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Brother Terrance Heinrich at LaValla school in Cambodia

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Australian Catholic Social Justice, Council. (2018). ACSJC SUMMARY and DISCUSSION GUIDE: Rerum Novarum (on Capital and Labour). Retrieved from https://www.socialjustice.catholic.org.au/files/Social-Teaching/Rerum_Novarum.pdf.

Bible, Gateways. (2018). The Parable of the Lost Sheep. Retrieved from https://www.biblegateway.com/passage/?search=Luke+15&version=NIV.

Buglar, S. (2017). Marcellin Champagnat. Retrieved from https://padlet.com/20bugls/yc9ogr41kmcw

Catholic, Online. (2018). St. Marcellin Champagnat. Retrieved from https://www.catholic.org/saints/saint.php?saint_id=5612

Caritas, Australia. (2018). Dignity of the Human Person. Retrieved from https://www.caritas.org.au/learn/catholic-social-teaching/dignity-of-the-human-person.

CrashCourse. (2012). The French Revolution: Crash Course World History #29. Retrieved from https://www.youtube.com/watch?v=lTTvKwCylFY&t=203s.

Dittmeier, C. (2017). LaValla School Graduation. Retrieved from https://parish-without-borders.org/2017/08/03/lavalla-school-graduation/

Goosen, G., & Tomlinson, M. (1999). Studying the Gospels. Australia: HaperCollinsPublishers.

MARIST BROTHERS PROVINCE OF, AUSTRALIA. (2017). MARIST SPIRITUALITY. Retrieved from http://www.maristbrothers.org.au/marist-spirituality/.

McClintock, J. (2014). Social Classes during the French Revolution. Retrieved from https://prezi.com/3-jhrwva83y3/social-classes-during-the-french-revolution/

NutshellEdu. (2013). The French Revolution -In a Nutshell. Retrieved from https://www.youtube.com/watch?v=VEZqarUnVpo

St, Gregs. (2018). The Life of Marcellin Champagnat. Retrieved from http://www.stgregs.nsw.edu.au/assets/pdf/our_colle ge/The_Life_of_Marcellin_Champagnat.pdf.

The Holy, See. (2018). Marcellin Joseph Benoît Champagnat. Retrieved from http://www.vatican.va/news_services/liturgy/saints /ns_lit_doc_19990418_champagnat_en.html.

Image Reference
https://issuu.com/raspberry314/docs/marcellin

https://parish-without-borders.org/2017/08/03/lavalla-school-graduation/

https://www.marash.qld.edu.au/

https://thesaintspub.wordpress.com/2015/01/12/how-to-fulfill-your-prophetic-priestly-and-kingly-duties-of-baptism/

https://domenicmarando.blogspot.com/2018/03/rerum-novarum-pope-leo-xiiis-encyclical.html

http://www.praymorenovenas.com/holy-rosary-sorrowful-mysteries

https://www.hearthymn.com/lord-will-parable-of-the-lost-sheep.html

https://www.pinterest.com/pin/117797346472905868/

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7. 21st century groups and individuals who are inspired and continue the work of Marcellin

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7. 21st century groups and individuals who are inspired and continue the work of Marcellin

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Even though Marcellin Champagnat died in 1840 at the age of 51, his beliefs and attitudes are still upheld by some 21st century groups and individuals inspired by his hard work and motivation to educate children about God and Christianity.

The Marist Brothers are the main example of this, as Marcellin was the original founder of this group. Inspired by Marcellin, the brothers have set up many Marist Colleges all over the world in 79 different countries. The schools, inclusive of boarders and day students, educates boys from years 5-12 in the Catholic tradition. The schools are based on the actions, beliefs and values of Marcellin Champagnat. Since he was devoted to Mary, so are the Marist Brothers and therefore the students of the Marist colleges. The students value simplicity, hard work, spiritpresence and in the way of Mary, just like Marcellin did when he set up his order and taught the young children of France in his school.

Marist Brother Terrance Heinrich is an individual who stands out as a follower in Marcellin's footsteps. Terrance Heinrich was a previous head master of Marist College Ashgrove. After he retired as headmaster of the school, Terrance moved over to Cambodia where he worked on setting up a school for the unfortunate and uneducated children who have suffered injures due land mines blowing up in the wars that raged on in this country. The school is located in Takhmau, around 10 miles south of Phnom Penh. Terrance named the school LaValla after Marcellin and his first school in this town of France. Accepting those with any case of moderate to very severe physical disabilities, LaValla school offers education for children in years 1-6. Terrance's goal was to be able to take these children on board and bring them up to their correct year level and education for their age. This is so that they would have a fighting chance at the secondary schools back in their home provinces. Terrance was inspired by Marcellin to help those in desperate need of an education. In doing so, he, himself, became an inspiration of many hundreds of young people in Cambodia.

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5. Church responses in the 19th century that inspired Marcellin

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5. Church responses in the 19th century that inspired Marcellin

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throughout history, popes have addressed contemporary social issues through public letters to church followers. These letters are called papal encyclicals. Following the industrial revolution a key issue was the balance of workers and employers rights and responsibilities. In 1891, Pope Leo XIII wrote an encyclical called the Condition of Labour (Rerum Novarum). The three main points derived from this encyclical are the following.

The balance between labour and capital
The Industrial Revolution meant that machines were rapidly replacing skilled workers in many factories. Machines meant that factory owners could produce more products faster, more cheaply and more uniformly. This was beneficial for the factory owner, but it also meant that many skilled workers were being left unemployed. Pope Leo emphasises the importance of a balance between the rights and responsibilities of employers and their workers.

If through necessity or fear of a worse evil the workman accept harder conditions because an employer or contractor will afford him no better, he is made the victim of force and injustice. (# 48)

The common good
Pope Leo made it clear that people have the right to private ownership, but must balance that right against the idea of what is good for society in general. For example, if a rich person buys up all the land in an area and leaves none for the average person to live on or farm, the whole society suffers. Pope Leo calls this the 'common good':

All citizens, without exception, can and ought to contribute to that common good in which individuals share so advantageously to themselves. (# 34)

The role of the state
Pope Leo stated that the main aim of any government should be to ensure well being for all.

We have said that the State must not absorb the individual or the family; both should be allowed free and untrammelled action so far as is consistent with the common good and the interest of others. (# 35)

Nowadays, Pope Leo's ideas are expressed in the Catholic Social Teachings of the Dignity of the Human Person and the Preferential Option for the Poor. These two issues are two of the main foundations of CST. The Dignity of the Human Person means that a person's dignity; their, gender, personal information, religious or political beliefs or opinions, should be up held and respected. If someone's life is filled with poverty, injustice or hunger it is harder for them to live knowing that their dignity is not insured nor respected. The Preferential Option for the Poor is teaching and making people aware that the poor, the marginalised and the powerless have a special call on our society.

These Catholic Social Teachings are also an important aspect of Marcellin Champagnat work and legacy. He chose to support the poorer, uneducated people of the society because he believed in justice and the rights of all people. In this case it was upholding the dignity of the uneducated young French children. He taught them about religion so that, in the society, they could be respected as children who were educated and had knowledge of God, Jesus and Mary. The Marist Brothers and schools follow in Marcellin's legacy and therefore they also believe in the Catholic Social Teachings and the values of simplicity, Family, love of work and In the way of Mary.

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6. Kingly, Priestly and Prophetic works of Marcellin 

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6. Kingly, Priestly and Prophetic works of Marcellin 

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Marcellin showed the Kingly work of Jesus
The kingly work of Jesus is derived from the work and actions Marcellin put in. He dedicated his whole life to the Marist Community and in teaching the uneducated about what was most important to him, Christianity. Marcellin used his influence and power to get more Brothers on board his order. In doing so he showed leadership and guiding every one of them down the right path, just like Jesus does. Marcellin was a man of action, he did things himself when they need to get done. He did not lounge around letting other people do things for him. This is justified because Marcellin participated in any of the work that needed doing around the community and school. He was the one who set up and built, from scratch, the school which he taught in. Just like any leader, Marcellin had a clear goal in mind; to create a loving and caring environment for the most unfortunate and uneducated to learn in. Marcellin was very inclusive and showed his true spirit of Jesus by respecting each and every child equally. The fee for the children to attend school was very little and in some cases not at all. This was so even the poorest of families could afford to send their child to school.

In his life, Marcellin shows the Priestly works of Jesus
Having been influenced by his family, Marcellin was very devoted to Mary therefore prayer was a major aspect of his life. Praying helped Marcellin through his journey and struggles of becoming a priest. He prayed to Mary for the strength and determination to continue and not to give up. Marcellin also showed the priestly work of Jesus when he took the time out of his life devoting himself to teaching and caring for others. Marcellin sacrificed his time, effort and money to build up the community of Brothers which could educate the uneducated. By doing this he created new and better lives for the young children of France, as well as the Brothers and other priests of the community. Finally, Marcellin assisted with most of the hard labour of rebuilding the houses and school so that there would be somewhere that the children could learn and stay. Marcellin put himself out there to serve as a bridge between God and the people of France. He promoted Christianity and made it his role to teach anyone who didn’t know about it.

Marcellin demonstrates the Prophetic works of Jesus
Marcellin spoke out about the injustice that the French Revolution brought. The impact it had on schools and therefore the students and how human dignity was not being upheld. Since Marcellin hated the child cruelty and harsh punishments that were taking place in the schools, it inspired him to create better classroom environments that were more warm, welcoming and loving for the children to learn it. Marcellin worked for the true rights of children to be shown, because he believed that no matter if they were poor or wealthy, every child had the right to attend a safe and caring school. The prophetic works of Jesus can clearly be displayed in Marcellin's words and action, and it is because of the fact that Marcellin strived for freedom and respect and did not stop until he got it, that he changed the face of education forever.

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These are some of Marcellin's quotes and writings:

“To educate children you must love them and love them all equally.”
“I cannot see a child without wanting to tell them how much God loves them.”

These quotes/writings were written during the time Marcellin was teaching as a priest.

In his priest days Marcellin cared for and showed compassion and kindness towards the children that he taught. This love for children that Marcellin had is expressed in both these writings. He was and still is a man of equality as he did not believe in treating anyone over another, regardless if they were poor or wealthy. Furthermore, Marcellin has mentioned and acknowledged God in his quotes. This is due to him having strong and deep faith in Mary and God. Marcellin was called to priesthood by God, he knows how much God has to offer and how definite his love of everyone is. This can be depicted in the second of his writings above as, his love of children and knowledge of God and his kindness has led him to wanting every child to know about God.

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3. Prayers and Spiritual Practices of Marcellin Champagnat

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3. Prayers and Spiritual Practices of Marcellin Champagnat

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Marcellin had a deep and long-lasting devotion to Mary, thanks to his childhood upbringing. Because of this, many of his rituals and prayers were based around/ associated with Mary. The Rosary is just one example. Marcellin, as well as many other people today, use the following prayers with the rosary.

Our Father who art in Heaven
hallowed be thy name.
Thy kingdom come, thy will be done, on earth as it is in Heaven.
Give us this day our daily bread
and forgive us our trespasses,
as we forgive those who trespass against us.
Lead us not into temptation
but deliver us from evil.
Amen

Hail Mary, full of grace
The Lord is with you
Blessed are are you among women,
and blessed is the fruit of your womb, Jesus
Holy Mary, Mother of God
Pray for us sinners,
now and at the hour of our death.
Amen

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Parable of the lost sheep
Luke 15:3-7

3 Then Jesus told them this parable: 4 “Suppose one of you has a hundred sheep and loses one of them. Doesn’t he leave the ninety-nine in the open country and go after the lost sheep until he finds it? 5 And when he finds it, he joyfully puts it on his shoulders 6 and goes home. Then he calls his friends and neighbours together and says, ‘Rejoice with me; I have found my lost sheep.’ 7 I tell you that in the same way there will be more rejoicing in heaven over one sinner who repents than over ninety-nine righteous persons who do not need to repent."

This parable relates to Marcellin Champagnat. To Marcellin the lost sheep symbolised the French children he taught, whom were lost because they have had no knowledge of Christianity or Jesus Christ. Throughout his life, Marcellin cared for and nurtured the children. Every child mattered to Marcellin. An example of this is the story of Jean Baptist Montagne. Jean was only a teenager but he was dying. When Marcellin spoke to him, he was surprised to find that the boy had not been education about religion. So, in the last few hours before Jean died, Marcellin told the boy everything regarding Christianity, Jesus, God and Mary. Marcellin gave up his time and effort to educate a child who was about to die, about Jesus and Mary. Marcellin’s vision of mission was “to make Jesus Christ known and loved” and this story shows that Marcellin was dedicated and passionate to his vision and dream, in making sure he left no child behind nor uneducated of the importance of religion.

The Three Worlds of the Text

World Behind the Text: The parable was told in around 80-90 AD and set in the open countryside fields/land of the Middle East. Specifically, the parable was set in the fertile crescent, or the ‘cradle of civilisation’. Jesus told this parable using sheep because at the time in the middle east it was an agrarian society. This meant that agriculture was a big part of life. Wealth was often determined by the amount of livestock one owned because the animals, especially sheep were highly valued. The rules and laws were based on an agricultural society structure. Unlike the hunter and gather era before, the agrarian society, in which this parable was written, built towns, cities and started to establish themselves. This meant that the people of the era set up finance systems and put emphasis on the accumulation of wealth and therefore status within the society. The more livestock a person owned the wealthier they were perceived. This is why Jesus used the sheep in the parable; because they are what the people of the time loved and valued the most.

World of the Text: This is the parable of the lost sheep, where a shepherd loses one of his 100 sheep, but still goes after it and does not come home until he finds it. In this story, the lost sheep represents a sinner, someone who has done wrong and now is isolated and lost. The shepherd symbolises the Lord, he is caring, patient and loving and goes after the sheep without hesitation. He is faithful to his sheep and aware of what is going on around him as he was able to pick up that a sheep had gone missing and was able to find it. The Lord/shepherd rejoices over the return of one sheep; one person who has repented compared to 99 who have not. Even though all the other sheep had not repented, they were also faithful to the shepherd as they didn’t go running off when the Shepherd went to look for the missing one. Jesus told this parable as he wanted to get across to people that the Lord loves everyone. Every single person matters and everyone has a meaning in life. The story takes place in the open country side, anytime from roughly 4BC to 36AD as that was when Jesus was alive and preaching Lords name to people.

World in front of the Text: The author wrote this parable to deliver a message to the audience.  The message in this story is that we have to love everyone and treat and respect them equally. We live in such a diverse, modernised and busy world where there are so many things that tempt us and make us jealous. We often think about ourselves and/or the things we like or want, we often don’t think twice about excluding something or someone. The parable of the lost sheep provides us with a message of compassion, love and faith. The shepherd loves all his sheep and shows them all faith and devotion when he sets out to find the lost sheep. Nowadays we must show include and show compassion to everyone, not just to our closest friends. Anyone could be the target audience for this parable of the lost sheep. It doesn’t matter if they believe in are religious or not because anyone could walk away with their own interpretation of this text. Different people may find the parable less or more inspirational. Marcellin Champagnat may also have been inspired by this parable as he would have related the sheep to all the French children he taught. Marcellin loved his children just like the shepherd loves his sheep. He takes after the shepherd, being devoted, compassionate and kind.

The road to Emmaus
These were Marcellin’s words: “I cannot see a child without wanting to teach him catechism, to make him realise how much Jesus Christ has loved him.” Marcellin went about doing this, with the inspiration from Jesus in the story of the Road to Emmaus.

When Jesus turned up on the road to Emmaus a few days after he had risen, the disciples did not recognise him. Some of the disciples had turned on Jesus at the time of his death and resurrection. They told Jesus everything, not knowing who he was, but Jesus just:

·      Respected their consciences and stages of understanding

·      Passionately immersed himself in their concerns

·      Walked alongside them as brothers and sisters

·      Gradually unfolded for them, the richness and relevance of Jesus’ transforming vision of the human person and of   the world
(From the book In the Footsteps of Marcellin Champagnat, 1998)

Marcellin was inspired by the way Jesus patiently taught the disciples the truth, respected them and treated each and every one equally.

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1. Marcellin's Education and Priest work 

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1. Marcellin's Education and Priest work 

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Before the age of 16, Marcellin did not have any schooling. He only attended school for the first time when he was 11 years old. But it only lasted one day. The teachers beat the students if they did something wrong, and in this case a boy was hurt for answering a question that was meant for Marcellin. Marcellin was shocked and horrified at the harsh methods of the teacher. He did not return back to the school ever again.

It was only at age of 14, that a priest helped Marcellin see that God was calling him to priesthood. He decided to join to the Seminary and started to study at the age of 16. But Marcellin struggled at the Seminary; he was the oldest and had not had any schooling in the past so everyone was more advanced then he was. After a year of making little progress, Marcellin he was asked to think about his future. Nether the less,  he returned to the Seminary with new enthusiasm and dedication to study and do well.

It took him nearly 10 years to become a priest, but eventually, Marcellin aged 27, was ordained on 22nd July 1816. From there he was sent as part of the clergy to the parish centred on the small rural village of La Valla. His work included visiting the sick, helping the poor and teaching the uneducated about God and how to live a Christian life. His no nonsense behaviour conduct, direct style of preaching and his deep devotion to Mary taught by his family made a great impression and influence on his fellow churchgoers and other priests.
Marcellin was inspired to help the young, poor people of France learn more about Jesus. To achieve this, he formed a new religious order of brothers called the Marist Brothers.

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Marcellin Champagnat is the founder of the Marist Brothers, a religious community of brothers that brought the message of love to all the young neglected people in society. Champagnat’s vision and compassion has inspired the mission of the Marist Brothers on the five different continents and the Marist schools around the world.

Marcellin Champagnat was born on the 20th May 1789 in a village called Marlhes, located in the Forez mountain in France. Marcellin, being the 9th of 10 children, grew up helping around the small farm that his family owned. Marcellin received a basic education from home as his parents, Mary and Jean Baptist, were very grounded in the Christian tradition. His mother and aunt, who lived with them, had a big impact on his life; they were responsible for influencing Marcellin’s early developed deep faith and devotion to Mary. His like for practical and manual work was derived from his father who had received an above-average education for that time and was a merchant and farmer.