A new research study, released just a few days before the U.S. military killed a top Iranian military commander and escalated international tensions, looked at connections between sudden national security crises and education policymaking in Washington.

UEFA's ground-breaking weekly vlog Press Play has now had over three million views on the Together #WePlayStrong Youtube channel.

UEFA is delighted to announce it will be the official sponsor of Rita Ora's The Girls Tour as part of our Together #WePlayStrong campaign.

Rita Ora is offering fans an opportunity to meet her as part of UEFA's newest women's football initiative.

Nilla Fischer, Fran Kirby and Shanice van de Sanden feature in UEFA's new Strong Is... mini-series.

Europe's most famous footballing families are supporting a new TV campaign by UEFA which calls on dads to encourage their daughters to play football.

Grab a pair at Amazon right now for just $199.95. Unlike Apple's second-gen AirPods, which failed to impress us, the Powerbeats Pro earned an excellent rating in PCMag's review.

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CNA Staff, Mar 25, 2020 / 07:11 pm (CNA).- The Italian bishop of a missionary region of Ethiopia is the first Catholic bishop known to have died of the global coronavirus pandemic. He died March 25.

Bishop Angelo Moreschi, 67, was the leader of Ethiopia’s Apostolic Vicariate of Gambella, a missionary region of 25,000 Catholics in the western part of the country. He died Wednesday in the Italian city of Brescia, in the Lombardy region that has become the European epicenter of the pandemic.

A member of the Salesians of Don Bosco religious order, Moreschi had been a missionary in Ethiopia since 1991. He was ordained a bishop in January 2010.

“The Salesian community mourns the death of the Apostolic Vicar of Gambella (Ethiopia), namely Msgr. Angelo Moreschi, SDB, who died today, March 25, in Brescia (Italy) due to the coronavirus,” the Salesians of Don Bosco said in a statement released through the order’s information bureau.
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The secretary general of Ethiopia’s bishops’ conference announced the news in the country, announced conveying “deep condolences to the Clergy, religious, bereaved family and the lay faithful in the Apostolic Vicariate of Gambella.”

To the mourning people of the Gambella vicariate, the country’s bishops pledged the “closeness and prayers of members of the Catholic Bishops’ Conference of Ethiopia and the entire Catholic Church in Ethiopia. May his soul rest in peace.”

Bishop Moreschi was renowned in Ethiopia for his pastoral ministry to the service of young people and the poor. In the local dialect, he was afforded the title “Abba,” meaning “Father.”

“In his mission as prefect and then as apostolic vicar, he continued to embody the Salesian focus in helping children, accompanying them by his practical spirit and his strong apostolic zeal,” the Salesians of Don Bosco stated.

“In his visits to the villages, they still remember when the Salesian arrived with a battered SUV - or by motorboat in the villages along the Baro river when the roads were flooded - and he immediately began to distribute multi-vitamin biscuits to malnourished children.”

Bishop Moreschi died “after serving the young, the poor and his flock of souls as a Salesian for 46 years, as a priest for 38, and as a bishop for over 10,” the Salesians said.

More than 60 priests have died in the ongoing coronavirus pandemic, which has claimed more than 21,000 lives globally. Several bishops have contracted the virus.

 

This story was first reported by ACI Africa, CNA's African news partner. It has been adapted by CNA.

 

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 17, 2020 / 01:00 pm (CNA).- A Catholic priest is one of two people in Kenya to be charged with “negligently spreading an infectious disease” after authorities allege he did not comply with quarantine regulations after he traveled to the country from Italy. 

Fr. Richard Onyango Oduor denied the allegations on Thursday, April 16, and is currently free after he posted bail. He will appear in court on May 2, after he spends another 14 days in quarantine. 

According to Kenyan media, Fr. Oduor is based in Rome and flew to the country to preside at a relative’s burial service. At that burial service, he distributed the Eucharist, interacting with several people. According to local media reports, as many as 60 people who came into contact with Fr. Oduor reported to the hospital, but it is unclear how many of them were eventually diagnosed with COVID-19. 

Fr. Oduor eventually tested positive for the virus, was hospitalized for a period of two weeks, and has since recovered. He was arrested on April 9, immediately after he was released from the hospital. 

Oduor reportedly traveled throughout Kenya from March 11 through 20, and was unaware that he had been infected with the coronavirus. During this period. Oduor took busses and a plane, and celebrated several Masses. 

Kenyan officials were able to locate and quarantine more than 130 people who had come into contact with Oduor before he was diagnosed with the coronavirus. This number includes priests at a parish in Nairobi where Oduor stayed before traveling to his hometown for the burial.

Archbishop Anthony Muheria, who leads the Archdiocese of Nyeri and is the apostolic administrator for the Diocese of Kitui, declined to comment about the case to Reuters, and said it was up to civil authorities to handle Oduor’s case. 

Kenya has banned public gatherings, reduced the number of people who are permitted to attend a funeral, instituted a curfew, and increased restrictions on who can travel to areas that have the highest number of cases.

In Kenya, 234 people have been diagnosed with COVID-19, and 11 have died. 

Oduor was arrested on the same day Gideon Saburi, the deputy governor of Kilifi, a county in Kenya, was charged with spreading coronavirus. Saburi is alleged to have appeared in public while suffering from the virus between March 6 and March 22. He has also pleaded not guilty and was released on April 16 after posting bail.

CNA Staff, Apr 24, 2020 / 11:31 am (CNA).- The bishops of Togo called for peace and respect for the rights of citizens after the violent arrest of an opposition leader from his home on Tuesday.

“[E]very citizen has the right and duty to express his/her disapproval in the face of manifest injustice and oppression,” the Catholic bishops of Togo said in a statement, according to English Africa Service.

“The physical violence and other inhuman and degrading treatment inflicted on citizens on this occasion is, therefore, a negation of their rights and freedoms…the Conference of Bishops denounces and condemns them, and calls on authorities to exercise restraint.”

In their statement, the bishops said they were dismayed to learn that opposition leader Agbeyome Kodjo had been arrested at his home this week, “in circumstances of brutality and violence perpetrated by the Defence and Security Forces.”

News reports indicated that police had broken into Kodjo’s home to arrest him for failing to appear before the nation’s intelligence police force. The opposition leader previously served as prime minister of the country, but his diplomatic immunity was removed last month by Parliament.

Kodjo, who heads the Patriotic Movement for Democracy and Development, came in a distant second to incumbent President Faure Gnassingbé Eyadéma in the nation’s February presidential elections.

Kodjo called the results a farce and declared himself the rightful president of the country. He said his calculations showed that he had received some 60% of the nation’s votes, while official tallies put him at about 18%.

Gnassingbé has been president of Togo since 2005 and is entering his fourth term. His father previously ruled the country after a 1967 coup.

Togo has seen political instability and widespread poverty in recent years. Protests in 2017 called for the resignation of Gnassingbé and resulted in harsh crackdowns.

Last month, 90-year-old Archbishop emeritus Philippe Fanoko Kpodzro of Lome was placed under house arrest briefly, after he encouraged protests following the presidential election.

CNA Staff, May 1, 2020 / 12:09 pm (CNA).- The Turkish foreign ministry on Wednesday rejected Turkey's inclusion in a report by the US Commission on International Religious Freedom, charging that the report comes from a “biased mindset”.

“The report contains baseless, unaccredited and vague allegations as in the past years while trying to portray isolated incidents as violations of religious freedoms through far-fetched accusations,” Hami Aksoy, a spokesperson for the Turkish Ministry of Foreign Affairs, said April 29.

“The importance attached by Turkey to protect religious freedoms, including those of religious minorities, is expressed at the highest level by our Government officials. Our authorities make it clear that any harm to the religious freedoms of our citizens will not be tolerated,” Aksoy added.

In its 2020 report, USCIRF recommended that the State Department add Turkey, as well as 10 other countries, to a “Special Watch List” of countries where abuses of religious minorities are taking place, but not at a level as severe as in those designated as “countries of particular concern.”

The commission wrote that “religious freedom conditions in Turkey remained worrisome” in 2019, “with the perpetuation of restrictive and intrusive governmental policies on religious practice and a marked increase in incidents of vandalism and societal violence against religious minorities.”

It cited the Turkish government's prevention of the election of board members for non-Muslim religious groups and its limitations on the election of the Armenian Patriarch of Constantinople.

The report added that Alevis, a group related to Shia Islam and the country's largest religious minority, “remained unable to gain official recognition for their gathering houses (cemevleri) as places of worship or to exempt their children from compulsory religious classes, despite European Court of Human Rights (ECtHR) rulings finding that these policies violated Alevis’ rights.”

According to the US commission, Turkish religious minorities “expressed concerns that governmental rhetoric and policies contributed to an increasingly hostile environment and implicitly encouraged acts of societal aggression and violence.”

The report also drew attention to the permission given for a museum, that was originally a Greek Orthodox church and later a mosque, to be reconverted into a mosque. It noted also that president Recep Tayyip Erdoğan has called for the same thing to happen to the Hagia Sophia, which has the same history.

USCIRF also said the Turkish government has “continued to dismiss, detain, and arrest individuals affiliated with, or accused of affiliation with, the U.S.-based cleric Fethullah Gülen, for alleged complicity in a July 2016 coup attempt or involvement in terrorist activity.”

Gülen has lived in the US since 1999, and is considered a terrorist by the Turkish government.

The Turkish foreign ministry charged that Gülen's mention in the report “amounts to deliberately turning a blind eye” to the coup attempt, and added: “We invite the US authorities to earnestly examine the evidence we have provided” about the Gülen movement “and to engage in effective cooperation in line with the spirit of alliance in order to reveal the true nature of this terrorist organization.”

Aksoy added that the recommendation of adding Turkey to a “special watch list” for religious freedom “is a clear indication of the biased mindset behind it and the circles under whose influence it was drawn up.”

“In the report that is supposed to include global trends that threaten religious freedoms, the Commission does not mention a single word about xenophobia, Islamophobia and discrimination on religious grounds that is on the rise in the West and the US,” Aksoy stated.

“This clearly reveals that the purpose of the report is not to protect religious rights and freedoms. It is clear that the Commission, which has been accused of being anti-Muslim in the past, has drawn up this report based on its unwarranted agenda and priorities under the influence of circles that are hostile to Turkey, rather than objective criteria. We recommend the authors of this report to look in the mirror and engage in self-criticism.”

Earlier this year, Turkish authorities arrested a Syriac Orthodox priest on terrorism charges after he provided bread and water to members of a Kurdish separatist group that has been deemed illegal.

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.

Intel has released some benchmarks for its next-gen Core i9 'Cascade Lake-X' processors, which will be arriving next month with a big price cut. The company is also slightly dropping prices on Core S-series chips that lack GPUs, and preparing to launch the Xeon W-2200 series.

AMD is on a roll this year, and in the spirit of striking while the iron is still hot, the company will add four more processors to its swelling lineup of killer CPUs.

MediaTek announces a competitor to Qualcomm's Snapdragon 765 for sub-$500 5G phones, but its success in the US will depend on whether carriers are okay with dropping millimeter-wave support.

The Big O is two gaming machines in one: either an Xbox One or a PS4, broken down and attached to the same liquid cooling system as a fully customized gaming PC.

A 64-core/128-thread CPU. A new challenger in laptop processors. A feisty new fighter in midrange graphics. These three things have three letters in common. Plus: SSDs take on stunning new capacities, speeds, and looks.

Wisconsin lawmakers have established a new rural school task force to figure out how to address challenges such as declining enrollment and increasing transportation costs.

Rural schools struggle with high and lows more commonly associated with urban schools, including high rates of poverty, low literacy rates, and low college attendance rates, a new report finds.

Plummeting student enrollment and skyrocketing education costs have led Vermont lawmakers to begin a controversial consolidation of its vast mostly rural education system. But are Vermont residents willing to give up their small community schools?

A distance education home-school program in Alaska has seen consistent growth from rural families.

"Reshaping rural schools in the Northwest Region: Lessons from federal School Improvement Grant implementation" was written by Caitlin Scott and Nora Ostler at the Regional Education Laboratory At Education Northwest, and prepared for the Institute of Education Sciences.

The film follows three young men over six years in a rural North Carolina community as they struggle to finish high school.

"Raising Bertie," about three African-American boys in Bertie County, N.C., airs on the PBS documentary series "POV" Monday night.

The lawsuit, filed in 2014, alleges that the state was severely underfunding schools, forcing school districts to lean heavily on property taxes, which especially disadvantages students in property-poor areas.

The Rural School and Community Trust and the AASA, the School Superintendents Association, say the partnership will allow the two groups to expand their reach and play off each other's strengths.

The new 50-state report from the Rural School and Community Trust, emphasizes early childhood education and college-and-career readiness.

Victoria Petersen, of the Peninsula Clarion on the Kenai Peninsula, will report on the challenges of rural education, especially in a state as vast as Alaska.

More than 9.3 million U.S. students attended a rural school last year. A new report examines factors that affect them like poverty, academic achievement, and diversity.