Aspirations in school

ANOTHER school year has just begun. In the papers, the focus is how to contain the spread of the dreaded H1N1 virus. Also the glut in the public schools is noted, due to transfers from and closure of private schools that in turn may be due to the global recession, already biting in the US, but not yet that bad here.

It looked like, for amusement, the papers were one in splashing pictures of little boys having their haircut accompanied mostly by mothers. Their faces betrayed traces of little suffering as they now have to interrupt their summer fun and go back to some serious business.

Everyone, I suppose, is now trying to fulfill his duties toward the never-ending task of educating children. Government, NGOs, parents, school management and, of course, the students themselves have to do their part.

In my case, as chaplain of a technical school I’ve been through several meetings to lay out our plans and programs for the school year. I had to coordinate closely with the personal formation office (PFO) and the student affairs office (SAO).

We reviewed these plans and programs, pruning those elements that now seem irrelevant and adding others that appear to be needed. I was impressed by the collegial discussions and decision-making process.

It’s nice to know that the young staffers can give fresh insights and new readings to current developments affecting students. I feel updated, and quietly take note of the subtle changes taking place among the young. Yes, there are changes, and some of them look major even if they are not in the open yet.

We have both expanded and tightened our network of personal tutorials and mentoring. Each student will be assigned a tutor, and groups of tutors will be trained and supervised by mentors.

So it seems that the structures and calendar of activities are already in place. We have considered the requirements of the different aspects of formation: human, spiritual, religious-doctrinal, professional, and apostolic. Now comes the harder part, the task of implementing, of converting ideas and goals into tangible effects.

This, I think, is where the heart of education lies. It is in the spirit that inspires one to carry out his task and the energy he exerts to pursue that task. Education is not just a mechanical transmission of ideas. It is taking care of souls, nourishing them with their proper food that ultimately is God.

I saw the other day a mother carrying in her arms her two-year-old little girl. They were walking by the road when I passed by in my car. The mother was talking to her daughter, smiling, and the little girl was expressionless, but with her little arms around her mother’s neck.

I, of course, did not hear what the mother was saying, but I was sure that whatever it was, there was already a very intimate bonding between the mother and child, an invisible interflow of spiritual loving.

To me, it was an eloquent image of how education ought to be done. I like to imagine that in that moment, the seed of education is taking root in the tender heart of the little girl, thanks to the generous heart of the mother, who is always our first teacher.

I think we have to find a way to continue with this invisible interflow, obviously in a manner proper to our human and natural conditions. Unless this takes place, I don’t think we can talk about educating children properly. Education is like journeying with the students, but understood more in the spiritual and moral sense.

Of course, we need some practical guidelines for this, and also standards to measure in some way the effectiveness of our education work. We have to continually renew and update them so they can truly reflect the state of the student’s mind and heart.

For me, what gives joy and satisfaction is when students on their own come to have a heart-to-heart talk not only about personal and family matters, not only about academic issues, but also about their faith and their love for God and others.

Through the years, I have seen, thanks to God, an increase of students who see me for this purpose, and a marked improvement in their behavior, showing a greater consistency between what the faith teaches and their day-to-day life and activities.

I see them learning how to pray, understanding the value of sacrifice, going to Mass and confession, doing their work and study with responsibility, etc.