1. The Lasallian Heritage
An Orientation For
New Teachers, Staff and Administrators
in Lasallian Schools
Introduce myself
My role in the Office of Education
Previous experience
Mr. Greg Kopra, Facilitator

2. Goals Informational Reflective Informational The Founder
Organization: Institute, Region, District
Some Characteristics of Our Schools
To become familiar with the terminology and cultural references used in the schools on a regular basis.
Reflective
Consider your work at this school as it relates to the mission of the broader Institute
I am inviting you to hear this information with the 2nd goal in mind: reflect on this information in light of the work you will do in the school.
Seek to apply this information to your work. This is an ongoing challenge for you, since this information will take on new meaning for you as you gain experience over the next several months and years.

3. Introductions Four Things About Yourself…. Your Responsibilities
Your Previous Occupation
What Attracted You to This School?
Any Previous Experience with the De La Salle Christian Brothers or Lasallian Schools?

4. Opening & Closing Our Prayer
“Let us remember….
that we are in the holy presence of God.”
Closing:
Saint John Baptist de La Salle…
Pray for us!
Live, Jesus, in our hearts…
Forever!
Point out our common opening and closing prayer rituals
Opening Prayer

5. Agenda Common Terms Our Mission Our Founder Meet the Family
Essential Characteristics of Lasallian Ministries
Go through this quickly…don’t belabor these points. Remember: we are going to get to all of this over the course of 3 hours.

6. Common Terms St. John Baptist de La Salle De La Salle, or La Salle
Lasallian
Lasallian Schools
St. John Baptist de La Salle: Founder
Highlight various spellings
Lasallian Schools: formerly referred to as “Brothers’ Schools,” our schools are now commonly referred to as “Lasallian Schools” to indicate that this mission is shared between Brothers and “others”

7. Common Terms Fratres Scholarum Christianarum (FSC)
Brothers of the Christian Schools
De La Salle Christian Brothers
Lasallian Partners or Colleagues
FSC – Latin for “Brothers of the Christian Schools” - also stands for FAITH, SERVICE, COMMUNITY to Lasallian Youth throughout the United States.
Brothers of the Christian Schools – literal translation of the Latin above. You will sometimes hear the entire organization of Brothers referred to as such
De La Salle Christian Brothers – commonly used around the world and more commonly used these days in the US as the title of the Brothers.
Partners/Colleagues – titles used to describe all lay men and lay women who are not Brothers involved in this Institute. Not used lightly – the partnership between Brothers and lay men and women is taken very seriously – we really do work “together and by association”

8. Common Terms District Institute Superior General: Brother Robert
Generalate, Rome
General Chapter
International Mission Assembly
District
Visitor: Brother Donald
De La Salle Institute, Napa
District Chapter
District Mission Assembly
International Institute: refers to all Lasallian works around the world – over 80 countries, nearly 900,000 students, 77,000 Partners/Colleagues, 6,000 Brothers. The headquarters of the International Institute (or just “Institute”) is in Rome.
Superior General: the title of the Brother elected in Rome at each General Chapter (once every 7 years) to lead the Institute. Br. Alvaro was elected at the 44th General Chapter to a second term, which runs from 2007 to He works with a General Council of Brothers to oversee Lasallian works throughout the world.
General Chapter –gathering of Brother representatives from every District in the world – takes place every 7 years – focuses on issues related to the international educational mission, to governance of the Institute (esp. global governance, electing Superior General, Vicar General, and General Council), and issues related to Brothers’ life
International Assembly on Mission – first held in 2006 just prior to the 44th General Chapter – gathering of Brothers and lay Partners from throughout the world – specifically to address mission-related issues in the International Institute. Next international assembly will take place in 2013, prior to the 45th General Chapter
District – the Institute is divided up into 6 geographic “Regions” – each Region is divided into “Districts” or “Provinces”
Brother Visitor: the title of the Brother elected by his fellow Brothers in the District at each District Chapter (every 4 years in this District) to lead the District. Works with a District Council of Brothers, along with others, including lay Partners, to govern the District. Br. Visitor is elected, in this District, for a four-year term, renewable once. After that, he continues working in Lasallian ministry somewhere.
District Chapter – held every 4 years, including representative Brothers from throughout the District; elects Brother Visitor and addresses issues related to the educational mission, Brothers’ life and identity, and governance.
District Assembly on Mission – also held every 4 years just prior to the District Chapter; addresses issues related to the educational mission; includes representative Brothers and lay Partners from throughout the District
De La Salle Institute – the “legal” title for the District offices in Napa at Mont La Salle – provides educational, financial, and legal support to District works. Often abbreviated as DLSI.

9. Saint John Baptist de La Salle and the Gospels
One Commitment Leads To Another
Now, let’s take a few minutes to consider the Founder of the Brothers of the Christian Schools and Lasallian Education – Saint John Baptist de La Salle.
First, we will consider his background – family, upbringing, etc.
Second, we will consider the events that led him into devoting his life to education of the young, especially the children of the poor and working classes.

10. Rheims, France - 1679 The Situation – The Need – Rampant Poverty
Multi-Generational
Educational opportunities for children of poor and working-class parents were few and inconsistent in 1679 Rheims –
Families could not afford the 1-on-1 tutoring available at a price;
Some charity schools existed – sponsored by parishes – but they were very inconsistent in their education – oftentimes it was quite inadequate
A group of Sisters had recently opened a school for girls from poor and working class families – this was a start…but nothing of consistent quality was available to boys…
Without education, these children grew up to remain in the same difficult situation their parents faced. Something had to be done to help them up and out of their difficulties…
As De La Salle says in his Second Meditation for the Time of Retreat…
“Consider that it is a practice only too common for the working class and the poor to allow their children to live on their own, roaming all over like vagabonds as long as they are not able to put them to some work; these parents have no concern to send their children to school because their poverty does not allow them to pay teachers, or else, obliged to look for work outside their homes, they have to abandon their children to themselves.
“The results of this condition are regrettable, for these poor children, accustomed to lead an idle life for many years, have great difficulty adjusting when it comes time for them to go to work. In addition, through association with bad companions they learn to commit many sins which later on are very difficult to stop, because of the persistent bad habits they have contracted over such a long time.”
The Need –
What can be done to break the cycle of economic and spiritual poverty?

11. Meanwhile, on the other side of town…

12. John Baptist de La Salle 1679
Newly Ordained
Privileged Background
A Person of Deep Faith
Committed to Doing God’s Will
A Path for the Future?
Whatever God Desires…
Education Does Not Appear to Be in the Cards…
Meanwhile, also in Rheims, was John Baptist de La Salle, a man with a plan that does not include creating a system of schools for children of poor and working-class parents….but a man who is deeply committed to doing what he perceives to be God’s will for his life…
-- next slide --

13. However… We all have experienced the “howevers”….. -- next slide --
Other than his parents dying unexpectedly, De La Salle’s life had unfolded mostly according to plan up until his ordination. Even the untimely death of his parents, which required him to take a break from his seminary studies for a time to care for his younger siblings and put the family affairs in order, did not throw him off for long. He resumed his seminary studies in Rheims and was ordained at age 27. After ordination, however…
His spiritual director died, leaving him the care of a group of sisters in Rheims who ran a school for poor girls…
While visiting these sisters at their convent, he met Adrien Nyel, who had come to visit the sisters to get help opening a school for poor boys. The sisters encouraged him to speak with De La Salle…
After one school opened, the demand grew for another school, so a second opened…
Nyel soon left to open other schools in other towns. De La Salle was left to care for the schools, which were staffed by teachers who were not well-trained, well-mannered, or well-versed in their religious truths…
De La Salle began working with these teachers, encouraging them to trust in God, that God would provide for them. They eventually challenged him, noting that, should the schools close, De La Salle would be OK (as a priest, a canon, and a person with quite a family inheritance) while they would find themselves on the streets…
Ultimately, De La Salle gave away much of his wealth to purchase food for the local people in a famine, and he took vows with 12 teachers, forming the original “Brothers.” This commitment took place in 1694 – only 15 years after the first school opened.
The point here is that his life unfolded in a way that he had not anticipated, leading him to his unique understanding of God’s providence in our lives – a faith perspective that has a serious impact on our work to this very day…
-- next slide --
However…

14. One Commitment Leads to Another
Assists Adrien Nyel
Works With Teachers
A Challenge: Trust in Providence
Establishes a Teaching Community
Each “circumstance” is really an opportunity – drawing De La Salle deeper and deeper into this commitment to establishing a system of schools
Ultimately, these events challenge De La Salle to rely on the providence of God to a degree that he never had before – he had always called others to trust in God’s goodness, but he had lived a fairly comfortable life up to this point. This evolving venture, however, was risky – uncertain – fledgling…
It is in retrospect that De La Salle notices clearly in faith the hand of God in all this craziness – in the funny, unanticipated twists and turns his life has taken
Be quick in treating this slide…folks have heard this story before! Focus on the step-by-step nature of the call….
-- next slide --

15. The Gentle Persistence of God
I had not thought of doing this before, but not because others had not suggested that I do such work…
It was, because of these two events, the encounter with Monsieur Nyel and the proposal made to me by this lady (Madame de Croyeres), that I began to take care of the school for boys. I had not thought of doing this before, but not because others had not suggested that I do such work. Several friends of Monsieur Roland had tried to inspire me in this direction, but the work had no appeal for me, and I did not feel inclined toward it. And if I had ever thought that the care I took of the school masters, simply out of charity, would impose on me the duty of living with them, I would have stopped doing this. For, naturally, I ranked lower than my valet those whom I was forced to employ in the schools, particularly in the beginning, and the very thought that it would be necessary to live with them would have been insupportable to me.
….Apparently, then, it was for this reason that God, who directs all things with wisdom and gentleness, and who is not accustomed to force the wills of [persons], but who wanted to lead me to take complete direction of the schools, did this, in a very imperceptible manner, and over a period of time, so that one commitment led me into the next one without my having foreseen this in the beginning.
-- from The Memoire on the Beginnings
There’s something about timing. De La Salle was not ready to undertake this work when it was first proposed to him….I wonder who proposed this to him?
Initially, he “did not feel inclined toward it.”

16. The Gentle Persistence of God And if I had ever thought…
Strong words! De La Salle was a product of his upbringing. Such work was unthinkable to him early on…it was not on his vocational radar screen.
So, in De La Salle’s mind, this is why God did not present it all to him at once…but little by little…

17. The Gentle Persistence of God
God, who directs all things with wisdom and gentleness…
…one commitment led me into the next one without my having foreseen this in the beginning.
It is in hindsight – in the rear view mirror – that De La Salle sees clearly the hand of God in things. This is why prayer is so absolutely important to De La Salle. It is in prayer that he (and we) is able to look back and see things clearly. It is what we are about this weekend on retreat – and what we are encouraged to do in varying ways as a normal part of our lives…
It was, because of these two events, the encounter with Monsieur Nyel and the proposal made to me by this lady (Madame de Croyeres), that I began to take care of the school for boys. I had not thought of doing this before, but not because others had not suggested that I do such work. Several friends of Monsieur Roland had tried to inspire me in this direction, but the work had no appeal for me, and I did not feel inclined toward it. And if I had ever thought that the care I took of the school masters, simply out of charity, would impose on me the duty of living with them, I would have stopped doing this. For, naturally, I ranked lower than my valet those whom I was forced to employ in the schools, particularly in the beginning, and the very thought that it would be necessary to live with them would have been insupportable to me.
….Apparently, then, it was for this reason that God, who directs all things with wisdom and gentleness, and who is not accustomed to force the wills of [persons], but who wanted to lead me to take complete direction of the schools, did this, in a very imperceptible manner, and over a period of time, so that one commitment led me into the next one without my having foreseen this in the beginning.
-- from The Memoire on the Beginnings

18. One Commitment Leads to Another
To help open a school
To assist teachers
To establish a community of educators – “Brothers”
To dedicate his life “in association” with these Brothers
To provide an education to those who did not have access to a quality, Christian education
De La Salle’s faith – a strong belief that God was calling him to this work – allowed him to seek new responses to the problems confronting the poor children who came to the schools for an education.
He believed that God would not desire the salvation of these young people without giving people like De La Salle the wherewithal to accomplish it.
De La Salle concludes the first point of his Second Meditation for the Time of Retreat with these words…
“God has had the goodness to remedy so great a misfortune by the establishment of the Christian Schools, where the teaching is offered free of charge and entirely for the glory of God, where the children are kept all day, learn to read, to write, and their religion, and are always kept busy, so that when their parents want them to go to work, they are prepared for employment.
“Thank God, who has the goodness to employ you to procure such an important advantage for children.”

19. Who are the Brothers? serve others through education
live in community, praying together daily
consecrate themselves to God
live in the spirit and charism of a long, living tradition
share their mission in a global “Institute”

20. Our Worldwide Mission
The purpose of this Institute is to provide a human and Christian education to the young, especially the poor, according to the ministry which the Church has entrusted to it.
-- The Rule of the Brothers of the Christian Schools
The Lasallian educational mission is often articulated in these words, which come from the Brothers’ Rule – the guide for their ministry and community life – and OUR guide for our ministry as well.
How many people have seen this statement before?
What words or phrases stand out for you in this statement?

21. Video Overview De La Salle – A Reflection Brother Gerard Rummery, FSC
Australia
General Councillor for 14 years
Significant Contributor to Lasallian Studies
Focus Question:
If you were sitting around a campfire with people who had never heard of John Baptist de La Salle, what would you tell them?
Use this video as a way of summarizing the information on De La Salle and our mission in general.
This will also serve to draw the first part of the orientation to a close.
Following the video, move to the next slide…

22. Stop and Reflect I learned… I was surprised… I rediscovered…
I’m beginning to wonder…
I’m getting clearer about…
I have a question about…
Give people 1 minute to complete one of these sentences –
Pair up with one person to share.
Ask for responses in the large group.
Take a break.

23. The Lasallian Family Today
A Quick Tour

24. The International Institute 2014 74
Count r i e s
4485
Br o t h e r s
938,690 Students
84,958 Partners

25. RELAN
Include ministries of the District of Francophone Canada (as described in De La Salle Today, Summer 2012, pp )
Four catechetical centers
Notre-Dame de la Rouge Center (administered by lay associates)
Villa des Jeunes School (administered by lay associates
Serves youth from public and private schools
Summer day camps organized for marginalized youth
Camp De La Salle (administered by a Brother)
Center for Youth and Pastoral Vocation
located in the heart of the old city of Quebec
helps young men in their vocational search
A community of five Brothers works in the center
One center the serve the children of immigrants
Saint Michael Lasallian Center, in Montreal, where many immigrants from Haiti, Latin America, and Quebec live. A community of five Brothers and one lay associate run the center.
102 ministries
43 High Schools, of which three are “Cristo Rey” schools
9 Middle/High Schools
12 Middle Schools (11 “Miguel”)
7 Colleges / Universities
2 Elementary Schools
20 Educational Centers serving more than 30,000 people in
3 Support Ministries
6 District or Regional Offices
70,000 students, K-higher education
755 Brothers
More than 10,000 Partners

27. Lasallian Colleges and Universities 2014
RELAL – 35
PARC – 13
RELEM - 9
RELAF – 1
RELAN – 7

28. Essential Characteristics of Lasallian Ministries
There are many different ways to summarize our mission as Lasallian schools. It is important for us to keep our mission clearly in front of us so that it may guide our work and our decisions.
I would like to spend a few minutes with you today sharing with you the “Essential Characteristics of Lasallian Ministries” – these are fundamental characteristics that one should be able to identify at any Lasallian school – the particular way they are present may be different from school to school, but all five principles should be present in one way or another.
The question for you is this: In what ways will you address these goals in your work this year?
-- next slide --

29. As “Essential Characteristics of Lasallian Ministries,” these five are at the center of all we do in our schools.
Everything the school does should aim toward the strengthening of these characteristics.
Our knowledge of and commitment to these characteristics form the spokes that connect our programs to these central outcomes. The stronger our knowledge and commitment, the stronger the connection.
We hold these characteristics before us as a way of checking ourselves – monitoring ourselves – are we truly a Lasallian school?
As I walk through these 5 characteristics with you, ask yourself: “Which one is mine to really attend to this year?”

30. Essential Characteristics of Lasallian Ministries
Faith in the Presence of God
Concern for Those in Poverty and a Commitment to Social Justice
Inclusive
Community
Respect for
All Persons
Quality
Education

31. Faith in the Presence of God
Let us remember…
Made in the Image and Likeness of God
Realistic Optimism
God is present in our midst
Let us remember that we are in the holy presence of God… This is the foundational characteristic of our work as Lasallians. It drives everything else we do. We open our prayers many times daily with these words because we must constantly be aware of God’s presence and live out of that presence
Made in the Image and Likeness of God: From the beginning – in our Creation Story in the Book of Genesis – we have believed that we were created “in the image and likeness of God”
This is part of our very nature – and thus there is nothing we can do to lose this. As we will see, the Catholic Church has had to intentionally weigh in on this in response to challenges from reformers and from popular movements that sought to diminish temporal realities while raising up spiritual realities (Gnosticism, Jansenism, Protestant Reformation, etc.)
What does it mean for us to live up to our nature?
All of us have dignity and value
We are to treat all people accordingly –
We must do all we can to affirm life and to work against structures and realities that diminish life
Realistic Optimism: “Ah yes,” you say, “but what about all the evil things people do in the world?” We cannot be naïve to the troubles and pain and evil in the world. People can choose to act against their nature. And yet Catholicism has long held fast to the belief that our nature – our “Godness” – is stronger than anything that may militate against it. The great theologian Bernard Lonergan refers to this as Realistic Optimism – emphasis on the optimism, but recognizing the reality of sin, sickness, violence, etc. Put another way (I like this): Original Grace trumps Original Sin!
God is present in our midst: we do not leave society, our families, our communities, our schools in order to find God – we find God in our midst – especially in the young people entrusted to our care and in one another – remember, the early teachers chose to call themselves “Brothers” both to indicate their desire to be brothers to one another in community and to be older brothers to the young entrusted by God to them. The greatest challenge is to find God present in those we must struggle with – a difficult, struggling student or colleague – remembering the presence o f God invites us to see beyond the presenting frustration or difficulty to get at the divine nature of the person and live from that.

32. Concern for Those in Poverty and a Commitment to Social Justice
Fullness of Life for All
Special Consideration Given to Those in Greatest Need
Concern extends beyond the school community
Both Social Action and Social Change are valued
Fullness of Life for All: “I have come that they may have life and have it to the full” (John 10: 10)
Jesus came that all may have life – and have it in abundance.
If we are in relationship with God, then we too work that all may have life and have it in abundance!
We have a responsibility to act as we can when we encounter those who do not have access to the fullness of life… “especially the poor” in our mission statement
Special Consideration Given to Those Most in Need: Our concern especially goes to those who have life the least – those who are economically poor, those who are marginalized, those who are forgotten by society – more locally, those youth entrusted to our care who are having the greatest difficulty – be it economic, social, spiritual, academic, etc.
Concern Extends Beyond the School Community: Our concern goes beyond the four walls of the school – we are certainly about building a concerned, supportive, welcoming, inclusive, healing community at the school, but we are but one chapter in the lives of the young people “entrusted to our care” – so what is our responsibility for preparing them for adulthood? Part of our responsibility lies in opening their eyes to the poverty and need within the broader local community at least – if not the community beyond the local – to the nation, to the world…
Both Social Action and Social Change are values: it is important to be active in addressing real needs right here and now in our communities – food drives, book drives, working in soup kitchens, etc. It is also important to consider the systemic forces that result in large groups of people going hungry, being homeless, getting imprisoned – and to begin to address issues from this vantage point as well. Social action and social justice…both are important!

33. Respect for All Persons
“Re” + “specere” = “to see again”
Respect is not earned
Respect is a verb
Rights mean Responsibilities
“Re” + “Specere” = to see again…and again…and again. When we look at the roots of the word “respect,” we get a hint as to its meaning for us as educators. To see someone again and again and again means we are committed to getting to know our students more deeply than what a first impression or first encounter might tell us. Our commitment: Our first impression of a young person will not be our last impression. When De La Salle tells us in Meditation 96, “Recognize Jesus beneath the rags of the poor children whom you have to instruct. Adore him in them.” “Rags” can literally be rags, it is true; just as often, “rags” is a metaphor for all kinds of “poverties” that young people experience – low self-esteem, poor social skills, issues with authority, family troubles that manifest themselves in negativity at school, and so on. Our pledge is to see beyond these presenting difficulties to see the goodness, the potential, the grace – in a word, to “recognize Jesus” in each student.
Respect is not earned: it is our call and our responsibility to respect students before we even meet them! They are made in the image and likeness of God, and therefore are ALL deserving of our respect.
This also means that there is nothing they can do to LOSE our respect
We set the example – it is true that we must earn their respect, but we set the example of unconditional respect for them – POWERFUL!
Respect is a verb: we don’t just SAY our respect, we SHOW our respect. How?
Rights and Responsibilities: It is a commonly-held belief among Catholics that Jesus came to free us from our sins – the story of Salvation History is filled with examples of God freeing God’s people from slavery, from death, from imprisonment.
This freedom is not only freedom from things – it is also freedom for things – in particular, for living in right relationship with God, self, others, and creation. Thus, with the freedom comes responsibilities – to build loving relationships, to stand up for the oppressed and marginalized, to use the treasures of the earth to the benefit of all, not just for the benefit of self or a select few.

34. Quality Education
Holistic Education: “To have a life as well as make a living”
Intellectual
Physical
Emotional
Spiritual
interpersonal
A challenging environment
Holistic Education: “to have a life as well as make a living” (Thomas Groome)
We tend to the head, the heart, the soul, the interpersonal
Why? Not just so they can get a job (that is important) – but also and more importantly so that they can be loving, caring, generous, responsible human beings – QUALITY OF LIFE FOR SELF AND FOR ALL
Education for Life:
Lending the resources and aptitude for life-long learning (Groome)
When they return to your school for their 25-year reunion, what do you want them to say about the impact you (individually and collectively) had on them?
A challenging environment
Because we love them, because we believe in them, we challenge them
They deserve nothing less for forming their character

35. Inclusive Community “catholic” – focus on inclusion
Everyone Finds a Place
Hospitality for All
Focus on Quality Relationships
The word catholic comes from the combination of two Greek terms – kata (including, every) and holos (whole – different elements working together)
Jesus certainly modeled inclusivity – he welcomed the stranger, the sinner, the sick, the imprisoned, the outcast – and was criticized roundly and persecuted for it.
Again, I quote Thomas Groome (What Makes Us Catholic, pp ):
“Saint Augustine used catholicity as an argument against the Donatists. They were a group of overly ardent Christians in North Africa who claimed that they alone were the true church and that only saints could belong. Augustine – knowing a little of both sin and sanctity – argued that the true Church of Christ must welcome saints and sinners alike. Further, the Donatists could not be the true Church because they were limited to one geographic area, having severed communion with the universal Church. Augustine also added the fascinating truth that catholicity requires Christians to be open to the truth wherever it can be found. In other words, to be catholic includes having open minds as well as open hearts and hands.”
Our goal is to look for ways to include persons in the community rather than exclude persons from the community
Everyone Finds a Place: Focus on welcoming, encouraging, inviting…
Hospitality for All
Who is our neighbor? Everyone!
Focus on Quality Relationships: De La Salle understood the power of relationships to foster education in all its facets: intellectual, emotional, social, spiritual
De La Salle discovered this very early in his experience with the schools: It is in community that we are most effective
De La Salle believed that we are stronger and wiser as a group than any of us are as individuals.
Why? Not for our own benefit…but because these young people are better served by our shared ministry.

36. Essential Characteristics
Remembering the Presence of God
Special Concern for Those in Poverty and a Commitment to Social Justice
Respect for All Persons
Quality Education
Inclusive Community
Summary Slide
Once again, pose the question: “Which one is mine to really attend to this year?”
Before giving quiet time to process that question, move to the next slide and introduce the video.

37. Video Overview The Experience
Reflections of students and graduates (some of whom are now educators) on their experience of Lasallian education
Watch and listen what is a Lasallian school?
At this point, I show “The Experience” – a 6-minute video created for our 1998 District Convocation – it provides, in images and words, a summary of what we are about in education – our priorities, our beliefs, our mission.
Show video
Afterwards, ask for words that stuck with viewers – what did you hear our mission is about?