Monica Bausom: A Model for "Doing Small Things With Great Love"

Catholic School educators and administrators think that going out of their way to help people is just another part of their job; they do it without thinking of themselves or counting the cost. Principal Monica Bausom at Seton Catholic Middle School in Menasha, WI, a member of the Twin City Catholic Education System, is certainly no exception. She is committed to living her life according to Mother Teresa’s challenge to “…do small things with great love,” and it shows. She is a witness to how God uses those with open hearts to reach out to his children.

If you start asking around the Catholic school families in Neenah-Menasha, a picture of a true Christian servant begins to take shape. There are numerous accounts of Ms. Bausom’s guidance and assistance that demonstrate her selfless dedication to bettering the education and lives of her students and their families.

A basic tenet of Ms. Bausom’s 18-year tenure as principal at the middle school is an open door policy for all students, their families and her faculty and staff. Ms. Bausom’s commitment to availability leads her to do whatever is needed, from visiting a school family’s home, to attending every school performance and many sporting events, to organizing and inspiring the Seton community to come to the aid of a school family devastated by the concurrent loss of income and a devastating illness.

The parents from that family remember being “scared beyond words,” but reluctant to accept help. Ultimately recognizing that God was truly working through Monica and the school community, the family received financial, moral, spiritual and physical support. The family’s Mom reflects, “Monica wears a bracelet with the quote ‘We can do no great things, only small things with great love.’ Our family is a great testimonial as to how she lives this each day!”

Ms. Bausom has great sensitivity to her students’ family dynamics, is sympathetic to the challenges of parenting middle school students, and is willing to go out of her way to address a troublesome situation. Ms. Bausom’s willingness to become personally invested has changed lives.

Consider, for example, the experience of a sixth grade student who desperately wanted to play basketball for the Seton team. Due to financial challenges and his mother’s unfamiliarity with the English language, he did not have the shoes and medical release forms that he needed to start the season. Ms. Bausom alerted her staff and a local agency to the need for shoes, and within the day there was enough money to purchase the equipment the student needed. She then personally drove the student and his mother to a clinic for a physical exam and saw to it that the bill was paid. The boy played ball, was an asset to the team and grew from the experience of being valued.

Students who struggle socially or academically in school (and their parents) find a strong advocate in Ms. Bausom. She takes a personal interest in these students, educating herself about any unfamiliar situations or diagnoses and keeping abreast of daily challenges and victories. Ms. Bausom is known throughout the community for being firm, but fair, with students and for always giving every child another chance. Shepherding families through the sometimes-difficult middle school years is truly part of her calling.

Ms. Monica Bausom truly exemplifies the qualities that make our Catholic school educators and administrators Christian leaders in our community. By consistently going beyond expectations and treating each student as a beloved creation of God, they personify the apostle Paul’s admonition to “in humility, count others better than yourselves” (Philippians 2:3).

In recognition of her ministry to the Seton community and long-term commitment to excellence, Ms. Bausom has been selected by the Diocese of Green Bay as its nominee for the National Catholic Educational Association’s Robert J. Kealy Distinguished Principal Award. Her application is currently being reviewed by NCEA’s regional selection committee in Chicago. The nominee from each regional group will be honored at the NCEA’s annual convention, and one or more principals will move on to the competition for the U.S. Department of Education’s National Distinguished Principal Award.

Pastors/Parish Directors: Keys to a Strong Faith Formation Program

Rosie Bartel, religious education director, takes a look at Catholic education's true cheerleaders:

Most pastors/parish directors rely on the catechetical leaders to organize the program, recruit catechists, train them and set a vision for the many ways they educate members of the parish from childhood through adulthood. Pastors/parish directors need to support the catechetical leaders personally and the faith formation programs in general.

No priests/parish directors can spend as much time in faith formation as parents, children, parishioners and catechetical leaders would like. They need to devote time to other important needs in the parish as well as to their own renewal through prayer and relaxation. They need to balance their time.

Priests/parish directors can set some goals during the course of the year so they can promote and support faith formation programs. Here is list of some ways a priests/parish directors can stay actively involved in faith formation in a parish community.

Catechist Meeting

The pastors/parish directors can pop in at the beginning of a catechist meeting. They should be there for prayer. If food is offered, they can fill up a plate and visit a few minutes. They should use this time to express their thanks and help to share the vision of the parish for faith formation.

Greeting the Children

Pastors/parish directors are not always available when religious education for children is happening, but occasionally they should be on hand when the children arrive. It gives them a chance to greet them and their parents. Sometimes they can have spontaneous conversation with the parents that can lead to some valuable information, allowing them to follow up with special care for a particular family.

Parent Sacramental Preparation Sessions

Catechetical leaders should invite the pastors/parish directors to at least one session with the parents who are preparing for First Reconciliation and First Eucharist. That way, they can interact with the parents; thank them for handing on the faith to their children. The pastors/parish directors can help parents deepen their appreciation of the sacraments.

Confirmation Preparation Sessions

Pastors/parish directors could lead one session with the youth or attend their retreat and/or sponsor sessions. It is a great time to invite them to fuller participate in parish life.



Catechist Appreciation

Catechetical leaders need to remember to check the schedule of the pastors/parish directors when planning a catechists’ appreciation get together. Pastors/parish directors like a party and this is a great time to let the catechist know how important they are to the parish community. Another time to thank catechist is on Catechetical Sunday. It is great to thank them with a small gift that they can use in their ministry.

In most parishes, it is important that the catechetical leaders and the pastors/parish directors plan the dates for these events in advance. This makes everyone’s calendaring for the year go much smoother.

Faith formation will not happen without strong catechetical leaders that are supported in their ministry by their pastors/parish directors. This reminds all of us not to take Catholic education for granted.

Parents, children and parishioners, this is a great time of the year to thank both your catechetical leaders and your pastors/parish directors for helping pass on the faith to all parishioners. When you are giving thanks on Thanksgiving Day, you might say an extra prayer for pastors/parish directors, catechetical leaders and catechist.

The Importance Boards

Dr. Joe Bound, diocesan director of education, offers some insight into the invaluable benefits that boards of education bring to lifelong Catholic learning.

Whether we are talking about a Catholic school system, a parish’s program of total Catholic education involving adult faith formation, religious education and parish school, or a stand alone parish religion education program, all of these forms of Catholic education should be supported by an education committee, commission, or board.

In the newly revised Handbook for Education Committees, Commissions or Boards for the Diocese of Green Bay it states in the foreword, “Catholic education is the source of knowledge of the Gospel message, revealed in Jesus Christ and communicated through the Church. This mission is fulfilled through educational programs designed to teach the message, to nurture spiritual life, to bring about full human development, to build a faith community and to foster a just society. The education committee, commission or board is integral to the mission of the parish and its educational mission. One key principle permeates this handbook. Every parish and school (both parish and system schools) should have an education committee, commission or board.”

These committees, commissions or boards of education (shortened to boards for this article) have six basic functions. The effectiveness of a board will depend on its competence in performing these functions. All of these functions are essential for effective board operations.

The primary function of the board is to ensure the Catholic identity of the parish’s or system’s educational programs and services. The board should work with the educational administrators to ensure that the parish or system educational programs operate in conformance with the dogmas, teachings/doctrines, and laws of the Catholic faith. It should be committed to upholding the teaching of faith and to integrating these core teachings and values into all facets of the learner’s life.

The second function of the board is to plan. To do this effectively the board will need to know the direction of the Church and the Diocese of Green Bay as well as the educational needs of the local community. From these directions and needs, the board can recommend priorities and set goals. From here they should develop a three year financial and strategic plan which set the course for the parish’s or system’s education programs and services.

Policy making is one of the most important functions of a board. A policy is a discretionary guide to action. The board makes the policy and the parish and/or school educational administrators are responsible to implement it. However, the board does not tell the educational administrators how to carry out the policy; the administrators have the professional expertise to make regulations as appropriate.

The next function of a board is the hiring of competent educational administrators to oversee educational programs and activities. In the parish setting the hiring process is done under the direction of the pastor/parish director. This requires advertising, interviewing, checking references and discerning. There should be a job description so the board and applicant know precisely the duties to be performed. It should be pointed out that in a parish educational program the administrators are hired by the pastor/parish director but in a system the chief administrator is hired by the board of trusts with the approval of the system’s board of directors. The other administrators are hired by the chief system administrator. Subsequently, the evaluation of the educational administrators is the responsibility of the pastor/parish director in a parish setting. In a system the board of trustees evaluates the chief administrator who in turn evaluates the other system administrators.

Financing and budgeting are the fifth function of the board. The budget is a decision‑making instrument. Decisions should be based on needs, priorities and goals as outlined in the strategic plan. Since education is only one of the parish or community missions, the finance council and pastoral council will have to decide the amount of its resources it can allocate to the educational mission of the parish or system schools it supports. The board of education should approve a recommended budget prepared with the educational administrators, before it is presented to the finance council or the board of directors who support a school system. The board should guide the budget’s passage through the parish or system governing network. Once the budget is approved, the board working with the finance council monitors its implementation and makes periodic reports to the finance council and other appropriate authorities.
The final function of the board creates confidence in the community regarding the educational programs and services provided by the parish or system. In order to create and sustain this confidence the board needs to recognize that the community has the right to know: (1) local educational goals, (2) programs used to meet those goals and (3) evaluation of the programs. Good public relations create confidence in the board, administration and educational programs. It also involves listening to the various publics involved. Directly related to this function, the board should be actively involved in developing and implementing marketing plans. Concerted year round efforts must be made in advertising, marketing, and public relations.
In short, the education committees, commissions, or boards in the Diocese of Green Bay are responsible for ensuring Catholic identity, developing and implementing financial and strategic plans, setting policy, participating in the hiring and evaluating of chief educational administrators, developing the budget needed to support the educational programs and services of the parish or system, and to advertise, market and promote the educational offerings of the parish or system. By diligently doing all of this work, the board ensures the fulfillment of the parish’s or system’s catechetical and educational mission and vision.

Defining Our Terms: Catholic Identity in Our Catholic Schools

We hear the term "Catholic identity" often. Mark Salisbury, diocesan superintendent of schools, sheds some light on the term in the context of our mission as educators:

All of us have taken classes where our teacher made sure that we defined our terms. The thinking being that if we define our terms we can have an intelligent discussion about how that term is to be used given the subject matter we are engaged in. Certainly, we see in an election year it is extremely important that terms be well defined so that we can compare apples to apples on the candidates viewpoints.

In our Catholic schools one of the important terms to define is Catholic identity. Catholic school leaders across our diocese spent last year coming to a common definition of what Catholic identity means in our schools. Below, I’ll share some highlights from our definition of Catholic Identity in our Catholic Schools in The Diocese of Green Bay.

The first point is that our Catholic Identity is at the foundation of a Catholic school. It is our reason for existence. The Gospel of Christ and his very person are therefore to inspire and guide the Catholic school in its every dimension, its philosophy of education, curriculum, community life, the selection and ongoing formation of its teachers and staff, and its physical environment.

Also, our Catholic schools find their true justification in the mission of the Church; therefore our schools foundations are based on an educational philosophy in which faith, culture, and life are brought into harmony. And further, the schools governing body, policies and documents and its management practices reflect the Catholic mission and philosophy of the school. Our schools leadership teams, faculty and staff know, support and model the teachings of the Church.

During childhood and adolescence a student in our schools experiences personal relations with outstanding Catholic educators. What is taught has greater influence on the student’s formation when placed in the context of personal involvement on the part of the teacher and when there is coherence of the teacher’s attitudes and lifestyle in day-to-day behavior to what is being taught. Therefore, we expect our teachers to be true witnesses to Christ.

In our Catholic Schools intellectual development and growth as a Christian go forward hand-in-hand. As students move up from one class into the next we help our students become aware that a relationship exists between faith and human culture. The world of human culture and the world of religion are not like two parallel lines that never meet; points of contact are established within the human person. Therefore, in writing and delivering the curriculum in all disciplines, our teachers constantly search for contact points between faith and human culture.

Our schools actively promote faith to action service and social justice experiences as integral elements within the life of the school. We are confident our graduates will be prepared to enrich society with the leaven of the Gospel.

Because of their identity and ecclesial roots, our Catholic schools are Christian communities, that is, communities of faith. We work to nourish a living relationship with Christ and with the local Church. Therefore the school community is a faith community that nurtures the spiritual lives of their students, families, faculty and all that come in contact with the school and bonds them to the ecclesial community. A variety of opportunities are available for the entire school community to worship and pray together.

Catholic schools are welcoming, inclusive and safe for all who enter the facilities.

As you can see from the above definition of what Catholic identity means in our Catholic Schools, we are very proud of our principals, teachers, staff, parents, parishioners and pastors for sustaining schools where our Catholic Identity is a strong lived reality.

150th Anniversary of the Shrine of Our Lady of Good Help

Do you know the story of Sr. Adele Joseph Brice? Have you ever visited the site of the Robinsonville, Wisconsin apparitions? Do you know story behind this site? Rosie Bartel, religious education director for the Diocese of Green Bay offers a closer look:

Adele Joseph Brice came to Green Bay peninsula from Belgium with her parents in 1855.Despite the loss of an eye as a young child and a very meager education, Adele was known for her charming personality, fervent piety, simple religious ways and her prayer life to the Blessed Virgin Mary.

The stories about the apparitions of Adele have been passed down by the people in the area for the last 150 years. Many of you might have visited Robinsonville with your parents or as a family. I have very fond memories of my visited to the Shrine of Our Lady of Good Help as a child. It was always a day of attending Mass, praying the rosary, hearing the stories and having a picnic lunch on the grounds. It was a surprise to me that not every family made pilgrimages to the shrine. My love for the history of the shrine has encouraged me to share this story with the faithful of our diocese and especially the children. My hope is that this article will bring more interest in the shrine’s beautiful story. This new interest will lead to more pilgrimages to the shrine.

The following is a summary of the apparitions as told by Sister Pauline LaPlant. In the first apparition, Adele saw a lady in white standing between two trees. Adele was frighten and stood still. The vision slowly disappeared, leaving a white cloud after it.

In the second apparition, Adele was again on her way to Mass at Bay Settlement. She was accompanied by her sister, Isabel and a neighbor woman. When they came near the same trees, the same lady in white was at the place where Adele had seen her before. Later her confessor told Adele that if it were a heavenly messenger, she would see it again. He said that it would not harm her, but to ask in God’s name who it was and what it desired of her.

Then, on October 9, 1859 came the final apparition. As they approached the hallowed spot, Adele could see the beautiful lady, clothed in dazzling white, with a yellow sash around her waist. She had a crown of stars around her head. “In God’s name who are you and what do you want of me?” asked Adele.

“I am the Queen of Heaven (…) Gather the children in this wild country and teach them what they should know for salvation (…) Teach them their catechism, how to sign themselves with the sign of the Cross and how to approach the sacraments; that is what I wish you to do. Go and fear nothing. I will help you.”

The manifestation of Our Lady then lifted her hands, as though beseeching a blessing for those at her feet, and slowly vanished, leaving Adele overwhelmed and prostrate on the ground. When Adele got up, she immediately went about fulfilling this mission. She devoted herself to this mission until her death in 1896.

After the apparition, Adele began catechizing the children. Teaching from house to house, up and down the Green Bay Peninsula, she would travel as much as 50 miles on foot. Weather conditions, fatigue, lack of education, dangers of the forest and ridicule did not deter Adele’s determination to fulfill her duty to Blessed Mother Mary’s request.

Eventually, she was joined by several young women from the area. St. Mary’s Boarding Academy was founded near the site of the apparitions. With the assistance of the Belgian community, Sister Adele built a school, chapel and convent on land donated in the town of Robinsonville. Today the town is called New Franklin.

Over the years, while Sister Adele and her religious community suffered trials, persecutions and set-backs, they were the means through which miraculous events and healings were manifested. One of the most spectacular of these events occurred in 1871, when the shrine’s grounds and buildings were virtually untouched by the merciless fury and devastation of the Great Peshtigo Fire. Many of the families from the area came to the church and were kept safe there from the fire.

The school was closed in 1928, but since 1861, thousands of pilgrimages have been made to the Shrine of Our Lady of Good Help to honor the Mother of God and implore her help. Since 1871, on August 15th, the feast of the Assumption, a large crowd gathers to celebrant the day with rosary processions and an outdoor Mass.

Promulgation of the story of Sister Adele and the Robinsonville apparitions has continued through the years. It has received the public support and permission of the local bishops of the Diocese of Green Bay, though no formal declaration concerning the apparitions has been made by the Catholic Church. Since the building of the first chapel, the Shrine of Our Lady of Good Help has been accepted as a special place for prayer and worship in the Diocese of Green Bay. It continues to receive Church support by the local bishop, a special visit of the Delegate to North America and the thousands of faithful who come to the shrine for Mass and prayer.

The 150 anniversary celebration year began on October 8, 2008. If you have never made a pilgrimage to the Shrine of Our Lady of Good Help, plan to make one this year.

Dr. Joe Bound -- The Sum of the Parts

There’s a common phrase, "The whole is greater than the sum of the parts." The reality of that concept is evident in the value of the wide range of education and experience that Dr. Joe Bound brings to his mission as director of education for Diocese of Green Bay.

In his position at the Diocese, Joe is responsible for the overall direction of diocesan efforts in the three forms of Catholic lifelong learning: Catholic schools, religious education programs, and ongoing adult faith formation. He believes that his greatest challenges are related to the implementation of the strategic plans for each area. He is committed to working closely with parishes, staffs, and the diocesan board of education to increase enrollment in all areas, create strong curricula, promote professional staff development, and ensure that all programs are conducted as cost-effectively as possible.

Joe is a native of the Washington State, born in Seattle and raised in a rural area near Snohomish. He attended Catholic elementary school and graduated from John F. Kennedy High School, an archdiocesan high school in Seattle. After graduating from Seattle University with a B.A. degree in business administration, over a 12-year span he completed the California teacher certification program at University of the Pacific and earned an M.B.A. degree from California State University, Stanislaus in Turlock, California. In 1994, he was awarded a Ph.D. in educational administration from Purdue University.

At each step in his varied work experience, Joe developed skills that prepared him well for the educational, spiritual, and business sides of diocesan education operations. He’s been an industrial salesperson in Washington, Oregon, and California, a credit and loan officer for financial institutions in California; and business manager for Kappa Delta Pi, the Indiana-based international honor society in education. His career in Catholic education spans over 20 years, first as a teacher at St. John the Evangelist School in Carmichael, California and later as a teacher and business manager at St. Mary’s High School in Stockton, California. He also held the position of assistant superintendent of schools for over eight years for the Archdiocese of Hartford, Connecticut and was simultaneously the middle and high school principal at St. Paul Catholic High School in Bristol, Connecticut for one year.

Over the years, he has been an adjunct faculty member at Humphreys College in Stockton, California; Indiana Business College, Lafayette, Indiana; Indiana Wesleyan University, Marion, Indiana; Sacred Heart University, Fairfield, Connecticut; and Albertus Magnus College, New Haven, Connecticut. He has taught courses in business management, economics, educational administration, international business, marketing, and strategic planning.

In 2004 he moved to Wisconsin as president of the ACES Xavier Educational System in Appleton where he was instrumental in developing comprehensive strategic and business plans. Two years later, Bishop David Zubik appointed Joe as director of education for the Diocese of Green Bay with responsibility for all adult faith formation, parish religious education, and Catholic schools in the Diocese.

Dr. Bound is Byzantine Catholic, has been married to his wife Linda for 30 years, and has two grown sons: Nicholas (25) who lives in Londonderry, New Hampshire with his wife Cara, and Andrew (22) who lives in Oxford, Ohio. Joe and his wife are members of St. Pius X Parish in Appleton and St. George Melkite-Greek Catholic Parish in Milwaukee. Outside of the office, his interests include biking, camping, cross-country and downhill skiing, hiking, model railroading, reading biographies and mysteries, studying French, and watching Green Bay Packers games.

His favorite Scripture verse is John 6:51: I am the living bread that came down from heaven; whoever eats this bread will live forever; and the bread that I will give is my flesh for the life of the world."

St. Matthew School Kids Care Club: Jumpstarting the Spirit of Service

In a youth culture that often revolves around electronics, designer clothes, and a “me first” attitude, students from St. Matthew’s School in Green Bay, WI have received national recognition for a year’s worth of service dedicated to making the world around them a better place. The school’s organization was selected as September’s “Kids Care Club of the Month” based on its solid commitment to service to their community. The St. Matthew’s club was originally started in 2001 by Liz Goldman, a fourth grade teacher. Jen Nemetz is the co-facilitator.

At their first meeting last year, the 16 students identified areas in the community where they felt they could make a difference. As Goldman said, “Although the numbers were small, the heart of each member was so large, we were able to accomplish great things.”

“Accomplish” is an understatement. As one of their first projects, the Club visited McCormick Retirement Home. Students and residents blended generations by spending time singing, dancing, playing games, and telling stories. In December, the students banded together at a local mall to ring bells for the Salvation Army. While many red kettles went unattended throughout northeast Wisconsin, the St. Matthew students answered the call for volunteers and brought unbridled good cheer and sweet music to the shoppers they encountered.

When the Diocese of Green Bay stepped in to manage the St. John the Evangelist Homeless Shelter, the student stewards of St. Matthew’s stepped up to the challenge. Using the school kitchen, they cooked a hot meal. They prepared spaghetti casseroles, warm bread, and veggies. Combined with donated drinks and sweets, they brought sustenance to more than 50 grateful people at the shelter that night.

On multiple Saturday mornings, the Club ventured to Paul’s Pantry, the local food bank, to package butter and eggs. In announcing the Club of the Month award, Kids Care Clubs wrote, “Some students did not care for this kind of work because they would have preferred to work with people face-to-face. They changed their minds, however, when they saw people waiting in line outside the pantry. They realized how much their help means to those who depend on the pantry to feed their families.”

In the spring, the Club assembled care packages for soldiers serving overseas, and included handmade cards and heartwarming notes. They purchased fleece and made blankets for children staying at a local hospital.

The last project of the school year was the largest project – a Hamburger, Hot Dog, and Brat Sale to raise money for Heifer International. With the help fo the St. Matthew’s Parish Men's Club, who purchased all the food and supplies, the Club raised nearly $800. The proceeds went directly to purchases of farm animals which will be given to families in need around the world.

The St. Matthew’s School Kids Care Club not only made a difference for others, but also impacted their own lives. Liz Goldman said, “It is awesome to see the faces of these children as they work to make a difference in our world. Their ideas are thoughtful, their actions are sincere, and their hearts are filled with love. I have such hope for the future knowing that kids like these are part of that future.”

A program of the Connecticut-based HandsOn Network, Kids Care Clubs work together to help others in their communities and around the world. Clubs are formed in schools, churches, synagogues, volunteer centers, and other community-based organizations. Today there are more than 1,400 registered clubs and 75,000 kids worldwide. More information on Kids Care Clubs can be found at http://www.kidscare.org/.

Taking Back Sunday for the Family

Rosie Bartel, diocesan religious education director, pauses to shares some thoughts on the long-lost art of treating Sunday as a true day of rest!

In my family Sundays are sacred. Early on, my children knew they did not make plans for Sunday that did not involve the whole family. Those plans had to include time for God and time for fun.

What did you do last Sunday?

Most peoples’ lists contain items like shopping, laundry, their child’s sporting events, errands and catching up on chores around the house and yard. You are not alone. We live in a 24/7 world. Families see Sunday as an extra day for getting things done that did not get done during the week. When this happens, it affects everyone in the family.

This hectic lifestyle is not what God had in mind when he created Sunday as a day of rest. God rested on the seventh day. He was not tired, but he wanted to show us how to live. He knew we would get tired. He wanted us to know it was important to rest.

We must reclaim Sunday as a day of rest. Pope Benedict XVI said, “That men and women in our technical age risk becoming victims of their own intellectual and technical achievements, ending up in spiritual barrenness and emptiness of heart.” This is happening in our families. Families need to take a day of rest not only because God tells us to, but because it is good for us. Rest is good for the mind, body and spirit.

How can your family make Sunday a special day?

If you plan to reclaim Sunday, you have to make the day a priority and you have to make it fun. The best way to start off your day is by going to Mass as a family. Everyone knows it is hard to get out the door with small children, but make getting ready for church a special activity. With little girls, bows and ribbons help, little boys might need promises of outdoor activities after Mass to help them focus.

It is a good idea to arrive at church at least five minutes before Mass. This gives you time to find a pew and settle in with your family. These few minutes of quiet time before Mass helps create a spirit of Sunday rest. It helps you have a quiet moment with God before Mass begins.
After Mass, grab some breakfast and make a list of things the family could do make it a day of rest. What could you change to free up some quality time? How about starting a new family tradition or resurrect family traditions from your childhood. Choose one thing to stop do on Sunday like shopping or cleaning. Replace it with something restful and spiritual like a walk in the woods, gardening, playing with your children, family game time, a movie and popcorn, visiting friends and family, handwriting notes to people you do not see often, read a book together, go fishing, visit an art gallery and the list can go on and on.

If you start taking back Sunday this summer, by fall you will have created a new spiritual habit for your family.

In today’s society there is no plan for reclaiming Sunday as a holy day for rest of mind, body and spirit. Do not be surprised if other families notice what you are doing with your Sundays and ask about the reason for your change in lifestyle. There is a hunger in the world for spiritual meaning. There is a need to celebrate what is good and holy. By taking back Sunday you may start a grassroots’ interest and enthusiasm for building up the home, parish and community.

See you at Mass next Sunday and then let’s have a real day of rest!

Vision for Adult Faith Formation -- Part II

In April, Dr. Joe Bound, Diocese of Green Bay Director of Education, offered insight into the importance of adult faith formation. In this article he outlines the six-step process that is currently being implemented in this critical area of catechesis:

"We recently completed an extensive three-year rolling strategic plan for adult faith formation. The result of literally hundreds of hours of research, study, collaboration, and prayer, the document maps out the vision and direction for this ministry. There are six key points outlined in the implementation plan.

First, it’s important to recognize that there are many, many valuable programs currently underway throughout our Diocese. “New” isn’t always better. Thus, we continue to encourage those parishes that have adult faith formation programs to continue in this ministry.

Second, I realize not all parishes are providing adult faith formation programs for one reason or the other. Thus, there are neighborhoods or whole areas of the Diocese that lack any type of adult faith formation opportunities. There is a tremendous need to reach out and provide adult faith formation opportunities to these areas. Collaboration is key.

Third, many existing programs are not widely promoted or marketed. It is critical for us to “take the basket off our light” and spread the good news about the numerous adult faith formation opportunities that are available to all throughout the Diocese. We will use a variety of media to implement this objective, including the internet.

Fourth, it is important to improve the consistency of the programs that are being offered. We will develop a standard curriculum that includes the Creed, the sacraments, Catholic ethics and morality, and the importance of prayer so that gaps in adults’ understanding of the faith are filled. Our programs will emphasize the four main sections of the Catechism of the Catholic Church, and include courses on stewardship, dogma and doctrine, sacred art and music, social justice, scripture, Church history and ecclesiology, eschatology and end of life issues.

Fifth, it is extremely important that our methodology conforms to the unique ways adults learn. Auditory, visual, and kinesthetic methods of learning will be taken into account. Active, rather than passive, learning will be encouraged. We believe that adults must be given the opportunity to apply what they learn and to share their experiences.

Sixth, we also have to go where adults are today to ensure that adult faith formation will be available in various locations to the elderly, Hispanics, Native Americans, Asian Americans, those with disabilities, and those recent converts to the Catholic faith.

In conclusion, our entire department, spearheaded by our adult faith formation director, will work with the diocesan catechesis committee to develop the curriculum, select texts, schedule courses, secure presenters, and prepare budgets for the Diocesan initiatives. We are committed to visiting existing parish programs and conducting in-services for those involved in adult faith formation. Our objective is to ensure that all annual goals and objectives of the adult faith formation strategic plan are achieved. "

In Christ We Radiate Love

In her monthly update, Julianne Donlon, the diocesan adult faith formation director offers some thoughts on the meaning of this essential ministry:

“The name Jesus means “God Saves”. There is no other name under heaven given tot the human race by which we are to be saved”. (Acts 4:12)

Adult faith formation is geared to a lifelong deepening of faith in Christ thus serving as the point of reference for catechesis in other age groups. It is the goal of adult catechesis to create a lived faith in adult learners; faith lived in discipleship to Jesus Christ. Teaching was central to the ministry of Jesus. One of my favorite pieces of scripture is the lesson of the fig tree (Luke 21:29-33). In this short lesson Jesus asks the disciples to consider the fig tree which bursts into bloom as it anticipates the coming of summer.

Through the use of this simple analogy the disciples are asked to consider that by signs, words and by His very presence they can be sure that the Kingdom of God is at hand. “Heaven and earth will pass away, but my words will not pass away”.

Take a moment to consider a teacher who impacted your life in a positive way. As a rather serious and anxious child my second grade teacher called me aside one day. She told me to smile more often because when I smiled “the light in my heart lit up my whole face”. I never forgot those words.

Jesus is the model teacher and, as John tells us in his Gospel, "the way, the truth and the life”. In Christ, it is revealed how we are to live our lives. All adult faith formation efforts should be Christocentric (placing Christ at the center) as we are called to walk side by side with the adults of our parishes as they speak of their joys, hopes, sufferings and doubts. We are called to a life that fully reflects the love of God revealed to us through Jesus Christ. Discipleship costs us personally and dearly; the Gospel demands love and total self-surrender.

In Our Hearts Were Burning, the U.S. bishops reflect that “in Jesus the disciples caught a glimpse into the heart of God." For those who bear responsibility for adult faith formation we too are called to bring adults into the heart of God. As Church we are called to nuture one another in our faith journeys by worshipping together, learning together, serving together in love and life within a community of faith. Faith formation of adults always begins and ends with Christ-- the Alpha and the Omega. It is to and through Christ that we will renew our commitment to each other and to the Church.

Let the light of Christ in our hearts radiate love to our community of adults!

Rest, Relax, and Rejuvenate for Renewal

Summer is upon us! Diocesan curriculum & instruction director Diane Walters stresses the importance of relaxing!

“Leadership demands making the impossible happen, being prepared for the unexpected, and learning from the lessons of history. It is the human spirit that makes the difference.” - Lady Margaret Thatcher

Educational leaders are faced with a variety of challenges in their work with academia, implementing curriculum, the daily operations of school business, strategic plans and the many other facets of the job. The drive to set high standards and goals is a natural phenomenon and mediocrity is not an option. A desire to perform proficiently to better schools, employees, and the community lives in the heart of every educational leader.

Having such passion for the job and realizing how influential this type of work is often tempts educational leaders to work many additional hours. Extra time is spent taking work home each day. Weekends are cut short to “catch up” or to prepare for the upcoming week. Many educational leaders stay in their offices long after the building has been locked for the night. New initiatives become priorities that are added to the workload and it becomes a struggle to accomplish the surge of tasks. Too often, educational leaders forget to fuel themselves for sustained energy and strength.

We all need time to rest, relax, and rejuvenate to give us inspiration.
Rest, relaxation, and rejuvenation are familiar concepts to athletes and other workers who recover after an extreme physical effort. However, this concept is often overlooked after an extreme mental effort. The answer is to design opportunities for renewal. Participating in uplifting seminars is one way to accomplish this challenge. This year Tom Kidd, the keynote speaker at a diocesan sponsored in-service modeled ways in which educators could rejuvenate themselves and others through positive attitudes and laughter. Each participant received a card listing the fundamentals of rejuvenation. Reading positive material can inspire and encourage people.

Fundamentals of Rejuvenation:

Pray
Be excited about life
Count your blessings daily
Laugh often
Don’t make excuses
Expect the best from yourself
Care about others
Respect yourself
Set goals
Use positive self-talk
Hang with positive people
Tell those you love you do
Keep a positive attitude

The most significant resource available to enhance rest, relaxation, and rejuvenation exists within our inner core. It is our deep faith in the Lord that will give us strength, energy, and guidance. It is vital to build a component of rejuvenation into the manner in which you work each day. This will stimulate creativity and clarify your role as an educational leader. Rejuvenation provides freedom to embrace difficult circumstances, reduce stress, and make better, more conscious decisions. Challenges will always remain constant in life, but responding to challenges defines our inner strength.

Rest, relaxation, and rejuvenation are the keys to future success!

Looking for the Face of Jesus

In our society, we often get caught up with the idea that "bigger is better" and that only the wealthy or well-connected can make a difference in the world. Here's a short item about how a small Catholic elementary school in northeast Wisconsin is changing that perception:

"At St. Mary Parish in Algoma, we sing a beautiful hymn with the lyrics, 'Open my eyes Lord, help me to see your face.' During Lent, the students in the 4th grade had their eyes opened and saw the face of the suffering Jesus in the homeless people who use St. John the Evangelist Homeless Shelter in Green Bay.

St. Mary Catholic School Principal Laura Krzysiak requested that during Lent each class choose a service project centered on almsgiving. In order to motivate the students, the teachers of grades 3 - 5 suggested participating in a 'Pennies for Peace' rally. The winning class, the one with the most pennies, would receive a special prize. Each class chose a different organization as the recipient of their money, so each class won in the eyes of God -- because helping someone always makes you a winner! Ms. Nicole Halada's 4th grade class, consisting of eight children, chose to help the homeless shelter. They had heard about the shelter on the TV news and knew it was looking for donations.

The children worked very hard to collect money. Ms. Halada stipulated that the children had to earn the money themselves, not just ask their parents for money. That was part of the almsgiving. Some students shoveled snow, cleaned for their grandparents, and even used their allowance to get pennies for the classroom. By the end of Lent, the eight children had collected $127.89.

The following week, the children and their teacher travelled to Green Bay to shop for supplies. They bought blankets, pillows, toiletries, and some men's clothing items. They spent $127.41. After lunch, the students pooled their leftover money to buy bus tokens.

Later on, the students visited the shelter to present the supplies to Ms. Mary Marks, director of the shelter. She gave the students a tour of the facility, showing the children where the people ate, slept, and stored all their belongings. They were able to see where the clients spent time with the volunteers to play games, watch television, or just sit and talk to pass the time. They learned that supper is served nightly, and is brought in by various groups. They learned that the idea behind the shelter is to make sure that all of the clients get at least one hot meal a day, take care of personal hygiene, or wash clothes in a newly-donated washer and dryer.

This eye-opening experience gave students and chaperones a closer look at what it means to care for all God's people. They experienced first-hand that if everyone can do a little something, then we can help many people. Ms. Halada summed it up: 'The kids and I all realize how lucky we are and we pray each day at morning prayer for all those who are less fortunate than we are.'"

The Messenger of Hope

Last month, Dr. Joe Bound, Director of Education for the Diocese of Green Bay, had the opportunity to be present at the address of the Holy Father to educators at the Catholic University of America. Here are his observations:

April 17, 2008 is a day I’ll never forget. It is the day that I, along with educational leaders from each of the 195 dioceses and approximately 200 Catholic college presidents, had the opportunity to hear Pope Benedict XVI’s address on Catholic education at the Conference Hall at Catholic University of America in Washington, D.C.. Needless to say, I was honored to be there and quite excited to be in his presence.

Leading up to the meeting that day was a thorough security screening – very similar to the one you see at airports. Just prior to the Pope entering the Conference Hall, many Secret Service officers took their positions in the room. When the Pope finally arrived in the room, we all stood and applauded while trying to take pictures at the same time. I was seated only nine chairs from where he walked into the room but was unable to see him due to the fact that he is rather short in stature and with everyone standing up, it was difficult to see him. However, once up on the stage, there was no problem seeing or hearing him. He was immediately greeted by Fr. David O’Connell, the President of Catholic University of America. After an exchange of greetings and gifts, the Pope began his talk.

Benedict thanked all in attendance as well as all those involved in the ministry of Catholic education. He made reference to St. Elizabeth Seton and St. Katherine Drexel, pioneers in Catholic education in this country. Very early into his talk he stressed that education is integral to the mission of the Church in proclaiming the Good News of Jesus Christ.

He emphasized the reality of objective truth. He pointed out that the secularist ideology is driving a wedge between truth and faith. Truth, said the Holy Father, leads to goodness. As Catholic educators we cannot allow this wedge to exist.
Recognizing the financial hardships facing many of our schools and religious education initiatives, he urged the entire Catholic community to contribute generously to the financial needs of our educational institutions to ensure their long-term sustainability.

He emphasized that Catholic identity is a matter of conviction. It is what we believe as Catholics. He cautioned, however, that Catholic identity doesn’t just relate to the orthodoxy of course content, but that it involves the living out of the faith through service to others. He called for each of us to give our assent to God’s testimony and acknowledge Him as the guarantor of the truth He reveals.
During his address, Benedict acknowledged all those involved in Catholic education with a special reference to those working in inner city schools. He asked all college, high school, and elementary school teachers and administrators to take on the responsibility of ensuring that students receive instruction in Catholic doctrine and practice. He reiterated that the whole Catholic community must be involved in Catholic education, and he urged religious orders not to abandon their commitment to Catholic schools. In fact, he asked them in a special way to promote vocations to the priesthood and the religious life.

In conclusion, he asked each of us in the room to bear witness to hope. It was a fitting end to his comments, particularly in context of the theme of his trip to America – Christ our Hope.

Having had some time to reflect on Pope Benedict’s message that day, I believe that it is extremely important for us in the Diocese of Green Bay to develop strong Catholic identity in all of our schools and religious education programs. We are called to provide doctrinal orthodoxy along with opportunities for students to live out their faith in various ways, but especially through service to others. His message was clear: Pope Benedict is calling us to develop a balanced approach to Catholic education. He is also reminding us that there is such a thing as objective truth and that faith and reason will lead us to truth and goodness.

The Holy Father also calls each of us to find solutions to the challenges we face in sustaining Catholic education for the long-run. It is critical for us to engage in planning and establishment of endowment programs so that Catholic education is affordable and accessible to all those who want it. Finally, we must never forget the tremendous contribution to Catholic education that religious brothers, sisters, and priests have given in this great country of ours.

Christ Our Hope!

Catechism for Adults - Training Offered!

Many catechetical tools have been developed since publication of the Catechism of the Catholic Church in 1992. Julianne Donlon, Adult Faith Formation Director for the Diocese of Green Bay, shares some plans that the Diocese intends to unveil that will assist catechists in bringing our faith to our adult Catholics.

"The most valuable gift that the Church can offer to the bewildered and restless world of our time is to form within it Christians who are confirmed in what is essential and who are humbly joyful in their faith. " (Catechesis in Our Time 61).

The United States Catholic Catechism for Adults is the response of the bishops of the United States to the call of Pope John Paul II to prepare a local catechism based on the Catechism of the Catholic Church. This catechism would “need to take into account the local situation and culture, while at the same time preserving the unity of faith and fidelity to Catholic teaching found in the Catechism of the Catholic Church.” (USCCA Introduction). The word Catechism comes from the Greek “to echo” and the USCCA intends to echo the teachings of Christ in the present day.

The Catechism of the Catholic Church published in 1992 states that it is intended primarily for those who have the task of catechesis: bishops, catechism writers, priests, and catechists. It only then goes on to say that “it will also be useful reading for all other Christian faithful” (CCC 12).

The USCCA published in 2006, however, is directly intended for the readership of the average Catholic lay person. It is faithful to the content and structure of the universal catechism but is written in more accessible language, and with the culture and situation of twenty first century America in mind.

How is the Catholic Catechism for Adults Structured?
The format of the Catholic Catechism for Adults follows the four pillars of the universal catechism:
* The Creed: The Faith Professed
* The Sacraments: The Faith Celebrated
* Christian Morality: The Faith Lived
* Prayer: The Faith Prayer

The presentation of the content lends itself to easy planning for a variety of adult faith formation situations. Most chapters begin with the story of a Catholic from the United States. The teachings engage our culture. Learners are involved in the content through faith sharing discussion questions that connect faith learning to faith living. Each chapter concludes with brief doctrinal statements and suggestions for meditation and prayer. In addition, a helpful glossary at the end of the Catechism provides assistance with unfamiliar terminology.

On May 14th 2008, more than fifty Catechetical Leaders including Pastors, Pastoral Associates, Adult Faith Formation Directors and Directors of Religious Education will come together at the Diocesan Offices to receive training from the Department of Education regarding the USCCA. The hope is that this group of learners will use the Catechism in a variety of parish settings to enrich adult faith formation- in sacramental preparation, working with minority populations, offering in depth studies of the USCCA for certification and more.

In its first year, over 400 people attended USCCA classes throughout the Diocese. The hope for the 2008/2009 year is that this will be expanded to reach many more adults in a variety of situations and in both rural and urban locations. In the coming months watch this space for more information regarding the location, times and dates of these classes throughout the Diocese.

CCD or Religious Education?

Toe-may-toe...or toe-mah-toe?
Eee-ther...or Eye-ther?
CCD or Religious Education?

You've heard them both, and you'll always find proponents of one or the other. Here's Rosie Bartel, Religious Education Director for the Diocese of Green Bay, providing a quick lesson on some definitions and history for this valuable ministry in today's church:

In any given week, I will hear someone refer to Religious Education as CCD. This someone can be a parent, priest, teacher, catechetical leader, catechist or even a diocesan employee. Acronyms die hard. Thousands of parents, children, youth and even teachers use the term CCD. They know it refers to the regular religious education programs sponsored by their parishes. But do they know what the acronym stands for?

In the religious chaos of 16th century Europe, many recognized the need to attend to the religious education of the poor and uneducated. In 1536, in Milan a “confraternity” or society of lay people was formed for the education of the poor. A “confraternity” is an organization of laity under the official direction of the Church. There have been many different confraternities in the Church that are dedicated to a particular “good work”. Their members follow a rule of prayer and they make a public profession. CCD or the Confraternity of Christian Doctrine referred to teachers and other adults who dedicated themselves to bringing the Gospel to those who were deprived of formal education. In 1571, St. Pius V approved the Confraternity and ordered that it be established throughout the world. The Confraternity flourished and gave rise to religious congregations of men and women who dedicated themselves to not only religious education of the poor but also formal secular education for those in need. The proliferation of Catholic schools might be said to have grown from the original Confraternity.

The Councils of Trent and Vatican I both raised awareness for sound religious education for everyone. CCD was very active in the years after each of these councils.
In the late 19th century, both the Second and Third Councils of Baltimore encouraged the establishment of CCD. Implementation depended primarily on local leadership and was at best sporadic. Even after St. Pius X’s encyclical in 1905, which called for the canonical establishment in every parish, “of a society known as CCD”, there were areas where it did not thrive.

The areas where it did thrive were in urban areas among the new immigrants and also in rural areas. The impossibility of a Catholic school in every parish, especially in the rural areas of our country, heightened the awareness for the need for religious education for those attending public schools. In 1935, a national center was established for CCD and the United States bishops called for CCD in every parish.

In the 20th century, renewed interest in Scripture, the liturgical movement and advances in the discipline of education all seemed to converge at Vatican II. Religious education or catechesis was central to the mission of the Church, and took its place as a core ecclesial ministry.
Modern parishes and dioceses do not have official CCDs, but it is helpful to examine some of the values of the original Confraternity. It was highly structured, even on the parish level. There was a board that supported the ministry. No member of the Confraternity was allowed to teach until he or she had completed fairly rigorous training and preparation. From the beginning, CCD attended to the education of adults as well as children. There were “fishers”. Fishers were dedicated to seeking out the lost, the missing and anyone who might benefit from religious education.

Today, we are called to a “new” evangelization that reaches those who were baptized but have not internalized the gospel. We need “fishers”! Our world is sorely in need of catechist and teachers who will bring the “Good News of Jesus Christ” to all.

As we end our religious education program year, let us celebrate our accomplishments but also remember the zeal and dedication of those who came before us. Let us recommit ourselves to the “Mission of the Church” and spread the “Good News of Jesus Christ” through our work as “fishers” in today’s world.

So the next time someone calls your religious education program “CCD”, you might want to share the history or you might just smile and say; “Thank you for the compliment!”

Diocese of Green Bay: The Catholic School Year in Review

As this school year draws to a close, Mark Salisbury, Diocesan Superintendent of Schools, though it was a great opportunity to review some of the services our office provides to Catholic schools and also look to the future with hope. Cornerstones of our services to schools include leadership development, strengthening Catholic identity, curriculum development, marketing, strategic and financial planning.

Our education office assists Catholic schools and parishes across the diocese in facilitating strategic catechetical planning from the Faith Alive project in the greater Green Bay Area, to Clintonville/Bear Creek, to Wrightstown/ Greenleaf/Askeaton, and Kiel/New Holstein among others. One of the helpful tools we are developing through the work of our diocesan Board of Education is a financial planning tool which enables parish schools to identify strengths and areas of concern in their financial stewardship. We also assisted several schools facilitate their accreditation process.

In the area of marketing and promotion we are expanding the good news story of our Diocesan Catholic Schools through regular columns in the Compass, billboard, and radio advertising. Xavier High School in Appleton was selected as one of this year’s top 50 Catholic High Schools in the nation by the Acton Institute. We have targeted local Catholic school marketing planning efforts in areas as diverse as Clintonville, Shawano, Appleton, Kaukauna, and Green Bay. General marketing, recruiting and retention workshops were offered to all principals in three different locations this past fall.

Efforts are underway to create a common standards-based curriculum for all our schools infused with Catholic values throughout all disciplines. This constantly-improving effort will be web-based and available for all to view. This year at Principal Leadership Days we reflected on the most effective assessment strategies which will align with this standards-based curriculum. This effort recognizes the importance of accountability of excellence to our various constituencies, especially parents and students.

At the foundation of a Catholic school is its Catholic identity. By Catholic identity we mean all aspects of the school are inspired and guided by the Gospel of Jesus Christ. It includes leadership, faculty and staff, curriculum, the lived Christian community atmosphere, the celebration of prayer and sacraments, as well as our community service programs which are rooted in the Gospel. We constantly strive to improve these areas of our schools.
We are especially proud of Saint John School in Little Chute, Holy Cross School in Bay Settlement, Notre Dame School in DePere, and the ACES Xavier system in the Appleton area. Each of them recently shared their stories with principals and teachers across the Diocese on how they are infusing Catholic identity throughout their schools’ entire culture. This year our Principals helped define what Catholic identity means for all the schools of our diocese. Going forward we plan to reflect annually on this definition, publicize our strengths and set realistic annual goals for improvement.

We continue to work with our principal leaders on three main strands of leadership development: as a spiritual leader; as an academic leader; and as an administrative leader. We work with our principal leaders through regularly scheduled whole group and regional in-service days, site visits, phone and e-mail support.

Much of our shared success is dependent upon the teamwork and vision of the pastor, the local Board of Education, and the principal. For that reason, we are committed to ongoing training of local boards of education, and personal visits with pastors, principals and Board of Education's to help strengthen this leadership triangle.

As you can see, it’s been a busy year. By continuing to strengthen the above elements of our schools we can look forward with hope to a strong future for Catholic schools in the Diocese of Green Bay.

Pope Benedict XVI's Address to Catholic Educators

This afternoon in Washington, DC, Pope Benedict XVI delivered an inspirational message to representatives of Catholic Colleges & Universities, Elementary, and High Schools. The Diocese of Green Bay was represented at the meeting by Dr. Joe Bound, Diocesan Director of Education. A transcript of the Holy Father's address follows:

ADDRESS OF POPE BENEDICT XVI

TO THE COMMUNITY OF CATHOLIC EDUCATION

CATHOLIC UNIVERSITY OF AMERICA, PRSBYLA AUDITORIUM

17 APRIL 2008

Your Eminences, Dear Brother Bishops, Distinguished Professors, Teachers and Educators,


"How beautiful are the footsteps of those who bring good news" (Rom 10:15-17). With these words of Isaiah quoted by Saint Paul, I warmly greet each of you - bearers of wisdom - and through you the staff, students and families of the many and varied institutions of learning that you represent. It is my great pleasure to meet you and to share with you some thoughts regarding the nature and identity of Catholic education today. I especially wish to thank Father David O'Connell, President and Rector of the Catholic University of America. Your kind words of welcome are much appreciated. Please extend my heartfelt gratitude to the entire community - faculty, staff and students - of this University.


Education is integral to the mission of the Church to proclaim the Good News. First and foremost every Catholic educational institution is a place to encounter the living God who in Jesus Christ reveals his transforming love and truth (cf. Spe Salvi, 4). This relationship elicits a desire to grow in the knowledge and understanding of Christ and his teaching. In this way those who meet him are drawn by the very power of the Gospel to lead a new life characterized by all that is beautiful, good, and true; a life of Christian witness nurtured and strengthened within the community of our Lord's disciples, the Church.


The dynamic between personal encounter, knowledge and Christian witness is integral to the diakonia of truth which the Church exercises in the midst of humanity. God's revelation offers every generation the opportunity to discover the ultimate truth about its own life and the goal of history. This task is never easy; it involves the entire Christian community and motivates each generation of Christian educators to ensure that the power of God's truth permeates every dimension of the institutions they serve. In this way, Christ's Good News is set to work, guiding both teacher and student towards the objective truth which, in transcending the particular and the subjective, points to the universal and absolute that enables us to proclaim with confidence the hope which does not disappoint (cf. Rom 5:5). Set against personal struggles, moral confusion and fragmentation of knowledge, the noble goals of scholarship and education, founded on the unity of truth and in service of the person and the community, become an especially powerful instrument of hope.


Dear friends, the history of this nation includes many examples of the Church's commitment in this regard. The Catholic community here has in fact made education one of its highest priorities. This undertaking has not come without great sacrifice. Towering figures, like Saint Elizabeth Ann Seton and other founders and foundresses, with great tenacity and foresight, laid the foundations of what is today a remarkable network of parochial schools contributing to the spiritual well-being of the Church and the nation. Some, like Saint Katharine Drexel, devoted their lives to educating those whom others had neglected - in her case, African Americans and Native Americans. Countless dedicated Religious Sisters, Brothers, and Priests together with selfless parents have, through Catholic schools, helped generations of immigrants to rise from poverty and take their place in mainstream society.


This sacrifice continues today. It is an outstanding apostolate of hope, seeking to address the material, intellectual and spiritual needs of over three million children and students. It also provides a highly commendable opportunity for the entire Catholic community to contribute generously to the financial needs of our institutions. Their long-term sustainability must be assured. Indeed, everything possible must be done, in cooperation with the wider community, to ensure that they are accessible to people of all social and economic strata. No child should be denied his or her right to an education in faith, which in turn nurtures the soul of a nation.


Some today question the Church's involvement in education, wondering whether her resources might be better placed elsewhere. Certainly in a nation such as this, the State provides ample opportunities for education and attracts committed and generous men and women to this honorable profession. It is timely, then, to reflect on what is particular to our Catholic institutions. How do they contribute to the good of society through the Church's primary mission of evangelization?


All the Church's activities stem from her awareness that she is the bearer of a message which has its origin in God himself: in his goodness and wisdom, God chose to reveal himself and to make known the hidden purpose of his will (cf. Eph 1:9; Dei Verbum, 2). God's desire to make himself known, and the innate desire of all human beings to know the truth, provide the context for human inquiry into the meaning of life. This unique encounter is sustained within our Christian community: the one who seeks the truth becomes the one who lives by faith (cf. Fides et Ratio, 31). It can be described as a move from "I" to "we", leading the individual to be numbered among God's people.


This same dynamic of communal identity - to whom do I belong? - vivifies the ethos of our Catholic institutions. A university or school's Catholic identity is not simply a question of the number of Catholic students. It is a question of conviction - do we really believe that only in the mystery of the Word made flesh does the mystery of man truly become clear (cf. Gaudium et Spes, 22)? Are we ready to commit our entire self - intellect and will, mind and heart - to God? Do we accept the truth Christ reveals? Is the faith tangible in our universities and schools? Is it given fervent expression liturgically, sacramentally, through prayer, acts of charity, a concern for justice, and respect for God's creation? Only in this way do we really bear witness to the meaning of who we are and what we uphold.


From this perspective one can recognize that the contemporary "crisis of truth" is rooted in a "crisis of faith". Only through faith can we freely give our assent to God's testimony and acknowledge him as the transcendent guarantor of the truth he reveals. Again, we see why fostering personal intimacy with Jesus Christ and communal witness to his loving truth is indispensable in Catholic institutions of learning. Yet we all know, and observe with concern, the difficulty or reluctance many people have today in entrusting themselves to God. It is a complex phenomenon and one which I ponder continually. While we have sought diligently to engage the intellect of our young, perhaps we have neglected the will. Subsequently we observe, with distress, the notion of freedom being distorted. Freedom is not an opting out. It is an opting in - a participation in Being itself. Hence authentic freedom can never be attained by turning away from God. Such a choice would ultimately disregard the very truth we need in order to understand ourselves. A particular responsibility therefore for each of you, and your colleagues, is to evoke among the young the desire for the act of faith, encouraging them to commit themselves to the ecclesial life that follows from this belief. It is here that freedom reaches the certainty of truth. In choosing to live by that truth, we embrace the fullness of the life of faith which is given to us in the Church.


Clearly, then, Catholic identity is not dependent upon statistics. Neither can it be equated simply with orthodoxy of course content. It demands and inspires much more: namely that each and every aspect of your learning communities reverberates within the ecclesial life of faith. Only in faith can truth become incarnate and reason truly human, capable of directing the will along the path of freedom (cf. Spe Salvi, 23). In this way our institutions make a vital contribution to the mission of the Church and truly serve society. They become places in which God's active presence in human affairs is recognized and in which every young person discovers the joy of entering into Christ's "being for others" (cf. ibid., 28).


The Church's primary mission of evangelization, in which educational institutions play a crucial role, is consonant with a nation's fundamental aspiration to develop a society truly worthy of the human person's dignity. At times, however, the value of the Church's contribution to the public forum is questioned. It is important therefore to recall that the truths of faith and of reason never contradict one another (cf. First Vatican Ecumenical Council, Dogmatic Constitution on the Catholic Faith Dei Filius, IV: DS 3017; St. Augustine, Contra Academicos, III, 20, 43). The Church's mission, in fact, involves her in humanity's struggle to arrive at truth. In articulating revealed truth she serves all members of society by purifying reason, ensuring that it remains open to the consideration of ultimate truths. Drawing upon divine wisdom, she sheds light on the foundation of human morality and ethics, and reminds all groups in society that it is not praxis that creates truth but truth that should serve as the basis of praxis. Far from undermining the tolerance of legitimate diversity, such a contribution illuminates the very truth which makes consensus attainable, and helps to keep public debate rational, honest and accountable. Similarly the Church never tires of upholding the essential moral categories of right and wrong, without which hope could only wither, giving way to cold pragmatic calculations of utility which render the person little more than a pawn on some ideological chess-board.


With regard to the educational forum, the diakonia of truth takes on a heightened significance in societies where secularist ideology drives a wedge between truth and faith. This division has led to a tendency to equate truth with knowledge and to adopt a positivistic mentality which, in rejecting metaphysics, denies the foundations of faith and rejects the need for a moral vision. Truth means more than knowledge: knowing the truth leads us to discover the good. Truth speaks to the individual in his or her the entirety, inviting us to respond with our whole being. This optimistic vision is found in our Christian faith because such faith has been granted the vision of the Logos, God's creative Reason, which in the Incarnation, is revealed as Goodness itself. Far from being just a communication of factual data - "informative" - the loving truth of the Gospel is creative and life-changing - "performative" (cf. Spe Salvi, 2). With confidence, Christian educators can liberate the young from the limits of positivism and awaken receptivity to the truth, to God and his goodness. In this way you will also help to form their conscience which, enriched by faith, opens a sure path to inner peace and to respect for others.


It comes as no surprise, then, that not just our own ecclesial communities but society in general has high expectations of Catholic educators. This places upon you a responsibility and offers an opportunity. More and more people - parents in particular - recognize the need for excellence in the human formation of their children. As Mater et Magistra, the Church shares their concern. When nothing beyond the individual is recognized as definitive, the ultimate criterion of judgment becomes the self and the satisfaction of the individual's immediate wishes. The objectivity and perspective, which can only come through a recognition of the essential transcendent dimension of the human person, can be lost. Within such a relativistic horizon the goals of education are inevitably curtailed. Slowly, a lowering of standards occurs. We observe today a timidity in the face of the category of the good and an aimless pursuit of novelty parading as the realization of freedom. We witness an assumption that every experience is of equal worth and a reluctance to admit imperfection and mistakes. And particularly disturbing, is the reduction of the precious and delicate area of education in sexuality to management of 'risk', bereft of any reference to the beauty of conjugal love.


How might Christian educators respond? These harmful developments point to the particular urgency of what we might call "intellectual charity". This aspect of charity calls the educator to recognize that the profound responsibility to lead the young to truth is nothing less than an act of love. Indeed, the dignity of education lies in fostering the true perfection and happiness of those to be educated. In practice "intellectual charity" upholds the essential unity of knowledge against the fragmentation which ensues when reason is detached from the pursuit of truth. It guides the young towards the deep satisfaction of exercising freedom in relation to truth, and it strives to articulate the relationship between faith and all aspects of family and civic life. Once their passion for the fullness and unity of truth has been awakened, young people will surely relish the discovery that the question of what they can know opens up the vast adventure of what they ought to do. Here they will experience "in what" and "in whom" it is possible to hope, and be inspired to contribute to society in a way that engenders hope in others.


Dear friends, I wish to conclude by focusing our attention specifically on the paramount importance of your own professionalism and witness within our Catholic universities and schools. First, let me thank you for your dedication and generosity. I know from my own days as a professor, and I have heard from your Bishops and officials of the Congregation for Catholic Education, that the reputation of Catholic institutes of learning in this country is largely due to yourselves and your predecessors. Your selfless contributions - from outstanding research to the dedication of those working in inner-city schools - serve both your country and the Church. For this I express my profound gratitude.


In regard to faculty members at Catholic colleges universities, I wish to reaffirm the great value of academic freedom. In virtue of this freedom you are called to search for the truth wherever careful analysis of evidence leads you. Yet it is also the case that any appeal to the principle of academic freedom in order to justify positions that contradict the faith and the teaching of the Church would obstruct or even betray the university's identity and mission; a mission at the heart of the Church's munus docendi and not somehow autonomous or independent of it.


Teachers and administrators, whether in universities or schools, have the duty and privilege to ensure that students receive instruction in Catholic doctrine and practice. This requires that public witness to the way of Christ, as found in the Gospel and upheld by the Church's Magisterium, shapes all aspects of an institution's life, both inside and outside the classroom. Divergence from this vision weakens Catholic identity and, far from advancing freedom, inevitably leads to confusion, whether moral, intellectual or spiritual.


I wish also to express a particular word of encouragement to both lay and Religious teachers of catechesis who strive to ensure that young people become daily more appreciative of the gift of faith. Religious education is a challenging apostolate, yet there are many signs of a desire among young people to learn about the faith and practice it with vigor. If this awakening is to grow, teachers require a clear and precise understanding of the specific nature and role of Catholic education. They must also be ready to lead the commitment made by the entire school community to assist our young people, and their families, to experience the harmony between faith, life and culture.


Here I wish to make a special appeal to Religious Brothers, Sisters and Priests: do not abandon the school apostolate; indeed, renew your commitment to schools especially those in poorer areas. In places where there are many hollow promises which lure young people away from the path of truth and genuine freedom, the consecrated person's witness to the evangelical counsels is an irreplaceable gift. I encourage the Religious present to bring renewed enthusiasm to the promotion of vocations. Know that your witness to the ideal of consecration and mission among the young is a source of great inspiration in faith for them and their families.


To all of you I say: bear witness to hope. Nourish your witness with prayer. Account for the hope that characterizes your lives (cf. 1 Pet 3:15) by living the truth which you propose to your students. Help them to know and love the One you have encountered, whose truth and goodness you have experienced with joy. With Saint Augustine, let us say: "we who speak and you who listen acknowledge ourselves as fellow disciples of a single teacher" (Sermons, 23:2). With these sentiments of communion, I gladly impart to you, your colleagues and students, and to your families, my Apostolic Blessing.

St. Mary and St. Joseph Inter-Parish Religious Formation (IPRF) Contributes 308 Service Hours in Honor of Pope Benedict XVI

Dozens of young people from the religious education program at Appleton, Wisconsin's St. Mary and St. Joseph parishes are preparing for the visit of Pope Benedict XVI to the U.S. by volunteering in the community in honor of his birthday on April 16. A total of 308 hours of service are pledged by 42 students from the parishes to be completed by May 31.

This service project is part of a national effort by Catholic schools, colleges, parish religious education programs and seminaries called, “Birthday Blessings for Pope Benedict XVI: A Gift of Public Service from U.S. Catholic Youth and Students.” To see the current tally, visit the “Birthday Blessings” website.

In late February, the National Catholic Educational Association (NCEA), a national organization representing Catholic education at all levels, issued the invitation to Catholic young people to do voluntary acts of service in honor of the pontiff’s birthday. Pope Benedict will turn 81 on April 16, the second day of his six-day visit to the United States April 15-20.

The “Birthday Blessings” project allows each student to choose how to spend his or her time volunteering. Acts of service are broadly defined as anything that helps another person or improves the environment. Service is already a component of the faith formation program and many public schools. The service that the young people do will be enriched by prayer. Before engaging in the service, students are encouraged to pray a brief prayer, asking God to bless the pope. Some of the ways students at IPRF, who range in age from 5 to 17 are volunteering include: visiting a nursing home, participating in “Sack-it to Goodwill,” collecting books for a children’s hospital, making food for the warming shelter, helping at St. Vincent DePaul, collecting food for St. Joseph food program, collecting clothes for Community Clothes Closet, collecting items with a Girl Scout troop for an orphanage in Zambia, traveling with a group to our sister parish to deliver clothing, participating in a run/walk to honor cancer patients, helping the elderly with yard work, and various projects for Earth Day.

“Our parishes and the people in the Fox Cities give great examples of service,” said Andrew Russell, Director of Religious Education, “These young people have learned the importance of service and are realizing that it is a response to their faith. Our pastors and parishes are very proud of all our young people.”

Catholic School as a Foundation for Life

We often tend to forget that some of our most respected leaders in business, government, and the not-for-profit world owe much of their success to their formative years as students in Catholic elementary and high schools. BusinessWeek.com, in a story from the Associated Press, recently highlighted John Lechleiter , who was installed April 1 as CEO of phamaceutical giant Eli Lilly and Co., which earned nearly $3 billion last year. The article includes information on Lechleiter's memories of high school:

"His journey to the top is deeply rooted in his Catholic faith and lessons he learned growing up as the oldest of nine children in Louisville, Ky.

Lechleiter remembers the excitement he stirred at home when he won a $300 scholarship to cover a year's tuition to Saint Xavier High School in Louisville.

"My mother told me later that was the greatest day of my dad's life because he really hadn't quite figured out how he was going to swing that, knowing that there were eight others coming behind," he said.

His parents wound up sending all their children to Catholic high schools and private universities. But the brood grew up modestly. Lechleiter shared the attic of their family home, which his dad refurbished, with four brothers. Food never stuck around long. 'Dinner was served, breakfast was served and lunch was served,'he said. 'But the cookies were gone.'

A large family taught Lechleiter how to negotiate, cooperate and get along with others. It also taught him the importance of education. He tore through high school, taking advanced chemistry, physics and calculus classes.

"He would have had the most rigorous course in every discipline St. X offered at the time," said Perry Sangalli, the school's current president. Sangalli graduated with Lechleiter's younger brother, Richard, who is chief financial officer for Louisville-based Kindred Healthcare."

To read the entire story, go to this link.

Adult Faith Formation or Adult Religious Education?

In an April update for "Connection to Education," adult faith formation director Julianne Donlon addresses a common question: is our mission to adults that of faith formation or religious education? Here's her opinion:

“In fact, every aspect of and event in parish life can be intentionally fashioned as an occasion for adult faith formation. For example, every parish meeting can begin with a reading of the upcoming Sunday’s Gospel, followed by a time of reflection and sharing.” (Our Hearts Were Burning Within Us, par. 112)

The term "adult faith formation" itself may seem new to many of us. It has become more common than the more familiar "adult religious education" or “adult catechesis”. I am often asked to clarify the difference between these terms so here goes! Adult religious education may bring to mind images of instruction, lectures,classrooms and catechisms. And while adult faith formation clearly includes instruction it also provides many other types of opportunities for people to grow and mature in faith.

Adult faith formation is far more common than most people even realize. It is often woven organically through the mission of parish life, social justice programs, catechesis, outreach work etc. Adult faith formation clearly happens in a variety of contexts. While the church has offered more formal instruction for its young members for millennia, most adult formation opportunities happened informally and sporadically within normal family and parish activities. While all parish centered events have the potential to be faith-formative many adults often engage in these events without bringing into focus their own faith or the relationship between their faith and life.

The goal of adult catechesis goes beyond providing programs and opportunities for adults to learn about their faith. It points to a process whereby the adult who has been evangelized becomes the evangelizer. Through adult catechesis our communities are transformed into evangelizing communities of lifelong discipleship. The church is concerned about adult faith formation today because it recognizes that unless it intentionally offers opportunities to help adults understand what Catholics believe and shows them how Catholics act, other voices and forces within the culture will influence them to believe and act outside the faith.

Pope John Paul II stated that an active Catholic is an informed Catholic. We cannot love what we do not know. As adults we need to seek out opportunities to have serious discussions guided by faith, to pray together and to be public witnesses to our Catholic faith. The process of transformation is essential to the ongoing process of more fully living out the Gospel vision as individuals and as faith communities. Every parish event is an opportunity for the adult to become the living message of Jesus!

Adult Faith Formation calls for a spirit of generosity, of curiosity, of imagination, and of commitment. All are welcome and encouraged to participate in the multitude of ways we deepen our faith as Christians: through full participation in worship, in mission and outreach work, in teaching, leading, praying, and giving and in joining classes that call out to us and to our interests.

Our Vision for Adult Faith Formation

In his monthly report for the Diocese of Green Bay "Connection to Education," Director of Education, Dr. Joe Bound, outlines his plans for the role of adult faith formation initiatives as part of the larger diocesan education mission:

"Over the past two months, I have used this column to outline the department of education’s shared strategic vision for our role in advancing lifelong Catholic learning throughout the Diocese of Green Bay. We recognize that our religious education programs, Catholic schools, and adult faith formation initiatives are equal partners in the viability of that vision. This month, I would like to highlight the importance of adult faith formation.

Without being the voice of doom and gloom, it is evident that the U.S. bishops recognize a crisis of faith in this country. Fewer and fewer Catholics attend Mass with any type of regularity. Many adults know little or nothing of their faith and often are placed in an awkward position when questioned by their children. Also, our society is increasingly secular and our American culture is more and more materialistic and utilitarian.

Two years ago, after conversations with Bishop Zubik, and a thorough reading of the National Directory on Catechesis and Our Hearts Were Burning Within Us, we set up a separate office within the department that focused strictly on adult faith formation.

Having traveled around the Diocese of Green Bay meeting folks involved in catechesis and having attended NCEA and NCCL conventions, I have learned that there are different approaches to adult faith formation. One size doesn’t fit all. The good news is that there are a variety of very successful adult faith formation programs in our Diocese.

The five parishes of Neenah/Menasha, for example, collaborate on a robust adult faith formation calendar that offers diverse programs to many. There are many parishes with successful intergenerational programs, whose hybrid approach includes whole community catechesis within the framework of solid doctrinal teaching for the younger members of the parish. Other examples include the Credo program in Tigerton and Fr. Don Zuelger’s long-running bible study at St. Bernadette Parish in Appleton. At the diocesan level, we offer both basic and advanced religious certification programs and during the past year sponsored Fr. John Girotti’s “Know Your Faith” series as well as the Genesis to Jesus bible study.

On the front lines are the numerous parishes that offer sacramental preparation courses for parents, the theology courses, workshops, and symposia offered at St. Norbert College and Silver Lake College, the many catechetical articles in The Compass, the enrichment offered through Leadership and TEAM Days. “Living the Faith: Lake to Lake,” a collaborative effort of the parishes in Manitowoc, Kewaunee, and Calumet counties, provides solid cost-effective programming. All of these forms of adult faith formation provide a richness of experience, methodology, and learning outcomes.

Next month, I will use this space to outline a multi-step process that is currently being implemented in this critical area of catechesis."

Forming Disciples of Christ

Rosie Bartel, Green Bay's Religious Education Director, relies heavily on the General Directory for Catechesis and the National Directory for Catechesis to form the core of the diocesan strategic planning in this criticaL area. Here is a synopsis of her philosophy on "Forming Disciples of Christ:"

The reason we catechize is to bring people into communion and intimacy with Jesus, to help them have a relationship with Him. The object of catechesis is communion with Jesus Christ. The “General Directory for Catechesis” (GDC) describes the Christian life as a process of continuing conversion. Our growth in the faith never ends. “Living in Christ” means continuing to grow in our relationship with Him.

There are six fundamental task of catechesis. These six tasks are listed in the “General Directory for Catechesis” (GDC) and are discussed in detail in the “National Directory for Catechesis” (NDC), which states that each of the tasks corresponds to an aspect of faith in Jesus. The six tasks of catechesis are:

Promoting Knowledge of the Faith – This means teaching the “basics” of the faith, such as the Creed and key aspects of God’s self-revelation, found in Scripture and Tradition. This task of catechesis is a response to the individual’s desire to know. This desire comes naturally when individuals have had opportunities to encounter Christ and His message and have experienced an initial conversion.

Liturgical Education – This task involves helping others know about our celebrations in the faith, especially the sacraments. Liturgical education not only includes teaching about the form and the meaning of liturgical celebrations, but also helping individuals prepare their minds and hearts to enter into the mysteries of the faith.

Moral Formation - Moral formation is more than learning the Ten Commandments. It is about learning the moral teaching of Jesus, which is the fulfillment of the commandments and learning how to apply His teaching to our everyday lives.

Teaching to Pray – The GDC states, “When catechesis is permeated by a climate of prayer, the entire Christian life reaches its summit.” The “climate of prayer” in catechesis invites individuals into relationship with God. Prayer is conversation – talking as well as listening. This task of catechesis is accomplished by helping individuals enter into this conversation.

Education for Community Life – Catechesis prepares the Christian to live in community and to participate actively in the life and mission of the Church. Catechesis should prepare us to live and work with one another, both within the Church and in society as a whole. Catechesis should encourage a spirit of simplicity and humility, a special concern for the poor, particular care for the alienated, a sense of fraternal connection, common prayer, mutual forgiveness and fraternal love that embraces all these attitudes.

Missionary Initiation – This task involves preparing individuals to spread the Gospel to others by word and example. While only some may be called to other lands to minister in Christ’s name, all are called to live in such a way that they serve as witnesses of the faith to those who are around them.

In the NDC the bishops state that “all efforts in evangelization and catechesis should incorporate these six tasks”. In this way we pay attention to several different dimensions of faith, with the ultimate goal of forming disciples of Jesus.