Friday, November 25, 2011

Can 'Latinization,' Chant, Incense Make Church More Relevant?

The Catholic Church is coming out with a new translation of the Mass in the period before Christmas this year.

Is this is an effort to deal with the problem of declining membership which was recently described in a parish bulletin?

"The Catholic bishop of Peoria has begun a process of realigning the parishes of the diocese. Parishes will be 'clustered,' and, in some cases, merged

The bishop is doing so because the diocese has less priests to go around, and because the diocese, which claimed 220,000 Catholics in 1990, has seen the number dwindle to 160,000. There are, therefore, fewer people in the pews on Sunday and less children in the Catholic schools. Indeed, the three Catholic elementary schools in the Illinois Quad-Cities are what remains, after elementary school mergers.

Alleman which had 1,400 students in the late 1960s, now has only 440."

Add to that information, the following: a large Moline parish, which used to have Sunday Mass every hour with and additional Mass in the gym, now offers only three.

Why? What explains why the diocese has 27 percent fewer Catholics? How can the decline be stopped?

Can the loss of membership be explained by the fact that the Catholic Church has an all-male priesthood? Probably not. Few if any Catholics leave the church because it has a celibate male clergy. They've grown up with that.

Can it be explained by papal claims of infallibility? Again, probably not. If someCatholics disagree with the Pope's teaching ( e. g., on contraception), they generally don't leave the church; they simply ignore the teaching.

Can it be explained by the church's teachings on homosexuality or abortion? While a scant few might leave over those issues, I think it highly unlikely that that has caused 60,000 to walk.

What about its teaching on remarriage after divorce without a church annulment? According to a 2008 study the Barna Group, a Christian polling organization, 28 percent of Catholics are divorced. Catholics who are divorced and who remarry without first obtaining an annulment, are barred from receiving the Eucharist. (And it is estimated that only 10 percent of divorced Catholics get annulments.)

Do Catholic barred from taking communion for that reason continue as Catholics? Some do; most, I would guess, don't. And what about their children? Are they raised as Catholics? Sent to Catholic elementary schools and high schools?

Does the church's policy of denying the Eucharist to divorced Catholics who remarry without church permission explain, at least in part, why there are fewer Catholics? Has denying the Eucharist to Greeks and Protestants brought them back, or has it hardened the divisions? Can you bring people back to the church by telling them that they are not entirely welcome? Is that how Christ treated "sinners?"

There are, however, some non-doctrinal factors which may be driving Catholics away.

When I was younger, Sunday Masses normally ran about 40 minutes. (Masses then were scheduled every hour-on-the-hour. It took 10 minutes to clear the church and 10 minutes to refill it.)

The same Mass, which even now often runs no more than 18 minutes on a weekday, is now more often than not stretched to an hour and 15 minutes on Sunday.

How? The explanation is simple: processions, meditations, chants, additional music and longer sermons, and special ceremonies.

As a result, the Mass has lost its pace and its focus, and ceased to be meaningful. Such Masses cannot hold the interest of most modern Catholics used to movies, and television shows which succeed largely because they are coherent and brilliantly paced.

And what of the extended homilies? All too often they consist of nothing more than a rehash of that Sunday's scriptural readings. Rambling, incoherent homilies are more often than not irrelevant to the daily life of both young and older Catholics. They are rarely meaningful.

For a priest to be successful, he must be able to relate to his congregation. The time a priest spends with the congregation during his homily is precious. It is probably the only time during the week he will have with most of his parishioners.

Christ was successful in his ministry largely because he was a charismatic figure who spoke with "authority" as he delivered his message. Would thousands of people have followed him into the wilderness had he rambled on incoherently, or chanted much of his message in a "latin-ized" vernacular? Christ succeeded because his message was relevant, meaningful and well-delivered.

I ask these questions because the church is coming out with a new translation of the Mass in the period before Christmas this year. Catholic are enthusiastically told that the new English Mass will be a "better and more accurate translation of the old Latin Mass."We are also told we will be "singing the Mass more," and that much of the new Mass "is intended to be chanted."

My question is why? Did Christ speak Latin? Did Christ chant? Use incense? Will a more "Latin-ized" Mass be more relevant and meaningful to American Catholics? To young American Catholics? Is their any likelihood, that the revised "Latin-ized" Mass will draw fallen-away Catholics back to the church? Non-Catholics?

Or will more Catholics find worship increasingly irrelevant and less meaningful?

My guess is that turning the clock back to Trent and pretending that Vatican II never happened will not bring fallen-away Catholics back home or draw non-Catholics to the Church. I await the ad hominem response.


Posted Online: Nov. 25, 2011, 6:00 am - Quad-Cities Online

by John Donald O'Shea

Copyright 2011, John Donald O'Shea

Thursday, November 10, 2011

Illinois Senate: When Does a Contribution Become a Bribe?

I am neither for nor against Smart Grid.

I write because I am appalled by reports that two utility companies, Ameren and Commonwealth Edison, and their friends generously poured money into the campaign coffers of members of the Illinois Legislature at a time when the utilities were lobbying for passage of that legislation.

These allegations show that the Illinois State Senate is a sewer.

When a judge takes "gifts" from a litigant whose case is pending before the judge, we call it a "bribe," and the judge goes to jail.

But when a legislator takes thousands of dollars from somebody who wants the legislator to vote a certain way on a bill, the money paid is characterized as a "campaign donation."

The Better Government Association (BGA) states that on May 31, the Illinois Senate passed a controversial bill to raise energy rates and revamp the grid.

In the 18 months ending June 30, Ameren and ComEd interests gave more than $400,000 to all but six members of the Senate. And in the three months after Gov. Pat Quinn's veto, they gave more than $170,000 to state legislators and party organizations, according to Illinois State Board of Elections records.

Since Jan. 1, 2010, members of the General Assembly and their political organizations received more than $1.5 million from the utilities. Last week 98 legislators voted to override the veto, 71 voted against and eight voted present. All told, 177 legislators shared in the $1.5 million utility "contribution." You do the math.

The McHenry County Blog obtained this information from a spreadsheet prepared by Campaign for Political Reform. Donations are for the 2011 calendar year through Oct. 18th. ComEd and Ameren got their rate hike and veto override on SB 1652 on Oct. 19. The Blog notes that there is a possibility of additional, last-minute contributions.

The blog lists the 2011 utility contributions to the 39 Senators who voted for Smart Grid.

It also notes a contribution to the Senate Democratic Victory Fund -- $89,250 --and to the Republican State Campaign Committee -- $42,650. The Democratic Party Senate campaign fund is controlled by Senate President John Cullerton. The Republican Party Senate campaign fund is run by Minority Leader Christine Radogno.

Here's the McHenry County Blog's list:

-- Radogno $38,000

-- Kirk Dillard $19,000

-- Mike Jacobs $16,750

-- Dale Righter $13,930

-- Antonio Munoz $13,850

-- Don Harmon $11,500

-- Toi Hutchinson $11,000

-- James Meeks $11,000

-- Bill Brady $9,500

-- Annazette Collins $8,250

-- A. J. Wilhemi $7,700

-- Mattie Hunter $7,000

-- Carole Pankau $6,350

-- John Millner $6,050

-- Donne Trotter $6,000

-- John Jones $5,750

-- Kimberly Lightford $5,500

-- William Haine $5.450

-- Terry Link $5,000

-- Michael Noland $4,750

-- Matt Murphy $4,250

-- Pam Althoff $4,000

-- David Leuchtefeld $3,358

-- Kwame Raoul $2,500

-- Sue Rezen $2,000

-- Maggie Crotty $1,500

-- John Cullerton $1,500

-- Linda Holmes $1,250

-- Iris Martinez $1,250

-- Emil Jones, III $1,000

-- William Delgado $1,000

-- David Koehler $750

-- Martin Sandoval $500

Did ComEd and Ameren pass out the money to ensure an ethical government? Do they honestly believe senators who pocketed the money were so honest and able that if they weren't reelected it would be a disaster for the people of Illinois?

Did they give money in the hope that the senators would consider only the merits of SB1652 -- free of all other considerations?

Did they give the money to induce them to vote against the bill?

Did they give the money to influence them to vote in favor of the bill, and subsequently to vote to override the governor's veto? Or did they simply give the money because these were the best senators money could buy?

And how generous does the contribution have to be to buy a legislator's vote?

Every senator, of course, would deny he was influenced by campaign donations. But what is the appearance? Does it look like an attempted bribe? Does it smell like a one?

If any judge in Illinois took even a $1,000 campaign contribution from any litigant before his court, he would properly be removed from the bench and indicted for corruption. Why should the rule be different for senators or representatives?

Back in the 1990s I wrote lyrics for a song for a Gridiron show, to the tune of Cole Porter's "Anything Goes." It was in an era of Illinois judges being arrested for corruption; the days of "Operation Greylord." My lyrics:

"When a judges take's bribes that's shocking.

Such graft sets the courthouse rocking,

to jail he goes, as "Greylord" shows.

"But when the cash is thrown at Congress

All rules are trashed and largess is apropos.

As everyone knows.

"Though "bribes" are still crimes these days

there are "gentler" ways

To describe outlays

that the lobbyist pays

Inside the beltways

To influence the ways

That his client's bill should go.

"When "bribes" become "campaign donations"

These artful equivocations augment cash flows.

Everything goes!"

Until the voters clean up this cesspool in Springfield, they deserve whatever the Legislature chooses to do to them. Does anyone out there care?

Posted Online: Nov. 10, 2011, 7:54 a. m. - Quad-Cities Online

by John Donald O'Shea

Copyright 2011, John Donald O'Shea


Wednesday, November 2, 2011

Do We Need a $70 Billion Department of Education?

President George W. Bush, gave us No Child Left Behind and to ensure that its goals were met, the U.S. Department of Education's budget was increased from $14 billion to $60 billion.

His goal was to ensure that American children would be proficient in reading and math by 2014. Now 37 states are asking to be exempted from meeting that goal. President Obama believes the law is so flawed that he has invited the states to obtain waivers. States are required to submit their own plans to show how they will meet the law's requirements.

If you go to the Education Department website, it states that it "administers a budget of $69.9 billion in discretionary appropriations. It also states that "education in America is primarily a State and local responsibility."

The department has about 5,000 employees. Its mission is: "to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access." To that end, the primary functions of the department are to "establish policy for, administer and coordinate most federal assistance to education, collect data on U.S. schools, and to enforce federal educational laws regarding privacy and civil rights."

President Obama has called upon Congress to pass the American Jobs Act to provide an additional

-- $30 billion to support teachers' jobs

-- $25 billion to upgrade existing public school

-- $5 billion to modernize community colleges

But where does Congress get the money to send to the states in support of education? And where does the federal government get the power to be involved in education at all? You can search the powers delegated to Congress in the Constitution (Article I, Section 8) for the rest of your life and you won't find any express grant of power to Congress to deal with "education."

Americans who favor national power would argue that Congress has power to make laws to fund and regulate education either (a) under its power to "lay and collect taxes ... to ... provide for ... the general welfare," or (b) under its power to "regulate commerce."

Those who believe education is a power reserved to the states or the people under the 10th Amendment believe federal government intrusion in education is an unconstitutional usurpation of power. President Reagan in his 1982 State of the Union called for "dismantling" the education department. The 1996 GOP platform stated, "The Federal government has no constitutional authority to be involved in school curricula ... This is why we will abolish the Department of Education, end federal meddling in our schools."

In the early day, the federal government was not in the business of making laws or providing funds for education. Until the Civil War, education was entirely left to states, religious organizations and people. A timeline, prepared by the Cato Institute, shows how long it took for Congress to discover that it had power to become involved in education.

-- 1862: The Morrill Act provides grants of land to the states, which may be sold and the proceeds used to fund colleges that focus on agricultural and mechanical studies.

-- 1867: Congress appropriates $15,000, and creates of a Department of Education, with four employees to act as a clearing house of data for educators and policy makers.

-- 1868: After a bitter fight over federal encroachment in education, Congress downgrades the new department to an Office of Education within the Department of Interior. Education did not regain its separate departmental status until 1979.

-- 1890: A second Morrill Act empowers the Office of Education to provide regular funding of the land-grant colleges.

-- 1907: The Morrill Acts are amended to add federal funding for vocational education.

-- 1911: The State Marine School Act authorizes funding of nautical schools in 11 specified cities.

-- 1917: The Smith-Hughes Act funds vocational schools. The Act imposes a range of detailed federal rules on recipient institutions.

--1930s: The New Deal funds an array of educational activities including school construction and repairs, the hiring of teachers, loans to school districts, and grants to rural schools. These programs create precedents for later permanent education subsidies.

Quite apart from constitutional arguments, however, there is a more fundamental question: Why do we even need Washington involved in education? Each year, 70 billion tax dollars are siphoned out of the state and sent to Washington to fund the education department and its activities. Now the president wants to take more.

Why not abolish the department, and let the states keep that $70 billion? Why are state and/or local bureaucrats less able to manage tax dollar than federal bureaucrats?

Are the states incompetent to "promote student achievement?" If the states are left with the tax dollars flowing to Washington, couldn't the states provide Pell-like grants, and financial aid? Are the states unable to prepare students for "global competitiveness?"

Has federal involvement made things better?

If given the same money and left to their own device, why are the states less able to "foster educational excellence" than bureaucrats in the education department?

Are states wanting in their capacity to "establish policy" for education? Are the states inferior at "collecting data" to better their schools?

Can't the state's and the federal and state courts enforce "equal access" and "civil rights" in the schools in the absence of the department?

So, Congress passed No Child Left Behind to solve a problem. Then when the law turns out to be a $46 billion bust, we grant three-fourths of the states waivers and tell them to come up with their own plans.

Was this a waste of $46 billion?

Indeed, is the education department a waste of $70 billion?

Don't forget, in 1867 the education department had four employees; it now has 5,000.

If you're a family of four, you're paying $900 a year for this. Would that money be better spent on local school? On your own family?


Posted Online: Oct. 25, 2011, 3:07 pm - Quad-Cities Online

by John Donald O'Shea

Copyright 2011, John Donald O'Shea