Why Choose Catholic Education? by sandy flaherty
A Mercy School If we are to honor our history, Implement our vision, and live out our mission, We must echo the tenderness of Christ Jesus, The courage of Catherine McAuley, and the dreams of those who have gone before us. We must gather the young, Welcome the stranger, and teach as Jesus did. We must create hallways of compassion, Lesson plans of justice, and diplomas that impel. If we are to answer the call put before us, We must create a school Whose soul is Mercy. —Sandy Flaherty
Sandy Flaherty has been a Catholic educator for thirty years. She has two master’s degrees in Theology, one in Theological Studies from the Franciscan School of Theology in Berkeley, CA and the second in Pastoral Leadership from Chaminade University in Honolulu, HI. She has published works in the areas of spirituality, Woman, Why do you Weep (Paulist Press, 1992) and ritual, A Reflection of Mercy: Prayer Services, Liturgies and Resources for Mercy School Communities (MESA, 2001). Sandy is the Director of Catholic Identity at Mercy High School Burlingame, where she also teaches Religious Studies and works in Campus Ministry. She was previously the Director of Mission Integration for ten years at Mercy. Sandy is a gifted liturgist and is seen as a dynamic and engaging classroom teacher by her students.
Intellectual property of Sandy Flaherty - use only with permission.
A Note to Parents For parents seeking a quality education for their daughter, the high school decision is an important one. There are many factors in choosing the right school: academic excellence, varied extracurricular options, athletic and creative opportunities, just to name a few. Beyond these fundamental considerations is the reality that adolescence is a crucial time for a young woman. The next four years will be the steepest developmental incline in your daughter’s life, and it is a time of tremendous intellectual, spiritual, social and emotional growth. In light of the significant changes that take place during adolescence it is important for your daughter to choose a high school where she feels at home; a place where she can be truly herself. When a young woman is at ease in her school environment she will take risks and challenge herself in ways that she otherwise would not. She will push the edges of her own competencies and reach further and wider than in a less supportive environment. When she is able to find her place, she will fully engage in the classroom,
“For me to be my best, a welcoming
community is essential. Mercy has gone above and beyond in what it takes for me to feel included. I am absolutely thriving in this sisterhood that I am a part of here at Mercy.
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—Meaghan S. ‘21
social environment, clubs, leadership opportunities, athletics, and the arts. She will grow in intellect, skill, confidence and purpose. This is the kind of education that makes Mercy High School distinct. As Mercy educators it is our privilege to watch students enter as girls and leave as confident young women. Guided by a clear mission, Mercy
provides an academically driven environment. Students are cherished for who they are and challenged to explore, take risks and reach out in service to others. Under the attentive care of teachers, counselors and coaches students are encouraged to engage their potential and cultivate their gifts. They are given the opportunity to understand who they are, find their unique voice, engage the world, and ask the fundamental human questions. A Mercy education nourishes the mind, heart, soul and spirit of young women and prepares them for the personal and professional challenges ahead. In seeking a quality education for your daughter we understand that you have a wide variety of schools to choose from. The purpose of this resource is to help parents understand what makes Mercy High School different. We are proud of our rich history as a school founded by the Sisters of Mercy. We are proud of our Catholic identity. In the following pages you will learn about our Mercy history and the fundamental values of a Catholic education. These values distinguish Catholic education from other learning environments add depth and a richness to our school and it is a timely educational philosophy in the current culture in which we educate young women.
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“The mission of Catholic Schools is to inspire in students an understanding of all that is true, good and beautiful. —Pope Francis
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Why Choose Catholic Education? In an address to educators and religious leaders, St. John Paul II articulated the unique benefit of a Catholic School: “Catholic education aims not only to communicate facts, but also to transmit a coherent, comprehensive vision of life...” 1 In this statement St. John Paul II was referring to the Catholic vision of life which at its core is the belief in the innate dignity of the human person. In response to this vision, Catholic schools develop each student’s potential in a strong community which celebrates every individual’s unique identity. We believe that all students were made in the image of God and possess an innate dignity. In Catholic schools, we educate students to understand the mystery of the human person and to believe in something greater than themselves. In a culture where social media encourages young people to judge their place and worth amid likes and emojis, we encourage them to develop depth of identity based on values in order to be their truest and best selves.
“Far away in the sunshine are my highest
aspirations. I may not reach them, but I can look up and see their beauty, believe in them, and try to follow where they lead.
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—Louisa May Alcott Catholic schools are driven by centuries of Catholic Intellectual Tradition where students are challenged by academic rigor and encouraged to question, analyze, and use their critical thinking skills to the utmost. In a world where information is easily accessible, Catholic educators challenge students to develop a strong foundation of values upon which to build knowledge, personal and professional goals. If one wishes to fully understand Catholic education and the fundamental values on which it was built, one must begin with Catholicism. The following provides a brief summary of our essential beliefs.
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Catholicism The word Religion is derived from two latin words “re” and “ligare” which together mean “to reconnect”. Religion holds that human destiny is beyond the temporal confines of this world and that we belong to something eternal. The fundamental purpose of religious ideology and ritual is to help us reconnect with the eternal. Religions bind people together to ponder the nature of the universe and to ask questions of ultimate concern. Religions also provide a moral code which govern human affairs and call members to serve their fellow human beings. In the Catholic tradition, the concept to “reconnect” is expressed in the Catechism of the Catholic Church which states, “The desire for God is written in the human heart, because [we were] created by God; and
What is the Trinity? The belief that there is one God in three divine persons, God the Father, God the Son who is Jesus, and God the Holy Spirit
God never ceases to draw [us] to Himself. Only in God will [we] find the truth and happiness [we] never stop searching for. [Human] dignity rests above all on the fact that [we] are called to communion with God”. 2 Catholicism is a monotheistic religion, meaning a belief in one God. We embrace the belief that God lives in a community of three that we call the Holy Trinity, consisting of God the Father, God the Son, and God the Holy Spirit. We believe that the second person of the Holy Trinity, Jesus, became man through a transformation referenced as the incarnation. Through the incarnation of Jesus, God dwelt among us, divinizing humanity and
partaking in the joys and sorrows of human life. As a result of the incarnation, God can be encountered in and through the created world. Through Jesus we have become the divine sons and daughters of God. As Catholics, we believe that through his teaching, healings, and miracles, Jesus taught the people of first century Palestine about the goodness and mercy of God, and God’s special love for the poor and marginalized. Jesus challenged the religious and political power structures of his day and was eventually put to death on a cross. We believe that Jesus rose from the dead and lives in communion with his Church today. In Catholicism, Jesus is understood as the Son of God, a great teacher, a model for Christian living, and the founder of Christianity.
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Catholic Understanding of the Person We believe God became man and entered human experience through Jesus. This fundamental belief is essential to how Catholics understand the human person. God has become one of us, hence we have become one with God. In the Catholic understanding all persons possess a divinely given innate dignity and Jesus, through his life and teaching, honored the dignity of the human person like no other. American essayist and poet Ralph Waldo Emerson beautifully described it in this way:
The unique impression of Jesus upon mankind – whose name is not so much written as ploughed into the history of the world – is proof of the subtle virtue of this infusion. Jesus belonged to the race of prophets. He saw with open eyes the mystery of the soul. One man was true to what is in you and me. He, ... is the only soul in history who has appreciated the worth of a human being. 3 Through his teaching, healing, and actions, Jesus honored the true dignity of humanity by acknowledging that all people are children of God. Through the pages of the Christian Scriptures (New Testament) we understand Jesus’s ministry as one of human encounter. Time and time again as a popular Rabbi and teacher, Jesus stops, listens to, and touches the hearts and spirits of the wounded and marginalized of his day. Jesus understood, and was attentive to, the mystery and beauty of humanity.
Created in the Image of God True to the message of Jesus, Catholic schools honor and reflect the dignity, beauty, and potential of the human person by seeing students as created in the image of God. Catholic schools make it a point that students are respected, seen, and cherished as individuals. Teachers, counselors, advisors, coaches, and moderators take the time to get to know the students under their care, and academic and social acumen are monitored closely. Students are encouraged to pursue multiple avenues of growth such as advanced academic courses, leadership positions, athletic teams, visual and performing arts, campus ministry, and service. In a Catholic school, the human desire to be known is met and celebrated.
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At Mercy, emphasis is placed on who a student is as a person. We are interested in faith and character formation as a critical foundation to prepare students for college and career success. In adolescence the “sense of self” is not yet fully developed, and so attention to the personhood of our students is vital. We guide students in developing self-understanding, provide them with opportunities to explore their gifts, and challenge them to take risks. A woman who knows who she is, upholds personal integrity, and sees the value of working with - and for - the betterment of others will find personal and professional success. By forming responsible, self-confident, engaged women of substance, we develop successful, career-minded adults.
Our Transcendent Nature
As a Catholic Christian community we believe in a Trinitarian God who sent His son Jesus to walk and live among us. Through this incarnation, God has become one with humanity, and humanity has been gifted with the Divine Spark which resides within each of us. Every human life reflects the Divine and hints at something greater than the confines of our finite world. In response to the Divine Spark within we intuitively seek the Holy. In Catholic understanding the restlessness of the human spirit can only be quelled by union with God. In the words of St. Augustine, “Thou hast made us for Thyself and our hearts are restless until they rest in Thee.” 4
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In a Catholic School we believe we are called to honor our own innate dignity and the dignity of all people. We are called to seek truth, goodness, and justice in all things. Firmly rooted in day-to-day living, we believe there is something more. We believe in, and belong to, something greater than ourselves. There is an inexpressible mystery beyond the confines of this world, beyond our understanding, which we celebrate as Catholics.
Spiritual Wisdom As a Catholic community we lean on two thousand years of spiritual wisdom from the Judeo-Christian tradition. We understand spiritual wisdom as knowledge, experience or understanding related to God, Jesus, spirituality or the human condition. We provide students with a firm foundation in biblical studies and challenge them with values firmly rooted in the message of Jesus. We seek the truth in all things and encourage students to explore that which is within and beyond them through liturgical celebrations and quiet reflection during monthly chapel visits. Our liturgical life nourishes a student’s relationship with God and affirms her participation in our community of faith. During the school year rituals add a beauty and depth to our Catholic liturgical seasons, significant moments and rites of passage. Such events as the Freshmen Family Welcome Night, Juniors receiving their class rings, student officers installation ceremony, and the mother daughter Senior Mass and brunch, and all significant rites of passage are ritualized and celebrated. These celebrations highlight our belief that God is present with us in the everyday and significant moments of our lives.
A Purpose-Driven Education Cognizant of our transcendent nature, we challenge students to contemplate these mysteries. Students are afforded the space and time to reflect on such questions as, ‘Who is God?’, ‘Why am I here?’, ‘What is my purpose?’, ‘What is the meaning of my one precious life?’, ‘What is my connection to, and responsibility for, the human family?’. Such questions are a timely engagement for adolescents who are naturally entering a process of personal exploration during these highly formative years. Reflection on such fundamental questions provides students with an image of who they hope to become in the future. This image of the hoped-for future-self prompts such questions as, ‘If this is who I hope to be, then what is required of me now?’, and ‘How can my decisions and actions today put me on the path of who I hope to become?’
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Such purpose-driven reflection encourages young women to understand the ramifications of their own choices and actions. At Mercy we educate students to be women of substance, who know who they are and where they are going. In preparation for graduation we pose this question to our seniors, “As you prepare to graduate how will you use your education to serve your community?�
In Service to Others In Catholicism service to others is a primary tenant of the faith. Since the inception of Catholic education, students have been required to serve. A purpose of service in a Catholic School is character formation. We believe that through personal encounters with those in need, students’ worldviews are expanded and the needs of our civic community take on a human face. Engagement with others who are struggling often instills a sense of gratitude for what one has and an awareness of what others lack. Such interactions awaken a sense of compassion and challenge students to respond to others in need. Such encounters also encourage greater self awareness and confidence as students realize that their presence and interaction can make a difference in the life of someone who is struggling. These compelling encounters motivate students to step into society as compassionate responsive citizens who are ready, willing, and able to serve their neighbor. We are proud that service to others is a hallmark of a Mercy Education.
Catholic Community A sense of community is at the heart of Catholic education. Our Catholic faith was founded by a community of disciples who followed Jesus, and the experience of community has a richness beyond the confines of this world. We believe that the spirit and energy of the Saints and the Sisters of Mercy who have gone before us are an integral part of our school community life. Their energy moves us forward. At Mercy, vibrant community is not simply a pleasant by product of the school; it is seen as an essential ingredient of faith and education.
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Each Mercy student is an essential part of who we are as a school community. Her unique contribution is valued, her gifts are explored, her contributions are celebrated. At Mercy, students are not left at the margins to fend for themselves. There is a concerted effort to bring all members of the school into communion and friendship. Students’ families become members of the Mercy family when they arrive to the New Student/Parent Orientation Meeting in the Spring. Once a family enters the Mercy community, they are offered full engagement in a variety of educational, spiritual, athletic and social activities. Membership in our school community creates a relationship with not only current school families, but also with alumnae and the Sisters of Mercy. Membership affords families a commitment that Mercy High School shares their joys as well as their sorrows. As a Catholic community we pray with you and your daughter as she takes this important journey.
A Welcoming Community Families of other religious traditions or those who have had little or no exposure to faith topics often wonder if their daughter will feel comfortable at Mercy. Our shared biblical history with Judaism engenders in us a sensitivity and an appreciation for the value of other faith traditions. At Mercy we actively welcome students who have been raised in other faith traditions. We find that differing religious beliefs and traditions enliven our conversations in the classroom and give our students a broader world-view which leads to a greater understanding of other people. Engagement with other faith traditions also deepens students understanding and appreciation of their own religious faith. Students who have had little exposure to topics of religion or faith do quite well at Mercy. Faith discussions in the classroom often pique their interest on topics such as the origins of the universe, the purpose and meaning of life, the nature of truth, our responsibility for the human family, the nature of human fulfillment and happiness. Students are often drawn into class discussions due to the essential human questions that Religion classes address. In Catholic schools we believe that a deep understanding of faith traditions is imperative to a comprehensive education as religion continues to be a global force today in politics, cultural understanding, global engagement, and navigating moral issues.
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The Catholic Intellectual Tradition A love for knowledge and learning is deeply woven into the very fabric of Catholic Church history. As early as 600 c.e., Catholic monks in European monasteries copied biblical texts and other books on a variety of subjects, these collections eventually became libraries. Monasteries developed Cathedral schools as centers of learning the Liberal Arts, and then between 1000-1300 c.e., Cathedral schools evolved into what would later become Western European Universities. This deeply held desire for knowledge and truth is rooted in the belief that God can be encountered in all creation and through all human activity, especially in the search for truth. The essential dance between the life of faith and the pursuit of truth is were so beautifully imagined by St. John Paul II when he wrote, “Faith and Reason are like two wings on which the human spirit rises to the contemplation of the truth.” 5 The Catholic Intellectual Tradition is a 2000 year old conversation between faith and science, literature, history, philosophy, art, music, current cultural expressions, and the wisdom of the ancients. “The desire for truth that lies at the heart of the tradition demands that assertions of the truth, meaning, and purpose be tested by the best evidence against them - evidence that can be presented by anyone, of any or no religious tradition, who is engaged in serious inquiry.” The search for truth expands our intellect and hence enlivens our understanding of God and the universe. 6 St. Thomas Aquinas, 13th century philosopher and theologian, modeled this robust search for the truth as he was fearless in considering ideas and arguments in his own theological and philosophical explorations. A Catholic intellectual giant, Aquinas engaged Greek philosophy, Jewish theology and Muslim philosophy in his own search for the truth and construction of Catholic theology. The importance of using both faith and reason in understanding the great mysteries of the universe is at the very heart of Catholic education. At Mercy our teachers are called to nurture and inspire a sense of wonder, awe and a love of learning. Science and Religion are dialogue partners in expanding our understanding of a God who is present and active in creation. In the Catholic imagination scientific discoveries related to the universe heighten our understanding of God’s activity and majestic creation. Courses in literature and the arts give expression to our deepest human questions and desires.
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Biblical Interpretation In their coursework, Mercy students explore biblical texts - the Hebrew Scriptures (Old Testament), which we share with Judaism and Islam as People of the Book, and the Christian Scriptures (New Testament), which teach the life and message of Jesus and the formation of the early Christian Church. When it comes to Biblical interpretation, not all Christians think alike. Many are familiar with the fundamentalist approach that promotes a literal interpretation wherein the Bible is the actual word of God and was literally dictated word for word to human authors who wrote it down. The Catholic approach to the Bible is very different.
Catholic Biblical Interpretation All Christians believe that the Bible is the word of God, that God inspired human authors to write the sacred stories of salvation. Differences in opinion among Christians stem from interpretation of the word inspire. In Greek, the word inspire literally means, God breathed into - God breathed the words of scripture into the human authors who, in turn with reverence, wrote them down. In the Catholic view, God did not dictate the words of scripture. Rather, God partnered with human authors in the creation of the biblical texts. During the writing process, the human authors used their creativity, literary skills, ideas, and other talents to write the pages of scripture. “Through this sacred partnership, God breathed God’s spirit into the human authors, and the words became the living word of God.” 7 In the Catholic view, we approach the Bible as a library, or collection, of 73 different books rather than one single book. The Bible contains a variety of different types of literary genres, forms, and devices. To unearth the meaning of biblical texts, Catholic Biblical Scholars employ the Historical Biblical Method in which scholars study the texts in their original languages of ancient Hebrew and Greek, the cultural context of ancient Israel, archeological discoveries such as the Dead Sea Scrolls, literary criticism, biblical translations, and transcriptions. Through this process, Biblical Scholars attempt to discover what God and the human author intended to communicate through the original text. These findings are then compared to the overall continuity of the Hebrew and Christian Scriptures (Old and New Testaments).
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Mercy Education in the Catholic Tradition It is from the heart of the Christian faith that we derive our name, Mercy High School. Mercy is not just the name on our letterhead; it is the heart of all that we do. Our name and our mission are steeped in a rich history.
Sisters of Mercy In 1827, Catherine McAuley, foundress of the Sisters of Mercy, opened the first House of Mercy in Dublin, Ireland. Catherine was moved by the poverty of women and children of her day and responded by offering temporary housing, education, healthcare, food, and comfort. Her works attracted other like-minded women, and eventually a Catholic Religious Order of women was founded in 1831 appropriately called the Sisters of Mercy. In 1854 at the age of twenty-five, Mother Mary Baptist Russell led seven Sisters of Mercy on a harrowing eight thousand mile journey from Ireland to San Francisco. In the Gold Rush days, amid rampant prejudice, vigilantism, poverty, and cholera epidemic, the Sisters founded a House of Mercy for the indigent poor, an orphanage, a house of refuge for women and children, visited prisons, and founded St. Mary’s Hospital on Rincon Hill in 1857. In 1906, the hospital was destroyed by the fire that ravaged the city following the devastating San Francisco earthquake but in response to the immediate needs of the devastated citizens, the Sisters of Mercy set up a tent-hospital in Golden Gate park. St. Mary’s Hospital reopened in 1911 on Stanyan Street where it proudly stands to this day. The Sisters of Mercy are currently an international Catholic religious order of women who influence and serve in healthcare, education, low-income housing, social services, social justice, and advocacy work. They were one of the founding partners of Dignity Health, the fifth largest health system in our nation. They founded Mercy Housing, a national organization that provides housing for the elderly, low-income families, the homeless, persons with special needs, and veterans. Nationally, the organization provides over 22,000 housing units on 325 Mercy Housing properties.
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Mercy Education System of the Americas Mercy High School Burlingame is a part of an educational network of schools which includes 40 high schools, 20 elementary schools, and 17 Universities and Colleges sponsored by the Sisters of Mercy. The governing structure of this group is called Mercy Education System of the Americas (MESA). Most recently the Sisters have asked their ministries to provide education and outreach programs in five areas they have called the Critical Concerns. Through the Critical Concerns we have been asked to focus on issues concerning women, non violence, racism, immigration and the earth.
Mercy High School Burlingame The Sisters of Mercy opened Mercy High School Burlingame in 1931 for girls on the peninsula. Generations of women have walked through our doors and gone on to contribute, lead, and grow in their communities. We are proud of our high academic standards and our ability to educate young women to be change agents in society.
The Power of a Woman with a Dream Mercy education is deeply rooted in the story of Irish women who left family and homeland behind for a dream. When they arrived at the foot of Market Street in San Francisco they were greeted by poverty, illness, and prejudice. With very little money, yet rich in determination, they pursued their dream of a better life for others. When a young woman begins her education at Mercy Burlingame, she learns the stories of the great Mercy pioneers and is inspired by how the Mercy vision and values are lived out by our graduates. We are proud of our alumnae who change the world one person at a time. Alumnae like Congresswoman Jackie Speier ‘68 an advocate for women especially in the area of sexual assault and women’s equality issues, Michele Ostertag ‘87 who cofounded Raifiki, an organization that serves AIDS orphans in Kenya, Sister Marilyn Lacey RSM ‘66 who founded Mercy Beyond Borders, an organization that has had a significant impact on the education of women in South Sudan, and Brandy Navarro ‘98 who founded Vantage Wealth Management, LLC to empower women to attain financial security and reach their financial goals. Our rich history celebrates resilient, risk-taking women who overcame obstacles with confidence and creativity. True to our roots, we educate our students to the present day struggles of the poor, the marginalized, and the disenfranchised. We require students to go into the community and serve, listen, and respond to those in need. Further, we challenge students to see their education in light of how they can serve the needs of
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humanity. The living memory of our Mercy pioneers serves as an inspiration for us. A Mercy education responds to the compelling challenge that much is left to do, and yet it can and will be done, by a Mercy graduate with a dream.
Beauty For the most part, the coupling of the words school and beauty are not often seen together. Yet if one were to arrive on the Mercy campus just as the sun was rising, bathing the rose-brick, Tudorstyle Kohl Mansion in her morning light, or stood in the Rose Garden among the morning-dew rose petals as the glistening rays bounced with delight, one might make the connection. Perhaps a stroll through the Kohl Mansion’s Great Hall with its upward-soaring windows might inspire. If one listened as the patio fountain splashed its water droplets, one might begin to see and breathe in the beauty that surrounds each day. The Mercy grounds are lined with century old oak trees which remind us that God’s creation is timeless and is to be cherished. A labyrinth is tucked under the shade of those oaks, their branches protecting a walking path that exemplifies the circuitous pilgrimage towards God. At Mercy the natural and architectural beauty which surrounds us serves as an inspiration for the arts. Often photography students contemplate the Kohl
“Let us come alive to the splendor that is all around us and see the beauty in ordinary things. —Thomas Merton
”
Mansion in search of the best example of line and form as other students take to the outdoors to sketch or seek inspiration for a poetry assignment. A morning stroll through the mansion is highlighted by the sounds of our Mercy Chorale fine tuning their latest musical piece. Daily our students contemplate
beauty and creative expression through visual and performing arts such as dance, photography, ceramics, drawing, painting and 3D art.
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Faith Integration On the Mercy campus we enjoy the richness of two worlds: the driving, rigorous pursuit of knowledge and a deep abiding peace which emanates from the Sisters of Mercy chapel and the Mercy Retreat Center. As students pursue their academic goals and college aspirations, they are continually invited to personal reflection and introspection. The Catholic liturgical calendar immerses us in the Church’s seasons and its ritual tradition. Amid the beauty and solemnity of the Mercy Chapel, we welcome our new freshmen families and pray for and honor our graduating Seniors. Each month our religion classes take time for quiet reflection in the chapel, to allow the stresses of daily life to recede for a time, so the needs of the soul can be heard and nourished. Through religious instruction, Catholic ritual and tradition, and a campus saturated in the pursuit of the holy, the life of faith thrives at Mercy Burlingame.
Service Learning and Social Analysis Deeply rooted in the Sisters of Mercy’s vision of education is an awareness of and interaction with marginalized persons. It is imperative that students understand the societal factors that contribute to the marginalization of communities. Students are exposed to Catholic Social Teaching, which promotes the fundamental rights of human dignity and community, as well as the human need for participation, viable work, housing, and personal responsibility. Students are exposed to service learning through a three-pronged educational evolution: charity, empathy, and social analysis. They are encouraged to participate in charitable giving, grow in empathy through personal contact, and to study and analyze factors that create issues such as poverty and homelessness. Mercy has a service learning hour requirement in which students are required to complete at least 88 service hours before they graduate. However, Mercy’s requirement is unique as it is broken down into three categories: core, supplemental, and learning hours. Ten core service hours are “face-to-face time” with people who are poor, sick, or live on the margins of society. Ten supplemental hours are non-direct service opportunities such as assisting at a food bank. Two learning hours require students to attend a presentation, lecture, or educational opportunity addressing one of the Sisters of Mercy Critical Concerns: Earth, Immigration, NonViolence, Anti-Racism, and Women. The objective is for the student to learn more about a Critical Concern issue so as to understand the root causes of social injustice and how to work towards change.
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We believe when students engage the community beyond the classroom and encounter the marginalized, they grow in empathy and begin to understand the complexity of issues such as poverty, homelessness, and the challenges that the elderly and those with disabilities face. The one-on-one interaction challenges students’ preconceived notions of those who are considered “different�. These moments of solidarity are what most deeply connects us to the message of Jesus and the educational mission of the Sisters of Mercy. Mercy education is student-centered, service-orientated, forward-looking, and steeped in a rich history. Guided by our Mercy tradition and the message of Jesus, we educate our students for a future that is not yet seen, but calls us deeper into the very heart of Mercy.
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Mercy Religion Curriculum Mercy High School offers four full years of Religious Studies. Through the study of scripture, church tradition, doctrine, and personal values clarification, students work in a learning community to develop a solid understanding of the Catholic faith and their own personal relationship with God. Spirituality and justice are fundamental to a Mercy education and are experienced through personal prayer, communal liturgies, service, and immersion programs. Religious Studies I provides an introduction to the Bible which includes an exploration of the main figures of Judaism such as Abraham, Moses and King David. Firmly rooted in Scripture, students explore the fundamentals of Catholicism such as the Christian understanding of God, Seven Sacraments, Mary, Saints, and the Mass. Religion II offers an in-depth exploration of the person of Jesus, the divinity of Christ and a brief history of the Church. Religion III explores in-depth the Sacramental Life of the Catholic Church, the principles of ethical decision making and the development of a personal morality. Religion IV: During Senior year students have a choice between Social Justice, World Religions or Service. Religion IV: Social Justice offers an opportunity for students to examine Catholic Social Teaching in-depth and explore the importance of the Sisters of Mercy Critical Concerns which include concern for women, non-violence, racism, immigration and the earth. Religion IV: World Religions explores Hinduism, Buddhism, Taoism, and Islam and the effect that religion has on the modern world. Religion IV: Service is a full year course that combines service in the community with reflection on Scripture, Catholic Social Teaching and the Critical Concerns of the Sisters of Mercy.
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An Invitation to Join Us As Catholic educators in the Mercy tradition, we understand the challenge of finding the ideal school for your daughter. We share your dreams for an excellent academic education, where your daughter is cherished and her gifts are explored and nurtured; a safe place, rooted in a strong community where lifelong friendships begin and dreams are actualized. This is the kind of education that Mercy offers. Deeply rooted in the fundamental values of our Catholic faith, we honor the dignity of each student in a serious academic environment where both teachers and students are held to high expectations. Such a learning environment builds confidence and students are primed to meet the challenges ahead. Our teachers and administrators share a common mission for the education of your daughter and so expectations and goals are clear. At Mercy we see parents as the primary educators of their daughter and we value our partnership with them. We invite you to explore Mercy more closely and come and see all that we have to offer. We hope you will take this sacred journey with us, as your hopes and dreams for your daughter will find a home at Mercy.
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References 1 . Address to the Bishops of the Ecclesiastical Regions of Chicago, Indianapolis, and Milwaukee (USA) on their “Ad Limina” Visit, Vatican City, Rome, by John Paul II, 1998. https://w2.vatican.va/content/john-paul-ii/en/speeches/1998/may/ documents/hf_jp-ii_spe_19980530_ad-limina-usa-vi.html 2 . “Catechism of the Catholic Church”, Catechism 27, United States Catholic Conference, 1994. 3 . “Divinity school address”, Ralph Waldo Emerson - An address given before the senior class in Divinity College, Cambridge, MA, 1838. http://www.americanunitarian.org/divinityschool.html 4 . “Confessions of St. Augustine” trans. Henry Chadwick, Oxford University Press, 2009. 5 . “Fides et Ratio”, John Paul II, Encyclical Letter, Rome, 1998. 6 . “The Catholic Intellectual Tradition: A Conversation at Boston College,” Boston College, 2010. http://www.bc.edu/content/dam/files/top/church21/pdf/cit.pdf 7. “How a Catholic Starts to Read the Bible”, Scott Hahn, 2004. https://stpaulcenter.com/genesis-to-jesus-lesson-1-2
Notes “The Catholic Intellectual Tradition at Sacred Heart University” by Monika Hellwig, Ph.D., https://www.xavier.edu/jesuitresource/online-resources/ documents/CatholicIntellectualTradition.pdf, 2000 “The Catholic Intellectual Tradition What is it? Why should I care?” by William J. Cahoy, Ph.D, http://www.csbsju.edu/about/catholic-benedictine-tradition/catholicidentity/catholic-values/bill-cahoy-fall-forum, 2003
Why Choose a Catholic Education? is Intellectual property of Sandy Flaherty - use only with permission.
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Expectations for Mercy Burlingame Graduates At Mercy High School Burlingame we are animated by our history and the call put forth to us by the Catholic church. In response to our rich tradition and the most current educational methodologies we have formulated our expectations for each Mercy graduate. We educate young women to be:
A woman of faith who
• Is knowledgeable of the Catholic Christian heritage and respects other faith traditions. • Participates in a faith community. • Develops her personal spirituality. • Makes moral decisions based on gospel values and beliefs, and incorporates them into her daily life.
A woman in pursuit of academic excellence who
• Demonstrates creative and critical thinking skills. • Articulates ideas clearly and effectively in oral, written, kinesthetic and artistic expression. • Uses technology competently and responsibly. • Strives to be a lifelong learner.
A woman of influence who • • • •
Voices her opinions with clarity while respecting the opinions of others. Seeks the wisdom and counsel of others. Collaborates with others to resolve problems. Embraces change and confronts challenges in her daily life.
A woman of compassionate service, embodying Catherine McAuley’s spirit of mercy, who • • •
Acts with love and kindness. Empathizes with the life experiences of others. Willingly responds to the needs of others, especially those who are less fortunate.
A proactive global citizen who
• Acts in harmony and interdependence with all creation. • Addresses injustices and works toward change. • Values diversity and multiculturalism. • Recognizes and fulfills her responsibilities to the earth and all its inhabitants.