Podcasts about Oratory

Full Text of ReadingsMonday of the First Week of Lent Lectionary: 224The Saint of the day is Saint Dominic SavioSaint Dominic Savio's Story So many holy persons seem to die young. Among them was Dominic Savio, the patron of choirboys. Born into a peasant family at Riva, Italy, young Dominic joined Saint John Bosco as a student at the Oratory in Turin at the age of 12. He impressed Don Bosco with his desire to be a priest and to help him in his work with neglected boys. A peacemaker and an organizer, young Dominic founded a group he called the Company of the Immaculate Conception which, besides being devotional, aided John Bosco with the boys and with manual work. All the members save one, Dominic, would, in 1859, join Don Bosco in the beginnings of his Salesian congregation. By that time, Dominic had been called home to heaven. As a youth, Dominic spent hours rapt in prayer. His raptures he called “my distractions.” Even in play, he said that at times, “It seems heaven is opening just above me. I am afraid I may say or do something that will make the other boys laugh.” Dominic would say, “I can't do big things. But I want all I do, even the smallest thing, to be for the greater glory of God.” Dominic's health, always frail, led to lung problems and he was sent home to recuperate. As was the custom of the day, he was bled in the thought that this would help, but it only worsened his condition. He died on March 9, 1857, after receiving the Last Sacraments. Saint John Bosco himself wrote the account of his life. Some thought that Dominic was too young to be considered a saint. Saint Pius X declared that just the opposite was true, and went ahead with his cause. Dominic was canonized in 1954. His liturgical feast is celebrated on March 9. Reflection Like many a youngster, Dominic was painfully aware that he was different from his peers. He tried to keep his piety from his friends lest he have to endure their laughter. Even after his death, his youth marked him as a misfit among the saints and some argued that he was too young to be canonized. Pope Pius X wisely disagreed. For no one is too young—or too old or too anything else—to achieve the holiness to which we all are called. Saint Dominic Savio is the Patron Saint of: ChoirboysJuvenile delinquents Top 10 Most Influential Catholics Saint of the Day, Copyright Franciscan Media

Jenny and Vont compete in the first ever KDWB Speech tournament, we play Face Off, and more!

Jenny and Vont compete in the first ever KDWB Speech tournament, we play Face Off, and more!

Jenny and Vont compete in the first ever KDWB Speech tournament, we play Face Off, and more!

In this episode of the Just Schools Podcast, Jon Eckert interviews James Blomfield from the International Forums of Inclusion Practitioners (IFIP). They discuss his work in inclusive education, the importance of Universal Design for Learning (UDL), and the global challenges and opportunities in creating truly inclusive schools. Blomfield shares insights from his visits to Texas schools, highlighting student engagement in career and technical education programs. The conversation also explores the role of artificial intelligence in education, the shift from inclusion to belonging, and the power of networks like IFIP in connecting educators worldwide. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Be encouraged. Mentioned: The Curriculum: Gallimaufry to Coherence by Mary Myatt How Change Happens by Duncan Green The Name of the Rose by Umberto Eco Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn X: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Jon Eckert: All right, so we are blessed to have James in our podcast studio. He flew all the way from the United Kingdom to Waco, Texas, to be on this podcast. So James, tell us a little bit about what you've been doing here in central Texas these last couple of days. James: Yeah, I've been spoiled. I've just had the best cheese and ham roll, ever. I can tell you a lot about Texan food now. And brisket. But the quality of the experiences, the visiting the schools, meeting you at Baylor has been a terrific privilege. I'm very grateful. Yeah, today, this morning, in fact, we visited three schools in Waco Independent School District. We were shown around by the loveliest people, Adam, Caroline, and Christie. I think Adam and Caroline are on from your doctoral program. Jon Eckert: Yes. James: But they're like institutional coaches. I gather. We would call them improvement offices where I come from, but they had such a light touch. They knew everyone. They were so friendly with people, and I gather that they are also about compliance, but with the coaching aspects. So they were great. And the three schools we went to, we were Midway yesterday, which was amazing. And then this morning, Bells Hill Elementary, Cesar Chavez, and then GWAMA, Greater Waco Advanced Manufacturing Academy earlier. And yeah, what impressed me was speaking honestly as an English person, it is shocking to see police in a school. Very quickly, I was unaware of them. But we have our own issues in the UK with knives and all sorts. But the staff were, despite that, throughout just so calm, friendly, loving, and attentive to the students. Asking them, talking to them in front of us. And some wonderful experienced people, trauma informed. There was someone who was training to be a social worker this morning who just came out of her office and gave us a short speech without any preparation, speaking from the heart, talking about what she was doing, how much the children matter. If you've got people like that, then you are going to be doing the right stuff. So yeah, I was impressed. But also from the type of education, obviously Texas is massive. The school footprint, I've never been into such big schools, even the elementary and yesterday with Midway, that was the biggest school I've ever been in. It took us a long time to walk around. And all of the stuff, like this morning at GWAMA, we saw robotics, drones, they have the construction academy, welding, forklift truck driving. Yesterday we saw them building an airplane. When I was doing metalwork at school, it was for like a baked potato holder. They were building an airplane. And I would love that as a student. I would be inspired by that even if I was building a small part of the airplane. Rebuilding tractors yesterday. So that's practical. That's 21st century teaching, but visible, practical, hands-on. Jon Eckert: And then the engagement that you see that's possible there through starting a cafe restaurant through the airplanes. Just to be clear to the audience, the students are not doing this on their own. It's a two-seat airplane that would be like a Cessna, and they have engineers coming in to help build. I still am not going to be the first person that volunteers to fly in that, but it was impressive to see. And I do feel like in central Texas, there are a number of schools doing a lot to try to meet the needs of the community by educating kids in ways that engage them, use the skills that they've been given, help them become more of who they're created to be in a way that benefits the community. And even the principal yesterday, Allison Smith, was sharing about the new factory that's coming in that's got a gigantic footprint, and it's going to be a huge benefit to the tax base. Before they came, they met with the high school to see if there were ways that they could integrate some of the needs they have with what the high school's developing in their students. Because at Midway, about half the students go on to a post-secondary education. And so there have to be opportunities for kids to step into things that allow them to be gainfully employed and meaningfully use the skills that they have. And many of the kids were doing things that I couldn't even fathom doing. And they're just leaning into it and gaining expertise, which is for 16, 17, 18 year olds is truly remarkable. James: Isn't that also a bit like a UDL mindset? If the manufacturer comes in and has that intelligence to ask about what would you need? What would be helpful? And then you're designing the education from the ground up. Jon Eckert: That's it. And I'm glad you brought up Universal Design for Learning, because that's something that we haven't really gotten into. Why you're here and what you do in the United Kingdom, because we actually, Eric Ellison, met you a while ago. But you were the reason why we were at a UNESCO conference in Paris where we got to work with educators from six continents that were all interested in UDL and what it means to educate each kid around the world. And there's 250 million kids that don't have access to a school. And then we're in these amazing schools where the biggest schools you've been in that are offering all these different opportunities. And so we're getting to see it, but what does it really look like from your perspective, from your organization as it relates to UDL? James: Yeah. So interesting, I am a teacher, head teacher, classroom teacher from some 25 years. And for me, it's all about practical teaching and talking to parents, making things work. But at a very practical level. And one thing that drew me to my organization, which is the IFIP, International Forums of Inclusion Practitioners, was that when I met Daniel, who's a fabulous person to work for, it's much more practitioner based. It's all about pedagogies. I felt at home straight away. But also, how do we train teachers? How do we bring them on into inclusive practice? And the IFIP is all about the voice of teachers. Daniel would say inclusionistas, all manner and range of people, teachers, specialists, therapists, but parents as well, who are committed to a more equitable and enriching education. So the majority of what we do is training. We have things like our GITI program, which is a global inclusive teaching initiative. But we do events. And that's something that Daniel, one of his strengths, he speaks all over the world. He's written many books. We were so, so grateful to have the event at UNESCO in Paris. So we were co-hosting. Daniel had been talking about that for two years beforehand. And we didn't believe him. He made it a reality. He dreamt about it, and it happened. And the same more recently in Brazil. We went to the G-20 ministerial meeting. He was talking about that. So he sees things and it falls to me to follow behind him and try and make some of the practicalities work. But yeah, the inclusion piece covers so many flavors. And I think what you mentioned just now, we talk about inclusion. Well, if the 250 million aren't in school, well, that's a level of inclusion that puts lots of other schools into a completely different context. Where does the inclusion start? And even in some of the schools I visited, I've been very lucky to visit schools around the world who would say they're inclusive and they may have a sensory room, or they may have, but they aren't necessarily inclusive. But for me, one of my favorite schools I've visited was in Rome, [foreign language 00:08:28], Our Lady of Good Counsel. It was run by Silesia nuns. And they said in the words of their founder, Don Bosco, "Young people need not only to be loved, but they need to know that they're loved." And it's very reassuring as a practitioner, a teacher, former head teacher, to come here to Texas and you see that. You see that palpably going on. And I feel at home. The elementary school this morning, because I was a primary school teacher, it was just like, I know this. I understand this. I could probably take a lesson. But they had some great ideas. And teachers, I'm a teacher, you love stealing good ideas. Jon Eckert: Well, and I think this is the beautiful thing about the jobs that we get to do. We get to see all the amazing things that are happening in schools. So much of what's in the news and what gets publicized are the things that aren't working. And the tragedy that there are 250 million kids who don't have access to schools, that is tragic. But in schools, there are amazing things happening all over the world. And getting to see them is this encouraging, oh, it gives you hope. And I wish more people could see that. I do think there are challenges though, because when we think about inclusion, we've moved as a country toward inclusive education, the least restrictive environment for students, and bringing students into a place where they can flourish. But we really, as Erik Carter, who runs our Baylor Center for Developmental Disability, you met with him yesterday. He talks about moving from inclusion to belonging. And I think we even need to think about belonging to mattering. So you keep hearing more and more about what does it means to matter and seeing your gifts being used with others. And that's what we saw yesterday. It wasn't individual students. It was teams of students doing this and each member of the team had a different role, whether it was robotics or it was the plane or the cafe. And the educators needed to step in. So the principal was talking about, I need an educator who's willing to step up and do this so that this can happen. And that's the thing that I think people that haven't been in schools for a while don't see what it means to really help kids belong. They have a sense of what inclusion was, maybe when they were in school, where there was a class down the way that was a Sensory room, which is a nice room for just, here's where we're going to put a kid who's out of control that we can't manage in so many places. It's like, no, there's so many schools that are doing so much more than that. So what are some other hopeful things you've seen through IFIP? James: Well, I think, yeah, you see a lot and on social media, and you must have found this, there's so much many aphorisms about inclusion and metaphors about what inclusion is. It's a mosaic. It's a banquet with many tastes. It's symphony orchestra with many sounds. Inclusion is a garden. That's quite a good one actually, the metaphor. And that's something that Sir Ken Robinson from the UK has talked a lot about. And there's lots of analogies with growing and flourishing, which that's a word you've taught me in my visit here. But I do feel sometimes that it is all good to talk about that. I don't disagree. But there's some recently inclusion makes every day feel special. Yeah, it does. Inclusion is the antidote to the division in the world. It is. But will that help the early career teacher struggle with their class? Will that give them the practical steps that they need? So I think all of those things are true, and we must love the students. But I would say that's just comes a standard with being a decent human being. I would expect that from you, from anyone. You treat people with a respect. But for me, I feel more inclined to say, what are the practical professional steps? What's the pedagogy? What are the teaching principles that will help me to, as we were saying yesterday, maybe to hesitate before ask another question in class and listen. And listen. That's inclusion, isn't it? Wait for someone to answer and maybe then not say anything. It's actually stepping back. So for me, I'm very impressed by... I mean, I was brought up on quality first teaching, we would call it in the UK, which is about high quality, inclusive teaching for every child. So you mustn't differentiate in a way that you've got the low table. No one wants to be on the low table. You want to have high challenge on every table. And we used to say, you want your best teacher on the lowest table. It's not like you just put a teaching assistant or some volunteer on the lowest table. It's got to be focus lesson design, involvement, interaction, metacognition. So responsibility for your own teaching, for your own learning. Sorry. And I love the dialogic approach. Someone said yesterday, Socratic circle that I've picked up. But it's like you would encourage a child to talk about what they understand because very quickly then you assess what they actually know. Sometimes you'd be surprised by what they know. But for the same reason, UDL appeals to me, to my sensibility, because it offers very practical steps. And crucially at the design stage, it's not like I'm going to apply this assistive technology to a lesson I created a year ago and will do the best we can, and that child will now be able to do more than they could. But if I design the lesson, and one of our colleagues, Helena Wallberg from Sweden, who was a co-author on the Global Inclusive Teaching Initiative, she talks about lesson design. It's a far sexier way than lesson planning. So teachers are professionals, they're artists. They need to use their profession. Jon Eckert: So when you start thinking about design, I use Paideia seminars because Socratic seminars are great, but Socrates taught one-on-one. We don't usually get the luxury of doing that. So how do you bring in the gifts of each student, not so that you're doing something kind or helpful for that individual, but so that the whole group benefits from the collective wisdom in the classroom? And so the inclusive education is not to benefit one single individual, it's to benefit all of us because of what you draw out. And that's where design, I think, is more helpful than planning. And so when we think about this in this state that we're in right now, we've never been in a better time to educate. We have more tools than we've ever had. We know more about how people learn than we have in the history of the world. James: Yeah. Jon Eckert: And yet sometimes that can make things feel overwhelming. So that beginning teacher that you mentioned. The only thing that beginning teacher knows is no one in the room learns exactly the way she does. That's all you know. And so then how do you use tools... And we've talked a little bit about this artificial intelligence. Amazing tool for adapting reading levels, for adapting basic feedback, for giving an educator a helpful boost on lesson design because it can synthesize from large language models. It can do work that would've taken us hours in five seconds. But it can't replace the human being. And so how do you see tools like artificial intelligence feeding into UDL so that it becomes more human, not less? James: So where I am, there's a shortage of specialist teachers, for example, and therapists. And Daniel's been doing a lot of work in India and parts of Asia where there isn't the expertise. So I think maybe AI can help in those places. But even he would say that will not replace a specialist. You can never replace a specialist who has the intuitive and curiosity to see what an AI system can't. But it may empower parents who have no kind of training as a teacher might have for neurodiverse situations of how do I deal with my child when they're like this? And similar for teachers and who are looking for... They've tried everything. What do I try now? So we've been working on one on an AI system that's based on all of the research that Daniel's done. It's not released yet. We've got a working title of 360 Assessment, which doesn't really mean anything, but it was meant to be assessing the whole child. And he's, through his work in many schools over many years, many thousands of hours, he's put all of this stuff into the data for the AI system coupled with his books. So when you ask a question, it will do a quick spin round and come back with some suggestions. And it's quite fun to use, I think, as a tool to empower parents to signpost them. And for teachers, it's a useful tool. I don't think it's the panacea, but I think you have to use these technologies sensibly. But my daughter, who's a nursery nurse, and she tried to break it by saying, oh... We tried it, the computer. My child is two years old, but can't pronounce S. should I be worried? And it came back with the correct answer, said no, there's nothing to worry about. Up to four years old, some children won't be able to pronounce the sound S properly. And then it gave her the advice that she would give, because a manager of a nursery nurse, the advice you'd give to her staff. Now all of her team have just started that. None of them have any experience. So that, I could see, could be useful for training numbers, the ratio of good advice to people. That's the way I see it working in the short term. Jon Eckert: No, and I think that's great because it enhances the human's ability to meet the need of the human right in front of them. Because I will always believe that teaching is one of the most human things that we do. James: It is. Jon Eckert: And so any way that we can enhance that with any tool, whether it's a pencil or an artificial intelligence tool that allows you to give feedback and synthesize things and help with design. I also believe we just need to give credit where credit's due. I don't love it when we don't give credit for tools that we use. So if you're using UDL, they're a great people cast. We're about to have a call with them later today. They do great work. And so the same thing. If you have a digital tool, share that so that we know here's what we did and here's how we can spread that collective expertise to others. And so what role does IFIP play in bringing networks of people together to do that? Because in your convenings, that's one of the main things you do. So can you talk a little bit about that? James: Yeah. Well, in the title if you like, in our forums, one of the things that Daniel is very keen on is sustainable growth. So we want to introduce people to each other. And it's surprising with head teachers and principals who struggle. I've just come back from Brazil from a UNESCO GEM, which is a global education meeting, where the focus was on the quality of the leadership. And we need to give, empower our leaders. They're often working on their own. One of the roles of the IFIP is to join them together. So we're launching in January at the BET Show, which is the biggest technology show in the world, apparently, in London Excel Center, our Global School Principals Forum. So we have a forum for them. We have a forum for specialists, forum for pastoral leads. And we've also got regional forums of South America, North America, Asia, just to try to bring people together. Because when you share the experience, and I've been really grateful this morning for the opportunity to walk through and see some American schools that you share the ideas, you see the similarities. That's the power and that's so important. Jon Eckert: No, and that's been our experience. Whether we're just in the states or internationally, there's so much good work going on. We just need to have ways of connecting human beings who are doing it, so it doesn't feel like it's another thing to do, but it's a better way to do what we're already doing. And so I feel like that's what UDL does. I feel like that's what IFIP is about. And that the most meaningful part of our time in Paris at UNESCO was not in the panels, it was in the conversations that happened over lunch, in the hallways. The panel may have sparked a conversation, but it's hey, what are you doing here? And what are you doing there? And I walked away with multiple connections of people that we'll continue to talk to because, again, there's so much good work going on. Yeah, go ahead. James: My memory of the... Because it was a very stale affair, wasn't it? And the bureaucratic approach, UNESCO, because you feel like you're a United Nations and lots of people talking were sat down for hours and hours, was when you lifted your hand and actually ask a few questions. That's inclusion, isn't it? Eric was saying that people who were leaving the room walked back in to listen because that was interesting and someone was asking them how they feel and bringing it back into reality. That's so important. But I also think inclusion, there is an interesting power dynamic with inclusion. A guy called Michael Young who's a professor of education at UCL, talks about the right for all children and young people to be taught powerful knowledge. What knowledge are we giving them? How are we empowering them? So I think inclusion is all about discovering your power within, if you like. That's so important so that they begin to see. And some of the teachers are saying this morning, kids know what they see, what they've experienced. And if you introduce new ways of dealing with anger or with pain, they don't have to fight. They don't have to resort to what they've necessarily seen. Then give them new strategies. That's empowering those children. Jon Eckert: Well, and Adam and Caroline who were taking you around, they're behavioral interventionists. And they are always busy because there are kids that are struggling with how to manage the feelings that they have. And if they don't have people giving them those strategies, how do they grow? And again, that's very human teaching, and Adam and Caroline are great models of that. James: They were wonderful. So good, and it was the light touch that impressed me. Because I've worked with, as I say, school improvement offices. And the trick is not to push people down. It's to make them think twice about what they've done or how they could ask a question better. And their observations of the displays on the walls and just the language teachers and teaching assistants use has a profound effect. I do believe that inclusion is about the students look at the way their teachers behave. It's nothing to do with this pedagogy or the post. It's about how did they respond to me? How did they respond to the other person in the class? What's important to them? How do they talk? That's the inclusion that you teach. Empowering them to make the similar choices when they're older. Jon Eckert: That's well said. So our lightning round, I usually ask four or five questions that have relatively short answers. So first one, what's the worst advice you've ever received as an educator? James: Oh, as an educator? Worst advice. Jon Eckert: Oh, it could be as a human being if you want. James: Well, when I was young, my dad had many qualities and taught me many good things. But one of the worst things he said to me was, "Don't use your money, use theirs." So he would borrow money. And that got me off to a terrible start in life. And I learned through my own experience that it was better to use... Well, I was always using my own money. Jon Eckert: Yes. Yes, okay. James: But I could use it better. But bless him because he's no longer with us. But that was one piece. Jon Eckert: No, that's a tough start. James: Yeah. Jon Eckert: Thank you for that. What's the best advice you've received? James: The best advice, I think, was to go back to university. Jon Eckert: Okay. James: I dropped out of school to get engaged, because that's what you do when you're 19. And I was going to get married, but it didn't happen. And then I went to do a summer job, which lasted for 10 years. Jon Eckert: That's a long summer. James: But my blessed teacher, Michael Brampton, who gave me a love for painting, history of art, he kept on pestering me go back to university. I went back as a mature student and loved it. I think people should start degrees when they're near in the thirties because you appreciate it so much more. Jon Eckert: Yes. James: So that advice he gave me led to such a change in my life. Jon Eckert: Yes. Well, and then you went on to get a degree in art history, philosophy, then a master's in computer science. So you went all in. James: Yes. And that took me into education. And the time I went in, there weren't many teachers that were doing anything with computers. Jon Eckert: So as you get to see all this around the world, what's the biggest challenge that you see schools facing that you work with? James: I think it's manpower. Jon Eckert: Okay. James: I think there's a real manpower issue and belief that school can make a difference. I think one of the things that we believe in IFIP is that positive change is possible. And sometimes it's shocking going to schools. And if you do make people see that the positive change is possible, it transforms them. So advocacy, shared vision. And one of your colleagues was saying this morning, just changing the mantra can make a profound difference. Jon Eckert: Yeah. So what makes you the most optimistic as you get to see all the schools all around the world? James: Yeah. Well, I've just come back from Stockholm in Sweden, and I was really, really impressed by the school there. It was one of the best schools in Stockholm. It was a school that had in their entrance hall, you'd expect it to be very austere and you don't want to see any bad stuff in your entrance hall. But they had a table tennis table set up and they had a piece of found art or hanging above. And it was the whole sense of the school's about children started there, about young people. But in Sweden, it's all about sustainability. Everyone is expected to clear up after themselves, be mindful of other people, respectful. Even in the hotel where I stayed, I had to sort my rubbish in my room. It's that approach that starts from not just in school, across the board. Jon Eckert: Yeah. James: So that impressed me. Jon Eckert: Yeah, that's a beautiful example. One of my favorite schools outside of Nashville, Tennessee, they don't have custodians that clean up the building. They have 20 minutes at the end of the day where the students do all of the cleaning, including the bathrooms. Which you start to take care of stuff better when you're the one who has to clean it up. And the peer pressure to take care of it shifts a little bit. So it's a great word. All right, one other thing. Oh, best book that you've read last. James: Can I give you two books? Jon Eckert: Absolutely. James: I mean, I've got into fiction in a big way recently. So I use Audible, the app. Jon Eckert: Oh, yes. James: And I've been working through all kinds of classics that I never read properly. Just reread The Hobbit and Tom Sawyer. But I've gone through... The Name of the Rose stuck with me recently. I so enjoyed reading it. And I've just got into Robert Harris. He's written Conclave, which has just come out as a feature film. And a series of books called Imperium about Cicero and Oratory and how the Roman Empire was lost. But they aren't the books. Jon Eckert: I love that. Go ahead. James: But the two books, one is by an English specialist called Mary Myatt. And one of the really practical books that she wrote was The Curriculum: Gallimaufry to coherence. Gallimaufry is a word, I'm not sure if it's Gaelic, but it means a mess. So going from a mess to coherence. And that book is all about how it's important that children struggle. That learning only happens. We try to protect kids all the time that way. No, they should struggle. You imagine if everything's easy. And then she says this, if everything's easy, it's hard to learn. There's nothing to hold onto. There's no scratch marks. You need some of that. So Mary Myatt, that's a brilliant book. The other book is by Duncan Green called How Change Happens. And that's all about this idea of power. And he talks about power within, that's your self-confidence power with when you've got solidarity with people. Power to change things and then power over people. But it strikes me that as he shows in his book, where you've got instances where you've got the 'I Can' campaign in South Asia, all about women who were being violently treated by men, reclaiming their self-worth. It's like invisible power. Where does it come from? The change. You can't see any difference, but inside they've changed dramatically to stand up collectively against something. And that's what we need to do with students. Build that self-power inside. Jon Eckert: Great recommendations. And we talk a lot about struggling well and where that fuel comes from. And so, love that book by Mary Myatt. I'll have to get the spelling of that from you when we get off. My also favorite thing about that is I asked for one book recommendation and I wrote down at least seven. So, well done James. All right, well hey. We really appreciate you coming over. We look forward to potentially doing a convening where we get to bring great people together who want to work on serving each kid well in this way that benefits all of us. So hopefully that will happen sometime in the coming year. But really grateful for your partnership and a chance to go visit schools and have you on the podcast. James: Thank you so much. I really appreciate it. Thank you.  

From Churchill to Thatcher to Blair to Farage, Parliament has seen some truly fantastic rhetoricians over the years. But last week came the news that – in a bid to improve his own oratorical skill – Keir Starmer employed a voice coach: former actress Leonie Mellinger. Mellinger has been at the centre of a fresh COVID-19 row, as the Prime Minister considered her to be so important that she qualified as a ‘key worker' in 2020, visiting Labour headquarters in a mask on Christmas Eve 2020 to advise Starmer. It is not an unusual practice to employ a voice coach to improve a politician's public speaking, and on the podcast Michael Gove is joined by his own former coach  Graham Davies, to recover the lost art of political rhetoric. They discuss what makes a great political speech, share some of their favourite examples and ask: has Mellinger actually improved Starmer's delivery? Produced by Oscar Edmondson and Megan McElroy.

From Churchill to Thatcher to Blair to Farage, Parliament has seen some truly fantastic rhetoricians over the years. But last week came the news that – in a bid to improve his own oratorical skill – Keir Starmer employed a voice coach: former actress Leonie Mellinger. Mellinger has been at the centre of a fresh COVID-19 row, as the Prime Minister considered her to be so important that she qualified as a ‘key worker' in 2020, visiting Labour headquarters in a mask on Christmas Eve 2020 to advise Starmer. It is not an unusual practice to employ a voice coach to improve a politician's public speaking, and on the podcast Michael Gove is joined by his own former coach  Graham Davies, to recover the lost art of political rhetoric. They discuss what makes a great political speech, share some of their favourite examples and ask: has Mellinger actually improved Starmer's delivery? Produced by Oscar Edmondson and Megan McElroy.

Dive into the intriguing world of exorcism in this riveting conversation with Reverend John A. Szada Jr. As the Chaplain at the Oratory of St Elijah the Prophet, Rev. Szada has been a practicing exorcist since 2011 – with countless encounters that challenge the boundaries between faith, psychology, and the supernatural… Hit play to learn about: How Rev. Szada was chosen as an exorcist.  The importance of distinguishing between psychological and spiritual phenomena. The ways that demons can influence people.  The initial signs of potential demonic possession. Join us in this gripping discussion as Rev. Szada shares his firsthand accounts of demonic possession, the rigorous process of exorcism, and the profound impact of spiritual warfare in the modern world. You can find more on The Diocese of Harrisburg by clicking here! Upgrade Your Wallet Game with Ekster!  Get the sleek, smart wallet you deserve—and save while you're at it! Use coupon code FINDINGGENIUS at checkout or shop now with this exclusive link: ekster.com?sca_ref=4822922.DtoeXHFUmQ5  Smarter, slimmer, better. Don't miss out! Episode also available on Apple Podcasts: http://apple.co/30PvU9C

Step into the mysterious realm of exorcism with Reverend John A. Szada Jr., a seasoned exorcist and Chaplain at the Oratory of St. Elijah the Prophet. Since 2011, Rev. Szada has confronted the supernatural, navigating the intersection of faith, psychology, and demonic influence. Tune in to explore: How Rev. Szada was called to the ministry of exorcism. The key differences between mental illness and spiritual affliction. The subtle and overt ways demonic forces can manifest. Early warning signs of possession and how to respond. Join this compelling discussion as Rev. Szada shares chilling real-life experiences, the complexities of spiritual warfare, and the power of faith in overcoming darkness. Learn more about The Diocese of Harrisburg by clicking here! Episode also available on Apple Podcasts: https://apple.co/38oMlMr

Full Text of ReadingsMemorial of Saint John Bosco, Priest Lectionary: 321The Saint of the day is Saint John BoscoSaint John Bosco's Story John Bosco's theory of education could well be used in today's schools. It was a preventive system, rejecting corporal punishment and placing students in surroundings removed from the likelihood of committing sin. He advocated frequent reception of the sacraments of Penance and Holy Communion. He combined catechetical training and fatherly guidance, seeking to unite the spiritual life with one's work, study and play. Encouraged during his youth in Turin to become a priest so he could work with young boys, John was ordained in 1841. His service to young people started when he met a poor orphan in Turin, and instructed him in preparation for receiving Holy Communion. He then gathered young apprentices and taught them catechism. After serving as chaplain in a hospice for working girls, Don Bosco opened the Oratory of St. Francis de Sales for boys. Several wealthy and powerful patrons contributed money, enabling him to provide two workshops for the boys, shoemaking and tailoring. By 1856, the institution had grown to 150 boys and had added a printing press for publication of religious and catechetical pamphlets. John's interest in vocational education and publishing justify him as patron of young apprentices and Catholic publishers. John's preaching fame spread and by 1850 he had trained his own helpers because of difficulties in retaining young priests. In 1854, he and his followers informally banded together, inspired by Saint Francis de Sales. With Pope Pius IX's encouragement, John gathered 17 men and founded the Salesians in 1859. Their activity concentrated on education and mission work. Later, he organized a group of Salesian Sisters to assist girls. Reflection John Bosco educated the whole person—body and soul united. He believed that Christ's love and our faith in that love should pervade everything we do—work, study, play. For John Bosco, being a Christian was a full-time effort, not a once-a-week, Mass-on-Sunday experience. It is searching and finding God and Jesus in everything we do, letting their love lead us. Yet, because John realized the importance of job-training and the self-worth and pride that come with talent and ability, he trained his students in the trade crafts, too. Saint John Bosco is a Patron Saint of: BoysEditorsEducators/TeachersYouth Saint of the Day, Copyright Franciscan Media

Friday of the Third Week in Ordinary Time Memorial of St. John Bosco, 1815-1888; ordained in 1841, and began serving young people; after serving as chaplain in a hospice for working girls, Don Bosco opened the Oratory of St. Francis de Sales for boys; by 1856, the institution had grown to 150 boys and had added a printing press for publication of religious and catechetical pamphlets; with the encouragement of Pope Pius IX, John gathered 17 men and formed the Salesians Office of Readings and Morning Prayer for 1/31/25 Gospel: Mark 4:26-34

Guests Dr. Louis Markos: Houston Christian University: Professor of EnglishRobert H. Ray Chair in HumanitiesScholar-in-ResidenceDr. Patrick Egan: Clapham Christian Classical SchoolAcademic DeanContributor of Educational Renaissance Jason Barney: Coram Deo Academy in Carmel, INSchool PrincipalAuthor of Charlotte Mason: A Liberal Education for All (published by CAP)Contributor of Educational Renaissance Show NotesCommon misunderstandings of Charlotte Mason (especially if you only read her principles)What does Mason say about memory work and how does it compare to Dorothy Sayer's view?Who in the Romantic era is good that Charlotte Mason embraced? What did she reject from the Romantic philosophers?Various quotes from Mason that reflect her alignment to the liberal arts traditionWhat is her view of a child and how does it influence her pedagogy?How and why narration is classical and superior as a classical pedagogyWhat is Paideia? -- Does Mason have a paideia in her philosophy?How the habit training model of Charlotte Mason mirrors/agrees with the classical traditionResources MentionedThe Great BooksJohn Locke, Coleridge, WordsworthCharlotte Mason: A Liberal Education for All by Jason BarneyFor The Children's Sake by Susan Schaeffer MacaulayConsider This: Charlotte Mason and the Classical Tradition by Karen GlassAbolition of Man by CS LewisThe Seven Laws of Teaching by John Milton GregoryAn Essay Towards a Philosophy of Education by Charlotte M. Mason (Centenary Expanded Edition has restored her original essay, "Two Education Ideals" where she compares Rousseau's Emile unfavorably to her favoring John Milton's Of Education)Metalogicon by John of SalisburyInstitutes of Oratory by QuintilianCharlotte Mason's Great Recognition of the Middle Ages through the fresco (vol. 2- Parents and Children by Mason)Charlotte Mason Quotes Louis Markos: "Our schools turn out a good many clever young persons, wanting in nothing but initiative, the power of reflection and the sort of moral imagination that enables you to 'put yourself in his place.'"- (Mason, Vol 6, pg. 25)Jason Barney:  "Almost anything may be made of a child by those who first get him into their hands. We find that we can work definitely towards the formation of character; that the habits of the good life, of the alert intelligence, which we take pains to form in the child, are, somehow, registered in the very substance of his brain; and that the habits of the child are, as it were, so many little hammers beating out by slow degrees the character of the man.  Therefore we set ourselves to form a habit in the same matter-of-fact steady way that we set about teaching the multiplication table; expecting the thing to be done and done with for life. " (The History and Aims of the P.N.E.U. pamphlet)Patrick Egan: "But the Florentine mind of the Middle Ages went further than this: it believed, not only that the seven Liberal Arts were fully under the direct outpouring of the Holy Ghost, but that every fruitful idea, every original conception, whether in Euclid, or grammar, or music, was a direct inspiration from the Holy Spirit, without any thought at all as to whether the person so inspired named himself by the name of God, or recognised whence his inspiration came." (Mason, Vol 2, pg. 271)________________________________________________________This podcast is produced by Beautiful Teaching, LLC.Support this podcast: ★ Support this podcast ★ _________________________________________________________Credits:Sound Engineer: Andrew HelselLogo Art: Anastasiya CFMusic: Vivaldi's Concerto for 2 Violins in B flat major, RV529 : Lana Trotovsek, violin Sreten Krstic, violin with Chamber Orchestra of Slovenian Philharmonic © 2025 Beautiful Teaching LLC. All Rights Reserved

Fr. Uwe Michael Lang, a liturgical historian and priest of the Oratory of St. Philip Neri in London, is the author of the new book A Short History of the Roman Mass, from Ignatius Press. Topics discussed in this episode include: The origins of the Roman Rite and development of the Roman Eucharistic Prayer Problems with liturgical antiquarianism (trying to revive practices allegedly from the early Church in preference to what has been handed down continuously) The value of ad orientem worship Our current predicament of being cut off from the past/tradition Links Fr. Uwe Michael Lang, A Short History of the Roman Mass https://ignatius.com/a-short-history-of-the-roman-mass-shrmp/ Pope Pius XII against liturgical antiquarianism (par. 61-64) https://www.vatican.va/content/pius-xii/en/encyclicals/documents/hf_p-xii_enc_20111947_mediator-dei.html DONATE to make this show possible! http://catholicculture.org/donate/audio SIGN UP for Catholic Culture's newsletter: https://www.catholicculture.org/newsletters

We interview Fr. Uwe Michael Lang about his new book, A Short History of the Roman Mass. Father Uwe Michael Lang is a priest of the Oratory of St. Philip Neri in London and a lecturer in theology at Allen Hall Seminary and St. Mary's University, Twickenham. He is the author of The Voice of the Church at Prayer, Turning Towards the Lord: Orientation in Liturgical Prayer, and Signs of the Holy One: Liturgy, Ritual, and Expression of the Sacred. This book is a short introduction to the development of the Roman Rite of Mass, the most widely used of the Church's liturgical rites, from its origins in early Christianity until the present day. Over the centuries, the form of Mass most Catholics are familiar with has been shaped by the Apostolic See of Rome in contact and exchange with other local churches. Understanding this rich and complex history will help not only the clergy in their sacramental ministry, but all the faithful in participating consciously and fruitfully in the liturgy of the Church. In the wake of the liturgical reforms initiated by Pope Pius XII in the mid-20th century, fully embraced by the Second Vatican Council, and implemented in the postconciliar period, there has been an intense and often controversial debate on continuity and rupture in liturgical development. Amid this debate, the long and complex history of the Roman liturgy is not always sufficiently acknowledged. The refinement of the Roman Mass, as this book shows, has been marked both by continuity and by change. From its formative period in late antiquity, the ritual shape of the Roman Mass was affected by religious, social, cultural, political, and economic transformations. But changes are to be expected over such a long period of time and the wide geographical area where this rite has been used. It is the essential continuity that stands out. This work challenges the conventional narrative that the liturgy of the Western church moved from early dynamic development through medieval decline to early modern stagnation and was only revived in the wake of the Second Vatican Council – a narrative that still has considerable traction both in academic publications and among the wider public.Iowa Catholic Radio Network Shows: - Be Not Afraid with Fr. PJ McManus - Catholic Women Now with Chris Magruder and Julie Nelson - Faith of Trial with Deacon Mike Manno and Gina Noll - Making It Personal with Bishop William Joensen - Man Up! with Joe Stopulus - The Catholic Morning Show - The Uncommon Good with Bo Bonner and Dr. Bud Marr - Faith and Family Finance with Gregory Waddle    

Adam goes on the road to the Oratory of Sts. Gregory and Augustine to enjoy coffee and conversation with Fr. Michael Rennier. Father and Adam discuss the importance of observing the seasons in the proper order and not skipping straight to Christmas (especially before Thanksgiving). They also share thoughts on how each period can bear fruit in our spiritual lives. For more information on Covenant Network, please visit OurCatholicRadio.org

Join us as we dive into Fr. Wade Menezes's powerful new devotional for men, packed with daily insights and practical advice. Discover how Scripture and saintly wisdom can equip you to tackle life's challenges, strengthen your faith, and live out your true purpose. Ready to elevate your spiritual journey? Tune in! Fr. Wade L. J. Menezes, CPM is a member of the Fathers of Mercy, a missionary preaching Religious Congregation based in Auburn, Kentucky. Ordained a priest during the Great Jubilee Year 2000, he received his Bachelor of Arts Degree in Catholic Thought from the Oratory of St. Philip Neri in Toronto, Canada and his dual Master of Arts and Master of Divinity Degrees in Theology from Holy Apostles Seminary in Cromwell, Connecticut. His secular college degrees are in journalism and communications.

We're live with Tom Costanza, Executive Director of the Louisiana Conference of Catholic Bishops talks about Catholics and voting, Fr. Michael Lang, priest of the Oratory of St. Philip Neri in London and author of "A Short History of the Roman Mass" and Deacon Randall Waguespack, Director of Office of Life, Justice and Peace in the Diocese of Baton Rouge, Edda Dupaquier and Jodie Devore with All Are Welcome talks about the upcoming Family Fun Day.

In this webinar, Winston Brady, Kellie Scripter, and Matt Ogle conducted a model seminar for teachers over the opening chapters of Quintilian's "On the Education of an Orator." They presented and model best practices for seminar teaching and the kinds of habits, disposition, and overall love of learning teachers need to encourage in their students. That way, students and teachers alike can get the most out of reading these significant texts.Quintilian lived from 35 to 100 AD and wrote an influential treatise on education, the aptly-titled "On the Education of an Orator." The work is one of a precious few on education and teaching from the ancient world and covers a wide variety of topics to equip a Roman boy to become an orator, a student "not (merely) blameless in morals only" but also equipped with "every excellence of mind."The work is subsequently ideal for classical educators to read to remind ourselves of the goals of classical education and how we can bring out the very best in our students. 

Full Text of ReadingsTuesday of the Twenty-fifth Week in Ordinary Time Lectionary: 450The Saint of the day is Saint John Henry NewmanSaint John Henry Newman’s Story John Henry Newman, the 19th-century's most important English-speaking Catholic theologian, spent the first half of his life as an Anglican and the second half as a Roman Catholic. He was a priest, popular preacher, writer, and eminent theologian in both churches. Born in London, England, he studied at Oxford's Trinity College, was a tutor at Oriel College, and for 17 years was vicar of the university church, St. Mary the Virgin. He eventually published eight volumes of Parochial and Plain Sermons as well as two novels. His poem, “Dream of Gerontius,” was set to music by Sir Edward Elgar. After 1833, Newman was a prominent member of the Oxford Movement, which emphasized the Church's debt to the Church Fathers and challenged any tendency to consider truth as completely subjective. Historical research made Newman suspect that the Roman Catholic Church was in closest continuity with the Church that Jesus established. In 1845, he was received into full communion as a Catholic. Two years later he was ordained a Catholic priest in Rome and joined the Congregation of the Oratory, founded three centuries earlier by Saint Philip Neri. Returning to England, Newman founded Oratory houses in Birmingham and London and for seven years served as rector of the Catholic University of Ireland. Before Newman, Catholic theology tended to ignore history, preferring instead to draw deductions from first principles—much as plane geometry does. After Newman, the lived experience of believers was recognized as a key part of theological reflection. Newman eventually wrote 40 books and 21,000 letters that survive. Most famous are his book-length Essay on the Development of Christian Doctrine, On Consulting the Faithful in Matters of Doctrine, Apologia Pro Vita Sua—his spiritual autobiography up to 1864—and Essay on the Grammar of Assent. He accepted Vatican I's teaching on papal infallibility while noting its limits, which many people who favored that definition were reluctant to do. When Newman was named a cardinal in 1879, he took as his motto “Cor ad cor loquitur”—“Heart speaks to heart.” He was buried in Rednal 11 years later. After his grave was exhumed in 2008, a new tomb was prepared at the Oratory church in Birmingham. Three years after Newman died, a Newman Club for Catholic students began at the University of Pennsylvania in Philadelphia. In time, his name was linked to ministry centers at many public and private colleges and universities in the United States. In 2010, Pope Benedict XVI beatified Newman in London. Benedict noted Newman's emphasis on the vital place of revealed religion in civilized society, but also praised his pastoral zeal for the sick, the poor, the bereaved, and those in prison. Pope Francis canonized Newman in October 2019. Saint John Henry Newman’s liturgical feast is celebrated on October 9. Reflection John Henry Newman has been called the “absent Father of Vatican II” because his writings on conscience, religious liberty, Scripture, the vocation of lay people, the relation of Church and State, and other topics were extremely influential in the shaping of the Council's documents. Although Newman was not always understood or appreciated, he steadfastly preached the Good News by word and example. Saint of the Day, Copyright Franciscan Media

The Father and BT take the stage at the Silver Twilight Lodge to impress their wisdom on the crowd. Meanwhile Magnus and Norm are demonstrating their kind of wisdom. If you like what you hear please support the show at Patreon to get early access, exclusive content and more We now have a Redbubble store where you can get all kinds of GPR swag with the wonderful new artwork by the masterful John Sumrow Wally Van Der Meer is played by Jenny at GrimHumor Magnus Daintry is played by Scott Dorward from Good Friends of Jackson Elias Norm O'Neill is played by Spencer Game of Keep Off the Borderlands BT Raven is played by Barney from Loco Ludus Keeper - Andy Goodman from Expedition to the Grizzly Peaks

Three of our favorite segments from the week, in case you missed them.100 Years of 100 Things: Democratic Convention Speeches  (First) | The Harris Economic Agenda (Starts at 40:0 0) | The Crackdown on Illegal Cannabis Shops (Starts at 1:08:00)If you don't subscribe to the Brian Lehrer Show on iTunes, you can do that here.

The second night of the convention is just about to get underway, former President Barack Obama is tonight's headline speaker.     California will get the honors of putting Kamala Harris over the top in a purely symbolic roll call vote of the states tonight. If things stay on schedule tonight, that roll call should begin shortly before 5:00 Pacific Time, and Gavin Newsom's opportunity to get some face time with this national convention audience will come about an hour later, when he delivers California's delegates from the floor, which will trigger a not very spontaneous celebration of the nomination of Kamala Harris for president. Last night of course things went wildly off schedule, organizers say they are going to try very hard to keep that from happening again tonight, so that Barack Obama does not suffer the same fate as Joe Biden and end up speaking into the wee hours, East Coast time. For more, Doug Sovern, KCBS political reporter and host of “The State, Of California,” tuned in from the Democratic National Convention at the United Center in Chicago, and spoke with KCBS radio anchors Patti Reising and Bret Burkhart in SF.

Fr. Michael Rennier welcomes Adam to the Oratory of Sts. Gregory and Augustine for an "On the Road" segment on localism. Why are local communities important? How do we foster community? Fr. Rennier shares insights on this and more! For more information on Covenant Network, please visit OurCatholicRadio.org

Full Text of ReadingsWednesday of the Eighteenth Week in Ordinary Time Lectionary: 409The Saint of the day is Saint CajetanSaint Cajetan’s Story Like most of us, Cajetan seemed headed for an “ordinary” life—first as a lawyer, then as a priest engaged in the work of the Roman Curia. His life took a characteristic turn when he joined the Oratory of Divine Love in Rome, a group devoted to piety and charity, shortly after his ordination at 36. When he was 42 he founded a hospital for incurables at Venice. At Vicenza, he joined a “disreputable” religious community that consisted only of men of the lowest stations of life—and was roundly censured by his friends, who thought his action was a reflection on his family. He sought out the sick and poor of the town and served them. The greatest need of the time was the reformation of a Church that was “sick in head and members.” Cajetan and three friends decided that the best road to reformation lay in reviving the spirit and zeal of the clergy. Together they founded a congregation known as the Theatines—from Teate [Chieti] where their first superior-bishop had his see. One of the friends later became Pope Paul IV. They managed to escape to Venice after their house in Rome was wrecked when Emperor Charles V's troops sacked Rome in 1527. The Theatines were outstanding among the Catholic reform movements that took shape before the Protestant Reformation. Cajetan founded a monte de pieta—“mountain or fund of piety”—in Naples, one of many charitable, nonprofit credit organizations that lent money on the security of pawned objects. The purpose was to help the poor and protect them against usurers. Cajetan's little organization ultimately became the Bank of Naples, with great changes in policy. Reflection If Vatican II had been summarily stopped after its first session in 1962, many Catholics would have felt that a great blow had been dealt to the growth of the Church. Cajetan had the same feeling about the Council of Trent, held from 1545 to 1563. But as he said, God is the same in Naples as in Venice, with or without Trent or Vatican II. We open ourselves to God's power in whatever circumstances we find ourselves, and God's will is done. God's standards of success differ from ours. Saint of the Day, Copyright Franciscan Media

This week in Parliament the Government's coalition partner antics upended National's plans and illustrated how not to create message discipline.

PREVIEW: #GROVER CLEVELAND: Conversation with author Troy Senik, A MAN OF IRON, re what went wrong for President Clevland in his second term-- and how the Democratic oarty turned away from him and toward the silver tongue oratory of William Jennings Bryan and his populist goals. A scenario either of the current two canddates may endure.  More tonight. https://www.amazon.com/Man-Iron-Turbulent-Improbable-Presidency/dp/1982140747?ref_=ast_author_dp#customerReviews 1890 on Oneida.

Full Text of ReadingsThe Solemnity of the Most Holy Trinity Lectionary: 165The Saint of the day is Saint Philip NeriSaint Philip Neri's Story Philip Neri was a sign of contradiction, combining popularity with piety against the background of a corrupt Rome and a disinterested clergy: the whole post-Renaissance malaise. At an early age, Philip abandoned the chance to become a businessman, moved to Rome from Florence, and devoted his life and individuality to God. After three years of philosophy and theology studies, he gave up any thought of ordination. The next 13 years were spent in a vocation unusual at the time—that of a layperson actively engaged in prayer and the apostolate. As the Council of Trent (1545-63) was reforming the Church on a doctrinal level, Philip's appealing personality was winning him friends from all levels of society, from beggars to cardinals. He rapidly gathered around himself a group of laypersons won over by his audacious spirituality. Initially, they met as an informal prayer and discussion group, and also served poor people in Rome. At the urging of his confessor, Philip was ordained a priest and soon became an outstanding confessor himself, gifted with the knack of piercing the pretenses and illusions of others, though always in a charitable manner and often with a joke. He arranged talks, discussions, and prayers for his penitents in a room above the church. He sometimes led “excursions” to other churches, often with music and a picnic on the way. Some of Philip's followers became priests and lived together in community. This was the beginning of the Oratory, the religious institute he founded. A feature of their life was a daily afternoon service of four informal talks, with vernacular hymns and prayers. Giovanni Palestrina was one of Philip's followers, and composed music for the services. The Oratory was finally approved after suffering through a period of accusations of being an assembly of heretics, where laypersons preached and sang vernacular hymns! Philip's advice was sought by many of the prominent figures of his day. He is one of the influential figures of the Counter-Reformation, mainly for converting to personal holiness many of the influential people within the Church itself. His characteristic virtues were humility and gaiety. After spending a day hearing confessions and receiving visitors, Philip Neri suffered a hemorrhage and died on the feast of Corpus Christi in 1595. He was beatified in 1615 and canonized in 1622. Three centuries later, Cardinal John Henry Newman founded the first English-speaking house of the Oratory in London. Reflection Many people wrongly feel that such an attractive and jocular personality as Philip's cannot be combined with an intense spirituality. Philip's life melts our rigid, narrow views of piety. His approach to sanctity was truly catholic, all-embracing, and accompanied by a good laugh. Philip always wanted his followers to become not less but more human through their striving for holiness. Saint of the Day, Copyright Franciscan Media

Charles Cole joins us with clips from the recent release of the London Oratory Schola's album, Sacred Treasures of Venice. We discuss the crucial role played by Venetian music in the history of sacred choral music, and the particularly fertile atmosphere at St. Mark's Basilica in Venice at the end of the 16th century.  Learn more about the London Oratory Schola here: https://www.londonoratoryschola.com/ Purchase the new album here: https://www.hyperion-records.co.uk/dc.asp?dc=D_CDA68427  Learn more about the Catholic Institute of Sacred Music here: http://catholicinstituteofsacredmusic.org/

Fr. Michael Rennier, vice-rector of the Oratory of Sts. Gregory and Augustine, leads us in our annual Good Friday reflections on Roadmap to Heaven. Fr. Rennier also discusses how we can observe and sanctify the day if we are required to work on Good Friday. Msgr. Eugene Morris concludes our reflections on the Stations of the Cross with a reflection on the 14th Station. For more information on Covenant Network, please visit OurCatholicRadio.org

3/20/2024 - Join Jim Havens and Joanne Wright as we continue our trip to Quebec, Canada, to learn about St. Brother Andre and St. Joseph's Oratory, and how the many miraculous healings took place.

3/14/24 - Join Jim Havens and Joanne Wright as we take you on a trip to Quebec, Canada, to learn about Our Lady of the Cape. We'll also swing by the Saint Anne Basilica in Saint Joseph's Oratory, founded by Saint Andre Bessette. A lot of great Catholic history in Quebec. Let's dive into it!

Full Text of ReadingsFourth Sunday of Lent Lectionary: 31, 32The Saint of the day is Saint Dominic SavioSaint Dominic Savio's Story So many holy persons seem to die young. Among them was Dominic Savio, the patron of choirboys. Born into a peasant family at Riva, Italy, young Dominic joined Saint John Bosco as a student at the Oratory in Turin at the age of 12. He impressed Don Bosco with his desire to be a priest and to help him in his work with neglected boys. A peacemaker and an organizer, young Dominic founded a group he called the Company of the Immaculate Conception which, besides being devotional, aided John Bosco with the boys and with manual work. All the members save one, Dominic, would, in 1859, join Don Bosco in the beginnings of his Salesian congregation. By that time, Dominic had been called home to heaven. As a youth, Dominic spent hours rapt in prayer. His raptures he called “my distractions.” Even in play, he said that at times, “It seems heaven is opening just above me. I am afraid I may say or do something that will make the other boys laugh.” Dominic would say, “I can't do big things. But I want all I do, even the smallest thing, to be for the greater glory of God.” Dominic's health, always frail, led to lung problems and he was sent home to recuperate. As was the custom of the day, he was bled in the thought that this would help, but it only worsened his condition. He died on March 9, 1857, after receiving the Last Sacraments. Saint John Bosco himself wrote the account of his life. Some thought that Dominic was too young to be considered a saint. Saint Pius X declared that just the opposite was true, and went ahead with his cause. Dominic was canonized in 1954. His liturgical feast is celebrated on March 9. Reflection Like many a youngster, Dominic was painfully aware that he was different from his peers. He tried to keep his piety from his friends lest he have to endure their laughter. Even after his death, his youth marked him as a misfit among the saints and some argued that he was too young to be canonized. Pope Pius X wisely disagreed. For no one is too young—or too old or too anything else—to achieve the holiness to which we all are called. Saint Dominic Savio is the Patron Saint of: ChoirboysJuvenile delinquents Saint of the Day, Copyright Franciscan Media

It is another year and that must mean another appearance by my guest Holly Ordway. Holly and I discuss her most recent book, Tolkien's Faith: A Spiritual Biography from Word on Fire. Holly and I discuss the impact of St. John Henry Newman's Oratory on J.R.R. Tolkien, his struggles with faith after the war, and just how consciously did Tolkien seek to share his faith through his literature.   Cultural Debris on YouTube Cultural Debris Excursions - Travel With Us! Cultural Debris Patreon - Support the podcast! Cultural Debris Twitter | Instagram   Holly Ordway Website | Twitter Tolkien's Faith: A Spiritual Biography  

Lucas and Ashley welcome Father John Giuliani.

Talk given by Sebastian Morello - contributing author to 'A Defence of the Monarchy'

Talk given by Jamie Bogle - contributing author to 'A Defence of the Monarchy'

Introductory talk given by Dr Joseph Shaw - editor of 'A Defence of the Monarchy'

Full Text of ReadingsMemorial of Saint John Bosco, Priest Lectionary: 325The Saint of the day is Saint John BoscoSaint John Bosco's Story John Bosco's theory of education could well be used in today's schools. It was a preventive system, rejecting corporal punishment and placing students in surroundings removed from the likelihood of committing sin. He advocated frequent reception of the sacraments of Penance and Holy Communion. He combined catechetical training and fatherly guidance, seeking to unite the spiritual life with one's work, study and play. Encouraged during his youth in Turin to become a priest so he could work with young boys, John was ordained in 1841. His service to young people started when he met a poor orphan in Turin, and instructed him in preparation for receiving Holy Communion. He then gathered young apprentices and taught them catechism. After serving as chaplain in a hospice for working girls, Don Bosco opened the Oratory of St. Francis de Sales for boys. Several wealthy and powerful patrons contributed money, enabling him to provide two workshops for the boys, shoemaking and tailoring. By 1856, the institution had grown to 150 boys and had added a printing press for publication of religious and catechetical pamphlets. John's interest in vocational education and publishing justify him as patron of young apprentices and Catholic publishers. John's preaching fame spread and by 1850 he had trained his own helpers because of difficulties in retaining young priests. In 1854, he and his followers informally banded together, inspired by Saint Francis de Sales. With Pope Pius IX's encouragement, John gathered 17 men and founded the Salesians in 1859. Their activity concentrated on education and mission work. Later, he organized a group of Salesian Sisters to assist girls. Reflection John Bosco educated the whole person—body and soul united. He believed that Christ's love and our faith in that love should pervade everything we do—work, study, play. For John Bosco, being a Christian was a full-time effort, not a once-a-week, Mass-on-Sunday experience. It is searching and finding God and Jesus in everything we do, letting their love lead us. Yet, because John realized the importance of job-training and the self-worth and pride that come with talent and ability, he trained his students in the trade crafts, too. Saint John Bosco is a Patron Saint of: BoysEditorsEducators/TeachersYouth Saint of the Day, Copyright Franciscan Media

Wednesday of the Fourth Week in Ordinary Time Memorial of St. John Bosco, 1815-1888; ordained in 1841; served as a chaplain in a hospice for working girls, and then opened the Oratory of St. Francis de Sales for boys; in 1854, he and his followers informally banded together, inspired by Saint Francis de Sales; in 1859 he and 17 men founded the Salesians; he later organized a group of Salesian sisters to assist girls Office of Readings and Morning Prayer for 1/31/24 Gospel: Mark 6:1-6

A daily news briefing from Catholic News Agency, powered by artificial intelligence. Ask your smart speaker to play “Catholic News,” or listen every morning wherever you get podcasts. www.catholicnewsagency.com - A retired Catholic priest with the Diocese of Orlando and his sister were among the four people killed in Sunday afternoon shootings in Palm Bay, Florida, according to a diocesan statement. Father Robert Hoeffner, who celebrated his 50th year in the priesthood last year, was allegedly killed by a 24-year-old man named Brandon Kapas on Sunday, January 28. In addition to Hoeffner and his sister, Sally, the suspected shooter also allegedly killed his grandfather, William Kapas, and one other person whose name has not yet been released. The shooting of Hoeffner and his sister took place at a different location than the shooting of Kapas' grandfather and the person who has not yet been identified. The motive for the shootings is still unclear. Police shot and killed the alleged gunman on Sunday after he shot at police and injured two officers, according to Palm Bay Police Chief Mariano Augello, who addressed the incidents in a news conference. Both officers “are going to survive,” Augello said. https://www.catholicnewsagency.com/news/256676/orlando-catholic-priest-among-four-killed-in-palm-bay-shooting Pope Francis confirmed that he will meet with the president of Argentina, Javier Milei, who will be attending the canonization of Blessed María Antonia of Saint Joseph — also known as Mama Antula — the first Argentine female saint, to be held Febuary 11 in Rome. https://www.catholicnewsagency.com/news/256678/argentine-president-javier-milei-pope-francis-to-meet The Supreme Court of Pennsylvania on Monday revived a 2019 lawsuit brought by a number of abortion providers in the state that challenges, on discrimination grounds, a longtime state law barring public funding for most abortions. https://www.catholicnewsagency.com/news/256686/pennsylvania-supreme-court-opens-the-door-to-public-funding-for-abortion Bishop Wilfred Anagbe of Nigeria shared details of the worsening persecution of Christians in Nigeria, accusing members of the government there of being complicit in what he called a Christian “genocide” and an erasure of the Christian presence from the country. Anagbe, who leads the Makurdi Diocese, warned that if greater action is not taken he believes the Christian population, which currently numbers over 86 million, roughly half of the total Nigerian populace, could disappear entirely in the next few decades. Though the Nigerian Christian population is massive and is known as having some of the most devoted faithful in the world, Anagbe said the Christian presence in Nigeria is “gradually and systematically” being reduced by radical Islamists through “killings, kidnappings, torture, and burning of churches.” https://www.catholicnewsagency.com/news/256683/is-the-persecution-in-nigeria-a-christian-genocide-this-bishop-says-yes Today, the church celebrates Saint John Bosco (or “Don Bosco”), a 19th century Italian priest who reached out to young people to remedy their lack of education, opportunities, and faith. John Bosco was born in August of 1815 into a family of peasant farmers in Castelnuovo d'Asti – a place which would one day be renamed in the saint's honor as “Castelnuovo Don Bosco.” In 1841, John Bosco was ordained a priest. In the city of Turin, he began ministering to boys and young men who lived on the streets, many of whom were without work or education. The priest was determined to save as many young people as he could from a life of degradation. He established a group known as the Oratory of Saint Francis de Sales, and became a kindly spiritual father to boys in need. The Salesians were helping 130,000 children in 250 houses by the end of Don Bosco's life. https://www.catholicnewsagency.com/saint/st-john-bosco-133

Full Text of ReadingsChristmas Weekday Lectionary: 209The Saint of the day is Saint Andr BessetteSaint André Bessette's Story Brother André expressed a saint's faith by a lifelong devotion to Saint Joseph. Sickness and weakness dogged André from birth. He was the eighth of 12 children born to a French Canadian couple near Montreal. Adopted at 12, when both parents had died, he became a farmhand. Various trades followed: shoemaker, baker, blacksmith—all failures. He was a factory worker in the United States during the boom times of the Civil War. At 25, André applied for entrance into the Congregation of Holy Cross. After a year's novitiate, he was not admitted because of his weak health. But with an extension and the urging of Bishop Bourget, he was finally received. He was given the humble job of doorkeeper at Notre Dame College in Montreal, with additional duties as sacristan, laundry worker and messenger. “When I joined this community, the superiors showed me the door, and I remained 40 years,” he said. In his little room near the door, he spent much of the night on his knees. On his windowsill, facing Mount Royal, was a small statue of Saint Joseph, to whom he had been devoted since childhood. When asked about it he said, “Some day, Saint Joseph is going to be honored in a very special way on Mount Royal!” When he heard someone was ill, he visited to bring cheer and to pray with the sick person. He would rub the sick person lightly with oil taken from a lamp burning in the college chapel. Word of healing powers began to spread. When an epidemic broke out at a nearby college, André volunteered to nurse. Not one person died. The trickle of sick people to his door became a flood. His superiors were uneasy; diocesan authorities were suspicious; doctors called him a quack. “I do not cure,” he said again and again. “Saint Joseph cures.” In the end he needed four secretaries to handle the 80,000 letters he received each year. For many years the Holy Cross authorities had tried to buy land on Mount Royal. Brother André and others climbed the steep hill and planted medals of Saint Joseph. Suddenly, the owners yielded. André collected $200 to build a small chapel and began receiving visitors there—smiling through long hours of listening, applying Saint Joseph's oil. Some were cured, some not. The pile of crutches, canes and braces grew. The chapel also grew. By 1931, there were gleaming walls, but money ran out. “Put a statue of Saint Joseph in the middle. If he wants a roof over his head, he'll get it.” The magnificent Oratory on Mount Royal took 50 years to build. The sickly boy who could not hold a job died at 92. He is buried at the Oratory. He was beatified in 1982 and canonized in 2010. At his canonization in October 2010, Pope Benedict XVI said that Saint Andre “lived the beatitude of the pure of heart.” Reflection Rubbing ailing limbs with oil or a medal? Planting a medal to buy land? Isn't this superstition? Aren't we long past that superstitious people rely only on the “magic” of a word or action. Brother André's oil and medals were authentic sacramentals of a simple, total faith in the Father who lets his saints help him bless his children. Saint of the Day, Copyright Franciscan Media

Join Fr. Gregory Pine, O.P. of Aquinas 101, Godsplaining, and Pints with Aquinas for an off-campus conversation with Fr. Uwe Michael Lang about his latest Thomistic Institute lecture, "Veneration of the Eucharist." Veneration of the Eucharist w/ Fr. Gregory Pine, O.P. & Fr. Uwe Michael Lang (Off-Campus Conversations) You can listen to the original lecture here: https://soundcloud.com/thomisticinstitute/ About the speaker: Fr. Uwe Michael Lang, a native of Nuremberg, Germany, is a priest of the Oratory of St Philip Neri in London. He holds a doctorate in theology from the University of Oxford, and teaches Church History at Mater Ecclesiae College, St Mary's University, Twickenham, and Allen Hall Seminary, London. He is an associate staff member at the Maryvale Institute, Birmingham, and on the Visiting Faculty of the Liturgical Institute in Mundelein, IL. He is a Corresponding Member of the Neuer Schülerkreis Joseph Ratzinger / Papst Benedikt XVI, a Member of the Council of the Henry Bradshaw Society, a Board Member of the Society for Catholic Liturgy, and the Editor of Antiphon: A Journal for Liturgical Renewal.

We're in Montreal, Canada, with Urmi Hossain of MyWays.CA. We talk about hiking at Mont Royal Park, riding the La Grande Roue ferris wheel, and touring the shrine and gardens at Saint Joseph's Oratory.  Show notes & our 1-page guide are at https://WeTravelThere.com/montreal Miles & points make travel affordable but tracking them is difficult. That's why I use AwardWallet to monitor rewards, reservations & free night certificates. Sign up for free at WeTravelThere.com/awardwallet

Holly Ordway continues to break new ground in Tolkien scholarship with her latest book, Tolkien's Faith: A Spiritual Biography. This work sheds important light on the experience of Catholics like Tolkien and his mother in the hostile Anglican establishment of their time, on the crucial influence of the Oratory of St. Philip Neri on the young Tolkien, and more. Holly returns to the podcast to discuss these and other topics, such as: Should Tolkien be canonized? His practice of his faith in the first world war His struggles with his faith and in his marriage The secret initial in Tolkien's name Was Tolkien a trad? Tolkien's Faith: A Spiritual Biography https://bookstore.wordonfire.org/products/tolkiens-faith SIGN UP for Catholic Culture's newsletter: https://www.catholicculture.org/newsletter DONATE to make this show possible! http://catholicculture.org/donate/audio

This lecture was given on September 18th, 2023, at the Thomistic Institute at the Dominican House of Studies. For more information on upcoming events, please visit our website: thomisticinstitute.org/upcoming-events Speaker Bio: Fr. Uwe Michael Lang, a native of Nuremberg, Germany, is a priest of the Oratory of St Philip Neri in London. He holds a doctorate in theology from the University of Oxford, and teaches Church History at Mater Ecclesiae College, St Mary's University, Twickenham, and Allen Hall Seminary, London. He is an associate staff member at the Maryvale Institute, Birmingham, and on the Visiting Faculty of the Liturgical Institute in Mundelein, IL. He is a Corresponding Member of the Neuer Schülerkreis Joseph Ratzinger / Papst Benedikt XVI, a Member of the Council of the Henry Bradshaw Society, a Board Member of the Society for Catholic Liturgy, and the Editor of Antiphon: A Journal for Liturgical Renewal.

Full Text of ReadingsTwenty-fifth Sunday in Ordinary Time Lectionary: 133The Saint of the day is Saint John Henry NewmanSaint John Henry Newman’s Story John Henry Newman, the 19th-century's most important English-speaking Catholic theologian, spent the first half of his life as an Anglican and the second half as a Roman Catholic. He was a priest, popular preacher, writer, and eminent theologian in both churches. Born in London, England, he studied at Oxford's Trinity College, was a tutor at Oriel College, and for 17 years was vicar of the university church, St. Mary the Virgin. He eventually published eight volumes of Parochial and Plain Sermons as well as two novels. His poem, “Dream of Gerontius,” was set to music by Sir Edward Elgar. After 1833, Newman was a prominent member of the Oxford Movement, which emphasized the Church's debt to the Church Fathers and challenged any tendency to consider truth as completely subjective. Historical research made Newman suspect that the Roman Catholic Church was in closest continuity with the Church that Jesus established. In 1845, he was received into full communion as a Catholic. Two years later he was ordained a Catholic priest in Rome and joined the Congregation of the Oratory, founded three centuries earlier by Saint Philip Neri. Returning to England, Newman founded Oratory houses in Birmingham and London and for seven years served as rector of the Catholic University of Ireland. Before Newman, Catholic theology tended to ignore history, preferring instead to draw deductions from first principles—much as plane geometry does. After Newman, the lived experience of believers was recognized as a key part of theological reflection. Newman eventually wrote 40 books and 21,000 letters that survive. Most famous are his book-length Essay on the Development of Christian Doctrine, On Consulting the Faithful in Matters of Doctrine, Apologia Pro Vita Sua—his spiritual autobiography up to 1864—and Essay on the Grammar of Assent. He accepted Vatican I's teaching on papal infallibility while noting its limits, which many people who favored that definition were reluctant to do. When Newman was named a cardinal in 1879, he took as his motto “Cor ad cor loquitur”—“Heart speaks to heart.” He was buried in Rednal 11 years later. After his grave was exhumed in 2008, a new tomb was prepared at the Oratory church in Birmingham. Three years after Newman died, a Newman Club for Catholic students began at the University of Pennsylvania in Philadelphia. In time, his name was linked to ministry centers at many public and private colleges and universities in the United States. In 2010, Pope Benedict XVI beatified Newman in London. Benedict noted Newman's emphasis on the vital place of revealed religion in civilized society, but also praised his pastoral zeal for the sick, the poor, the bereaved, and those in prison. Pope Francis canonized Newman in October 2019. Saint John Henry Newman’s liturgical feast is celebrated on October 9. Reflection John Henry Newman has been called the “absent Father of Vatican II” because his writings on conscience, religious liberty, Scripture, the vocation of lay people, the relation of Church and State, and other topics were extremely influential in the shaping of the Council's documents. Although Newman was not always understood or appreciated, he steadfastly preached the Good News by word and example. Learn about these 10 influential Catholics! Saint of the Day, Copyright Franciscan Media