180523 by The Southern Cross

The

S outher n C ross www.scross.co.za

May 23 to May 29, 2018

Reg No. 1920/002058/06

12-page Catholic Education supplement

Pope: Why I worry about selfie-culture

Page 4

No 5085

R10 (incl VAT RSA)

How Christ visits us in person

Page 21

Pope now owns a statue of Our Lady of Ngome STAFF REPORTER

H TV personality Katlego Maboe entertains guests at this year’s Ball of Hope in Cape Town, which raises funds for HOPE Cape Town, an HIV/Aids project founded by the Germanspeaking Catholic Community of the Cape Peninsula. The ball was addressed by co-founder and chairman Fr Stefan Hippler; Cape Town vicar-general Fr Peter-John Pearson delivered the prayer. Also attending were Frs Wim Lindeque and Stan Botha.

Fr Rolheiser comes to SA P BY ERIN CARELSE

OPULAR Canadian writer Fr Ronald Rolheiser (pictured), whose column appears weekly in The Southern Cross, will visit South Africa to deliver a public lecture to his fellow Oblates of Mary Immaculate on June 1. Fr Rolheiser will be in South Africa for the annual meeting of the Association of Oblate Institutes of Higher Learning, a meeting of all the OMI institutes around the world where the presidents of each institute get together for a week to discuss and network. This year St Joseph’s Theological Institute in Cedara, near Pietermaritzburg, is the host, and will present the inaugural Kusenberger Chair of Oblate Studies Lecture to coincide with the meeting. Fr Rolheiser will speak on the topic “The Oblate Charism Today: Its Essence, Its Modesty, Its Vitality, Its Struggles, and Its Urgency”. Fr Ewan Swartz OMI, acting president of St Joseph’s, said he is looking forward to having Fr Rolheiser as keynote speaker. “Having heard Fr Rolheiser speak before, and reading his articles and books, we are assured that he will impart wisdom, insight, and understanding on the topic,” he told The Southern Cross. “His ability to expound on such themes is inspiring and will surely provoke and awaken in all a spirit of hope and enthusiasm. I hope

he will enlighten us on the struggles we face, not only as Oblates, and especially offer ways of overcoming these.” The programme for the day also includes talks by Fr Paul Decock OMI, on Archbishop Denis Hurley’s contribution to the development of St Josephs, and Fr Joseph Phiri OMI, on the challenges to formation in the Oblate charism, as well as musical items by the Drakondale Girls Choir School, and responses to Fr Rolheisers talk. “This being the inaugural lecture, we are humbled that it will take place at St Joseph’s,” Fr Swartz said. “We are looking forward to hosting all our foreign and local visitors for this auspicious occasion and are certain that it will be well attended,” he said. The event will be live-streamed to make it available throughout the world. The link to the live streaming will be available on St Joseph’s website closer to the time.” n Due to limited capacity, it is important to RSVP by contacting Tracy Naidoo at tracyn@sjti.ac.za or phone 087 353-8940 during office hours.

AVING returned from a pilgrimage to Italy to celebrate the 50th anniversary of the Neocatechumenal Way, the movement’s coordinator in South Africa said the group of 180 South Africans were deepened in their faith by the experience. One of the pilgrimage’s highlight was an opportunity to present Pope Francis with a statue of Our Lady of Ngome. Ngome is a shrine in rural Eshowe diocese, dedicated to the ten Marian apparitions reported by Benedictine Sister Reinolda May from 1955-70. Pope Francis is known to have a deep devotion to Our Lady. “Our pilgrims from South Africa wanted to send special greetings to the pope, assuring him of their prayers and inviting him to South Africa,” said Dino Furgione, who coordinates the Neocatechumenate in South Africa. The group was led by Archbishop William Slattery of Pretoria and included followers of the Neocatechumenal Way from Cape Town, Pretoria, Witbank, Port Elizabeth, East London and Oudtshoorn, joining pilgrims from 125 different countries. “The unity with the Church and the obedience to the pope within the Neocatechumenal Way is what makes it so close to Franciscanism,” said Archbishop Slattery, who is a Franciscan. “You are doing the same work as Francis did: you are incarnating the Gospel and his radicality, giving a new impulse to evangelisation,” he told the pilgrims. “Celebrating the 200th anniversary of the Catholic Church in South Africa,” said Archbishop Slattery, “the Holy Spirit is inspiring answers to the doubts and challenges that our Church has to face. The Neocatechumenal Way is certainly one of these answers. Having to give new thrust to the evangelisation in our country, we have to take advantage of the new realities within the Church, and among them, for sure, of the Neocatechumenal Way”. As part of a special programme on the meeting, Mr Furgione and his wife Roberta were interviewed for over an hour on Vatican Television’s TV2000. “The [Neocatechumenal] community is

S outher n C ross Pilgrimage

Günther Simmermacher, author of The Holy Land Trek For more information or to book, please contact Gail at info@fowlertours.co.za or phone/WhatsApp 076 352-3809

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helping all of us to make a concrete experience of the presence of the Risen Lord in our lives. It is absolutely necessary in today’s world to live our faith within a community, where we find ourselves loved by God and by the others just as we are,” Mr Furgione told viewers. The pilgrimage was made possible by the willingness of the families of the Neocatechumenal communities in Italy to accommodate and feed the pilgrims in their homes, Mr Furgione told The Southern Cross. “They opened for us not only their houses, but also their hearts,” said pilgrim Karen from Eersterust, Pretoria. “We never expected to experience such a communion with people we didn’t even know.” “This was a true pilgrimage, in which the brothers and sisters of the Neocatechumenal communities of South Africa had the chance to visit the most important sanctuaries of Italy and of Christianity: the Marian shrines of Pompeii and of Loreto, Assisi and of course Rome, walking in the path of the martyrs through the Colosseum, the catacombs and the great basilicas, up to St Peter’s, and the meeting with Pope Francis,” said Mr Furgione.

5-17 May 2019

HOLY LAND & ROME Led by Fr Russell Pollitt SJ with

The South African flag was prominent at the Tor Vergata in Rome where the 50th anniversary celebrations of the Neocatechumenal Way took place with Pope Francis. Among the 1000 000 crowd were 180 pilgrims from South Africa.

The Southern Cross, May 23 to May 29, 2018

LOCAL

Vatican official hails lay leaders in Church BY SR PHATSIMO RAMOKGWEBANA SC

Archbishop Protase Rugambwa, secretary of the Congregation of the Evangelisation of Peoples, leads Mass in Gaborone’s Christ the King cathedral on a pastoral visit to Botswana and Namibia.

HIGH-RANKING Vatican official paid a pastoral visit to two Southern African countries. Archbishop Protase Rugambwa, secretary of the Congregation of the Evangelisation of Peoples, spent 12 days in Namibia and Botswana. In Namibia, the Tanzania-born archbishop presided at the episcopal ordination of Bishop Willem Christiaans of Keetmanshoop. In his homily, Archbishop Rugambwa reminded the new bishop that the effectiveness and fruitfulness of his ministry will always depend on his relationship with God, whom he represents. Visiting Gaborone diocese in Botswana, Archbishop Rugambwa was accompanied by the Pretoriabased apostolic nuncio to Botswana,

Archbishop Peter Wells. They held a meeting with the college of consultors from the diocese, together with its apostolic administrator, Bishop Frank Nubuasah of Francistown. The 51-year-old Gaborone diocese serves some 70 000 Catholics. It has three permanent deacons, two transitional deacons, and about 400 volunteer catechists. Moreover, there are also numerous funeral leaders and ministers of the Eucharist, vibrant and active sodalities, and strong youth involvement, which all play a crucial role in the local Church. Archbishop Rugambwa described his visit as learning of the life and mission of the Church within missionary countries. He said it offers the Congregation of Evangelisation the opportunity to acknowledge the

achievements reached in mission territories, and also witness the challenges being faced there in terms of evangelisation. Pastoral visits, Archbishop Rugambwa said, are also a sign of closeness and solidarity with the universal Church. The archbishop held meetings with catechists, and also with religious superiors, of the diocese. Speaking to catechists, he said the role of catechists and lay leaders remains an important force in the work of evangelisation. Archbishop Rugambwa also made a courtesy visit to St Joseph’s College in Kgale where he met with Bishop Emeritus Boniface Tshosa Setlalekgosi, and then celebrated a public Mass at Christ the King cathedral. He concluded his visit in Maun, in Francistown diocese.

Dealing with youth in the digital world? Help’s at hand

HE Jesuit Institute has partnered with the Catholic Institute of Education (CIE) to host a seminar entitled “Digital Pathfinding”. Both the institute and CIE have heard that many schools and parents are struggling to keep up with the pace at which online life is affecting more and more young people, said Kelsay Corrêa, CIE communications manager. “It has become clear that scaretactics are not working, and many

young people are taking risks on social media—risks that could be dangerous,” she said. Social media is also changing the way young people interact, live and think. “Our approach is not one that simply speaks about the dangers of social media. We also really need to be able to help young people, in age-appropriate ways, live with integrity in the digital world,” Ms Corrêa said. “We believe that, together, we

have to work on digital pathfinding as technology continues to change and mould our world,” she said. The seminar is aimed at educators but anyone is welcome to attend. “We have found that educators struggle most to navigate this complex new world with young people. We hope that this seminar will equip schools with some additional strategies on how to deal with the many challenges that they encounter,” she said. The seminar takes place from

September 13-14 at the Sierra Hotel in Randburg. A wide range of professionals will offer inputs on topics such as: child psychology and what studies are showing about screen time and online bullying; current South African law; law enforcement; digital policy development; and what online software developers can do to help. A peer-to-peer programme will be made available. There will be time for interaction and conversation on issues such as

best practices. Ms Corrêa said the seminar is relevant for all educators—not just those in IT—parents, therapists, school lawyers, school board members and anyone else interested in safeguarding children. To register visit www.cie.org.za. Bookings and payments for accommodation can be made directly with the Sierra Hotel. n For further information contact Kelsay Corrêa at 011 433-1888 ext 108. See also pages 11, 13 and16.

Sr Aubine and Sr Alda are seen with Bishop José Luis Ponce de León of Manzini, Swaziland, after making their first profession as Mantellate Sisters at Our Lady of Sorrows convent in Hluti. Both Sisters, who are from the Democratic Republic of Congo, wore their black habits during the Mass.

Zim diaspora music fest BY FARAYI MATONDO

HE Zimbabwe Catholic community in South Africa thronged into Springs Veritas College in Gauteng for the seventh annual music competition. Nearly a thousand music lovers, including non-Catholics, attended the event, which was intended to help create a home away from home for Catholics in the Zimbabwean diaspora while enhancing their spirituality and faith through sacred music. Fr Jerome Nyathi, chaplain of the Zimbabwe Catholics in South Africa community, celebrated Mass with other clergy before the “Clash of Choirs”. The setpiece was the masterful 2017 vernacular Shona composition Jesu akatiinindinichingwa (Jesus said he is the bread of life), written by Mrs Shara from Chinhoyi diocese in Zimbabwe. Each competing choir from the various parishes across South Africa

Kelvin Murenga holds his trophy aloft after he was crowned best choirmaster at the annual music competition of the Zimbabwean Catholic community in South Africa. belted out Jesu akatiinindinichingwa as the opener for their 12,5-minute sets. The Johannesburg choir won the competition ahead of East Rand, and Kempton Park and Edenvale. The East Rand team won the drums section. Kelvin Murenga was crowned best choirmaster, ahead of runnersup Tawanda Taruvinga and Warren Madhara.

LOCAL

The Southern Cross, May 23 to May 29, 2018

Child latrine deaths: management failure BY ERIN CARELSE

HERE are about four million pit latrines in use across the country where proper sanitation is not available. The Department of Basic Education’s 2016 statistics show that more than 9000 schools have only pit latrines for toilets and they are in common use at schools for little children, according to a report by the Catholic Parliamentary Liaison Office (CPLO). The education department has come under fire following the deaths by drowning in faeces in pit latrines of little Michael Komape in Limpopo and Lumka Mketwa in the Bizana district of Eastern Cape. Lois Law, project coordinator at the CPLO, said that these tragedies give rise to several questions. What has made these latrines so dangerous? Why were there no safety measures to prevent the children from falling in? Why did these children drown? She noted that if the latrines had been properly constructed and

maintained, there would not have been sufficient effluent in them to cause drowning. She further questioned why the supervision of the schoolyard was so lax that it was possible for both these children to be missing for some hours before being found. Why in the period since the death of Michael Komape have no measures been put in place for the better maintenance of these toilets? Why has there been so little oversight of a matter that is in plain sight? And how many other children have had the emotionally traumatic and physiologically dangerous experience of falling into such a latrine, even if they did not drown? Ms Law stated that just a quick Internet search shows that there is a science to the proper maintenance of this form of sanitation. “If correctly constructed, appropriately managed, and used under proper supervision, these latrines would not constitute such a hazardous threat to the health and wellbeing of children,” she said.

Mother’s Day was celebrated at Our Lady Help of Christians parish in Lansdowne, Cape Town. Mothers are seen with Fr Bongi Nhleko SDB.

Bishops condemn mosque attack

ONDEMNING this month’s attack on a mosque near Durban in which a man was killed and another two injured, the Catholic bishops of Southern Africa said that those who sow religious conflict must not succeed. “Religious tolerance has long been a characteristic of South African society, and those who wish to wreak havoc, and set one faith community against another, must never be allowed to succeed,” Archbishop Stephen Brislin of Cape Town, president of the Southern African Catholic Bishops’ Conference, said in a statement. Mechanic Abbas Mohamedelo Essop died after his throat was cut in the attack on the mosque in Verulam. Three attackers, believed to be fundamentalist Muslims from Egypt armed with guns and knives, then set the mosque alight. Christians and Muslims “live peacefully side by side” in the archdiocese of Durban, archdiocesan chancellor Fr Brett Williams told Catholic News Service. Emmanuel cathedral and Jumma Masjid mosque are neighbours in central Durban, and their members work together, serving the city’s poor in the Denis Hurley Centre, which is positioned between them, Fr Williams said. He noted that “there is a strong bond” among people of different faiths in Durban. Public schools throughout South Africa mark the important days and times of the faiths of the communities represented in the schools, he said. In Cape Town, for example, schools close at noon on Fridays to allow Muslim students to attend mosque for prayers.

A group from Bryanston parish in Johannesburg on the shore of the Sea of Galilee during their Holy Land pilgrimage, led by Frs Keith Gordon-Davis and Theo Macupe, and guided by Gaby Makhlouf, a Roman Catholic from Jerusalem. The pilgrimage was promoted in the parish, which has the largest subscription of The Southern Cross in the country, by Anthony Sturges. Every pilgrim received a copy of Günther Simmermacher’s The Holy Land Trek, now in its second edition, to help them prepare for the pilgrimage.

Waterwise workshop offered BY ERIN CARELSE

APE Town archdiocese, in collaboration with the Jesuit Institute, is presenting a “Care for Our Common Home” training workshop to share Pope Francis’ Laudato Si’ message. The pope’s 2015 encyclical calls on humanity to work together to respect and restore the dignity of the earth, our common home. The archdiocese workshop, which aims to help in addressing the crisis of water in the region and fight against environmental hazards, will take place on June 2. In a letter to the clergy of the archdiocese, Archbishop Stephen Brislin said he does not see the imposition of water restrictions or providing alternatives means of acquiring water as the only solutions to the crisis. Instead, he wants to see the crisis being addressed holistically. “Day Zero has been pushed back,” he noted, “however, now that we have won ourselves some breathing space, it would seem like a good time to look at the much larger environmental picture and examine the roots of the ecological crisis we face.”

Greater Cape Town is suffering a water supply crisis and the archdiocese, with the Jesuit Institute, is running a workshop on saving this key resource and on wider environmental issues. (Photo: Steve Buissinne) The workshop is meant to involve and empower the Catholic community of Cape Town to con-

tinue working tirelessly to combat factors causing the environmental crisis. According to Archbishop Brislin, the workshop is also intended to “carry forward further reflection and practical action on Laudato Si’ in the parishes.” The workshop will be conducted by the Jesuit Institute at St Anthony’s church in N’dabeni Street, Langa, on June 2 from 8:00 to 15:00. It will be presented by Fr Russell Pollitt SJ, director of the Jesuit Institute, and Dr Martin van Nierop. Each parish is requested to send a minimum of two people who can then be the leaders of Laudato Si’ in their parish. Once the attendees have been identified, the parish needs to email the Jesuit Institute and will then be given bank details. The price is R150 per person, which covers R50 for lunch, and R100 for the printing of the book participants receive. All other expenses are covered by the archdiocese. n For more information contact the Archdiocese of Cape Town on 021 462 2417 or to register for the workshop contact admin@jesuitinstitute. org.za

Pilgrimage to Medjugorje

Led by Bishop Victor Phalana Climb Apparition Hill and Cross Mountain while you pray through the stations of the Cross. Experience daily live apparitions by Our Lady and be a part of a spiritually strengthening Pilgrimage Medjugorje is truly a place of great graces and blessings 26 September – 07 October 2018 R22 995.00 incl. Airport taxes

Pilgrimage to Egypt and Israel

Led by Father Fr Joachim Malunga Cairo, Eilat, Jericho, Dead Sea, Qumran, Bethlehem, Gethsemane, Cana, Nazareth 15 - 26 October 2018 R27 995.00 incl. Airport taxes

St Mary Margaret Alacoque and the shrines of France

Led by Fr Joseph Molapo Lourdes, Beziers, Gap, La Salette, Paray Le Monial, Nevers and Paris 12 – 23 October 2018 R 34 995.00 incl. Airport taxes Standard T's and C's apply

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The Southern Cross, May 23 to May 29, 2018

INTERNATIONAL

Bishops slam UK govt over Catholic schools E

NGLISH bishops say the British government has betrayed voters by refusing to change a rule they say keeps them from opening new Catholic “free schools”. Archbishop Malcolm McMahon of Liverpool, chairman of the Department for Education of the Bishops’ Conference of England and Wales, said the Conservative Party government had sided with a “vocal minority of campaigners who oppose the existence of Church schools”. Bishop Mark Davies of Shrewsbury said the policy, announced in mid-May by education secretary Damian Hinds, indicated that secularist ideology was trumping the rights of Christian parents to educate their children in their faith. The bishops had repeatedly asked the government to scrap its controversial 50% cap on the intake of Catholic pupils in any new “free schools” established outside the control of local authorities, or councils. The bishops argued that they

could not canonically support a Catholic school that refused to accept a Catholic child simply because he or she is Catholic. A free school is a non-profit, independent, state-funded school that is not wholly controlled by a local authority. Although the schools are free to attend, the name is not related to school fees. In her platform for the 2017 general election, Prime Minister Theresa May promised to abolish the cap, introduced eight years ago by her predecessor, David Cameron.

rchbishop McMahon accused the government of breaking its promise and of dropping the pledge it had made “to our country’s 6 million Catholics”. He said the government had “ignored the tens of thousands of Catholics who campaigned on this issue” in favour of arguments by a secularist minority who claimed that social cohesion was wounded by the existence of faith schools.

“Catholic schools are popular with parents of all faiths, ethnicities and backgrounds. Despite this we will remain barred from participating in the free-school programme,” Archbishop McMahon said. The government’s decision is a regressive step in a long and positive relationship with the state in the provision of education, he said. The Catholic Education Service has worked repeatedly to demonstrate that the 2 142 Catholic schools in England and Wales are among the most diverse in the country, with the majority serving less affluent families within the state sector and drawing about 36% of students from ethnic-minority backgrounds. The Department for Education explained in a statement that the Church will be able to open schools without limits on the intake of Catholic pupils, but will be outside the free school system and will be under the control of local authorities.—CNS

‘Pilgrim grandmother’ walked 900km

MMA Morosini has been called the “pilgrim grandmother”. This month, at the age of 94, she earned that nickname by concluding a 900km walking pilgrimage in honour of Our Lady of Guadalupe. Her 40-day pilgrimage took Mrs Morosini from Monterrey, in northeastern Mexico, to Mexico City, where she prayed at the basilica of Our Lady of Guadalupe. The Italian, who for more than 25 years has made pilgrimages to shrines around the world, arrived at the basilica of Our Lady of Guadalupe to pray for families, young people, and “world peace”. The “pilgrim grandmother” has visited shrines in the Holy Land, Portugal, Spain, Poland, Brazil and Argentina. During the latest walking pilgrimage, Mrs Morosini began walk-

Pilgrim gran Emma Morosini, 94, has just finished a 900km walking pilgrimage through Mexico. ing each day at 6:30, carrying a small suitcase and an umbrella, and wearing a reflective vest as a safety precaution. For food, Mrs Morosini carried milk, juice, bread, and water. Along the way she received some donations of fruits and vegetables. At various points on her way she

was accompanied by medical and civil defence personnel or by Mexico’s federal police. She was often housed by municipal authorities along her route. During a 2015 pilgrimage in Argentina, when she was 91, Mrs Morosini told reporters that she was praying for “peace in the world, for young people, for all these families that are divided”. “Many are separated, some live together but aren’t spouses, or they don’t have children. It’s very sad,” she said. The “pilgrim grandmother” was applauded by fellow pilgrims when she arrived at the basilica of Our Lady of Guadalupe. Before entering the church, the nonagenarian knelt down, kissed the ground, made the sign of the cross, and prayed silently for a few moments.—CNA

Pope Francis autographs a Lamborghini Huracán coupé presented by representatives of the Italian sportscar maker at the Vatican. The car was sold this month for R12,6 million to raise money for charity. (Photo: L’Osservatore Romano/CNS)

New rules for nuns BY CAROL GLATZ

HE Vatican has released an instruction with new norms for contemplative orders of nuns, encouraging cooperation among their monasteries and outlining procedures for communities left with only a few members. The document, “Cor Orans” (“Praying Heart”), aims to safeguard the identity and mission of contemplative women religious. It takes effect immediately. The pope charged the Vatican Congregation for Institutes of Consecrated Life and Societies of Apostolic Life with creating the new instruction, which seeks to fill the legislative gaps left since Pope Pius XII’s apostolic constitution “Sponsa Christi,” from 1950, and facilitate carrying out the mandates in 2016’s “Vultum Dei Quaerere”. One of the most significant changes is requiring a monastery or contemplative community of women religious to have at least eight professed religious women in order to maintain their autonomy, said Archbishop Jose Rodriguez Carballo, secretary of the congregation. If that number drops to five professed religious, they lose their right

to elect a superior, and a Vatican commission names an administrator. The outside intervention is meant to assess whether the community’s difficulties are “temporary or irreversible” and, if temporary, help them overcome the problems so as to avoid their suppression. The new ruling includes a mandate that all monasteries are to be part of a federation with the aim of facilitating formation and meeting needs through sharing assets and exchanging members; however, a monastery can request an exception from the Vatican. The new instruction said monasteries have one year to comply until the dicastery assigns them a federation or other form of association. Another significant change is giving the monastery’s major superior the authority to grant a cloistered nun permission to leave the premises for an absence of less than one year; previously, the Vatican had to grant such permission. Formation programmes for candidates of contemplative life must follow a specific itinerary along a set timeline and offer a minimum of nine years and a maximum of 12 years of initial formation. —CNS

Pope worried by selfie culture BY JuNNO AROCHO ESTEVES

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HILE taking selfies can be an occasion to capture treasured memories, it can also be a sign that young men and women are deprived of meaningful human interaction with others, Pope Francis said. Meeting with priests and lay leaders of the diocese of Rome, the pope said he realised the negative social implications of technology a few days earlier when he was greeting teens participating in a programme of the international network of Scholas Occurrentes. “They were all there waiting for me. When I arrived, they made a noise, as young people do. I went to greet them and only a few gave their hand. The majority were with their cellphones [saying], ‘Photo, photo, photo. Selfie!’” “I saw that this is their reality, that is the real world, not human contact. And this is serious. They are ‘virtualised’ youths,” the pope said. “The world of virtual communication is a good thing, but when it becomes alienating, it makes you forget to shake hands.” Drug use, he said, is one of the main problems facing young men and women today. However, youths also can be “easy prey” to a different kind of drug: cultural alienation. Young people today receive proposals that are alienating them “from values, from insertion into society, alienating them from reality: they propose a life of fantasy”, the pope said. “It worries me that they communicate and live in a virtual world. They live like this, communicate like this and do not have their feet on the ground,” he said. “We must make young people ‘grounded’ in the real world; to touch reality without destroying the good things the virtual world may have because they are useful. This is important: reality, concreteness.” An important way to help young people engage with the reality around them is to encourage them to get involved in charity work and in the corporal

Pope Francis poses for a selfie with a mother and her child. While selfies can capture treasured moments, the pope has said, they can also “virtualise” people. (Photo: EPA) works of mercy, he said. “Do something for others, because this helps them be concrete, it grounds them, and they enter into a social relationship.” Since many parents today “are from a generation whose roots are not very strong”, the pope said young people lost in the virtual world should engage in dialogue with their grandparents and the elderly. “In my opinion, this is one of the most difficult problems facing youths today: they are uprooted. They must find their roots without turning back. They must find them to go forward,” the pope said.—CNS

INTERNATIONAL

The Southern Cross, May 23 to May 29, 2018

Slave who was first black US priest on road to sainthood T Muddy footprints are seen in Solai, Kenya, after a dam burst, killing at least 45 people. (Photo: Thomas Mukoya, Reuters/CNS)

Bishops call for action after dam flood kills 45 BY FRANCIS NJuGuNA

FTER large-scale destruction caused by flooding in Kenya, the country’s bishops urged the government to step up its response to the tragedy. At least 45 people were killed and hundreds of homes, schools and churches were destroyed when a dam on a commercial farm in south-western Kenya burst and its water obliterated all in its path. The tragedy, which raised the death toll from recent flooding in the East African nation to more than 150, was the worst and most shocking of the large-scale destruction across the country, the bishops said in a statement signed by Bishop John Oballa Owaa of Ngong, chairman of the bishops’ Commission for Justice & Peace. After a severe drought last year, two months of heavy rain have caused flooding that displaced

more than 222 000 people in 32 of Kenya’s 47 counties, the interior ministry said shortly before the dam burst. The bishops urged both national and county governments “to step up their initiatives” in responding to such tragedies. They also called on “all Kenyans and other people of goodwill to come out and help our brothers and sisters who are in need”. In these “painful circumstances,” the Church’s “solidarity and prayers” are with the relatives of the victims and all those “suffering the consequences of these many catastrophes”, the bishops said. They thanked humanitarian organisations and the government for their assistance for the flood victims. Authorities have distributed food worth almost R78 million and medicine to prevent and contain an outbreak of water-borne diseases, the interior ministry said.—CNS

Our Lady saved twins’ lives: now they are priest and nun

S infants, Monica and Cristian Moya were hovering on the verge of death. But after their mother consecrated them to the Virgin Mary, they recovered from a severe case of pneumonia. Today, Cristian Moya is a priest, and Monica made her final vows as a religious Sister last year. In an interview with ACI Prensa, Sr Monica recalled that their mother told them the story of their consecration to Mary just a few years ago. The twins were born on January 15, 1974, in San Antonio province in Chile. They were struck with a severe case of pneumonia when they were about three months old. In critical condition at the hospital, doctors informed their parents “that a blood transfusion was the last thing they would do for us”, Sr Monica said. Their mother—who had lost her first child at the age of one due to a heart condition—decided to consecrate the twins to the Virgin Mary, under her title of Nuestra Señora Purísima de Lo Vasquez (Our Lady Most Pure), a very wellknown and beloved Marian title in Chile. “My mom says that the only thing that came to her mind was to offer us to the Virgin and leave us in her hands. After that our recovery occurred,” Sr Monica said. “Maybe you can look at this as a simple coincidence, but now one of her children is a priest and the other a nun,” she reflected. Sr Monica belongs to the Congregation of the Daughters of Saint Mary of Providence. Also notable, she added, is that Cristian “did his priestly formation in the seminary that is next to the

Twins Monica and Cristian Moya survived illness as infants because their mother consecrated them to Our Lady. Now he is a priest and she is a religious. shrine of Nuestra Señora Purísima de Lo Vásquez”—the same church where their mother had gone to pray for the recovery of her children. Sr Monica said that her mother’s offering “impacted me a lot and has made me think that the Lord took charge of taking me on this path, which…my parents also contributed to through prayer, Christian formation, and by themselves as a married couple”. Besides the Virgin Mary, the nun’s vocation was also strongly tied to the person of St Joseph, patron of her congregation and whose solemnity coincides with the day she became a postulant, then a novice and also when she made her first vows. While it is customary for a bishop to officiate at the ceremony of final vows, Sr Monica was able to obtain permission for her twin brother to preside at the Mass. Sr Monica considers her vocation “a gift and a miracle”. “It’s something that has surpassed everything my mind can understand, it is a very particular grace that helps me say ‘yes’ every day.”—CNA

HE first black priest in the US could become the country’s first African-American saint as his cause took another step forward this month. A document summarising the life, virtue, and alleged miracles of Fr Augustus Tolton, known as the positio, was unanimously approved as historically correct by a committee of six Vatican officials, clearing the way for the priest’s cause for canonisation to continue moving forward. “Fr Tolton lived during a particularly tumultuous time in American history especially for race relations,” said Bishop Joseph Perry, auxiliary of Chicago and diocesan postulator for the Tolton cause. “He was a pioneer of his era for inclusiveness, drawing both blacks and whites to his parish. However, due to his race, he suffered discrimination and condemnation,” he said. The beatification and canonisation of Fr Tolton will signal a significant milestone in the history of black Catholicism in the US. Born in Missouri on April 1, 1854, John Augustine Tolton fled slavery with his mother and two siblings in 1862 by crossing the Mississippi River into Illinois. “John, boy, you’re free. Never forget the goodness of the Lord,” Fr Tolton’s mother told him after the crossing. The young Tolton entered a Catholic school with the help of the school’s chaplain, Fr Peter McGirr. Fr McGirr would later baptise him and instruct him for his first Holy

Fr Augustus Tolton (1854-97), a runaway slave who became the first black Catholic priest in the united States. Communion. Tolton was serving as an altar boy by the next summer. After graduating from high school and college, he began his ecclesiastical studies in Rome, because no US seminary would accept him on account of his race.

n April 24, 1886, he was ordained in Rome by Cardinal Lucido Parocchi. The story ran in newspapers throughout the US. Fr Tolton was ordained for the southern Illinois diocese of Quincy. Upon his return in July 1886, he was greeted at the train station by huge crowds. “Thousands were there to greet

him, led by Fr McGirr. A brass band played church songs and negro spirituals. Thousands of blacks and whites lined the streets to catch a glimpse of the new priest wearing a black Prince Albert and a silk hat. People marched and cheered his flower-draped four-horse carriage. Children, priests and sisters left the school joining the procession heading towards the church,” according to one account. Hundreds waited at the local church where people of all races knelt at the communion rail. Fr Tolton served in Quincy before going to Chicago to start a parish for black Catholics. On July 9, 1897, Fr Tolton collapsed during a hot day and died from sunstroke at the age of 43. His cause for canonisation was officially launched in 2010, and he was given the title “Servant of God” by the Vatican in February 2011. The research phase of his cause concluded in 2014. The next step in his cause for canonisation will be in February 2019, when a theological commission with the Congregation for Causes of Saints will further investigate his life and virtue, and consider granting him the title of “Venerable”, which must receive papal approval. After that step, Fr Tolton’s cause would move forward towards beatification, for which a miracle through his intercession must be approved.—CNA n More information about Fr Tolton can be found on the website for his cause at www.toltoncanonization.org

The Southern Cross, May 23 to May 29, 2018

LEADER PAGE LETTERS TO THE EDITOR

Editor: Günther Simmermacher

A proud history

S the Church in South Africa celebrates the 200th anniversary of its establishment, it is a good time to pay tribute to the remarkable history and ongoing contribution of Catholic education in this country. It is in the areas of education and health, especially, that the Catholic Church has made its mark in wider society in Southern Africa, as it has done in many parts of the world. For this we owe an enormous debt of gratitude to the missionaries who left their homes and families to uplift children whom successive governments were loath to give a chance at a good education, and therefore a better future. Many great leaders in diverse fields of endeavour are products of that Catholic schooling, from schools that still exist, such as St Francis in Mariannhill or CBC St Boniface in Galeshewe, Kimberley, and some that have sadly closed, such as St Columba’s in Cape Town or St Aidan’s in Grahamstown. While most of our Catholic schools are now run and staffed by lay people, the labours of these missionaries continue to bear great fruits. The vast majority of South Africa’s Catholic schools serve the poor, in townships and urban areas as well as in rural regions. In all measures of academic performance, these schools invariably outperform the national average. The private schools, which are so few yet so prominent, maintain immaculate academic records, often at much lower fees than those of their counterparts. But important as academic success is, our Catholic schools also raise generations of young people who have access to human development and are fed on the rich fruits of our faith. The missionaries built all this, increasingly with lay involvement. Of course, they didn’t always get it right. There were times when religious orders allocated disproportionate resources to white schools, and received fair criticism for it. But the religious orders were also heroic in fighting on behalf of the underprivileged. And in doing so, they smashed a large part of schools apartheid. When in 1975 the Dominican Springfield Convent School in Cape Town announced that it would enrol eight coloured girls, the Sisters issued a challenge to the mighty apparatus of the apartheid

regime—and to the bishops. The bishops responded decisively, after some misgivings about the timing of such a move. In January 1976, within months of Springfield’s announcement, the bishops’ conference announced that it would desegregate all its schools. The regime’s threats and intimidation were futile. At least in private education, apartheid had suffered a significant defeat. It was the second battle the apartheid regime had lost to the Catholic Church in the domain of education. Twenty years earlier, the Church nearly lost its education system. It took a colossal effort by the Church and the faithful to save it, one in which The Southern Cross was one of the main drivers. With the enactment of the Bantu Education Act in 1953, the state sought to assume control of all schools, especially the mission and township schools which were providing better schooling than the gutter education the apartheid regime planned to provide for black children. The future of Catholic mission schools seemed doomed as the government was threatening to phase out state subsidies within three years. The bishops’ first plan was to reason with the government, but their strategy of appeasement and negotiations failed miserably. The bishops were faced with difficult options. They could close down the affected schools (as many other churches did), but that would have deprived children of an education. Or they could have handed these schools to the state, so at least the children would have some education. The third option was the most ambitious and improbable to execute in the short time left: to raise so much money that these schools could be run independently. The result was spectacular: the huge fundraising drive, internationally and among the faithful, raised £976 000 (around R221 million in today’s value) in late 1955, with the appeal leading on the front page of The Southern Cross for eight straight weeks. When we celebrate the bicentenary of South Africa’s Church, we must remember with gratitude the selfless missionaries who built the Catholic education system, those who preserved it even when the apartheid regime wanted it destroyed, and those who continue that great legacy today.

We are all made in God’s image I READ with interest JH Goossens’ letter “Francis is not my preferred pope” (April 28) and thank him for raising this pertinent issue. Dr Goossens reminds me of how sad I felt when my favourite pope, St John Paul II, died. This sadness persisted during Pope Benedict XVI’s time: I had nothing against him but could not connect with him. It was only with Pope Francis that I felt the presence of the pope again. So, I appreciate that Dr Goossens has his own preference as pope. But I do not share his attitude towards homosexuality and teachings about it. Like Fr S’milo Mngadi, whom Dr Goossens criticises, I am not sure whether homosexuality is God’s plan, but I strongly agree with Fr Mngadi that “our Church should be home to all”. Some people argue that the Bible is self-contradictory. Sometimes I agree with them, based solely on my literal interpretation of incon-

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While in general this opening up was welcomed, there were and still are those who hanker after that archaic outlook. As for Dr Goossens’ unwarranted attacks on Fr James Martin SJ and Fr S’milo Mngadi, these deserve no comment but only serve to underscore a sad closedness on his part. Homosexuality in itself is not a sin, Dr Goossens, only the homosexual act—and for those involved in that sin, a great deal of mercy, compassion, sensitivity and understanding is required if these sins are to be curtailed, as the Catechism reminds us (2358). Pope Francis is not abrogating the tenets of the Canon, but is asking only that they are applied with mercy and understanding in order to achieve healing. Anthony Sturges, Johannesburg

HAVE been following the engagement in your letters page between JH Goossens and Antonio Tonin with some interest and, quite frankly, with some concern. Both correspondents betray their own subjectivity rather than researching and presenting an objective viewpoint. The exchange started off with Dr Goossens’ views on homosexuality, divorce, and the reception of the Blessed Sacrament by those involved. Ultimately though, the subject becomes Dr Goossens’ personal catharsis, airing his narrow-minded, Pharisaic attitude towards any action which might extend mercy to the children of God who are caught up in these abnormal proclivities, viewing those acts of mercy as sometimes being at odds with the Catechism of the Catholic Church. From a purely juridical perspective, Dr Goossens is correct: the Church specifically defines the indissolubility of marriage (Catechism 1614) and prohibits homosexual acts (2357)—but it also advocates mercy. Far from sowing the seeds of discord in his exhortation Amoris Laetitia (The Joy of Love), Pope Francis advocates mercy in an age of individualism and self-centred attention; for what is mercy if not love? In June of 1961, John XXIII said he was opening the windows to allow for the regeneration of the Church after 20 centuries The Church at that stage had become so inwardly focused to the exclusion of the rest of society, it was at risk of becoming an anachronism!

Parish holiday programmes

URING school holidays pupils are not usually able to take part in school sport. Often school library books have to be returned before the holidays start. This can lead to pupils being bored. Parishes should consider having a holiday programme—once or twice a week or every weekday, whatever is practical. Pupils could put on a play or concert, play games like threelegged races and darts, form a choir, do painting, make or tidy a parish garden, have debates, and so on. Pupils could have fun in a safe environment. JM Thomson, Johannesburg

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sistent verses in Scripture. Those who have studied the Bible will surely have logical interpretations. To ease my confusion, I always take refuge in the following passages: • “…Love your neighbour as you love yourself.” • “Whichever one of you has committed no sin may throw the first stone at her.” • “For he [God] makes his sun shine on bad and good people alike and gives rain to those who do good and to those who do evil.” • “…for God will judge you in the same way as you judge others and he will apply to you the same rules you apply to others.” I have a gay friend who, despite wearing his rosary and religiously reciting Catholic prayers, cannot go to church for fear being rejected and judged. I believe there are many gay Catholics out there who feel the same. Let us assume gays are sinners.

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Are we following in Jesus’ footsteps and going according to the Bible when we close the church doors and prevent these people from coming to church? Certainly not. We have St Peter who denied Jesus. We have St Paul who persecuted and killed many Christians. We also have King David who killed Uriah and took his wife. These are now seen as major servants of God. How many of us go to church every Sunday and yet commit all sorts of sins? I can be forgiven for assuming that there may be murderers, adulterers, haters and thieves among the regular churchgoers. But we all believe that God loves us and will forgive us. Pope Francis calls us to realise that being Christian requires us to see beyond our neighbours’ weaknesses. I strongly believe that if Jesus was here today, he would invite gay people to his dinner table as he did with Pharisees and tax collectors. God created all human beings in his own image. Serialong Lebasa, Vereeniging

Focus on person and not race

HE simple souls who are so proud of their nationalism should read the history of Sir Peter Ustinov, a brilliant and gifted man. His father was of Russian, Polish, Jewish, German and Ethiopian descent. His mother was of French, German, Italian and Russian descent. I think a person’s attitude to life and to others is far more important than where they worship, come from, or their colour. But regrettably, both racism and nationalism are getting worse in our beautiful country, mainly due to politicians bent on creating mischief. I fully agree with a law against hate speech, but it must be applied to all, including politicians. Even the good ones spend more time on what is wrong than on what is good and beautiful around us. For example, in The Southern Cross of April 25, Fr Ron Rolheiser writes about why moral outrage isn’t moral, Mphuthumi Ntabeni pontificates on his admiration of Winnie Madikizela-Mandela, and on the front page we are told that a US priest will give lectures in South Africa on racism, on which I would think we have too much already. Possibly we should all spend more time reading the Bible. Roy Glover, Tzaneen Opinions expressed in The Southern Cross, especially in Letters to the Editor, do not necessarily reflect the views of the Editor or staff of the newspaper, or of the Catholic hierarchy. Letters can be sent to PO Box 2372, Cape Town 8000 or editor@scross.co.za or faxed to 21 465-3850

Special Focus on CATHOLIC EDUCATION Edited by Erin Carelse

Special supplement to The Southern Cross, May 23-29, 2018

The state of education in SA South Africa’s basic education system is largely on the right track, but huge challenges remain, as MDuDuZI QWABE explains.

HE provision of basic education remains one of the key priorities of government, with an allocated budget of R246,8 billion this year. The Department of Basic Education (DBE) has the responsibility to ensure that the allocated funds are utilised and allocated according to treasury guidelines. However, the lack of capacity and bureaucracy has seen much of the provincial allocations returned to national treasury because of underspending in critical areas like early childhood development (ECD) and inclusive education.

Governance School Governing Bodies (SGBs) are established in law to ensure that schools are governed in an autonomous and participatory way. Some of their key responsibilities include the prerogative to determine admission and language policies, and their role in recommending, after due processes, educators to be hired at the school. This, however, has posed a variety of problems for the education sector as lack of adequate accountability has meant that some governors have become gate-keepers, which affects the quality of education offered at a school. This gatekeeping has led to abuse when language policies have excluded sectors of society, appointments ensure certain races are not employed in schools, and admission policies are not in line with the Constitution. The DBE has responded by gazetting the Basic Education Laws Amendment Act that seeks to curtail the power of SGBs. The proposed amendments take away the powers of SGBs to shortlist, interview and recommend educators for all promotional posts and instead place the responsibility for the appointment of these posts in the office of the provincial Head of Department (HOD). Furthermore, the amendments propose that all admission and language policies of schools must be approved by the HOD and be reviewed every three years. This has far-reaching implications for Catholic Public Schools on Private Property because, according to the Deeds of Agreement, Owners’ Representatives must be part of the interviewing panels to safeguard the distinctive religious character of Catholic schools.

Resourcing The DBE has over the years introduced a number of pro-poor policies to address inequity across the sector and to redress the imbalances of the past. Among these were the amendments in 2004 that categorised schools into five quintiles—the poorest schools being categorised as no-fee schools in quintiles 1-3. This positive step saw about 80% of public schools being placed in the lower quintiles. However, the sluggish growth in the economy has resulted in allo-

cations to schools being paid late, and in certain cases not being paid at all, which hinders the schools’ ability to function optimally. Chief among these pro-poor policies is the National School Nutrition Programme which is implemented in approximately 19 800 schools; feeding an estimated 9 million learners. The delivery of this programme, however, has been affected by corruption, maladministration and budget deficits in provinces. Furthermore, the Accelerated School Infrastructure Delivery Initiative was introduced to address school infrastructure backlogs. The slow pace of delivery has meant that challenges of sanitation and inappropriate structures have persisted, and we have witnessed drownings of learners in pit latrines. Only 425 out of the 939 schools originally identified have been provided with basic levels of sanitation. Finally, the budget cuts have also impacted negatively on the subsidies to independent schools. In certain provinces the education departments have been able to pay only 50% of what schools are entitled to. This threatens the very existence of low-income independent schools, of which there are more than 30 in the Catholic schools network serving marginalised communities where there is seldom another school.

Teachers and learners There are 12 932 565 learners, 418 613 educators in 25 574 public schools across the country. It is clear that the country has been able to improve accessibility and attendance—but equity and quality remain the biggest challenges within the system. The 2016 results of the Progress in International Reading Literacy Study, released in December, indicate that 78% of Grade 4 learners cannot read for meaning in any language. Even though the 2017 National Senior Certificate results at 5% show a 3% improvement over 2016, it is significant to note that there was a decrease of about 100 000 in the number of candidates who wrote in 2017. It is encouraging to see that the schools serving the poorest learners, in quintiles 1-3, have seen an increase in the number of bachelor passes: 48% of learners. The general pass rate in mathematics remains low as only 22% of candidates obtained 50% and above, while subjects like account-

ing, agricultural science and business studies are on the decline. As a result of the budget cuts, many provinces have been unable to fill vacant promotional posts, impacting negatively on teaching and learning. The dynamics of learner mobil-

ity from rural provinces like KwaZulu-Natal, Limpopo and Eastern Cape have caused pressure on urbanised provinces like Gauteng and Western Cape, calling for a more flexible post-provisioning model. Another big challenge is the issue of violence in schools. This is manifested by corporal punishment administered by teachers, educators being attacked at school by outsiders or even learners, and the sexual abuse of learners. In certain instances the DBE has had to intervene where communities have prevented learners from going to school as they protest for service delivery. The unfortunate incidents of alleged racism in both public and independent schools have not helped but have rather exacerbated the problem. Finally, there is general consensus among experts that there is a shortage of teachers in certain areas, especially for foundation phase and ECD. The supply of graduate teachers is insufficient to meet the demand.

Challenges of initial teacher education degrees also aggravate the problem as new teachers are generally better at content knowledge but fail in classroom management and teaching methodology.

he challenges of inequality remain in the system and cannot be ignored. The schooling system is characterised by about 20% wealthy schools and 80% poor schools. The resources that both types can access are incomparable, and unless this is addressed, ours will remain a skewed educational environment perpetuating intergenerational poverty and deprivation. The above analysis shows a system that, at least in theory, seems to be on the right track towards improvement but needs impetus towards achieving the goals of the National Development Plan—and accountability processes need to be strengthened. n Mduduzi Qwabe is the manager for policy, advocacy and government relations at the Catholic Institute of Education.

The Southern Cross, May 23 to May 29, 2018

EDUCATION

SA schools’ maths crisis doesn’t add up For many learners, maths is a nightmare subject, and studies show that South Africa has a maths crisis. NEREESHA PATEL spoke to an expert on how to address this crisis, in schools and at home.

VER the years, the quality of South Africa’s education system has suffered. This is seen clearly in the teaching of mathematics in our schools, which is among the worst in the world. In 2011, the Trends in International Mathematics and Science Study showed that South African learners have the lowest performance among all 21 middle-income countries that participated. Results of diagnostic tests carried out by maths tutoring service Brighter Futures with over 8 000 high school learners in 2017 and this year showed that concepts such as multiplication from as early as Grade 3 are not being properly mastered. These tests also revealed deficiencies for Grade 8s: the average performance of fractions at a Grade 4-7 level was just 31%, and word problems and numbers/integers were 37% and 32%, respectively. As learners move through the senior phase of Grades 7-9, and mathematical operations become more abstract and complex, areas of weakness cause devastating drops in achievement. These could have detrimental effects in the long-term, specifically a plummet in maths-effi-

ciency and decreasing levels of confidence. “In maths, the knowledge and concepts from previous grades scaffold onto one another,” explained Joanne Brink, CEO of Brighter Futures. “This means that learners who haven’t grasped basic concepts at the early grade level will find it harder to complete basic questions at the higher grades because they’re still struggling on simple concepts. “For example, we see how this manifests with Grade 9 learners spending one minute of their question time to complete a basic multiplication operation, which is only a small component of the question. This means they don’t even get to the algebra component of the question in the time allotted,” Ms Brink added. As a result of these complications, Grade 9 learners who are unable to achieve 50% or more are often encouraged or even mandated by many schools to switch from mathematics to maths literacy in Grade 10. On average, 50-60% of learners drop to maths literacy in Grade 10, but this rate varies, depending on the income level of the school population.

Two-thirds do maths lit The Grade 12 matric results in 2017 showed that 66% of learners wrote maths literacy (280 000, while only 143 000 wrote pure maths). For learners who wish to study towards becoming engineers or doctors or other professions that require a strong knowledge of maths, it can be devastating to make the switch. Ms Brink said that it boils down to “a matter of missing fundamentals”. The backlog in these learners’

SA learners appear to have a problem with maths proficiency leading to a 50-60% drop-out rate. (Photo: Brighter Future) maths mastery means that they are unable to cope with the Grade 10-12 pure maths curriculum, unless they receive significant extra support, Ms Brink explained. “At this point, many of them have given up. They’ve been repeatedly told that they can’t do maths and now believe it themselves.” Ms Brink suggested that parents check the children’s level of proficiency in basic maths concepts by asking them simple maths-based questions, for example by using a deck of cards to play multiplication or fraction games, and visiting websites that hosts free maths games. Teachers must be able to properly diagnose the maths gaps in their classroom. Schools can partner with Brighter Futures to run diagnostic

tests so that they can pinpoint where the gaps started and how extensive they are, Ms Brink said. Brighter Futures currently runs diagnostic tests for Grade 8-12 maths learners across 13 schools in Gauteng. This, said Ms Brink, helps teachers to “better prioritise and focus on the key gaps through extra lessons or simply modifying the sequence of teaching or other means”. Learners each receive a detailed report that breaks down their results across the topics tested. “This empowers the learner and parent to focus on their areas of weakness from the beginning of the year,” Ms Brink said. Each teacher receives a report that shows their class’s performance across the topics tested. Using these test results, schools can develop focused workshops or provide ongoing extra lessons for learners who have not mastered the basics and thus need to catch up.

The role of parents Communicating the importance of parents ensuring their kids complete additional maths tasks at home is also key in improving their understanding and application of the subject. Ms Brink also said that the provincial education departments can also use the diagnostic tests conducted at schools to develop relevant learning support materials and teacher development workshops that address the Primary school maths gaps that high school learners arrive with. “The district subject facilitators who monitor and support each subject for public schools require that

teachers stick to a rigid curriculum plan that lists the sequencing of topics, how much time should be spent on each topic, and so on,” Ms Brink noted. “Although curriculum coverage is an excellent goal for each school, the priority should be placed on key topics being properly mastered, rather than enforcing coverage for every single topic,” she suggested. “Maths departments then have the information to develop in-house school initiatives that can address these gaps. Examples would be creating space in the weekly timetable for basic maths drills or revising key topics.” Brighter Futures has partnered with three Catholic schools— Maryvale College, McAuley House and Sacred Heart—in Johannesburg archdiocese, and found that the level of participation of parents and learners at these schools far exceeds most of the other schools they have partnered with. “We’ve seen that for learners to improve their maths results, there are essentially three critical ingredients: the learner needs to participate in their learning journey by asking questions and identifying when they are struggling; they need to be committed to practise maths questions; lastly, their parents are committed and involved in their child’s maths journey,” Ms Brink said. “These three ingredients are highly present at our partner Catholic schools and many others because of the culture and ethos of the schools, and we commend them for achieving this.” n For more information about Brighter Futures and to access their online resources go to www.brighterfuture.co.za

Can video games and apps be good? BY NEREESHA PATEL

ONTRARY to traditional beliefs, there are some benefits to be gained from playing video games and using mobile apps. There are many age-appropriate video games and apps that could help boost a child’s learning and developmental processes. These can especially be beneficial for children who find it difficult or tedious to engage with their curriculum material via a textbook format. In South Africa, access to mobile technology—smartphones and tablets—is increasing, enabling educational technology (edtech) businesses and non-profit organisations to broaden education and assist learners to engage with their curriculum inside and outside school. “A significant advantage of mobile edtech apps is the ability to turn any device into a learning and revision tool, instead of just being used to communicate and to entertain,” said Adrian Marnewick of Learning Lab Apps. According to Mr Marnewick, because children are exposed to so much interactive multimedia on a daily basis, learning from a textbook—coupled with what they may deem uninspiring teaching methods introduced by educators—can become “boring”. This could result in a lack of focus and motivation, a growing disinterest in subjects such as mathematics and science, and cause them to fall behind in their studies. “I still believe there is place for a good textbook as part of the learning experience, but children need to have their minds engaged with interactive curriculum content,” explained Mr Marnewick. As a result, the benefit is “engaging with a child in a way a normal textbook can’t, and the result would be a more attentive child that retains knowledge better”. The types of video games and apps that learners use can make a

positive impact on children’s approach to learning as well as on their development. For example, puzzle games such as 2048 can build upon their problem-solving and logic skills, while sandbox games such as Minecraft can boost their creativity levels and technological knowledge. Other benefits include improving coordination; enhancing memory and observation skills; improving attention and concentration; bettering their multitasking skills; reducing stress and anxiety and developing their social skills when playing simultaneously with other children. Altogether, these can make the learning process far less difficult, more engaging and more fun. Learning Lap Apps has developed two educational apps based on the South African school curriculum: MyMathsApp and WorksheetCloud. MyMathsApp is a mathematics drill and practice app. Children can access the app for free from their device’s web browser and practise their addition, subtraction, multiplication and division for as long as they need. WorksheetCloud is a premium service that provides parents and learners with access to hundreds of printable and interactive worksheets and practice exams. They can also access the app from their device’s web browser and are able to practise content in english, afrikaans, maths, natural science, history, geography and more. “We’ve kept the cost very low, starting at only R60 per month. We also have discounts available for disadvantaged schools,” said Mr Marnewick. Other free apps available in South Africa include Khan Academy (maths-based), Toca Lab (sciencebased) and DuoLingo (languagebased). n For information on these apps or to enquire about discounts for disadvantaged school, visit www.learninglabapps.com.

The Southern Cross, May 23 to May 29, 2018

EDUCATION

What makes Catholic schools Catholic

If you want to know how good a school is, look at its core values, or its ethos. ANNE BAKER looks at the ethos of Catholic schools.

defining features of a Catholic school, but we must always remember that these are to be strived for, and at times there may be problems with one or another of them.

Types of Catholic schools

A significant one is that in South Africa we have two types of Catholic schools: independent or HEN you walk into a private schools, and Public Schools school you immediately on Private Property. get a “feel” about the The latter are schools which are school. on Catholic-owned land but are run There are a variety of pointers by the provincial education departwhich give you this feeling. It could ments. It is often more difficult to be the way the school looks, the develop an understanding of what way you are welcomed, the friend- a Catholic school is when teachers liness of the learners. This is largely are appointed to the school by the an intangible and yet a provincial departments felt presence. That has rather than applying to The Catholic be there themselves. been called the “ethos” of the school. A Catholic school Ethos defines and school needs to should ensure that everyshows the core beliefs of have a strong one is welcomed and nothe school and is closely one is excluded. This is value system because all members of linked to its value system. the school community based on This ethos should be are created in God’s reflected in the school’s Gospel values image. mission statement, Further, because all which is the beacon for with Christ as human beings are made all school activities. It is the image and likeness the centre of in the school’s way of of God, they are therefore “being in the world”. It valuable, and there the school is about what they do should be no discriminaand how they do it. tion. The school’s ethos should be a Everyone has the right to be lived experience for the whole treated with dignity and must treat school community and is realised others the same. This requires all by the daily interactions and ac- members of the school community tions within the school. to know and understand this in However, this needs to be ac- order for a peaceful and just school tively understood and promoted in climate to exist. practical ways. For the Catholic Its teachers, as Pope Francis said school this ethos is an essential and earlier this year, “are called to stimdefining feature. ulate in the students an openness to The following are some of these the other as a face, as a person, as a

A Catholic school should ensure that everyone is welcomed and no-one is excluded: all members of the school community are created in God’s image. Further, because all human beings are made in the image and likeness of God, they are therefore valuable and there should be no discrimination,” writes CIE deputy-director Anne Baker. brother and sister to know and respect with their story, with their merits and defects, their richness and limits”. The Catholic school needs to have a strong value system based on Gospel values with Christ as the centre of the school. It is a faith community which fosters positive relationships among learners, teachers and parents, enabling them to feel personal support and care and offer the same to others. The religious atmosphere, which addresses the formation of the whole child, includes worship and prayer. These are integral and central to school life. The liturgical calendar as well as important feasts of other faiths are acknowl-

edged and celebrated. Teachers in Catholic schools should always expect the best from learners because they believe in each and every learner.

Standards of behaviour Clear standards of behaviour from all members of the school community are defined and expected, with mercy and understanding at the core of how the school deals with disciplinary issues, and when possible restorative rather than punitive practices should be in place. In our very materialistic world, the Catholic school resists individualism. It is concerned about justice and the wellbeing of the whole

community, we are our sisters’ and brothers’ keepers. A sense of social responsibility based on the Gospel is fostered. This helps learners to become worthwhile citizens who will, hopefully, make a positive difference to the world around them. These values should permeate all the school’s endeavours and should include an awareness of environmental issues and a dedication to preserve what Pope Francis calls our “common home”. The school should provide a broad curriculum which is meaningful to students and relevant to their community, and which assists them to strive for personal excellence in all that they do. School leadership should serve the community and develop positive student and staff morale, giving priority to people and the common good. It should also encourage collaborative decision-making and recognition of the gifts of each individual and that these are developed. One of the most difficult features is the need for parents to be involved and for the school to collaborate. Pope Francis has described education as a family matter. He advised that rather than contradicting one another, parents and teachers must collaborate openly and constructively to form children in core values which enable them to face modern challenges. That collaboration between parents and teachers helps to develop true community—a community which has as its vision the development and wellbeing of every member. n Anne Baker is the deputy director of the Catholic Institute of Education.

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The Southern Cross, May 23 to May 29, 2018

EDUCATION

Combating violence in schools In a tense society like South Africaâ&#x20AC;&#x2122;s, violence can erupt also in schools. DRâ&#x20AC;&#x2C6;MARK POTTERTON looks at the phenomenon and offers a set of solutions.

HE media continues to bring to the publicâ&#x20AC;&#x2122;s attention the crisis of violence that plagues many of South Africaâ&#x20AC;&#x2122;s schools. For example, at the end of last year a video of a girl in Siyathuthuka Secondary School in Inanda, KwaZulu-Natal, went viral. The girl is shown on the floor, being beaten and kicked on the head by a schoolmate. In another video, a group of boys are seen fighting with knives on the school premises at Richards Bay High. A number of commentators expressed their horror, which is somewhat surprising, as most South Africans have been victims of some or other crime. I have tracked media reports on school shootings, stabbings, beatings, bullying and so forth for some time. These reports show that this is an ongoing challenge in a number of our schoolsâ&#x20AC;&#x201D;but not all. I am more optimistic about addressing violence in schools than in society at large. Schools have the ability to create communities, communities that are known and bounded. School communities need to be brought together around a common purposeâ&#x20AC;&#x201D;the central purpose

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News footage of a knife-fight outside a Richards Bay school. of a school being to teach and learn. But schools also have to share values and make sure that pupils engage in the world in an honest way. Schools themselves have to be institutions that treat children fairly and teachers (and leaders) have to model the behaviour they expect from pupils. Any good teacher will tell you that you need order in a school, especially in classrooms, to ensure that learning takes place. Changing the way we do things isnâ&#x20AC;&#x2122;t easy, but schools have to make a start. Firstly, schools need to be secured and made safe. Fences and

gates need to be fixed and access to the school must be controlled. Litter needs to be cleared away, classrooms swept, cracked windows need to be replaced, and broken doors and handles need to be repaired. Secondly, teachers need to change their attitude towards pupils. They need to realise that teaching children how to behave is part of the job. They need to show children that there are consequences for bad behaviour, and for breaking the rules. Schools need to do away with any practices that foster violence. For example, corporal punishment

merely teaches children the values of degradation, force and humiliation. It must be stopped. Intimidation by leaders and teachers also needs to be avoided in school situations. Since teaching and learning are central, and pupil performance is a measure for children of self-worth, each child needs to be assisted to achieve the best they can. Schools need to make sure that teachingtime is used effectively, and that pupils of all abilities are engaged in classrooms. School policies must see that the safety of pupils is ensured. The policies and codes of conduct that emerge from them must be communicated and understood by everyone in the school community. It is also important to teach pupils how to deal with conflict when it arises, and schools should not just expect pupils to be able to solve all their problems on their own. More than ever it seems clear that learning how to behave in a group is an important life skill to teach! What are the immediate actions any school can take to deal with violence? l Model and celebrate good behaviour. l Make sure that the school rules are clear and are understood by everyone; ensure that pupils know what the consequences of breaking the rules are. l Ensure that there are adults to supervise pupils at school, and that they are visible in high-risk areas in the school. l Deal with all acts of criminal

aggression and violence. Where violations of the law occur, report these to the police. Children need to understand that violent or aggressive behaviour will not be tolerated at school. l When drugs and weapons are a serious problem at a school, then conduct regular, unannounced searches. Inform parents and guardians that these will take place as part of the schoolâ&#x20AC;&#x2122;s routine. Where possible, involve the police in these searches and make sure that pupilâ&#x20AC;&#x2122;s rights are not violated. l Make pupils aware of the risks of using illegal drugs and of the dangers of guns and other weapons. Pupils need to understand what weapons can do. Invite rehabilitated criminals to speak to pupils, help them to appreciate the grim realities of violence. l Wherever possible, get the parents and guardians on your side. Make sure that they know what their children are up to at school and call them in when necessary. l Create a violence action plan to deal with serious incidents of violence, for example, â&#x20AC;&#x153;if a pupil pulls out a gun in a classroom, this is what you doâ&#x20AC;Śâ&#x20AC;? l Involve pupils in problemsolving and violence prevention. Get them to share ideas and their concerns. l Install video cameras and improve lighting in strategic areas (if the school can afford this). n Dr Mark Potterton is the principal of Sacred Heart College Primary in Johannesburg and the author of Beat Bullying: A Practical Guide for Schools. See also page 16.

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EDUCATION

The Southern Cross, May 23 to May 29, 2018

How to bully-proof your child Bullying is a widespread problem, on the school ground and on social media. Related to almost anything, it can come in many forms and affect children in different ways. ERIN CARELSE looks at ways to help bullyproof your child.

tions, messages, pictures and any other items which can prove that your child is being cyber bullied. Keep a record of all of these incidents to help assist in the investigative process. If your child is being threatened with physical violence, or if the bullying continues to escalate, get law enforcement involved.

What bullied kids can do

LL children will experience teasing, on and off the playground, which is common especially amongst youngsters. But itâ&#x20AC;&#x2122;s important to know that it is not okay when the teasing becomes more than just banter, and that it isnâ&#x20AC;&#x2122;t â&#x20AC;&#x153;a normal part of growing upâ&#x20AC;?. For some children, teasing can turn violent and become abusive. Bullying behaviour is often used in a damaging way to hurt others. Itâ&#x20AC;&#x2122;s defined as negative behaviour by one or more persons who intentionally and deliberately mean to cause hurt, harm or humiliate. This can be physically or emotionally and can happen while at school, in the community, or online. These are the four most-common types of bullying: Physical bullying: Any bullying that hurts someoneâ&#x20AC;&#x2122;s body or damages their possessions. This includes kicking, tripping, scratching, pinching and pushing, hitting, tripping and biting. Verbal bullying: When someone uses verbal language to gain power. This includes name-calling, insults and negative comments, teasing, intimidation, homophobic or racist remarks, or verbal abuse. Social bullying: Sometimes referred to as relational bullying, it is often harder to recognise and is usually done behind the bullied personâ&#x20AC;&#x2122;s back. It is designed to harm someoneâ&#x20AC;&#x2122;s social reputation and/or cause humiliation. Social bullying includes gossiping (verbal or written), lying and spreading rumours, revealing personal information to embarrass and humiliate someone, and damaging someoneâ&#x20AC;&#x2122;s social reputation Cyber bullying: A form of bullying or harassment using electronic means that takes place over digital devices like cellphones, computers, and tablets, and involves intimidating or harassing someone using a digital platform like social media networks. This can include sending harassing text messages, posting unwanted pictures or messages to social media outlets, spreading rumours and hearsay online, and so on.

It is important to let teenagers and children know that bullying is not okay and that they should report it when it does occur.

Warning signs There are many reasons kids bully others. The person doing the bullying may have low self-esteem, may have experienced bullying or violence themselves, and in some cases, they might use bullying to â&#x20AC;&#x153;look coolâ&#x20AC;? in front of others and to feel better about themselves. It can sometimes be difficult to tell whether your child is being bullied, which is why itâ&#x20AC;&#x2122;s important for parents to keep the lines of communication open with their children, and to observe their childâ&#x20AC;&#x2122;s body language and habits. To help prevent your child from the physical and emotional abuse, itâ&#x20AC;&#x2122;s important to better educate yourself as their parent. Here are possible warning signs to be on the lookout for if your child may be experiencing being bullied: l Faking illnesses to avoid having to go school. Headaches and stomach aches could be signs of stress and anxiety, especially if itâ&#x20AC;&#x2122;s something your child is bringing up often, and more so at night before having to go to school or in the morning. l Trouble sleeping. If your child is feeling anxious about going to school the next day, they will often have a restless night, and/or nightmares. l If you notice that your child is more emotional than usual, especially when the topic of school is brought up, it may be another possible sign of victimisation. Changes in mood, seeming sad, depressed or withdrawn are all signs that a conversation needs to be had with your child. l Children are prone to the occasional bump and bruise, but unexplained bruises and injuries are a possible sign that they are being

bullied, especially when they happen more frequently and your child cannot explain where these injuries come from, doesnâ&#x20AC;&#x2122;t want to talk about it, or their story changes. If you notice some of these warning signs, it doesnâ&#x20AC;&#x2122;t necessarily mean your child is being bullied. But it might signal that it is time to talk to your child about what is going on at school. Debbie SchĂ¤fer, MEC for education in the Western Cape, has urged parents and learners to report incidents of bullying, saying that parents are key to identifying behavioural changes in their children. â&#x20AC;&#x153;If bullying has been identified at school, itâ&#x20AC;&#x2122;s important to address the situation as soon as possible, so that the appropriate actions and measures can be implemented,â&#x20AC;? she said. The Department of Education has also set up a Safe Schools Hotline number (0800 454-647) for teachers, parents, and pupils to report crime and abuse. Children can also call Childline SA on 0800 055-555.

What parents can do So what can parents do to protect their children and to bullyproof them? Firstly, donâ&#x20AC;&#x2122;t ignore signs of the child being bullied. Explain that bullying is unacceptable and that no one should have to put up with it. Make an appointment to see your childâ&#x20AC;&#x2122;s class teacher as soon as possible. Talk to your schoolâ&#x20AC;&#x2122;s guidance counsellors so they can keep an eye out for bullying during the school day. If your child is being bullied online, make a point of printing out or taking screenshots of conversa-

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The South African Police Service has provided tips for children to follow if they are being bullied: l Walk away from the bully. Bullies want to know that they have control over your emotions, so do not react with anger or retaliate with physical force. If you walk away, ignore them or calmly and assertively tell them that you are not interested in what they have to say. In this way, you are demonstrating that they do not have control over you. l Report the bullying to a trusted adult. If you do not report threats and assaults, a bully will often become more and more aggressive. In many cases, adults can find ways to help with the problem without letting the bully know that it was you who reported them. l Repeat as necessary. In the same way as the bully, you may have to be relentless. Report each and every bullying incident until it stops. l Find support from those who do not bully. Having trusted people you can turn to for encouragement and support will boost your

resilience when being bullied. Reach out to connect with family and real friends. There are plenty of people who will love and appreciate you for who you are.

Technology can help Technology by means of apps is a way for schools to give students a way to anonymously report bullying or harassment. For example, St Davidâ&#x20AC;&#x2122;s Marist School in Sandton, Johannesburg, launched the STOPit app. This app is an anonymous reporting system that lets learners and staff members report bullying and inappropriate behaviour via their cellphone. Once a school has subscribed to the app, children are able to download it. With the app installed on their cellphones or tablets, learners and staff members who witness or experience instances of bullying are able to anonymously submit reports consisting of text, pictures or videos. These reports are then received and managed by administrators at the school. It is important to let your children know that bullying is not okay and that they should report it when it does occur. Remember to always acknowledge your childâ&#x20AC;&#x2122;s pain. Recognising their pain and them hearing you affirm that what happened wasnâ&#x20AC;&#x2122;t fair or right is an important validation for your child. The safety and wellbeing of your child should always be the foremost priority. n Erin Carelse is a mother of two.

Responding to bullying, in brief Your child could be bullied if he or she: â&#x20AC;˘ Fakes illness to avoid school â&#x20AC;˘ Shows signs of stress or anxiety (look out for headaches, stomach aches, trouble sleeping) â&#x20AC;˘ Has mood changes, depression, sadness, or shows more emotion than usual, or withdraws â&#x20AC;˘ Has unexplained physical injuries, such as bruises.

What can parents can do: â&#x20AC;˘ Donâ&#x20AC;&#x2122;t ignore the signs of bullying or write bullying off as a rite of passage. â&#x20AC;˘ Reassure the child that bullying is unacceptable. â&#x20AC;˘ See the class-teacher or school counsellor. â&#x20AC;˘ Retain evidence of bullying, especially on-line bullying â&#x20AC;˘ If there is a physical threat to the child, involve law enforcement.

What can the bullied kid do: â&#x20AC;˘ Walk away from the bully, if you can, and tell them that you are not interested in them. â&#x20AC;˘ Report all bullying to a teacher. It doesnâ&#x20AC;&#x2122;t make you a snitch. â&#x20AC;˘ Find support from others.

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The Southern Cross, May 23 to May 29, 2018

EDUCATION

Why do young people leave the Church? A study in the uS has identified why young people are leaving the Church; results that also reflect the situation in many South African communities. COuRTNEY GROGAN reports.

TWO-year study in the United States offers a look at why young people are leaving the Church as early as age 13. The study was released by St Mary’s Press and the Center for Applied Research in the Apostolate at Georgetown University (CARA). Of those who left the Catholic Church in the US nationwide, the median age for doing so was 13 years old, the study found. Of the 214 former Catholics interviewed, 74% said that they decided to leave the Church between the ages of 10 and 20. “We heard young people describe the beginnings of their questioning and doubts as early as fifth grade, some even younger,” said John Vitek, one of the principal authors of the study. Mr Vitek, who is the president and CEO of St Mary’s Press, said that this finding might surprise many adults “because many of the young people also told us that they never talked about their doubts and questions with their parents or their Church leaders”.

Young ‘Nones’ Many of the young former

Catholics interviewed now fall into the category of “Nones”—or people who have no religious affiliation. Thirty-five percent of the participants told the researchers that they no longer have a religious affiliation, whereas only 14% would label themselves as atheist or agnostic. These results align with previous Pew Research Center findings that the “Nones” are a growing category in the US. The CARA researchers cite a 2015 Pew study that the number of religiously unaffiliated adults in the US increased by 19 million between 2007 and 2014. In addition, 21% of young Catholics who left the Church responded that they are now “born again” or evangelical Christian. Although the “Nones” represented the largest category of former Catholics, Mr Vitek said that “the vast majority of young people who disaffiliated from the Catholic Church still believe in God and most still desire some type of religious community with which to affiliate”.

Reasons for leaving The study, titled “Going, Going, Gone! The Dynamics of Disaffiliation in Young Catholics”, is based on a national survey and interviews with 214 former Catholics between the ages of 15 and 25. “This study was all about young people telling their stories of why they left the Church in their own words, uncensored and unfiltered,” explained Mr Vitek in a press release on the study. CARA researchers identified patterns among the young people’s personal stories and described three archetypes for their Catholic disaffiliation: the injured, the drifter,

young person may first have a disruptive experience that causes them to feel hurt or broken in some way, that brokenness might lead the young person to begin to question and doubt their faith, and their unresolved doubt may lead them to drift away.”

A final decision?

A two-year study on why young people are leaving the Church in the united States found that the median age for the decision to leave was 13 years old. (Photo: Papaioannou Kostas) and the dissenter. The “injured” are young people who experienced a hardship or tragedy in which God seemed to be absent. Despite their prayers, their parents divorced or ill family members died, for example. One young man told the researchers that he remembers family and loved ones praying for his grandfather with lung cancer: “Everyone is praying for him, probably over 150 people. I personally prayed for him and still there was nothing done to help him and that was my first scepticism.” The “drifter” is one who typically had trouble connecting their identity as a baptised Catholic to their concrete life experiences in the real world. They struggled to articulate why being Catholic mat-

ters, so they just drifted away from the Church. The researchers noted the influence that parents can have on this drifting away from the Church and that a family unit can drift together when parents feel inadequate to explain why the faith matters. Researchers encountered a more active rejection of the faith in those in the “dissenter” category. Some of these young people cited disagreement with Church teaching on birth control, same-sex marriage, and sexuality as the precipitating force for their departure. Notably, only 2% of respondents cited the clergy sex abuse scandal as a reason they left the Church. Mr Vitek explained that there can be intersections between these three common categories. “A

Before they left their faith, the young former Catholics were involved in the Church to varying extents. Twenty-eight percent told CARA that they rarely or never attended Mass at the time when they considered themselves Catholic. Only 17% of those surveyed said that they had attended Mass weekly when they were Catholic. Three-quarters of the respondents never attended a Catholic school. Of these former Catholics, 87% said that their decision to leave the Church is final. Mr Vitek noted that “this is a response given at a particular point in their lives and they can’t predict the future. So there is always hope for the believing community.” Studies do show, however, that increasingly, “once a person chooses to disaffiliate from the Church, they are not re-affiliating later in life”, he added. As for what the Church can do to prevent young people from rejecting their faith, Mr Vitek recommends: “We need to create a place where young people can freely wrestle with their questions of faith, including their doubt.” He added: “We found that young people want to talk about their faith but they aren’t sure if they can without judgment.”— CNA

EDUCATION

The Southern Cross, May 23 to May 29, 2018

Get those eyes off the screen! Excessive screen time can harm our youngsters—and US Catholic schools are alarmed about a phenomenon that is a reality in South Africa as well. ELISE HARRIS reports.

stead, she wrote in the New York Daily News. “A no-phones-at-school rule would also help teens develop invaluable social skills,” she wrote. “More and more managers tell me that young job applicants don’t look them in the eye and seem to be uncomfortable talking to people face-to-face. If our students are going to succeed in the workplace, they need more practice interacting with people in person,” she wrote. “They can get that right there at school—if they aren’t constantly on their phones.”

ESEARCH has begun highlighting the detrimental impacts of excessive screen time on smartphones and tablets, particularly on developing brains and on education. This has sparked concern among educators and parents. Even tech industry giants are starting to speak openly about the dangers of Internet addiction and the need to monitor children’s screen time. For Catholic schools, the issue is especially pressing, some school leaders in the US say, because Catholic schools are concerned with the human and spiritual formation of their students. Michael Edghill, principal of Notre Dame Catholic School in Wichita Falls, Texas, said that his biggest concern is a tendency to let technology become the main driving force of education, rather than a tool of support for teachers and students. “For a Catholic school, that is a bad paradigm to fall into, because it takes a rightly formed person to undertake the task of human formation, which is the mission of Catholic education,” he said. “No machine or technological tool can appropriately engage in the formation of the soul.” Jean Twenge is a psychologist and the author of iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy-and Completely Unprepared for Adulthood. She said that her research found the “sweet spot” for screen time for teenagers should be about two hours per day “for mental health, happiness, and adequate sleep. Beyond that, the risks increase, topping out at the highest levels of use.” Notably, but perhaps not unsurprisingly, most US teens report average daily screen times well over the recommended two hours. In 2015, research group Common Sense Media reported that more than half of US teenagers spend at least four hours a day on a screen, while 25% of teens reported even higher uses—more than eight hours daily—with the potential of detrimental effects. “For example, teens who use electronic devices five or more

Limits at home too

Teenagers should have no more than about two hours a day of screen time for mental health, happiness and adequate sleep, experts suggest hours a day are 71% more likely to have a risk factor for suicide than those using devices less than an hour a day,” Ms Twenge said. “They are also 51% more likely to not sleep enough. Teens who are online five or more hours a day are twice as likely to be unhappy as those online less than an hour a day.”

Inability to think straight As for educational impacts, research has also found that smartphones can affect a person’s ability to think simply by being within reach—even if they are turned off. Another study found that students taught in computer-less classrooms performed significantly better on tests than their counterparts taught in classrooms with tablets and computers. The human, relational and educational concerns are why some Catholics schools are taking steps to limit, if not completely ban, the use of smartphones and tablets in the classroom. St Benedict School in Natick, Massachusetts, is one Catholic school that has taken the approach of not using electronic technology in the classroom at all, except for very limited ways in the higher grades. “There are studies that show that [student] memory retention is better when they have written the information as opposed to having

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typed it. There are also benefits to learning cursive [writing],” headmaster Jay Boren said. “In addition, an environment that is not inundated with fastpaced technology...allows students to cultivate the ability to sustain attention, develop concentration, and appreciate silence, which are the necessary dispositions to ponder truth, beauty, and goodness,” he said. “We feel that those skills are more important at this age level than mastering a screen that they will certainly be exposed to throughout their lives at other times.” On the other hand, Franciscan Father Nicholas Rokitka’s high school in Buffalo, New York, implemented a 1-to-1 iPad to student programme four years ago. “My major concern about technology in the classroom is the inability of the students to focus on the topic at hand and listen to the teacher,” Fr Rokitka said. “It certainly has changed the way teachers and students interact.” Fr Rokitka said that games and entertainment are always a potential distraction with the iPads in the classroom. While he has his room set up in a way that allows him to monitor his students’ iPad use closely, such monitoring “takes up a lot of my energy”. There have been some positive impacts, Fr Rokitka noted. The

school has saved a lot of paper using digital homework and tests, and performance trends can be more quickly and easily recognised and addressed. However, he added that without intentionality behind its use, technology can negatively change the way students relate to one another and the world. “On a very fundamental level, technology changes how people interact with each other. If technology is accepted wholesale without an intention, it will do more harm than good,” he said. “When digital communication and social media replace face-toface interaction, the students lose their ability to communicate,” he said. “This problem is way larger than just schools, but ultimately teachers and schools can have a dramatic input on how children learn how to use technology.”

Let learners interact Psychologist Jean Twenge said that she recommends that schools ban the use of cellphones not only in the classroom, but during breaks as well, in order to give students a chance to interact with each other without a screen. In interviews with students for her research, Ms Twenge discovered students who would feel depressed and left out while their fellow students ignored them at lunch, favouring their phones in-

Mr Edghill, the principal from Texas, said that his biggest guiding principle in the use of technology in school has been intentionality—which is exactly why the school banned cellphone-use in school during the school day. “It was an intentional decision based on the fact that there was little to no educational benefit and a whole slew of potential and real problems,” he said. “The unplanned side-effect is that the students actually talk to one another before school in the mornings now instead of just staring at their individual screens.” A father of four children between 14 and three, Mr Edghill noted that he and his wife try to implement the same intentionality with technology use at home, by enforcing limits and being consistent with them—though he admitted there has been a learning curve. “I do think that the more time that they watch screens, the less creative and the less curious they are. But it is a constant battle. It may be one of the most countercultural things that we can do for our kids,” he said. “And that is saying something, as a Catholic,” he added. It’s also important to note that technology is simply a tool, and “not an evil”, he said. “The pope is active on social media. My bishop is active on Twitter. But it is for the greater good of reaching out to people in order to create the opportunity for an authentic encounter with Christ,” Mr Edghill said. “If the technology is replacing humanity as opposed to being used as a tool to advance humanity, that is the problem,” he said. “If we miss the human element of the teacher, of person-to-person dialogue and debate, of human experience, then we can’t fully do our part to cooperate in the formation of the human person.”—CNA n See also page 16 for information about a workshop that addresses issues of the digital and young people.

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The Southern Cross, May 23 to May 29, 2018

EDUCATION

Community joins forces to beat local thugs A new project to unite local schools in common action was spearheaded by a Johannesburg Catholic school. ERIN CARELSE reports.

Y sharing resources like libraries, science laboratories and research centres, learners from both government and private schools will have access to highquality learning facilities. This is why Sacred Heart College in Observatory, Johannesburg, launched its Indlulamithi Project this year. The right to education is written into our Constitution; it is the right of every child in South Africa to be educated. Yet, many children are not at school. Why are they excluded from what is rightfully theirs? Why are they suffering? Why do children from Yeoville—a Johannesburg suburb adjacent to Observatory, and once-vibrant, safe, rich in culture and heritage—live in fear of being attacked while walking to school? Why do they not play in the streets? Why do they not play and run carefree in parks and learn about the world around them? These were the questions that for a long time plagued like-minded principals of schools in Yeoville and surrounding areas, who were frustrated with the lack of resources and afraid for the security of the children in their care. The answer, sadly, is that Yeoville has seen the effects of urban decay: crime, poverty-stricken homes, unemployment and impoverished liv-

ing conditions. Notwithstanding Yeoville’s decay, these school heads believed they could help make its streets safe again for children. They met to discuss ways of achieving this–—and the Indlulamithi Project was born.

citement at being part of the project, saying that the Sacred Heart initiative will pioneer the way forward in uniting schools in the Yeoville, Observatory and Bellevue areas.

Nothing but the best

One such united action is to provide safe routes for leaners, as some parts of these areas are notorious for violence, crime and bullying of learners after school. Plans are underway to build concrete giraffes along popular walking routes which will house surveillance cameras, serve as Wi-Fi hotspots, and display art from the talented children in the area. “The new safe routes will give families, schools and our children great peace of mind when coming to school,” Ms Ulster said. “The areas are in desperate need of a revamp and the renewed character will fortify the community, and we welcome the change. “Keeping our children safe is our number one priority—and in this way all the role-players in the communities have an opportunity to get involved and realise the vision, thus restoring the spirit of ubuntu.” Her school is also looking forward to the “new educational and cultural programmes this prolific initiative will bring to our learners”. To launch the Indlulamithi Project to the community, a football and netball festival took place at Sacred Heart College, with its pupils, the Three2Six Project for teaching refugee children, United Church School, Yeoville Boys and Observatory Girls participating. n For more information and queries, contact Lynn Walker at marketing@ sacredheart.co.za

Why Indlulamithi, which means “giraffe” in isiZulu? Lynn Walker, marketing coordinator at Sacred Heart College, explained that just as the giraffe eats the sweetest leaves from the tops of trees and does not settle for anything at the bottom, children should also not settle for anything other than the best. What can we give to children? Indlulamithi asks. How can we help them believe in themselves, that they deserve the best? How can we provide a safe environment for learning and playing? The project attracted the attention of the Johannesburg Development Agency (JDA) as it aligned with their “Our City, Our Block” campaign. “This is a strategic plan that JDA has implemented to engage with relevant stakeholders to build partnerships and develop communities,” said Ms Walker. “Ratepayers’ associations, the SAPS and security companies, NGOs, religious institutions, property developers, and community members were also recruited to collaborate.” Thamsanqa Sibisi, deputy principal of Yeoville Boys’ Primary, explained that firstly their learners’ roll consists of about 1 200 boys, of whom many come from outside South Africa, mostly from the Dem-

Giraffes on the lookout

Students play netball during a sports festival at Sacred Heart College in Observatory, Johannesburg, at the launch of the Indlulamithi Project. The netball and football festival involved Sacred Heart College, the Three2Six Project, united Church School, Yeoville Boys and Observatory Girls. The Indlulamithi project aims to share sports and academic resources among schools in the Yeoville, Observatory and Bellevue areas, and to work to make routes to schools safer. The project is tied to the Johannesburg Development Agency’s “Our City, Our Block”campaign. ocratic Republic of Congo. This means that when they are enrolled, English is probably not their mother tongue, which is the language of teaching and learning at the school. Most of them speak French at home. Secondly, the socio-economic conditions in Yeoville deprive them of being provided with the best education in the area. “These, plus various other situational conditions, have prompted us as a school to continuously look

for partnerships in our struggle for a better education for these boys,” Mr Sibisi said. “That is where friendships come in. We have therefore partnered with other schools in the area, through the facilitation of Sacred Heart College, which has given us an opportunity to expose our boys to better facilities, different tuition,” he said. “We are partnered in academic, sports and extra-curricular activities.” Helenne Ulster, principal of United Church School, expressed ex-

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The Southern Cross, May 23 to May 29, 2018

Rural schools face toughest challenges For many rural children the promise of a brighter future after the end of apartheid remains unfulfilled, even today. MDuDuZI QWABE explains the state of rural education in SA, and why that must concern us as Catholics.

RIVING on secondary roads around South Africa, one sees many uniformed children walking to school or back home, as transport is entirely lacking or inconsistent. For many learners in rural schools, there is indeed no transport available, and there are no school nutrition schemes either. Lack of water and sanitation is still a reality, and having one’s own desk at school is a luxury that cannot be taken for granted. This is the reality despite the government claiming that access to education has improved dramatically since the dawn of democracy. The Constitution guarantees the right to quality basic education, and subsequent court rulings have asserted that this right should be immediately realisable. However, that right is elusive in many rural communities in our country. The 2014 Child Gauge released by the University of Cape Town’s Children’s Institute concedes that access to education is still a challenge for children living in remote areas, where access to public transport is lacking and households are unable to carry this cost. The definition of “rural” for present purposes will be that of “remote places away from amenities such as shops, tarred roads, and street lights”. Yes, I acknowledge that the challenges experienced by rural learners are also still prevalent in many townships or informal settlements, but in this article I wish to focus on the typical farm school. The democratic government of 1994 faced many organisational challenges when it took over the amalgamation of the different educational departments which operated under the apartheid state. These included providing equal and non-discriminatory education to all the country’s citizens. It was assumed that the inequalities in the system were uniform and to the same degree in all areas of society. However, in several studies undertaken in the first years of the 21st century, it became clear that rural communities were most severely affected by the injustices of the previous regime, compared to their urban counterparts. The Ministerial Committee Report on Rural Education of May 2005 was one such study. It made 82 recommendations on how to deal with the challenges faced by these communities in order for them to access quality education. It highlighted the fact, among others, that simply treating “un-

What’s to be done?

Are rights observed? A few of the report’s recommendations were implemented, for example, children from farms were moved to boarding schools in certain provinces, although this raised issues of whether the rights of children and parents were observed. The state justified its actions by saying that it was protecting the rights of children to education while also mitigating the effects of poverty experienced in the children’s homes. A number of studies showed that there were violations of other rights in the process and this practice could not be justified. There were also incentives in the form of monetary allowances given to teachers working in rural areas, but this was not implemented uniformly or consistently by provinces. Through certain government programmes like the Accelerated School Infrastructure Delivery Initiative and even non-profit organisations like the Nelson Mandela Children’s Foundation, new schools were built and existing ones renovated. Other programmes, such as learner transport and school nutrition, were also introduced, not only for farm schools, with the intention of improving overall access to education. Poor planning and lack of capacity led to constant disruptions, budgetary constraints, and slow delivery of new/renovated schools in many provinces. This has left the department with huge backlogs in the delivery of quality education to rural communities. The inequalities that were inherited from our painful past persist 21 years later. But we need to be careful not to assess rural communities only from a deficiency outlook as there are also many positive developments happening in some of these communities—but the challenges remain. The 2013 National Education Evaluation and Development Unit report shows that some of the challenges that were cited in the 2005 report remain just that. The 2013 report, which investigated teaching and learning in rural primary schools, cites the biggest challenge as the lack of qualified teachers in rural schools. Teachers often live far from the school and this has implications, given the lack of adequate transport and poor road infrastructure. Many of these teachers are involved in multi-grade teaching, which the report finds is of very

‘Home away from home’ pre-primary to turn 21 ASA Maria Pre-Primary School in Plumstead, Cape Town, is preparing for its 21st anniversary. Established in 1997, and dedicated to Our Lady of the Visitation, the school started off with just 12 pupils in its reception grade class. As time went by, younger children were welcomed and the school grew from strength to strength. A strong Catholic ethos has always been upheld and children are encouraged to uphold the faith. All children are accommodated irrespective of race, colour or creed, upholding a value stated by St Teresa of Kolkota: “The needs of all

Catholic Institute of Education was part of the reference team to which the task team reported regularly and discussed all aspects to be included in the policy.

equals” as “equals” would perpetuate the inequality. This resulted in the establishment of a Rural Education Directorate in the Department of Education in 2006 to deal with issues raised in the report. The life of this directorate was cut short in 2010 when it was assimilated into the department, with the rationale that the same issues faced by rural communities were experienced in peri-urban and informal settlement schools so it would be better to deal with them across the board.

children are the same.” Today children aged 18 months to six years are accommodated at Casa Maria, and are offered a home away from home in which to learn and grow. The small school has an inclusive and integrated learning programme individualised for each learner. Over the years, Casa Maria has taught 324 young children. The school is planning celebratory events for its 21st anniversary, the highlight being an end of year Thanksgiving Mass. The staff are hoping to renew contact with many past pupils, both locally and internationally.

Children at rural schools in South Africa still suffer from transport problems, no food schemes, not enough teachers, and broken buildings. poor quality in certain instances. According to the report, 38% of these schools’ toilets are unsanitary and the recent incidents of children drowning in pit latrines is a confirmation.

An unequal competition In 2012-13, the public interest law centre Section 27 undertook a review which attested to the fact that many children in Limpopo live far from school, are sitting in overcrowded classrooms, have to walk long distances daily, and have to contend with poor infrastructure— but they are expected to perform at the same level as children whose reality is different. Many argue that the problem of resources is not a determining factor of performance, yet the question remains whether it is fair to expect children and teachers to function under such circumstances? Some

schools in poverty-stricken areas do well with very little, but they are few and their success cannot justify the general inequitable distribution of resources. Reports show that neither the Reconstruction and Development Programme nor the Growth, Employment and Redistribution economic strategies were successful in addressing the inequalities perpetuated under apartheid. The adoption of the Minimum Norms and Standards for School Infrastructure regulations in 2013 by the Department of Basic Education is a step in the right direction, but it is alleged that the department intends cutting the infrastructure budget by at least R3,5 billion over the next three years. In 2016 the department set up a task team to research and draw up a rural education policy to ensure that the situation be addressed. The

The rural education policy was gazetted for comment in January 2018. Among other things, the policy proposes the following: • The minister to establish a Rural Education Advisory Committee that will include stakeholders and experts to advise on the implementation of the policy, funding rural education programmes, and monitoring and evaluating the impact of policies on rural education. • The director-general to establish interdepartmental collaborations to strengthen and support the delivery of quality education in rural schools. • Provinces to establish a rural education directorate or sub-directorate, depending on the number of schools, to ensure implementation of the policy. Our collective Christian calling from scripture and Catholic Social Teaching is to always protect the most marginalised members of our society, which in this regard are the rural communities that suffered and continue to suffer well into our democracy. It is our Christian duty as part of civil society to hold the government accountable and ensure that the persistent inequalities are eradicated. If we are committed to building a humane society, as our Constitution requires, then we do not have a choice. n Mduduzi Qwabe is manager for policy, advocacy and government relations at the Catholic Institute of Education.

The Southern Cross, May 23 to May 29, 2018

EDUCATION

A second chance at getting an education BY ALICE MARKRAM

OST of the students at De La Salle Holy Cross College High School in Johannesburg are well on their way home by the early evening, but students of the Victory Park Adult Education Centre hosted on the campus are only just arriving—many after a long day of work. Every weekday, from 18:00 to 20:00 and on Saturdays from 9:00 16:00, the 170 students of the centre come to the school to further their education in otherwise empty classrooms. Victory Park Adult Education Centre is a satellite school of the City Deep Public Learning Centre and has been facilitated by De La Salle Holy Cross College since 1985. Classes are available for those who had challenges completing their schooling, all the way from Grade 1 through to completing the Matric National Senior Certificate, with many of the centre’s students going on to further studies. The centre also offers classes that help learners gain practical skills, including sewing, ancillary health care, SMME business management and early childhood development, among others. The school is staffed by a team of ten teachers who put in time far above the two hours a night and are dedicated to creating a supportive and effective learning environment for the learners, giving the centre a tangible sense of community. “Everyone’s success and failure is celebrated as a group or as classmates being there for one another, through laughter and sorrow,” said Ms Sambo, one of the students. Education is free from Grades 1

Participants in a workshop on the revised Child Safeguarding Policy which aims to ensure that Catholic schools are safe places.

The need to keep kids safe in our schools BY ANNE BAKER

T Some of the students of the Victory Park Adult Education Centre to 11, and Grade 12 learners pay a minimal base fee of R100 for registration with an additional R100 per subject. This low price ensures that the school can provide the opportunity of a second chance at education to those who may not have been able to afford it otherwise. However, keeping the education centre affordable also means that it lacks many of the basic resources that are needed to facilitate learning. The centre is in need of a computer, photocopier and printer to capture test data, give students access to past papers, and for preparing and printing test papers. Many learners are in need of basic stationery such as exercise books, pens, pencils and calculators as well as textbooks. The centre also needs sewing machines for the Saturday classes. “Our aim is to empower, motivate and enable students to prosper

in their chosen careers and, in turn, contribute effectively and efficiently in the economy,” said Francis Mabunda, the centre’s principal. The Victory Park Adult Education Centre also inspires the community of De La Salle Holy Cross College High School. “ The centre is doing exemplary work to help those who have been given fewer opportunities to advance themselves and is expecting another year of excellent results, said principal Debbie Harris. “We are so inspired by these hard-working students, and our contribution and support reflects our school motto: ‘Be first that you may be of Service’.” To assist the centre with donations of equipment that may be of use, contact Julie Rodgers jrodgers@ dlshcch.co.za. n Alice Markram is a Grade 11 pupil at De La Salle Holy Cross College.

HE incidents of child abuse that the Church is dealing with have highlighted and brought to the fore the need for children to be protected in all interactions with the Church and its structures. It goes without saying that Catholic schools must be places of justice and peace, and most importantly be safe places for children and teachers alike. In 2012 the owners of Catholic schools and the Catholic Institute of Education (CIE) developed a Child Safeguarding Policy for all Catholic schools in South Africa. This policy was mediated to schools through workshops and follow-up support visits by CIE and Catholic Schools Offices. During the workshops, facilitators discovered that many teachers were feeling disempowered since corporal punishment was no longer allowed in schools and the numerous changes taking place in education didn’t help morale. In response, CIE developed a programme called Building Peaceful Catholic Schools to assist teachers to use restorative methods rather than punitive ones. A restorative approach to discipline

requires that the person who has harmed another take responsibility and make amends. In 2017, the Catholic Board of Education requested that the policy be updated and reviewed in line with international best practice. The new policy is now ready to be presented to Catholic schools. The policy has seven standards and numerous resources to equip schools to deal with abuse cases. In April all personnel from every Catholic education office in South Africa came together for training on the new policy and resources. The two-day formation was intense and participants felt somewhat overwhelmed with the stories of physical, sexual, neglectful and cyber abuse which were shared. This, however, also strengthened their resolve to assist schools in complying with the law by reporting every case and managing this complex terrain. n With cyber abuse rife in schools the CIE and the Jesuit Institute are offering a seminar for schools on September 13-14 in Randburg, Johannesburg. For more information on the Digital Pathfinding Seminar and to register, visit www.cie.org.za or call Kelsay Corrêa on 011 4331888. See also page 2.

EDUCATION

The Southern Cross, May 23 to May 29, 2018

Who will teach kids with special needs? Thee are not enough places in schools for special needs children, but some could be accommodated in mainstream schools, as NEREESHA PATEL reports.

HE human person is not only sacred but also social, according to Catholic social teaching: “The way we organise society directly affects human dignity and the capacity of individuals to develop.” However, there are reportedly only 464 special schools in South Africa and another 715 “full-service” schools that make some sort of provision for children with physical or mental disabilities, impairments such as hearing loss, and/or special-learning needs. This is alarming, as the Department of Basic Education’s Portfolio Committee stated there were 11 461 disabled learners on the waiting list for special schools last year, with the number set to increase. Evona Rebelo, of the Cape Town Catholic Schools Office, said all public schools in South Africa, as well as independent schools, have child-safeguarding policies and pastoral care policies in place aimed at supporting the most vulnerable. This includes children from impoverished backgrounds, who often have severe learning problems as the result of exposure to alcohol, drugs and violence. Thus, there is a designated focus on being inclusive of children with disabilities, impairments or special learning needs in mainstream schools. “The reality is that we have only

350 Catholic schools in South Africa, and very few of them are special schools or schools of skills,” said Ms Rebelo. “This is an indictment as the Church should be serving the most vulnerable. This is a concern of the national and provincial Catholic Boards of Education, and we need brave pioneers to take up this cause.” The problem is resources. “Schools serving the most vulnerable require huge resourcing. Unfortunately, few dioceses or parishes have the means,” Ms Rebelo explained. Of the 42 schools within the Cape Town archdiocese, there are a few special schools. They include the Dominican Grimley School in Hout Bay, the Dominican School for Deaf Children in Wittebome, St Joseph’s Montana—which works largely with severely intellectually disabled children—and the Salesian School of Skills, which caters for children who fall out of the mainstream system.

No child turned away Clara Paulse, the principal of St Joseph’s, said that although all schools have the option to be declared no-fees schools to help ease the burden of parents who may struggle to pay school fees, it will not allay the issue of accommodation. “No child has been turned away from St Joseph’s due to parents’ inability to pay school fees,” noted Ms Paulse. Pupils who are under medical care or in foster care are exempt from paying school fees. “But the problem of accommodation in general goes much deeper. Substance abuse and foetal alcohol syndrome are two major problems we face,” she said. “They cripple our families and ultimately our societies. These are

tolerance become the criteria in life’s decisions”, it is possible to include special-needs children in a mainstream school.

Richness of diversity

Disabled and special-needs children have a tough time finding special schools, or places in mainstream schools geared up for them.

Although Brescia has no formalised special-needs programme, it did have a learner with Down’s syndrome come through the school from Grade R. A full-time facilitator managed her daily academic programme with teachers. “The pupil was also not able to meet the full cocurricular requirements but was accommodated.” With sound academic support, differentiation in class lessons, and implementing the school’s ethos, the school proved that it’s possible to assist such learners to reach their full potential. “There is no doubt that special needs learners bring a richness to social diversity and add opportunities for the development of awareness in able-bodied children,” said Ms Nott. “The level of disability, on individual assessment, will dictate to what extent the pupil can be ac-

commodated in a ‘mainstream’ school,” she noted. But again, it boils down to resources, available space, and staff who are specially trained to assist these learners. Often little or no provision is made for children with disabilities in mainstream schools, particularly in poor and rural areas. These children end up staying at home, denied an education. “There is a great need for the Department of National Education and the provincial departments to build more special schools, although their policy presently is for mainstream schools to accommodate special needs pupils,” Ms Nott explained. “This is difficult for most mainstream schools, as there is no extra funding for these pupils.” South Africa has a crisis on its hands in including special-needs children at its schools. But by implementing the principles of Catholic social teaching, there is potential to include all these children.

the issues that should be looked at in our quest to address our accommodation problems.” Nevertheless, Ms Paulse said that the Church, through religious orders of nuns, is “doing exceptionally well in ensuring that learners with disabilities are included and provided for within the education sector in a meaningful way”. But, with the serious shortage of special schools, an independent Catholic girl’s school offering a timethe next available option is honoured tradition of academic prestige, sporting triumphs and solid mainstream schools. values, with a spiritual approach that is all embracing, ensuring an Benedikte Nott, princioutstanding and balanced education. With classes from Nursery to Grade pal of Catholic girls’ school Brescia House in 12, Springfield instils life skills that will remain with your daughter Bryanston, Johannesburg, throughout the course of her life time. said that by “creating a Christian atmosphere, in Contact: which principles of truth, St Johns Road, Wynberg, love, justice, reverence and

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The Southern Cross, May 23 to May 29, 2018

EDUCATION

10 tips for aceing school BY NEREESHA PATEL

OR children of all ages, going to school can be an enjoyable experience or an overwhelming occurrence. Whether your child is just starting or is far along in their pre-primary, junior or high school studies, helping them to navigate their educational journey is bound to be full of ups and downs. These all depend on how organised and engaged your little one is— and you, the parents, are—with their schooling. Here are some handy tips to ensure that you and your child will have an easier time at school:

1. Enforce healthy habits Maintaining your child’s physical and mental well-being starts at home; by doing this, it will give them the best chance to perform well academically at school. Organise and apply a routine at home that your child can stick to. For example, encourage them to exercise, limit the amount of time they spend watching TV or using the computer, and choose a suitable bedtime that will allow them to get plenty of sleep.

2. Make new friends At school, your child will be surrounded by other pupils around about their age. That can be daunting, and they might be scared at the thought of having to talk to someone who’s not part of their family. Create opportunities for your child to socialise with classmates outside the family by inviting other children to play, signing them on to extramurals or organising a playgroup. By making new friends, your child can learn the values of sharing,

listening, playing and taking turns— not to mention their friends will make classes a little bit more tolerable.

3. Get ready for school Getting your little one into their uniforms and preparing their lunch boxes can be a tiresome business, so why not teach them to perform these tasks? You can help by letting them practise dressing—simply do the first part of each piece of clothing and then let the child complete the rest, gradually letting the child do more until they do it all themselves. As for lunch box-packing, encourage your child to get involved by letting them choose from a selection of healthy foods that improve learning and concentration: vegetables, fresh fruit, brown or low GI bread, dairy, water, and a small sweet snack as a reward. Make sure that your child can also open and close their lunch box containers.

4. Designate a working space At school, your child’s sitting at their own desk or table where they can work and store their supplies and belongings. With all that elbow room and personal effects within reach, they’ll find it easier to complete their school tasks. Try to replicate a similar environment at home—whether it's at the dining room table, their own personal desk or in their favourite part of the house with plenty of stationery at hand, your child should be able to do their homework without much fuss.

5. Create a staging area Does your child fling their school-

bag on the floor, chuck their shoes and throw themselves onto the couch without taking off their blazer when they get home from school? If so, you need a “staging area”—a single place to put backpacks, jackets, shoes, lunch boxes and school projects each day. Find a suitable place in your house where your child can keep the items they need for school each day. This will improve their organisational skills, and it will alleviate your stress levels during the morning rush to get to school because you’ll know exactly where everything is.

6. Lead by example Homework is the worst, according to children. This mindset can lead your child to develop a lack of motivation to perform tasks ranging from menial to difficult. Take the lead by sitting down to pay bills or do other “homework” tasks while your kids do their schoolwork. Or try a new skill and discuss the experience with them. By displaying a strong work ethic and continually seeking out learning opportunities for yourself, your child will soon adopt the same behaviour and apply it in their studies.

7. Talk and listen Interaction is key. For a few minutes, ask your child how they feel about their classes, teacher, classmates and school work. Discuss what they like and don’t like at school, and then give them the chance to express their feelings. Listen well, because this is the time when your child’s anxieties, excitements, or disappointments about each day could be revealed. This will provide you with the opportunity to offer words

of support and encouragement, and will show your child that you’re genuinely interested in that aspect of their life.

8. Don’t stop teaching them Whether your child’s starting out at pre-school or they’re beginning their high school journey, your role as the parents means that you can’t leave all the teaching to the teachers. Home education is a critical part of your child’s overall learning experience. Look for different ways to teach your child throughout the day. For example, if you’re cooking supper, use the time to pose maths and science-based questions such as “How many teaspoons of salt does the recipe require?” Be creative with your questions!

9. Reading is fundamental Reading books can open up whole new worlds and stimulate your child’s imagination. Additionally, they can become proficient readers and accumulate new knowledge with each text they read. Put aside some time each day to read sto-

ries together from fairy tales to nursery rhymes. Go wild with the facial expressions and characterisations, and encourage your little one to do the same—it gets them involved with the story, holds their attention and makes reading all the more fun. While you’re at it, point to the title of the story, the letters, words and pictures so they will know what it means. Also ask them open-ended questions such as “What do you think will happen next?” You might be surprised at their answers!

10. Expect success No matter what, support your child’s efforts by expecting them to succeed. That doesn’t necessarily mean that they have to be the best student (that’s too much pressure); rather, let them know that you want them to do their best so that they can feel proud of their accomplishments. Make this expectation known at all times—that way, your child will have a great chance to excel at school and beyond.

PERSPECTIVES

Pens, books and the Colosseum Nthabiseng M Maphisa Y university education has been a long and difficult journey. I have changed courses multiple times and even now, in the final year of my undergraduate degree, I am uncertain as to what doors will be opened to me. I have watched my friends graduate before me and bid them farewell as they disappear into the corporate sunset. Despite my personal failures, and perhaps the notion that the only thing worse than taking too long to finish a degree is not finishing it at all, I have become more determined to get my qualification. The road to becoming “work ready”, whatever that should mean, is a precarious one. It begins with overflowing excitement and determination. Nothing is impossible as you scale the escarpment of tests and assignments. Although there are rocks, thorn bushes and cacti, you arrive at the plateau of boredom and mediocrity. You are neither enthusiastic nor discouraged, and you are neither excelling nor failing. But soon, without warning, the gentle plateau has ended and you have fallen over the edge. Now again you must climb the side of the mountain and retrace your steps to see how the edge snuck upon you. And then, when such heavy breaths have been breathed, you must catch up with those who have passed the plateau and who are now braving the cliff to reach the peak of the academic mountain. You get my point. Last year I had the pleasure of travelling to Europe for the first time. I visited Geneva, Paris, Florence and Rome. Rome is a wild and ancient city. Within its stone walls is a strange coexistence of the sacred and the sacrilegious. This is not only true of its past but also of its present. Nowhere is this more evident than in

the mighty stone amphitheatre that is the Colosseum. On a hot summer’s day in a half-empty tour bus, we encountered this old yet magnificent structure. We were told of its being a symbol of ancient Rome’s grandeur, of the gladiator combats and the subsequent staggering mortality rate. The lives of the martyrs were made known to us. It is they whose blood drenched the sand as they were crucified, burned and fed to wild beasts.

recall my few days in Rome now and again when I am worn out by journal articles and derivations. I think of how those who enter university are stepping into a gladiator’s arena. Though we think we are ready, we are ill-equipped to tame, let alone kill, the beast sent on to devour us. It requires a willingness to endure multiple academic scourgings. Each examination venue resembles the haunting stone walls of that torturous amphitheatre. Here the minds of future engineers, doctors, accountants, archaeologists and the like are pulled apart and scorched.

The Colosseum in Rome, which is much like university education, Nthabiseng Maphisa finds.

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And like the few gladiators who, though badly beaten, walk away with their lives, only the strongest survive. Much hope had been placed in the Colosseum by the emperors who commissioned it into existence. It was dreamt that it would be a lasting beacon of Rome’s power. This has been achieved, peculiarly one would say. It is to be debated whether this beautiful, frail old building holds relevance for the world outside the origins of martyrdom. Still, millions of people visit this site every year. And so it is with university education. The rapid development of technology has created fears of a robot apocalypse that will make many jobs obsolete. Will my degree have much strength then? Or will it, like the Colosseum, be a reminder of a once-powerful tradition? It is my hope that it will be a lasting beacon of the knowledge I fought so hard to gain. I was charmed by Rome; a handsome knight it is indeed. Oh that it would pull me in to gaze upon its fairness. This is found in its paintings, marble sculptures and attractive male inhabitants. Universities are old, and some with teaching methods very much antiquated. Still, many are charmed and swayed and in light of the changing global economy, understandably so. So forward we go, with shield and sword in hand in the battle for knowledge. Against all odds, with all our might, with all our wisdom, we fear not the fight.

...and in all things, always charity Fr S’milo R Mngadi ECENTLY, I took part in a Facebook discussion on the building of the Shrine of Mary, Mother of Mercy in the archdiocese of Johannesburg. While serious concerns were raised, I got very worried about the sarcasm and expletives used. I was also shocked at how people allowed “emotions” and biases to override rationality. Some were not even listening to each other and were speaking over each other’s heads. In brief, charity was wanting. Unfortunately, this is characteristic of many online dialogues among Catholics, especially on “thorny” issues. The letter “Francis Not My Preferred Pope” by J H Goossens (April 18) illustrates this point—and I mention it as an example because I was one of the recipients of his ire. Firstly, he threw up Bible verses with no attempt to summarise their exegesis— which by the way, is not as simplistic as it may seem. Secondly, there was mockery, with Dr Goossens believing he had administered “a refresher course in Christian morality…for free”. Thirdly, he was inattentive to the facts by confusing his Jameses (he wanted the one in Acts 15). Finally, he resorted to name-calling, labelling Fr James Martin SJ with words not worth repeating. Dr Goossens could have easily put his opposing views, to which he is doubtless entitled, without the Bible-bashing, reading into the text instead of the text, being sarcastic to fellow disciples of Christ, and name-calling them.

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We may disagree on social media or in letters to newspapers, but when we do, we must always be charitable, writes Fr S’milo Mngadi. And something akin was evident in the Johannesburg shrine thread. Those “against” the erection of the shrine were so adamant to win the argument that they even went so far as to deny the legitimacy of Marian devotions, and even plainly expressed that the diakonia (service) was higher than the leitourgia (worship/prayer).

s Catholics we know that our life is equally based on the leitourgia, marturia (witness), kerygma (proclamation) and diakonia. And the devotion to Our Lady is so ingrained in Catholic religiosity that there is no need to justify it. Those who were “for” the shrine quickly applied the story of the Anointing at Bethany (Mark 14:3-9), with no attempt at exegesis either, to justify the cost

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of the shrine and the supposedly coercive methods of fundraising. One woman commented on the goings-on in the thread: “Is this a Church? Are these Christians sharing one bread and one cup?” We need to remember that Christ’s greatest and primary demand and commandment to us is love. In fact, he said that love is our identifying mark as his disciples. We can differ in view and, in most cases, we shall. However, let us do so with charity—love. I once came across a saying which struck me: “In your arguments on faith, be charitable, for you may win the argument and lose the soul.” At first, I thought that it meant that you may lose the soul of your opponent. I now think it also means that you may lose your (winner’s) own soul as a Christian, whose lifeline and fundamental identity is love (charity). The tongue is the smallest organ yet it can build greatly and destroy utterly (cf. James 3:5-6). Let us not destroy each other with uncharitable, irrational utterances. This is what I learnt in my many years of Catholic schooling, which started at a very tender age.

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The Southern Cross, May 23 to May 29, 2018

Chris Chatteris SJ

Pray with the Pope

Why we must make a leap now General Intention: That social networks may work towards that inclusiveness which respects others for their differences. HE arresting title of Naomi Klein’s latest book is No Is Not Enough. Klein is often considered to be a hopelessly impractical, radical left-wing social commentator and feminist eco-warrior. Her book is a response to the election of US President Donald Trump, and it is a sustained attack on pretty well all he stands for. So why is “no” not enough? Well, Klein argues that the fact that a political party is criticised or even voted out of office is not good enough unless the opposition have a viable alternative political and social programme ready with which to replace the incumbent’s. A “no” requires that a “yes” is ready and waiting in the wings. That’s common sense, of course, but Klein gives some good examples of where a political change was not in fact capitalised on, precisely because the naysayers hadn’t thought of one and were divided. So, for example, when US President Barack Obama came to power in the wake of the 2008 financial crash, she argues, those who voted him in ought to have followed up with their collective influence to insist that he make some really fundamental changes in the banking system that had so badly let the world down. In the event he basically just bailed the investment banks out, slapped them on the wrist and tightened up a few regulations. Klein also thinks he should have insisted that the American car industry, which was broke at the time and came to Mr Obama with a begging bowl, should have been made to move rapidly away from petro-cars to electric vehicles and light railway transport, for the sake of the environment and in order to shepherd the US into the new green economy. That, too, didn’t happen. The problem was that the political and social movements that had removed the Republicans and put in the Obama-led Democrats knew what they didn’t want but were fuzzy about what they did want. They had failed to come up with a coherent vision for the economy. So Klein’s book is an attempt to show how important it is to be inclusive and comprehensive when trying to get a movement going to change society for the better. South Africa 2018, take note; the end of the Zuma-reign does not necessarily mean Utopia is around the corner, so we had better have a broad, inclusive movement keeping pressure on President Cyril Ramaphosa to deliver the goods for the common good.

he final section of Klein’s book is what has come to be known as the “Leap Manifesto”. It’s a remarkable document, put together by a vast array of Canadian social and political movements outlining their vision of a new economy and society. According to the manifesto, there is indeed an alternative vision that envisages a more caring, inclusive and equal society in which the economy is not based on grabbing, extracting and trashing but rather on generously giving, putting back, and caring. It is a society in which the most vulnerable come first, not the strongest. It is a society in which there will be a basic income grant to make sure that everyone’s core needs are catered for. Such a grant is the epitome of inclusive social thinking—the idea that every individual needs to be considered; no one excluded. The word “leap” is used very deliberately because the writers believe that time is running out. The individualistic economic philosophy of the last few decades has not only seriously fragmented our society, creating a super-rich elite who hide away their wealth in tax-havens while there are still people living in serious poverty, but it has also brought the earth to the brink of catastrophic climate change. Hence, one can argue that a cautious, incremental, “realistic” approach to political and economic change may not be enough. What is needed is a quantum leap, a global bound to a new level of understanding of the relationship between ourselves and the environment, leading to a much fairer way of ordering that relationship. Anything less will be too little too late. We must leap, and leap together towards a new inclusiveness. n Watch a short, inspiring video on this theme featuring Pope Francis himself on www.thepopevideo.org

The Southern Cross, May 23 to May 29, 2018

COMMUNITY: SCHOOLS

De La Salle Holy Cross College in Victory Park, Johannesburg, held its matric dance for the 2018 Grade 12s. “The Lost City of Atlantis” was this year’s theme. As is school tradition, the Grade 11s fundraisers chose the theme (kept secret), and decorated the hall themselves. The entire school turned out to watch the matrics arrive and cheer them as they walked the red carpet. The following evening, the hall was used for the “Come Back, Give Back Dance”, attended by parents and past pupils, with the money raised donated to a selected charity, along with blankets brought along by the guests.

Marist Brothers Linmeyer College in Johannesburg collected R12 500 in a charity drive. The money will be used for a Christmas party in July. Each student from Lerato Nursery School will be able to make their own teddy bear with the help of the Marist high school students. Seen here is the winning class, Grade 8M, which raised more than R2 500.

CBC St John’s in Parklands, Cape Town, celebrated the feast day of Edmund Rice, the founder of the Christian Brothers. After Mass, badges were handed out to all junior school Edmund Rice Society members. Brescia House School in Bryanston, Johannesburg, awarded three white honours blazers at the end of the first term.The three honours recipients are (from left) Sarah Buchanan, Laura da Silva, and Siobhan McKenzie.

The matric dance theme at Holy Rosary School in Edenvale, Johannesburg, was “Eastern Promise”. Matric students are seen after the traditional fashion show where they modelled their dresses for the whole school. (Submitted by Deidre Alcock)

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St Benedict’s Preparatory in Bedfordview, Johannesburg, celebrated Catholic Schools Week. This year’s theme was “Keeping God’s Children Safe”, and pupils discussed it in classes, acted it out in the drama club, and looked at the many initiatives and organisations focused on keeping children safe. Seen are (from left) Zach Scullard, uche Ejike, Andrew Kennedy and Stephen Mach in their drama club performance.

Chumwe Ngandwe of Assumption Convent School in Germiston, Johannesburg, swam in the annual Level 2 regionals and was awarded bronze for the 100m freestyle, gold for the 100m butterfly, gold for the 50m freestyle and gold for the 50m butterfly. (Submitted by Marinella Sousa)

FAITH

The Southern Cross, May 23 to May 29, 2018

In the Eucharist, we meet Jesus himself

For the feast of Corpus Christi on May 31, FR RALPH DE HAHN reflects on our relationship with Jesus through the Holy Eucharist.

HERE are great volumes of books and articles published on the mystery of the Blessed Eucharist, and still, with this treasure within our grasp, with all our weekly and even daily Masses, many of us still struggle to believe, accept and live the mystery of the Body and Blood of Christ. Being a Catholic Eucharistic people is to desire and accept and witness to the transforming power within us. Jesus himself confirms: “I am the living Bread come down from heaven; If anyone eats of this bread, then he will live forever…for the Bread I give is my own flesh for the life of the world” (Jn 6:51). The promise made is very clear: He will live in me and I will live in him, and that means eternal life, nothing less. We are in debt to a merciful, allloving Father—a debt that is unpayable. Peter commends all those who believe: “You did not see him, yet you love him...and are filled with a joy so glorious that it cannot be described”(1 Pet 1:8). Indeed, it is beyond description! Before departing from this earth, Jesus sighed: “With much desire have I longed to eat this Passover with you” to remain with you, to be ever with you, to feed you and heal you (Lk 22:15). In his merciful love, he left the Apostles with three treasures: the priesthood, the Holy Eucharist and his very self. “Do this in memory of me.” That was nothing less than a command. However, remembrance alone cannot satisfy human love. He will feed his people with Living Bread, the food of angels, and it will be the sacrament (the outward sign) of bonding all believers into his mystical Body here on earth. This awesome night witnessed a drama of unfathomable depths, one we are still seeking to comprehend. It’s a unique drama, never to be repeated, only to “be remembered” and, in fact, relived in that powerful liturgical celebration of the Word and the Eucharist, that sacred ritual known as the Holy Mass, for here we are using powerful symbolic gestures because we are dealing with mystery. Jesus does not demand that we understand, but asks only, “Do you believe that I can do this for you?” (Mt 20:32). Do we believe?

It’s the same Jesus! Faced with this question we feel ashamed to reply that most of our Catholic brethren who have turned their backs on the “boring” Sunday Mass—”the same thing week after week”—never knew what was happening at the altar. If they had known and had come to believe they were meeting Jesus

personally—physically, body, soul, blood and divinity—they would not have dared to turn from him; it would be inconceivable. “Father, forgive them, for they do not know what they are doing!” It should truly overwhelm us to realise that the Lord before whom we genuflect is the same Jesus of the Last Supper, the same Lord and king on the Cross, the same Saviour who died for me—and now we may receive him reverently on our tongues. And while I seek, in faith, this deeper relationship with my Eucharistic Lord and God, I know, and I feel, I am in union with every Holy Mass being offered at every second of time in some part of this very wide world. “I am with you always, even to the end of time,” said Jesus before leaving the earth. There is an obvious ignorance of the Holy Mass among many Catholics who, in their early years, were never adequately schooled in the two main catechetical themes: the person of Jesus Christ, and the Eucharist. For too long, it was just a matter of “going to church”—like a passenger taking a bus over the same route, week after week. Obligation fulfilled! It is unfortunate that, in most cases, the young were never taught to prepare for that great event—to join God’s believing people in worship, praise and thanksgiving, and even to meet him personally in the Eucharist, receive him and bring him home. A good catechist could teach the Mass quite simply by explaining: • Jesus comes among us, and we proclaim him. • Jesus speaks to us, and we listen. • Jesus offers himself to the Father, and we join him. • Jesus gives himself to us, and we receive him.

Millions of angels We go out into the world joyfully to make the Mass our life and our lives a living Mass. We have lived through a miracle, and millions of angels were present around the altar of sacrifice, unseen, not heard, but where God is, there are his angelic ministers. St Pascal Baylon, a Spanish Franciscan friar who lived from 1540-92, reported having seen a multitude of angels adoring the Eucharist at the consecration of the Mass. Consider how Jesus chooses the simple elements to perform his miracle of love: bread, the wheat that falls to the ground and dies (Jn 12:24), and the juice of the grape to become his blood. If there is no shedding of blood, there is no remission of sin. We use unleavened bread since leaven is seen as a sign of corruption. It is the full congregation present, united to the priesthood of Christ, who celebrate this awesome act of worship. And just as the bread and wine are totally changed and become the living flesh and blood of our Divine Lord, so are the participants, who with heart and soul desire to share in this Eucharist, transformed more and more into

“Humbly we pray that, partaking of the Body and Blood of Christ, we may be gathered into one by the Holy Spirit.”

eats and drinks to his own condemnation” (1 Cor 11:27-30). So, we must introspect: Do I truly believe? Do I go to Mass hoping, desiring to experience his presence in the Word and the Eucharist? To thrill the moment the Word becomes flesh on our altar? Whether we feel it or not, the Holy Spirit is active and present, and he is available to every member of the congregation. We all participate in the action. It would be ridiculous to merely watch the priest doing his thing! It is an unimaginable loss when we are not fully aware of the eternal significance of what is taking place before our eyes on the altar. We do well to remember that the Eucharistic assembly—the Holy Mass gathering—is constituted by virtue of the Eucharist present, not vice versa! And it is this divine institution which creates the People of God.

Treasure in darkness

A priest during the consecration of the Eucharist. “In his merciful love,” writes Fr Ralph de Hahn, “Jesus left the apostles with three treasures: the priesthood, the Holy Eucharist and his very self.” (Photo: David Crenshaw) the likeness of him who so desires to share this Passover with us. Meeting Jesus on this exalted level must bring about a transformation in our Christian lives, speech, and judgments. If not, then we have just not met the real Jesus, for there is no longer bread, no longer wine— just a man who was named Jesus. Not only does this Bread of Life bring nourishment but also a deep spiritual hunger.

Are we worthy? A text we so often conveniently bypass in Matthew’s gospel hits us

with terrific force: “If you are bringing your offerings to the altar and there you remember that your brother/sister has something against you (or you against her), leave your offering there before the altar, go and be reconciled to your brother/sister first, and then come back to offer your gift” (5: 23-25) Reconciliation and peace of heart is so essential before daring to share with Christ in his sublime banquet. Otherwise, says Paul so clearly, “anyone who eats this Bread and drinks this Cup unworthily...not recognising the Body of the Lord…

“In the breaking of the bread… did not our hearts burn within?” (Lk 24: 30-32). After receiving Holy Communion we sit in silent prayer; hear his heart beat inside your heart. There are incredible stories from the war prisons of Russia and Siberia that speak of amazing sacrifices and hardships suffered by Catholic priests and prisoners in preserving every piece of bread, every drop of wine, in order to celebrate, in secret, the beauty and consolation and strength of the Holy Eucharist. In those years of ugly darkness the Eucharist was their treasure. It still is! Psalm 42 speaks for all of us: “As the deer yearns for running water, so my soul is yearning for you, my God.” And St Thomas Aquinas writes so beautifully: “Behold I come to you as one sick to the physician of life; as one unclean to the fountain of mercy; as one blind to the light of eternal brightness; as one poor and needy to the Lord of heaven and earth.” We may add: as one hungry and starving for the Food of Life If only we could truly appreciate the transforming power of this great treasure.

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The Southern Cross, May 23 to May 29, 2018

BOOK REVIEWS

Guide to praying the psalms Jesus knew THE PRAYER BOOK OF JESUS, by Seán Wales CSsR. Redemptorist Pastoral Publications. 2017. 68pp, R80 Reviewed by Claire Allen EDEMPTORIST Father Seán Wales, editor of the Catholic Link, has produced an introductory work on the psalms which is valuable for those working with the psalms and for those who read them for the sheer love of this ancient and God-saturated form of prayer. Fr Wales calls his book The Prayer Book of Jesus. The title serves as an indication of one of his themes in the book: that one of the most fulfilling ways of interpreting the psalms is through the

lens of Jesus’ life and ministry. Fr Wales calls the psalms a “prophetic pre-configuring of the life and mission of Jesus”, and this is borne out by Jesus himself after the Resurrection: “He said to them, ‘This is what I told you while I was still with you: Everything must be fulfilled that is written about me in the Law of Moses, the Prophets and the Psalms’” (Lk 24:44). A little-recognised fact is that Jesus often used imagery from the psalms to refer to himself, such as the Good Shepherd and the True Vine—and these images are lifechanging for those who truly understand them. The psalms can be put into nine helpful categories: praise, thanks-

giving, lament, pilgrimage, imprecation (judgment), penitence, complaint, messianic, liturgy and wisdom. It needs to be said that this is not an exhaustive list. As Fr Wales points out, there are many subsets within these categories. The psalms are so varied in their expression of prayer that there’s almost no experience you can have that you can’t find in the psalms to give expression to God. Helpfully, Fr Wales has added a section discussing the psalms one can turn to in times of sickness and death. The author’s love of the psalms shines through on each page as he discusses the mechanical breakdown of the various structures of

the psalms—their different themes and their usage in Jewish praise and worship. He recommends that readers have the psalms with them as they read through the book. Those who own standard bibles may find their translations differ from the verses quoted by Fr Wales, but not significantly so. One of the most awe-inspiring things about the psalms is that they have been unceasingly prayed for thousands of years in, as Fr Wales points out, “temple, synagogue and church”. To look upon and read the same words which Jesus our Saviour read is truly a privilege beyond measure. Through this book, short as it is, readers will look at the psalms

in a new light—with greater depth and understanding of these gifts of God’s revelation of himself to us and our response to that revelation.

How to proclaim the Gospel in the secular age TO LIGHT A FIRE ON THE EARTH: Proclaiming the Gospel in a Secular Age” by Bishop Robert Barron with John L Allen Jr. Image Books, New York. 2017. 260 pp. Reviewed by Allan F Wright HIS book is written by Catholic journalist John Allen Jr who poses various questions to Bishop Robert Barron on a wide range of topics, including the bishop’s early life, his seminary days, influences, beauty, truth, goodness and, of course, evangelisation. Those familiar with Bishop Barron’s work—including his books, video series Catholicism and numerous YouTube videos—will not be disappointed in the lively dialogue where the reader seems to eavesdrop on an engaging conversation between two friends. The subtitle of the book, “Pro-

claiming the Gospel in a Secular Age”, is Bishop Barron’s bread and butter and the conversation between the auxiliary bishop of Los Angeles and Allen bears this out. In responding to a question about the Church’s teaching on sexual ethics and people’s obsession, at times, with sexual morality, Bishop Barron says: “I want [people] to feel Catholicism, to know the essential stuff. Furthermore, we won’t get the sexual stuff right until we get that right.” Bishop Barron understands that many outside the Church, and even those who have been poorly catechised within the Church, don’t know the basics of what the Church

teaches. Focusing on the essentials is what drives his evangelisation efforts as he desires to enter into conversation with those who are away from the Church. Bishop Barron is one of the prophetic voices in the Catholic Church today who creatively uses the tools of social media to engage his audience in a way not seen since the late US Archbishop Fulton Sheen. He has the ability to stand toe to toe with intellectuals and can quote the “angelic doctor”—St Thomas Aquinas—with the same ease and spontaneity that he quotes the lyrics of singers Bruce

Springsteen or Bob Dylan. Bishop Barron is adamant that the teachings of Catholicism are true, and that those who practise them will live joyful and more fulfilled lives. As a man who was ordained in the mid-1980s, he knows that in a postmodern, secular world, new methods and means are necessary to engage a culture that has dismissed Christianity as irrelevant. Bishop Barron models through his writing not only the way Catholics can engage others with intellectual arguments but more importantly by deploying the basics of our Christian faith, which seeks the good of the other through serving our neighbour as we would serve Christ himself. To Light a Fire on the Earth is an excellent resource for understanding the gap between the thinking of Catholics in an era before the Sec-

ond Vatican Council with regard to the Bible and Scripture study. He states: “Part of the problem was that the intelligentsia became so dominated by the historical-critical approach, they didn’t preach. There was a rupture with the spiritual experience of ordinary people, which is an important point because it has crucial evangelical consequences.” Bishop Barron provides the biblical worldview throughout the book from which the faithful Catholic can stand on a firm foundation and propose Christ and the teaching of the Catholic Church and its life-changing power. This is an excellent book for Catholics to further understand the essential mission of the Church, which is evangelisation, and an easy book to give to those who may be apathetic or even hostile to the Church to spur conversation and dialogue.—CNS

When will founder of SVP be canonised? ANTOINE FREDERIC OZANAM, by Raymond L Sickinger. University of Notre Dame Press, Indiana. 2017. 412 pp. Reviewed by Brian Olszewski NE question readers might have after reading Antoine Frederic Ozanam is this: When will this man be canonised a saint? That might be their only unanswered question because historian Raymond Sickinger provides a thorough, detailed examination of every aspect of the life of the founder of the Society of St Vincent de Paul.

It is, to be sure, a slow read due to that detail, which at times is almost overwhelming. But those details, culled from the research of Sickinger and others, as well as Ozanam’s writing and his correspondence with friends, academic colleagues and others, are the primary reason this is a comprehensive volume. The manner in which the author organises the material helps make it engaging and inspiring reading. The latter is aided by use of direct quotes from Ozanam’s writing, such as: “Charity does not consist so much in distributing of bread as in the manner it is distributed.”

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While many are familiar with the Society of St Vincent de Paul and the charitable work it does, what they will learn here is how the society came to be and what made it different from the work of other charitable groups. That difference is reflected in Ozanam’s report to his conference of Vincentians in 1834, a year after the society was founded: “As [St] Vincent taught us, the poor are hungry, so we must first give them bread in order to dispose them to receive the Gospel.” Throughout, one learns that Ozanam was a scholarly person with doctorates in law and litera-

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ture, and he was a loving person, sensitive to the needs of those around him, such as his parents, siblings, wife and daughter. He extended that love and sensitivity to those within various French communities who today would have been considered “on the margins”. From those whose words Sickinger cites, including Ozanam’s wife Amelie, readers learn of a thread that ran throughout the man’s life: he could not be happy when others were suffering. That response was, no doubt, rooted in the Gospel. He not only wrote and spoke about outreach to the poor, but personally served them, and taught others to do the same, through an enthusiastic, dedicated practice of the Gospel. Two chapters in particular—one on servant leadership, the other on systemic change—should resonate with Catholics who have embraced the Gospel and Catholic social teaching. Like St Vincent de Paul, Ozanam expected Vincentians to see the face of Christ in the poor. For him and those who ministered with him, it required more: “We must do what is most agreeable to God. Therefore, we must do what Our Lord Jesus Christ did when preaching the Gospel. Let us

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go to the poor.” Sickinger provides a large quantity of information about Ozanam because there was much to say. But he also provides the context for that information, the “why” as to who Ozanam was and how his Catholic faith would allow him to make an impact upon the poor. What stands between Ozanam and sainthood is one miracle being officially recognised as being due to his intercession. If that time comes, those who read this book will know why he is being so honoured.—CNS

The Southern Cross, May 23 to May 29, 2018

CLASSIF IEDS

Promote each child’s talents

HAVE seen and heard many parents choosing subjects for their children at school, but when a child chooses subjects itself, it becomes a problem because that’s not what parents want their child to be. Let’s look at it this way: Many parents want their child to become what they, the parents, missed being in their own lives—and that leaves the child in a bad way. And, at times, this becomes a problem not only for the child but also for those who teach such children. As a part-time study group facilitator (for history and other subjects), I’ve noticed that most learners have not chosen subjects themselves, but someone has done that for them—in most cases their parents. So children’s hearts are not in

it as they study these subjects. And if your heart is not in it, then it is not truly yours. For me, this shuts down the choice that fits the natural inclination and talents of the child, in one way or the other. When parents promote their own choices and repress the child’s, they degrade the child and even kill their talents. We complain about the poor standards of education in the country, but are we doing much to make a difference? Are we complicit in these poor standards by deciding for children against their natural talents? Parents or teachers should not decide for children what they’ll become in life. Rather they should advise and teach the child what to be, according to the child’s potential. If the adults predetermine a

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James Qeqe

Point of Reflection

IN MEMORIAM

WINDVOGEL—Magdelene Martha. Mommy, Ma, called home five years ago on 24/5/2013, to join husband John, passed on 23/9/1968. Those special memories of you will always bring a smile. If only we could have you back for just a little while, then we could sit and talk again just like we used to do. You always meant so very much and always will. The fact that you’re no longer here will always cause us pain but you’re forever in our hearts until we meet again. We miss you dearly. Always in our prayers. Your children, in-laws, grandchildren and great-grandchildren.

child’s choice, that eventually kills what was planted by God in the child. The US cultural anthropologist Margaret Mead has said: “Children must be taught how to think, not what to think.” Perhaps we can use the same words in a different way: “Children should be taught how to believe, not what to believe.” It all begins at home, and goes for all people of God, Christians and non-Christians as well. n James Qeqe is a seminarian at St John Vianney Seminary in Pretoria.

PERSONAL

Pope: Church must hear young BY JuNNO AROCHO ESTEVES

HE Catholic Church must learn to listen to young people, Pope Francis said. In a video message to young people gathered at several sites around the world to pray the Rosary together, the pope warned of the “dangers of speaking to young people without letting them speak, leaving them at ‘a safe distance’”. “Young people do not bite, they can come close and have enthusiasm,” Pope Francis.

“And not only do you have enthusiasm, you hold the key to the future,” he told them. The international Marian vigil connected Italian young adults with their peers from Panama, Russia, Ireland and Taiwan via video link to pray for the upcoming synod in October on “young people, faith and vocational discernment”. In the video, Pope Francis said praying the Rosary is a way for young people to show their affection for Mary who is “a young woman among the young”. Her youthfulness stayed with

Community Calendar

JOHANNESBuRG: St Anthony’s church in Coronationville is calling for donations of tinned fish, peanut butter, jam, butter and juice for their soup kitchen. Contact Faried and Nadine Benn on 073 906 6037 or 083 658 2573. DuRBAN: Holy Mass and Novena to St Anthony at St Anthony’s parish every Tuesday at 9:00. Holy Mass and Divine Mercy Devotion at 17:30 on first Friday of every month. Sunday Mass

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her throughout her life as “a disciple of her son with the enthusiasm of young people, following him to the cross with the courage that only youths possess”. Pope Francis added that the international Marian event was proof that young people are a “prophecy of peace and reconciliation for all of humanity” and that they must teach adults, “whose hearts are often hardened, to choose the path of dialogue and harmony”. “I will never tire of repeating it: Do not raise walls, build bridges,” he said.—CNS

To place your event, call Mary Leveson at 021 465 5007 or e-mail m.leveson@scross.co.za (publication subject to space) at 9:00. Phone 031 309 3496 or 031 209 2536. St Anthony’s rosary group. Every Wednesday at 18:00 at St Anthony’s church opposite Greyville racecourse. All are welcome and lifts are available. Contact Keith Chetty on 083 372 9018. NELSPRuIT: Adoration of the Blessed Sacrament at St Peter’s parish every Tuesday from 8:00 to 16:45, followed by Rosary, Divine Mercy prayers, then a Mass/Communion service at 17:30.

Liturgical Calendar Year B – Weekdays Cycle Year 2 Sunday May 27, Trinity Sunday Deuteronomy 4:32-34, 39-40, Psalm 33:4-6, 9, 18-20, 22, Romans 8:14-17, Matthew 28:16-20 Monday May 28 1 Peter 1:3-9, Psalm 111:1-2, 5-6, 9-10, Mark 10:17-27 Tuesday May 29, Bl Joseph Gerard 1 Peter 1:10-16, Psalm 98:1-4, Mark 10:28-31 or Isiah 52: 7-10, Psalm 15: 2-5, Mark 16: 15-20 Wednesday May 30 1 Peter 1:18-25, Psalm 147:12-15, 19-20, Mark 10:32-45 Thursday May 31, Visitation of Our Lady Zephaniah 3:14-18 or Romans 12: 9-16, Responsorial Psalm Isaiah 12:2-6, Luke 1:39-56 Friday June 1, St Justin 1 Peter 4:7-13, Psalm 96:10-13, Mark 11:11-26 Saturday June 2, Ss Marcellinus and Peter, Saturday Mass of Our Lady Jude 17, 20-25, Psalm 63:2-6, Mark 11:27-33 Sunday June 3, Body and Blood of Jesus Christ Exodus 24:3-8, Psalm 116:12-13, 15-18, Hebrews 9:11-15, Mark 14:12-16, 22-26

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Southern CrossWord solutions SOLUTIONS TO 812. ACROSS: 4 Puritan, 8 Look up, 9 Steeped, 10 Stupor, 11 Melody, 12 Gabbatha, 18 Unearned, 20 Washer, 21 Flower, 22 Glorify, 23 Uranus, 24 Collars. DOWN: 1 Old sign, 2 Columba, 3 Aurora, 5 Ultimate, 6 Ideals, 7 Agenda, 13 Thurifer, 14 Entwine, 15 Address, 16 Gallio, 17 Choral, 19 Allure.

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PRAYERS

PRAYER FOR RAIN: O God, our Creator, you are the source of all life. It is through your divine providence and infinite power, that the wonder and splendour of all creation surround us. “How majestic is your name in all the earth”. We pray to you who calms the raging waters and commands the wind, to provide us sufficient rain to meet our needs. During this time of drought, we are mindful of our dependence on you for all that sustains our body and soul. We pray for the cooling, gentle rain that will once again bring life to the fields and crops that feed us, restore the colourful rainbow

of flowers and the cooling shade of the trees. We also pray for all those who are suffering from other natural disasters. May they look to you for the strength to restore their lives and heal their wounded land. Help us to always be good stewards of your creation and care for the many resources of this earth. May your grace refresh our souls. We ask for these blessings through the intercession of Mary, Queen of Heaven and Earth. Amen.

THANKS be to thee, my Lord Jesus Christ, For all the benefits thou hast won for me, For all the pains and insults thou hast borne for me. O most merciful Redeemer, Friend, and Brother, May I know thee more clearly, Love thee more dearly, And follow thee more nearly, For ever and ever.

GOD BLESS AFRICA Guard our people, guide our leaders and give us peace. Luke 11:1-13 Neighbourhood Old Age Homes

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Are our parishes truly catholic?

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Don’t miss next week’s special 24-page Catholic Education issue OUT ON MAY 23

FTER 17 years, Fr Emil Blaser OP hung up the microphone on his Radio Veritas morning show “Matins” on May 11, with many past interviewees paying tribute to South Africa’s radio pioneer. Over the years, Fr Blaser has interviewed hundreds of eminent people including bishops, nuncios and ambassadors, and got to know many people who have become his friends. He said one of his greatest joys has also been the collaboration with The Southern Cross, which has championed the radio station through its long struggle to receive a broadcast licence. Radio Veritas broadcasts in Gauteng on 576AM, as well as nationally on DStv audio channel 870, and streams its content on www.radioveritas.co.za. The Dominican priest also looks back with great joy to the ordinary people he has interacted with on Radio Veritas. “Much time on my morning was devoted to events in parishes. We have given much time to St Francis Centre in Boksburg and Little Eden. We have promoted the donation of water to drought-stricken areas and sanitary towels for young girls who would otherwise not be able to go to school. We successfully appealed for somebody to donate a kidney.” While Fr Blaser is leaving the morning show—where he is succeeded by Khanya Litabe—he remains as the station’s director. He will also present the daily devotional programme “As The Sun Sets”, which is prerecorded, and is available to stand in for absent presenters. Leaving the morning show means that he has more time to focus on funding Radio Veritas. “Sadly, after all these years, we still struggle financially, even though we have taken the flag of the Gospel and Church into areas, cars

The

Fr Emil Blaser and Khanya LItabe.

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BY MARY REZAC

OU know the old saying: one person’s trash is another person’s 2 000 year-old sacred bone fragment of an early pope. An environmental waste company in London had a surprise discovery when they uncovered a reliquary in the garbage containing a bone of St Clement, a Church Father and the fourth pope. The company said they could not pinpoint the exact location where the relic had come from, but they do know that it was collected in the rubbish somewhere in central London. It was spotted when employees were sorting through the load for recyclables. “We often come across some weird and wonderful things on clearances, but we were definitely not expecting to find a bone fragment of an apostle,” said James Rubin, owner of Enviro Waste, on the company’s website. The bone fragment is encased in a waxsealed case tied with a crimson ribbon and includes an inscription that it is “from the bones of St Clement, Pope and Martyr”. St Clement became bishop of Rome in 90 AD. It is believed that he converted from Judaism and might have shared in some of the missionary journeys of St Peter or St Paul.

The relic of the fourth pope, found among rubbish. His writings reveal much about the early Church, but little about his own life. According to one account, he died in exile during the reign of Emperor Trajan, who purportedly banished Clement to Crimea and had him killed for evangelising the local people, around 100 AD. In 868, the Greek missionary St Cyril claimed to have recovered St Clement's bones. Mr Rubin said that he is seeking the help of a UK laboratory to have the relic carbon dated to test its authenticity. On their website, Enviro Waste has set up a suggestion box, asking the public where the final resting place of the relic should be. Suggestions have included the British Museum or the church of St Clement in Rome.—CNA

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Celebrating the centenary of the birth of Little Eden co-founder Domitilla Rota Hyams, residents and staff attended Mass at St Therese church in Edenvale, Johannesburg, where Domitilla and her husband Danny were parishioners for most of their lives. The Mass was also to petition for the promotion of the cause towards the beatification of Danny and Domitilla Hyams as a couple. Little Eden operations manager Xelda Rohrbeck is seen receiving a card from young resident Busi at the celebration.

Pope’s bones found in trash and other places more effectively than any other means,” he said. “There are still some people who haven't heard of Radio Veritas and even a few Catholic parishes which won’t allow us in.” Fr Blaser said he is grateful for the generosity of those who contribute to the survival of Radio Veritas. He said that the biggest challenges will remain financing the station and finding the necessary talent to produce quality programmes in different languages. “My leaving the morning programme provides us with an opportunity to restructure our content,” Fr Blaser said. On the morning show, the popular Mr Litabe is accompanied by Colin Yorke. Olinda Orlando remains the producer. Mr Litabe said that he will miss Fr Blaser’s enthused singing in the mornings, and his humour, motivation and positive outlook on life. “With Fr Emil behind the mic, it has been a journey of joy and inspiration and ‘good news for a change’ for so many Radio Veritas Continued on page 3

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The Body and Blood of Christ: June 3 Readings: Exodus 24:3-8, Psalm 116:12-13, 15-18, Hebrews 9:11-15, Mark 14:12-16, 22-26

EXT Sunday we celebrate the solemnity of Corpus Christi, where the heart of the matter is God’s stunning generosity in the face of our infidelity, and our only possible response has to be a breathtaken gratitude. The first reading for the celebration is the story of the people of Israel agreeing the covenant; when Moses tells them what the deal is (“All the Lord’s words”), “The entire people said with one voice, ‘All the words that the Lord has spoken, we shall perform’.” You can feel the gratitude for God’s generosity, and in accordance with this, Moses “wrote down all the Lord’s words”, then built an altar to seal the covenant; the people are splashed with blood, and then they repeat their mantra: “They all said, ‘All that the Lord has spoken, we shall perform, and we shall obey’.” Then Moses concludes the ceremony with the phrase, “Look! The blood of the covenant which the Lord has agreed with you, on the basis of all these words.” These words will of course be repeated in the Gospel for the feast day; for the moment we should notice the unbelievable generosity of God. For not only are these signposts freely

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God’s amazing generosity given us, but they are not even taken away when, as will happen a few pages later, the children of Israel commit their absurd idolatry of claiming that the Golden Calf is the god that had brought them out of Egypt. Ours is a very generous and merciful God. In the psalm for next Sunday, the poet is overwhelmed by God’s generosity: “What shall I return to the Lord for all his benefits to me?” Then he comes up with an answer: “I shall take up the cup of salvation [this is presumably why these lines are chosen for the feast] and I shall call upon the name of the Lord.” Then, mysteriously, and once again this fits the idea of the Body and Blood of Christ, he goes on: “Precious in the eyes of the Lord is the death of his beloved ones.” From there the singer takes up an appropriately humble attitude: “Lord, I am your slave, your slave, the child of your slave-girl; you have untied my chains.” Now he moves into gratitude: “To you I shall sacrifice a sacrifice of thanksgiving, and call on the name of the Lord.” Gratitude is the name of the game, once we grasp the nature of God’s generosity.

Commenting on the current activism on human rights and the environment of Booker Prize-winning novelist Arundhati Roy, art critic John Berger says this: “Profound political protest is an appeal to a justice that is absent, and is accompanied by a hope that in the future this justice will be established; this hope, however, is not the first reason the protest is made. “One protests because not to protest would be too humiliating, too diminishing, too deadly. One protests (by building a barricade, taking up arms, going on a hunger strike, linking arms, shouting, writing) in order to save the present moment, whatever the future holds,” Berger writes. “A protest is not principally a sacrifice for some alternative, more just future; it is an inconsequential redemption of the present.” In essence, it preserves some

Conrad

The

Fr Ron Rolheiser OMI Final Reflection

sanity in the present moment. But it may be inconsequential in terms of changing anything. Almost everything remains the same. The injustice continues, the poor stay poor, the international scene continues to threaten war, racists remain racist, the environment continues to be ravaged, corruption continues to go unchecked, and dishonesty continues to get away with its lies. And so people go on marches, go to prison, go on hunger strikes, and sometimes even die for protesting, while the injustice, corruption, and dishonesty go on.

Sunday Reflections

In the second reading, insisting that Jesus is the real thing, once again we encounter the idea of blood, underscoring the generosity of God and of Jesus. Here the author is meditating with the idea of Jesus as “High Priest”, but of an altogether superior kind: “through the greater and more perfect tent, not made by hands, that is to say, not belonging to this creation”. And one of the differences is that unlike the first reading and the psalm, “It is not through the blood of goats and bulls, but through his own blood that he went, once and for all into the Holy of Holies, and discovered a redemption that lasts for ever.” That, says our author, is how “he is the mediator of a new covenant (taking us back to the first reading), “that those who have been called may receive the promise of an eternal inheritance”. As we listen, we should be overwhelmed by God’s generosity. That generosity is of course acted out in Sunday’s Gospel. We are at the Last Supper, “on the first day of the Unleavened Bread, when they were sacrificing the Passover”; or rather we have not got there yet, because the

Why protests are necessary REAMING is sometimes the most realistic thing we can do. Or, is there still something else we might do, like public protest, or something else? In his book on prophecy, Commandments for the Long Haul, Fr Daniel Berrigan offered this advice. Prophetic gestures aren’t always politically effective. Often they are not, but he adds: “If you can’t save the world, at least you can save your own sanity.” Sometimes that’s all that can be accomplished by our protests against injustice. Moreover, struggling to salvage our own sanity is not as privatised as it first appears. When we protest against something that’s wrong, even though we know our protest is not going to practically change anything, the sanity we are saving is not just our own. We’re also saving the sanity of the moment.

Nicholas King SJ

t a certain point, inevitably, we need to ask ourselves the question young Marius, in Victor Hugo’s Les Misérables, asks after his friends have died while protesting and nothing seemingly changed: “What was your sacrifice for? Was this worth dying for?” Those questions are valid, but they can have a positive answer. They didn’t die in vain, for nothing, for an impractical idealism, for a naïve dream, for something they’d have outgrown had they lived longer. Rather, their death was “an inconsequential redemption” of the present moment; meaning, its practical effectiveness may be immeasurable, but the moral seed it sows inside that moment will eventually help produce things that are measurable. All the women who initially protested for the vote never voted. But today many women do. The moral seed they planted in their protests eventually produced something practical. Sometimes you might feel pretty alone in making your protest and it might seem that

you’re working only at saving your own sanity and bewailing only your own diminishment and humiliation. But no one is an island. Your diminishment, your humiliation, and your sanity, are part of the immune system of all humanity. Everyone’s health is partially dependent upon your health; just as your health is partially dependent upon everyone else’s. And so protest is always in order and is indeed mandated by our faith. We may not remain passive in the face of injustice, inequality, racism, indifference to the poor, indifference to Mother Nature, corruption, and dishonesty. We need to sow moral seeds into the present moment. How? Not all of us (perhaps even most of us) are called upon to take up placards, make public protest, have ourselves arrested, or lay down our lives for a cause—except when the injustice or corruption is so extreme as to merit that. Normally, for most of us, our protest must be real but need not be the witness of martyrs. I very much like a counsel proposed by Archbishop PaulAndre Durocher of Gatineau, Quebec, in a recent issue of America magazine. Commenting on the tensions that exist today between our Christian faith and the complex challenges that come to us from the world, Archbishop Durocher— after first acknowledging that there are no easy answers—offers this counsel: “The first step is to acknowledge them [the tensions]. Second, to understand why they arise. Third, to accept and even embrace them. And fourth, to commit to living a mature Christian faith in spite of those tensions.” In the face of all that’s happening in our world, some of which goes against everything we believe in and hold dear, sometimes all we can do is to hold our own moral ground, humbly, prophetically, and perhaps quietly. And since that’s all we can do, it’s surely enough.

CATHOLIC Feast day at shrine of IRELAND OUR LADY OF KNOCK,

dimwitted disciples have only just realised that there ought to be a Passover Plan. Jesus (as always) has the whole thing under control, and has a prearranged code (“a man carrying a water-jar” is, as any African knows, a most unusual sight). Then we skip to the meal itself, and once again the keynote is that of generosity: “As they were eating, he took a loaf of bread, and blessed and broke and gave to them, and said, ‘Take, eat, this is my body’.” Inevitably, we think once more of death; and that increases when we here Jesus say over the cup: “This is my blood of the covenant which is being poured out for many.” Death is on the agenda, and Jesus’ disciples, like us, hardly understand what he is saying. Briefly then the mood lifts, as they “sang hymns” [very likely the Great Hallel from the Book of Psalms], “and went out to the Mount of Olives”. Once again our appropriate mood must be one of awe in the face of the generosity of God.

Southern Crossword #812

ACROSS

4. Train up to be a severely religious person (7) 8. See above how things will improve (4,2) 9. Soaked in baptismal water? (7) 10. Condition of a trance (6) 11. Tune for every hymn (6) 12. Where Pilate had his judgment seat (Jn 19) (8) 18. Endure an upset that’s not deserved (8) 20. Laundrywoman with a ring at the tap (6) 21. Blossom in the garden (6) 22. Father, ... your name (Jn 12) (7) 23. Planet (6) 24. Roman bands for the clerics? (7)

DOWN

1. Not a new indication of the cross (3, 4) 2. Saint of the isle of Iona (7) 3. She will appear at dawn (6) 5. Late muti is most extreme and the best (8) 6. Perfect aspirations (6) 7. And age changes the worksheet (6) 13. Fire Ruth prepared for the acolyte (8) 14. Twist together (7) 15. Oration where you live (7) 16. The proconsul in Acts 18 (6) 17. Music sung by the choir (6) 19. An attraction to sin? (6)

Solutions on page 11

CHURCH CHUCKLE

JESUIT, a Dominican, and a Franciscan were walking along an old road, debating the greatness of their orders. Suddenly, an apparition of the Holy Family appeared in front of them, with Jesus in a manger and Mary and Joseph praying over him. The Franciscan fell on his face, overcome with awe at the sight of God born in such poverty. The Dominican fell to his knees, adoring the beautiful reflection of the Trinity and the Holy Family. The Jesuit walked up to Joseph, put his arm around his shoulder, and said: “So, have you thought about where to send the boy to school?”

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