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Vatican City, Mar 31, 2020 / 10:28 am (CNA).- Cardinal Philippe Ouédraogo of Burkina Faso has tested positive for the coronavirus, his archdiocese announced Tuesday. He is the second cardinal known to have tested positive for the virus, which is now a global pandemic.

Ouédraogo, 75, has been admitted to a medical clinic in Burkina Faso’s capital Ouagadougou.  He is “in good condition and his close collaborators are reported to be self-isolating,” a spokesman for Burkina Faso’s bishops’ conference, Fr. Paul Dah, told ACI Africa on March 31.

The cardinal is president of the African continental bishops’ conference, the Symposium of Episcopal Conferences of Africa and Madagascar (SECAM). He was elected to the post in July 2019. He has been Archbishop of Ouagadougou in Burkina Faso for ten years, and was made a cardinal by Pope Francis in 2014.

Ouédraogo is the second bishop from Burkina Faso known to have contracted COVID-19, as countries across Africa implement lockdowns and restrictions to slow the spread of the virus across the continent.

Another Burkina Faso bishop, Archbishop Emeritus Séraphin François Rouamba of Koupela, tested positive for COVID-19 after being admitted to Our Lady of Peace clinic for urgent treatment on March 19.

The 78-year-old archbishop has since been transferred to another hospital and is reportedly in stable condition, according to a March 25 statement from Bishop Laurent Birfuore Dabire of Dori, Burkina Faso.

Burkina Faso has the largest documented coronavirus outbreak in West Africa, with 249 documented cases as of March 31, according to Johns Hopkins University Coronavirus Resource Center.

The coronavirus has spread throughout the African continent to 47 countries, according to the Africa Center for Disease Control. In North Africa, Egypt, Algeria, and Morocco each have more than 500 documented cases, and the South African government has reported more than 1,300.

Three Nigerian states began two-week mandatory lockdown this week to combat the spread of the virus, including Lagos, Africa’s most populous city with more than 20 million people.

Zimbabwe and Mauritius have also implemented national shut-downs, and the bishops in South Sudan and Zimbabwe have suspended public Masses.

Cardinal Angelo De Donatis, vicar general of the Diocese of Rome, tested positive for coronavirus on March 30.

Other bishops in Italy, France, China, and the United States have also tested positive for COVID-19, and Bishop Angelo Moreschi, 67, died in the Italian city of Brescia on March 25 after contracting the coronavirus.

 

 

CNA Staff, Apr 20, 2020 / 10:40 am (CNA).- The cathedral of the Archdiocese of Cape Town, South Africa, was vandalized on Saturday and the tabernacle desecrated. In a statement on the incident, issued on Sunday, an auxiliary bishop of the diocese requested prayers from the faithful and donations to help feed the poor of Cape Town. 

“It is with great sadness and alarm that we confirm the news that has been doing the rounds on Social Media that the Cathedral has been vandalized,” said a message from Bishop Sylvester David, OMI, published Sunday, April 19. David is an auxiliary bishop of the Cape Town archdiocese. 

Bishop David said that various sacred objects had been stolen in the course of the break-in including “a ciborium, a pyx, four silver candelabra, a gold plated chalice, and two gold plated patens.” Money was also taken from the votive offering box, he said.

In addition to the robbery and damage, and more concerning to the Church, the vandalism included Eucharistic desecration.

“The consecrated hosts from the ciborium have been left inside the tabernacle but the host from the pyx has been removed,” said David. “There has been desecration.” 

The vandalism of St. Mary’s Cathedral occurred sometime of the early hours of Saturday, April 18. The damage was reported to the Cape Town Central Police when it was discovered the following day by the cathedral caretaker. 

South African media reported that in addition to the thefts, vandals ripped the tabernacle door off the hinges, and tore up carpets. Media reports estimated that the damage to the cathedral was more than R100,000, approximately $5,400 USD. 

This was the second time the cathedral has been targeted for a break-in.

Bishop David acknowledged that while the archdiocese was itself the victim of a crime, the acts of vandalism and desecration meant that “reparation has to be done,” and that each parish church of the archdiocese would be sent special prayers to offer.

“We request that all the faithful in the Archdiocese to join with the Cathedral parishioners and to engaged in the prayer which will be sent out to the Parish priests for distribution. It is important that the entire local Church engage in this as the Cathedral is the Mother church,” he said. “This prayer does not replace other daily prayers but supplements them.”

Due to the ongoing COVID-19 outbreak, the Archdiocese of Cape Town suspended the public celebration of Mass on March 17.

Additionally, David requested that those who are able make a donation to the Archdiocese of Cape Town’s account in order to provide food for the poor. 

“We wish to thank you for the many expressions of the faith especially during this difficult time of the shutdown and wish you a meaningful Easter season,” he said. 

By Sr. Joan L. Roccasalvo, C.S.J.

“It’s back to school,” the many ads remind us.  The noble work of education will soon begin anew.  

The word, educate, from the Latin educere, means to lead out of. Educators worthy of the name lead their students out of the darkness of ignorance to the light of truth, knowledge and wisdom. 

The Catholic Philosophy of Education

To realize its Divine mission, the Church has developed a view of education that claims the right over all other agencies to make final decisions about the education of its youth. 

There are several principles of the Catholic philosophy of education that mark it with distinction.  With the obvious age-appropriate adaptations, they affect all ages and academic levels. 

Belief in a Personal God

First, that belief in a personal God is essential to all Catholic thinking in any and every phase of human activity. This includes formal education which proclaims Jesus as its primary Exemplar.  It follows that the Church rejects any philosophy of education or position that sacrifices the eternal and supernatural to the temporal and natural (V.P. Lannie, “Catholic Education IV,” The New Encyclopedia 5: 168).

Academic Excellence

Second, Catholic education imparts far more than amassing facts and information.  Scholarship and faith belong together, the whole person, seeking ultimate Truth, Goodness, and Beauty.  Students should be taught to wonder at the goodness and truth surrounding them. Catholic education builds character. It develops in its students a Catholic moral compass and a Catholic sensibility to understand how society and democracies function. The curriculum’s first order of business is academic formation and excellence. Students must learn correct grammar and use language skillfully, even artfully. This means reading well, writing with imagination, precision and power, and speaking the country’s predominant language correctly. It is typically true that whoever uses the right word thinks precisely and persuasively as in the famous Hopkins’ poetic line, “The world is charged with the grandeur of God.” 

English is a difficult language to master, but it must be said that immigrants to this country often learn to speak better English than those who are born here. In the musical, “My Fair Lady,” the character of Henry Higgins sings, “Why Can’t the English Teach Their Children How to Speak.”  He lampoons Americans’ mutiliation of English with the line, “Well, in America, they haven’t used it in years.” A playful jab, but jab it is.

Catholic and Christian Humanism

Third, in Catholic humanism, God is found not just in the sacred but also in the secular where Christian values and virtue can be uncovered.  The religious and the profane are mutually inclusive, “charged with the grandeur of God.” Whatever is human is inherently Christian.  No enterprise, no matter how secular, is merely secular for we live in a universe of grace and promise. 

The humanities are associated with depth, richness, feelings, character and moral development. This is why the literary and refining arts are so important.  Their purpose is to impart wonder and enjoyment, sensitize the feelings of students and eventually influence their behavior.  The humanities are intended for all students and not just for the elite.

The Student and the Educator

Fourth, St. Thomas Aquinas puts it concisely: Education is a lifelong process of self-activity, self-direction, and self-realization. The child is the center of attention, the “principal agent,” in the educational process. 

The instructor is the “essential mover” who teaches by the witness of his or her example and consistently brings to their lessons a high degree of preparedness. The teacher’s role is critical to Catholic education (Ibid).  The students’ real life situations initiate the process of learning.   Educators lead their students out beyond their life setting—their Sitz-im-Leben.  Experience teaches students to discover for themselves by engaging the five senses. This includes, for example, making or doing beautiful art forms or listening to beautiful music. Affectivity must be channeled in socially-accepted ways. For the most part, “Rap” culture exalts anti-social affectivity.

In his apostolic exhortation, “Evangelii nuntiandi,” Pope Paul VI reflected: “Today students do not listen seriously to teachers but to witnesses, and if they do listen to teachers, it is because they are witnesses.”  

Catholic educators teaching in public schools can adapt Catholic principles to the public school curriculum especially when these are also embraced by other faith-traditions.    

The Benedict Effect

At his papal election in 2003, why did Joseph Cardinal Ratzinger take the papal name Benedict?  It was the Benedictine monks, who, systematically and comprehensively, rebuilt Europe after the barbaric invasions of Rome in the 5th century. Some European leaders refuse to acknowledge Europe’s Christian roots and, specifically, the Church’s role in building on Greco-Roman culture, Christianizing it, and handing it on to future generations. At a time when Europe was cast in darkness, the Church led it out of the darkness; the Church was Europe’s light. Not opinion, but fact.

St. Benedict, the Benedictine Order, and the Monastic Centuries

In the middle of the sixth century, a small movement changed the landscape of the European world.  Benedict of Nursia (480-547) introduced a new way of life and thinking that has brought vitality to contemporary men and women. He laid the foundation of Benedictine monastic life with his monks first at Subiaco and Rome, and then at Monte Cassino.  

Benedict composed his Rule of disciplined balance that fostered order and peace.  If “pray and work” (ora et labora) was the Benedictine motto, the way to live it was through beauty, piety, and learning.  Every monastery was built on an expansive tract of land, and  eventually, it became a miniature civic center for the townspeople.  One could say that the monks sacralized the landscape.  

Monastic Schools

Of the many contributions the Benedictine monks made to European culture, education remained a prominent value. In the Middle Ages, education was conducted within the confines of the monastery by monks, and later, by nuns.  They offered religious and general education to youth who intended to enter the monastic or clerical life and to youth who were preparing for public life.  They lived at home.  Young children of six or seven years of age were taught the basics. The majority, especially potential monks and nuns, were taught to read Latin, writing, chant, arithmetic, and learning how to read time on the sundial. The main text was the Psalter.  From the eighth century onward, students were taught the seven liberal arts, the trivium, grammar, logic, and rhetoric, and the quadrivium, arithmetic, astronomy, geometry, and music.  The ideal monastery of the Benedictine Order was that of Saint Gall in present-day Switzerland where the town flourished around the monastery.

In our century, Catholic education continues to flourish across the world in developed and in developing countries.

Conclusion: Catholic Education in the United States

The Encyclopedia of Catholicism asserts that “throughout history, there is likely no more compelling instance of Catholic commitment to education than the school system created by the U.S. Catholic community.  The story of American Catholicism goes back to the very first Catholic settlers in the New World.” 

Despite the various declarations of freedom in early American history, anti-Catholicism prevailed through groups such as the Know-Nothing Society of the 1850s.  They existed to eradicate Popery, Jesuitism, and Catholicism.  

Between 1840 and 1900, at least sixty European religious orders of women and men were teaching in this country’s parochial schools. 

Conclusion

Finally, the philosophy of Catholic education integrates several aspects of the faith into the curriculum but always in age-appropriate ways: Biblical tradition, Early Christian Church plus heresies and the results,  Spirituality and prayer, Liturgy,  Doctrine, Ecumenism:  a study of the world religions and the Third World.

Today, apologetics is needed more than ever to defend the Church against old and new approaches to anti-Catholicism.  Our students should be taught the art and skill of civil debate—to learn the principles, internalize them, anticipate opposing views, and then defend the principles. 

(This précis of the philosophy of Catholic education has been presented in its ideal conception and not necessarily as it exists with the integrity described.)

By Sr. Joan L. Roccasalvo, C.S.J.

Matteo Ricci College (MRC) is one of eight schools and colleges that form part of Seattle University, a Catholic institution conducted by the Society of Jesus. 

With the Humanities as its core, MRC offers three degrees: a Bachelor of Arts in Humanities (BAH), a Bachelor of Arts in Humanities for Leadership (BAHL), and a Bachelor of Arts in Humanities for Teaching (BAHT). 

Mission of MRC

MRC educates teachers and leaders for a just and humane world. The study of Western culture is the surest place to begin. Pseudo-educators claim it’s a waste of time.   Yet, the facts don’t lie.  We are the beneficiaries of Greco-Roman culture preserved, reinterpreted, and handed down through the Catholic Church’s medieval monastic tradition and continued through the Italian Renaissance. To be human is to be in a story, and to forget one's story leaves a person without a present identity, without a past and without a future.  At MRC, cultural history is taught so that students can draw moral lessons from it.  Those who don’t learn from these lessons are condemned to repeat and relive them.    

With the small class size at MRC, professors can take a personal interest in each student.  In this environment conducive to learning, a close collaboration between student and professor is pursued.   This encourages greater participation in class. Shouldn’t MRC be the envy of most serious students?  You would think so. 

What’s in a Name? 

MRC is named after the 16th - century Jesuit priest Matteo Ricci (1552-1610) who spent his adult life as an educator and missionary in China.  At that time, the doors of the Chinese empire were closed to foreigners from the West.   It was Ricci who brought Western civilization to China, and Chinese literati reciprocated by sharing with him their ancient and venerable culture.  For him, inculturation was a reality centuries before the term was invented. He founded the modern Chinese Catholic Church.  

Ricci astonished the Chinese because he loved them. An authority on so many subjects and disciplines—mathematics, astronomy, apologetics, literature, popular catechesis, poetry, art and music—he brought this treasury of gifts to his mission. His intellectual gifts were prodigious: a photographic memory, linguistic ability to speak flawless Chinese, ingenuity to write maps, assemble clocks, read the stars.  As if this weren’t enough, Ricci had a keen ear for music and reportedly sang with great sweetness.   This “wise man from the west” is recognized as “the most cultivated man of his time and one of the most remarkable and brilliant men of history.”  

Known throughout the realm as Li-Ma-T’ou, this missionary scholar remains the most respected and beloved foreign figure in Chinese culture. Some in the Chinese government view him as the “Second Founder of Modern China.”  

This is the man after whom MRC is named.  He is its model of a complete liberal arts education cast in the Jesuit mold.

Student Protest against the Curriculum of MRC

In May, some two hundred enrolled students at (MRC) staged a week-long sit-in objecting to the core curriculum: The focus on Western culture and values was declared irrelevant. Studies in Western Civilization had failed to serve the academic interests of these students. 

The students demanded of the administration that the classic core curriculum in the Humanities be discarded in favor of a new program of studies to reflect special interest groups of race, class, gender, and disability.  Additionally, they demanded that only qualified faculty be hired to teach courses that reflected their interest in identity group studies of race, class, gender, and disability. The Dean of the MRC was to be fired.

Student demands focused on “dissatisfaction, traumatization, and boredom,” that is, “the Humanities program as it exists today” which “ignores and erases the humanity of its students and of peoples around the globe.”  . . . “We are diverse, with many different life experiences, also shaped by colonization, U.S., and Western imperialist, neo-politics, and oppression under racist, sexist, classist, heteronormative and homophobic, transphobic, queerphobic, ableist, nationalistic, xenophobic systems which perpetuate conquest, genocide of indigenous peoples, and pervasive systemic inequities.”

Students spoke of oppression perpetrated by the Administration:  “The first manifest demand is a complete change in the curriculum from a Whiteness-dominated curriculum to a non-Eurocentric interdisciplinary curriculum.  If the (MRC) is unable to tackle these requirements, we demand that it be converted into a department so as to be accountable to another college.”   

What Students at MRC Seek

If MRC students are seeking social justice and equality for all, if they are to make sense of this complex world, they ought to study the Humanities. If they are curious about how other cultures have learned to develop feelings of compassion, tolerance, respect, empathy, they ought to study the Humanities. If they are curious about how creative other people can be, if students are determined to live in a democracy of free citizens, the Humanities should be studied. Without the Humanities, democracy would not exist.  

The Crisis of Higher Education

In this country, we are experiencing an intellectual crisis that has already affected our work force, our politics, and our culture.  Western civilization, the human culmination of centuries of learning is under attack by an identity-driven student population exemplified by the protesters at MRC.  Whereas many academic leaders fail to uphold the purpose of teaching Western civilization, the faculty at MRC values it.  Whereas academic leaders don’t believe that the Humanities have any fundamental influence on their students, the faculty at MRC is invested in it.  Shared values—this is what brings the world together.  

MRC is not alone in promoting a Humanities core curriculum. Many non-sectarian and private colleges proudly offer a core curriculum around which other subjects are framed. At least twenty-five colleges and universities in the United States offer the Great Books tradition to their undergraduates. These books are part of the great conversation about the universal ideas of cultures and civilizations, always related to ethical and religious values. 

Many educators believe that nearly half of college graduates show no measurable improvement in knowledge or critical thinking. They speak and write incorrectly; they do not read.  Their constant companions? Electronic devices with accompanying head sets. Weaker academic requirements, greater specialization in the departments, a rigid orthodoxy and doctrinaire views on liberalism are now part of the university’s politics and cultural life.  

Clash of Goals

If the demands of these special interest groups—race, class, gender, and disability, were met, MRC would cease to exist. A program of identity studies clashes with the raison d’être of a college named after Matteo Ricci, a name synonymous with the richest of classic studies.   

The student protesters are demanding to be extricated from the program that distinguishes itself in the pantheon of Catholic higher education.  

Who would be so foolish as to look down on, much less protest, such a rich curriculum that prompts the most influential employers to hire MRC’s crême de la crème? 

Let the disgruntled students go elsewhere with their partisan interests and narrow viewpoint.  They lose.

Ricci Speaks to College Students

Matteo Ricci has left us several proverbs that can inspire college students.  But not just college students:  

 “Man is a stranger in this world.”

 “The virtuous person speaks little.”

“Time past must be thought of as gone forever.  Don’t waste time.”

“True longevity is reckoned not by number of years but according to progress in virtue.  If the Lord of Heaven grants me one day more of life, He does so that I may correct yesterday’s faults; failures to do this would be a sign of great ingratitude.”

The canonization of Father Matteo Ricci, S.J. ranks high on the ‘to-do list’ of Pope Francis whose high regard and love for him are well known.  This is the Servant of God, Matteo Ricci, S.J.

By Sr. Joan L. Roccasalvo, C.S.J.

Some the most breathtaking scenery in the United States is found throughout Upper New York and northward to the St. Lawrence Seaway.      Two famous pilgrimage shrines are located in this area and deserve special attention for their historic and religious significance.  In this country, October 19th is the feast of the North American Martyrs. First, some history.

New France

In the seventeenth century, French authorities sent a number of expeditions to conduct fur trading in this territory and named it New France.  Soon, French Jesuit missionaries followed to minister to their own and to convert the Native Americans to the Catholic faith. Today this direct form of proselytism toward a native people would be considered out of step with ecumenical norms.

The Jesuit missions began their work early in the 1630s. Our story picks up twelve years later with eight French Jesuits who were martyred while working among these Native Americans.  Here is their story.

The Huron Indians

By the seventeenth century, the Huron Indians, who belonged to the Iroquois Federation, had developed a fairly high way of life. They spoke in the Wendat language, and their religious beliefs had been fixed for years.  Perhaps the Jesuits did not fully appreciate this fact. The Hurons encountered both the Dutch and the French. The Dutch were primarily merchants who established trading posts at the confluence of the Mohawk and Hudson; the French came south from present-day Quebec to establish fur trading posts.

Jesuit Relations: Instructions to the French Jesuit Missionaries

Much of what we know about the Jesuits’ work among the Hurons was recorded in annual reports, “Jesuit Relations,” written by Fathers Paul LeJeune, S.J. and Paul Ragueneau, S.J.  The “Relations” gave the Jesuits a long list of practical instructions to be followed when ministering to the Hurons.  Three of the many are:

“You must have sincere affection for the Savages, looking upon them as ransomed by the blood of the Son of God, and as our brethren, with whom we are to pass the rest of our lives.”

“You must so conduct yourself as not to be at all troublesome to even one of these Barbarians.”

“You must bear with their imperfections without saying a word, yes, even without seeming to notice them.  Even if it be necessary to criticize anything, it must be done modestly, and with words and signs which evince love and not aversion.  In short, you must try to be, and to appear, always cheerful.”    

By 1642, Father Isaac Jogues, S.J., leader of the missionary group, planned to work among the Hurons along the south side of the Mohawk River from east to west. It was only natural for the Native Americans to resent the overtures of the missionaries despite the respect given to them. Why would “black-robed” foreigners want to change their way of life and their religious beliefs? Suspicious, they eventually blamed the Jesuits for the outbreak of small pox and other diseases.
 
At various times, between1642-1649, the Jesuits were brutally tortured – accused as witch doctors.  Most of them were bludgeoned to death under the tomahawk.  

First Group of Jesuit Missionaries

The first group of French Jesuits answered the call to minister in this region.  These included Father Isaac Jogues, and two donnés, René Goupil and John Lalande.  Due to deafness, Goupil could not be ordained a Jesuit but was trained as a doctor and surgeon.  After years of ministering to the Indians along the St. Lawrence River, Jogues and Goupil were captured.  Goupil was the first of the eight to be martyred – he was bludgeoned to death.  

For thirteen months, Jogues lingered from brutal torture. Knowing that his index fingers and thumbs were essential to the celebration of Mass, his captives mangled them.

Curiously enough, his escape to France prompted a desire to return to his mission.  Accompanied by John de Lalande, the nineteen-year old donné, Jogues returned to the Mohawk Mission in New York. With papal approval, he celebrated Mass even with stubs as fingers.  On his return to the region, he resumed his work but was soon tortured again.  This time he succumbed.  The date was October 18th, 1646.  Lalande himself was killed the next day.  

Second Group of Jesuit Missionaries

The second group of Jesuits was martyred within the confines of Midland at Martyrs’ Shrine, Sainte Marie. In 1635, Father Anthony Daniel founded the first Huron Boys’ College in Quebec and worked among the Hurons for twelve years until, on July 4th, 1648, still wearing Mass vestments, he was attacked as he ended the celebration of Mass.  His martyred body was thrown into the flames of the burning church.  

The thirty-three year old, Father Jean de Brébeuf was a gifted linguist and mastered the Huron language. Gentle in manner, massive in body, it is said he had the heart of a giant.  Like Brébeuf, Father Gabriel Lalemant was a gifted scholar, professor and college administrator, but unlike Brébeuf, his body was frail.  Eventually both were captured, tied to stakes and underwent one of the worst martyrdoms ever recorded in history. The Jesuit Relations describes in detail how grisly were their tortures: “The Indians dismembered their hearts and limbs while they were still alive, and feasted on their flesh and blood” (L. Poulot, “North American Martyrs,” New Catholic Encyclopedia, 507).

Brébeuf suffered for three hours before dying on March 16th, 1649. Lalemant died the next morning.   Father Charles Garnier was assigned to the Huron mission at Sainte Marie for thirteen years and then to the mission at Saint Jean.  He was beloved by his congregants, but in 1649, was tomahawked to death about thirty miles from Sainte Marie.

Father Noël Chabanel, S.J.

Perhaps the saddest and most poignant story of all is reserved for twenty-eight year old Father Noël Chabanel who was assigned to work with Father Charles Garnier.  Though he was a brilliant professor of rhetoric and humanism at home in southern France, he had no ear whatsoever for the Huron language. Plagued by a sense of uselessness, he was convinced that his ministry had failed. Feeling a strong repugnance to the life and habits of the Huron, and fearing it might result in his own withdrawal from the work, he bound himself by vow never to leave the mission. Today, in all likelihood, superiors would frown on this extreme position. Chabanel was martyred on December 8, 1649, by a “renegade” Huron.  Yet to the end, he persevered in his missionary activity.

In 1930, Pius XI canonized the North American Martyrs.  The Canadian Catholic Church celebrates their feast day on September 26th.    

The Shrines at Midland and Auriesville

Because the two shrines are not far from one another, they are popular places to visit at the same time during the summer months or during October when the fall foliage is at its peak period. Martyrs’ Shrine at Midland has a church and museum that feature seventeenth-century maps, songs written by Brébeuf, a history of the shrine, and the stories of the Canadian martyrs. It offers the pilgrim a walking tour to get a sense of how the Jesuits lived, worked, and prayed among the Huron Indians.  One can see the simulated rustic village that comprised a chapel, living quarters, and classroom where the Jesuits carried out their apostolates.

The shrine at Auriesville has a similar layout.  One of its most popular features is the expansive outdoor Stations of the Cross, a familiar feature of Jesuit retreat houses.  There is a large auditorium which seats 6,000 pilgrims.

“The Blood of the Martyrs … the Seed of the Church”

From the earliest days of Christianity, martyrdom for the faith has always been part of the Christian psyche. It was understood that those who openly professed their faith might have to suffer for this pearl of great price. But, it was better to stay alive.

When the missionaries were assigned to work in New France, martyrdom could not be ruled out, just as danger and death cannot be ruled out for policemen or firefighters.  Missionaries were expected to die for the sake of Christ, though they did not seek it out. It is a stark reality that remains a constant for missionaries today. But let us not forget that there are so many ways to be martyred, real and metaphorical.

The North American Martyrs were high-minded men, cultured, refined, and well educated.  For them, the savage, bloody road of martyrdom was transformed into a way of beauty, a road that remains sacred ground.  Our Lady of Martyrs Shrine at Auriesville and Martyrs’ Shrine at Midland are among the most frequently-visited pilgrimage sites in the world – both sacred ground.  Those who do visit them are disposed to receive special favors from the saints for whom the shrines are named.  It is said that during her lifetime, Dolores Hope, wife of comedian Bob Hope, made a pilgrimage to Auriesville almost every year.

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To view more press releases, please visit http://ir.wintrust.com/news.aspx?iid=1024452.

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By Bishop Arthur Serratelli

In The Innocents Abroad, published in1869, Mark Twain humorously narrates his travels thorough Europe and the Holy Land. He goes out of his way to praise the great hospitality that Catholic priests offered to any pilgrim traveling through 19th century Palestine. They readily welcomed all, whether they came “in rags or clad in purple.” Twain was pleasantly surprised by this, because, as he readily confesses, he had been “educated to enmity toward everything that is Catholic.” Enmity toward everything Catholic! Not a thing of the past.

Most recently, the hatred was aimed at one of the most charitable and benevolent group of individuals in this country, the Knights of Columbus. During the Senate Judiciary Committee’s review of Omaha-based lawyer Brian C. Buescher for the position of judge on the United States District Court for the District of Nebraska, Senators Mazie Hirono, a democrat from Hawaii, and Kamala Harris, a democrat from California, grilled Buescher on his membership in the Knights of Columbus. In their questions, they boldly gave voice to an anti-Catholic prejudice in our society.

Hirono accused the Knights of having “taken a number of extreme positions.” And, what are those extreme positions to which she is so vehemently opposed? The Catholic teaching on marriage as a union established by God. The sanctity of human life. The rights of a child in the womb to take his or her place at the banquet of life. For many, when it comes to birthing a child, only a woman has rights. And, when it comes to marriage, only what an individual wants matters. In their eyes, God’s design for his creation cannot limit the freedom of anyone to choose as they wish. 

Holding to what the Catholic Church has always taught, according to their line of questioning, now disqualifies someone from public office. In effect, both senators were applying a religious test as a qualification for public office. Responding to this blatant attack on a man’s religion, on January 17, 2018, the United States Senate unanimously passed the resolution that disqualifying a member of the Knights of Columbus for a federal office actually violates the Constitution of the United States. Article VI of the Constitution states that “no religious test shall ever be required as qualification to any office or public trust under the United States.”

Sadly, this recent attack on Catholicism is not an isolated incident. Last September, Senator Dianne Feinstein expressed serious concern about the qualifications of Amy Barrett for a judgeship on the 7th Circuit. Feinstein is an unflinching supporter of abortion. It was no surprise that she zeroed in on Barrett’s position on Roe v. Wade. Because Barrett is a practicing Catholic who faithfully holds to Catholic teaching on this and other hot button issues, Feinstein remarked “in your case, professor…the dogma lives loudly within you, and that’s of concern when you come to big issues that large numbers of people have fought for years in this country.” Clearly, the Senator sees no place for what the Catholic Church teaches on major moral and societal issues. 

It is becoming more and more obvious that the Catholic Church is being targeted as the public enemy of our society. Talk shows and news media attack the Catholic position on the right to life as misogyny and the Catholic teaching on marriage as intolerance and hatred. One can only wonder why those States that are investigating the Catholic Church on its record of protecting children are not looking into other public institutions. Why is there not a comparable investigation into their own school systems or other religious groups? Is the terrible crime of child abuse limited only to Catholics? Today’s media would even have people believe that abuse of minors is becoming more frequent within the Church. Patently false. But, too often facts do not matter when a villain is needed.

Those who advocate for the radical autonomy of the individual find in the Church an indomitable opponent. The Catholic Church stands firm in her teaching on contraception, abortion, stem cell research, in-vitro fertilization, marriage and divorce. The Church teaches that every choice that touches on the gift of life and the beauty of marriage is judged by a law higher than the autonomy of the individual. And, for this reason, today’s secularists judge Catholics as public enemies to the good of the society they wish to construct. A society without God. A society without a future.

Almost every day, a politician or teacher or public speaker is lambasted for a statement that is judged to be homophobic, misogynistic, racist or anti-Semitic. In some cases, not even an apology can save their careers. Yet, a free pass is given by society to any anti-Catholic view or statement. Someone can make an insulting or slanderous remark about Catholics, Catholic teachings or the Church herself and emerge unscathed. In his essay on The Significance of Jacksonian Democracy, historian and Harvard professor Arthur Schlesinger, Sr., himself not a Catholic, made the often cited assertion that anti-Catholic prejudice is “the deepest bias in the history of the American people.” According to Baylor University professor Philip Jenkins, anti-Catholic prejudice is “the last acceptable prejudice.”
 

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