Chapter,Paragraph

  1 Fore    |   education, inside or outside the school system.~In expressing my
  2 Fore    |            us from " the Brothers’ school " to " the Marist school " (
  3 Fore    |           school " to " the Marist school " (including both Brothers
  4 Fore    |           laypeople) and then to a school based on " the shared mission "
  5 Fore    |            education. They came to school to receive guidance, values,
  6 Fore    |            the organization of the school and of the manner of acting
  7 Fore    |         have treated the Christian school, and in some places we have
  8 Fore    |            role carried out by the school but it also invites us to
  9 Fore    |    projects within and without the school system, always taking into
 10   1,5   |     refused to return to the local school after just one day when
 11   1,13  |      started a traditional primary school at La Valla and used it
 12   1,28  |   formation of leaders, especially school principals, in areas of
 13   2 (18)|            Education, The Catholic School and the Mission of the Church, (
 14   2,47  |       evaluating our ministry. Our school leaders foster this sharing
 15   4,76  |          field of evangelising: in school settings, in other pastoral
 16   4 (19)|            Education in a Catholic School, 71~
 17   5,100 |         welcome them into ours. In school ministry, we seek to extend
 18   5,110 |                          110. In a school setting, our family spirit
 19   5,113 |                          113. In a school setting, love of work implies
 20   6,126 |                      126. A Marist school is a centre of learning,
 21   6,126 |          and of evangelising. As a school, it leads students "to learn
 22   6,126 |          persons". 1 As a Catholic school, it is a community setting
 23   6,126 |          and life. 2 As a Catholic school in the Marist tradition,
 24   6 (2) |        Vatican II) 8; The Catholic School, all, but especially 38-
 25   6 (3) |            C. 88; cf. The Catholic School, 61~
 26   6,129 |        particular character of our school in its local context, and
 27   6,129 |          and for the evaluation of school structures and activities. 5~
 28   6 (5) |            cf. C. 87; The Catholic School, 4~
 29   6,130 |    concerns in all that touches on school life and organisation. We
 30   6,131 |           to this diversity in our school policies generally, in our
 31   6,143 |    problems before they occur. Our school regulations should clearly
 32   6,145 |           145. At the heart of our school curriculum is a program
 33   6,146 |          at special moments in the school year with well-prepared
 34   6,147 |       religious environment of the school in terms of, for example,
 35   6,148 |     apostolic movements within the school. We accompany them closely
 36   6,150 |                   150. We link our school into the overall pastoral
 37   6,150 |       countries where the Catholic school has become the major experience
 38   6 (21)|                       The Catholic School, 72; Congregation for Catholic
 39   6,151 |          for the faith life of the school, we develop a structure
 40   6,151 |    education and activities of the school, those of us involved in
 41   6,152 |            welcoming into the same school young people of different
 42   6 (22)|                       The Catholic School, 58; Delors, "Learning:
 43   6,154 |          and we mobilize the whole school community to concrete expressions
 44   6,164 |         164. In a special way, our school administrators are challenged
 45   6,164 |         Champagnat figures for the school community, leading with
 46   6,166 |           busyness of contemporary school life, we remain people of
 47   7,180 |            example, those still at school, parish groups, youth in
 48 Quest   |         your community, be it in a school or other setting, being
 49 Quest   |         the social profile of your school?~3.         What challenges
 50 Quest   |                      As a Catholic school, it is a community setting
 51 Quest   |     favoured" feel at ease in your school?)~6.         "Transforming
 52 Quest   | possibilities do your see for your school in relation to the areas
 53 Quest   |       world of youth other than in school settings:~a.          what
 54 Notes   |        Champagnat~1.1 First Day at School:~Since his mother and his
 55 Notes   |            Marcellin was sent to a school Master whose task was to
 56 Notes   |         vowed never to return to a school run by such a teacher; the
 57 Notes   |           the Brothers, set up his school in their house and the children
 58 Notes   |        method. In addition, out of school hours, he gave them their
 59 Notes   |           by the family and by the school.~3. The teacher who is the
 60 Notes   |     communitarian structure of the school; with the best possible
 61 Notes   |         and the Church entrust the school’s educational endeavour. ~
 62 Notes   |            mission of the Catholic school. The rights of the people
 63 Notes   |            who are involved in the school must be safeguarded in strict
 64 Notes   |            mission of the Catholic school to be of service in the
 65 Notes   |            the family is the first school of the social virtues which
 66 Notes   |          with the teachers and the school authorities. (40)~Familiaris
 67 Notes   |    discouraged by their failure in school. ~·              The cry
 68 Notes   |         with the ordered life of a school... He ran away a number
 69 Notes   |           to the discipline of the school... The Brothers lost heart,
 70 Notes   |    generations who are outside the school circuit, to the 130 million
 71 Notes   |           who are unable to attend school and to the 100 million or
 72 Notes   |        million or more who abandon school before completing their
 73 Notes   |     transmission of knowledge in a school; "teacher" is to be understood
 74 Notes   |            who does so simply as a school master carrying out a profession.~
 75 Notes   |            Education in a Catholic School, 71~4.20 Freedom and responsibility~
 76 Notes   |           the world of education - school and university - in places
 77 Notes   |         have many children in your school; you will consequently have
 78 Notes   |         What soils everything in a school is a fickle Master, who
 79 Notes   |          absolutely necessary in a school, the kind of discipline
 80 Notes   |        introduce disorder into the school, destroying feelings of
 81 Notes   |      Expulsions~Expulsion from the school, either temporary or final.
 82 Notes   |         trying to establish in the school a spirit of friendliness
 83 Notes   |          The spirit of a Brothers' school ought to be a family spirit.
 84 Notes   |           function of the Catholic school to develop in the school
 85 Notes   |           school to develop in the school community an atmosphere
 86 Notes   |           faith. Thus the Catholic school, taking into consideration
 87 Notes   |          and culture, the Catholic school sets out with a deep awareness
 88 Notes   |            mission of the Catholic school is so wide, the teacher
 89 Notes   |           the difference between a school whose education is permeated
 90 Notes   |           other. (43)~The Catholic School, 38-43~6.3 The Marist School,
 91 Notes   |       School, 38-43~6.3 The Marist School, an educating community~
 92 Notes   |               Constitutions 88~6.5 School mission statements~All who
 93 Notes   |         teachers, young people and school authorities are urged to
 94 Notes   |            apostolic.~The Catholic School, 4~What is a Christian school
 95 Notes   |      School, 4~What is a Christian school climate? . . . The elements
 96 Notes   |  developing an organic vision of a school climate are persons, space,
 97 Notes   |        activities. (24)~A Catholic school needs to have a set of educational
 98 Notes   | distinctive" in the sense that the school has a specific objective
 99 Notes   |     reference which:~- defines the school's identity: in particular,
100 Notes   |           and cultural aims of the school;~- presents the course content,
101 Notes   |          and the management of the school;~- determines which policy
102 Notes   |         will enable each aspect of school activity to assist in the
103 Notes   |           and political aspects of school life are all integrated:~
104 Notes   |       quite distinct from internal school regulations or teaching
105 Notes   |            Education in a Catholic School, 24, 100-112~6.6 Acquiring
106 Notes   |            student’s efforts~For a school to prosper and its teaching
107 Notes   |       pupils, attach them to their school, make the work easy and
108 Notes   |        Religious Dimensions of the School Culture~Relationship between
109 Notes   |         imperative that a Catholic school help them become aware that
110 Notes   |       human reality. In a Catholic school, and analogously in every
111 Notes   |           and analogously in every school, God cannot be the Great
112 Notes   |         faith~A Catholic secondary school will give special attention
113 Notes   |           of countries, renewal in school programming has given increased
114 Notes   |       person as a whole~A Catholic school must be committed to the
115 Notes   |            Education in a Catholic School, 51-55~6.10 Media education~
116 Notes   | persuasions, will be admitted into school but on the express condition
117 Notes   |           be allowed to turn up at school until the pupils return
118 Notes   |         student body in a Catholic school includes increasing numbers
119 Notes   |            Education in a Catholic School, 108~6.12 See endnote 5.
120 Notes   |            Education in a Catholic School, 72~6.21 Linking with the
121 Notes   |     indispensable for the Catholic school, inasmuch as it involves "
122 Notes   |           the laity."~The Catholic School, 72~You are decisive instruments
123 Notes   |            the proclamation in the school setting of the Gospel of
124 Notes   |           activity of the Catholic school must be integrated in the
125 Notes   |           peoples, if the Catholic school were to turn its attention
126 Notes   |            is unjust.~The Catholic School, 58~Learning to live together~
127 Notes   |          From early childhood, the school should seize every opportunity
128 Notes   |            Consecrata, 97~6.28 New school projects~Normally we appeal
129 Notes   |          can afford to pay) at the school, have, as their aim, to
130 Notes   |          the Brothers’ salary, the school would not be viable.~Life,
131 Notes   |          now decided to extend the school’s facilities. A single class
132 Notes   |          their own resources after school. To get over this problem,
133 Notes   |     lessons to the children of the school; in addition, on Sundays
134 Notes   |          outset, to house a "Trade School" for orphans:~As soon as