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PAGE 6-March 23,1972
ATLANTA PROVINCE BISHOPS'
STATEMENT ON CATHOLIC EDUCATION
WWW*****
Following is the text of a Pastoral Letter on
Catholic Education issued March 24 by the
Bishops of the Province of Atlanta.
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Mission Of Church
The mission of the church is always the
same - to bring Christ to man, Christ as
priest, teacher, and Lord of the Universe.
This mission is to form Christ in the heart
of each individual.
The teaching role of the church
belongs to all of its members, but in
different ways, with varying roles and
ministeries. Bishops are the chief
catechists in the Church. Priests share in
the ministry of their bishops and,
therefore, in their responsibility of
catechizing. This is particularly true of
pastors.
Today more than ever before the
Religious are called to a supportative role
in this work of catechizing. The laity
must assist in this work to a greater and
greater degree. The real and immediate
responsibility of Christian formation,
however, still rests within the family.
Although this mission is, indeed, as old
as the Church, it has today a new and
youthful appearance. Every advance in
education has had its impact on this
ancient role.
The Church is recapturing the notion
of Christianity as an adult religion and
sees new needs for placing emphasis on
adult education. This does not mean that
the child has been forgotten. On the
contrary, social sciences have led us to see,
more than ever before, the necessity of
early childhood formation. Catechists at
all levels know instinctively that the child
is capable of perceiving in his own
fashion, God his Father’s love for him as
it was expressed in the sacrifice of his
son. Their mode of perceiving and their
capacity for understanding the gospel
message must be considered and
appropriate methods developed for
reaching them.
Of tremendous importance, too, is the
need for placing the gospel in a new light
before the young men and women of our
times. Throughout the years of
adolescence, youth have unmatched
idealism and enthusiasm. During these
formative years we must challenge them
with the call of Christ.
Even though it must be admitted that
this process of educational
transformation has brought problems,
many times quite bewildering, the
advances have admittedly brought
tremendous new opportunities. In many
identifiable ways, they have afforded the
Church the opportunity to rethink its
teaching mission. Rethinking is a chance
to improve the quality of educational
approaches.
Quality Education
It goes without saying that technical
advances in education have brought about
a great interest in quality education.
Equally, people being more informed
want quality programs. This can only
mean the Church has to rethink its
teaching mission so that quality is part
and parcel of its every move to preach the
Word and to form the individual in the
image of the Father’s Son.
This rethinking of the Church in its
teaching mission is well on its way;
nevertheless, it must continue so that
developments continue to enhance the
Church as it reaches out to adults, to
youth and to children.
From a practical point of view, this
re-assessing must be done on two levels;
the diocesan level and the parish level.
Here, we are saying that Bishops and
priests must use every resource they have.
They must implore the best thinking
available to them. People skilled in
various fields must be brought in as
professional consultants. The Church, like
any institution, can only improve its
techniques through the assistance of
objective and supportive advice.
Education Boards
It is becoming more and more evident
that parents, too, must be appropriately
involved. The laity of today is an
educated laity. More fundamentally, it is
their children who are involved in this
Christian formation. Parents, then, must be
involved in the decision-making process at
appropriate levels, since the primary right
of the education of the children does rest
with the home.
For this reason, boards of education
are seen as vital in the Church’s
catechetical mission. It is here that the
voice of the community, the interest and
concern of the laity, both parents and
others, can be heard.
(Although the term “Board of
Education” is utilized throughout this
document, we recognize that some
Dioceses utilize a dual board structure;
one for all religious education, and one
for Catholic schools.)
At the diocesan level and at local
parish levels, groups of parishioners
should be properly consulted so that
parents in particular are involved in the
policy making which determines the
course of the education of their children.
Such planning and policy making should
be broadly based at the diocesan level.
Planning must be comprehensive, taking
into consideration the needs of all the
people in the whole continuum of the
educational process. Policy-making must
likewise be extensive enough that
practical, long-ranged planning is possible,
so that sound direction is given to the
total educational concept, and so that
continued developments are made in
every area of Christian education.
The idea of shared responsibility is
especially important in the parish. Parents
must be advisedly involved in the
development of the parish catechetical
program. For them to be responsible as
laity in Christian education, a proper
forum is essential. A board of Religious
education is an expedient and viable
means of lay involvement
Whether one looks to the diocesan
level, to the parish level or, in certain
instances, to intermediate area levels, it is
obvious that such boards need to be
further emphasized. Proper development
here is expedient if involvement,
planning, and policy-making are to become
more and more visible realities in the
Church’s mission.
Role Of Parish
It is in the parish that formal religious
education takes place. It is in the parish
church that one finds the most practical
opportunity to catechize. The teaching
that takes place in formal instruction, in
liturgical worship, in preaching the Word
of God, or in programs of action.
Whatever religious instruction takes place,
it must be the very best. The parish,
through intensive effort and activity,
supports the family in its responsibility
for growing in the knowledge of Christ.
The pastor of the parish, with the support
of his associates, must provide leadership.
They must make the means available,
from the opportunities which are at hand
in every parish. The existence and success
of all religious education is almost totally
dependent on their leadership.
The liturgy, besides being an act of
worship, is also a means of instruction if it
is carefully prepared and done with
dignity and simplicity. It has an
inestimable value in bringing about
change, not only through sacramental
grace, but a personal transformation
through hearing the Word of God.
No doubt, too, it is at the Sunday Mass
that the faithful, especially those who are
young, will measure the sincerity and
relevance of the Church. Word and
worship must speak in a way that is
intelligent and meaningful.
Nothing can replace the Homily as a
source of instruction. At Sunday Mass all
of the people, especially families, are
drawn together; people of all walks of life
and of all ages, to hear God speak and to
have God act in their lives.
A well-prepared sermon presents the
Word of God briefly and simply. Filtering
through the prism of the priest, on faith
experienced and intensified by his charity
and zeal, the Word of God becomes more
meaningful to people who are to witness
Christ in that community.
The Homily alone can give to young
and old alike, week after week, the
knowledge and inspiration to follow
Christ, and to carry whatever cross He
asks them to bear.
Priests alone, especially pastors, are
responsible for seeing that their homilies
are the source of grace and life that they
can be.
The Pastor
The pastor is the center of the parish
family. As leader, he must see to it that
there is also formal religious instruction
available to people of all ages. He is
responsible for the Christian education of
every individual in the parish.
To support each family in its growth in
Christ, formal instruction must undergird
the catechizing which comes through the
action of the liturgy and the homily.
Programs for adults are as necessary as
programs for children.
As religious education is a
responsibility he cannot take lightly, it is
one that he cannot fulfill alone. He must
have the guidance and support of
associate pastors. Today he may be
fortunate to have the support of a person
trained to coordinate a comprehensive
religion program for the parish. But
parents and others in the parish must be
closely involved, especially those serving
on the parish board of education.
Role Of Parents
We have repeatedly said that parents
are the first educators of their own
children. In the past we have seldom
developed programs that effectively
involved them. To be truly effective,
religion must be communicated in the
ever-active context of home, school,
parish, and community. Who, better than
parents, can show children how truly
religion permeates every phase of their
life. Who, better than parents,
cooperating with the church and school,
can help their children encounter Christ
so that the whole process becomes a
living and personal experience for them.
Fortunately, many new textbooks,
along with newly developed methods,
have recognized the necessity of parental
involvement in the teaching of religion.
This is first true where children are being
prepared for events of great significance
in their life, such as First Communion
and Confession.
Pastors have a serious obligation to
continually remind the people of their
responsibility in the religious education
of children. Without the continued
participation of parents in this
instruction, the Christian formation of
their children will suffer.
While the primary responsibility of
religious education rests on the shoulders
of parents, as in all phases of learning,
formal instruction is most effectively and
competently performed in a classroom
context. Where such programs are
available, parents must cooperate with
them wholeheartedly. Parents, indeed,
have every right to insist and expect that
their parish program be adequate. And, in
order to insure this adequacy, parents
must insist that there is active parish
board planning, sufficient budgeted
funds, good administration and
competently trained teachers.
Central Offices
Realizing that many parishes will need
assistance and direction in developing and
executing their Religious Education
programs, we recognize the necessity of
having, on the Diocesan level, a central
office which can provide this assistance to
the parishes by means of resource
personnel and educational materials.
Besides helping to establish policies in the
area of Religious Education, this office
will help serve the parishes by developing
curricula, selecting suitable materials,
pooling ideas, and training teachers. While
we would urge each parish to establish
the type of program that best meets its
individual needs and particular
circumstances, we also recognize that all
parishes can readily use the support and
assistance that only a professionally
staffed resource center can supply.
As our Religious Education efforts
develop and intensify, the role of the
catechist is once again assuming the
importance it has always deserved; but,
unfortunately, has not always held.
Whether the catechist be a volunteer who
teaches one class a week or the full time
professional instructor, it is a role that
merits the admiration and support of all
in the Church.
For, indeed, these individuals serve
Christ and His Church in a very special
way. They should be carefully chosen,
and assiduously trained. Their value to
the Church as teachers will increase
throughout the years as they continue to
develop in knowledge and experience.
Growing continually in effectiveness,
theirs is a service that can be rendered to
the Church throughout their lives. Many
of these cathechists will be young people.
They will bring with them that special
zeal, enthusiasm, and energy so
characteristic of their age.
Since the role of catechist will
constantly grow in prestige and
importance, it might be well if there were
some recognition established in the
parishes as well as the Diocese, whereby
the competence and experience of the
most accomplished catechists would be
publically recognized and acknowledged.
Catechists will be needed in ever growing
numbers. They will constantly need to
undergo more and more training. Such
public recognition would help identify
for parishes and dioceses those competent
individuals who might develop as full
time directors of Religious Education.
Directors or Coordinators of Religious
Education are becoming more numerous
in our Church. Because of the increasing
importance of this position, Dioceses
should be most careful to describe this
person’s scope of responsibility as well as
the desirable traits of character and
professional qualifications such a person
should possess. Persons should be sought
to fill this position who possess a broad
prospective and a healthy amount of
common sense. Since they will work
closely with pastors, especially in the area
of liturgy, wisdom would dictate a careful
delineation of responsibility. When a
Coordinator is hired by a parish with a
school, very often the school’s Religious
Education program will be his or her
responsibility. When such is the case, it
may be well to hire experienced
educators to fill this role. Only the
professional can appreciate the myriad
problems of schools, and the close
cooperation that is so necessary with the
school’s principal.
Today, many religious are expressing
interest in this role. When such
individuals are properly trained, and
possess the desired expertise, this trend
can only be good. For, indeed, the
religious would also bring that special
dedication and unique background that
would enrich the entire educational
program.
By no means do we wish to imply,
however, that the position of Coordinator
is limited to Religious. Ever increasing,
numbers of lay people are receiving
degrees in Religious Education or
theology and assuming leadership in
parish programs. We are pleased with this
development and pray that it will
continue.
We recognize that persons hired to fill
this position, will, of necessity, put an
added strain on many parish budgets. The
Church, however, knows from years of
experience that good education is
expensive. We are confident, nevertheless,;
that our people will carry this added
burden because they recognize the
importance of religious education, both
for themselves and for the young people
of the parish.
The Catholic School
When we speak of Catholic education,
many Americans think only of Catholic
schools. But Catholic education includes
much more than just the schools. This
fact is recognized more clearly today.
The Catholic school, however, had a
unique position in the American Church.
This is as true in the South as it is in any
other part of our country. Few will
contest that the Church in America as we
know it today, is a Church founded in
great measure by Catholics who went
through the parochial schools. The
schools in those far away days had a
single clear objective - to pass on to the
young people the faith of their parents.
This they did, and is perhaps their most
glorious achievement. They molded
Catholics from an amazingly varied
background of nationalities and traditions
into the American Church. There can be
no doubt that the schools have served us
well.
At a time when many factors threaten
the future of our schools, we must
remind ourselves of their
accomplishments. This is important
because the arguments of many of the
critics of the schools today are arguments
that were used a hundred years ago.
Critics say that the schools are no longer
needed, now that the faith of immigrant
parents has been preserved. They say that
the schools are divisive to the parish itself
and to the American community at large.
They say that if we cannot educate all
Catholics, we should educate none in the
schools. Some simply say that we cannot
afford good schools and so we must close
them altogether.
School Changed
We cannot question the sincerity of the
schools’ critics nor can we completely
answer their criticisms in this paper. But
some few things must be repeated. We
agree first of all, that the Catholic school
of today cannot be the school it was in
past ages. The children are different, the
parents are different, the religious and lay
teachers who staff and administer the
schools are different. Indeed their
purpose for existence must be different.
The schools can serve the needs of the
modern church in their own unique way.
This has to be the ultimate test - how well
the schools serve the Church.
Concerning the matter of quality
education, there can be no compromise.
Education is too important an element in
the young lives of our children. This is
even more so in the complex world in
which we live today. Because of this, the
Church must insist that the schools
provide education of the highest quality.
The Council of Baltimore, in the
document that was the very foundation
of the present Catholic school system,
said that the schools must provide a
quality of education at least as good as
provided in the public schools. Today,
the Catholic school must do even more.
It must also contribute in a unique way
to the community it serves, by imparting
the religious and moral values our young
people need today more than ever before.
We must, therefore, see to it that our
schools provide teachers of excellent
qualifications, a curriculum broad enough
to meet the challenges of the modern
world, and textbooks and materials of the
highest quality.
To say that we must provide education
of the highest quality is not to say that
our schools are to be available only to the
intellectual elite. Exclusiveness of any
sort cannot be tolerated.
Two types of exclusiveness
especially are to be avoided - financial
and racial. The constantly rising cost of
education today poses the threat that our
schools will be available only to the
children of parents in a high economic
bracket. Tuition, as demonstrated by
statistics throughout the country, has
risen sharply over the past years. Every
time tuition is raised, more families are
priced out of the schools. Yet the cost of
all education is increasing, and Catholic
education has the additional problem of a
decline in the numbers of teaching
religious. Parish Boards of Education and
Finance Committees must constantly
work to set up the delicate equation that
balances the needs and resources of the
parish and the services of its school. The
same must be done on a diocesan level for
our secondary schools.
Nor can we overlook the problems to
Catholic institutions of higher education.
Because they are usually private
institutions they are even more
threatened by the rise in costs. Here in
the South where we have so few Catholic
colleges to serve us, we must seek to assist
them in every manner, both morally and
financially. We cannot abandon them in a
time of such great need.
Must Serve All
Nor do our schools serve the Church
only. Often overlooked is the service they
render to our total society. It is still
difficult fo find an apostolate more
far-reaching or with longer-range effects
than education. The young people who
pass through our schools are molded in
the traditions and heritage of both our
Church and our Country. They are
trained in self discipline, respect for
authority, and a willingness to accept
responsibility, all vital elements for man
in a society that is evermore free. We
form in them Christian consciences,
sensitive to the modern demands for
justice, peace, and service, and inspire
them with the example of Jesus Christ. In
this way we have the opportunity
through our schools to make a unique
contribution to the new South. Moreover,
we do this not only for our own children,
but for those children of non-Catholic
parents, both black and white, whom the
parochial schools here in the South have
always served in such large numbers.
Let us make the point here that as we
cannot make our schools available only
to the intellectually or financially elite,
we can never allow them to become
racially elite. As we have said, in the
south, the Catholic schools have long
served black children. Indeed in many
cases, it was the Catholic school alone
where the black child could find some
hope for a measure of adequate
education. Indeed, because so few of the
south’s black people are Catholic, the
Church through its school has a unique
opportunity to serve these people. So we
must be vitally concerned that rising costs
and an increasing white Catholic
population, do not make our schools
unavailable to black children. Above all,
the church cannot be content to follow in
the matter of integration; it must lead.
Here again we have a unique opportunity
to lead. Because a school that is Catholic
and segregated is a lie. The community at
large, but especially the Catholic
community, must know that our schools
are open to all.
This is more easily said
at times than practiced. Housing
patterns and tuition rates often
frustrate our efforts to make classrooms
available, especially to the disadvantaged.
We must do everything in our means to
solve problems along these lines. But our
policies must be fair and our intentions
must be clear. Let us be honest with
ourselves.
Above all we must be careful at
all times that our schools do not become
havens for those who would use them for
any reason other than the desire for a
religiously oriented education for their
children. We must never allow our
financial problems to tempt us into
accepting the children of parents who do
not love our schools.
Religious Orientation
Let us emphasize again that our
schools are religiously oriented. They
impart an education that in every
discipline has a Christian outlook. They
prepare the young person to meet every
challenge, especially moral ones. In the
early ’60’s, it was said that many of our
schools failed in the area of religion more
than any other. Whatever the validity of
that charge in some instances, wo do not
think that it is true of the Catholic
schools of today.
Nowhere has the renewal in religious
education taken place more effectively
than in the Catholic school. Granted that
there have been instances of extremes,
the Bishiops have carefully assessed and
supported the renewal that has taken
place. In our schools we have the
advantage of professionally trained
religious educators. More important, we
have the children scheduled into regular
religion classes, worshipping in liturgies
carefully planned, often by the children
themselves, and geared to their own level
of learning.
But it is not just the formal religious
instruction that is so important. The
school itself is a Christian community.
The child learns by the example of the ^
dedicated Religious, priests, and lay
teachers with whom he spends so much
of his time. It is as though the school
were a laboratory for Christian living. If
religion cannot be taught here, where can
it be taught? We feel that the reason so
many Catholics sacrifice so much to have
their child in a Catholic school is for this
reason alone.
Noble Colling
There, has been, no doubt, in recent years
a growing number of religious who have
questioned whether or not the classroom
was the most desirable apostolate. The
continuing decline in the number of
Religious in schools has been caused by
this reevaluation. It is this, more than
anything else, that has increased the
financial difficulties of operating the
schools. It is impossible to say for
another which apostolate is more worthy.
The entire mystery of vocations is
involved. God calls each of us to his owr
way of life. But we do not hesitate to say
that either for the religious or the lay
person alike, teaching is a noble calling
and a service to the Church of the highest
order. In all society, the teacher holds a
place of respect and esteem. In the
Church it is even more so, because
teachers are second only to parents in
shaping the lives of our young children. It
could not be otherwise. The teacher is
with the youngster more than any other
person. The example of his or her life is
always there, to be an inspiration and
challenge to the child. Throughout the
course of the day, the teacher is willing to
listen, ready to advise and admonish.
Especially during the adolescent years,
the teacher is often the only adult with
whom the young person will share his
innermost thoughts.
-X
A
Today, when there is increasing
aliention among parents and young /
people, the teacher’s task is even more
difficult and the challenge even greater.
We can only repeat, with perhaps more
urgency than ever before, the Church
needs teachers. It is one of the most
difficult of all vocations. But teachers, we
need, and religious teachers especially,
today, more than ever.
Must Keep Schools
When we look at the problems that
challenge our schools, it is easy at times
to become discouraged. Here in the South
there is, unfortunately, little hope of
receiving any state aid for our schools.
Federal aid itself has been postponed
until the latest decision of the Supreme
Court is analyzed and accepjtable means
discovered to meet its requirements. We
are no longer building new schools,
Indeed, it is difficult to keep the ones we
presently have. To do this will take the
most careful planning and cultivation of a
generous response from all the members
of the Church. Formulas for spreading
costs must be devised, a re-structuring or
centralization of programs must be
undertaken if necessary. We cannot stand
by to see the schools of less affluent
parishes dose while others remain open.
The times ahead are a challenge to the
generosity of all Catholics. Our schools
have_ never been easy to build and
support, but built they were and
supported by those who have gone before
us over many years. They were built in
hard times, times of struggle and
adversity. How ironic it would be if we
closed them for lack of support in this r
time when the Church finds itself more
affluent than ever before. It is an event
that we cannot allow to happen.
Signed:
y
Most Reverend Thomas A. Donnellan
Archbishop of Atlanta
Most Reverend Vincent S. Waters
Bishop of Raleigh
Most Reverent Ernest L. Unterkoefler
Bishop of Charleston
Most Reverend Gerard L. Frey
Bishop of Savannah
Most Reverend Michael J. Begley
Bishop of Charlotte
Right Reverend Edward McCaffrey
Abbot Nullius, Belmont Abbey