As the academic year 2024 draws to a close, students who have taken major national examinations would now have to consider the direction they would like to embark on for the next phase of their education journey, in consultation with their parents and guardians. In particular, those who have just sat for the Primary School-Leaving Examination, the choice of secondary school requires much thought as school life would be more complex and demanding, not only in the academic domain but also the social-emotional and psychological domains. The years of secondary education covers the critical phase of personal development as the student will be at the threshold of teenhood and puberty. For some, this may be a tumultuous period of their development.

As Catholic parents and teachers, how would we be guiding our children in making the choice of school where they could bring to fruition the best versions of themselves? What would be the overriding criteria for making this important decision? Would we be having a conversation about “roots and wings” like that recounted in the poem below?

Roots and Wings

If I had two wishes, I know what they would be

I’d wish for Roots to cling to, and Wings to set me free;

Roots of inner values, like rings within a tree,

And Wings of independence to seek my destiny.

Roots to hold forever to keep me safe and strong,

To let me know you love me, when I’ve done something wrong;

To show me by example, and help me learn to choose,

To take those actions every day to win instead of lose.

Just be there when I need you, to tell me it’s all right,

To face my fear of falling when I test my wings in flight;

Don’t make my life too easy, it’s better if I try,

And fall and get back up myself, so I can learn to fly.

If I had two wishes, and the two to make me happy

And they could be granted, by school and family;

I wouldn’t ask for money or any shop bought things,

The greatest gifts l’d ask for are simply Roots and Wings

Adapted from poem by Denis Waitley

Which environment would best nurture our child into a thriving, fulfilled and compassionate child of God? A faith-filled one or a secular environment? As Catholic parents, we are fortunate to have our faith as the natural bedrock on which to “plant” the “roots” and “grow” the “wings” of our children. The truths of the gospel will make us free from doubt, from ignorance, from sin. The Lord said, “And you will know the truth, and the truth will make you free” (John 8:32). They will give us hope for the future, faith in ourselves, strength to meet adversity and a direction that will lead us to do much good. When God our Father created us, He made us “a little lower than the angels” (Psalm 8:5). In so doing He guaranteed us the right of agency; and second, through the atoning sacrifice of Jesus Christ, He has provided us the way to salvation and exaltation. To accomplish this noble goal that God our Father has for us, we must love the truth; love it enough to seek for it, to understand it, love it and live it.

This can come to fruition only through immersion in a Catholic education experience. As parents what would be the best gift we can give our child? As the poem says, “roots and wings”. Through a Catholic education experience our child will understand that all learning is about the search for the Truth. Every discipline(subject) they are taught is about understanding how the laws of nature govern our world and how to ascertain the truth. Mathematics introduces them to proofs and axioms. In the world of Science, they are introduced to the scientific method and the empirical method of ascertaining truth. The Humanities use critical thinking tools and sources of evidence.

In the context of Catholic education, the attainment of knowledge is so that we can better serve the common good and we ourselves, by cultivating our intellect and imagination become better human beings. From the perspective of Catholic education, empowerment is the realisation that our talents, be it of different magnitude, have the power to enrich the lives of others.

I Forgot Her Birthday

Catholic education and the act of remembering

8 September 2024 was a regular Sunday for me.

The liturgical calendar screamed “23rd Sunday in ordinary time.”

Even the Church was telling me “Chill, it’s just another Sunday of the year”.

I guess it was slightly different. The next day was the start of term 4. Exams are coming. I went for Mass with the family.

Thereafter I went to the gym.

I came back home and began finishing the setting of my history exam paper. It was 10pm. Time for bed… or maybe Facebook?

Scrolling…

“Happy Birthday Mary!”

Alamak! Donald Trump remembered that it was Mother Mary’s birthday. And I didn’t.

Did he remember because ahem… there were Hispanic votes to be won? Did I forget because… there was “nothing” in it for me?

Remembering is what I always hope my kids can do well enough.

After all, I teach history. And as the stereotype goes “history is all about memorisation.” But what makes something memorable?

And why are some things forgettable?

I guess the image of our lady of Guadalupe (which Trump shared) can give us a clue.

The image of Our Lady of Guadalupe was miraculous. Nevertheless, that was not what made it memorable.

Rather, it was familiar, but with a twist.

In 1531 (the year the image originated), our Lady had the dressing of a pagan Aztec (Mexican) princess.

But her head is bowed even as she was carried by an angel. Unlike the gods of the Aztecs who would look straight, she does not as she has her arms folded. And she is standing on the sun, indicating that she has defeated the dreaded Aztec sun-god who demanded human sacrifice.

Perhaps that is the key to the renewal of Catholic education in Singapore.

Take what is familiar, that is the curriculum, but give it a twist, give it the Catholic perspective.

The Holy Father Pope Francis, in his visit to Singapore, did that masterfully in his addresses to various audiences.

In his state address, he used what was familiar, our story line that we are proud of and which foreigners praise. “Singapore’s story is one of growth and resilience. From humble beginnings, this nation has reached an advanced level of development, which can only stem from rational decisions and not by chance.”

But then the Holy Father pivots. “In this regard, I would like to highlight the risk entailed in focusing solely on pragmatism or placing merit above all things, namely the unintended consequence of justifying the exclusion of those on the margins from benefiting from progress.”2

Your complacency is now disrupted. He is discussing familiar concepts, but letting you know the potential problems. Whether you agree or not, you are paying attention.

He did the same during his homily. Commenting on the skyscrapers in the CBD area, he praised the great and bold architecture, especially of the National stadium. But then added the twist.

“Dear brothers and sisters, if there is anything good that exists and endures in this world, it is only because, in innumerable situations, love has prevailed over hate, solidarity over indifference, generosity over selfishness. Without this, no one here would have been able to give rise to such a great metropolis, for the architects would not have designed it, the workers would not have worked on it and nothing would have been achieved.”

When I heard that, I can’t help but recall a famous national day song, written by someone who is also a Christian.

“So now we look around us and we see. A nation built with love by you and me. A land to treasure right down to the core. Our home, our heart, our Singapore.”

At my school, we have a statue of Mother Mary at the ground floor.

I have two choices once I arrive in school.

The longer route would bring me past her statue and up the stairs where I have to make a loop to the staff room.

The shorter route would bring me straight up the stairs and straight to the staff room.

If I am early, it’s nice greeting our lady before going to the staff room.

But if assembly is about to start, the shorter route will do. Saying “good morning” to Our Lady can be skipped.

But being late would be unprofessional.

I think after seeing the Pope’s tender love for Our Lady, when he prayed the Salve Regina, I think I should strive to remember to greet her every day.

“The mission of schools and teachers is to develop an understanding of all that is true, good and beautiful.” Pope Francis (October 2017)

Pope Francis views education in three aspects. In his address at a Conference of Catholic educators in 2022, he described education as an act of love which removes people from self- centredness to help others discarded by the globalizing society. He states that change is impossible without motivation and a process of education.

Education is also an act of hope which helps to break the vicious circle of skepticism, disbelief and the attitudes contrary to the dignity of the human being.

Lastly, he states that education is a factor which humanises the world. Education helps people to transcend individualism, appreciate differences and discover fraternity. It aims to build community and be responsible for the environment.

As the world and technology develops, Pope Francis emphasises that education plays an important role to nurture the desire for truth, goodness and beauty that lies in the heart of each individual so that all may learn to love life and be open to the fullness of life.

As educators, we are called to not only develop the maturity of the human person but also to ensure that those who have been baptised become more appreciative of the gift of faith received at baptism.

I am sure the messages of the Pope resonate with us as educators in Catholic schools. We welcome in our schools, children of different faiths and beliefs and value them as they are. We strive to teach all students to go beyond themselves and be contributors to our world. We challenge our students to appreciate nature and grow to be hopeful people in spite of the difficulties and issues posed by the modern world. I feel educators are keenly aware of our vocation to help our students to know themselves and recognise that they are capable of loving and being loved.

We model this in the way we overcome the daily challenges and clashes in our classrooms. We are resilient and walk into class with renewed enthusiasm and motivation each morning, no matter how difficult the class might have been the day before. We dig deep into our hearts and minds to get involved with our students, build rapport and mend fences with our students. We find new ways to connect with students whose minds race ahead of ours. We remind ourselves that each child is built in the image of God and we seek to find the face of Jesus in each child. We have faith and work with trust in the plan of God for each child.

That is very hard work – work that takes a huge toll on our hearts too. Perhaps for some, this also drives them to despair. Educators must take the time to also get to know ourselves as we progress through different seasons in life. We too need to renew our belief that we are capable to continue loving and that we are loved ourselves as children of God. As much as we work to bring hope in the lives of our students, we need to take time off to heal our own wounds and refresh the hope in our own lives. Pope Francis reminded all those engaged in Catholic education to grow in wisdom and to be aware that the work we do cannot be done without God’s help, without the support of all and with the strength of the Spirit of the Risen Lord. (Vatican News, 1 Dec 2022)

Our archdiocese celebrated Catholic Education Sunday on 25 August, the feast day of St. Joseph Calasanz, Spanish priest, educator and founder of Pious Schools which provided free education to poor boys during the 17th century.

On occasion of this Catholic Education Sunday, let us take the time to focus on educators, from heads of schools to the teachers and administrators of schools. In his book entitled Gently and Firmly, Fr C.P. Varkey, SJ recommended that teachers also need to connect with other responsible adults to build a fraternity that cares. We too need to find positive ways to ensure our basic needs of acceptance and achievement are met. As individuals, let us practise some self-care and fill our own cup first and allow our students to benefit from the overflow.

Sources: How Pope Francis Sees Education, Lacivilta Cattolica, www.laciviltacattolica.com, 2023

Catholic education is vital in an age awash in information, Catholic News Agency, www.catholicnewsagency.com, 2022

Gently and Firmly, CP Varkey, Better Yourself Books, India, 1995

As the Franciscan Missionaries of the Divine Motherhood (FMDM) Sisters are celebrating 75 years of their presence in Singapore this year, we often think of the wonderful work the Sisters have done as doctors, nurses and medical personnel, including the founding of Assisi Hospice. However, as we celebrate Teacher’s Day, we would like to pay tribute to those among them who worked as teachers in colleges and the seminary.
One such Sister was Sr June Shirville, a strong, larger than life personality who taught Mathematics in Catholic Junior College (CJC) in the 70s and 80s. She was an excellent teacher as her students would attest to, and a most exacting one as well. By the time Sr June arrived in Catholic Junior College, she had been a missionary in Africa, novice mistress in England and a teacher of Science and Mathematics at the Leprosarium in Trafalgar Home in Singapore.
Some of Sr June’s students remember her fondly, as in the case of Dr Euan Murugasu. Dr Euan kept up his correspondence with Sr June after he left CJC. He also visited her many years ago in Ladywell, United Kingdom where Sr June resides today.
He shared, “I hated Mathematics. She threatened me once -‘Young man, if you’re not going to do your Maths homework you can leave my class and don’t come back.’ Well, I got her an A for my A level Maths so all was forgiven and we became good friends. I nicknamed her ‘battleship’. Today, I am an ENT surgeon.”
The Sisters were always attentive to those most in need and would be ready to reach out, not sparing any effort. This was clear in the character of Sr June. She was present, walking alongside and supporting whoever needed her help. The quality of the FMDM presence over these 75 years is impossible to quantify as they touched countless lives by their loving and selfless presence in schools, hospital and aged care homes and parishes.

“When Pope Francis visits us in Singapore next month, may he find in us true servants, shepherds and stewards with the hearts, minds and hands of Christ, rendering God, our political leaders, and each other our proper dues by using our God-given gifts to build community, practise charity, promote peace, and do good with mutual respect and fraternal friendship. And when it comes to casting our votes in the general election when the time comes, may we do “as we ought”, exercising our free will responsibly and in good conscience for the common good of our nation.”

…

2024 news has been filled not only with the latest updates of how climate change is impacting the environment, but also of how political change is sweeping the globe.

A July 7 report by The Guardian UK highlighted that more than half the world’s population in more than 80 countries is going, or have gone, to the polls this year to elect their political leaders. A general election also seems imminent in Singapore.
Perhaps it is timely to reflect upon how Catholic Social Teaching treats the relationships between private individuals and the political community in civil society, especially as Catholic educators in Catholic schools under the umbrella of the Ministry of Education. As members of the Civil Service, how “civil” and of “service” does the Church call us to be?

The kingdoms of God and Caesar
In 2004, Pope St. John Paul II approved the Compendium of the Social Doctrine of the Church (CSDC) which was put together, at his request, by the Pontifical Council for Justice and Peace (PCJP).
The CSDC proposes Jesus of Nazareth as the model ruling authority – the king – chosen by God and anointed with the wisdom and compassion of the Holy Spirit to bring justice to the poor and peace to the land (CSDC 378).
When Christ came, He inaugurated the Kingdom of God which was quite unlike the kingdoms of the world.
“Christ reveals to human authority, always tempted by the desire to dominate, its authentic and complete meaning as service…. [Although] sovereignty belongs to God, the Lord, however, has not willed to reserve to Himself all exercise of power… The way God acts in governing the world, which bears witness to such great regard for human freedom, should inspire the wisdom of those who govern human communities who should behave as ministers of divine providence.” (CSDC 383)

What belongs to Caesar?
In New Testament times, the people in Israel were subject to the rule and reign of Caesar, whose imperial forces’ occupation of the Holy Land, aided by local puppet leaders, was deeply resented by the people.
Even though the occupiers may have worshipped Caesar, and not God, as divine, and actively encouraged the people to do so in exchange for political or financial favours, Jesus “does not directly oppose the authorities of His time. In His pronouncement on the paying of taxes to Caesar, He affirms that we must give to God what is God’s, implicitly condemning every attempt at making temporal power divine or absolute… At the same time, temporal power has the right to its due: Jesus does not consider it unjust to pay taxes to Caesar.” (CSDC 379)
Although absolute authority belongs to God alone – creatures can never be more powerful than their Creator – temporal power has “the right to its due when it is “guided by the moral law” (CSDC 394) i.e. “the natural law written in the human heart” which God makes known to us through our conscience.”
When governments enact just and fair laws that seek the common good of the individual and individuals in society as a whole, when public officers truly live up to their vocation as civil servants, then “citizens are conscience-bound to obey” and do their part for the common good of society by paying taxes, and by being law-abiding and civic-minded etc.
St. Paul explains, “Let every person be subject to the governing authorities; for there is no authority except from God, and those authorities that exist have been instituted by God… For the same reason, you also pay taxes, for the authorities are God’s servants, busy with this very thing. Pay to all what is due them – taxes to whom taxes are due, revenue to whom revenue is due, respect to whom respect is due, honour to whom honour is due. Owe no one anything, except to love one another; for the one who loves another has fulfilled the [moral] law.”

What belongs to God?
All life belongs to God, and all human persons are endowed with an inherent dignity that stems from their having been created in the image and likeness of God.
The Church therefore teaches that “The human person is the foundation and purpose of political life.” (CSDC 384)
This means that political authorities must “in the first place, work to recognise and respect human dignity through defending and promoting fundamental and inalienable human rights: in our time the common good is chiefly guaranteed when personal rights and duties are maintained.” (CSDC 388)
However, we often forget that rights always come with corresponding duties to respect ensure the rights of others.
For example, among the fundamental rights to life, liberty, a fair trial, equal treatment, and freedom of speech and movement, the Constitution of the Republic of Singapore acknowledges the right of every person to profess and practise his religion and to propagate it. In addition, it states that every religious group has the right to establish and maintain institutions for the education of children and provide therein instruction in its own religion. So, for example, pursuant to this right, we have our Catholic schools imbued with a Catholic ethos providing Catholic education.
However, the Constitution also makes it clear that Catholic schools have a corresponding duty to respect the right of non-Catholic students to profess their own faith, and decline to receive instruction in or to take part in, any ceremony or act of worship of a religion other than their own.
In the same vein, St. Peter reminds us: “For the Lord’s sake, accept the authority of every human institution, whether of the emperor as supreme, or of governors, as sent by Him to punish those who do wrong, and to praise those who do right… As servants of God, live as free people, yet do not use your freedom as a pretext for evil. Honour everyone. Love the family of believers. Fear God. Honour the emperor.”
To quote Catholic English historian, politician and writer Lord Acton (1834-1902), “Freedom is not the power of doing what we like, but the right to be able to do what we ought.”

When we respect the dignity of our fellow human beings in this way – when we love our neighbour in obedience to God’s moral law of love – we give Him His due.

Rendering our dues in real life
In essence, the Church teaches that “Life in society takes on all its significance when it is based on civil friendship and on fraternity.” (CSDC 390).
“The Gospel precept of charity enlightens Christians as to the deepest meaning of political life… The goal which believers must put before themselves is that of establishing community relationships among people. The Christian vision of political society places paramount importance on the value of community, both as a model for organising life in society and as a style of everyday living.” (CSDC 392)
The Pope is the Vicar of Christ, the successor of St. Peter on whom Christ built His Church, and the head of the Curia, the ultimate political and religious authority of the Roman Catholic Church.
Yet the Pope is also titled the Servant of the Servants of God, to rule over the People of God in imitation of Christ who stooped to wash the feet of His disciples and to lay down His life for them.
When Pope Francis visits us in Singapore next month, may he find in us true servants, shepherds and stewards with the hearts, minds and hands of Christ, rendering God, our political leaders, and each other our proper dues by using our God-given gifts to build community, practise charity, promote peace, and do good with mutual respect and fraternal friendship.
And when it comes to casting our votes in the general election when the time comes, may we do “as we ought”, exercising our free will responsibly and in good conscience for the common good of our nation.
In meantime, let us in unity and hope, heed the words of St. Paul: “I urge that supplications, prayers, intercessions, and thanksgiving be made for everyone, for kings and all who are in high positions, so that we may lead a quiet and peaceable life in all godliness and dignity. This is right and is acceptable in the sight of God.”

Read more on August Sowers Publication.

“The mission of schools and teachers is to develop an understanding of all that is true, good and beautiful.” Pope Francis (October 2017)

In writing this article, I have been provided with an opportunity to reflect on my 40 years as both a teacher and Principal in the Catholic system of Education. I have recalled pupils, colleagues, parents, clerics and government officials who I have encountered over the years, the impact and at times the challenges that they have presented me with, as I strove to deliver the ideals of Catholic Education.

Read more on Reflections on Catholic Education – Carmel Dunn.

Every year, on July 1, we celebrate Youth Day. As we prepare for Pope Francis’ Apostolic Visit to Singapore from 11-13 Sept, perhaps it is timely that we take a leaf from his book, and celebrate young people instead.

One such book of his is God is Young: A Conversation with Pope Francis (2018, Libreria Editrice Vaticana), based on a series of interviews he had with Italian writer and journalist Thomas Leoncini.

Translated into English from its original Italian, here are some empathetic insights and enlightening words from the leader of the world’s 1.4 billion Catholics – and great Catholic educator – that we might do well to ponder in our hearts.

1. A promise of life

“I like to think that youth does not exist, only young people. Just as old age does not exist, but old people do. Often, we allow ourselves to be overwhelmed by the ‘culture of the adjective’ without the substantiation of a noun. Youth of course is a noun, but one without any real substance… I see a young person as someone who is searching for his own path, who wants to fly on his two feet. He stands on two feet as adults do, but unlike adults whose feet are parallel, he has always one foot forward, ready to set out to spring ahead. A young person is a promise of life that implies a certain degree of tenacity; he is foolish enough to delude himself and resilient enough to recover from that delusion.” (Pages 3+4)

Let us reflect:

• How are the two feet of our students positioned – daring to take leaps of faith, or mired in low self-worth etc?

• As we encourage our students to put their best feet forward, do we know where our students would like to ‘spring ahead’ to, and how to inspire them to do so? “How beautiful are the feet of those who bring good news!”(Romans 10:15)

• What about our own feet – do they need spiritual reflexology to get them out of our own comfort zones?

2. Not pathogens!

“Adolescence is the most difficult yet the most important in a person’s years because it marks the first true conscious contact with identity, and represents a transitional phase not only in the child’s life, but also in the life of his entire family. It is like a bridge that leads from [childhood] to [adulthood]. For this reason, adolescents are neither here nor there, they are on their way, on the road, on the move. They are not children, and they don’t want to be treated as such, but they are not adults either – yet they want to be treated as such, especially when it comes to privileges. So, we can probably say that adolescence is a state of inevitable tension. At the same time, it is so intense that it is able to shake up the entire family. Adolescents seek confrontation, they ask questions, they look for answers, they challenge everything. Adolescents are eager to learn, eager to fend for themselves, and become independent. It is during this time that adults must be more understanding than ever and try to demonstrate the proper way through their actions, rather than insisting on teaching with words alone. Adolescence is not a pathology that we must ‘medicate’ i.e. solving all their problems, or by controlling their lives to make the most of their time, such that our children’s agendas become busier than that of a high-level executive! Adolescence is a part of a normal, natural growth in our children’s lives.” (Pages 4-6)

Let us reflect:

• As educators and parents, how do we view adolescence – as a problem to be solved, a virus to be vaccinated against, or as a phase of maturation that calls for our engagement and accompaniment, and the testimony of our own lived experiences?

• How do we ‘treat’ our adolescents? What do we need to change, if required?

3. Valuable and valued human persons

“I think we should ask young people for forgiveness because we don’t always talk to them seriously. We don’t always help them find their way or build the tools that could prevent them from being discarded. Often, we don’t know how to encourage their dreams, and we are unable to impassion them… Young people ask to be heard, and we have a duty to listen to them, and to accept them….

Today, not only are young people discarded, but young people suffer greatly because they were born and raised in the current ‘throwaway culture’ where ‘disposability’ is routine: we use something once, knowing that when we’re done, it can be thrown away. Our society is too powerfully and compellingly demonstrated by an economic and financial crisis that does not revolve around men and women, but around money and products created by men and women. We are in a phase of dehumanisation of the human being. In a society that seems to be swarming with double-dealers and ravenous wolves, young people can be convinced that there are men and women who still live by God’s principles, only through [the witness of] other young people. A young person has something of the prophet about him, and he must be aware of it.” (Pages 11,12+16)

Let us reflect:

• In Singapore, schools are called to provide a student-centric education. This calls for educators to put our children and youth at the centre. How does this call resonate with Pope Francis’ belief that a “young person has something of the prophet about him”?

• A prophet is not someone who is able to predict the future, but a messenger of God proclaiming the good news of the future he knows God has in store for everyone of us. “For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future.” (Jeremiah 29:11). How may we Catholic educators go about raising the awareness of this in our daily interactions with our students?

• Do we respect, love and dignify the young people in our charge by seeing them, not as a means to some end set by society or ourselves, but an end in themselves, beloved children of their heavenly Father?

4. In need of roots and tender, loving cultivation

“Today’s young people are growing up in an ‘uprooted society’, a society made up of individuals, families, who are gradually losing their connections, that vital fabric so important for us to feel part of one another, engaged in a common pursuit with others. A society is rooted if it is aware of belonging to a history and to other people, in the noblest sense of the term. It is uprooted, on the other hand, if the young group up in families without a history, without a memory, and therefore without roots; if there are no roots, any wind ends up blowing you away. For this reason, one of the first things we must think about as parents, as families, as pastors, is a course of action whereby roots can be put down, where bonds can be generated, and where the vital connections that allow us to feel at home can be cultivated.” (Page 17)

Let us reflect:

• Schools are extensions of the home, and school communities extended families, of our students. How can educators foster a “community school climate that reproduces, as far as possible, the warm and intimate atmosphere of family life?” (Archbishop J Michael Miller, CSB)

• How connected do you think our Catholic students to their local and universal Church family, one that has a rich history, long memories and deep roots, cultivated by Christ? Why?

5. Grounded in divine exchanges

“Today social networks would seem to offer an opportunity to connect with other: the Web makes young people feel part of a distinct group. But the problem with the Internet is its virtual nature: it leaves young people up in the air. A powerful way to guard against an uprooted society is through dialogue… A good educator asks himself this question every day: “Is my heart open enough to allow surprise to enter?” Educating isn’t just explaining theories; it is above all, and exchange of views, making dialogic thinking triumph. A good educator wants to learn something every day from his students, his children. There is no such thing as one-way education… we all have something to teach, but also much to learn: we must never forget that, at every age, every season of life.” (Pages 18+19)

Let us reflect:

• Our schools function in the real, and not the digital, realm – they are physical communities where our children and young people assemble, connect, put down roots, and grow. In our schools and classrooms, how can we provide fertile soil, open to receiving the seeds of faith sown by these young prophets, learning from them in humility, surprise and wonder?

• How can we, in turn, tend and prune these children of God into healthy saplings through “forming hearts capable of loving others, of engaging in genuine dialogue, and of making responsible decisions” (Pope Francis)?

Let us conclude our little July reflection with Pope Francis’ gentle reminder, to all of us who aspire to be true disciples of the Master Teacher every day, that: “God is young! God is the Eternal One which has no time, but is able to renew and rejuvenate Himself and all things continually. The most distinctive attribute of the young are also His. He is young because He makes all things new and loves innovation; because He astonishes and loves astonishment; because He dreams and wants us to dream.” May we be forever young and foolish for the Lord with our children!

This June, the Church gives us two great feasts celebrating the amazing love of Christ for all of us: theSolemnities of the Body and Blood of Christ or Corpus Christi on June 2, and the Solemnity of the Most SacredHeart of Jesus on June 7.

During this June school holidays, 13th century Franciscan St. Bonaventure invites us to contemplate on howthese two feasts are connected:

“You who have been redeemed, consider who it is who hangs on the cross for you, whose death gives life tothe dead. Consider how great He is; consider what He is.

In order that the Church might be formed from the side of Christ as He slept on the cross, in order that thatWord of scripture might be fulfilled – ‘They shall look on him whom they have pierced’ (Zechariah 12:10) – God’sprovidence decreed that one of the soldiers should open His sacred side with a spear, so that blood, with water,might flow out to pay the price of our salvation. This blood, which flowed from the recesses of His heart, gavethe Sacraments of the Church power to confer the life of grace, and for those who already live in Christ, was adraught of living water welling up to eternal life.” (Second reading of the Liturgy of the Hours’ Office of Readings forthe Solemnity of the Sacred Heart)

We heard in the Gospel reading for the Solemnity of the Ascension how Christ promised, before He returned toheaven, that He would be with us until the end of the age. (Matthew 28:20) This promise is fulfilled in theSacrament of the Holy Eucharist, the gift of the Most Holy Body and Blood of Christ, where His real Presence fillsall the places wherever Mass is celebrated.

In the words of Pope St. John Paul II: “This is the wonderful truth, my dear friends: the Word, whichbecame flesh 2,000 years ago, is present today in the Eucharist.”

I was struck by St. Bonaventure’s call to contemplate Christ on the cross, His identity, and His greatness. Whatmight this mean for Catholic educators?

The 5 essential marks of Christ’s schools

Christ on the cross was pierced in 5 places – His two hands and two feet which were nailed to the cross, andHis side, which was lanced by a spear.

These reminded me that, like Christ, Catholic schools bear their own stigmata. In 2006, American Archbishop J. Michael Miller, CSB summarised the Holy See’s Teaching on Catholic Schools (HST), which declared that all Catholic schools should have the 5 following essential marks (I have further synthesised and illustrated themwith quotes from Pope Francis):

1.        Inspired by a supernatural vision

“The Church sees education as a process that in the light of man’s transcendent destiny, forms the whole child,and seeks to fix his or her eyes on heaven.” Why? Because their destiny is “to become saints” (HST).

The first man and woman were saints, with clean hearts and clean hands, living in perfect communion with Godand the rest of creation in Paradise. But they fell into sin, taking all mankind with them. To restore all humanityto heaven, God sent Jesus.

“Fully God and fully Man, Jesus shows us the Way home to Paradise. With His passion, death and Resurrection, and then “with theAscension, something new and beautiful happened: Jesus brought our humanity, our flesh, into heaven – the risen Jesus was not aspirit – He had His human body, flesh and bones, everything. Suchis His love for us that He bears our humanity in Himself to the place that awaits us, our destiny.” (Pope Francis, Regina Caeli, May 21,2023)

If the vision of Catholic schools is to help our students attain their heavenly destiny, then our mission must be toproclaim and lead others to Christ, the Way.

In a 2022 message to the Secretary-General of the International Office of Catholic Education (IOCE), PopeFrancis wrote, “When we approach education, we cannot do so thinking of something merely human, focusingthe question on programmes, training, resources, areas of reception; the Christian vocation asks us to give voiceto a Word that is not ours, that surpasses us, that transcends us.”

2.        Founded on a Christian anthropology

The Merrian-Webster online dictionary defines ‘anthropology’ as the study of the origin, nature and destinyof human beings.

The Church sees man as the only creature God created – out of love, tolove and be loved – in His own image and likeness clothed with humandignity, and with the intellect, free will and hearts capable of seeking and understanding the Truth, Wisdom and Love that is God Himself.

Although God creates men and women in His image from natural, physical elements, our souls carry within us the spark of divinity, because the Spirit of God is breathed into us at conception, upon which we became living beings (Genesis 1:27; 22:7).

But we have since lost the likeness of God our Father and Jesus our Brother, having chosen to disfigure ourselves through sin, and masking our natural, God-given beauty with what Pope Francis calls worldly make-up and cosmetic surgery.

Our calling as Catholic educators, whether as parents, catechists, teachers, is to restore the likeness of God, asrevealed in the person of Jesus, to our young charges. To do this, we “should have a sound understanding of the human person that addresses the requirements of both the natural and supernatural perfection of thechildren entrusted to [our] care.” (HST)

“Catholic education is above all a question of communicating Christ, of helping to form Christ in the lives ofothers… In a Catholic school, everyone should be aware of His living presence, the one genuine Teacher, and theperfect Man in whom all human values find their fullest perfection.” (HST) Yet schools have fallen into the “trap ofa secular academic success culture”, “fitting Christ in” rather than making Him their “vital principle”. (HST)

3.        Animated by communion and community

“All men are called to the same end: God Himself. There is a certain resemblance between the unity of the divine persons (the communion of the Holy Trinity) and the fraternity that men are to establish amongthemselves in truth and love. Love of neighbour is inseparable from love for God.” (CCC 1878)

Hence HST proposes that “a spirituality of communion should be the guiding principle of Catholic education” andCatholic schools be “communities of faith” where administrators, teachers, students, parents, school-boardmembers, religious and clergy engage and interact with each other in teamwork, co-operation and collaboration to foster a school’s “catholicity.” Otherwise, they would be “mere mechanisms without a soul.”

Schools should be an extension of the family, and the students’physical environment that of a recognisably Catholic “school-home”infused with prayer, suffused with “a delight in the sacramental”, andwhere “the Sacraments of the Holy Eucharist and Reconciliation inparticular should mark the rhythm of a Catholic school’s life.” (HST)

This spirituality of communion should extend to the wider society. Ina 2021 video message to the Jesuit Latin-American educationalcommunity (FLACSI), Pope Francis said:

“I would like schools to be welcoming schools, places where one’s own and others’ wounds can be healed;schools where the doors are truly open, where the poor can enter and where one can go to meet the poor. Theyshould embody the wisdom of the Gospel, which is the privileged perspective from which we can learn to livetogether with everyone in solidarity and fraternity knowing that we are created and connected as a family, asbrothers and sisters.”

4.        Imbued with a Catholic worldview throughout its curriculum

As such, Catholic education must be integral i.e. aiming to “develop gradually every capability of every student: his or her intellectual, physical, psychological, moral and religious capacities,” as constantly inspiredand guided by the Gospel values. (HST)

This does not mean a Catholic school’s distinctiveness “lies only in the quality of its religious instruction,Catechesis or moral activities” – a school must espouse authentically Catholic values and virtues across itsentire curriculum, teaching students how to transform culture in the light of faith, and living out their faith inpractice. (HST)

This would mean for example, upholding the sanctity of life, especially of the vulnerable and unborn, despite theworld’s prevailing culture of death, and respecting the dignity of the human person and caring for creation in athrow-away culture that treats people and the earth as objects to be used, abused, and then discarded.

Pope Francis reminds us, through FLACSI that, “I want your schools to teach how to discern, to read thesigns of the times, to interpret one’s own life as a gift to be grateful for, and to share. Students should have a critical attitude towards the model of development, production and consumption (Laudato si’, 138) that makes the vast majority of the world’s population suffer… My wish is that your schools have conscience, andcreate conscience.”

5.        Sustained by Gospel witness

Catholic educators also have an integral role in the Church’s evangelisingmission. “Theirs is a supernatural calling and not simply the exercise of aprofession. The nobility of the task to which they are called demands that,in imitation of Christ, the only Teacher, they reveal the Christian message,not only by word, but by every gesture of their behaviour.” (HST)

In his General Audience of January 11, 2023, Pope Francis urged: “Wedo not have to wait until we are perfect and have come a long wayfollowing Jesus to bear witness to Him, no. Our proclamation beginstoday, there where we live… We need to put Jesus in contact with the people, not convincing them ourselves, but instead, allowing the Lord todo the convincing.

Ǫuoting Pope Benedict XVI, he clarified, “The Church does not engage in proselytism. Instead, she grows byattraction.”

As Pope Francis told FLACSI, “Jesus is the model that teaches us to relate with others and with Creation. He teaches us to go out, to meet with the smallest, with the poor, the rejected. May our schools form hearts convinced of the mission for which they were created, with the certainty that ‘life is attained and matures in the measure that it is offered up in order to give life to others’ (Evangelii gaudium, 10). Life that is conserved ends up being a museum piece that smells of mothballs, and this is not helpful.”

5 marks, 5 wounds

Christ’s arms are stretched out on the cross, imploring everyone to come into His embrace, to reciprocateHis unconditional, undying love for us. We recall His words on Calvary: “I thirst!” (John 19:38) which echoes His earlier appeal to the Samaritan woman at the well: “Give me a drink!” (John 4:7) Jesus thirsts, not forliquids, but for our souls.

St. Teresa of Calcutta explained: “‘I thirst’ is something much deeper than Jesus just saying ‘I love you.’ Untilyou know deep inside that Jesus thirsts for you, you can’t begin to know who He wants to be for you, or who Hewants you to be for Him.”

To me, the two wounds on Christ’s hands symbolise the 1st and 3rd essential marks of Catholic schools, welcoming communities that attract young people to Christ who shows them their heavenly destiny. “And I, when I am lifted up from the earth, will draw all people to myself.” (John 12:32)

The two wounds on Christ’s feet remind me of the 4th and 5th marks, for “How beautiful upon themountains are the feet of the messenger who announces peace, who brings good news, who announcessalvation, who says to all, ‘Your God reigns!’” (Isaiah 52:7)

As Pope Francis explained to the OIEC: “Jesus is always on the move, and He exhorts His disciples to do the same. Similarly, Catholic schools, in their initiatives, must teach minds to be open to new situations and concepts, to walk together without excluding anyone, to establish points of encounter and attracting those whoare far away.”

The wound in Christ’s side, the one in His Sacred Heart, therefore symbolises the 2nd mark, which is all aboutour identity as His Beloved Disciples. Created in the divine image, how else are we to regain the likeness of God if not by conforming our hearts, and moulding those of our young charges’ to Christ the good Shepherd’s?

We cannot do it through our own human efforts: it will be possible only if we cooperate with the grace of theHoly Spirit poured out on us at Pentecost, which we celebrated last May 20. What better time to start then inthis liturgical season of Ordinary Time, the extra- ordinary, exciting springtime of sowing the seeds of faith, bringing forth new life and walking with the Lord who is the same yesterday, today and forever.

So, every time we see the crucifixes in our homes, classrooms and churches and ‘consider he who hangs onthe cross for you’, may we be reminded of the 5 essentials of our vocation to lead the young people in ourschools to heaven, and that in the joys and sorrows of our pilgrimage on earth we never walk alone.

NB: Limited hard copies of the HolySee’s Teaching on Catholic Schools areavailable from ACCS. A PDF copy has alsobeen posted online athttps://catholiced.us.

In the Gospel of John chapter 6, we hear how Jesus would feed the five thousand with five barley loavesand two fish. This miracle is also found in the synoptic gospels. But a detail unique to John’s Gospel (not found inthe other gospels) is that the offering of bread and fish was said to be contributed by a young boy. In other words,a child was involved in the Eucharist!

Later in the same chapter (vv22-59), Jesus would preach what would come to be known as the ‘Bread of Life’discourse in a synagogue in Capernaum. This is what Jesus said:

“I am the living bread that came down from heaven. If anyone eats of this bread, he will live forever.And the bread that I will give for the life of the world is my flesh.” (vv50-51)

This is indeed a very significant declaration for it shows us how essential the Eucharist is to our lives, to whichthe Catholic Church professes, “The Eucharist is the source and summit of the Christian life.” (CCC1324) For itis through Christ present in the Eucharist that we are healed, restored, and pardoned.

Put another way, the Eucharist provides us with real food in the form of bread and wine, so that we mayexperience God’s grace in a very tangible way. But at the same time, and here lies the mystery of the Holy Mass, the Church teaches that: “…by the words of Christ and the invocation of the Holy Spirit, the signs of breadand wine become, in a way surpassing understanding, the Body and Blood of Christ”. (CCC1333)

At the institution of the Sacrament of Eucharist, Jesus took bread, said the blessing, broke it, and gave itto them, and said, ‘Take it; this is my body.’ Then He took a cup, gave thanks, and gave it to them, and theyall drank from it. He said to them, ‘This is my blood of the covenant, which will be shed for many. (Mk 14:22-24)

This is why the ordained priest (the alter Christus) must take the bread, bless it, break it, and give it to all who arepresent at the Holy Mass, whether it is celebrated in church or in our schools, so that we may be in communionwith one Lord. And we must remember that the Holy Mass is an integral expression of the five marks of aCatholic school, which are:

1) Inspired by a Supernatural Vision; 2) Founded on a Christian Anthropology; 3) Animated byCommunion and Community; 4) Imbued with a Catholic Worldview; 5) Sustained by the Witness ofTeaching

For this article, I shall focus only on the 5th since it reminds us that as Catholic educators, we play a vital role inupholding the school’s Catholic identity. As Catholics, we are first called to discipleship, and our mission is topreach the Gospel, and to make Christ known to the world. Thus, as Catholic educators, teaching is not just aprofession, it is a call to mission. This also means that we must be acutely aware of the unique characteristics and functions of Catholic education: it is to provide a holistic education that forms the entire person (body,mind, and soul). That was also the intention of the early Catholic missionaries when they set up schools inSingapore; it was to provide good education, to plant the seed of faith, and to impart the Christian values to theyoung ones.

As Catholic educators, our Teacher is Christ himself; our guide to scheme of work is the Holy Spirit; the textbook is the Gospel, and our key performance indicator is to bring out the best in our students by loving them. So that, just like the young boy in John’s Gospel, our young people can play an active role in their own faith formation.Whatever they contribute, in the form of five barley loaves and two fish, will be multiplied infinitely bythe grace of God.

As we celebrate the Feast of Corpus Christi in the month of June, let us pray, and ask for God’s grace to enableus to be the best teachers to our students, not for our personal glory, but for the glory of God. Let uscontinue to draw strength from the source and summit of our Christian life, i.e. the Holy Eucharist. Thanks beto God. Amen.