From the Principal

Sacred Hearts of Jesus and Mary

As we move through June we celebrate not only Champagnat Day (June 6) but also the feasts of the Sacred Heart of Jesus (June 19) and the Immaculate Heart of Mary (June 20) . 

 

The Sacred Heart of Jesus represents Christ's divine love for all of us. This devotion emphasises the compassion and long-suffering of the heart of Christ towards humanity. The Sacred Heart of Jesus is not only abounded with love for us but, at the same is wounded that as a human race we pushed his love away. 

 

 

Prayer to the Sacred Heart of Jesus

 

O most holy heart of Jesus, fountain of every blessing,

I adore you, I love you, and with lively sorrow for

my sins I offer you this poor heart of mine. Make me

humble, patient, pure, and wholly obedient to your will.

Grant good Jesus, that I may live in you and for you.

Protect me in the midst of danger. Comfort me in my

afflictions. Give me health of body, assistance in my

temporal needs, your blessing on all that I do, and the

grace of a holy death.  

Amen

 

Devotion to the Immaculate Heart of Mary focuses on Mary’s love for God, her maternal love for her son, Jesus. This is very familiar to us here at Marist, as Mary is centre to all that we do and follow. The Heart Immaculate of Mary encourages us to imitate her humility, gratitude, obedience, and adoration. 

 

As Marists, honouring Mary's Immaculate Heart is another way of honouring Mary as the person who was chosen to be the Mother of God, recognising her extraordinary holiness and the immense love she bestowed on Jesus as his mother and the person who was called to share in his redemptive sufferings.

 

 

Novena Prayer to the Immaculate Heart of Mary

 

O Most Blessed Mother, heart of love, heart of mercy,

ever listening, caring, consoling, hear our prayer. As

your children, we implore your intercession with Jesus

your Son. 

 

We are comforted in knowing your heart is ever open

to those who ask for your prayer. We trust to your

gentle care and intercession, those whom we love and

who are sick or lonely or hurting. Help all of us, Holy

Mother, to bear our burdens in this life until we may

share eternal life and peace with God forever. Amen.



St Marcellin Champagnat ….Pray for us

Mary, our good Mother …. Pray for us

And let us always remember to …. Pray for one another

 

There are few things parents need to be aware of as we move towards the end of Term 2:

 

Subject Selection for Years 8 and 10

I urge the boys to choose subjects they are interested in and will engage with, selecting subjects that parents want them to do rarely ends well as the boys are not committed to the subject and generally have no interest in the subject. Questions regarding subjects should be directed to the Leader of Learning of the subject. Information is also available on the Curriculum and Learning@MCNS Canvas Course which has been opened to all boys and which all parents can also follow. 

 

Dropping items off
Parents should refrain from dropping items such as lunches and PE kits off at school when their son has forgotten these. It is important that when the boys reach high school that they progressively take responsibility for organising themselves. Yes, if they forget their lunch they may be hungry one day, but they won’t do it again – this is a life lesson. Yes, they may get a 20 minute detention for forgetting their uniform but they won’t do it again – this is a life lesson. It is important that we as parents don’t protect our sons from small consequences, life is about learning from our mistakes and growing from there. We take care of your sons holistically here and we take seriously our part in preparing your sons for a world outside of school. Actions have consequences – whether positive or negative and are a part of this – we as adults all live in a world where if we forget our lunch and don’t have money, we just don’t eat till we get home or we find another way to address our need i.e. asking someone to borrow some money. If your son forgets something he needs to learn to problem solve this, and he has many options at school – speaking to his House Coordinator is one of those options. 

 

Parent-Teacher Interviews - Pupil Free Days (Thursday 2 July & Friday 3 July)
These Interviews will take place over Zoom. Details were sent in a letter to all parents on Wednesday 10 June. The bookings on Compass are now available and will close on Monday 29 June. 

Brigid Taylor

Acting Principal

 

From the Assistant Principal

Learning and Community

Dare to Be - Classroom Visits

Recently I have had the privilege of visiting some lessons to observe learning in the classroom. There has been a great sense of pride in the students as they have articulated a concept that they have just mastered. Science has been impressive where the boys have been able to explain their experiments and what they had hoped to discover through doing them. Sometimes it wasn’t the outcome that they expected, but they enjoyed the challenge. Seeing students excited by their learning is one of the best parts of being a teacher. Seeing the students take pride in their artworks, woodwork jobs or a piece of music is quite special. I could list several other experiences from the Religious Education, Mathematics, and English classrooms to name just a few. In all instances, it was wonderful to see our teachers mentoring and interacting with our students, highlighting the positive relationships that we have in the classroom. 

 

All of these observations are examples of our Dare to Be framework in action. 

  • Challenged -  Having high expectation, experimenting with learning and learning from mistakes
  • Relational - Positive relationships. Trust and respect in the classroom. The strong rapport between teachers and students
  • Engaged - Authentic learning experiences. Perseverance. Working with others.
  • Deep Thinkers - New and different perspectives. New knowledge, with links to life outside of the classroom.

In this period of post-COVID-19 isolation at school, it is pleasing to see that the community is actively engaged in learning and I look forward to visiting more classes in the coming weeks.

Reflection - What it means to be Marist

Last Wednesday the College community paused to celebrate the Feast of St Marcellin Champagnat. Mr. Rulewski led a beautiful online liturgy which was followed by our annual Champagnat Quiz. I was asked to reflect on what it meant to be Marist. A copy of my transcript appears below:

 

We have just been hearing from our community about what it means to be Marist. 

 

It’s an interesting question. In fact, many students I have taught over the years have said how they can more easily identify with being Marist than Christian or Catholic. Every time I have heard this, I have smiled as I appreciated the irony! 

 

You see, to be Marist means to live out the teachings of Jesus, expressed in a very Marist way. In fact, the Marist mission is to make Jesus known and loved. Just as Jesus is known and loved to us, we are also known and loved by Jesus.

 

This love is often expressed in a charitable way, particularly through our work in Solidarity. Even more so, I believe, is that this love of Jesus is expressed through our interactions with each other in our school community.

 

This year, COVID-19 has to a certain extent, removed us from our physical community here at school. One of the greatest positives that students and staff members nominated about returning to school was the reconnection with our community. Our community consists of those special relationships that we have with each other, shaped by the values of Jesus in the Gospels and expressed through the five characteristics of the Marist Charism. 

 

Here at Marist North Shore, one of our key symbols is the Marist Heart. The Marist Heart is more than just a symbol. It is more than just a thing we get out at Masses and assemblies. It has a great religious and spiritual significance that can sometimes be overlooked.  Saint Marcellin Champagnat carried the love of Jesus in his heart and valued every possible opportunity to meet and talk with young people about how deeply God loves them. Since 2012, every student and member of staff of this College has been added. Through our names being added, we are reminded that we all have, and always will have, a special place in the heart of the Marist College North Shore family and so too, in the heart of Jesus.

 

As individuals, we are all placed in the Marist heart. Collectively, we are a community alive with the fire of God’s love, expressed by the flame atop the heart. It is this fire of God’s love, enlivened by the charism, which makes us Marist. Long after you leave our College, your name will remain in this heart, and, I suspect, the Marist heart will long remain in you too.

 

Mr Anthony Munro

Acting Assistant Principal

 

English

Competition

English Year 10

The Longest Memory: a perspective on Black Lives Matter before they mattered

Ben Supit and Jake Dally reflect on how the novel they are studying reflects on current events.

Recently Black Lives Matter has been at the forefront of the news. As the intensity of the riots has grown, students in Year 10 (Mrs. Hutchinson’s class) have been able to create and develop their own opinion on this controversial topic through our study of the novel The Longest Memory, by Fred D'aguiar, which features confronting stories relating to the history of the treatment of black people in America. By enabling students to understand and empathise with the various characters it allows us a new perspective on the topic, seeing the historical travesty through the lens not only of oppressed slaves, but also their segregated families, the privileged white plantation owners, and even the abusive white overseers.

While reading The Longest Memory we have been able to experience what life was like for both slaves and white people on a Virginian plantation during the 1800s. This novel is narrated from many different points of view, and the whole story is revealed to us in the first chapter. For the remainder of the novel, the narrative goes back and occasionally forward in time, displaying different views on what had happened during the poetically-charged tragedy that was the first chapter. This style of writing ultimately pays off as we not only understand the story, but we get a sense of attitudes towards slaves, and other parts of the story that would have been previously speculative if it had not been revealed through multiple narrative points of view. At one point, in particular, a character, who we already know the fate of, is making great plans for the future. We, as the reader, know of the character’s tragic fate, yet we have no choice but to sit back and let the inevitable unfold, symbolising the hopelessness that slaves had to endure. After the horrific, disturbing events of the first chapter which loom over much of the novel, it is a breath of fresh air to read the last chapter of the novel. It is narrated by “Great Grandmother”, the youngest child of one of the main characters, and takes place eighty years after chapter one’s events. This provides a bitter-sweet ending to the novel, but also subtly symbolises the beacon of hope that black people had at the end of the civil war.

Although no one would call this novel an easy read, illuminating the outright degrading living conditions and social treatment of slaves; the segregation and mistreatment of their families we gain an understanding of the mistreatment of black people in history. Novels such as this enable a change in culture and a new understanding of Black Lives Matter’s mission of cultural equality.

Linda Hutchinson
Year 10 English Teacher

Science

Reaction Rates in Senior Chemistry

 

The Year 11 and 12 Chemistry classes have recently been investigating a variety of reactions through practical intervention in the laboratory. Year 11 have been studying the module of Reactive Chemistry and Year 12 have nearly completed their module of Organic Chemistry.

Some of the reactions include the students favourite elephants toothpaste which resembles the foam an elephant would produce if brushing their teeth, after mixing hydrogen peroxide and potassium iodide. The carbon snake, reflecting a fiery black snake rising from the ground when concentrated sulfuric acid is added and dehydrates sugar leaving only carbon behind. Year 12 also participated in a practical to produce ethanol and attempted to make their own perfumes. Practicals have been an important aspect in the learning culture of Science at the college with many more engaging first-hand investigations upcoming.

Daniel Levitt
Leader of Learning Science

Careers

Term 2, Week 8

Click here for up to date Careers Information.

Nicola Brown
Careers Advisor

Community Notices

Do Your Bit