to June 14, 2011

Sr Antonia Kelly OP

ISTER Antonia Kelly, a Newcastle Dominican Sister, who was born in Limerick, Ireland on September 25, 1927, died at Marian House, Boksburg on May 13, 2011. She was professed in Rosary priory, in Bushey Heath, England, on July 25, 1946 and sailed out to South Africa. She arrived on Christmas Day 1950 and was assigned to St Elmo’s School in Umzumbe, KwaZulu-Natal, where she taught slow-learners. She also taught in schools in Port Shepstone, La Rochelle, Benoni, Germiston, and Durban North. Before she retired to Marian House she worked with Fr Duffy OMI at Redhill Parish. Sr Antonia was an extremely

gentle person with tremendous love and compassion for everyone. The Sisters she lived with have very happy memories of her generosity, sense of humour, exemplary affirmations and wonderful respect for everyone. She loved animals and when she retired to Marian House she began feeding the wild cats in St Dominic’s School grounds. They were soon tamed and faithfully followed her when she went for a walk! In 2006 Sr Antonia began showing signs of Alzheimer’s disease, yet she remembered hymns and songs and sang beautifully to everyone’s delight. The nursing staff at Marian House loved Sr Antonia and her kind words to

Community Calendar To place your event, call Claire Allen at 021 465 5007 or e-mail c.allen@scross.co.za, (publication subject to space) BETHLEHEM: Shrine of Our Lady of Bethlehem at Tsheseng, Maluti mountains; Thursdays 09:30, Mass, then exposition of the Blessed Sacrament. 058 721 0532. CAPE TOWN: Holy Hour to pray for priests of the archdiocese, 2nd Saturday monthly at Villa Maria shrine Kloof nek Rd, 16:0017:00. Good Shepherd, Bothasig. Perpetual eucharistic Adoration in our chapel. All hours. All welcome. Day of Prayer held at Springfield Convent starting at 10:00 ending 15:30 last Saturday of every month—all welcome. For more information contact Jane Hulley 021 790 1668 or 082 783 0331. Padre Pio prayer group, every 3rd Sunday of the month Holy Redeemer

Bergvliet: DURBAN: St Anthony’s, Durban Central: Tuesday 09:00 Mass with novena to St Anthony. First Friday 17:30 Mass— divine Mercy novena prayers. Tel: 031 309 3496. “Life in the Spirit Seminar” on 17, 18 and 19 June at St Peter’s Parish, 360 Mahatma Gandhi Road, durban. Tel: 031 3375 676 JOHANNESBURG: Exposition of the Blessed Sacrament: first Friday of the month at 09:20 followed by Holy Mass at 10:30. Holy Hour: first Saturday of each month at 15:00. At our Lady of the Angels, Little eden, edenvale. Tel: 011 609 7246.. PRETORIA: First Saturday: devotion to divine Mercy. St Martin de Porres, Sunnyside, 16:30. Tel Shirley-Anne 012 361 4545.

southern crossWord solutions SOLUTIONS TO #448. ACROSS: 3 Beggarman, 8 Inks, 9 Colosseum, 10 Silken, 11 Smirk, 14 Octet, 15 Yell, 16 Steps, 18 Arno, 20 Copra, 21 Spell, 24 Praise, 25 Unhostile, 26 Bias, 27 Other side. DOWN: 1 Kinswoman, 2 Skeletons, 4 Eton, 5 Groom, 6 Rosary, 7 Ague, 9 Celts, 11 Smell, 12 Keep vigil, 13 Ill at ease, 17 Score, 19 Oppose, 22 Lotus, 23 Unit, 24 Plod.

Word of the Week Pentecost: The 50th day after Easter that marks the birth of the Christian Church by the Holy Spirit. Red is the liturgical colour for this day as it symbolises the tongues of flame which appeared as the Holy Spirit decended upon the disciples and they started to proclaim the gospel of the risen Lord. It is one of the most ancient feasts in the Church, mentioned in the Acts of the Apostles and St Paul’s letter to the Corinthians.

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DEATH

them at all times even in the last few days before she died. A Requiem Mass was concelebrated by Frs Martin Roden OP and Raphael Ntlou OP at Marian House. Sr Lucia Rei OP

Family Reflections June 12: Pentecost Sunday. The birthday of the Church. On this day Jesus filled the Church with the power of his Spirit and sent it out into the world to bring his peace, joy and forgiveness to all mankind. This was the calling for the Church throughout history. As a family discuss some Church history and consider how well we have responded to the calling. Will the youth of today do a good or better job than has been done in the past?

Liturgical Calendar Year A Sunday, June 12, Pentecost Sunday Acts 2:1-11, Psalm 104:1, 24, 29-31,34, 1 Corinthians 12:3-7, 12-13, John 20:19-23 Monday, June 13, St Anthony of Padua Wisdom 7:7-14 or Ephesians 4:7, 11-15, Psalm 40:3-4, 1011, 17, Mark 16:15-20 Tuesday, June 14, feria 2 Corinthians 8:1-9,Psalm 146:2, 5-9,Matthew 5:43-48 Wednesday, June 15, feria 2 Corinthians 9:6-11, Psalm 112:1-4, 9, Matthew 6:1-6, 1618 Thursday, June 16, feria 2 Corinthians 11:1-11, Psalm 111:1-4, 7-8, Matthew 6:7-15 Friday, June 17, feria 2 Corinthians 11:18, 21-30, Psalm 34:2-7, Matthew 6:19-23 Saturday, June 18, Memorial of the Blessed Virgin Mary 2 Corinthians 12:1-10, Psalm 34:8-13, Matthew 6:2434 Sunday, June 19,The Solemnity of the Most Holy Trinity Exodus 34:4-6, 8-9, Daniel 3:52-55, 2 Corinthians 13:11-13, John 3:16-18

SHEE —Catherine Mary (Kitty) died peacefully in Pretoria on May 18, 2011. Lovingly remembered by her children Comilla, deborah, Charles, Simon, Laurence and Martine. Sadly missed by her sons and daughters-in-law, 12 grandchildren and 4 greatgrandchildren. RiP.

IN MEMORIAM CULLEN—Gerty. Mom died in Port Alfred on June 4, 2009 aged 99. We won’t ever forget you and your love, Mom. We know that you are with the Lord that you loved so much. Pray for us. The Alberton Cullens.

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PRAYERS HOLY St Jude, faithful servant and friend of Jesus. The church honours and invokes you universally as the patron of hopeless cases, or those most despaired of. Pray for me, i am so helpless and alone. Make use, i implore you, of that particular privilege given to you to bring visible and speedy help when help is almost despaired of. Come to my help of this great need that i may receive the consolation and help of heaven in all my necessities, tribulations, sufferings, particularly (make your request) that i may praise God with you and all the elect for ever. CB SANTA CLARA, you followed Jesus in his life of poverty and prayer. Grant

that confidently giving ourselves up to the providence of our celestial Father, we may serenely accept his divine wish. Say this prayer followed by nine Hail Mary’s for nine days. on the ninth day light a candle. CJ O MOST beautiful flower of Mount Carmel, fruit vine splendrous of heaven, immaculate Virgin assist me in my necessity. o Star of the sea, help me and show me you are my Mother. o Holy Mary, mother of God, Queen of heaven and earth, i humbly beseech you from the bottom of my heart to secure me in my necessity. There are none that can withstand your power. o Mary conceived without sin, pray for us who have recourse to thee (say 3 times). Holy Mary i place this cause in your hands (say 3 times).Thank you for your mercy to me and mine. Amen. Say this prayer for 3 days. HP.

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Trinity Sunday: June 19 Readings: Exodus 34:4-6, 8-9, Daniel 3:5256, 2 Corinthians 13:11-13, John 3:16-18

EXT Sunday is the feast of the Holy Trinity, and we shall do well to look carefully at the readings that the Church has chosen for the feast, for it is a difficult and a deep mystery, that of why Christians feel obliged to speak of the one God as a community, rich in meaning. The first reading gives us a clue, perhaps; and it has to do with the difficult question of how we can have any contact at all with the great God who is creator of the entire universe. The answer has to do with the fact that God is all love; however the beginning of the story reminds us that we may not take this love for granted. Moses is going up to God’s holy abode, but he has been told to carry “two stone tablets”, and the alert reader will recall that he had earlier broken two such tablets in his rage, when the people had built the two golden calves. God approaches in a cloud (for human beings cannot take the undiluted presence of God), and, a great gift, proclaims his name: “The Lord, the Lord, a merciful God and gracious, slow to anger and rich in love and integrity.” Moses worships this God, as he certainly should, and then begs for mercy, and asks for God’s unfailing presence, despite the fact that “this is a stiff-necked people”. It is all a very grand love story, and it is important to read it aright.

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What the Trinity means in our lives Nicholas King SJ Sunday Reflections The responsorial, somewhat unusually, comes from the book of Daniel; and it is from the song attributed to the three young men in the fiery furnace, a hymn of praise to the one God who always rescues his people: “blessed is the holy name of your Glory”, they sing, “blessed are you in the Temple of your holy Glory...and you are exceedingly to be remembered and exceedingly glorious for ever”. Clearly the author of this hymn believes, as a good Israelite should, in one and only one God; but at the same time there is an awareness that this glorious God is active in our world, and has to be “described” (not, of course, that you can describe the one God) in a number of ways: “You who are seated upon the cherubim, and are to be praised and glorified for ever; you are blessed in the firmament, and to be hymned and glorified for ever.” This is a very rich doctrine of God, even if it is a long way from our understanding of God as “triune”.

The second reading is from the last words of Paul’s surviving Corinthian correspondence; and notice the context of love, which was, you may recall, a virtue in which those Corinthians had proved themselves sadly lacking. You can hear Paul begging them to restore unity: “Rejoice, get yourselves sorted out, encourage each other, share the same mind-set, be at peace.” If they do this, he says, “The God of peace will be with you”. Then he emphasises the importance of giving fellow-Christians the sign of peace; and he leads by example, sending it to them from the place where he is writing (possibly Ephesus). After this comes the verse that we all know almost by heart; but notice that it gives expression to this rich doctrine of God, precisely in the context of the Corinthians’ lack of grace and love and koinonia (a word which can mean solidarity, communion, unity, fellowship, partnership): “The grace of Our Lord Jesus Christ, and the love of God, and the koinonia of the Holy Spirit be with all of you”. That is what Trinity means in our lives. The g o sp el chosen for next Sunday is admirably suited to this purpose; it is apparently addressed to Nicodemus, who had come to Jesus “by night”, to enquire what he was about: “Rabbi, we know that you have come as a Teacher from God.” However he has much to learn, and we lis-

School daze: Advice to parents T Chris Moerdyk HIS being the annual Southern Cross education issue, I feel it appropriate to offer some food for thought to young parents with children starting school. I believe I am suitably qualified for this job because six years ago I completed 33 years of unbroken school lifts, concerts, sporting events, prize givings and fundraising functions. My children have received all manner of trophies, accolades, certificates and medals. As a parent, I received nothing other than bills for school fees and requests to man the tuckshop. I begged the headmaster at my youngest’s school to give me an official letter absolving me from any further school functions, fetching and carrying and so forth, to wave under the noses of my children when they attempt to turn my occasional involvement with the grandchildrens’ education into a permanent routine. Frankly, I don’t think schools or pupils realise the extreme sacrifices in time, money and effort which parents make in order to keep the whole system going. And it is about time that school prizegivings started involving parents for some other reason than just supplying the tea, cakes and applause. For example, I would like to see a trophy and substantial cash prize presented for the most time spent by a parent in a school parking lot. A trophy and gift voucher for the mother who had to most

Conrad

The Last Word radically rearrange her day because her son was being punished by having to stay after school. A peace and reconciliation trophy for patience and understanding shown by a mother when athletic trials end at 6 o’clock instead of half past three. A “victim laborum” trophy for the mother who actually did managed to be in six places all at the same time and still do swop shop duty. Among my bugbears are prizes that go to completely the wrong people. Like junior school projects. Really, who are they kidding? I’ve seen some science projects supposedly produced by a Grade 3 boy but worthy of the best brains at the atomic energy board. But now, having vented my spleen, perhaps it would be a lot more constructive if I looked back on my 33 years as a school-fettered parent and offered some advice to those young couples who round about now will be signing up their first-born into Grade 0. Top of my list of tips is this: right from day one, sit your little one down and repeat as often as is necessary; “Whatever the problem, whoever is right or wrong, I will, as your parent, always, without exception, take your teacher’s side.”

The reason for this is critical. Kids are essentially born with a manipulative streak and this becomes prevalent when faced with going to school. Most kids do not want to go to school even if they say they do. Taking their side against a teacher will lead to years of pain, suffering and tears of frustration as they pit you against those who are trying to educate them. Then there is the temptation for parents to use every form of persuasion from bribery to threats and the withholding of donations for the new hall, in order to get their kids into football and netball teams, lead roles in the school play and special mentions at assembly. Parents who resort to these tactics are always doing it for their own egos, and not for their children. Bear in mind that one day kids will leave school and will no longer have parents to fight for them. Which means they’ll struggle at university, struggle at their jobs and struggle at making marriages work. Successful kids are those who make the football teams and school plays on merit. And talking about football teams, there are those parents who seem to be under the impression that when their kids are running, jumping, swimming, kicking or hitting a ball, their performance will be improved if they get advice screamed at them from the sidelines. There is irrefutable proof that children on playing fields simply cannot hear their parents. So, avoid embarrassing yourselves and causing permanent damage to your larynx, and just watch. That’s all your kids will ever ask of you. The last thing they want or need are parents running onto the field and swearing at referees, which, believe it or not, happens more often than one imagines. Avoid writing letters of complaint to teachers. Most of them see complaining, lobbying or threatening by letter as a weakness. Talk it out face to face. My final piece of advice is to teachers who get irate letters from parents. My father, who was an educator all his life, solved the problem by simply taking the letters he got from parents, marking them out of ten and sending them back with curt, derogatory comments about grammar and sentence structure.

ten to the words addressed to Nicodemus, and recognise that these verses, containing one of the best-loved sentences of the entire New Testament, tell us that Jesus is something rather more than just a “Teacher” or “Rabbi”: “For God so loved the world, that he gave his unique Son”, (so again we see that love is at the heart of the mystery), “in order that everyone who believes in him might not be destroyed but might have eternal life.” Once again we see that there is a richness in God, and that it has to do with believers gaining access to the mysterious love of God, and so finding eternal life. It is important for us not to see God’s love as a condemnation: “For God did not send the Son into the world in order to condemn the world, but in order that the world might be saved through him.” (And it may be helpful here to recall that “world” in the Fourth Gospel generally stands for the forces arrayed against God and against Jesus.) It continues in this vein: “The one who believes in him is not condemned; but the one who does not believe has already been condemned, because they have not come to faith in the name of the Unique Son of God.” Once again, this rich doctrine of the One God has to do precisely with the possibility of our accepting the love of this extraordinary God.

Southern Crossword #448

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3. One like Lazarus at the rich man’s house (9) 8. Old scribes had pots of them (4) 9. Place of Christian martyrs (9) 10. Ink Les uses from fibre produced by worms (6) 11. Smile smugly (5) 14. Group of eight (5) 15. Sharp cry (4) 16. Take them up to the altar, and down again (5) 18. Florence’s river (4) 20. Traffic cop raises coconut kernels (5) 21. Period to use word of incantation (5) 24. ...to the Holiest in the Height (hymn) (6) 25. Until shoe takes on friendly disposition (9) 26. Could be religious prejudice (4) 27. Desire hot way beyond the grave (5,4)

1. She’s your blood relation (9) 2. Keep them secret in the cupboard (9) 4. Note the stiff white collar (4) 5. He takes care of the horses at the wedding? (5) 6. String of devotional beads (6) 7. Fever you get in The Hague (4) 9. Europeans of pre-Roman times (5) 11. It’s a sense (5) 12. Stay awake to pray (4,5) 13. Sick and not comfortable? (3,2,4) 17. Successful twenty on the sports field? (5) 19. Stand against (6) 22. Mythological plant of forgetfulness (5) 23. Single item (4) 24. Policeman’s walk (4)

Answers on page 27

CHURCH CHUCKLE

SUNDAY School teacher began her lesson with a question: “Boys and girls, what do we know about God?” A hand shot up in the air. “He is an artist!” said the kindergarten boy. “Really? How do you know?” the teacher asked. “You know—Our Father, who does art in Heaven...” Send us your favourite Catholic joke, preferably clean and brief, to The Southern Cross, Church Chuckle, PO Box 2372, Cape Town, 8000.