They ask me how I feel
And if my love is real
And how I know I’ll make it through
And they, they look at me and frown
They’d like to drive me from this town
They don’t want me around
‘Cause I believe in you
They show me to the door
They say don’t come back no more
‘Cause I don’t be like they’d like me to
And I walk out on my own
A thousand miles from home
But I don’t feel alone
‘Cause I believe in you
Don’t let me change my heart
Keep me set apart
From all the plans they do pursue
And I, I don’t mind the pain
Don’t mind the driving rain
I know I will sustain
‘Cause I believe in you
(I Believe in You: Bob Dylan - 1979)
Vatican Crackdown: U.S. Nuns Chastised For Questioning Church, stormed the interior headline of the L.A. Times on April 19th. I had just picked up the parts of the newspaper that Kathy had set aside, and I was paging through the main section.
“What did the nuns do to piss off the Vatican now?” I muttered aloud, as I quickly scanned the first two paragraphs of Michael Muskail’s story. When I came to the unfamiliar title and acronym of the offending religious organization, I went to my own “Google” source for information about nuns and religious orders – my wife.
“Kath, what’s the LCWR?” I asked, putting the paper down so I could look across the couch where she was sitting, working on the New York Times crossword puzzle.
“Hmmm, so, you finally got to that story?” she asked as if expecting my question. “The LCWR stands for the Leadership Conference of Women Religious. It’s the largest association of sisters in the United States, and it’s made up of most of the leaders of the Catholic women religious groups. They’re controversial because they’ve taken progressive positions on social justice and supported female ordination. They were the group that sponsored the exhibit we saw at the Mount last year. Do you remember? It was called Women & Spirit: Catholic Sisters in America.
“Really!” I exclaimed, remembering the afternoon we spent at Mount Saint Mary’s College, in Brentwood, walking through the galleries of photographs, posters, and artifacts highlighting the contributions of American nuns in education, medicine, social service, and the fine arts. “That was a great exhibit.”
With that brief explanation I returned to the nun story I was reading to find out what the good sisters had done to rattle the ancient rafters of the Catholic Church in Rome. But as I read, I couldn’t help thinking of the many experiences I’ve had with nuns over the years, and what might have contributed to this repressive reaction on the part of the all-male hierarchy of the Church.


I suppose my first real concept of sisters came from the nuns I had in elementary school. Before enrolling in the second grade at St. Teresa of Avila School in the Silver Lake section of Los Angeles, nuns were simply a collective body of oddly dressed women in white and black who seemed to move, kneel, and stand in unison. I would observe them from a distance as they entered the church, prayed, and left for school each morning, wondering how on earth they managed to fit themselves into those thick, flowing black robes and starchy white flaps, and what their hair looked like under their hoods. Sister Gaudentia was my first nun teacher, and she made the biggest impression on me. She was different from the female public school teachers I had in Kindergarten and the 1st grade. She looked older, shorter, and more scowling than the fresh faced, smiling, and helpful young ladies in public schools who dressed in brightly colored shirt sleeve blouses, and long, billowing skirts. Sister G ran a tight and solemn ship. She did not brook whispering, laughing, or talking out of turn. She became angry when we failed to listen to, or follow instructions. She became particularly short tempered and critical when she drilled us on our catechism responses. Second grade was the First Communion year in Catholic elementary schools, and she would glare at us, becoming redder faced and angry if we failed to recite word-for-word answers to the Baltimore Catechism questions the parish priest would ask us on Friday mornings. Knuckle raps on the head and ruler slaps on the hands were her favorite responses to wrong answers, inattention, and whispering. Although my mother and father seemed happy with the school and its teachers, I never got the feeling that Sister Gaudentia liked teaching or children. When I expressed this idea to my mom, she dismissed it, telling me that women in religious orders took vows of obedience, and many times they were directed to perform jobs that they would never have picked for themselves. When these disagreements occurred, good nuns would sublimate their unhappiness, obey their orders, and offer their suffering to the Lord. This explanation never satisfied me as a good excuse for Sister G’s actions or demeanor. Before my twin brother and sister matriculated into the second grade the following year, I warned them that Sister Gaudentia was just mean, and that the children in her classes were the ones suffering for her obedience.


Sister Gaudentia represented a strict and humorless manner of teaching I would encounter again in varying degrees during my next six years in Catholic elementary schools, first at St. Teresa of Avila, and later at St. Mark’s School in Venice. Luckily children have an amazing ability to adapt and make the best of difficult situations, and my negative encounters with nuns were interspersed with many friendlier and more inspiring teachers. Sister Philomena was a joyful breath of fresh air in the 4th grade. My classmates and I called her a “young nun” not only because she had only recently taken her full vows but because she looked and acted like she enjoyed school. She smiled, told jokes, laughed, and talked about her life before entering the convent. Even though Sister Philomena would sometimes become impatient and angered by our childish antics and misbehaviors, she never lashed out verbally or physically struck us. We could let our guard down and act naturally with Sister Philomena, whereby with the older, stricter nuns, we had to be constantly alert, respectful, and obedient to their requests and directions. However, just as I was entering adolescence and becoming familiar with the quirks and idiosyncrasies of the teaching nuns at St. Teresa, we moved.

In the summer of 1959, when I was 11 years old, my parents bought their first home, and we moved from a three-story apartment house in the Silver Lake section of Los Angeles to the westernmost reaches of the city. Venice was conveniently close to my father’s photography studio in Culver City, but in the last days of the 1950’s it was a funky, low-rent beach town – a poor stepchild to the swankier seaside cities of Ocean Park and Santa Monica to the north. Its storied canals were stagnant and polluted, no pier or marina had yet been built, and only homeless vagrants, bearded beatniks, and ancient Jewish retirees populated the oceanfront walkways of Venice Beach. In September I entered the sixth grade of St. Mark’s School with a new order of nuns, the Sister of the Holy Name of Jesus and Mary (SNJM). Their clothing was slightly different from the previous religious order that taught us. Holy Name sisters wore a wide, more pronounced white headpiece that covered their foreheads, with a pinned black veil that draped down their shoulders and back to their waist. A huge starched bib covered their ears and necks, extending down to the chest, making them look like solemn emperor penguins. I’m not sure if it was the new religious order, the new environment, or my age, but my interactions and attitude toward nuns changed in junior high school. Sister Trinita, my 7th grade teacher, was the first nun I ever had a crush on. Even in her penguin-like outfit, she looked pretty, shiny, and bright. She was the first instructor who really challenged and inspired me to write and to explore other talents I never knew existed. She had confidence in my abilities, sending me to a daylong Student Leadership Conference, and allowed me to sit and chat with her after school, joking about softball season and wondering if I had a vocation for the priesthood. But this newfound confidence and excitement about learning collided and floundered with my last nun experience in the 8th grade. Sister Estela Marie was the Mother Superior of the convent, and even though she was neither old nor dour in age or appearance, I seemed to really rub her ego and authority the wrong way. She glared at me like Sister Gaudentia whenever I laughed or joked in class. She took me out of the accelerated pre-Algebra and science classes that she taught herself, and moved me into remedial classes taught by another sister. When it was time for our graduating class to take our entrance exams for admittance into Catholic high schools, she bemoaned my math skills and counseled me to not expect placement in college preparatory classes. I fumed at these affronts that I suspected sprang from her disliked for me, and kept them hidden from my parents. I was determined to show her that she was wrong; that I could achieve intellectually and academically in high school. Mother Superior brought a close to my elementary school learning career with nuns, and for the next 3 years I was left with some bitter memories of their teaching legacy.


Attending St. Bernard High School, a co-institutional, Catholic high school in Playa del Rey, California, from 1962-1966, quickly dispelled me of the illusion of the superiority of male instructors. Co-institutional (as opposed to co-educational) meant that although male and female students attended the same school, we were assigned to different parts of the buildings and segregated into single-sex classrooms, where laywomen and nuns taught the girls, and laymen and priests taught the boys. Even our lunch times were divided, the girls eating 30 minutes before we did. The only times boys and girls had an opportunity to associate with each other were before and after school, and during a 20 minute recess break in the morning. It was in my classrooms, those all-male sacristies of learning, that I found many more manifestations of the pedagogical weaknesses I had experienced in elementary school with women, but less of the strengths. Admittedly nuns were sometimes very strict and controlling (Sister G comes to mind), with delusional beliefs in their diagnostic and counseling abilities (Sister E. M., for example), but they never lost control of a classroom of adolescents, allowing brutal hazing practices to occur, or the physical and emotional manhandling of cornered and frightened boys who found themselves in conflict with insecure men. When a male teacher lost control of a classroom full of boys because of embarrassment, anger, or incompetence, the scene was ugly and pathetic. Too many of our laymen teachers were coaches or disciplinary deans first, and trained educators second, or they were ill-prepared priests, unwillingly commanded to teach high school boys by their bishop or provincial. However, since I couldn’t verify the pedagogical differences in style and substance between the male and female teachers in high school because of our segregated system, I simply assumed that the girls had it as bad as we did. Thankfully, an exceptional male teacher would occasionally appear among the faculty who was neither a coach nor a dean, usually in the English and Humanities Departments. Mr. McCambridge, in my sophomore and junior year, and Mr. Sullivan, my senior English teacher, restored my faith in quality teaching and the power of art, literature, and the written word. It was also in my senior year that I established an unlikely friendship with a nun – a collaboration that foreshadowed a blessed and long-term relationship with the Congregation of St. Joseph of Carondelet (CSJ).



My association with Sister Joanna Marie came about at the end of a long series of calamitous events that I only learned about later. Mr. McCambridge had been scheduled to continue as the English teacher and faculty moderator of the school newspaper, The Viking, during my senior year, but he was unexpectedly lured away by Loyola High School. Sister Joanna Marie, another English teacher who taught only girls, agreed to replace him as sponsor and supervise the paper. However a series of artistic and editorial disagreements arose between the senior editor, Mike McElroy, and the new moderator. McElroy was McCambridge’s protégé and his personal choice for editor-in-chief. They shared similar tastes in music (Chicago Blues and The Rolling Stones), literature (the Lost Generation authors and the new Beats), and a humorously irreverent attitude toward authoritarian establishments, like our school, the Church, and the U.S. Government. McElroy hadn’t been subjected to a nun’s authority for three years, and without his mentor’s restraining influence, he believed he had carte blanche to print whatever he wished. Without the new moderator’s knowledge or approval, McElroy proceeded to publish and distribute a crude and snarky fall edition of the paper that reminded everyone of Mad Magazine. The principal immediately removed him and the offending contributors from the paper, and Sister Joanna Marie began building a new staff from the remaining writers. One of the surviving editors was my friend Wayne Wilson, who asked me to the join the leaderless newspaper as a contributing editor. Wayne introduced me to Sister Joanna Marie the next day, and after a brief interview I was “hired”.

Working closely with a nun who was not our teacher was weird at first. None of the old behavioral paradigms of elementary school subservience and submissiveness worked here. We had to figure out a way of getting the newspaper back on its feet, while making it interesting, funny, and relevant to students. Wayne and I concluded that McElroy and his confederates had poisoned their relationship with Sister by accepting and acting on the prevalent male stereotypes toward nuns. Over the last 3 years certain negative opinions about nuns had been expressed by many of the priests and laymen in the school: nuns had secret feminine agendas that they reviewed in their cloistered convents; nuns were clever and sneaky, because they wormed their way into positions of authority and control by first, volunteering to do the hardest jobs, and then performing them so expertly and efficiently that they became essential to the operation; nuns were not dependable because they were subject to periodic emotional and hormonal imbalances and hysteria; nuns were fine as long as they stayed on the girl’s side of the school; and ultimately, high school male teachers and priests could never work for a women, especially a nun. The majority of the priests at St. Bernard at the time were Piarists, a foreign-born teaching order from Spain, who tended to be the most emphatic spokesmen of these beliefs. In fact, my friend Albert Nocella often took advantage of these macho prejudices by provoking certain priests into lengthy rants on these conspiracy theories. It was strange how my childish attitudes about “good nuns” and “mean nuns” had been repackaged into adult male views of “dangerous nuns”. However, Wayne and I brushed aside those opinions and concentrated on the job at hand – printing a newspaper.


An exciting and collaborative system soon emerged. In the Viking Newspaper Office, across the hall from the chapel, Wayne and I, along with Kathy Less, the girls’ editor, would brainstorm ideas for stories, articles, and photo essays. Sometimes we’d drag along our friend Jim Riley to give the “average student’s” perspective. We’d then pitch our ideas to Sister Joanna Marie as an editorial staff in the office, or a couple of us would visit her after school. There she would praise some ideas, critique others, dismiss some, and add many of her own. We went back and forth in this manner, working out the details of an issue we could all live with and enjoy. As time went on, and we got to know and trust each other, managing the paper became easier, and more fun. There was always a lot of joking, kidding, and good humor during every encounter, and Sister was a new and interesting addition. Many times Wayne, Jim, and I would just drop in on her homeroom after school and talk about other things besides the newspaper. We learned that Sister was a native Californian, a graduate of Mount Saint Mary’s College, and a teacher who enjoyed teaching. Yet even though she could be witty and sarcastic about some topics, we could never provoke her by reporting the negative remarks and comments we heard about nuns from the male teachers and priests. Sister would simply arch her eyebrows, give us an enigmatic smile, and change the subject. She ultimately proved to be a confidant and forgiving friend who pardoned the three of us for one big mistake and bailed me out of the only serious trouble I got into that year.


By the time Spring of 1966 rolled around, with senioritis running rampant through the halls, writing stories, managing the newspaper, and just hanging out in the Viking Office, was a lot more fun than schoolwork, especially attending Civics and Mechanical Drawing. Since all our teachers recognized Wayne and me as editors, we found it a simple matter to get ourselves released from class by claiming that Sister needed us to finish up some newspaper work. Then one of us would proceed to Jim’s class and ask for his release as well, claiming we were doing so at Sister’s request. We would probably have avoided exposure if we hadn’t begun writing impromptu humorous captions for the photos of teachers and students that were posted on our mockup boards in the office. On the day of a school-wide retreat, Father Richard, our Algebra II teacher and the target of one of these humorous jibes, used the Viking Office as a confessional location. That afternoon we noticed that some of the photographs, including Father Richard’s, were missing. The next day, when the three of us should have been in other classes, he surprised us as we sat around, joking in the office. After scolding us angrily for our disrespectful captions, he waved off our apologies and demanded a written note from Sister Joanna Marie supporting our claims that we there working on official business. Shamefaced and apologetic, the three of us confessed our actions to Sister that day after school and pleaded for her intervention. The consequence we faced for cutting class was parent notification and a daylong Saturday detention under the supervision of our Civics teacher, who was notorious for his derisive and mocking treatment of seniors. Sister was silent for a long time, looking into each of our faces and letting us stew in the cauldron of our shame. Finally she turned to Wayne and me, saying that she would write the exculpatory note because we had in fact been working on newspaper business, but we’d have to work hard at earning back her trust. To Jim she gently apologized for not being able to help him, since he was not a member of her staff or a writer for the paper. Knowing that Jim would be paying the price for our misdeeds soured our initial relief over escaping punishment and sobered us up for the rest of the year. We spent the remainder of the semester concentrating on schoolwork, staying in all our classes, and regaining Sister Joanna’s trust and confidence.

I never had a hint of the Vatican II Council reforms that would soon be roiling the Church while I was at St. Bernard. My high school years (1962-1966) saw a continuation of the traditional practices familiar to my mother and father in the 1940’s and 50’s, with priests and nuns in their age-old roles, functions, and uniforms. It wasn’t until I started attending Sunday Mass and weekday activities at UCLA’s University Catholic Center (the Newman Center), under the direction of priests from the Missionary Society of Saint Paul the Apostle (better known as Paulist Fathers), that I learned of the Vatican II documents and how they were reforming the language, form, and functions of the Church. The Paulist priests were a great vehicle for learning about and witnessing these changes. While my aging parish pastor complained of these reforms and delayed their implementation, the Paulist were celebrating their masses in English, explaining the significance of the “new liturgy”, and teaching the “good news” that Jesus proclaimed in the Gospels. I learned that Martin Luther and the reforms of Protestantism were not evil; that human choices based on reasoned discernment and personal conscience, instead of blind adherence to religious authorities and doctrine, was a key ingredient in maintaining a relationship with God; and that ecumenicalism, or the finding of commonalities in all religions, was more important than condemning their differences. It was also during this exciting time that I became aware of the radical messages contained in the Gospels, and the paradoxical teachings they laid out (the meek inheriting the earth, scattering the proud in their conceit, casting down the mighty from their thrones, lifting up the lowly, and filling the hungry with good things while sending the rich away empty). Vatican II also called for a reevaluation and renewal of religious life, which was most visible in the changes that were sweeping many communities of sisters. The male religious orders didn’t seem too visibly affected, but women communities were significantly altering, or discarding, their habits, and expanding their mission to include wider occupations and more secular vocations. Although I only met a handful of nuns at the Newman Center, I was still able to see the rapid evolution of their uniforms from long, flowing robes, starchy white collars, and elaborate headgear, into prim, mid-level skirts and short veils. However I really wasn’t aware of the visceral reactions these changes were provoking among many Catholics until I heard about the Sisters of the Immaculate Heart of Mary (IHM) and their conflict with the Archbishop of Los Angeles, James Cardinal McIntyre.

I first learned of the Sisters of the Immaculate Heart after admiring the challenging artwork of Sister Mary Corita, a member of that order who helped popularized silkscreen and serigraphy as a major art medium during the 1960’s and 70’s. She was chairman of the Art Department of Immaculate Heart College when that college, and the religious order that was centered there, became the flashpoint for a battle over obedience and Church authority. Cardinal McIntyre demanded that the IHM Sisters discontinue their renewal efforts and concentrate on teaching in Archdiocesan schools. In addition, he insisted that they retain a number of the traditional rules that he believed were essential to a female religious community. The sisters, in turn, objected to the Archbishop dictating their order’s mission, and stipulating their attire, bedtimes, and hours of prayer. When the Vatican agency overseeing religious communities refused to intervene on their behalf, 90% of the IHM sisters, following the example of their superior, Sister Anita Caspary, dispensed from their vows and left the community. It was a shocking development, and it raised questions among the Catholic college students at UCLA’s Newman Center: Who was truly following the spirit of the Vatican II reforms, the Cardinal or the nuns? And, is questioning Church authority ever permitted? We never satisfactorily answered these questions at the time, and soon other events pushed them out of my mind.


In January of 1972 I began teaching History at St. Bernard High School, and resumed my connection with nuns. My arrival there was the result of another string of dramatic events that began with my being drafted soon after graduation from UCLA in 1970. Rather than accepting my induction for two years of Army service, which at that time meant a sure combat tour in Viet Nam, I decided to enlist for four years into the United States Air Force, hoping for some control over my job and duty assignments. After basic training at Lackland AFB, near San Antonio, Texas, I was assigned as an Information Specialist (Air Force newspaper reporter) to Norton AFB, San Bernardino, California. It was during my assignment there that my father suffered a final heart attack and died on November 1, 1971. A month later I was honorably discharged from the Air Force because of hardship, and started looking for a job while living at home. While reconnecting with old friends, I ran into Kathy Sigafoos, a high school and college classmate who had married after graduation and was teaching history at St. Bernard. She told me that she was leaving the position for maternity leave and wouldn’t be returning, so she encouraged me to apply for the position. Even though I had no training or experience as a teacher, that occupation appealed to me more than returning to my college job as a burglar alarm operator. So I immediately solicited letters of recommendation from the Paulist priests at the Newman Center, and the parish priest who had been a good friend of my father, and interviewed for the position. In the Principal’s Office I met Father Larry Dunphy and Sister Marilyn Therese, CSJ, the chairman of the History Department. I liked to believe that they both overlooked my inexperience and unanimously hired me because I wowed them with my youthful charm, confident enthusiasm, and compelling charisma. However, years later Marilyn told me that she had in fact wanted to hire a more experienced teacher, but reluctantly agreed to go along with the principal’s decision because of the strong vote of confidence I had received from Kathy Sigafoos, the outgoing teacher. This honest assessment and truthful revelation by Sister Marilyn pretty much typified my relationship with her and the other nuns of St. Bernard High School for the two and a half years I spent there, and for the rest of my life. I’m beginning to wonder now if the real reason I was so bothered by the news of the Vatican’s crackdown on the LCWR was influenced by my experiences as a beginning teacher at St. Bernard, and what I learned from the lives and actions of these nuns. All my previous interactions had been as a student to a teacher. I was always the child being catechized, disciplined, and instructed by nuns. Now, for the first time in my life I was dealing with them as a peer and co-worker, but in a brand new profession in which I needed a lot of help and guidance.


The first year of teaching is always difficult, but doing so without any prior training or practice is almost suicidal. Although most veteran teachers are usually responsive to appeals for assistance, many tend to shy away from unschooled rookies so as not to witness the train wrecks occurring in their classrooms. In those tenuous first months, Sister Marilyn graciously and generously stepped into the role of counselor and mentor. She paired me with another first-year teacher, Jerry Lenhard, who had received teacher training in college, and gently guided me through the brave new world of Inquiry-based Learning. This was the instructional methodology developed in the 1960’s that sought to remedy the weaknesses of more traditional forms of instruction, where students were required to memorize fact-laden textbooks. This was the way I had been taught history and other subjects in high school, and why I found so many of those classes boring and insipid. Inquiry Learning was a dynamic process that stressed student-generated questions, formulating original hypotheses, gathering and evaluating evidence, and testing the hypotheses to reach a conclusion. My first attempts at employing this new methodology met with mixed results because I was more interested in mastering classroom management techniques. But, by my second year I was gaining more and more confidence and expertise, and finally seeing the benefits of this style of teaching. It was in fact the method used in the more relevant classes at UCLA where the study of history was treated as a viable science aimed at addressing and solving social ills and political problems. Throughout the year, I grew more and more excited about the subject matter I was teaching and the skills the students were learning. I found myself spending much of my time with Marilyn and her good friend Sister Carol, Chairman of the Religion Department. Jerry and I regularly joined them in the faculty lounge for coffee and lunch, and talked about philosophy, education, and religion. It was during those times that I was also invited to join their regular TGIF parties at their apartment convent in Westchester. I had driven by this building hundreds of times, going to, and coming from, high school and work without ever suspecting that it was the cloistered quarters for five to six nuns (depending who was in residence) in the religious Community of St. Joseph of Carondolet (CSJ). By now I knew all of these CSJ’s as fellow faculty and staff members. They were the largest religious order in the school and represented every level of the school hierarchy. They had an assistant principal (Sister Nancy), two department chairs, Sisters Marilyn and Carol, and two teachers (Sisters Margaret and Mona). Given their numbers and influence in the administration and culture of the school, I saw why the more paranoid priests on the faculty still feared some kind of feminine conspiracy or administrative take-over. However, I also noticed that none of these male decriers ever sought or requested additional responsibilities beyond their immediate classroom or coaching duties. The nuns were always ready to respond constructively to school problems and challenges, and I found myself happily joining them.



It was during these lunchroom chats and TGIF gabfests that I learned of the CSJ’s commitment to social justice and Marilyn’s use of the teaching of history and religion as vehicles for Catholic social action. It seemed that she, and this order of nuns, looked beyond a life dedicated to prayer and teaching, and saw themselves as active participants and implementers of Christ’s teachings in the gospel. They modeled the spirit of Inquiry Learning that I taught – questioning, rather than passively accepting popular beliefs or authoritarian dogmas, gathering and analyzing data and evidence in their search for answers, and acting to solve problems and initiate change. Their community’s “Charism” (the divine influence on a person’s heart and it’s reflection in their life) was clearly demonstrated in the CSJ’s support of Cesar Chavez and United Farm Worker’s Union. While I had given lip service to the movement in college, and supported their grape boycott after graduation, it was Sisters’ Marilyn and Carol, and their religious compatriots who were showing up at the picket lines and physically assisting the farm worker’s in their efforts. These sisters also dared to point out the institutional inconsistencies in the decisions and actions of Church authorities.


In the early days of spring, an issue arose that would normally have been dealt with privately by the principal, Father Dunphy. However, Larry was the rare priest and leader who not only sought out the advice of nuns on his administrative staff and faculty but also was also unafraid to discuss crucial matters openly in a professional forum. The case involved a very popular and intelligent student who became pregnant during the summer before her junior year. She decided to keep the baby and raise it at home with her parents, and returned to school to finish the year. Her desire to finish high school was lauded by all and her decision to have the baby was cited as the proper Catholic choice, in a time when teenage abortions were so prevalent. The dilemma arose however when she applied as a candidate for the office of Student Body President. The issue became an immediate cause célèbre in the faculty lunchroom, where scandalized teachers and priests demanded her disqualification for violating the Student Code of Conduct. They believed that all candidates for student government office, especially the presidency, should be models of Catholic values and behavior, and an unwed, teenaged mother clearly failed to reach that standard. I like to believe that it was the gradual and subtle influence of the CSJ’s on Larry Dunphy, who was a regular TGIF guest at their apartment that convinced him to discuss this issue in a special faculty meeting before making his decision. The afterschool forum gave teachers and staff a chance to speak their minds and listen to the opinions of others, but it wasn’t until Sister Carol spoke that we were finally forced to view the issue as honest Catholics and faithful followers of Christ. She galvanized the room by quietly and solemnly relating the story that in past years many students who had secretly terminated unwanted pregnancies through legal abortions had run for, and been elected to student body offices, including president.
“What message are we sending as a Catholic school,” she asked, “when we penalize a student for publically doing the right thing, and choosing the life of her baby, while rewarding students who secretly have abortions?”
It was the uncomfortable question that no one wanted to hear. Without ever quoting scripture or making comparisons, Carol’s challenge forced everyone to recall the actions of Jesus when he was questioned about the woman charged with adultery, and he told her, “Neither do I condemn you. Go, and sin no more”. Looking at Father Dunphy, sitting silently across the room, I wondered what he thought of Carol’s question, and what he would choose to do about the unwed teenager seeking to run for student body office.

Many years have passed since those early days of teaching with Marilyn, Carol, and the other CSJ sisters. I went on to graduate school and public school education, but in many ways that time with them colored my views on teaching, leadership, and the struggles of living a Christian life. Marilyn and Carol introduced me to my wife, Kathleen Mavourneen, who had been their student and friend at Mount Saint Mary’s College, and we all remained friends long after. I will always admire Father Larry Dunphy, who was on the altar when Kathy and I married, and who baptized our first child, for being available, open, and receptive to what his faculty believed and needed to express. But, I especially respect him for never fearing to hear the difficult questions, or seeing the challenging evidence that nuns so often presented him. He represented such a departure from the priests and male teachers who taught me in high school. Larry saw nuns as equal partners from different religious orders, and as resources that could only enrich the institutions they were a part of, or led.


Many months have passed since I first read the L.A. Times article on the Vatican Crackdown, and I haven’t followed the story or the issues as closely as Kathy. She is a CSJ Associate (a woman committed to extending the mission and sharing the spirit of the Sisters of St. Joseph of Carondelet without becoming a vowed member) and maintains close friendships and active communication with the order. The Leadership Conference is preparing a formal response to the Vatican reports, and I know that it will be thoughtful and balanced (See An American Nun Responds to Vatican Criticism). However, from my peripheral readings, the issue seems to come down to authority and control. Except for a brief 10-year period, when the glamour of Vatican II reforms shone bright, and religious orders were encouraged to renew and transform their missions, many of the old fears and prejudices toward women religious communities have creeped back into the Church. I see vestiges of Cardinal McIntyre’s actions toward the Immaculate Heart Sisters in the Vatican’s move to send 3 American bishops to oversee and direct the course of the Leadership Conference of Women Religious. I hear echoes of my high school Piarist teachers in the Vatican’s report complaining that the women’s organization is: undermining Catholic teaching on homosexuality and birth control; promoting “radical feminist themes” (like the ordination of women); hosting speakers who “often contradict or ignore” Church teachings; and “making public statements that disagree with or challenge the bishops.” It seems to me that the LCWR is doing what the nuns at St. Bernard’s were already doing in the 1970’s – generating questions, gathering and evaluating evidence, and seeking informed conclusions. These were religious women who went beyond the boundaries of a convent and school to reach out and work for and with the poor, the underserved, and the marginalized people in society. They were nuns who would not condemn sinners, but forgave them and worked to make them better. I wish the Church hierarchy could take their cue from the examples of Father Larry Dunphy (who died in 1980), and try trusting and working cooperatively with this other side of religious life – the nuns. Larry believed in them, and so do I.

