School Choice Threatened by Anti-Catholic Blaine Amendments

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In an interview last night on EWTN News Nightly, Cardinal Newman Society President Patrick Reilly called attention to the anti-Catholic Blaine Amendments found in many state constitutions that threaten religious freedom and school choice by blocking funds to families who want to send their children to religious schools.

Reilly said it’s “extremely important” for supporters of faithful Catholic education to focus on repealing the Blaine Amendments right now “especially with the push for school choice, and certainly with the secularization in the country.” He noted that in some states “these Blaine Amendments have been used to block any sort of public support that might eventually go to Catholic schools,” such as vouchers and tax credits.

During the interview, Reilly also pointed out that Blaine Amendments “grew out of one of the worst periods of American history.”

“During the 1800s there was a lot of anti-Catholicism, and President Ulysses S. Grant was actually the one who proposed a constitutional amendment that would prevent states from using any funding to support Catholic schools, so it was very much directed at Catholic education,” he said.

Blaine Amendments are named for former Speaker of the House and U.S. Secretary of State James G. Blaine who, following Grant’s lead, attempted to amend the U.S. Constitution to prohibit the use of taxpayer funds at “sectarian” schools in 1875 while he was Speaker. The federal amendment failed, but versions of the amendment were “added to state constitutions in order to enforce the nativist bigotry of the day” against Catholics, according to The Beckett Fund for Religious Liberty, and are currently found in 37 state constitutions.

As the Newman Society reported last week, it’s possible that the U.S. Supreme Court could overturn all state Blaine Amendments if the Court takes a case out of Colorado challenging a Colorado Supreme Court ruling that blocked scholarship funds to families based on Blaine Amendment language in the state Constitution.

The scholarship program was passed unanimously in March 2011 by the Douglas County School District Board of Education, but was almost immediately enjoined following legal challenges by the American Civil Liberties Union (ACLU), Americans United for Separation of Church and State, and several local organizations. The program awarded scholarships to approximately 500 students in Douglas County, Colo., who were supposed to be able to use the scholarship to attend a private schools of their choice, regardless of a school’s religious identity.

Three petitions were submitted in October 2015 asking the U.S. Supreme Court to decide on the constitutionality of Colorado’s Blaine Amendment and the school choice scholarship program in the state. The case “will hopefully be going to the Supreme Court,” said Reilly. The decision of the Supreme Court to hear the case could come as early as January after it reconvenes from winter recess on January 11, 2016.

The Newman Society also reported this week on families in Montana being denied scholarship funds through a new state school choice program for wanting to send students to private religious schools. The state lawmaker who drafted the legislation for the new program said it was “carefully crafted” to allow funding of private religious schools, but the state, relying on the Blaine Amendment language in the state Constitution, will not allow the funds to be used at religious schools.

Patrick Reilly’s full interview begins at 13:53:

Books in classroom

The Incredible Shrinking Case for Common Core

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Recent statements by Common Core co-author David Coleman about Catholic education have led to a lot of confusion. What’s this about a Common Core advocate urging Catholic educators to have the “moxie” to preserve their incredible heritage and not to worry about changes to standardized tests?

I’ll try to explain. Despite Coleman’s support for the Common Core — which I firmly believe to be inadequate and even harmful to Catholic schools — what he said is good for Catholic families.

Last month, my colleagues and I were dismayed to learn that Coleman, a chief author of the Common Core State Standards, will keynote the National Catholic Educational Association (NCEA) convention in March. The Cardinal Newman Society has raised serious concerns about the Common Core’s impact on Catholic identity and related changes that detract from Catholic schools’ time-proven curricula and methods. The choice of Coleman as keynote speaker suggests support for the Common Core, when what we most need is a frank conversation among Catholic educators and parents about the Common Core and its unsuitability to Catholic education.

In addition, Coleman is president of The College Board, the nonprofit testing company that sponsors the Scholastic Aptitude Test (SAT) and Advanced Placement (AP) tests — and is currently revising them to align to the Common Core. That has caused angst among Catholic families and educators, who wonder if students in non-Common Core schools and homeschools will do poorly on the SAT and have difficulty getting accepted to good colleges.

But when we looked closely at Coleman’s record, we saw some interesting things. For instance, he has a fondness for good literature — precisely what we fear the Common Core might diminish in Catholic school reading curricula — and he studied “classical educational philosophy” at Cambridge University, according to his online biography.

Moreover, last year he penned an outstanding piece for National Review Online, defending the religious freedom of Wheaton College, an evangelical Christian college, and extolling the benefits of a religious liberal arts education. The non-Christian scholar noted that he had been to Wheaton to participate in a conference on the great Christian apologist, C.S. Lewis, and his methods of literary criticism.

This was intriguing. What if the co-author of the Common Core, which was designed for low-performing public schools, would go on record praising the benefits of a truly Catholic, liberal arts education — and even the movement toward more classical education? Could an advocate for the Common Core in public schools appreciate the differences and even the superiority of a Catholic education that rejects the Common Core’s utilitarian emphasis and holds steadfast to its Catholic identity and traditional curricula and teaching methods?

And furthermore, what if the College Board president could assure Catholics that students will continue to do well on the revised SAT and AP exams, even if they have a traditional Catholic education, focused on the liberal arts and not in any way compromised or caught up in the race to become more like public schools? This would, in effect, dispel one of the key arguments for adopting the Common Core simply so that students can “keep up” with the changes to standardized tests.

In essence, Coleman said exactly what we anticipated in his interview released Monday. On the one hand, he still clearly supports the Common Core, which we believe would compromise the traditional methods, curricula and mission of Catholic schools. He argued that the Standards had been misinterpreted and do not necessarily conflict with Catholic education: “The vulgar implementation of anything can have a reductive and destructive effect,” he said. With regard to the Standards’ push for more reading of “informational texts,” Coleman didn’t think that the emphasis necessarily means that schools will assign fewer classics of literature — a point on which we continue to disagree. 

But what Coleman did say is this, quite emphatically: don’t compromise what Catholic schools do well. On that bedrock principle, we seem to agree entirely. If anything — whether the Common Core or another “reform,” changing social mores, threats against religious freedom or another influence — pressures Catholic schools to compromise their mission and abandon the core liberal arts focus of traditional Catholic education, then we should simply refuse to do so. 

“My desire to celebrate, and name and specify some of the beauties and distinctive values of a religious education are precisely to avoid a leveling quality where you forget that there are special gifts that can be lost without attention,” Coleman said. 

He urged educators in the classical and Catholic liberal arts tradition to “have more moxie” and “be proud” of their approach to education. 

“Don’t be in a defensive crouch. I say that to every group I talk to of religious educators,” he said. “I say, share what you do that is beautiful and distinctive. Don’t just defend your right to exist. Be proud of what you have to offer, which is different.” 

Regarding the College Board’s exams, Coleman doesn’t think that students getting a traditional, Catholic liberal arts education — or even a classical-style education focused on the Trivium of grammar, logic and rhetoric — need to be worried about getting lower scores on the SAT and AP tests. He said that Catholic families should “rest assured” that students will continue to do very well on the tests. 

“As president of The College Board, it is my conviction that a child excellently trained in traditional liberal arts will do superbly on relevant sections of the SAT and other aspects of Advanced Placement work,” he told us. We’ll know in time whether that’s true, but I guessed it to be true even before Coleman said it. A student who has a good, non-Common Core education should be able to think through these tests. Some extra preparation may be helpful to get used to the Common Core-style questions, but hasn’t SAT prep always been a boost to students’ scores? 

Ultimately, Coleman’s interview suggests just one more reason why Catholic educators should not be so eager to rush into the Common Core madness. Many parents, teacher unions and state leaders have turned against the Common Core after just a few years in the public schools. There’s been no boost to national test scores. Catholic educators who may be inclined toward the Common Core should acknowledge the warning signs and take their time, observe how the Common Core plays out, and then decide whether there are certain elements in the Standards that may be worth preserving — and in the meantime, protect what we already have. 

Catholic education is good. In earlier times, it was better. The renewal of Catholic education doesn’t need the Common Core — we just need some “more moxie” to defend and celebrate what makes our schools strong. 

This article was originally published by National Catholic Register and is reprinted with permission.

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Did Pope Francis Say ‘Don’t Proselytize’?

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Catholic education, done rightly, is a special and important means of evangelization, the mission of the Church. It brings young people to Christ and provides for the integral formation of mind, body and soul.

And so, judging from the reaction that I have been hearing from some parents and educators, there is a bit of consternation over Pope Francis’ strong words last week against “proselytism” in Catholic schools. My colleagues from The Cardinal Newman Society who were present for the Holy Father’s conversation with educators—part of the World Congress on Education, a Vatican conference to address the “educational emergency” that leaves young people ignorant of Christ—also noted the Holy Father’s words with some concern.

The fear is that the Pope’s words could be misused, as his words have been abused in the past, to take Catholic education in a more secular direction. That would be a tragic reversal of the renewal of Catholic identity that is taking hold at all levels of Catholic education, and it would be contrary to the Vatican’s stated goals for Catholic school and colleges.

So what did the Holy Father actually say?

Speaking at the Congress, Pope Francis urged educators “to lead young people, children, in human values in the whole of reality, and one of these realities is transcendence.” What is authentic in this world can increase our awareness of God, His creation and His presence, but Pope Francis lamented that education today is exclusively focused on “immanent things” without introducing students to “the total reality.”

So far, so good. But this statement raised eyebrows:

One cannot speak of Catholic education without speaking of humanity, because, precisely, the Catholic identity is God who became man. To go forward in attitudes, in full human values, opens the door to the Christian seed. Then faith comes. To educate in a Christian way is not only to engage in catechesis: this is one part. It is not only engaging in proselytism—never proselytize in schools! Never!

A couple years ago in an interview, Pope Francis also said that “proselytism is solemn nonsense, it makes no sense.” And in an address to catechists, he cited Pope Benedict’s own concerns about proselytism in a 2007 address to the bishops of Latin America and the Caribbean:

The Church does not engage in proselytism. Instead, she grows by “attraction“—just as Christ “draws all to himself” by the power of his love, culminating in the sacrifice of the Cross, so the Church fulfills her mission to the extent that, in union with Christ, she accomplishes every one of her works in spiritual and practical imitation of the love of her Lord.

These admonitions against proselytizing can seem confusing for American Catholics, who are beneficiaries of the great missionary work of the Church in the New World. The zeal and courage of the early Catholics in America were recently celebrated by the Pope’s nuncio in his address to the U.S. bishops this month—especially in the context of their contributions to Catholic education—and they were celebrated by the Holy Father himself with the canonization of Father Junípero Serra, O.F.M.

Certainly, therefore, Pope Francis could not be condemning catechesis (which he takes care to explicitly reaffirm) or strong Catholic identity in schools—yet even so, problems arise with the term “proselytism,” which can be ambiguous. There’s a negative connotation to proselytizing that’s difficult to pin down, which allows it to be confused with healthy forms of evangelization. As Lawrence Uzzell wrote a decade ago in First Things, “Today’s Christian missionaries often contrast ‘proselytism’ with ‘evangelism’; the former is what they accuse rival denominations of doing, while the latter is what they claim to do themselves.”

In a footnote to its 2007 statement on evangelization, the Congregation for the Doctrine of the Faith acknowledged the term’s ambiguity but settled on the most negative connotation:

The term proselytism originated in the context of Judaism, in which the term proselyte referred to someone who, coming from the gentiles, had passed into the Chosen People. So too, in the Christian context, the term proselytism was often used as a synonym for missionary activity. More recently, however, the term has taken on a negative connotation, to mean the promotion of a religion by using means, and for motives, contrary to the spirit of the Gospel; that is, which do not safeguard the freedom and dignity of the human person.

So proselytism is seen today by the Church as an abuse of religious freedom, and in the context of education, it is a means of teaching the faith that denies the free use of reason and appeal to conscience. It is nothing that a good catechist or evangelist would do.

Very well. But then we have to ask the questions that my colleague Dr. Dan Guernsey asked, soon after hearing Pope Francis condemn proselytism, “How significantly is this a source of the educational emergency facing Catholic schools? How many universities and high schools seem to be coercing their students with unworthy Catholic propaganda?” It would seem that fidelity and Catholic identity should be greater concerns today.

I suspect the answer is that abusive proselytism is not, in fact, a priority concern for the Holy Father. The point about proselytizing was made off the cuff and was not central to his comments to the Congress.

Taken as a whole, his statements centered on rebuilding a more “human” education—relax the “rigidity” of schools, reach out to the margins of society, decrease the emphasis on intellectual “selectivity” that tends to exclude rather than invite participation, and open young hearts and minds to God:

For me, the greatest crisis of education, in the Christian perspective, is being closed to transcendence. We are closed to transcendence. It is necessary to prepare hearts for the Lord to manifest Himself, but totally, namely, in the totality of humanity, which also has this dimension of transcendence. To educate humanly but with open horizons. Any sort of closure is no good for education.

This closure to transcendence is precisely the educational emergency that has befallen secular education and even many Catholic schools and colleges. The focus on “immanent things” and worldly gain is what concerns so many American Catholics about the Common Core in Catholic schools.

Taken as a whole, the comments by Pope Francis to the Vatican Congress should not be construed as pulling the reins on evangelization in schools. Instead, we should celebrate Catholic education as the Church’s key means of evangelization, in human formation that invites the student to know, love and serve God.

This article first appeared at The National Catholic Register.

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Vatican Envoy to Jesuits and Bishops: Reform Education

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The Vatican ambassador’s message, delivered during Monday’s gathering of U.S. bishops in Baltimore, was crystal clear: place priority on the renewal of Catholic identity in Catholic education and restore the great legacy of Jesuit institutions.

It’s an appeal that should make every Catholic parent stand up and cheer!

When Pope Francis was elected, I openly wondered whether our Jesuit pope would acknowledge the elephant in the room: the crisis of Catholic identity at many of America’s Jesuit colleges, especially the disregard for papal authority and doctrinal fidelity by some professors.

We now seem to have an answer.  While it’s not clear to what extent, if at all, Pope Francis contributed to his envoy’s message to the U.S. bishops, it’s hard to imagine that the apostolic nuncio would make such a forceful and direct appeal without the Holy Father’s consent.

Archbishop Carlo Maria Viganò delivered an address to the U.S. Conference of Catholic Bishops that was at times both personal and emotionally stirring.  He urged attention to two concerns:

One – the need to give particular attention and care to our Catholic educational institutions so that they would regain the luster of their true identity that has shown forth from them in the past.

Two – that Catholic colleges and universities, renowned for the professional formation of their students, should be encouraged to be faithful to the title of “Catholic” that they bear. …While each college or university has its own particular mission, together they ultimately have the solemn obligation to teach the same doctrine of the universal Church and to define the moral obligations that mark us all as Catholic Christians.

This is as close as the Vatican has come to publicly confronting the crisis of Catholic identity at many American Catholic colleges. Even in elementary and secondary education, Archbishop Viganò indicated that the “true identity” of Catholic schools is not so clear today, as it once was.

Lamenting today’s “secularized and increasingly pagan civilization,” Viganò appealed for “renewed strength” in the New Evangelization—a strength that is “solid and unwavering in its commitment to Truth.”  And this strength, “which should be found in the family and in the schools, will exist only in proportion to its Catholic identity.”

He challenged the bishops to “watch over and protect families, and parishes and schools,” citing Pope St. Gregory the Great: “Imprudent silence may leave in error those who could have been taught. Pastors who lack foresight hesitate to say openly what is right because they fear losing the favor of men.”

But the most striking portion of Cardinal Viganò’s address was his reminiscence about his own years in a Jesuit secondary school and at the Gregorian University in Rome, and the heroic role of the Jesuits in bringing the Faith to the New World. It was a detour that imparted a special challenge:

No doubt that this Order has been the leader of evangelization in North America. …The Society of Jesus has had a long and proud tradition of imparting a rich Catholic faith and a deep love for Christ, which in great part is carried on through their mission of education. It is my hope that, with respect to their great tradition, after the example of our Holy Father, they would take again the lead in re-affirming the Catholic identity of their educational institutions.

The call to “take again the lead” was an acknowledgement that the Jesuits have lost their place of honor at the forefront of Catholic education. Restoring the Jesuits’ “great tradition” of education means reaffirming Catholic identity.

Cardinal Viganò’s recounting of the Church’s history in the United States, which he did at much greater length, was inspiring. He reminded the bishops that their predecessors in the early American Church had also gathered in Baltimore to decide “upon a strategy that would shape the growth and development of the Catholic Church.”

The main tool of this strategy was education, which was accomplished through the building of parishes with their own schools, together with the dedicated support of women religious. A prime example of this is St. Elizabeth Ann Seton, the great pioneer of American Catholic schools.

In the Cardinal’s prepared text, the only words underlined are these: “Education was primary in the Bishops’ minds; it was an essential means for the Gospel message to be woven into the very fabric of our people’s existence. In so doing, they were following the consistent path of evangelization traced centuries before by the monastic orders” and “the Holy See.”

Today, faithful Catholic education remains essential—Pope Francis said it is “key, key, key”—to the New Evangelization. Not only our bishops, but all of our clergy, religious, educators and especially parents need to believe that. Taking up Archbishop Viganò’s timely challenge, we must make it a priority to build and support authentic, formational Catholic education that brings young people to Christ.

Our Church and society depend on it.

This article first appeared at The National Catholic Register.

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Fire Theologians, Not Columnists

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There is more than irony in the recent attempt by several theologians to discredit New York Times columnist Ross Douthat, because he dared to write about the tragic confusion surrounding the Synod on the Family without having a theologian’s “professional qualifications.”

There is great desperation in the move — and hypocrisy.

The hypocrisy lies in the demand for credentials, when the field of theology is itself seriously lacking in that regard.

About half of Douthat’s critics are professors of theology at Catholic colleges and universities. Under canon law, they must have the mandatum, a recognition from their local bishop that they pledge to teach in fidelity to Catholic doctrine. But do they? At least a few seem to be headed in the opposite direction.

Under current policy in the United States, it’s difficult to know whether a theology professor has the mandatum, because most theologians won’t say — and neither will their college employers or their bishops. The mandatum is deemed a private matter between the theologian and the bishop, and even many Catholic colleges do not require the mandatum for employment. Students who need to know whether or not a professor has complied with canon law are in the dark.

In James Caridi’s 2011 survey of U.S. Catholic college and university leaders, 36 percent said they did not know whether their theology professors have received the mandatum, 10 percent said some but not all of their theologians have received it, and another 6 percent said no professors have it. When The Cardinal Newman Society followed in 2012 with a request to America’s 10 largest Catholic universities to disclose which of their theology professors have the mandatum, the few that responded admitted that they do not collect such information.

Pope Benedict XVI pressed the issue in May 2012 during the ad limina visit of several American bishops. Urging “compliance” with Canon 812, which requires the mandatum for teachers of theology, the Holy Father said:

The importance of this canonical norm as a tangible expression of ecclesial communion and solidarity in the Church’s educational apostolate becomes all the more evident when we consider the confusion created by instances of apparent dissidence between some representatives of Catholic institutions and the Church’s pastoral leadership: such discord harms the Church’s witness and, as experience has shown, can easily be exploited to compromise her authority and her freedom.

Cardinal Raymond Burke, when he was prefect of the Apostolic Signatura and Rome’s chief expert on canon law, told the Newman Society that “tangible” means the mandatum should be publicly acknowledged:

It’s tangible in the sense that it’s a public declaration, in writing, on the part of the ecclesiastical authority that a theologian is teaching in communion with the Church, and people have a right to know that so that if you, for instance, are at a Catholic university or parents are sending their children to the Catholic university, they know that the professors who are teaching theological disciplines at the university are teaching in communion with the Church.

There is, of course, no similar requirement in canon law that a New York Times columnist be properly credentialed by the Church to opine on Church matters. So it is preposterous that theologians would demand “professional qualifications” from a journalist, while their own profession apparently lacks compliance with the Church’s canon law.

So why attack Douthat? The answer may lie in the theologians’ second charge, that Douthat favors a “politically partisan narrative that has very little to do with what Catholicism really is.” This seems to be another case of the pot calling the kettle black; the driving motivation behind today’s “progressive” Catholics seems to be quite political and secular, and not rooted in faith. The loosening of Catholic mores with regard to sexuality and marriage for “pastoral” reasons has been a key objective of both political and religious progressives since the 1960s.

That’s where I see desperation in the theologians’ move against Douthat. He has challenged the apparent scheming by some parties to control the outcome of the Synod, which centered on this loosening of attitudes toward marital and sexual sin. Pope Francis had opened the doors wide to frank discussion and debate. The progressives saw the opportunity to bum-rush the Church.

But that largely failed. And now that Douthat is issuing warnings that could help thwart anything they hoped to gain, the ivory-tower theologians have lashed out in despair.

The response of many Catholic pundits has been to rush to Douthat’s defense, and rightly so. But I propose something more:

It’s time for Catholics to demand that those who teach theology in Catholic institutions commit to complete fidelity to Catholic teaching, make that commitment publicly known, and refrain from using their academic prowess to oppose those who faithfully seek the good of the Church.

And if theologians can’t abide by those expectations, they should at least find an ivory tower that doesn’t bear the label “Catholic.” Or become columnists.

This article was originally published by National Catholic Register and is reprinted with permission.

Cardinal Burke Urges Genuine Catholic Education to Renew Culture

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Cardinal Raymond Burke last week gave us yet another trove of wisdom to contemplate, just as the Synod on the Family came to a close. This time, it was about Catholic education, and it came with a stern warning.

In prepared remarks last week given to representatives of Voice of the Family, Cardinal Raymond Burke, patron of the Sovereign Military Order of Malta, warned parents about the threats to their children from wayward Catholic schools while arguing that faithful Catholic education at home and in schools is needed to transform the culture. 

“Today, parents must be especially vigilant, for sadly, in some places, schools have become the tools of a secular agenda inimical to the Christian life,” he said. Corrupted Catholic institutions can lead young people “to their slavery to sin … profound unhappiness, and to the destruction of culture.” 

Cardinal Burke has received a lot of attention for his courageous opposition to those who sought to hijack the Synod in support of Communion for remarried, divorced Catholics. So it may seem odd that he chose to focus on Catholic education during the Synod’s last week. The topic of education got surprisingly little attention at the Synod, even after scholars Theresa Farnan and Mary Hasson publicly urged the Synod fathers to devote more time to it. 

But education and the good of the Catholic family are essentially linked, and Catholic education is a key solution to the challenge of secularism. In a lecture last week at the Franciscan University of Steubenville, Ohio — which is a model of faithful education — I expressed my concern that we not limit the New Evangelization to strategies that excite young people about the Faith, but also focus more attention to the renewal of Catholic education. It is in Catholic education that young people experience the deeper formation that prepares them for sainthood in a difficult and often hostile culture. 

The timing of Cardinal Burke’s comments also are relevant to today’s 50th anniversary of the Vatican II declaration on Christian education, Gravissimum Educationis. Next month, the Vatican will celebrate the documents while addressing the “crisis of education” in the modern world, meaning the modern failures to truly bring young people to know, love and serve Jesus Christ. The result is a deep despair and aimlessness in today’s societies — what Cardinal Burke calls a “profound unhappiness.” 

And ultimately, happiness in God is the promise of a genuine Catholic formation. 

It is important that “children know happiness both during the days of their earthly pilgrimage and eternally at the goal of their pilgrimage which is Heaven,” said Cardinal Burke. And it is no contradiction that such happiness means preparing for the Cross. 

“Education, if it is to be sound, that is, for the good of the individual and society, must be especially attentive to arm itself against the errors of secularism and relativism,” Cardinal Burke stated, “lest it fail to communicate to the succeeding generations the truth, beauty and goodness of our life and of our world, as they are expressed in the unchanging teaching of the faith.” 

He addressed particularly the modern confusion in sexuality, including the “so-called ‘gender education’ in some schools, which is a direct attack on marriage at its foundation and, therefore, on the family.” 

“Good parents and good citizens,” said Cardinal Burke, “must be attentive to the curriculum which schools are following and to the life in the schools, in order to assure that our children are being formed in the human and Christian virtues and are not being deformed by indoctrination …Today, for example, we sadly find the need to speak about ‘traditional marriage,’ as if there were another kind of marriage.” 

He referred to Gravissimum Educationis in support of parent-directed education: “As it is the parents who have given life to their children, on them lies the gravest obligation of educating their family.They must therefore be recognized as being primarily and principally responsible for their education.” 

And most profoundly, he reminded his audience of the encyclical by Pope Pius XI, Divini Illius Magistri, and the task of Catholic education to form “the supernatural man who thinks, judges and acts constantly and consistently in accordance with right reason illumined by the supernatual light of the example and teaching of Christ; in other words, to use the current term, the true and finished man of character.”

In light of the confusion surrounding the Synod and the greater confusion in the world about marriage, family and even the value of human life, we are in great need of Catholics with this sort of formation. Renewing Catholic education should be among our highest priorities. 

This article was originally published by National Catholic Register and is reprinted with permission.

Cardinal Burke: Reverent Liturgy Essential To Catholic College Education

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Properly and beautifully celebrated liturgy is essential to a Catholic college education, said Raymond Cardinal Burke, who headlined the June 2 Cardinal Newman Society event at Sacra Liturgia USA 2015 in New York City.

“If in Catholic education the ultimate goal is to know Christ as deeply and as profoundly as possible, then it can’t be otherwise,” he said, recalling the wonderful liturgies on Catholic campuses until recent decades.

On many Catholic campuses, traditional and reverent liturgy has given way to misguided innovations and musical variations that are thought to appeal to younger audiences.

Cardinal Burke, patron of the Order of Malta and ecclesiastical adviser to the Newman Society, led off a panel discussion on the need for liturgical renewal in Catholic higher education and ways that Catholic colleges can contribute to renewal of the liturgy in parishes and schools.

The event was held at St. Catherine of Siena Church in uptown Manhattan as a special part of the Sacra Liturgia conference, which brought hundreds of priests, seminarians, and lay people together to celebrate and promote sacred liturgy.

Cardinal Burke encouraged Catholic colleges to expose students to reverent liturgy including the Extraordinary Form of the Mass. “If this is a form of the Roman Rite it should be accessible to the faithful,” he said.

He recalled his experience when archbishop of St. Louis, Mo., where he instructed the seminary to implement courses on the Extraordinary Form of the Mass and begin celebrating it. “And I believe too, at the universities, that there will be a response [to the Extraordinary Form],” he said.

Even at colleges like Georgetown University, which has had its share of Catholic identity problems, student initiatives to encourage the Extraordinary Form are gathering momentum, Cardinal Burke said. “I have seen this in other universities too,” he added.

Cardinal Burke noted that such initiatives, while good for the Church and students alike, are sometimes opposed. “These are things that may involve some suffering,” he said.

“But the thing is, if we are doing something that is beautiful for the glory of God and for the salvation of souls, we’ll have to persevere in it and not let ourselves be discouraged by people who do not understand or who might be difficult,” said the cardinal. “The Christian liturgy remains the essential source of our understanding of the faith and of its practice in a good and holy life,” he said.

Leading the panel discussion, Cardinal Newman Society President Patrick Reilly noted that “truth is both the foundation and the objective of Catholic higher education,” and he related that to the need for reverent liturgy in light of Cardinal Burke’s keynote address to the Sacra Liturgia conference the prior evening.

Cardinal Burke spoke of the unity of God’s truth, goodness, and beauty — with the latter essential to sacred art and sacred liturgy. He lamented that, “precisely because we have lost beauty, we have lost goodness and truth.”

“Since the sacred liturgy is the highest and most perfect expression of our life in Christ, we rightly turn to the sacred rites in order to understand more deeply the holiness of the Christian life in all its aspects,” Cardinal Burke said. Yet, in recent years, the attention to liturgy hasn’t always been what it should have been, he continued.

Cardinal Burke explained:

“The pursuit of truth is a particular challenge in our world, which has in great part lost any sense of truth and of the source of truth in God. The sacred liturgy is the participation on Earth in the heavenly wedding feast of the Lamb who alone conquers evil.

“. . . Beauty is revealed most perfectly in the sacred liturgy. The liturgy is inherently linked to beauty. It is a radiant expression of the Paschal Mystery in which Christ draws us to Himself and calls us to communion. We contemplate beauty and splendor at its source. It enables us to emerge from ourselves and drawing us to our true vocation which is love.

“. . . The time has come to re-propose to all Christians this high standard of ordinary Christian life. Our brothers and sisters will discover the great beauty of their own holy life. That beauty is most evident in our participation in the sacred liturgy.”

Sacra Liturgia USA was organized by Dr. Jennifer Donelson, director of sacred music at St. Joseph’s Seminary in Dunwoodie, N.Y., and Fr. Richard Cipolla, pastor of St. Mary’s Church in Norwalk, Conn., together with the international coordinator of Sacra Liturgia conferences, Dom Alcuin Reed.

This June 1-4 event followed upon the high-profile Rome conference in 2013, convened by Bishop Dominique Rey of Fréjus-Toulon, France. The Cardinal Newman Society also cosponsored that conference and funded scholarships for educators and students from the United States.

It’s About Navigating Life: The Importance of Philosophy & Theology

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Here is one of the clearest criteria for choosing or judging a college: you can be almost certain that any college that has dropped philosophy and theology from its core curriculum is not serious about a liberal arts education. And in my experience I find that this is true of many of the colleges in America.

This raises two questions: (1) What are philosophy and theology, and why are they crucial to a young person’s education today? (2) Aren’t they outdated, impractical, abstract, irrelevant, elitist, superfluous and even dangerous to faith and sanity?

Some Definitions

“Philosophy” means “the love of wisdom.” Wisdom is the knowledge of ultimate causes, explanations and principles. It includes knowledge of values, not just facts. It gives you a “big picture,” a “world-view” and a “life-view.” It explores such questions as these: What is the essence of a human being? What is the meaning (value, goal, purpose) of human life? What is a good life? What is a good society? Are there higher laws than man’s laws? Are we here by chance or design? Are we fated or free? How do we know what is good or evil? How do we know anything? Is anything certain? Can reason prove (or disprove) the existence of God? Why do we suffer? Why do we die? Is there life after death?

Anyone who is simply not interested in these questions is less than fully human, less than fully reasonable. Reasonable persons, even if skeptical about the possibility of answering them, will not dismiss them as unanswerable without looking (that is not reason but prejudice) but will examine the claims of philosophers to have given reasonable answers to these questions before settling into a comfortable, fashionable skepticism.

Theology comes in two forms, philosophical and religious. Philosophical theology (“natural theology”) is a subdivision of philosophy. It uses natural human reason to explore the greatest of all questions, the questions about God. Religious theology (or “revealed theology”) is a rational exploration of the meaning and consequences of faith in a revealed religion—in our case, the “deposit of faith” or “Sacred Tradition” of the Catholic Church which comes from Christ and His apostles, and the scriptures they wrote.

In most Catholic universities today, Sacred Tradition is no longer sacred. It is treated as something to be “dissented” from (“diss” is the first part of “dissent”), as an enemy to enlightenment, progress, maturity and liberation, or at least as an embarrassment to be “tweaked,” “nuanced” or “massaged” rather than as a gift to be gratefully, faithfully and lovingly explored.

Most Catholic universities today have philosophy departments that are excellent spiritually as well as academically, but have deeply compromised theology departments. Their effect on students is much more often to weaken their faith than to strengthen it, not only in controversial moral issues such as abortion, contraception, cloning, euthanasia and sexual morality, but even in fundamental doctrines such as Christ’s divinity and resurrection and the historical truth of the Gospels.

We badly need good philosophy and theology. But why? To answer this question, look at where they are taught. They are taught in colleges and universities. So to find the “why” of philosophy and theology, we must find the “why” of colleges and universities.

The Goal of Education

Considering the trillions of dollars spent on universities by parents, governments and foundations, it is amazing that most of the people who go there (the students) and most of the people who pay for them (the parents and the government) never even ask, much less answer, this question: What is the purpose of the university? It is the most influential institution in Western civilization, and most of us don’t really know exactly why we entrust our children to them.

The commonest answer is probably to train them for a career. A B.A. looks good on your resume to prospective employers. That is not only a crass, materialistic answer, but also an illogical one. Consider what it means. It means that the reason students should study in universities is so that they can get high grade-point averages and thus get better jobs when they graduate.

What does “better jobs” mean? It means first of all, to most of them, better-paying jobs. But why do they need better paying jobs? For the money, of course. Silly question. But why do they need money? That is an even sillier question. Life has expenses. What life? Most of them hope to marry and raise families, and it takes a lot of money to do that. Why does a family need a lot of money? The two most expensive things a family needs money for are a house and a college education for the kids.

Ah, so a student should study to get high grades to get an impressive resume to get a good job, to finance his family when it sends his kids to college to study, to get high grades, et cetera, et cetera.

This is arguing in a circle. It is like a tiger pacing round and round his cage in a zoo. Is there a better answer? There is if you know some philosophy. Let’s look.

Probably the most commonsensical and influential philosopher of all time was Aristotle. Aristotle says that there are three “whys,” three purposes, ends or reasons for anyone ever to study and learn anything, in school or out of it. Thus there are three kinds of “sciences,” which he called “productive,” “practical” and “theoretical.” (Aristotle used “science” in a much broader way than we do, meaning any ordered body of knowledge through causes and reasons.)

The purpose of the “productive sciences” (which we today call technology) is to produce things, to make, improve or repair material things in the world, and thus to improve our world. Farming, surgery, shipbuilding, carpentry, writing and tailoring were examples in Aristotle’s era as well as ours, while ours also includes many new ones like cybernetics, aviation and electrical engineering.

The purpose of the “practical sciences” (which meant learning how to do or practice anything, how to act) is to improve your own behavior in some area of your own life. The two most important of these areas, Aristotle said, were ethics and politics. (Aristotle saw politics not as a pragmatic, bureaucratic business of running a state’s economy, but as social ethics, the science of the good life for a community.) Other examples of “practical sciences” include economics, athletics, rhetoric and military science.

The third kind of sciences is the “theoretical” or “speculative” (contemplative), i.e., those that seek the truth for its own sake, that seek to know just for the sake of knowing rather than for the sake of action or production (though, of course, they will have important practical application). These sciences include theology, philosophy, physics, astronomy, biology, psychology and math.

Theoretical sciences are more important than practical sciences for the very same reason practical sciences are more important than productive sciences: because their end and goal is more intimate to us. Productive sciences perfect some external thing in the material world that we use; practical sciences perfect our own action, our own lives; and theoretical sciences perfect our very selves, our souls, our minds. They make us bigger persons.

And that is the reason for going to college in the first place: not to make money, or things, or even to live better, but to be better, to be more, to grow your mind as you grow your body.

The Big Picture

What we have been doing for the last several paragraphs is philosophy. We need philosophy because we need to explore such reasons, reasons for studying, reasons for universities’ existence, even (especially) reasons for your own existence. For one of the primary questions all great philosophers ask is: What is the meaning of life, the reason for being, the point and purpose and end of human existence in this world?  If you don’t know that, you don’t know anything because you don’t know the point of everything. If you don’t know that, you may get all A’s in all your subjects, but you flunk Life.

The answer to that question for any intelligent, honest and serious Christian, Jew or Muslim is God. Supreme wisdom is about knowing God. And philosophy is the pursuit of wisdom. So philosophy is ultimately the pursuit of God, using the tools of natural human reason and theology by faith in supernatural divine revelation.

The “wisdom” philosophy pursues is not a factual knowledge like physics or history; but a knowledge, and understanding, and appreciation, of values, of what ought to be rather than merely what is. For instance, we need to know whether career (work) or family is more important, because most of us will invest enormous emotional and physical energy in both, and they will always compete and conflict to some extent.

We want to know the meaning of falling in love and romance and sex. What is its meaning, its purpose? For two generations now we have been asking every conceivable question (and many inconceivable questions, too), but not this one, not the very first and most basic one.

You see? Philosophy and theology raise the mind’s eyes to The Big Picture. If we can’t see that, we miss the forest and see only the trees; we count the syllables in the book of life but don’t know what kind of a story we are in.

Good Philosophy, Good Theology

One philosopher tells this story. (I paraphrase.) I was raised in a New York City slum. There were no books in my house. No one in my high school cared about education. I found an escape in the great 42nd Street library, where I devoured books indiscriminately. One day, I happened to read the famous “allegory of the cave” from Plato’s Republic. It changed my life. I found my identity. My life was that cave, and philosophy was the way out into another, bigger world. My mind was born that day. For the rest of my life I have explored the world outside the cave, the world of ideas, and taught others to do so. The biggest thrill in my life is finding among my students someone like me whom I can show that there is a way out of the cave, and that there is a bigger world outside.

That is why we all need to study philosophy (and, even more obviously, theology): because it is the discovery of another world, another kind of world, another kind of reality than the material world: the discovery that ideas are real, and that (in the words of a great book title) “ideas have consequences.”

The only alternative to good philosophy is bad philosophy. “I hate philosophy” is bad philosophy, but it is a philosophy: egotism. “Philosophy isn’t practical” is a philosophy: pragmatism. “Philosophy doesn’t turn me on” is a philosophy: hedonism.

Everyone has a philosophy, just as everyone has an emotional temperament and a moral character. Your only choice is between “knowing yourself” and thinking about your philosophy, or hiding from it and from yourself. But what you do not think about will still be there, and will still motivate you, and have consequences, and those consequences will affect all the people in your life up to the day of your death and far beyond it.

Your philosophy can quite likely and quite literally make the difference between heaven and hell. Saint Francis of Assisi and Adolf Hitler were not professional philosophers, but both had philosophies, and lived them, and went to heaven or hell according to their philosophies. That is how much of a difference thought can make: “Sow a thought, reap an act; sow an act, reap a habit; sow a habit, reap a character; sow a character, reap a destiny.” Buddha said, “All that we are is determined by our thoughts: it begins where our thoughts begin, it moves where our thoughts move, and it rests where our thoughts rest.”

Philosophy can lead you to God, and theology can lead you further into God (or away from Him). And God is the source of all truth, all goodness and all beauty; that is, of everything we value. (If that is not true, then God is not God.) All truth is God’s truth; when an atheist discovers some scientific truth, he is reading the mind of God, the Logos. All goodness is God’s goodness; when an agnostic secularist loves his neighbor, he is responding to divine grace. All beauty is God’s beauty; when a dissipated, confused and immoral artist creates a thing of beauty, he is using the image of God in his soul, being inspired by the Holy Spirit, however anonymously, and participating in God’s creative power.

Philosophy is a necessity if you want to understand our world. Bad philosophy is the source of most of the great errors in our world today. Errors in philosophy are devastating because they affect everything, as an error of an inch in surveying the angle of a property line will become an error of ten yards a mile down the line.

Most of the controversies in our world today can be understood and solved only by good philosophy and theology; for instance, the relation between world religions, especially Islam and Christianity; human life issues such as abortion, euthanasia and cloning; the justice of wars; the meaning of human sexuality and of the “sexual revolution”; the relation between mind and brain, and between human intelligence and “artificial intelligence”; the relation between creation and evolution; how far we are free and responsible and how far we are determined by biological heredity and social environment; the relation between morality and religion, and between religion and politics; and whether morality is socially relative or universal, unchanging and absolute.

Revealed theology claims to have the answers, or at least the principles that should govern the answers, to many of these questions. So theology is even more important than philosophy, if answers are more important than questions. And of course they are, for the whole point of asking a question, if you are honest, is the hope of finding an answer. It is nonsense to believe that “it is better to travel hopefully than to arrive,” and good philosophy refutes that self-contradiction. If it’s not better to arrive at your goal of truth than to strain after it, then truth is not really your goal at all, and the straining after it is a sham.

That is not, of course, to say that it is easy to arrive at the goal of truth, or that all we need is a set of answers we believe on the Church’s authority but do not understand. The truly respectful attitude toward the authority of the Church—which is an extension of the authority of Christ—is to let revealed truth permeate our minds and our lives like light, not simply to preserve that light by hiding it under a bushel basket. All “ideas have consequences,” especially divinely revealed ideas; and it is our job to lovingly draw out those consequences, like philosophers, and not to fear them, like heresy hunters, or to claim them as our own in a spirit of superiority to our divine teacher, like heretics.

Answering Objections

But there are objections to philosophy and theology out there. If this were not so, the teaching of these subjects would not have declined so precipitously. Let us briefly consider and answer some of them.

What can you do with philosophy and theology anyway? We have already answered that question by noting that it is the wrong question. The right question is what they can do with you.

But they’re so abstract! Yes, and that is their glory. To be incapable of abstraction is to be less than human, or a less than fully developed human. Animals and small children, for instance, are incapable of abstraction. They do not talk about Fate and Freedom, or Good and Evil, or Divinity and Humanity, or Life and Death (all abstractions). They talk only about hamburgers and French fries, boo boos and bandages, malls and cartoons. These things are not “the real world.” They are the shadows on the walls of Plato’s cave. Philosophy and theology are not fantasy. They are the escape from fantasy.

But philosophy is a dinosaur—it isn’t up to date, modern, popular, etc. No. Neither is wisdom, virtue, happiness, piety, fidelity, courage, peace or contentment.

What does philosophy have to do with real life? Everything. It is more important to know the philosophy of a prospective employee or employer, landlord or renter, friend or enemy, husband or wife, than their income, social class or politics.

Philosophy is elitist. It speaks of “Great Books” and “Great Ideas” and “Great Minds.” Yes, it does. At least good philosophy does. If you prefer crummy books, stupid ideas and tiny minds, you should not waste your money on college. If you believe that all ideas are equal, rather than all persons, you are confused and need a philosophy course. (Is the idea that all ideas are equal equal to the idea that they are not?)

“Philosophy bakes no bread.” It does not make you rich.  It is contemplative, like monasticism.  True. But why do we make money and bread? Is money our means (of exchange) to our end? Money is for bread, and bread is for man, and man is for truth. The ultimate end of human life is contemplative: knowing and appreciating the truth. We will not be baking bread or making money in Heaven, but we will be philosophizing.

Religion makes philosophy superfluous. If you have faith, you don’t need reason.  Yes, you do: you need reason to understand your faith. And you need reason to know whether your faith is the true faith. There are many fakes. And how do you know that unless you think about it? And if you don’t want to think about your faith, then either you aren’t really very interested in it, or you are afraid it is so weak that it will not endure the light. In that case you need a faith-lift.

But philosophy can be a danger to faith. Many have lost their faith through philosophy. Yes, and many have gained it, too. Of course, philosophy is dangerous. So is love, and trust, technology and money. Bad things are always misuses of good things. Wherever great harm is done, great help could have been done.

Final Things

This is especially true in theology. I know a chaplain who was ministering at the bedside of an old, dying man who had “lost his faith” and left the Church decades ago. The chaplain asked him what he believed about life after death, and the man replied that he had no idea where he was going and he didn’t think anyone else did either, because no one had any idea where they came from in the first place or why they are here.

The chaplain disagreed. He said, “You know the answers to those questions. You learned them as a little boy. You forgot them. But you can remember them now. It’s not too late. You learned the Baltimore Catechism, didn’t you? Yes, you did. Do you remember how it begins?”

The man wrinkled his brow, retrieving an old memory. “Yeah. It went like this: ‘Who made you? God made me. Why did God make you? God made me to know Him, to love Him and to serve Him in this world, and to be happy with Him forever in the next.” The man paused, lifted his eyes, and said, “You’re right. That’s true!” And a smile appeared on his face. And then he died.

You need philosophy and theology now because you will need it on your deathbed later.

 

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Big Money, Hard Choices

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I’m not an education expert.  My expertise is in financial counseling, following an accounting career that put me at a Fortune 300 company overseeing the finances of a $250 million division.

Although the primary concerns of every Catholic family with college-bound men and women should be their exposure to truth and their continuing formation in the likeness of Christ, there are obvious financial considerations with every college decision.  These include career planning, paying tuition and related expenses, and choosing colleges that reasonably match your ability to pay.

My advice below is accumulated from years of advising Catholic families through my nonprofit service, Veritas Financial Ministries (VeritasFinancialMinistries.com), and adapted from several of my articles and books published by Our Sunday Visitor including Seven Steps to Becoming Financially Free: A Catholic Guide to Managing Your Money.  

Planning for a Career Yes, But Also for Life

Today most Americans view a college education as a ticket to a particular profession or at least a higher-paying job.  Period.

There’s no disputing the fact that what one chooses to study in college can have a significant impact on future career decisions, especially in the decade or so immediately following graduation.  This is an important consideration, especially given the rising costs of tuition and other expenses and competition for jobs.

Nevertheless, anyone interested in choosing a Catholic college or university clearly is thinking beyond career choices.  There are many important benefits—ultimately more important than career—to attending a faithfully Catholic college or university.  They include an education that helps students better understand their faith, the world and the roots of our society; a healthy campus environment that allows students to mature spiritually and socially in the image of Christ; and access to mentors who can help students discern their vocations to the priesthood or religious life, family life or the single state.  The college years frequently lead to the choice of a spouse; I can’t overstate the importance of selecting a college environment that draws other students who love and practice their Catholic faith.

So it is a mistake to view a Catholic college education as nothing more than preparation for a lucrative job, but to be realistic, it is also impossible for most students to separate college decisions from the implications for future employment and wellbeing.  As long as it is put in the proper context, a college or university’s impact on a student’s future employment and income deserves serious consideration.

It’s wise for a family to discuss and plan ahead for a graduate’s financial welfare, especially if the student seems likely to get married.  The fact that most young men and women develop and sometimes radically change their career interests while attending college does not mean that families shouldn’t plan for a student’s likely path after graduation—allowing sufficient flexibility in the plan for changing career goals and increasing awareness of God’s calling.

This gets to the question, “What am I going to do with the education I receive?”  The possibilities are many, including teaching, ministry, nursing, accounting, law, business, engineering, medicine, computer science and so on. With each of these, you have at least a reasonable sense of the earnings capacity associated with the degree, and you can plan your financial commitments accordingly.

Having some idea about a young adult’s particular career calling can help avoid costly mistakes in choosing the wrong college.  At the most basic level, it’s important to remember that a college education may not be the right choice at all.  Not everyone is of the “bent” to complete a four-year (or more) academic program.  Much time and money can be wasted trying to force a square peg into a round hole!  We all have different gifts and abilities, and some of us would do better to learn a trade or craft through an apprenticeship or vocational trade school.

For those who attend college, it’s important to remember that the dizzying pace of change in technology that has led to a global marketplace requires that workers in most fields be well-equipped to play their part in that economy.  That could mean obtaining an education beyond a core “Catholic liberal arts” formation—that is, one that’s focused on particular vocational training, such as medicine, law, business, nursing, teaching and so on. I’m a strong advocate of coupling a solid Catholic liberal arts program of study with the best vocational education the young adult can obtain, whether as an undergraduate student or in subsequent graduate studies and career training.

I do recommend the liberal arts, though, as the core of a college education.  The early college years, when students are typically between 18 and 22 years old, continue to be a time of searching about who they are and how they fit into this great big world.  This is a time for them to consider the more important questions about life, to solidify what they believe and why, and to do so in an environment that will foster a closer relationship with the Lord.  A solid Catholic liberal arts education helps the young adult find answers to these important life questions.  It also helps the young person place their vocation in the context of this bigger picture.

This is often accomplished at the best Catholic colleges and universities by immersing the student in theology, philosophy and the classics of Western civilization—at least for the general education component of their college experience.  Some students choose to make such a liberal arts program the focus of their four-year program.  This is a beautiful education, yet one that is hard to pin down from an “economic value” standpoint.  It can be an excellent spring board to graduate programs in law, theology or a number of other disciplines.

Paying for College

When it comes to a genuine Catholic education for our children, finances play a key role in two ways.  First, as parents, we have responsibility for providing the resources which allow our children to obtain a solid Catholic education, or helping students find ways to pay for college when we cannot.  Second, we are called to be a living example when it comes to applying Godly principles in the area of money management.

You need to decide for yourself whether and when it makes sense to go into debt, and how much debt is reasonable.  I strongly believe in minimizing one’s debt, but it can make sense to use debt prudently when you’re purchasing an appreciating asset.  Most often, this relates to the purchase of a home and possibly investment real estate, but it also holds true for obtaining a higher education. Many studies have shown that a college degree adds to one’s earning potential over the years—although this is only true in the aggregate, and there are many particular instances where a college degree does not significantly increase earning potential for an individual. So taking on some debt to obtain a college degree can make sense in some circumstances if done prudently.

But doing so also comes with risks.  In my counseling, one of the traps I see families falling into is the use of credit to pay bills without the resources to pay the balance off at the end of the month.  This results in ever-growing levels of debt with very high interest charges and takes precious resources away from your children.  Your financial blunders may very well force you to narrow the choices you make regarding the education of your children, and they may not necessarily be the choices you want to make.

I am concerned that today’s parents and students are too easily accepting more debt than they should as part of the financing package, especially when it comes to a degree that, on its own, doesn’t point to an adequate income to pay the debts off in a reasonable time frame.  Handling $50,000 in student loans is very different for an attorney than it is for a teacher at a Catholic school.  While there are certainly no guarantees that the lawyer’s career path will work out, one can make reasonable assumptions.  It is pretty clear that a teacher at a Catholic school will have a limited income, and heavy debts will be an incredible burden.

When the income is expected to be limited, I would look for a plan that can repay the debt in a period of three to five years after graduation.  That may mean some pretty radical lifestyle decisions immediately after college to keep expenses incredibly low so that the debts can be repaid quickly.  My sense is that student debt in the range of $15,000 is reasonable in such a situation.  With an educational plan where a higher income can at least be anticipated, additional debt is highly likely and is probably reasonable.

Debt is not the only option for paying for college expenses.  The federal government has enacted various legislation designed to ease the financial burden of higher education, including the Hope Scholarship Credit, Lifetime Learning Credit, Educational IRAs and 529 Savings Plans.  Several states have additional savings and financing plans worth looking at.

And don’t forget the possibility of scholarships and grants.  Depending on your child’s scholastic abilities and extracurricular activities, as well as your financial situation, these may provide a substantial portion of the overall college cost.  The Knights of Columbus offers a generous scholarship program for members’ children attending Catholic colleges and universities.  Ask your prospective college about special grant opportunities—often they are not well-promoted—and check around in your local community and with your employer.  Often students must apply for scholarships well in advance of the academic year.

The College Board’s website, www.collegeboard.com, can be a very helpful tool for better understanding how you can pay for a college education.

Your son or daughter can help too.  I’m a big believer in the student playing a substantive role in paying for their education.  They may have a greater appreciation for their education if they pay for a portion of it. That means work-study programs when possible, summer work, keeping living expenses low during the college years and having a plan immediately after the college years to aggressively tackle the debt incurred.  You’ll want to ensure that work doesn’t become an end in itself, causing the student’s grades to suffer with negative consequences for the future.

I remember the story of one young man who had a strong desire for an authentically Catholic liberal arts education.  He worked as a shepherd for three years beforehand to obtain the funding he needed.  He saw the value of the education and was willing to make the necessary sacrifices.

One final note.  Students may have the best of intentions to work hard when they finish school to pay their debts down.  But it’s a common occurrence during the college years that young men and women meet, grow in love, and marry shortly after they graduate.  This is a beautiful thing, but it may throw a wrench into plans to pay off debt.  While they both may have planned on working for a number of years, an early pregnancy may change all of those plans.  Make sure that you take this possibility into account as you consider education and funding alternatives.

Choosing a College Wisely

One of the calls I received on a radio program came from a woman whose daughter had been admitted to one of the top music schools in the country.  Unfortunately, the school wasn’t going to offer any scholarship money, and the total cost of the education was expected to be nearly $200,000.

The family had no savings that could be allocated for this purpose, so the woman wanted to know what I thought about borrowing the money so her daughter could attend the school.

My advice?  I let her know that it was great that her daughter had the talent to be admitted to a top school, but given the family’s financial situation and the fact that the school wasn’t offering any scholarship money, I didn’t see how it was practical for either the parents or the daughter to end up with that level of debt.  I suggested approaching a second-tier school where she might receive a substantial scholarship.

The listener wasn’t pleased.  She asked how I could limit her daughter’s possibilities.

As a parent, I want certain outcomes from higher education for my children.  I want a Catholic college or university to help my son or daughter develop into a Godly young adult with a deep love for Our Lord and the Catholic Church, and to be prepared to contribute to society as a responsible adult using his or her talents in an appropriate way.  I can do that within my financial means, even if it requires giving up some of the prestige and trappings of expensive private universities, or perhaps delaying college to avoid costly debt.

If you are committed to a Catholic education but simply don’t have the resources, consider enrolling for the first two years to get a solid Catholic, liberal arts foundation and a healthy campus environment, then transfer to a state university to finish a major.  Or consider a community college for the first two years, during which the student can continue to live at home and save money.  Both options are not ideal, but they can be ways to dramatically reduce the overall cost of college.

It’s not easy for any parent to limit a son’s or daughter’s options, but fortunately there is a great variety of Catholic institutions available to Catholic families, including those that are profiled in this guide because of their outstanding Catholic identity.

And I have great news: many of the colleges and universities that are recommended in The Newman Guide are less expensive than comparable institutions, and Catholic educators are typically committed to helping families with generous financial aid packages.

If you can find what you need in one of these institutions, and you have planned carefully how to pay for it, then you will have invested wisely in the final preparation of a young man or woman to know, love and serve God.

Phil Lenahan, treasurer at Catholic Answers and president of Veritas Financial Ministries, has counseled many families on financial issues. His extensive background in accounting included overseeing the finances of a $250 million division of a Fortune 300 company. He is the author of Seven Steps to Becoming Financially Free: A Catholic Guide to Managing Your Money which is available through Our Sunday Visitor.

Why Choose a Catholic College?

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Archbishop Lori

Most Rev. William E. Lori, Archbishop of Baltimore

Some days are unforgettable, like your first day as a college freshman is likely to be.

One of my unforgettable days occurred in the spring of 2008 when I gathered with many of my fellow bishops and Catholic educators to welcome our Holy Father, Pope Benedict XVI, to Washington, D.C.  He inspired us with the Church’s vision of a Catholic school or college as, first and foremost, a place to “encounter” God.

Now, that may not be what you had in mind for college.  Most students go to college eager to learn—especially to prepare for a career—and to make some good friends along the way.  Surely these are good things, but a Catholic education offers that and so much more.  A Catholic education is not only preparation for a career, but preparation for the rest of your life.

And that is why your choice of a college is so important!

Think for a moment about what you really want out of life, and how the next four years might help you get there.  We all desire to truly know who we are, why we are, where we came from, and where we are going. We yearn for what is true, beautiful, and good—something better than what our culture offers us today.

Whereas many American colleges have abandoned a strong core curriculum, a good Catholic education will help you consider the big questions of life by providing a foundation in Western thought and the Catholic intellectual tradition.  Then—in a faithful, high-quality Catholic college—you will consider the ethical implications of our Faith and the intersection of faith and reason in all of your courses, whether in the liberal arts or business or the sciences.

This is important because you cannot be a truly excellent and virtuous businessman, scientist, lawyer, or other professional without an awareness of how your work contributes to society and serves God.

A good Catholic college will take you beyond the limits of a typical college education and prepare you to experience life in a meaningful way.  During your four years in college, you are likely to discern not only a career but a vocation—married, single, religious life, priesthood—and may meet and fall in love with your future husband or wife.  You will most likely be living on campus in common with dozens or hundreds of your peers, and you will be developing habits for the rest of your life.  A good Catholic college will help you improve yourself physically, mentally, and socially in activities outside the classroom. It will help you strengthen your prayer life and to become a truly virtuous young man or woman.

For Catholics, life is certainly about career, but also so much more: marriage and family, serving the Church and our communities, and ultimately Heaven.  Together these are the most important things in life, and so ought to be seriously considered when choosing a college.

First, consider the dangers of a typical college education.  A lot of colleges are known for providing a good education.  But what is “good”?  If large numbers of students lose their faith in college—as the data tells us they do—then are students really getting a “good” education?  And at what cost?  One need only consider the high rates of substance abuse, abortions and social diseases, depression, and other maladies associated with college life to realize that certain situations may not be “good” for you at all.  Caution is also necessary in the classroom; what may seem to be “neutral” is often opposed to a Catholic worldview, and there may be significant biases in today’s studies of history, philosophy, medicine, psychology, and so on.

Unfortunately at too many colleges today, the typical campus culture does not help students grow, rather it arrests their growth and may set them on a path that they otherwise would not want to choose for themselves.  So it is important that you carefully consider the campus culture, the types of activities offered, and with what sort of fellow travelers you would be preparing for the rest of your life.

Now consider the possibilities of a faithful, Catholic education: studying the great works of mankind and coming to a fuller understanding of God, creation, philosophy, history, and science.  Knowing not only the facts but the reasons.  Learning not only skills but how to think clearly and rationally in any situation.  Having a great time, yes, but also cultivating virtue so that you become the man or woman you and your parents hope you will be.  Instead of enduring four years of the temptations of modern campus life, enjoying four years of a genuine Christian culture that cultivates love, respect, and fidelity.

What a wonderful opportunity you would have for four years!  Access to the Sacraments, spiritual direction, Bible studies, courses in authentic Catholic theology, community prayer, and much more is available to you at a strong Catholic college.

I pray that you choose this type of wonderful education for yourself, because I truly believe that it will benefit you personally—but also because our Church and our nation need well-formed and educated Catholics.  Our culture so greatly needs the contributions of intelligent, faithful Catholics in all walks of life.  As a college graduate, you will have opportunities to influence others in your family, of course, but also in your workplace, your community, and your parish.  And we need faithful, well-educated Catholics to serve in public office, to become your generation’s leaders on issues of religious freedom, moral concerns, and care for the poor.

As a bishop, I am so grateful for the work of Catholic educators and for what they provide young men and women like you.  We need dedicated lay men and women, living unified lives of faith, hope, and love, to sanctify the world through their work and their families. We need prayerful, zealous, and intelligent men and women to answer Christ’s call to the consecrated life.  We need a new generation of priests and missionaries to boldly and faithfully carry out the challenge of the New Evangelization.

For these reasons and more, it is so encouraging to me and my brother bishops that you have an opportunity to choose a college that provides an excellent academic education and that is deeply rooted in and faithful to the Catholic tradition.  This publication will help provide you the tools you need to make such a choice.

Most importantly, I pray that your college education helps you become the saint you are called to be.  To be a saint means to become, in the words of Catholic evangelist Mathew Kelly, “the best version of yourself.”  It will mean succeeding at every level while learning “to be in the world and not of the world.”  It will mean passing this on to others (evangelizing).  Thus, you will need the tools and opportunities necessary to allow you, by the grace of God, to think and act like Christ.

Read on and then discuss your college options with others who care for your future—including, I hope, your parish priest or other spiritual advisor.  Pray for guidance; and with your parents, I trust that you will come to a decision which will enhance your education and bring you closer to Christ, our Hope.

May God bless your college experience and the exciting life that lies before you!  This I pray in the name of the Father, the Son, and the Holy Spirit.