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Throughout our history many Piarists, in different times and places, have educated our students in piety; in this always difficult challenge that aims to integrate charismatic fidelity to our origins, while adapting to the different contexts and languages in which our educational mission is incarnated.

In recent years, within the framework of the course of action approved at the last General Chapter – in its expanding intention of Continuous Prayer – we have visited and gladly shared our experience with those educators desirous of moving forward along the path of Continuous Prayer that has already been taken. The inheritance we have received stimulates us to a new deepening and impulse in the longing for many children to develop a full relationship with God, always present in our lives.

In Spain some schools of the Betania Province (in Oviedo, Valencia, Castellón, Albacete and Getafe), the Piarist schools of Aragón, and some schools of the Central American and Caribbean Province (in Nicaragua, Dominican Republic and Costa Rica) have accepted our proposal and are challenged to continue their journey in a fidelity and creativity dynamic based on our principles:

  1. A school in prayer. Continuous Prayer is not just another activity offered sporadically to the students, but it inspires and accompanies, not only their learning, but also all Christian community’s initiatives in which, as a symphony, the Institution proposes horizons, the School Management Staff prepares the way, the Pastoral Staff promotes and the educators carry forward.
  2. To “teach” prayer, it is necessary to be a person of prayer. St. Joseph Calasanz considers it “essential to offer the example of a life according to the Spirit and the method of teaching this life” (Constitutions, 203). Prayer cannot be taken for granted. It is an art, so that even those who are more advanced in evangelical life always feel the need to turn again and again to Jesus and his Gospel in order to learn to pray “in spirit and truth” (John 4, 24). For this reason, in the convergence of doctrine and experience, we accompany educators on this path of progressive communication with God, with children and with the heart of a child.
  3. In the integration of life, culture and faith. The classroom, with the many resources offered by modern didactics, and the oratory, with the presence of symbols and images that foster silence and recollection, help each other to enter into the depths of revealed Truth, while inspiring an intimate and constant dialogue with the Father, in union with Jesus, always present in our intimacy, and guided by the Holy Spirit, our inner Teacher.

Here are some pictures of the meetings that took place.