John Henry Newman

With Second Miracle, Will Newman Be Canonized Soon?

Deo gratias! The Vatican reportedly has recognized a second miracle through the intercession of Blessed John Henry Newman, paving the way to a possible canonization next year.

Newman—a champion of both fidelity and reason, both of which are sorely lacking in the Church today—could be the perfect saint for our times!

In his sermon, “The Infidelity of the Future,” delivered to seminarians preparing for the priesthood, Newman seemed almost to foresee the great damage that scandals among our priests would cause the faithful, especially in a secular society that is eager to destroy religious faith altogether.

As Newman told the seminarians:

I think that the trials which lie before us are such as would appall and make dizzy even such courageous hearts as St. Athanasius, St. Gregory I, or St. Gregory VII. And they would confess that, dark as the prospect of their own day was to them severally, ours has a darkness different in kind from any that has been before it.

His concern?

The special peril of the time before us is the spread of that plague of infidelity, that the Apostles and our Lord Himself have predicted as the worst calamity of the last times of the Church. …I do not mean to presume to say that this is the last time, but that it has had the evil prerogative of being like that more terrible season, when it is said that the elect themselves will be in danger of falling away.

Already in the 19th century, Newman saw the radical turn against religion by intellectuals and social leaders. He expressed concern that Catholics “shall become more and more objects of distrust to the nation at large,” and perhaps “we may suffer disadvantages which have not weighed upon the Catholic Church since the age of Constantine.”

A special danger to the Church would be the sins of its priests.

With a whole population able to read, with cheap newspapers day by day conveying the news of every court, great and small to every home or even cottage, it is plain that we are at the mercy of even one unworthy member or false brother. …There is an immense store of curiosity directed upon us in this country, and in great measure an unkind, a malicious curiosity. If there ever was a time when one priest will be a spectacle to men and angels it is in the age now opening upon us.

How appropriate to these dark days of scandal, cover-up and denial, reaching to the very highest ranks of our priests and bishops!

But if Blessed Newman only foresaw the problems ahead, he would not be so important a model and sage for our present day, without also leading us to reform and renewal. This he did, especially in his devotion to faithful Catholic education—a key means of evangelization in a highly secular age.

In The Idea of a University and his other writings, Newman shows his conviction that authentic education ultimately leads one to the fount of Truth, the Creator, and therefore has the same object as theology in each of the ways it teaches knowledge.

Blessed Newman’s very first sermon in his university church in Dublin is particularly helpful. He recalled mankind’s creation, when by grace all the human faculties acted “in common towards one end.” But because of the fall of Adam and Eve, Newman argued, the young person has “all these separate powers warring in his own breast—appetite, passion, secular ambition, intellect, and conscience, and trying severally to get possession of him.”

The object of the Church in promoting Catholic education, then, “it is to reunite things which were in the beginning joined together by God, and have been put asunder by man.”

How much today has been put asunder, causing great confusion and even dissent among our young people?

Newman is often wrongly portrayed as emphasizing the intellectual purposes of education over the religious aspects. Quite the contrary, Newman viewed his role as rector of a Catholic university, above all, as a pastoral duty. He wrote in his journal this prayer for his students:

May I engage in them, remembering that I am a minister of Christ… remembering the worth of souls and that I shall have to answer for the opportunities given me of benefitting those who are under my care.

It is this sort of educator, this sort of education, this sort of pastoral care, that offers the promise of improving and correcting a society that neglects Truth and has turned against Faith.

Newman was certainly correct about the immense challenges facing the Church in a secular society. Nevertheless, he also knew how the battle ends. We know, too.

We look with hope to Blessed John Henry Newman’s eventual canonization, knowing that he can be a powerful patron for the renewal of Catholic education and the whole Church.

This article was first published at The National Catholic Register.

apple on desks

3 Eye-Opening Lessons for Catholics under Common Core

It’s been five years since controversy peaked over the Common Core State Standards and their use in Catholic schools. What have we learned?

By 2013 the Common Core was being adopted rapidly by Catholic schools and dioceses across the country, prompting deep concern among Catholic families. The Cardinal Newman Society launched its Catholic Is Our Core initiative to press for authentically Catholic standards. Urgent meetings with Catholic education leaders and bishops were convened to explain why the Common Core was the wrong approach for Catholic schools.

Thanks be to God, shortly thereafter the U.S. bishops’ conference advised dioceses to “review, study, consultation, discussion and caution,” noting that the Common Core was “incomplete” and not designed for Catholic schools.

Today, many dioceses have moved toward genuinely Catholic standards for their schools, but the Common Core has never been fully rooted out of Catholic education. It continues to impact testing, curriculum, and textbooks in many dioceses—although the impact varies and is never quite clear.

While the experience has been messy, hopefully it has given new insight to Catholics and Church leaders and reminded educators of the primary mission of Catholic education. Here are three key lessons that have emerged:

1. The Common Core seems unable to live up to its promises.

National test data suggest that the Common Core has failed thus far to live up to its promise of strengthening student achievement in math and language arts, even in public schools.

In an analysis of the National Assessment of Educational Progress (NAEP) published this week by Denise Donohue, deputy director of K-12 education programs for the Cardinal Newman Society, she finds, “Neither public nor Catholic schools experienced the upswing that was promised by the authors of the Common Core Standards.”

Public school scores from 2009 (pre-CCSS) to 2017 (post-CCSS) are relatively the same and are categorized in the “basic” range on the academic standards scale for the NAEP, whereas Catholic school 8th grade math scores have slid three points in the pre-test/post-test scenario (297 in 2009 to 294 in 2017). Interestingly, the cut-off for “proficient” according to the NAEP literature is a score of 299, leaving Catholic schools that much more to attain before reaching the mark. Meanwhile, the opportunity costs are unknown. Perhaps Catholic schools’ 8th grade math and reading scores might have continued their positive upward trend before the onset of the CCSS.

The U.S. Education Department’s NAEP, Donohue observes, has never been re-aligned to the Common Core like many state tests, so it is a good measure of pre- and post-Common Core achievement. International benchmarking tests also indicate that American students have not made any substantial progress relative to other nations, Donohue finds.

2. Catholic education needs Catholic standards.

Aside from the impact of the Common Core on secular education, the standards are simply wrong for Catholic schools. As the U.S. bishops conference declared in 2014:

Catholic schools must consider standards that support the mission and purpose of the school as a Catholic institution. Attempts to compartmentalize the religious and the secular in Catholic schools reflect a relativistic perspective by suggesting that faith is merely a private matter and does not have a significant bearing on how reality as a whole should be understood. Such attempts are at odds with the integral approach to education that is a hallmark of Catholic schools. Standards that support an appropriate integration should be encouraged.

The Common Core controversy helped many Catholics become aware that dioceses around the country had been relying heavily on secular state standards for many years. That is how the Common Core was initially adopted by Catholic schools without due caution and analysis. When the standards were adopted by states, dioceses quickly and voluntarily followed suit.

Now there is a greater realization that authentically Catholic standards are needed. Many dioceses have made great progress in this direction, such as the Diocese of Grand Rapids and the Diocese of Venice, which both work from the faithful Catholic Curriculum Standards published in 2016 to provide Catholic schools with an alternative.

3. Parents are the primary educators.

Many national, state and local organizations produced important analyses of the Common Core that ultimately halted its spread in Catholic schools. But it was parents who had the most important and influential voice—some voting with their feet and turning to independent Catholic schools and homeschooling.

The Common Core experience has helped remind Catholic bishops, educators and even families that parents are the first educators of their children. Catholic education serves the needs of families in educating and forming children, or it is not Catholic education at all.

Canon law states, “Catholic parents also have the duty and right of choosing those means and institutions through which they can provide more suitably for the Catholic education of their children, according to local circumstances.” If local Catholic schools aren’t enthusiastically and fully providing a truly Catholic education, parents are fully within their rights, and may have a duty, to find better, more faithful options for their children.

As Catholic school enrollment continues to decline, the Church urgently needs to renew the Catholic identity of Catholic schools to support only those that serve parents and the mission of the Church well.

For their part, parents should continue to find their voice and explain to their pastors what genuinely helps them form children for sainthood. This does not include secular fads such as the Common Core.

T This article first appeared at The National Catholic Register.

girl in chair reading

Arlington Bishop to Homeschooling Families: “Thank You”

An American bishop stood strong last week in support of Catholic homeschoolers, just days after some bishops at the Youth Synod in Rome reported comments that were offensive to homeschool parents.

On Friday, Bishop Michael Burbidge of the Diocese of Arlington celebrated his second annual Mass for homeschooling families. The Diocese reported “hundreds” in attendance.

“Dear parents thank you so much for taking seriously that responsibility of being the first teachers of the faith,” Bishop Burbidge said during his homily at Holy Trinity Church in Gainesville, Virginia, according to the Arlington Catholic Herald.

His words were especially welcome, after an unnamed group of English-speaking bishops at the Youth Synod questioned in their interim report on Oct. 9 whether parents are “qualified” to teach their children. The bishops claimed an “ideological basis” to homeschooling and noted that the U.S. bishops are “not united” in support of the practice.

Bishop Burbidge, however, clearly sees how important homeschooling has been to Catholic families in his diocese. More from Saturday’s article in the Herald:

“You may not always see the visible and immediate results that you want as homeschool teachers, but you can be assured that the seeds you are planting God will use miraculously. Thank you for the gift you are to the diocese and to our church,” Bishop Burbidge said.

Throughout the day, organizers of the event and parents expressed their gratitude for his presence.

“It really shows the commitment of the bishop to Catholic education. Whether it is in the schools or in recognizing the importance of the homeschooling community, in both ways he supports parents as the primary educators of their children,” said Diocesan Superintendent of Schools Jennifer Bigelow.

Mary Beth Balint, a homeschooling parent of six children, was thrilled about the Mass, too.

“I was so excited that Bishop Burbidge wanted to offer a Mass for homeschoolers,” said Balint, a key organizer for this year’s event as well as last year’s. “It is just great to have the support and prayers from him. I was eager to jump in and help organize the outdoor activities for the kids after the Mass.”

The support shown by Bishop Burbidge and other bishops holding similar events is a great encouragement to Catholic homeschoolers, who can feel disconnected and even disliked by priests and fellow parishioners. Bishop Burbidge also celebrated an annual homeschool Mass while bishop of Raleigh, North Carolina.

Hopefully such expressions of support are just the beginning of a healthier perspective on Catholic education. While the renewal of faithful parochial and diocesan schools should be among the highest priorities for the Church, so should the growth of Catholic homeschooling and lay-run independent schools that teach the Catholic faith. A corporate mindset that sees these alternatives as competition with the diocesan “brand” is not looking out for the needs of all Catholic families.

When every bishop and diocesan education office actively supports all forms of faithful Catholic education and withdraws support and recognition from institutions that fail to form young people in virtue and faith, we can expect a renewal of Catholic education, the family and the Church.

“Parents are the first and most important educators of their own children, and they also possess a fundamental competence in this area: they are educators because they are parents,” affirmed Saint John Paul II in his Letter to Families. God has blessed homeschooling in many ways, and I pray that it continues to gain the support of the Church’s shepherds.

This article was first posted at The National Catholic Register.

Homeschooling mom and child

Synod Report Displays Ignorance About Homeschooling

At the Youth Synod in Rome this week, one of the bishops’ discussion groups made some disappointing and ignorant comments about Catholic homeschoolers.

It’s a sad reminder that, while homeschooling seems to be gaining support from many bishops in the United States, other bishops here and abroad have yet to embrace one of the most promising developments in the Church today. Earnest and faithful homeschooling parents deserve encouragement and not derision from their shepherds.

The report from the English-language Group C bishops—whose names have not been published—reads:

  • USA has many home schoolers – bishops in USA are not united, as homeschooling can have an ideological basis – kids may have special needs
  • are parents qualified to homeschool them?

It is certainly true that the American bishops are not united in supporting homeschooling, and that is a shame. But what’s the “ideological basis” for homeschooling? Do the bishops perceive some absolute opposition to organized education? It’s not true; many homeschooled students have, at one time or another, attended schools or participated in collaborative programs.

More likely, Group C’s “ideological” comment means something else. It’s what faithful Catholic homeschoolers endure frequently from fellow Catholics, priests and even bishops—the charge that they are too “conservative” and too “moralistic.”

In my experience, those are code words for simply being faithful—for practicing the “old” ways of prayer, sacrament and moral discipline.

As a father of five homeschooled children, teacher at a weekly hybrid Catholic program for homeschoolers that is directed by my wife, and full-time advocate of faithful Catholic education, I have come to know hundreds of Catholic homeschooling families. They are trying to be faithfully Catholic in all that they do. And a key reason for not attending local Catholic schools, aside from the cost, is that too many of the schools lack strong moral and religious formation.

That’s not ideological. It’s responsible Catholic parenting.

In my homeschool community—and in the growing number of parochial, diocesan and lay-run, independent Catholic schools that have embraced the Church’s vision for Catholic education—I see primarily parents who are deeply concerned for the Christian formation of their children. They make great sacrifices to provide the education that their children deserve. And they do so, despite the often demoralizing sneers and snickers of too many in the Church.

As for the Synod bishops’ question whether parents are “qualified to homeschool” their children, it’s not clear whether the question refers to all children or only those with “special needs.” Regardless, the question shows disrespect toward parents. Every parent who is faithfully Catholic and truly loves their child is “qualified” to homeschool by the grace of God. If they lack certain skills or expertise, a loving parent will get the help their child needs, without yielding parental authority and oversight.

Trusting parents to form and care for their children is Catholic teaching! It is inherent to matrimony, reinforced during child baptism, and follows from the Fourth Commandment. And it can be made easier if parishes and dioceses actively support—not control or direct, but support—parents who choose to homeschool.

God has clearly blessed Catholic homeschooling with extraordinary results for children, families and the Church. The academic, financial, and social benefits of homeschooling have been well-documented in many studies. Moreover, homeschooled families are often represented at daily Mass, regular Sunday Mass, Confession, Eucharistic adoration and many parish activities. One recent study found that homeschooled students account for about 10 percent of priestly vocations today.

This isn’t a well-kept secret! But some of the Synod bishops have some learning to do.

Meanwhile, if America’s bishops and other Catholics are truly divided over homeschooling, then they ought to get over their discomfort. The Church should embrace faithful Catholic education in whatever form successfully leads young people to Christ and helps them become fully human—whether at home, online or in a brick-and-mortar school.

Support for homeschooling and for lay-run schools may be new to dioceses that have historically relied on schools owned and directed by priests and bishops. But we can’t confuse method for mission, which is amply served by the growing alternatives in Catholic education. All we need is to trust parents to do the job that God has already entrusted to them.

This article first appeared at The National Catholic Register.

The Land O’ Lakes Statement Has Caused Devastation For 50 Years

In hindsight, what they did was appalling.

But when several Catholic university leaders gathered in the summer of 1967 at a remote retreat in Land O’ Lakes, Wisconsin, did they fully anticipate the consequences of their vision for “modern” Catholic education? Hopefully not.

It was 50 years ago, on July 20-23, when Notre Dame’s Father Theodore Hesburgh, C.S.C., gathered his peers to draft and sign the “Land O’ Lakes Statement,” a declaration of the independence of Catholic universities from “authority of whatever kind, lay or clerical, external to the academic community itself.”

Over the course of just a few years following the statement, most Catholic colleges and universities in America shed their legal ties to the Church and handed their institutions over to independent boards of trustees. In the quest for secular prestige and government funding, many went so far as to remove the crucifixes from their classroom walls and to represent their Catholic identity in historical terms (such as, “in the Jesuit tradition”).

The wound of secularization deepened over the next few decades: many Catholic colleges and universities weakened their core curricula in favor of the Harvard model of electives and specialization, adopted a radical notion of academic freedom, embraced relativism and political correctness, and largely abandoned the project of forming young people for Christ outside the classroom.

It wasn’t until 1990 that the “Land O’ Lakes Statement” was soundly repudiated by Saint Pope John Paul II in Ex corde Ecclesiae, the apostolic constitution for Catholic universities. Although not yet accepted in its entirety, Ex corde Ecclesiae turned the tide toward renewal of Catholic identity and gave prominence to those faithful institutions that never accepted the Land O’ Lakes mentality. In the meantime, however, Fr. Hesburgh’s declaration did much damage.

It’s for good reason, then, that the “Land O’ Lakes Statement” has become a focal point in American Church history. It’s sometimes described as an explosive, revolutionary act that changed the trajectory of Catholic higher education, which may be an exaggeration. But it certainly was a watershed moment, evidenced by the rapid changes that followed the statement. It was also the culmination of years of unrest in Catholic universities—in many respects, a moral struggle with the temptation to pride and prestige at the expense of Catholic identity.

With the “Land O’ Lakes Statement,” that struggle was momentarily lost. It represented a public, deliberate choice for opportunity over mission, resulting in a voluntary exile from the once-lush gardens of truth and wisdom that had distinguished the world’s Catholic universities.

The allure of prestige

For most Catholic university graduates and educators before the late 1960s, alma mater was still as much Mother Church as her academic institutions. But more than a decade before the “Land O’ Lakes Statement,” influential academics were already expressing disappointment with the public status of Catholic universities in the United States.

This was argued forcefully by Monsignor John Tracy Ellis, a Church history professor at the Catholic University of America, whose lament was published and disseminated by Fordham University:

“…in no western society is the intellectual prestige of Catholicism lower than in the country where, in such respects as wealth, numbers, and strength of organization, it is so powerful. …Admittedly, the weakest aspect of the Church in this country lies in its failure to produce national leaders and to exercise commanding influence in intellectual circles, and this at a time when the numbers of Catholics in the United States… and their material resources are incomparably superior to those of any other branch of the universal Church.”

Note that Msgr. Ellis did not claim that Catholics were intellectually lacking, but only that they lacked academic “influence” and “prestige.” The prior claim would have been astonishing, given that Ellis’ university colleagues included (until 1950) then-Bishop Fulton Sheen—who not only was known for his radio and television preaching, but also was described as a highly gifted philosopher.

The Thomas Reeves biography of the Venerable Sheen reveals a much earlier battle, in which the saintly professor testified to Catholic University’s board of trustees against attempts to make the institution a “Catholic Harvard,” with emphasis on secular prestige. At a 1935 trustees meeting, Sheen called for the “primacy of the spiritual” in Catholic education:

“The task of integrating the supernatural with the natural, of infusing human knowledge with the divine, of complementing our knowledge of things with our knowledge of God, of making all things Theocentric, is the business of a Catholic university.”

He added that the bishops’ national university:

“…is to education what the Catholic Church is to religion, namely, the leaven in the mass. The Church is not one of the sects, it is the unique life of Christ; the Catholic University is not one of the American Universities, it is their soul.”

The deck is stacked

It would be wrong, then, to assume that Catholic identity was suddenly under assault by the participants in the 1967 retreat at Land O’ Lakes. It had endured through many trials. The appeal for academic independence from “all authority” had perhaps found its time, when society itself seemed to have turned against tradition and values.

Two other false notions about the Land O’ Lakes meeting deserve to be corrected. For one thing, the retreat was not an isolated gathering of independent reformers; it was surprisingly “official,” one of several regional meetings around the world to help draft a statement by the Vatican-affiliated International Federation of Catholic Universities (IFCU), of which Fr. Hesburgh was then president. The final Vatican-influenced document, “The Catholic University in the Modern World,” was far more traditional in its understanding of Catholic education, and in fact it is quoted in Ex corde Ecclesiae.

Second, although the Land O’ Lakes meeting was identified as the North American regional delegation to the IFCU, it was never truly intended to represent all of the region’s Catholic colleges and universities. Subsequent histories and Notre Dame’s own description indicate that the participants were focused on large, research institutions—an odd emphasis, since none of the represented universities had truly attained that status, but perhaps they aspired to it.

Moreover, it seems the deck was stacked with Fr. Hesburgh’s allies: only 10 universities were represented, including six from the U.S.: Boston College, Catholic University of America, Fordham, Georgetown, Notre Dame and Saint Louis. (The rector of the Catholic University of America was alone in publicly criticizing the resulting statement.) Of the 26 signers, seven were from Notre Dame and its sponsoring Holy Cross Fathers, and ten were Jesuits or leaders of Jesuit institutions.

Some of the signers were especially notable: Archbishop Paul Hallinan of Atlanta, Father Theodore McCarrick (then president of the Pontifical University of Puerto Rico and later Archbishop of Washington) and Father Vincent O’Keefe, S.J. (later Vicar General of the Society of Jesus).

Also intriguing is the signature by John Cogley, a leftist scholar representing the Center for the Study of Democratic Institutions. It’s not clear what he was doing at Land O’ Lakes, except that he was a celebrated intellectual in certain circles. He had been religion editor of the New York Times and a principal writer of John F. Kennedy’s 1960 speech advocating the separation of church and state. He later dissented from Humanae Vitae and became an Episcopalian.

For a few coins

I leave it to the reader to explore more of the statement itself, but I’ll make one more claim about the motivations behind it. Above I accused the signers of succumbing to the temptation for worldly prestige. But closely tied to secular prestige is the desire for money, which seems also to have been a related factor.

In 1987, Sister Brigid Driscoll, former president of Marymount College in New York, offered a defense of the “Land O’ Lakes” mentality:

“In the 1960s and early 1970s, most Catholic colleges severed even tenuous ties to the Church…

“We became independent and named lay trustees because of accreditation, the increased sophistication of higher education as a major enterprise and because of the demands of growth…

“Those decisions meant a windfall for the schools a few years later when the federal government offered financial aid to independent colleges…

“Any indication that these schools were under ecclesiastical authority could cast doubt on their independence and thus jeopardize that aid…”

The same year, in the New York Times (Jan. 16, 1987), Fr. Hesburgh made a similar claim:

“Catholic colleges and universities receive a large amount of financial help in different forms from the public monies of the state.

“…if there were no academic freedom and institutional autonomy for Catholic higher education, it might very well be that the [U.S. Supreme] Court would rule that public funding for Catholic institutions of higher learning is unconstitutional.”

In fact, however, the Supreme Court has ruled quite differently in support of religious institutions. Today some of the most faithful Catholic colleges like Franciscan University of Steubenville and Thomas Aquinas College participate freely in federal student aid programs, as does the “ecclesiastical” Catholic University of America.

It’s sadly true that, for the Catholic universities that embraced Land O’ Lakes, secularization has been rewarded with large endowments and state aid. But it’s simply not true that federal aid would have been unavailable to universities that maintained formal ties to the Church. Ironically, Notre Dame still is under some legal control by the Holy Cross Fathers; its students receive grants and loans, and it has received numerous federal grants from the Obama administration (albeit after giving the President an honorary degree).

For many smaller Catholic colleges, secularization has not benefited them financially. They struggle to distinguish themselves from state universities that provide the same job training at less cost.

Marymount College in New York is a case in point. Recall that Sr. Driscoll seemed proud of her institution’s choice to sever “tenuous ties to the Church,” bringing a “windfall” of taxpayer funds. The College closed its doors in 2007 for financial reasons.

This article first appeared at The National Catholic Register.

Aquinas College

Nashville Dominicans Turn Focus Entirely to Teacher Formation

A few years ago, Sister Mary Sarah Galbraith, OP, and her team at Nashville’s Aquinas College set out to build a four-year, traditional college by expanding disciplines beyond nursing and education and building a residential campus.

In many respects, they found significant success, and their accomplishments suggest real opportunities for colleges that strongly embrace their Catholic identity.

Now the college has a new vision — still firmly Catholic and promising the bear much fruit for the Church and the New Evangelization. Today the college’s owners, the Dominican Sisters of St. Cecilia, announced a bold new direction that focuses entirely on teacher education and Catholic schools initiatives, while retaining courses in theology and philosophy.

The shift was made partly because of financial concerns, although the college remains strong relative to many other small colleges.

I spoke to Sister Anne Catherine Burleigh, OP, spokeswoman for the Dominican Sisters of St. Cecilia, about the changes and what they mean for Aquinas College.

Centered on Catholic education

Teacher formation is a natural emphasis for the Nashville congregation, which has taught in Catholic schools since prior to the Civil War. Whereas most women’s religious orders have pulled out of Catholic schools and dwindled in number, the Dominican Sisters of St. Cecilia have expanded into 49 schools in 28 dioceses. They are located in the U.S., Canada, Ireland, Scotland, Italy, the Netherlands and Australia.

In 2013, Bishop Hugh Gilbert of Aberdeen, Scotland, was so enthusiastic in welcoming the largely American sisters to his diocese, he described them as heroes rescuing Catholic schools and Catholic culture.

“I’m old enough to remember Westerns,” Bishop Gilbert said. “And here we are, wagons drawn close, feeling our last days have come and our scalps about to be removed, when — lo and behold — the U.S. 7th Cavalry appears over the hill. Here they are, armed not with carbines but rosaries. And we can breathe again.”

The Congregation of St. Cecilia has grown by more than two thirds since 2000. About 250 of the 300 sisters are active in various apostolates, and the average age of the Sisters is 39.

“God is great,” Sr. Anne Catherine says regarding the 16 to 20 postulants the congregation sees annually.

Aquinas College, fully owned by the congregation, has been a hub for the congregation’s training for both the Sisters and lay Catholic teachers. The college is distinguished by its strong commitment to fidelity and to preparing teachers primarily for Catholic schools.

“The approach to teacher education at Aquinas College is based on the conviction that teaching is more than a career choice,” explains Sr. Mary Sarah in a press release about the reconfiguration. “It is both a gift and a mission.”

In addition to teacher formation, the college will continue its very successful initiatives in education and evangelization. The Center for Catholic Education provides spiritual and professional formation for educators and parents beyond the college, and its annual WISE Conference for Catholic School Educators provides a much-needed emphasis on Catholic identity and mission.

The college’s work in Catholic education “is more needed than ever,” says Sr. Anne Catherine. “It’s something that we do well, and we want to continue to do it well.”

Position of strength

Of course, the dramatic changes bring a lot of pain to this small, close-knit community, which learned today that about 60 faculty members and staff will lose their jobs.

More than half the college’s 257 students also must complete their degrees elsewhere. After this semester, Aquinas College will no longer offer degrees in the arts and sciences, business and nursing. The latter was once a mainstay of the college, but it had already phased out the its two-year associates program in nursing to attract more four-year, full-time students.

In keeping with the Sisters’ deep commitment to the good of their students, Sr. Mary Sarah and the college’s other leaders have worked hard to help students make the most of the situation. Fourteen colleges—including local colleges and some of the faithful Catholic colleges in The Newman Guide—have been lined up to accept Aquinas students with comparable tuition and financial aid.

Still, this was an emotional morning for students and employees learning about the new direction for the first time. College leaders were scheduled to meet with faculty and staff at 9:00 a.m., and students soon afterward. The public learned the news before lunchtime.

Did finances have anything to do with the decision? The Sisters acknowledge that Aquinas was under the same severe difficulties that most small colleges face today, competing with state-funded universities and large institutions with big endowments to support financial aid. Aquinas has just $5 million in endowment funds.

Still, it doesn’t seem that the college’s situation is dire. According to the U.S. Education Department’s financial health ratings released just this week, there are many colleges in much worse straits than Aquinas.

Sr. Anne Catherine explains that by making changes now and avoiding debt, the Sisters can be “proactive” and move the college forward “from a position of strength.” The Sisters’ principled refusal to take on heavy debt is unique among small colleges today — especially those that are rapidly expanding their campuses, as Aquinas planned to do before changing direction today. It had just built a new women’s dorm, completed in 2015.

Acknowledging the pain of displaced students and employees, Sr. Anne Catherine said that the careful financial strategy reflects the Sisters’ commitment to “do what is right and good” for the college community while protecting the college and congregation from “serious financial risk.” For now, the Sisters have concluded that abandoning the vision of a four-year traditional college with residential options and student activities is the prudent path forward.

A model for success

While the Sisters have found the changes financially necessary and have centered on their mission of serving Catholic schools, it shouldn’t be ignored what Aquinas College accomplished in recent years toward its prior goal of building a traditional college with multiple disciplines.

In just a few years, Sister Mary Sarah and the college leadership added new four-year bachelor’s level programs, expanded campus residences and student activities, and attracted faculty like Joseph Pearce, the acclaimed literary expert who has led the college’s Center for Faith and Culture. The acclaimed teacher formation program, which remains, has been valuable to bishops and educators around the U.S. and the globe.

In all of this, Aquinas proudly advertised that “we take our Catholic and Dominican identity seriously.” From renovating chapels to hiring faithful faculty, the college put its commitment into action. And the college’s leaders say that fidelity to Catholic teaching was never a detriment to attracting students and support, but in fact was a key strength.

Paul Downey, director of marketing and communications, told me a few weeks ago, “We think Aquinas is a great case study in how strong Catholic identity isn’t just a good idea from a moral standpoint. It also makes for a stronger institution.”

He said that from fall 2011 to fall 2016 — in just five years — the college posted these impressive results:

  • the portion of students who were Catholic increased from 35 percent to 63 percent, despite the college’s location in an area with only 6 percent Catholic residents;
  • the portion of students from out of state increased from 8 percent of first-time freshmen to 67 percent;
  • the portion of undergraduates who were full-time students increased from 32 percent of undergraduates to 69 percent; and
  • new students interested in non-nursing programs increased from 27 percent to 47 percent.

That’s the sort of growth that would make any faithful Catholic college envious!

It may seem contradictory to focus on these accomplishments, on a day when Aquinas College has narrowed its emphasis to teacher formation and thereby eliminated its non-education programs and its plan to expand residences. But the marked accomplishments that I highlighted don’t fully address the financial realities that the Dominicans and all small colleges face today.

What the accomplishments do demonstrate is that it would be very wrong to assume that the college substantially failed in its efforts in recent years—especially the marketing of the college’s strong Catholic identity. In many respects, the college’s Catholic identity was what allowed it to attract students and faculty, and strong Catholic identity will continue to be key to the college’s success in the future.

I hope that other Catholic college leaders learn from Aquinas College’s steadfast commitment to its Catholic mission, to its sponsoring order’s charism, and to financial prudence.

May God bless the Sisters in their very important and urgently needed work of preparing teachers for faithful Catholic education worldwide. I have no doubt that their fortitude and trust in God will carry them through this next journey.

This article first appeared at The National Catholic Register.

Student Group Big

Bishop Flores: What Every Catholic Kid Needs for School

Does “Catholic education” begin in Catholic schools—or is there something more foundational?

Bishop Daniel Flores of Brownsville, Texas, has an intriguing answer.

Last week, in his St. Hildegard Lecture at the University of Mary in Bismarck, North Dakota, Bishop Flores argued that there are “habits of the soul” that, when developed “prior to formal education,” help students become more aware of the relationships among physical and abstract realities and God.

This, he says, prepares a student to study disciplines as varied as “grammar, rhetoric, music, biology, medicine, morality and mystical contemplation.”

I spoke with Bishop Flores following the lecture to discuss the implications for Catholic families and teachers.

Back to the Garden

By encouraging formation that occurs “prior to formal education,” Bishop Flores does not propose some sort of Catholic preschool, although developing good habits in the home and parish at a young age is important.

Instead, by “prior” he means fundamental, a prerequisite for a good education at any age.

In his lecture at the University of Mary, he noted that St. Hildegard of Bingen and other great saints exhibited a “synthetic impulse, by which I mean a purposeful concern for the deeper connections that bind all that exists.” They grasped how things and ideas relate to other parts of reality, the “kinship” and order in God’s creation.

This, argued Bishop Flores, was partly a result of their upbringing within a Catholic culture and worldview.

For St. Hildegard, the synthetic impulse was “fertile ground” to produce impressive writings, musical compositions, poetry, moral teaching and scientific studies without ever having the sort of formal schooling that is common to most great thinkers. She had a mind “like Jacob’s ladder,” said Bishop Flores, that ascended to the sublime and descended into practical concerns without difficulty.

This sense of both divine purpose and the relatedness of all reality is valuable to learning, Bishop Flores argued. The synthetic impulse enables the student to gain a deeper understanding and appreciation for the world around us.

It is “somewhat natural to human beings” and therefore available to non-Catholics, but for a faithful Catholic, the synthetic impulse:

…becomes robust and fruitful with baptism into the faith; it comes with looking at life and reality from the gut awareness that the source of all that is, is the Good God; this good God loves immensely, and was interested in a garden at creation, not a wild and chaotic forest of beings related only by a competitive need to survive.

He recommended that Catholics spend more time with other people who appreciate the connectedness of all things, especially how humans relate to each other. He mentioned several categories of good company: children, whose thoughts naturally tend to both realism and imagination; the poor, whose dependency makes them appreciate the “reciprocity of human relations;” poets, writers and other artists, whose work is “reflecting the creative act of the WORD;” farmers, who are attuned to the “natural rhythms of nature;” and the saints, because charity is “the gift of knowing how to relate.”

The confidence of Catholics

I explored these themes further with Bishop Flores after the lecture. If the synthetic impulse is foundational to a good education, I wondered, does it suggest particular methods and practices in formal Catholic education, or is it cultivated entirely outside of our schools?

Bishop Flores believes that Catholic educators certainly can help nurture students’ synthetic impulse—“if you don’t have it, you have to develop it,” he said. But the point of his lecture was to suggest that Catholics, because of their faith, culture and worldview, tend to come to school already confident in the relatedness of things, making them well-prepared for learning and discernment.

Catholic educators should ask, he said, “How well habituated is the student body to seeing things as interrelated? How well have they maintained a traditional Catholic sense of the connectedness of reality?”

Where the synthetic impulse is noticeably lacking, a Catholic school can help.

“But it works much better if there is already a foundation in the home,” Bishop Flores said.

I asked whether he thinks that, given the very secular culture in which most Catholic families live today, many homes still provide this foundation for young Catholics?

He acknowledged the “very steep undertow” in our culture, which is highly individualistic. But he said there remain “expressions of very deep Catholic life” in prayer, spirituality, music and the arts. This sets many young people “on the road” to perceiving truth and the relations of things.

As for Catholic schools and colleges, it’s clear that many today have drifted away from the integrated learning and strong core curricula that helped reinforce the synthetic impulse for previous generations of Catholics. In his lecture, Bishop Flores lamented the “intellectual culture of endless disciplines and sub-disciplines happily unconcerned with what a colleague across the campus may be doing or thinking.”

What has been lost, he said, “is the sheer human joy of pursuing the signs of relationality we know are present in things that may at times appear disparate and unrelated.” Young people should wonder about the unity of creation, but academia wants them to analyze facts in isolation.

Still, that’s not the case throughout Catholic education. Bishop Flores said he is “impressed” by some Catholic schools. It “can be a blessing” that smaller schools have limited resources, he said, because teachers and parents have to work together, increasing the cohesiveness of the community.

He experienced that cohesiveness himself when studying at the University of Dallas, a faithful Catholic college. He was also “very impressed” by what he saw last week at the University of Mary.

Bottom line: there’s much to be restored in education, but “Catholic institutions are in the best position to do it.”

Flesh and blood

Earlier I mentioned Bishop Flores’ recommendation that Catholics spend more time with people in whom the synthetic impulse is especially strong. I asked him to relate this to Catholic education—can schools help provide this for students and faculty?

Obviously schools offer the opportunity for adults to engage with children, one of the groups he mentioned. It’s the encounter with children that draws grade school teachers to the profession. But Bishop Flores suggested that college professors are often too isolated in their disciplines and even socially.

“Many theology and philosophy professors, to put it bluntly, need to get out more,” he said.

We discussed the value of older students mixing with younger ones, an aspect of homeschooling that I’ve found particularly healthy for my own kids. Bishop Flores said he encourages high school students to mentor younger ones and develop an ethos of “looking out for each other.”

Catholic education can also introduce students to the poor. But the encounter should be more than “social justice” activities and providing material aid, Bishop Flores suggested. It should help students relate humanly to the people they help by getting to know them.

“The poor are not a category,” he said. “We’ve eclipsed the personal encounter, because we’ve categorized people.”

With regard to experiencing the arts, we talked especially about the Hispanic Catholic culture prevalent in his Brownsville Diocese, with its “very tactile” feasts, processions and devotions. Bishop Flores said these are reminders of early European expressions of Catholic life, like the ornate Polish churches he explored as a youth, which can be “extremely powerful” in transmitting the faith and encouraging wonder.

“The Church needs to recapture some of the ethnic beauty of the Church,” he said.

And students should be introduced to the saints, especially by the display of relics. Bishop Flores finds that young people “are the most responsive” to such tangible displays of both divine and material reality.

“Christianity becomes an idea until you put some flesh and blood on it,” he said.

True Catholic education

After our conversation, it occurred to me that Bishop Flores’ contemplation of the synthetic impulse is helpful to developing a proper sense of Catholic education.

Instilling good “habits of the soul” in young people prepares them for formal schooling, but it is already part of Catholic education in its own right. Catholic education is not an institution with the label “Catholic.” It is the project of forming young people in the faith for fully human living and to gain the inheritance promised by Christ.

So when Catholic parents and parishes nurture the synthetic impulse by teaching the faith and living Catholic culture, it is as much an exercise of Catholic education as teaching theology in a classroom.

Blessed John Henry Newman said Catholic education should integrate religion and science so as “to reunite things which were in the beginning joined together by God, and have been put asunder by man.” By appreciating “the grandly expressive relation between all things that are,” Bishop Flores added, “a Christian is called by grace to be the mediator of a related world that struggles to live up to its relations.”

Now that sounds like a Catholic education that lives up to its name.

This article first appeared at The National Catholic Register.

thomas aquinas college chapel

One Catholic College Temporarily Closes, But Another Springs Up

In 2008, the cover of Commonweal magazine proclaimed this headline: “Catholic to the Core: How One College Does It.” It celebrated the 10-course, four-year core curriculum and strong commitment to liberal education at Saint Joseph’s College in Rensselaer, Ind.

But last week, Saint Joseph’s announced that it would temporarily shut down its main campus with hopes of erasing its debt and starting over again. According to news reports about the college’s needs, dwindling endowment and inability to turn assets into cash, it seems the college has a very steep climb to get back on its feet—and it’s already facing a possible loss of accreditation.

Coincidentally or providentially, in the very same week, Thomas Aquinas College of Santa Paula, Calif., announced that it would be opening a new campus in Northfield, Mass., in the fall of 2018.

Depending on which model other Catholic colleges choose to follow, last week’s news may be a harbinger of future college closings or a hopeful sign of the renewal of Catholic education.

‘In all things to remain faithful’

Commonweal has never featured Thomas Aquinas College on its cover or even offered faint praise for the college—at least I could find none in its online archives. That’s a shame, because Thomas Aquinas exceeds Saint Joseph’s in its commitment to a strong core curriculum and liberal studies. But there are substantial differences between the institutions that, no doubt, explain the apathy of the “Catholic lite” authors at Commonweal and the excitement among many Catholic parents, priests and bishops about the ascendancy of Thomas Aquinas College.

The college has risen up both the Catholic and the secular rankings as one of the top colleges in the nation. It is highly recommended by National Catholic Register (“producing vocations at a time when vocations from far larger and better known Catholic universities have slowed to a trickle”), The Cardinal Newman Society (“impressive intellectual rigor that is matched by a commitment to orthodox Catholicism”), the American Council of Trustees and Alumni (curriculum is in top 2 percent of U.S. colleges), the Intercollegiate Studies Institute (“one of the strongest curricula in the U.S.”), Princeton Review, U.S. News and World ReportKiplinger’s “Best Values in Private Colleges” and more.

But the real selling point about Thomas Aquinas College is its alumni, who bear all the marks of highly educated, highly capable and devotedly Catholic young men and women. Thomas Aquinas is second only to Princeton University for alumni satisfaction as measured by annual giving.

It’s incredible and contradicts all the secular “wisdom” that a staunchly faithful Catholic institution, unreservedly committed to the true Faith and to a pure liberal arts curriculum, can survive and even thrive in today’s American culture. But we see other confidently Catholic colleges in The Newman Guide doing well also. That bodes well for Catholic families.

Thomas Aquinas College embraces a strongly Catholic identity that is rooted in the firm conviction that the Catholic Faith is revealed truth and therefore foundational to higher studies. This carries through the curriculum, the residence halls, and the frequent activity at the stunningly beautiful campus chapel.

According to the college:

At Thomas Aquinas College, the Catholic faith is more than a mere adornment on an otherwise secular education. The intellectual tradition and moral teachings of the Catholic Church infuse the whole life of the College, illuminating all learning as well as the community within which learning takes place. The curriculum is ordered toward theology — that is, the knowledge of God — and the College strives in all things to remain faithful to the Magisterium of the Catholic Church.

Reinventing a college

That’s simply not the way Saint Joseph’s has chosen to market itself. Relative to other Catholic colleges, Saint Joseph’s has demonstrated pride in its history as a missionary school for Native Americans and has taken steps to preserve its Catholic identity. And yet, there is something clearly different implied in the college’s appeal to “Gospel values” and “Christian humanism” than the integrated Catholic culture that Thomas Aquinas College embraces without reserve. Although Saint Joseph’s has held on to its strong core of liberal studies, I don’t believe that it could claim a program of Catholic formation and a curriculum and campus life that exude certainty that our Catholic Faith is where we meet the very source of knowledge and truth.

Cardinal Raymond Burke, when visiting Thomas Aquinas College, described the students as showing “a deep love of Christ, God Incarnate, and of His Church.” Most college admissions directors would say that doesn’t “sell” today. But Thomas Aquinas and other colleges are doing it. The waiting list is large enough to warrant a new east coast campus.

No doubt the editors of Commonweal would cringe at what might be perceived as a closed, non-diverse community at Thomas Aquinas. That’s one way to see it, although I think they’d find more diversity among the students than they assume, and it’s impossible not to be drawn to the beauty of Catholicism as soon as one steps onto the Santa Paula campus. Saint Joseph’s still has much of this also, especially with its large iconic chapel, although its presence seems more a tribute to the past than to a vibrant, living Catholic culture.

What I see at places like Thomas Aquinas College is a joyful, unapologetic embrace of our Catholic Faith as the door that opens our minds to true wisdom and virtue. If the purpose of a college is to teach and seek truth, then nothing Catholic—not our beliefs, ethics, practices or traditions—should be regarded as anti-intellectual or otherwise opposed to the work of the academy.

And so I question the exaggeration of another media headline: “Can a Small College Close to Reinvent Itself?” from the Chronicle of Higher Education last week. It detailed the efforts to save Saint Joseph’s by, it appears, primarily cutting programs and faculty to address its financial woes. Nothing is mentioned about emphasizing the college’s obvious market niche to recruit new students—its core curriculum and its Catholic identity. It won’t surprise me if the core curriculum goes away entirely in the new Saint Joseph’s College, if it manages to reopen.

From my perspective—after 25 years of urging Catholic higher education leaders to renew Catholic identity in fidelity and joyful service to the Church—that’s not “reinventing” a Catholic college at all. It’s tinkering with an old house that was long ago condemned by the higher education elite, which now dominates the surrounding community and has rezoned it for purposes that a small Catholic college can never fulfill. If Catholic colleges today want to compete in the same market as public universities and secular elite institutions, they’ll most likely close before long.

What might have been?

I can’t say that’s the primary reason Saint Joseph’s failed—especially since it held on to its Catholic identity better than many others—but a new, exciting embrace of the college’s roots might have helped bring students in. A cursory review of the college’s website reveals a Catholic baseline but little that would be especially attractive to someone seeking a faithful Catholic education. The college has no theology department, just majors combining philosophy and broad religious studies and a graduate program for lay ministers sponsored by the Diocese of Lafayette. Its campus ministry offers a daily Mass and a couple on Sundays, confessions, liturgical activities and Taize prayer. It sponsors a large number of service activities—which are important but found at most secular colleges today—and a pro-life club and LGBT “safe zone” training. Other campus clubs include the Spectrum Alliance for “people who fall anywhere on the spectrum of gender identities and sexual orientation.” Residence halls are mostly single-sex, a rare blessing even in Catholic colleges today.

Who knows what might have been, had Saint Joseph’s decided to fully embrace the model of Thomas Aquinas College? I doubt we’ll get a chance to see. But other colleges could get ahead of their debt and give it a try.

I think it’s certain that a small Catholic college that sees its identity as something of an historical note, recalling a Catholic culture that has disappeared, will not successfully compete with secular private and public higher education. But a college that restores Catholic culture—that lives it today and immerses its students in the beauty and wisdom of the Catholic tradition—will be blessed, I believe.

It’s exciting to see the new efforts like Pontifex University, a Catholic graduate arts school, and Our Lady Seat of Wisdom, a Canadian college that just got approval for a three-year bachelor’s degree. And there are many others in The Newman Guide that are growing with the support of Catholic families and increasing awareness of these faithful college options.

Thank you to all of these colleges for giving Catholic parents hope. Let’s pray for them, as it’s a difficult time for all small colleges, to be sure.

This article first appeared at The National Catholic Register.

Scalia and Gorsuch: Both Lamented ‘Liberalism’ in Catholic Education

When President Donald Trump said he would nominate a Supreme Court justice in the mold of Justice Antonin Scalia, who died one year ago on Feb. 13, everyone knew that meant someone who shares Scalia’s originalist philosophy of constitutional law.

But who expected that the appointee, Neil Gorsuch, would be another Georgetown graduate? And one who apparently once shared the late Catholic jurist’s disapproval of “liberal” trends in Catholic education?

To be precise, Scalia graduated from the Jesuits’ Georgetown University in 1957, and Gorsuch graduated from Georgetown Preparatory School in 1985. But years earlier, both institutions sprang from the same Georgetown College that Father John Carroll (the future archbishop of Baltimore) founded in 1789. In fact, there was little distinction between the secondary school and the college for nearly a century. The Preparatory School finally separated and moved from Washington, D.C., to its present location in Bethesda, Maryland, in 1919.

‘Not Catholic Anymore’

When Father Carroll founded Georgetown, it was with great hope that the school would help firmly establish the Catholic Faith in America.

“The object nearest my heart now, and the only one that can give consistency to our religious views in this country, is the establishment of a school, and afterwards a Seminary for young clergymen,” he wrote in 1785 to Father Charles Plowden in England.

A historian at Georgetown Prep, Steve Ochs, has written that the College once embraced the traditional view of Catholic education—that its aim is to form young people in Christ and for Christ: “Most importantly, the Jesuits of Georgetown regarded the Christian formation of students as their primary mission. Knowledge and skills, although important, were approached as a means to an end: the knowledge and love of God.”

The University today, sadly, no longer has this view of education. This is most apparent in the dossier on Georgetown scandals that accompanied the late William Peter Blatty’s petition to the Vatican.

In 2014, Justice Scalia famously declared that “Georgetown University is not Catholic anymore.” In his days at Georgetown, Scalia said, “they rolled you out of bed to attend Mass. Not anymore.”

According to The Remnant:

One little vignette still fondly remembered by the Justice harks back to what Georgetown was.

At his final oral exam prior to receiving his degree (History), Scalia was breezing along when Dr. Wilkinson, the chairman of the department who presided over the three professor panel, asked this question: What was the most important event in the history of the world?

The confident candidate thought, “I have done very well up to here and there is no wrong answer to this one,” but as he responded Prof. Wilkinson continued to shake his head signaling that the student had it all wrong. Was it the Battle of Waterloo, or the Greek valor at Thermopylae? The panel member remained unimpressed with the candidate’s answers.

Finally, Dr. Wilkinson replied: “Mr. Scalia it was the Incarnation, when Christ became a man that is the correct answer.” One seriously doubts that Dr. Wilkinson’s question is ever asked at Georgetown examinations today, and if it were, clearly his response would no longer be considered correct. Despite his answer, Antonin Scalia graduated from Georgetown U. summa cum laude, no mean feat in those days in which grades were not “curved,” and no one had ever heard of “grade inflation.”

The prior year, Scalia addressed Catholic students at the University of Virginia and also criticized Georgetown University:

“When I was at Georgetown, it was a very Catholic place. It’s not anymore—and that’s too bad,” Scalia said. “What has happened to Catholic universities, that they would lose their reason for being?”

He said the Catholic Church as a whole “has been in trouble for a while,” having lost some of its zeal for evangelization, for which Catholic education is the Church’s primary tool.

Need for Moral Formation

Justice Scalia didn’t come to that view toward the end of his life; he had deep concern for Georgetown and Catholic education generally for many years. In 1997, Scalia addressed The Cardinal Newman Society’s national conference in Washington, D.C., and he urged Catholic colleges to hold on to their Catholic beliefs:

The American landscape is strewn with colleges and universities, many of them the finest academically in the land, that were once denominational, but in principle or practice no longer are. With foolish sectarian pride I thought that could never happen to Catholic institutions. Of course I was wrong. We started later, but we are on the same road.

Scalia believed strongly in the continued need for Catholic education in today’s society, “because of the moral environment in which its work is conducted—an environment that sternly disapproves what the Church teaches, and in most cases what traditional Christianity has always taught, to be sinful.”

For that reason, the Catholic college must not shy away from “moral formation,” he said. “Catholic universities cannot avoid that task, and indeed betray the expectations of tuition-paying Catholic parents if they shirk it,” he argued.

Again in 2011, in a speech given at Duquesne University School of Law, Scalia adviocated moral formation:

Our educational establishment these days, while so tolerant of and even insistent on diversity in all other aspects of life, seems bent on eliminating the diversity of moral judgment, particularly moral judgment based on religious views. I hope this place will not yield, as some Catholic institutions have, to this politically correct insistence upon suppressing moral judgment, to this distorted view of what diversity in America means.

Scalia told the audience that moral formation “has nothing to do with making students better lawyers, but everything to do with making them better men and women. … Moral formation is a respectable goal for any educational institution, even a law school.”

He added, “A Catholic law school should be a place where it is clear, though perhaps unspoken, that the here-and-now is less important, when all is said and done, than the hereafter.”

An Episcopalian Conservative

Scalia’s high school experience, like his experience of 1950s Georgetown, was very good. He said that he became a “serious Catholic” at the Jesuit Xavier High School in New York, because of the “thoroughly religious atmosphere of the school.”

Gorsuch also attended a Jesuit high school, and like Scalia, he was a successful student. Scalia graduated in 1953 as valedictorian and first in his class at Xavier. Three decades later, Gorsuch was a top debater and was elected student body president at Georgetown Prep.

Both were fiercely conservative even as young men. “This kid was a conservative when he was 17 years old,” said Scalia’s classmate and future New York State official William Stern. “An archconservative Catholic. He could have been a member of the Curia. He was the top student in the class. He was brilliant, way above everybody else.”

Gorsuch, too, was openly conservative, but he found himself in a different environment than the “thoroughly religious” Xavier that Scalia attended. According to the Jesuit America magazine, Gorsuch sparred with both political and theological liberals at Georgetown Prep, even though he was an Episcopalian:

As a student at the tony, Jesuit-run Georgetown Preparatory School, Neil Gorsuch, the son of a Reagan administration official, was known as something of a conservative firebrand among the mostly center-left student body and faculty.

In the 1980s, students at the D.C.-area boarding school spent the minutes before student government meetings hashing out the political debates of the day.

Mr. Gorsuch, who was nominated on Jan. 31 to the Supreme Court by President Donald J. Trump, participated in the informal debates, where he was routinely teased, accused of being “a conservative fascist.” No shrinking violet, he would shoot back, taking on the liberal ethos of the school and even arguing with religion teachers about the liberal theological trends in vogue at the time.

Nevertheless, America reports, Gorsuch was popular and appears to have had a sense of humor, which was the cause of a recent flurry of news reports claiming that President Trump’s Supreme Court nominee had founded and led a “Fascism Forever” club in high school.

Ochs, the historian who teaches at Georgetown Prep and remembers Gorsuch from years ago, explained to America that the club was “a total joke.” Among the activities that Gorsuch listed in his high school yearbook, he identified himself as “Founder and President” of the “Fascism Forever Club.” (He also claimed to be a “Lousy Spanish Student” and president of the “Committee to reform The Beast.”)

“There was no club at a Jesuit school about young fascists,” Ochs told America. “The students would create fictitious clubs; they would have fictitious activities. They were all inside jokes on their senior pages.”

But it was not all fun at the liberal Jesuit school, apparently.

“There were some teachers who were ultra-liberal, and he would spar with them in class, like in religion class specifically, I remember, but always in good nature,” Ochs told America.

Distinguished Alumni

There’s been no sparring with Georgetown Prep this year over its graduate’s nomination to the Supreme Court.

“We are proud to have a son of Georgetown Preparatory School, a Catholic, Jesuit school founded the same year the United States Supreme Court was established, nominated to the nation’s highest court,” said Father Scott R. Pilarz, S.J., the school’s president, in a public statement. “All of us at Prep send our prayers and best wishes.”

America also reports that 70 of Gorsuch’s 90 classmates wrote a letter to Senators urging his confirmation.

If their wish is granted, Gorsuch is widely expected to be a strong advocate on the Court for religious freedom and the protection of human life from abortion and physician-assisted suicide.

When accepting his nomination, Crux reports that Gorsuch thanked his “friends, family and faith” for keeping his feet on the ground.

This article first appeared at The National Catholic Register.

Georgetown University from observatory, Washington, D.C.

‘Exorcist’ Author’s Canon Law Case Against Georgetown Continues

William Peter Blatty, best-selling author and Academy Award-winning screenwriter of The Exorcist, died Thursday at the age of 89 after battling a form of blood cancer. But his final work is still underway: a petition to the Vatican, seeking the enforcement of canon law to reform Georgetown University’s Catholic identity, is still in front of the Church’s highest court.

Although Bill Blatty is appreciated widely for his writing talent, great humor and one of the scariest movies ever made, we should also remember him as a faithful Catholic and a passionate advocate for Catholic education.

In many of his works, Blatty explored the depths of good and evil, psychology, theology and spirituality with great respect for his subject matter. And as he explained often, his objective was never “horror.” His was an inspiring human quest to catch a glimpse of God amid extraordinary experiences that test the soul.

In his last years, Blatty’s appeal to the Vatican to correct Georgetown’s wrongs demonstrated that his Catholic faith remained strong, as did his deep concern and love for the sincerely Catholic university that he attended in the 1940s.

Petition at Vatican

Manuel Miranda, a Georgetown alumnus who helped Blatty organize the petition, told me Monday that Blatty made arrangements before his death to keep the Vatican petition alive.

Blatty named Miranda his “alternate” in the canon law case. Miranda, a former president of The Cardinal Newman Society, served as Blatty’s legal counsel and helped him found the Father King Society of concerned Georgetown alumni, students, parents and faculty members. The case has worked its way through the Catholic hierarchy to the Vatican’s highest court, the Supreme Tribunal of the Apostolic Signatura, and the King Society’s canon lawyer will meet with the Signatura about the petition this week.

In May 2012, Blatty wrote a letter urging friends of Georgetown to join his canon law petition. “For 21 years now, Georgetown University has refused to comply with Ex corde Ecclesiae (“From the Heart of the Church”), and, therefore, with canon law,” Blatty wrote. “And, it seems as if every month GU gives another scandal to the faithful!”

The petition, which Blatty began thinking about filing a few years prior, was announced on the heels of Georgetown’s announcement that HHS Secretary Kathleen Sebelius was invited to speak at the university’s 2012 commencement. Sebelius, a Catholic, had expressed public support for abortion and led the implementation of the HHS contraception mandate. The mandate — which is still being fought in the courts — threatens the religious freedom of Catholic institutions and had been vigorously opposed by the U.S. bishops in numerous public statements before Georgetown invited Sebelius to campus.

At Blatty’s request, the Newman Society produced a dossier documenting the numerous Catholic identity abuses at Georgetown. Many but not all of these abuses have been reported, but the full dossier and petition have not yet been made public.

“Each of these scandals is proof of Georgetown’s non-compliance with Ex corde Ecclesiae and canon law,” Blatty wrote in 2012. “They are each inconsistent with a Catholic identity, and we all know it. A university in solidarity with the Church would not do these prideful things that do so much harm to our communion.”

In May 2013, the petition was submitted to Cardinal Donald Wuerl of the Archdiocese of Washington with the support of more than 1,200 “alumni, students, parents, teachers, and other laity from around the world.”

“After one year of work, the petition we submit today is 198 pages, 476 footnotes, 91 appendices, 124 witness statements, a commissioned 120-page institutional audit of Georgetown, a sworn certification of facts, and a legal opinion,” Miranda announced. “We have documented 23 years of scandals and dissidence, over 100 scandals in the most recent years alone.”

The Archdiocese of Washington advised that the petition be sent to the Vatican, and in October 2013, Blatty announced that the case was submitted to several dicasteries in Rome. The petition then had 2,000 supporters.

“What is profoundly interesting is that the very first remedy that we asked of the Archbishop of Washington, His Eminence, Donald Cardinal Wuerl, was: ‘If the Holy Spirit leads you to it and your conscience will allow it, to declare publicly that Georgetown University is compliant with Ex corde Ecclesiae, orients its institutional initiatives according to standards that are consistent with the norms and morality of the Church, and lives up to the title ‘Catholic,’” Blatty said in a statement at the time. “His Eminence opted not to do that.”

Impact uncertain

On April 4, 2014, Blatty received a response to the canon law petition from Archbishop Angelo Zani, secretary of the Vatican’s Congregation for Catholic Education. “Your communications to this Dicastery in the matter of Georgetown University. . . constitutes a well-founded complaint,” wrote Archbishop Zani. He added, “Our Congregation is taking the issue seriously, and is cooperating with the Society of Jesus in this regard.”

The petition has since been appealed to the Apostolic Signatura. It is not clear what communications have resulted between the Vatican and Georgetown University, but the Catholic identity abuses at Georgetown have continued with no indication that administrators will conform with Ex corde Ecclesiae.

Last March, for example, the Archdiocese of Washington chastised the university for hosting Planned Parenthood CEO Cecile Richards on campus — a woman responsible for the deaths of almost three million babies. The Archdiocese said Georgetown lacks an “environment of morality, ethics and human decency” on campus, and the archdiocesan newspaper went even further in denouncing the decision.

“Welcoming an ardent supporter of the violent taking of an unborn human life is deeply offensive and heart-rending to other Georgetown students, teachers, alumni and community members who believe in the Catholic teaching that all human life has God-given dignity from conception to natural death,” the paper stated in an editorial. “Apparently to some, the one group of people that it is acceptable to offend, even at a Catholic university, are Catholics.”

Richards used her platform at Georgetown to rally support for Planned Parenthood and the moral evils of abortion and contraception, potentially endangering students’ souls according to the Newman Society, which called on Georgetown to rescind the invitation. 

Unfazed by criticism about giving a platform to America’s top abortion activist, Georgetown hosted a day-long strategy session for abortion activists in November 2016 who gathered to discuss the “injustices” of legal barriers to abortion. The event was capped off by a presentation meant to gather support for legislation that would force taxpayers to pay for abortions.

‘Our only recourse’

The scandals at Georgetown were heartbreaking to Blatty, who attended Georgetown on a full scholarship and had great respect for the Jesuits of his day. Matt Archbold wrote in 2013, “Blatty’s love of Georgetown runs deep and back to the time when he attended the Jesuit university. Georgetown wasn’t just the setting for the book and the classic film. ‘The film is in many ways a hymn to Georgetown,’ William Friedkin, the film’s director, recently told USA Today in an interview with him and Blatty to mark the film’s upcoming 40th anniversary.”

The canon law petition was not intended to punish Georgetown for its swing away from a once-strong Catholic identity, but instead Blatty wanted to spark reform.

“I believe [a canon law petition] is the only thing that can stop Georgetown in its path,” Blatty told The Cardinal Newman Society in a May 2012 interview. “Only firm Church action can save it and make it a great university. It is our only recourse. Our only hope.

“And not just at Georgetown,” he said. “I hope alumni from other colleges will contact me for help in submitting petitions regarding their colleges. I hope that Georgetown will see the light and alter its course.”

William Peter Blatty, requiescat in pace. It now remains for other good Catholics to continue your noble effort.

Newman Society Editor Adam Cassandra contributed substantially to writing this report.

This article first appeared at The National Catholic Register.