Let's go public in support of education: it's time for the church to wholeheartedly support public education, argues a school administrator who has worked for both systems.

MY FORMAL EDUCATION FROM FIRST GRADE to my first degree took place in Catholic schools. Yet my first year as a certified teacher was in a Chicago public school. Until my first day as a teacher, I had never been inside a public school. As I entered my classroom on that day, I instantly lifted my right hand to the wooden door trim inside the classroom expecting to find the familiar holy water font. It wasn't there.

In world history class, when it came time to teach about the birth of Jesus, I was stymied. It was referred to in the textbook as a historical event (as it is), not as a feast to be celebrated. Christ, Moses, and Mohammed were taught as prophets. What a shock! Since about 90 percent of my students were Orthodox or practicing Jews, Moses and his valuable contribution to history certainly did not need much teaching.

In the spring a junior asked me how I would be celebrating Passover. Others in the class nodded, waiting for my answer. I was amazed. All year they believed me to be Jewish. Based on my touching the door trim on that first day they assumed I was reaching for a mezuzah. I told them I was reaching for a holy water font to bless myself, a Catholic tradition when one enters a room, much like the Jewish tradition of touching a mezuzah.

That first year of teaching was not only informative but academically challenging. The students were respectful and responsive, enthusiastic to learn, excited about their education, and welcoming. Their parents were supportive and demanding of their children and me. It did not matter that I was a first-year teacher. What mattered was that I was good. I enjoyed this year with them. This personal experience contradicted the prevailing perception (and still a strong belief held by many) that no learning or teaching occurs in public schools, as well as its corollary that because a school is Catholic it is automatically good.

That was my first and last year as a public school teacher. The next September I entered the Benedictine Sisters of Chicago. I became active in Catholic education as a teacher in our high school, then in an elementary school, and, later, as a principal.

Then, believing my call of ministry was to young people, I worked as a probation officer for two years at Cook County Juvenile Court in a high-crime, poverty-stricken area of Chicago. Here I learned that "kids are kids," and their successes and failures in life depend on economic opportunities, parental support, and educational advantages--or the lack thereof.

Nine years ago I returned to the Chicago Public Schools as an administrator in the central office. My experiences in both parochial and public schools have taught me that the greatest influence on what students learn is the teacher's attitude and activities in the classroom. Teachers who have integrity and the skills required for teaching, who set desirable goals, prepare and plan their classes, and are sensitive and respectful in the learning situation build solid foundations for their students. I worked with teachers like these in both public and Catholic schools.

AT A CONFERENCE ON EDUCATION SOME YEARS AGO, ARCHBISHOP Rembert G. Weakland noted that about half of all Catholic children attend public rather than Catholic schools. He urged Catholics to work to make our public schools "the best schools possible."

Taxes of Catholic parents have always supported public education, and Catholics have actively sought public support for Catholic schools. It is time for Catholics to give active support to public schools. Educated children are a benefit to their country, their community, and their church. The United Church of Christ makes a strong argument for the maintenance of public schools. Such support is a priority of the church and society.

As society has changed, public schools have begun to reevaluate their role. The disestablishment clause of the Constitution assures freedom of religion, not freedom from religion. Public education must be neutral, that is, not giving preference to one religion over another or to religion over secularism or vice versa. But the realization that education is more than teaching academic content and skills has grown. Virtues such as kindness, generosity, courage, and humility have returned to textbooks and resources used in both public and parochial schools.

Many districts have adopted or adapted a character education curriculum for their schools. These programs are an attempt to rescue students from the prevailing secular popular culture, allowing students to internalize a worthwhile ethical code without religious overtones. Students learn tolerance, moderation, respect, and reverence for all creation.

As public schools continue to improve, Catholic schools are faced with the reality that more parents are looking to public education as a viable choice. As political struggles rage over charters, vouchers, and union power, important new intellectual and financial resources are flowing into education. Men and women previously successful in the business or financial world are looking to careers in education. They are learning to teach, start, and run schools, incorporate technology, and use cultural resources. The change is inevitable because it is based on individual choices and private initiative, and K-12 education is being renewed.

PUBLIC AND CATHOLIC SCHOOLS HAVE EXISTED SIDE BY side, often with subtle but obvious hostilities toward one another, for years. I have been involved in Catholic schools that were admirable and have evaluated ones that were not. I have visited public schools that were admirable and ones that were not.

The movement toward school choice has opened doors for Catholic parents who still tend to be leery of public education. No one model or means

of education is appropriate to the needs of all, and parents should have the opportunity to exercise their fundamental right to find the best education for their children, regardless of their economic status.

One option toward that goal is the use of vouchers. Also known as scholarships, these funds are channeled directly to individual families. Parents choose a private or parochial school and have all or part of the tuition paid by the government. Undoubtedly the largest beneficiary of a voucher system would be Catholic schools, but such programs are still controversial and open to criticism. Too new to evaluate and existing in too few cities, the jury is still out on their effect on student performance.

CATHOLICS MUST INDEED RESPOND TO THE SIGNS OF THE times. An overwhelming majority of Catholic children now attend public schools. How students perform in school is not dependent on whether they attend public or Catholic schools but is related in complex ways to the abilities, attitudes, and problems they bring to school. Church leaders--and all Catholics--need to be concerned about public education. The goal is good education for all our children.

Catholics--parents and non-parents, laity and clergy--can and should be actively involved in public education. Most districts have elected school boards or school councils. Also, legislators need to hear from their constituents, especially church leaders, regarding their strong support for funding for education. Parents should exercise their fundamental right to participate.

Today parishes are challenged by how best to support quality Catholic education. The wealth of experience gained from Catholic and other Christian schools cannot be lost. Many Catholic school graduates, for example, serve in public schools. The experiences and values they bring to their work are a credit to their faith. To provide quality education to inner-city children in public schools is a service and a commitment the church cannot ignore.

As more Catholic schools are slated to close and tuition costs rise, Catholic parents have a right and responsibility to assure equal education opportunities for their children. No longer can we allow schools in affluent areas to offer better opportunities while schools in impoverished areas operate below standard. Good education is a social justice issue for the entire Catholic community.

Advance copies of Sounding Board are mailed to a sample of U.S. CATHOLIC subscribers. Their answers to questions on the topic of this Sounding Board article and a representative selection of their comments follow in Feedback.

SISTER BARBARA MCCARRY, O.S.B., an administrator in the new schools development department of the Chicago Public School's central office.