My word for 2012 has been “gratitude.” I have tried to be more mindful of the wonderful blessings in my life and express gratitude in all areas of my life. First things first: I have improved dramatically at writing and remembering to send Thank-You notes. I think that may be the only real deliverable; the rest of my gratitude practice has been solely in my own mind and heart.
As I’ve been crawling, inching, barely progressing on the series Breaking Bad, I’ve been reflecting on my own life, my own decision-making rationale, my gifts and support systems. Of course, the onslaught of gratitude and related emotions has been a refreshing reminder of how beautifully hopeful and heartbreaking life can be.
But the greatest gift I’ve ever been given was my education. From the age of three, I was enrolled in private, Catholic schools. While I realize that Catholic schools are a hot-mess of crazy (this is true), I also realize how valuable the emphasis on education is. I remember begging my parents – pleading my case every single year – to let me go to public schools. They didn’t.
I went to a Christian Brothers high school, but my real luck came from the Jesuit university I attended. The Jesuits are noted for their commitment to the education of the whole person. If there’s one thing I took away from my college experience, it was “solidarity.” While Loyola may not be known for their commitment to the betterment of Rogers Park (I think it’s a no-win situation, as far as land ownership goes, but on the plus side, the Loyola stop is in pretty good condition. and there used to be a Dunkin Donuts!), they’ve always emphasized service-learning and commitment to communities of all kinds, more than just their own student body.
My professors there were not all devout Christians, but they were all devout scholars and educators (give or take a few). One of my favorite professors was a women’s studies professor who taught some of my feminist theory classes. She was a devout Catholic, but freely admitted that as a woman, she had problems with some of the catechism. I so adored her commitment to her faith but her willingness to question it and call attention to its hypocrisies and flaws. It allowed me to see the Catholic faith in a new light, and for that, I will be forever grateful.
While attending Loyola, I lived in one of the most racially diverse neighborhoods in the city of Chicago, which is already a wonderful blend of everywhere. But that’s not the point, even though I will carry pieces of Rogers Park in my heart forever. The point is that my educational experiences have left me a more rounded, grounded, rational human being. I’ve traveled to Europe for a forensic trip because I was lucky enough to have the most badass forensic teacher (we had one of the only forensic science classes in the country at the time) ever. Loyola prepared me to open my heart and mind to the conditions in the townships in South Africa.
All of this education has left me curious, well-informed (mostly), and most importantly, someone who cares about the well-being of all human beings (solidarity, solidarity, solidarity, and so on).
Regardless of your religious views (trust me, I have plenty of opinions and don’t ever get me started about the current Pope), this article should give you hope for the future and hope that educations such as mine will continue to cultivate a love of learning in young minds everywhere:
By Carl Bunderson
Denver, Colo., Oct 16, 2012 / 03:03 am (CNA).- Our Lady of Lourdes Catholic School based in Denver, Colo., has nearly doubled its enrollment in just one year by introducing a classical curriculum.
“This is something people want, and they’ve wanted it for a long time, and now it’s available,” principal Rosemary Anderson told CNA Oct. 10.
Our Lady of Lourdes is a pre-kindergarten through eighth grade school. The parish’s pastor, Monsignor Peter Quang Nguyen, had helped turn around a number of schools in the Archdiocese of Denver which had been in danger of closing. He was assigned to Lourdes five years ago.
When Msgr. Quang hired Anderson to be principal in 2010, the school was in “quite a bit of debt” and had only 104 students enrolled. That figure is 180 today.
The school’s capacity is 235 and Anderson believes that by the next school year, “we’ll have to start wait-listing kids.”
“The biggest problem when I came on was that everyone thought the school was going under. The attitude has changed…Now people know this place will be there, and their kids are getting a phenomenal education, and parents don’t have to worry that it will close in a few years.”
“I’m very grateful for Monsignor Quang’s support. None of this would have happened if he wasn’t completely on board,” she added. “We were right in this together.”
Anderson noted that classical education is meant to help students learn how to think, rather than merely teaching them “subjects.” The program at Lourdes school was inspired by 20th century author Dorothy Sayers’ essay “The Lost Tools of Learning,” and the work of Laura Berquist, who was involved in the founding of Thomas Aquinas College – a Catholic university in southern Calif. which uses the classical model.
“She’s a huge influence,” Anderson said, “she founded a homeschooling curriculum called ‘Mother of Divine Grace’ and is brilliant in the ways of classical education.”
The foundation of classical education is a set of three methods of learning subjects, called the trivium, which is made up of grammar, logic, and rhetoric.
Lourdes school will focus on the grammar and logic phases, and will introduce the eighth graders to rhetoric.
The trivium “happens pretty naturally” using the classical curriculum, and ideas of grammar and logic and integrated into the subjects taught to students: “it flows naturally from the way teachers are teaching,” Anderson expressed.
This year saw the hiring of five new teachers, in a faculty of 15 total. And out of those five, four have either had a classical education or taught in a classical school, Anderson reported. “I brought in people who know what the vision is…they’re confident in how to teach” classically.
Anderson noted that the school drew in numerous students who had previously been schooled at home. Several homeschooling parents enrolled their children as this type of education wasn’t available before. “Now they know there’s something that will sync up with what they’ve taught” their children.
Several non-Catholic families have also come to Lourdes just for the classical education, Anderson said. She expects that group to grow as well, “because it’s a great education.”
Parents at the school are very invested in the classical model, which she “welcomes completely.” She pointed to the Catholic teaching that parents are the primary educators of their children, and that “we’re just here to help them.”
Anderson was encouraged to differentiate her school, and with the “support and knowledge”of Bishop James D. Conley – former apostolic administrator of the archdiocese – chose to follow this approach to education as a way of imparting to students the art of learning.
“The classical approach is Catholic, through and through,” said Anderson. While “other schools are doing great things,” “no other Catholic schools in the diocese are doing this yet.”
The school’s re-organization will be a three-year process. The first year, which is occurring presently, involves a re-vamp of the English department and the introduction of Latin classes.
Latin was introduced in place of Spanish because of its importance as the basis of all Romance languages. Students “logically process things better when they know Latin,” said Anderson. She pointed to high school freshmen who “test into honors French, without having had any French before, just by knowing the root language.”
Latin is important for the grammar stage of the trivium because its nouns decline, or change their ending according to function they are performing in a sentence. This helps students to better understand how languages work, and it is coupled with the memorization of poetry.
The second year of the school’s rehabilitation will consist of a renewal of science and social studies.
“We’re not necessarily changing the material we’re teaching, but how it’s given to the kids, which is a step away from dependency on textbooks,” said Anderson.
Students will be reading more primary sources for history, and in English classes, reading historical novels to tie-in with their history classes.
“All the classes are very intertwined. What they’re reading in English should correspond to what they’re learning in history, and in history should be able to carry over to the virtues they’re learning about in religion, so it’s all very integrated.”
Morgan McGinn is in her second year at the school, and teaches second grade. She discussed how the move to classical education has changed her teaching style.
“I have to read and discover knowledge on my own before I can share it with my kids…It’s definitely changed my teaching; I can’t just look at a book anymore and read the lesson, and be prepared for the next day.”
“I’ve had to almost flip everything I know about education upside-down to teach classically,” she said.
Her students are now “required to think more,” rather than having “the information they need to know fed to them.”
The holistic approach of classical education, meant to build up the whole person, translates to an emphasis on the fine arts. “We already had a great performing arts and speech department here…so that was already very integrated,” said Anderson.
The school’s music and performing arts teacher, Patricia Seeber, is a veteran of the school, having taught there for 13 years.
“The feel where we’re at spiritually with the kids, that we’re making that the most important part of the day, has shifted for the better,” she said.
“It just feels like they’re really responding to it in a great way.”
In keeping with the introduction of Latin into the curriculum, Seeber has added Latin hymns among the songs prayed at the school’s bi-weekly Masses.
“We raised the bar I think a step or two higher than a lot of schools do, and the kids really rise to the occasion.”
Lourdes’ classical education is meant to help the students realize their full potential “spiritually, intellectually and socially,” and help draw them to God through the true, the good, and the beautiful.
The parish’s maintenance director, Bryan Heier, reflected on Anderson’s leadership at the school, saying “with enrollment as high as it is so quickly, she’s doing something right.”