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The Southern Cross, October 3, 1963—PAGE 5-B
1
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BENEDICTINE FOOTBALL TEAM OF 1923—This group carried B. C.’s colors to a
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wick 0; B. C. 7 - Oglethorpe 7; B. C. 6 - S.H.S. 9.
Pope John—Educator
(Continued from Page 4-B)
dio ana television presenta
tions.
Even the gentle indictment
found in his great encyclical
Pacem in Terris will strike a
familiar chord. “It happens,”
he wrote, “in many quarters
and much too often that there is
no proportion between scien
tific training and religious in
struction: the former continues
and is extended until it reaches
higher degrees, while the latter
remains at elementary level.”
To many a Catholic univer
sity student, this has been more
than an observation; it has been
a sad experience.
If John XXIII was not origi
nal, what was his value as an
educator? What was so aston
ishing about his doctrine?
Here we may note the sweep
ing boldness of his definition of
education. “Education, he said,
“is nothing more than respect
for human values.”
What food for meditation in
this one sentence! What a broad
ening of the meaning and scope
of education! Respect for human
values! Human values as under
stood in the light of present-
day conditions, ‘ but human
values eternally derived from
their source, the Creator of
humanity.
What a wealth of respect for
human values is found in his
two major encyclicals Mater et
Magistra and Pacem in Terris!
Even here he followed paths
originally laid out by Leo XXI11
and Pius XL But he extended to
reach out towards problems of
the present.
Among other things, he sa
luted the United Nations’ “Uni
versal Declaration of Human
Rights” as “an act of the high
est importance” because it pro
claimed “the right of free
movement in search of truth and
in the attainment of moral good
and of justice, and also the
right to a dignified life. ...”
Again and again, in the two
encyclicals, he dealt, gently
but firmly, with the rights of
man and his duties. He covered
social welfare legislation, poli
tical structures, labor rela
tions, racial equality, interfaith
cooperation, aid to have-not
countries, housing facilities,
agricultural subsidies, colonial
self-determination, the treat
ment of minorities, the position
of women, freedom of migra
tion, the control of nuclear
weapons and the maintenance
of peace. Twentieth century
problems, to be sure—and how
more easily solved than by
“respect for human values”!
The Christian social doc
trine, he taught is ‘ 'an integral
part of the Christian conception
of life,” and he earnestly wish
ed that it be learned. “We
strongly urge that it be includ
ed as an item in the required
curriculum in Catholic schools
of every kind, particularly in
seminaries. . .inserted into the
religious instruction programs
of parishes and of associations
of the lay apostolate. . .publi
cized by every modern means
of communication.” For, as he
explained, “Christian educa
tion, if it is to be called com
plete, should concern itself with
every kind of obligation.”
But, said Pope John, “it is
not enough merely to publicize
a social doctrine: It has to be
translated into action.” And
this was John XXIII’s greatest
contribution—action.
Long before his election to the
papacy, he had formed his ideas
and translated them into ac
tion. As Pope he was to advise
teachers to “keep abreast of the
latest developments.” But a
former student remembered
him as young Fr. Roncalli, the
seminary professor: “The
course he gave us. . .remains
unforgettable because his apo
logetics were based on a sound
knowledge of modern science.
We knew that, in order to give
us the course, he had to study
night after night.”
FIRST STUDENT HOUSE
When, in 1960, he exhorted
high school teachers to estab
lish “good rapport with the
adolescent’ ’ and to offer him the
delicate and charitable respect
to which he is entitled as a
human being,” he spoke as one
who, in 1919, had founded the
first student house in Italy. It
was set up for high school stu
dents whose education had been
interrupted by World War I,
was furnished with study halls,
recreation rooms and dormi
tories, and provided inexpen
sive meals. Before such
youngsters could study, they
must have a chance to live once
more as human beings.
If St. Paul could be * ‘all
things to all men,” the future
Pope felt he could learn Bul
garian while Apostolic Visitor
to Bulgaria and Turkish while
Apostolic Delegate to Turkey.
And this respect for people
among whom he lived was in
strumental in prompting the
Turkish government to allow
the splendid mosaics of Hegia
Sophia to be shown once more
to the world. A valuable contri
bution to education!
As Pope he did not simply
write about a just wage; he
raised the salaries of Vatican
employees and scaled them ac
cording to family needs. To
many, the words “I was. . .
sick, and you visited me; I was
in prison, and you came to me.”
(Matt. 25:36) are a pious ab
straction, but Pope John will be
remembered for his visits to
hospitals and prisons.
To him, “salvation is from
the Jews” was no mere Scrip
tural text. While serving in
Turkey, he had saved many
“non-Aryans” from nazi clut
ches. And as Pope, he expunged
the offensive perfidis Judaeis
from the Good Friday liturgy
and greeted Jewish visitors
with the words “I am Joseph,
your brother.”
Not content just to say, ' ‘Ra
cial discrimination can in no
way be justified,” he personal
ly consecrated bishops of many
races; gave the College of Car
dinals its first Negro, first Fi
lipino and first Japanese; nam
ed as cardinal Archbishop Rit
ter of St. Louis, long a foe of
racism; provided a forceful co
adjutor to support the ailing
Archbishop Rummel in fighting
segregation in New Orleans;
and canonized the great patron
of interracial justice Martin
de Porres.
During his days in Bulgaria,
a predominantly Orthodox coun
try, he had told Bulgarian Ca
tholics “It is not enough to
have the kindest feelings to
ward our separated Christian
brethren. If you really love
them, give them good example
and translate your love into ac
tion.” As John XXIII, he re
ceived, in love and friendship
an Anglican primate, a Negro
Baptist convention president, a
Methodist bishop, a Jewish de
legation, a Shinto priest and a
Buddhist monk; he created a
curial post for promoting
Christian unity; and called into
being his crowning work—an
ecumenical council for reform
and reunion.
What more can be said? The
world was astonished at his
teaching, because he presented
it, not so much as instruction,
but as challenge—and because
he led us all in taking up his
own challenge. And the chal
lenge was “Respect human val
ues!” It was the same challenge
his Master gave 2,000 years
ago.
The present writer speaks
as a private individual, but
surely he voices the feelings of
many, perhaps even the mind
of the Church, when he express
es the hope that the world may
some day honor “St. John XXIII,
Pope—Father and Teacher.”
“(NC)
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JOHN SCOTT was the first full-time athletic coach em
ployed by Benedictine Military School. Football, baseball,
basketball and cross-country teams were coached by him.
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