Chapter,Paragraph

  1 Fore    |             the Brothers and to all Marist layteachers this document
  2 Fore    |             document entitled " The Marist Educational Mission: a Project
  3 Fore    |           of gratitude to all those Marist educators whose love for
  4 Fore    |         during the 181 years of our Marist history. It is evident that
  5 Fore    |             within the context of a Marist undertaking. I thank them
  6 Fore    |   confidence among the Brothers and Marist layfolk has made it easier
  7 Fore    |         just after the Council, the Marist Institute has had to confront
  8 Fore    |          situate the mission of the Marist Institute and the document
  9 Fore    |         Brothers’ school " to " the Marist school " (including both
 10 Fore    |           those countries where the Marist Institute is present.~·             
 11 Fore    |            has consequences for the Marist educational mission and
 12 Fore    |    educational systems in which the Marist Institute is present has
 13 Fore    |            which put together " The Marist Educational Mission: A Project
 14 Fore    |          they feel like part of the Marist family and if Marcellin
 15 Fore    |             consider them as my lay Marist brothers and sisters with
 16 Fore    |           with which we live in the Marist Institute.~I hope that this
 17 Intro   |           own experience of being a Marist educator in the Champagnat
 18 Intro   |             are present has its own Marist history. As an international
 19 Intro   |             intuitions and those of Marist educators since him. We
 20 Intro   |   contemporary vision statement for Marist education, we have followed
 21 Intro   |             reflected deeply on our Marist apostolate and published
 22 Intro   |     syntheses of what constitutes a Marist approach in education, but
 23 Intro   |   pedagogical treatise or manual of Marist spirituality.~There is a
 24 Intro   |           change here from previous Marist documents: the "we" in the
 25 Intro   |           and Laypeople who are the Marist educators of today. In doing
 26 Intro   |          contemporary reflection on Marist mission. Indeed, this document
 27 Intro   |      Laypeople. ~Also, the field of Marist education has broadened
 28 Intro   |          Chapters and Assemblies of Marist educators have re-asserted
 29 Intro   |      sources, limiting ourselves to Marist and Church documents, and
 30 Intro   |             everyone throughout the Marist world who contributed to
 31 Intro   |          ties within the world-wide Marist family and help us to be
 32 Intro   |        International Commission for Marist Education~2nd January, 1998~ ~
 33   1,1   |             the life-giving root of Marist education. Times and circumstances
 34   1,2   |      Brothers of Mary, known as the Marist Brothers.~- in his youth~
 35   1 (1) |      Benedict Marcellin Champagnat, Marist Brothers, Rome, (ed. 1989),
 36   1 (4) |   Champagnat, Br. P. Sester editor, Marist Brothers, Rome, 1985, 159.~
 37   1,10  |        became the birthplace of the Marist Brothers. A wonderful spiritual
 38   1,15  |        described as the crucible of Marist educational principles and
 39   1,17  |             Oceania with a group of Marist Fathers9. Marcellin himself
 40   1 (16)|              5, "With a distinctive Marist style"~
 41   1 (17)|          Champagnat, the Educator", Marist Notebooks, No.1, 1990, pp.
 42   1 (20)|             Mary, Our Good Mother", Marist Notebooks, No. 2, 1991,
 43   1,26  |           who would claim the name "Marist". 22~
 44   1 (21)|           Sayings and Instructions, Marist Brothers, Rome, ed. 1998,
 45   1 (23)|                 Annales du F. Avit, Marist Brothers, Rome, (1993) p.
 46   1 (23)|           cf. Br. M. Bergeret, "The Marist Teaching Tradition", Marist
 47   1 (23)|         Marist Teaching Tradition", Marist Notebooks , No.4, 1993,
 48   1 (24)|           450-453, also Bergeret in Marist Notebooks, No. 4, pp. 75-
 49   1,30  |         continents. As contemporary Marist educators, we share and
 50   2 (1) |         Constitutions and Statutes, Marist Brothers, Rome, 1986, p.
 51   2,32  |           for their contribution to Marist mission. But, he went further
 52   2 (2) |             Brothers in Solidarity, Marist Brothers, Rome, (1993) p.
 53   2,33  |         contribute in other ways in Marist works; whether we be parents
 54   2,33  |           or clergy associated with Marist works; whether we be members
 55   2,33  |          Champagnat Movement of the Marist Family or similar groups.
 56   2 (*) |         core of the mission of each Marist educating community in terms
 57   2,37  |              are at the core of the Marist charism we have inherited
 58   2,38  |                   38. As sharers in Marist mission, we are invited
 59   2 (20)|                   The Rule of 1837, Marist Brothers, 16 ~
 60   2,46  |            was fundamental that our Marist works be integrated into
 61   2,49  |         management and direction of Marist works, those we own or those
 62   2,50  |     possible, within our network of Marist ministries those institutions
 63   2,50  |     experience of being part of the Marist family. ~
 64   2,51  |               51. Together with our Marist leaders at Provincial, inter-Provincial,
 65   2,51  |             to foster our growth in Marist identity through such means
 66   2,51  |           such means as programs of Marist formation which bring together
 67   2,51  |             and charism.~to prepare Marist leaders through their ongoing
 68   2,51  |          Champagnat Movement of the Marist Family and other Champagnat
 69   2,51  |           their efforts to live out Marist spirituality and mission. 24~
 70   2 (24)|          Champagnat Movement of the Marist Family", Circulars, 1991,
 71   3,54  |        young people in founding the Marist Brothers, our preference
 72   3,55  |            identifying marks of our Marist mission. 2~
 73   3 (4) |              XXI, pp. 511- 513; cf. Marist Notebooks 4, 1993, p. 72~
 74   4,70  |        promoting Gospel values, all Marist educators* contribute to
 75   4,70  |             to the mission of every Marist project to build God’s Reign
 76   4 (16)|             16-17; Formation Guide, Marist Brothers, Rome, 13-23~
 77   4,90  |            of readiness to consider Marist religious life. We accompany
 78   5     |               5. With a distinctive Marist style (§.97-125)~
 79   5,98  |         interaction which gives our Marist style its Spirit-inspired
 80   5 (1) |              438-440; Cf. Bergeret, Marist Notebooks, No 4, 1993, pp.
 81   5,104 |          the "three violets" of our Marist tradition: patiently allowing
 82   5 (8) |            Brother Charles Howard, "Marist Apostolic Spirituality",
 83   5,117 |            the perfect model of the Marist educator, as she was for
 84   6,126 |                              126. A Marist school is a centre of learning,
 85   6,126 |            a Catholic school in the Marist tradition, it adopts Marcellin’
 86   6,127 |       circumstances and profiles of Marist schools around the world
 87   6,128 |        which reflect our Gospel and Marist ideals, and which witness
 88   6,129 |        based on our broad vision of Marist education, as presented
 89   6 (8) |            of 1837, art. 16; Balko, Marist Notebooks, No. 1, 1990,
 90   6,143 |                            143. Our Marist tradition in relation to
 91   6,149 |      identify more closely with our Marist spirituality, we set up
 92   6,149 |             spirituality, we set up Marist apostolic movements. In
 93   6,163 |           the specific character of Marist Catholic education and spirituality. ~
 94   6,164 |     articulate and live by our core Marist values and lead others in
 95   6,164 |             optimism, and modelling Marist apostolic spirituality.~
 96   7,167 |          intuitions and energies as Marist apostles. We seek to be
 97   7 (1) |            Balko, sections 2 and 9, Marist Notebooks, No.1, 1990~
 98   7,171 |                171. Our distinctive Marist approach characterises each
 99   7 (4) |      chapter 5, "With a distinctive Marist style"~
100   7,183 |               We initiate them into Marist apostolic spirituality and
101   7,184 |             a time as a member of a Marist apostolic community. 10
102   7 (18)|                XIX General Chapter, Marist Apostolic Spirituality,
103   8     |            in our shared mission as Marist educators.~We believe in
104   8     |      privileged vocation we have as Marist educators, Brothers and
105 Quest   |                  With a distinctive Marist style~1.         "To bring
106 Quest   |         called the ‘Golden Rule’ of Marist education. What does it
107 Quest   |      distinctive about working in a Marist work?~3. Take each of the
108 Notes   |          Champagnat Movement of the Marist Family~It is easy to describe
109 Notes   |          Champagnat Movement of the Marist Family, 1990~ ~ ~3: Among
110 Notes   | Jean-Baptiste Berne), died in 1830.~Marist Notebooks, 4, 1993 p. 72;
111 Notes   |           major programme involving Marist presence among the most
112 Notes   |               5: With a distinctive Marist style~5.1 The "Golden Rule"
113 Notes   |             1 The "Golden Rule" for Marist educators: ~To bring up
114 Notes   |            83~5.5 Discipline in the Marist tradition~Preventing faults
115 Notes   |            and in what we do. These Marist virtues give "a quality
116 Notes   |         meet".~Br. Charles Howard, "Marist Apostolic Spirituality",
117 Notes   |                Br. Charles Howard, "Marist Apostolic Spirituality",
118 Notes   |      Catholic School, 38-43~6.3 The Marist School, an educating community~
119 Notes   |           be employed in the house.~Marist Notebooks, 1, p. 33~7.2
120 Notes   |            at regular intervals. ..~Marist Formation Guide, Glossary,
121 Notes   |            it is worthwhile to be a Marist Brother, and worth the sacrifice
122 Notes   |           way.~XIX General Chapter, Marist Apostolic Spirituality,