APOSTLES OF TO -MORROW Catholic Action in the Schools IMPORTANT PAPER BY REY. FATHER HUSSEY In recent issues of "The Record' we have featured instalments of the paper read by Rev. Father Hussey at the recent Diocesan Teachers' Conference. The subject, "Apostles of To-morrow-Catholic Action in the Schools,'' created widespread interest amongst those who attended the discussions. The practical scope of the paper and the recommendations resulting from the open forum afterwards, suggested a new approach to the all-important question of how to form apostles. The school is the Seminary of Catholic Actionists-and Catholic Action is the hope of the Church to-day. As yet too few realise just what Catholic Action implies, and it is heartening indeed to note the intelligent and sympathetic interest shown by the Diocesan Teaching Orders in the question of the initial formation of future militants of Catholic Action. Until our schools are really seminaries of C,..tholic Action, we are building on shifting sand. The following remarks are the concluding section of Father Husrey's
paper:-
,ncluded.) IV -Discussion Technique in Class Room. The question we face in this final section really lies outside the scope of this session. It is, however, a question which many of you desire to hear discussed, and one which is closely related to the problem which we have been considering in the previous
sections of this paper. In recent years, very great improvements have been made in the methods used in teaching religion. We have still, however, to deplore the fact that much of our religious teaching remains purely abstract and theoretical, and that, therefore, it does not exercise, on the life of the adolescent, the practical influence that we desire. It is true that knowledge is only one of the factors which control and shape human conduct. In religious education, the knowledge factor is by no means the most important. However, it is the factor with which we are concerned in this section of our 'discussion, and the question which confronts us is: What improvements can we make in our present methods of imparting religious knowledge? In 1923, Pope Pius XI. "earnestly requested that the congregations of religious of both sexes vowed to God's service take care to have the students in their colleges receive such graded instruction in religion, that, having obtained a fuller and more profound grasp of Christian Doctrine than has hitherto been customary, they may 'be able to defend their faith against the common objections, and may strive, by exploration and persuasion, to bring it to as mare others as possible:. The aim of Christian Education is to form Christ in the souls of nur .
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pupils, to imbue them with a thorough and practical realisation of their dignity as children of God, brothers and joint -heirs with Jesus Christ, 'brothers of one another, members of one great Mystical Body, "a chosen generation, a kingly priesthood, a holy nation, a purchased people." To achieve this, it is not enough to make the pupil word perfect in the catechism, or to provide him with an outline of the Church's dogma point by point. Each dogma must be shown to contain very practical implications in life. Doctrine must be made to live, or else it will soon be forgotten, and religion will be at most a department of life instead of being the very life of life. The goal of religious instruction, therefore, is not mere verbal acquaintance with the wording of Catholic dogmas. Rather is it a definite and clear understanding of the Church's teachings and their implications in real life; in other words, "a clearer and more profound grasp of christian doctrine than has hitherto been customary." Make Study of Religion Appealing. One of our first tasks is to make the study of religion appealing. Youth readily becomes interested in religious questions when they are proposed interestingly. One very effective method of rendering religious courses attractive to the adolescent, is to demonstrate that the Catholic religion is a very live issue. It is not an embalmed body of beliefs, nor a system of outworn prohibitions. It is a living force that should cut across every field of human activity Introducing examples of present-day literature that treats of moral and religious topics, is a means of impressing pupils with the fact that religion is a live issue to-day from nvwspapers and maga' /Int, acquaint the class with .urrent
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views on the supernatural, while at the same time they inject an element of novelty into the religion class, provided they are not brought in too often. These articles from ephemeral literature have this advantage: they give you an opportunity to demonstrate that the only thing new about the vast majority of the "modern arguments" against the faith, is the language in which they are clothed. The ideas they embody have been refuted countless times, and it is well for adolescents to realise this truth. because the knowledge will protect them
against being overwhelmed by other objections that they will see paraded as recent discoveries. An activity which has been tried successfully is to appoint -reporters" in the class. Their task is to search the papers, Catholic and secular, for items of interest concerning the progress and development of the Church in various parts of the world. At intervals, the reporters give an account of their discoveries to the class. This system can also be used to acquaint the class with the work being done (e.g., charitable institutions) in their own diocese. There is no need, in this paper, to describe the numerous possible activities of this nature. You already have an admirable outline of a large number of suggestions in the second part of "Building Character From WithinThe Problem of Leisure," by Rev. J. T. McMahon. This book, with which you are already familiar, faces the problem of breaking up the "sit-stillery classes" by arousing class discussion, and by encouraging the pupil to ask the why and wherefore of all he does, and sees done, in church, and of all he studies in doctrine, liturgy, history and practice "The ideal of teaching to think in religion," says Dr. McMahon, "will so improve the quality of our teaching during the religion period, that its effects will be seen in the lives of our pupils in after -school years. Our Blessed Lord made men think. Through the parables He set the minds of his audiences thinking. Looking about Him, He saw how the people lived, and through familiar lustrations, lie brought each man face to face with personal problems. Teaching to think in religion is the best preparation fur hie whirl: an give our youth." In endeavouring to reach this ideal of teaching to think in religion, the adoless ent's natural tendency for selfexpre,.1,,n must be drafted as at, ..id
The more actively the pupils engage in religious discussion in class, the more interested they will be and the more they will profit by the course. Catholic Evidence Guild. In the case of the older pupils at least, the method of the Catholic Evidence Guild is both welcome and instructive. This method is already operating in some of our schools, and is being found highly successful. An excellent description of the scheme is contained in "The Catholic Evidence Guild in Secondary Schools," by Sr. M. Anselm, O.P., published by E. J. Dwyer, Sydney. An article dealing with practical points in the use of the method will be published shortly in "The Record." Through the use of the Evidence Guild method, the pupil is trained to accuracy of concept and expression. He 'becomes acquainted with Catholic literature, and, by consulting sources, he is given practice in simple kinds of research. Moreover, through such active participation, the adolescent acquires the feeling that he can answer the difficulties and objections he meets. It heightens his confidence in his own ability to explain and defend his faith. It makes him articulate about his reThis last-mentioned fact alone ligion. reconunends the use of the method. Many people are earnestly seeking religious truth at present, and many approach their Catholic friends in an effort to learn the Church's teaching. There is grave need, therefore, for lay apostles who can expound the Catholic doctrines and explain the Catholic stand on the social, educational, and ethical problems that agitate the minds of thoughtful men. We hope that this year many more of our schools will adopt the use of the Catholic Evidence Guild method for their senior Pupils. Pride in Catholic Faith. Finally, there is no period in life when loyalty influences the human being so deeply as during adolescence. We must endeavour to enlist this tendency to give allegiance to a person or to a cause, as an aid in the religious formation of youth His loyalty should e directed to the Person of his Leader, Jesus Christ, and to his Catholic faith. The story of Christ, as told by Matthew, Mark, Luke and John. is superior to any life written since. The words the Evangelists make their own appeal to the generous hearts of In that life ,ur ssmith adolescents. !Continued on Hack cover i
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