Rik Biesmans – The Magna Carta of the salesian educational system

The text now available offers the English translation of the first volume of a Dutch study consisting of two volumes. It is entitled: The Magna Carta of the Salesian Educational System. This first volume contains 4 chapters.

The detailed discussion of the third chapter provides indications that demonstrate that Fr G.B. Lemoyne had been working on the final manuscript D at different stages and it also reveals a quite personal emphasis. In the second volume I shall discuss the external and internal elements showing his authorship even more clearly. That is the reason why I considered it quite useful each time to show how closely Fr Lemoyne links up with earlier statements and has included convictions, pieces of advice and instructions from Don Bosco himself. Moreover, I have tried to indicate how they also link up with statements taken from A.M. Teppa and F. Aporti. At the same time I have shown that in the first part of the extended or combined version, Fr Lemoyne has copied parts of the same letter that was sent to the boys on 10 May 1884. This is, amongst others, the case for the Introduction and the part which in Dutch is called “Tussenstuk” and in English “Insertion”.

Index

• 1.Pedagogical and pastoral situation, 1880-1884: outline
  • 1.1 Meetings of local chapter and personnel meetings during the school year 1879-1880 
  • 1.2 The first, long address by Don Bosco at the start of the Second General Chapter of September-October 1880 
  • 1.3 Traces of the impact of the General Chapter in the reports of the house chapter meetings and meetings of personnel in Valdocco from 1880 till the first weeks of January 1884 
  • 1.4 Recommendations of the Third General Chapter in September 1883 and follow-up in the Oratory of Valdocco 
• 2 Combined version 
• 3 Manuscript C and the first large part of manuscript D [3-25] 
  • 3.1 General introduction to “the long” or combined version (ms. D)[3]
    • 3.1.1 The address: “My dear boys (or sons) in Jesus Christ” [3] 3.1.2 Considerations and sentiments on the occasion of the long lasting absence from the Oratory [3] 
    • 3.1.3 Explanation for Don Bosco’s not writing earlier [3] 
    • 3.1.4 Sensitive motives pushing him to write yet before the departure from Rome [3] 
    • 3.1.5 Particular impulses: call for attention and practising what he has to say [3] 
  • 3.2 First extensive part of the long or combined version exclusively intended for the superiors, teachers and educators in Valdocco [3-25] 
    • 3.2.1 Introduction to the description of the two contrasting scenes in the playground during recreation time 
      • 3.2.1.1 Repetition of the idea that he is “always” thinking of them [3]
      • 3.2.1.2 His evening prayer: “The prayers my good mother taught m e” [3-4]
      • 3.2.1.3 Sleepiness or absent-mindedness during prayers [4] 3.2.1.4 The “sight” that distracted him [4]  
    • 3.2.2 Description of the recreation in the playground before 1870 [4-6] 
      • 3.2.2.1 Introduction of Valfre [4] 
      • 3.2.2.2 Description of the cheerful and vibrant recreation in the playground in the period before 1870 [5 -6]
      • 3.2.2.3 The impression the recreation made on Don Bosco [6]
      • 3.2.2.4 Valfre’s comment focuses on: “Closeness [familiarity] leads to affection and affection brings confidence.’’ [6]
  • 3.3 The recreation about 1884 under G. Buzzetti’s guidance [6-24]
    • 3.3.1 Making acquaintance with Buzzetti [6-7]
    • 3.3.2 Description of the listless recreation focusing on the boys’ behaviour [7-9]
      • 3.3.2.1 A few boys played in a carefree way [“in light-hearted joy ”] [8]
      • 3.3.2.2 “Quite a number of others” did not take part in the recreation [8-9] 
      • 3.3.2.3 Some boys take part in playing in a listless way [9] 
    • 3.3.3 Afterthoughts in dialogue 
      • 3.3.3.1 Some consequences of listlessness among the boys [10-11]
      • 3.3.3.2 The second part of the commentary develops an answer to Don Bosco’s question: “But how can we bring my dear boys to life again?” [11]
  • 3.4 The same scene in the playground, now focused on the Salesians
    • 3.4.1 Introduction: urgent request “to look at the youngsters in recreation” [14]
    • 3.4.2 Shortcomings of priests and clerics at the level of assistance, the educational presence with the youngsters [14-15]
    • 3.4.3 Key fragment: description of what has to be understood by “am,ore” [affectionate love] [15-17]
    • 3.4.4 Insertion interrupting the train of thought [17-18]
    • 3.4.5 In continuation of the line of thought going on before the insertion, the aspect of ‘familiarity”, a second keyword, is worked out [18]
    • 3.4.6 Additional considerations about the decline of the preventive system, and the need to implement it again [21-23]
    • 3.4.7 Completion of the considerations on the second keyword “familiarity” and G. B uzzetti’s extended comment 
  • 3.5 Close of the first extensive part of the “long” or united version which was meant for the adults [24-25]
• 4 Essential elements of Don Bosco’s educational method 169
  • 4.1 Confirmation of the quintessential elements of Don Bosco’s “system” or method 
    • 4.1.1 The privileged position of the recreation 
    • 4.1.2 Cheerfulness, vivacity, joy are constitutive elements in the Preventive System 
    • 4.1.3 The boys’ obedience in the meaning of willing co-operation is a condition sine qua non in education 
    • 4.1.4 In Don Bosco’s educational method teacher, assistant and superior should try to be “a father, a friend and a brother” of the youngsters. 
    • 4.1.5 Christian love carita, the unselfish and ardent commitment for the boys’ general well-being continues being an important means to make oneself loved 
    • 4.1.6 The Salesians have to stay loyal to the practice (implementation) of the Preventive System 
    • 4.1.7 Moral integrity of the educator
  • 4.2 The explicit denomination and emphasis of elements which were less present in this way or even absent up to 1884
    • 4.2.1 Trusting each other is indispensable in education 
    • 4.2.2 Familiarity 
    • 4.2.3 Affective love 
    • 4.2.4 Religious foundation 
    • 4.2.5 Conclusion 

Reference time period: 1880 – 1884