Sunday, December 29, 2013

Feast of the Holy Family - Dec 29th

In his Apostolic Exhortation, Familiaris consortio, 60, Bl. Pope John Paul said: 

“Do you teach your children the Christian prayers? Do you prepare them, in conjunction with the Priests, for the sacraments that they receive when they are young – Confession, Communion and Confirmation? Do you encourage them, when they are sick, to think of Christ suffering, to invoke the aid of the Blessed Virgin and the saints? Do you say the family Rosary together…? Do you pray with your children, with the whole domestic community, at least sometimes? Your example of honesty in thought and action, joined to some common prayer, is a lesson for life and an act of worship of singular value. In this way you bring peace to your homes: Pax huic domui. Remember, it is thus that you build up the Church.”
In 2002, Pope John Paul II stated in his Angelus talk of December 29, “Every Christian family is called to show “convincingly that it is possible to live marriage fully in keeping with God's plan and with the true good of the human person - of the spouses, and of the children who are more fragile” (Novo Millennio ineunte, n. 47).

“A united family that follows these principles will more easily overcome the trials and difficulties it encounters on its way. In the faithful love of the parents, a gift ceaselessly to foster and safeguard, children can find the best conditions for their growth, helped by Jesus who “increased in wisdom and in stature, and in favor with God and man” (Lk 2:52).”

Saturday, November 16, 2013

New Confraternity for Catholic Clergy in Ireland begins...


I am delighted to hear that a Confraternity of Catholic Clergy (who wish to remain faithful to the Church and its teachings) has been set up in Ireland by Fr. Gerard Deighan.  This was established during a meeting of Priests in Knock Shrine in October last.  This Confraternity would offer mutual support and encouragement for Priests.  

I do hope in the future that they would also consider a lay associate membership similar to the Confraternity in Australia, to help support and pray for Priests and not interfere with their Priestly ministry. We really have too much clericalisation of the laity in Ireland and it is destroying Parish life, interfering with the ministry of Priests and also discouraging Vocations. 

Let us pray for Fr. Gerard Deighan and those Priests involved in the new Confraternity and ask Our Lord and Our Lady, the Mother of all Priests to bless and protect and to bring forth great fruit from this new apostolate.


Bishops, Priests and Deacons can join this Confraternity also.  Any Priest or Deacon who wishes to join or if you wish to enquire more about the Confraternity you can email them at ccceire@gmail.com.  

Saturday, September 21, 2013

Monday, September 9, 2013

Fr Michael Shields - A Follower of Bl Charles de Foucauld in Siberia



Video Link: 
Franciscan Friars - Fr. Michael Shields, a Follower of Bl. Charles de Foucauld in Siberia

Amazing....great interview.  God bless both Fathers. 

Apostolic Exhortation on the Formation of Priests in the Circumstances of the Present Day - Pope John Paul II (1992) Part 37

61. The seminary is, therefore, an educational ecclesial community, indeed a particular educating community. And it is the specific goal which determines its physiognomy: the vocational accompanying of future priests, and therefore discernment of a vocation; the help to respond to it and the preparation to receive the sacrament of orders with its own graces and responsibilities, by which the priest is configured to Jesus Christ head and shepherd and is enabled and committed to share the mission of salvation in the church and in the world.

Inasmuch as it is an educating community, the seminary and its entire life - in all its different expressions - is committed to formation, the human, spiritual, intellectual and pastoral formation of future priests. Although this formation has many aspects in common with the human and Christian formation of all the members of the Church, it has, nevertheless, contents, modalities and characteristics which relate specifically to the aim of preparation for the priesthood.

The content and form of the educational work require that the seminary should have a precise program, a program of life characterized by its being organized and unified, by its being in harmony or correspondence with one aim which justifies the existence of the seminary: preparation of future priests.

In this regard, the synod fathers write: "As an educational community, (the seminary) should follow a clearly defined program which will have, as a characteristic, a unity of leadership expressed in the figure of the rector and his cooperators, a consistency in the ordering of life, formational activity and the fundamental demands of community life, which also involves the essential aspects of the task of formation. This program should be at the service of the specific finality which alone justify the existence of the seminary, and it should do so without hesitation or ambiguity. That aim is the formation of future priests, pastors of the Church."(194) And in order to ensure that the programming is truly apt and effective, the fundamental outlines of the program will have to be translated into more concrete details, with the help of particular norms that are aimed at regulating community life, establishing certain precise instruments and timetables.

A further aspect is to be stressed here: The educational work is by its nature an accompanying of specific individual persons who are proceeding to a choice of and commitment to precise ideals of life. For this very reason, the work of education should be able to bring together into a harmonious whole a clear statement of the goal to be achieved, the requirement that candidates proceed seriously toward the goal, and third, attention to the "journeyer," that is, the individual person who is embarked on this adventure, and therefore attention to a series of situations, problems, difficulties and different rates of progress and growth. This requires a wise flexibility. And this does not mean compromising, either as regards values or as regards the conscious and free commitment of the candidates. What it does mean is a true love and a sincere respect for the person who, in conditions which are very personal, is proceeding toward the priesthood. This applies not only to individual candidates, but also to the diverse social and cultural contexts in which seminaries exist and to the different life histories which they have. In this sense the educational work requires continual renewal. 

The synod fathers have brought this out forcefully also when speaking about the structure of seminaries: "Without questioning the validity of the classical forms of seminaries, the synod desires that the work of consultation of the episcopal conferences on the present - day needs of formation should proceed as is established in the decree Optatam Totius (no. 1), and in the 1967 synod. The rationes of the different nations or rites should be revised where opportune whether on the occasion of requests made by the episcopal conferences or in relation to apostolic visitations of the seminaries of different countries, in order to bring into them diverse forms of formation that have proved successful, as well as to respond to the needs of people with so - called indigenous cultures, the needs of the vocations of adult men and the needs of vocations for the missions, etc."(195)

62. The purpose and specific educational form of the major seminary demand that candidates for the priesthood have a certain prior preparation before entering it. Such preparation, at least until a few decades ago, did not create particular problems. In those days most candidates to the priesthood came from minor seminaries, and the Christian life of the community offered all, in general, a suitable Christian instruction and education.

The situation in many places has changed. There is a considerable discrepancy between - on the one hand - the style of life and basic preparation of boys, adolescents and young men, even when they are Christians and at times have been involved in Church life, and - on the other hand - the style of life of the seminary with its formational demands.

In this context, together with the synod fathers I ask that there be a sufficient period of preparation prior to seminary formation: "It is a good thing that there be a period of human, Christian, intellectual and spiritual preparation for the candidates to the major seminary. These candidates should, however, have certain qualities: a right intention, a sufficient degree of human maturity, a sufficiently broad knowledge of the doctrine of the faith, some introduction into the methods of prayer and behavior in conformity with Christian tradition. They should also have attitudes proper to their regions, through which they can express their effort to find God and the faith (cf. Evangelii Nuntiandi, no. 48)."(196)

The "sufficiently broad knowledge of the doctrine of the faith" which the synod fathers mention is a primary condition for theology. It simply is not possible to develop an "intelligentia fidei" (an understanding of he faith), if the content of the "fides" is not known. Such a gap can be filled more easily when the forthcoming Universal Catechism appears.

While there is increasing consensus regarding the need for preparation prior to the major seminary, there are different ideas as to what such preparation should contain and what its characteristics should be: Should it be directed mainly to spiritual formation to discern the vocation or to intellectual and cultural formation? On the other hand, we cannot overlook the many and deep diversities that exist, not only among the individual candidates but also in the different regions and countries. This implies the need for a period of study and experimentation in order to define as clearly and suitably as possible the different elements of this prior preparation or "propaedeutic period": the duration, place, form, subject matter of this period, all of which will have to be coordinated with the subsequent years of formation offered by the seminary.


In this sense I take up and propose to the Congregation for Catholic Education a request expressed by the synod fathers: "The synod asks that the Congregation for Catholic Education gather all the information on experiments of such initial formation that have been done or are being done. At a suitable time, the congregation is requested to communicate its findings on this matter to the episcopal conferences."(197)

Sunday, September 1, 2013

Wednesday, August 28, 2013

Beauty, Chant bring Life to Monastery

Apostolic Exhortation on the Formation of Priests in the Circumstances of the Present Day - Pope John Paul II (1992) Part 36

II. The Setting of Priestly Formation
The Major Seminary - A Formation Community

60. The need for the major seminary - and by analogy for the religious house - for the formation of candidates for priesthood, was affirmed with authority by the Second Vatican Council (188) and has been reaffirmed by the synod as follows: "The institution of the major seminary, as the best place for formation, is to be certainly reaffirmed as the normal place, in the material sense as well, for a community and hierarchical life, indeed as the proper home for the formation of candidates for the priesthood, with superiors who are truly dedicated to this service. This institution has produced many good results down the ages and continues to do so all over the world."(189) The seminary can be seen as a place and a period in life. But it is above all an educational community in progress: It is a community established by the bishop to offer to those called by the Lord to serve as apostles the possibility of re - living the experience of formation which our Lord provided for the Twelve. 

In fact, the Gospels present a prolonged and intimate sharing of life with Jesus as a necessary premise for the apostolic ministry. Such an experience demands of the Twelve the practice of detachment in a particularly clear and specific fashion, a detachment that in some way is demanded of all the disciples, a detachment from their roots, from their usual work, from their nearest and dearest (cf. Mk. 1:16-20; 10:28; Lk. 9:23, 57-62; 14:25-27). On several occasions we have referred to the Marcan tradition which stresses the deep link that unites the apostles to Christ and to one another: Before being sent out to preach and to heal, they are called "to be with him" (Mk. 3:14).

In its deepest identity the seminary is called to be, in its own way, a continuation in the Church of the apostolic community gathered about Jesus, listening to his word, proceeding toward the Easter experience, awaiting the gift of the Spirit for the mission. Such an identity constitutes the normative ideal which stimulates the seminary in the many diverse forms and varied aspects which it assumes historically as a human institution, to find a concrete realization, faithful to the Gospel values from which it takes its inspiration and able to respond to the situations and needs of the times.

The seminary is, in itself, an original experience of the Church's life. In it the bishop is present through the ministry of the rector and the service of co - responsibility and communion fostered by him with the other teachers, for the sake of the pastoral and apostolic growth of the students. The various members of the seminary community, gathered by the Spirit into a single brotherhood, cooperate, each according to his own gift in the growth of all in faith and charity so that they may prepare suitably for the priesthood and so prolong in the Church and in history the saving presence of Jesus Christ, the good shepherd.

The human point of view, the major seminary should strive to become "a community built on deep friendship and charity so that it can be considered a true family living in joy."(190) As a Christian institution, the seminary should become - as the synod fathers continue - an "ecclesial community," a "community of the disciples of the Lord in which the one same liturgy (which imbues life with a spirit of prayer) is celebrated; a community molded daily in the reading and meditation of the word of God and with the sacrament of the Eucharist, and in the practice of fraternal charity and justice; a community in which, as its life and the life each of its members progresses, there shine forth the Spirit of Christ and love for the Church."(191) This ecclesial aspect of the seminary is confirmed and concretized by the fathers when they add: "As an ecclesial community, be it diocesan or interdiocesan, or even religious, the seminary should nourish the meaning of communion between the candidates and their bishop and presbyterate, in such a way that they share in their hopes and anxieties and learn to extend this openness to the needs of the universal Church."(192)

It is essential for the formation of candidates for the priesthood and the pastoral ministry, which by its very nature is ecclesial, that the seminary should be experienced not as something external and superficial, or simply a place in which to live and study, but in an interior and profound way. It should be experienced as a community, a specifically ecclesial community, a community that relives the experience of the group of Twelve who were united to Jesus.(193)