Br Darren Burge, Provincial of the Star of the Sea Province, was in Timor-Leste last week, where he met with Bishop Leandro Maria Alves and visited the three Marist Brothers’ communities in Triloka, Teulale and Lautem. Aspirants welcoming Br Darren to Casa Marista Teulale As part of his visit, Br Darren spent time with the aspirants at Casa Marista Teulale. The aspirants introduced themselves in English, a language they study alongside other subjects during their aspirancy, and shared a little about their families and the districts they come from. Br Darren with (L to R) - Br Gaspar Te'un, Br Joel Da Costa, Br Paul Kane and Br Jacinto Fuli Falo Br Darren encouraged the aspirants to remain committed to their studies and to take seriously this first stage of their formation as they discern their vocation. He also visited Colégio Marista Lautem, the only Marist school in Timor-Leste. It was Br Darren’s second visit to the school, where he was welcomed by staff and students. The students presented him with a ceremonial tais and performed traditional cultural dances as part of the welcome. Br Darren in front of the school accompanied by Senhor Augusto, the School Coordinator, Br Peter Corr and Br Paul Kane, Principal After meeting with the Brothers and staff, Br Darren visited the classrooms and spent time meeting and speaking with students. Br Darren with the Scholasticate Brothers at Triloka The visit gave Br Darren an opportunity to see the work of the Brothers across Timor-Leste and to spend time with the communities, students and young men at different stages of their Marist journey. Br Darren with novices on their Apsotolic placement - (L to R) John Chipuruka (Solomon Islands), Pedro Name Coa (Timor-Leste) and Abram Jeremiah (Papua New Guinea) View more pics:

In July, Sonja Brownridge visited Timor-Leste as part of the Marist Schools Australia Professional Language Learning Collaborative. She reflects on her experience and the connections she made during her time in Timor-Leste. Read more: I recently had the privilege of returning to the Instituto Católico para a Formação de Professores (ICFP) in Baucau, Timor-Leste, as part of the Marist Schools Australia Professional Language Learning Collaborative for Timor-Leste. Now in its fourth year, the program continues to strengthen the partnership between volunteer teachers from Marist and other Catholic schools across Australia with the goal of supporting and enhancing the English language capabilities of admin and teaching staff at ICFP. Sonja with Elisa, ICFP Social Media and IT support officer and Virginia, ICFP Teacher During this visit, I worked alongside dedicated ICFP staff who show such dedication to improving their English communication skills. Our lessons focused on practical spoken English, workplace communication, pronunciation, vocabulary development, and building confidence in everyday conversations. While developing English language proficiency remains the primary focus, the program is much more than language instruction. As teachers, we gain invaluable insights into the resilience, generosity, and educational practices of our Timorese colleagues. Working together provides opportunities to exchange ideas, reflect on teaching practice, and deepen our understanding of the cultural and educational contexts in which we each serve. Sonja with Lucy and Aghostino, teachers at KATILOSA While my mission was to teach English, I learned so much more. I learned the true meaning of "belun" - friendship. I learned about resilience, warmth, and the power of a smile that needs no translation. I might have come to share knowledge, but I left with my heart completely full, inspired by their energy, curiosity, and their incredible spirit. My amazing students were challenged to keep practicing, ask questions, and never stop chasing their dreams. For they are the bright future of this beautiful country. These experiences deepened my appreciation of the rich traditions of Timor-Leste while reminding me that education is fundamentally about relationships and service. KATILOSA staff with the new donations The wider community of Marists in Baucau, Timor Leste are grateful for the following donations: Hundred books in the Tetun language were donated by previous participants of the program: Meg Owens, Sydney Catholic Schools; Anthony Moore, Marist College Canberra; and Wanieta Young, Parramatta Diocese. These were provided by Library for All to KATILOSA, a local non-government organisation dedicated to supporting children and young people with disabilities. These books will become an important resource for KATILOSA, providing students with greater access to engaging reading materials and helping to foster literacy, language development, and a love of reading. Access to quality books remains limited in many parts of Timor-Leste, making donations such as these invaluable for both students and teachers. Sacred Heart College donated five laptop computers, and Mary Mackillop College, Varrowville, donated two data projectors for teaching staff and physiotherapy staff at KATILOSA. These will be used to support inclusive education teaching and learning along with supporting community-based rehabilitation and Advocacy programs for children and young people in the Baucau municipality. Sonja with the Aspirants I am grateful for the opportunity to participate in this program and look forward to continuing to support my amazing students, now my Timor family, at ICFP through ongoing online sessions. The experience is a powerful reminder that while we may come from different countries and cultures, we are united by our shared Marist mission to educate, accompany, and serve. Obrigado, Barak. View more pics: -Pic and words by Sonja Brownridge Sacred Heart College Adelaide

From 9 to 12 August, sixteen participants from nine schools in our network in Aotearoa New Zealand took part in the annual Champagnat in the Pacific program. Daniel Dungey, Partnerships Coordinator for New Zealand, Fiji, Samoa, and Kiribati, reports on the event. Vaughan Park, Long Bay, once again provided a wonderful setting for the 2026 Champagnat in the Pacific (CITP) staff formation program. Sixteen participants representing nine schools from across our network gathered for three days of formation, reflection and community, exploring the spirituality and pedagogy of Marist education in the tradition of St Marcellin Champagnat. I was privileged to co-present the program alongside Brother Bryan Stanaway. His facilitation, pastoral presence and ability to accompany participants through the various workshops made a significant contribution to the success of the program. A Journey from Head to Heart The deliberately unhurried pace of the program was an important feature. CITP is not intended to be a conference; rather, it creates space for participants to step away from their usual routines, reflect deeply and make the journey from head to heart as they discover and deepen their own Champagnat Marist Way to Jesus. The program provided opportunities for personal reflection, shared learning, prayer, conversation and community. These experiences enabled participants to explore what it means to live and express the Marist charism within their own roles, relationships and ministry settings. Programs such as CITP rely heavily on the generosity and commitment of others. This year, we were particularly grateful for the contribution of Kieran Fouhy and Kevin Shore, who led sessions on Marist Education and the Calls, Challenges & Realities for Us Today, and Cherie Jaeger, who explored the implications of Marist ministry. Their knowledge and willingness to share their experience enriched the formation journey for all participants. Encountering the Marist Story A particular highlight was the Fireside Chat, featuring Brothers Bryan Stanaway and Samisoni Talia. Their honest, humble and authentic responses to questions about mission, vocation and life provided a powerful opportunity for participants to encounter the Marist story through personal experience. For many participants, this was their first opportunity to meet a Marist Brother. The openness and authenticity of the conversation created a meaningful connection between the history and tradition of Marist life and the lived reality of Marist mission today. The presence of the Brothers throughout the programme was warmly received and reinforced the importance of relationships and personal encounter in sustaining the Marist charism. Prayer, Eucharist and Community It was a special blessing to welcome Fr Frank Bird SM, who led our community Mass as we approached the Feast of the Assumption. The celebration of Eucharist, followed by a shared meal, provided a beautiful expression of the Marist spirit of gathering around the table. We were also grateful for the presence of the Auckland-based Brothers and our local Champagnat Marist, Terry Horne. Many thanks to Brothers Peter Horide, Alan Henley, Osmund Macnamara, Kevin King, Martin Pattison and Barry Burns for joining us and contributing to the sense of community experienced by participants. Participant Experience and Impact Initial feedback from participants was overwhelmingly positive. The responses affirmed the value of providing formation opportunities that allow people to pause, reflect, connect with one another and deepen their understanding of the Marist charism. Importantly, participants identified not only what they had learned, but also how the experience had affected them personally and professionally. · The opportunity to build community and connect with our Marist Story was a great joy. The presence of the Marist Brothers for Mass and a shared meal was a special gift. · Coming around the table to break bread from different cultural and faith backgrounds lifted my spirit! · I feel affirmed in my role at my kura and encouraged to be a witness before an educator. · Br Bryan and Br Samisoni’s Fireside Chat was so authentic, heartfelt and inspiring – thank you. · Our charism is a gift worth sharing – all are welcome here! · God’s mission continues and we have a big part to play through the examples of Mary and Marcellin. These reflections demonstrate that the impact of CITP extends beyond the three days at Vaughan Park. Participants leave with a renewed sense of identity, connection and purpose, together with a deeper appreciation of their role in continuing the Marist mission. Where to From Here? The journey does not end at Long Bay. The challenge now is to find ways to support participants as they take their experiences back into their schools, ministries and personal lives. The feedback strongly affirms the need for continued guidance, accompaniment and opportunities for formation. The organising team is therefore encouraged to look beyond the annual program and consider how the relationships and learning established through CITP can be sustained. One possible next step is to bring together participants from previous CITP programs within each ministry setting. Such gatherings could provide opportunities for continued reflection, mutual support and discernment as participants ask the important question: “What happens next?” Our group will have the opportunity to reconnect online on 3 September. In this way, the spirit of Champagnat in the Pacific can continue to grow - not simply as an annual program, but as an ongoing journey of faith, community and mission. As we continue to carry forward St Marcellin Champagnat’s dream, may we remain open to where the Holy Spirit is calling us and committed to bringing the Marist charism to life in our ministries and in our everyday relationships. Naku te rourou nau te rourou ka ora ai te iwi With your basket and my basket, the people will live -Pics and words by Daniel Dungey

The Brothers and young men in formation in Timor-Leste were delighted recently to welcome Br Darren Burge, Provincial, for a brief visit to the country. During his visit, Br Darren met with Bishop Leandro Maria Alves, Bishop of Baucau, to deepen the relationship between the Marist Brothers and the local Church. While in the Diocese, Br Darren also took the opportunity to visit the Brothers and Marist communities in Triloka and Lautem, Baucau, sharing time with them and gaining a deeper appreciation of their life and mission. Br Darren with the Postulants at the Villa Boe Maria During his visit, Br Darren spent time at the Vila Marista Boa Mãe, Triloka, where he met with the postulants and student Brothers. This provided an opportunity for conversation and sharing about their experience of formation, community life and their hopes as they continue to discern and deepen their Marist vocation. Bishop Leandro Maria Alves wearing his Mitre, a gift from our Star of the Sea Province on his Ordination to being bishop of Baucau Although Br Darren’s time in Timor-Leste was brief, it was marked by warm encounters, fraternity and a shared sense of hope. His visit reflected the joy and optimism surrounding the continuing growth of Marist life and mission in Timor-Leste and the promise represented by a new generation of young men responding to the call to Marist Brotherhood. -Br Matthew Green, Timor-Leste

Warm, welcoming and deeply grounded in his faith, Keith Simento exemplifies the Marist values of humility, service and presence. As the first Headmaster of Indian origin at St Paul’s College, Auckland, his personal journey mirrors, in many ways, that of the early Marist Brothers who left everything behind to begin a new life in Oceania more than 150 years ago. When Keith came to Aotearoa New Zealand from India in 1996, he carried little more than US$1,500 and a determination to succeed. Unable to find work initially, he stacked milk cartons at a supermarket while completing a teaching course and adapting to life in an unfamiliar country. Two years later, he secured his first teaching position at Auckland Grammar School - a school he had once been told he would never work at. Keith Simento, Headmaster, St Paul's College Over the following decades, Keith built a distinguished career as a science teacher and educational leader, guided by the belief that he had “nothing to lose” and trusting that “perhaps this was all part of God’s plan” as he steadily progressed from the classroom into senior leadership. In 2021 applied for the role of Headmaster of St Paul’s College and was appointed to the position, becoming the first Indian-born New Zealander to lead the school. Nearly five years later, he continues to strengthen the college’s proud Marist tradition, ensuring its predominantly Māori and Pasifika student community flourishes academically, spiritually and personally in the Marist way. As Marist education in Aotearoa New Zealand celebrates 150 years, The Star Post spoke with Keith about his remarkable journey, the challenges he overcame, his vocation as a Marist educator, and his hopes for the future of Marist education. How did your journey with St Paul’s College begin? In 2021, this position opened up. Before I submitted my application, I met with the then Headmaster, Kieran Fouhy. He invited me to visit the school and showed me around the campus and gave me a real sense of what St Paul’s was about. After that visit, I decided to put my application in. I was quite surprised when I was shortlisted for an interview. Coming from a state school and having never worked in a Catholic school in Aotearoa New Zealand, I knew that could have weighed against me. Keith at ANZAC Service this year at the local RSC with Head Prefect Peter Creevey and St Paul's Director of Services Academy Mr Donovan Bickford The interview included a presentation on my vision for the future of a school like St Paul’s. Professionally, I also felt well-prepared. During my five years as Deputy Headmaster at Auckland Grammar School, I had responsibility for pastoral care, particularly for senior students. I oversaw student discipline, examinations and worked closely with Māori and Pasifika students, areas that I was deeply passionate about. I was then invited back for a second interview, this time with the entire Board. There were around a dozen board members, each asking different questions following another presentation. Throughout the process, I kept reminding myself to simply be genuine. “This is who I am. If I am the right person for the role, that’s wonderful. If they are looking for someone else, that’s completely okay too.” But I got the job! The appointment was made in July 2021, with my official start date set for October, right in the middle of the COVID pandemic. “This is who I am. If I am the right person for the role, that’s wonderful. If they are looking for someone else, that’s completely okay too.” Like any leadership transition, there were challenges. Some staff embraced the direction I wanted to take immediately, while others chose to move on by the end of that first year. But from that point onwards, the school has continued to grow and move forward together, and I am grateful to the staff for making me feel at home and part of the St Paul’s family. One of the defining characteristics of St Paul’s College is its predominantly Māori and Pasifika student community. How does this cultural richness shape the identity of the school? The school’s strong Pasifika identity is deeply rooted in its history. When St Paul’s College was established on this site in 1955, Ponsonby was home to many Pasifika families. Generation after generation chose St Paul’s because they knew their children would be welcomed, cared for and educated in a community built on Marist values. That legacy continues today. We now have second and third-generation families returning to St Paul’s because they trust what the school stands for. Keith at the school's certificate-giving ceremony At the heart of our school is St Marcellin Champagnat’s message - love every young person equally. I believe families genuinely feel that when they come here. Although Ponsonby has changed dramatically over the years and become one of Auckland’s most expensive suburbs, our community hasn’t disappeared - it has simply moved. Many of our students now travel considerable distances each day, often catching a train into the city before taking a bus to school. At the heart of our school is St Marcellin Champagnat’s message - love every young person equally. I believe families genuinely feel that when they come here. Their families make that commitment because they want more than just a good education. They want a school where their children are known, cared for and can grow in a safe, faith-filled environment. How does the school tailor its approach to meet the needs and aspirations of its predominantly Māori and Pasifika student community while remaining true to its Marist identity? Around 80 per cent of our students identify as Māori or Pasifika, making them the heart of our school community. Our approach is about creating a culture where every young person genuinely believes they can succeed. For many students, that belief is the biggest challenge. Sometimes they haven’t had people tell them that they are capable of achieving great things. At St Paul’s, we make that message very clear from the beginning. We also set high expectations. Attendance, for example, is a major focus. We expect our students to maintain between 85 and 95 per cent attendance because we know that if they are at school, they are safe, they are learning and they are giving themselves the best opportunity to succeed. Keith with two Old Boy medical graduates - Dr Joseph Johnston (Class of 2019) and Dr Jodeci Namulau’ulu Sio (Class of 2013) - and Mr Prasad, Deputy Headmaster Parents really value those expectations because they know we are helping their sons develop good habits while also providing a caring environment. One of the best examples of what our students can achieve came last year when we encouraged all eligible senior students to apply for tertiary scholarships. Together, they received more than NZ$620,000 in university scholarships! Our approach is about creating a culture where every young person genuinely believes they can succeed. In addition, 90 per cent of students achieved National Certificate of Educational Achievement (NCEA) Level 2, 95 per cent achieved NCEA Level 3, and 85 per cent gained University Entrance. That sends a powerful message to our boys. They realise that people believe in them, that universities are willing to invest in them, and that they are capable of achieving things they may never have imagined. We also make a point of sharing our academic results publicly because we want families to know that St Paul’s offers both a caring environment and a high-quality education. St Paul’s College has a long and proud Marist tradition. Looking at the school today, what aspects of the Marist charism do you believe remain most important and enduring? For me, it comes back to the core Marist values - simplicity, presence, family spirit, love of work and following in the way of Mary. These Marist ‘pillars’ shape how we live as a school community. Family spirit is especially important here. You can see it in the relationships between staff, students and families. We want every young person to know they belong. We also place a strong emphasis on the dignity of work. In fact, this year’s Marist ‘pillar’ for the school is Love of Work. We want our students to understand that meaningful effort, perseverance and service are all part of becoming the person God calls them to be. Our Catholic identity is also very visible. We celebrate the major Marian feast days, gather regularly for Mass, pray every day and continue to place Mother Mary at the centre of our school life. The presence of the Marist Brothers remains incredibly important as well. Even today, the boys enjoy spending time with the Brothers, hearing their stories and learning about the history of the school. Keith with the Marist pilgrimage group to France One experience that deepened my own appreciation of the Marist spirituality was making the pilgrimage to France a couple of years ago with other Marists. Seeing the Hermitage and learning how St Marcellin built it by hand was inspiring. But what impressed me even more was that he wasn’t simply building a house - he was building people. The pilgrimage was a deeply humbling experience. Being in the places where St Marcellin Champagnat lived and worked, I felt a real sense of his spirit and presence. It opened my eyes and heart to the immense sacrifices he made to send Marist Brothers into the world, carrying forward his dream that every young person would be loved, cared for, and educated while coming to know God. He was a visionary far ahead of his time, and it is a privilege to be part of the Marist community. That mission is still alive at St Paul’s today. But what impressed me even more was that St Marcellin wasn’t simply building a house - he was building people. I often remind our students that we stand on the shoulders of giants. When the school faced uncertainty in the 1950s, it was the Marist Brothers who chose to stay and keep St Paul’s alive. Had they not made that commitment, this school simply wouldn’t exist today. Last year, as we celebrated 70 years of St Paul’s College, we welcomed generations of Old Boys back for Mass and celebrations. It was a wonderful reminder that the Marist spirit continues to connect people across generations. In a world increasingly focused on outcomes, rankings and social media metrics, what does a truly “successful student” look like to you? For me, a successful student is someone who is academically capable, but also compassionate, confident, strong in faith and committed to serving others. One of the themes we spoke about at our recent chapel assembly was “Faith in Action.” At St Paul’s, every student is expected to complete 20 hours of community service each year. That might involve helping elderly neighbours, mowing someone’s lawn, raising money for charity, planting trees, volunteering at a local community club, or serving within their parish. Those experiences matter because they help form young men with good hearts. Keith with Br Ernesto Barba Sánchez, former Superior General of the Marist Brothers Academic achievement is important - we place a strong emphasis on learning and high standards - but our goal is to develop well-rounded young men who leave St Paul’s carrying Marist values with them. We also want them to graduate believing that nothing is beyond their reach. I often tell the boys that the world is open to them. They should never believe that success is reserved for someone else. If another person can achieve something, they can too. I also encourage to follow BTB - strive to be better than before. Every day is an opportunity to improve, even if it is only by a small step. I also remind them that failure is simply a stepping stone to success. One setback does not define who you are. Learn from it, keep moving forward, and try again. Academic achievement is important - we place a strong emphasis on learning and high standards - but our goal is to develop well-rounded young men who leave St Paul’s carrying Marist values with them. Reading is another habit we constantly encourage. I tell the boys that if they spend just one hour reading each day, they will be ahead of most people because they are continually learning and growing. Of course, families are an important part of that journey. We work closely with parents because we know many of our students carry significant responsibilities outside school. Understanding those realities allows us to support each student while continuing to encourage them to strive for their full potential. What is something you believe schools should be teaching, but currently aren’t doing well enough? Values education. People choose schools like St Paul’s because they want more than academic success. They want their children to develop character. For me, values education is about giving young people a foundation they can rely on. It means teaching faith, hope, love, commitment, compassion and joy - values that help guide the decisions they make throughout their lives. Keith with Br Darren Burge, Provincial of the Star of the Sea Province, and Br Peter Horide, Provincial Delegate for Aotearoa New Zealand Family life has changed significantly over the years. Many young people no longer experience the same sense of stability that previous generations enjoyed. Schools therefore have an even greater responsibility to provide consistency, belonging and strong relationships. In a large school it’s easy for a student to become just another number. Here, our teachers know our students by name. That’s one of the strengths of schools like St Paul’s. In a large school it’s easy for a student to become just another number. Here, our teachers know our students by name. They build genuine relationships with them, and it’s those relationships that help young people flourish and reach their full potential. Every school should strive to do that. In today’s diverse and digital world, how does St Paul’s College ensure its faith-based education remains relevant and meaningful for young people? Young people are surrounded by distractions, particularly through social media and smartphones. Many children are introduced to screens from a very young age, often without clear boundaries, and that inevitably shapes the way they see themselves and the world. One of the most important things we can teach is how to make good choices - not simply choices that are convenient or popular, but choices that help them grow emotionally, spiritually and as people. Keith with the Prefects of the school When I arrived at St Paul’s in 2021, we introduced a simple rule - no phones during the school day including interval or lunchtime. Instead, we wanted students talking to one another, building friendships and engaging with the people around them. If a student is found using a phone during school hours, it’s confiscated and a parent must come to school to collect it. That creates accountability for both students and families. The difference has been remarkable. If you walk around the school during lunchtime now, you will see students talking, laughing, playing sport and spending time together - not sitting silently looking at screens. This has now been made mandatory for all New Zealand schools since last year. At St Paul’s, we believe faith-based education is about much more than teaching religious knowledge. It is about forming young people with the wisdom, values and resilience. Social media isn’t going away, but we have to help young people use it wisely. Platforms built around likes, followers and instant validation can have a profound impact on self-esteem. It’s easy for a young person to think, “Nobody liked my post, so maybe nobody likes me.” That can quickly affect their confidence and mental wellbeing. Every year, students also participate in sessions about social media, digital footprints, online responsibility and healthy technology use. We also involve parents because many don’t fully realise the long-term impact that unrestricted access to smartphones can have. At St Paul’s, we believe faith-based education is about much more than teaching religious knowledge. It is about forming young people with the wisdom, values and resilience to navigate an increasingly complex world while remaining grounded in their identity, their purpose and what truly matters. That is the heart of what we hope to achieve. What has been the most difficult leadership decision you have had to make since becoming principal of St Paul’s? One of the biggest changes was introducing regular exams! When I arrived at St Paul’s, formal school examinations weren’t a consistent part of the assessment program, particularly for the junior year levels. I believed our students needed more opportunities to experience exams in a supportive environment, so we introduced examinations at the end of each term. For me, exams shouldn’t create fear - they should build confidence. The more students experience examinations, the more they see them as simply another opportunity to demonstrate what they have learned. By the time they reach their NCEA or Cambridge external assessments, they already know what to expect. Keith gives Br Darren Burge and Br Peter Horide a tour of the St Paul's College chapel during their visit to the school earlier this year There was some hesitation at first, but our leadership team believed it was the right direction. Over time, staff saw the benefits, and today examinations are an established part of our learning program. Another significant challenge has been growing the school. We have reached our current roll capacity of 400 students, and we are working closely with the Ministry of Education, and the proprietors to increase that to 500. Expanding our facilities would allow us to offer more subjects and create opportunities for even more young people to benefit from a Marist education. Looking ahead, what do you think the next 50 years of education will demand of schools like St Paul’s? I believe there will be an even greater desire from families to choose values-based education. One of the conversations I would like to see continue is around access to Catholic schools. At present, the vast majority of our enrolments are reserved for students with a Catholic preference, with only five per cent of seats available to students from other faith backgrounds. I understand the reasons for those regulations, but I also think there are many families who value what Catholic schools offer, regardless of their own religious background. We need teachers who both live their faith authentically and have the professional expertise to inspire young people in the classroom. Growing up in India, I saw children from many different faiths attend Catholic schools. They left with strong values, a sense of service and an understanding of compassion, regardless of their religion. Those values benefit society as a whole. If more young people could experience a Catholic education, I believe they would benefit from an education that places strong emphasis on integrity, compassion and service, helping them become people who contribute positively to society in whatever path they choose. Keith with students after Ash Wednesday liturgy At the same time, we also need outstanding Catholic educators. It’s not enough simply to identify as Catholic. We need teachers who both live their faith authentically and have the professional expertise to inspire young people in the classroom. That combination will be essential if Catholic education is to flourish in the decades ahead. How has leading St Paul’s changed you personally? Perhaps the greatest gift has been the freedom to live my faith openly. In my previous role in a state school, I could demonstrate values such as kindness, respect and compassion, but I couldn’t openly speak about my faith because of the secular nature of the education system. Perhaps the greatest gift has been the freedom to live my faith openly. At St Paul’s, I have the privilege of integrating faith into everyday life. Every morning I can share reflections from the Gospel or something that has inspired me through prayer or daily Mass. That has brought me enormous joy. Keith Simento with the students Of course, leading a Catholic school also comes with responsibilities and governance requirements that I hadn’t fully appreciated beforehand. But those responsibilities are part of the mission, and I have been happy to embrace them. Finally, if you had to describe the 150-year legacy of Marist education in Aotearoa New Zealand in just one word or sentence, what would it be? Courage. The Marist Brothers showed extraordinary courage in establishing schools, serving communities and remaining faithful to their mission through changing times. That same courage is still needed today - to continue living the Marist spirituality, to keep placing young people first and to carry that legacy confidently into the future. If we can do that, I believe the Marist mission will continue to flourish for generations to come.

The Marist education ministry in Aotearoa New Zealand celebrated a significant milestone on Thursday, 30 July 2026, marking 150 years of Marist education with a special Sesquicentennial Mass at the Cathedral of St Patrick and St Joseph in Auckland. The celebration brought together Marist Brothers, school leaders, students, educators, clergy and supporters from across Aotearoa New Zealand to give thanks for a ministry that has formed generations of young people in faith, learning and service. The Mass was celebrated by Bishop Stephen Lowe, Bishop of Auckland. The story of Marist education in Aotearoa New Zealand began in 1869, when Bishop Philippe Viard appealed to the Marist Brothers' Superior General to send three Brothers to establish a school in Wellington. That request was answered in May 1876 when the first Marist Brothers arrived, laying the foundations for a ministry that has continued to shape the lives of thousands of young people over the past 150 years. A highlight of the celebration was the active participation of students from Sacred Heart College, St Paul’s College and Marcellin College, whose leadership throughout the liturgy reflected the vibrant faith and cultural diversity that continue to define Marist education today. Br Darren Burge and Bishop Stephen Lowe The liturgy began with St Paul’s College leading the entrance hymn, Christ, Be Our Light, as Bishop Stephen Lowe and the clergy processed into the cathedral. During the Mass, Br Darren Burge, Provincial of the Star of the Sea Province, who travelled from Australia for the occasion, was formally welcomed. In his address, Br Darren reflected on the significance of the milestone, describing it as a moment “where memory and hope meet.” “We pause with gratitude for the friendship, sacrifice, prayer and faithfulness passed from one generation to the next, and for the many hands and hearts that have shaped this story,” he said. He paid tribute to the generations of Marist Brothers who had served in Aotearoa New Zealand, together with principals, teachers, hostel and support staff, parents, families, parish communities, past students and friends of the Marist Brothers. Br Peter Horide, Provincial Delegate for Aotearoa New Zealand “This sesquicentenary belongs to all who have contributed to the mission across the generations and to those who now carry it forward with generosity and hope,” Br Darren said. He concluded by expressing confidence in the future of Marist education, praying that the next generation would continue to form young people “who know they are loved, who grow in faith and generosity, and who carry into the world the beauty of goodness, service and hope.” In his homily, Bishop Stephen thanked the Marist Brothers for their faithful service over the past 150 years. Reflecting on the Gospel, he reminded those gathered that Christ calls his followers to empty themselves so that God's love may flow through them. Using the image of water, he noted that individual drops become streams and streams join to form rivers. Likewise, he said, the dedication of the early educators in the faith, including the Marist Brothers, has flowed through generations, helping to foster a vibrant faith community in Aotearoa New Zealand. Br Darren Burge, Provincial, Star of the Sea Province Bishop Stephen expressed profound gratitude for the Brothers' enduring contribution to building God's Kingdom through their ministry of education, faith and service. Students from the three Marist schools played key roles throughout the celebration. St Paul’s College proclaimed the First Reading, with Head Student Peter Creevey serving as reader. Sacred Heart College led the Responsorial Psalm, with Head Student Cooper Fox leading the assembly in the response, “Happy the one whom the Lord instructs.” Marcellin College showcased the rich Māori and Pasifika heritage that is central to Marist education in Aotearoa New Zealand. Students led the Gospel procession with a traditional Tongan Fakahā'ele Tohitapu procession, a powerful expression of reverence for the Word of God and a reminder that Scripture guides the Christian journey. Marcellin students also led the Prayers of the Faithful and the offertory hymn, O le Atua Faitaulaga (Samoan Taulaga), highlighting the cultural richness and diversity of the Marist family. The celebration concluded with Sacred Heart College leading the final hymn, Mō Maria, a fitting tribute to Mary, whose example remains at the heart of Marist spirituality. The Marist Brothers expressed their gratitude to all those who travelled from near and far to be part of the celebration, including a group of students and teachers from St John's College, Hamilton. Following the Mass, students from the three schools gathered together to celebrate the occasion, meeting their peers, sharing taking photographs with Bishop Stephen, the Brothers and Br Darren Burge, commemorating a historic day in the life of Marist education. The Sesquicentennial Mass was both a celebration of the past and a commitment to the future. It honoured the generations of Marist Brothers, educators, families and students whose dedication has sustained the Marist mission for 150 years, while renewing the commitment to continue forming young people with faith, compassion, service and hope for generations to come. More updates to follow.

This week marks the 150th anniversary of Marist education in Aotearoa New Zealand. The journey began in 1876 when the Marist Brothers began teaching, laying the foundations for a ministry that has shaped generations of young people. In the lead-up to this anniversary, we are sharing a series of articles and interviews featuring Marist educators, leaders and alumni who have helped shape this rich legacy. In the first article of the series, historian and author Br Edward Clisby reflects on the first century of Marist education in Aotearoa New Zealand. Known for his seminal work Far Distant Shores, which traces the journey of the Marist Brothers from 1838 to the early 21st century, Br Edward offers a fascinating account of the foundations, growth and enduring legacy of Marist education in Aotearoa New Zealand. Read more. This is part 2. Read part 1 here The second half of the 20th century saw two events which were to have a profound effect on Catholic education in Aotearoa New Zealand: the Second Vatican Council (1962 – 1965) and the integration of Catholic schools into the state system (1979 – 1983). The wide-ranging reforms of the Council affected the religious teaching congregations in three areas: religious life, education and mission. In religious education, for example, it meant significant changes in both content and approach, with subsequent need for retraining and specialised courses, and the introduction of complementary services, such as the school retreat team in 1983 and youth groups, notably REMAR, coming from the brothers’ South American schools in the 1990s. The then Minister of Education, Merv Wellington, and Bishop John Mackey sign the Integration Agreement, 1981 More crucially, in restoring the laity to their rightful place in the Church rather than upholding the traditional hierarchical structure of clergy, religious and laity, the Council opened to young people other ways of living their Christian commitment and serving the Church than the traditional paths of priesthood and religious life. School assembly at Campion College after Integration, 1982 From the 1970s there was a significant decline in vocations to the Brothers, with the juniorate closing in 1974, the novitiate downsizing in 1978 and the scholasticate (the Brothers’ post-novitiate teacher training centre) closing in 1984. And professed religious were also profoundly affected. Between 1970 and 1979, 109 Brothers in the Aotearoa New Zealand province withdrew from the order. Since this was happening in all the teaching congregations, it is not surprising that the Church was faced with an impossible situation in maintaining its school system. The dioceses simply did not have the money to pay the increasing numbers of lay teachers in the classrooms or to provide for the upgrading of premises or the building of new schools. By the 1970s, there was widespread acceptance of the idea that the Catholic schools could become, under certain conditions, part of the state system. Final group of students at Marist Brothers Napier, 1984 A government act was passed to this effect in 1975, and though the process was a slow and complicated one, by 1983 over 240 Catholic schools had been integrated into the state system. This meant the closing of some schools, the merging of others and the building of new ones. It also meant the closing of communities. The first female students at Marcellin College, marking its transition to Auckland's first Catholic co-educational college Those Brothers remaining in the schools found themselves with much less freedom than they had enjoyed in the past. They were less in leadership and more in teaching, remedial work, relieving, and serving on boards and committees. Sacred Heart College, St Paul’s College and Marcellin College, all of which are owned by the Aotearoa New Zealand Marist Brothers’ Trust Board, were always among the ventures sustained as a priority. Sacred Heart College Centenary Celebrations, 2003 In the meantime, the religious congregations had been responding to the Vatican Council’s calls for renewal. In many cases, this meant returning to their origins and finding new ways to implement their founding charism. General Chapters of the Marist Brothers recalled their founding for poor country parishes, a far cry from the wealthy boarding schools and universities that had evolved in some parts of the Marist world. In 1972, St Peter’s Māori College was renamed Hato Pētera College Provincial Chapters accordingly focussed on other options open to the Brothers which were more in keeping with their origins. In Aotearoa New Zealand, new communities were established in rural areas and poorer suburbs: Te Puna in Bay of Plenty (1980), Panguru in Northland (1983), Otara (1984), Moerewa (1986), Kawakawa (1989), Kaitaia (1993), Tolaga Bay (1997), Ngaruawahia (2000), Kaikohe (2014). Some of these were short-lived, others operated for decades. Some were ‘in class’ in new areas, others ‘outside class’ but aimed at school students and school leavers. School in Panguru where Brothers taught Separate ministries for young adults were set up in Lower Hutt (2000), Auckland (2011) and Palmerston North (2021). An Alternative Education Unit was set up in 1999, to respond to the needs of students suspended or expelled from schools, first at Hato Petera College and then in Glendowie. When these ministries closed it was not because they were no longer needed, but because ageing and declining numbers of brothers could no longer support them. Panguru schoolboys wait at Hokianga Harbour to welcome the Marist Brothers as they return with the remains of Bishop Pompallier from France, 2000 Star of the Sea Province - comprising 11 countries - 2022 Such was, of course, the situation throughout the congregation. Provinces around the world had been restructuring since 1999. It had been expected that the provinces of Oceania: Sydney, Melbourne and Aoteraoa New Zealand would have merged by 2001, but it took 10 more years for the two Australian provinces to become one. Aotearoa New Zealand ceased to be a province in 2013 and became temporarily a District of the congregation. It finally joined the Australians and the countries of the Pacific as the Province of the Star of the Sea in 2022. Yet even as numbers declined, something wonderful and even paradoxical was happening, also the fruit of the Council reforms and the renewal of the religious congregations. For, as the number of religious declined, the number of lay people attracted by their charisms and desiring a closer association with their spirituality and missions increased. Champagnat Family Assembly, Fiji, 2026 - the largest gathering of Marist Brothers and lay Marists in the Star of the Sea Province In the case of the Marist Brothers this was beginning as early as 1976, when delegates of the World Union of Marist Old Boys requested the General Chapter to approve the formation of a Marist Family Movement open to all who wanted to live their Christian life according to the spirit of Marcellin Champagnat. The Champagnat Movement of the Marist Family was established in 1990, and within the guidelines prescribed, each group joining could choose the form of association it wished, ranging from collaboration in ministry to support, material and spiritual, and simply social. Staff from Marist schools across Aotearoa New Zealand in front of Pompallier House, Russell, during their 2026 annual Hīkoi to this historic northern region In Aotearoa New Zealand, with regard to the schools, the desire to maintain contact with and support those schools with Marist traditions lead to the setting up of Champagnat Lay Partnership in 2005. School visits, seminars, workshops, retreats, responded both to the spiritual needs of lay staff, board members, workers and students as well as promoting Marist spirituality and mission. Thus, the three Auckland colleges and the Alternative Education School effectively became the nucleus for a network of schools, largely lead and staffed by lay people, capable of carrying St Marcellin Champagnat’s educational ideals into a new century. Marist Schools in Aotearoa New Zealand through history: Marcellin Primary School, Whanganui, opened 1980 Verdon College, Invercargill, opened 1980 In 1988, Hato Pētera College hosted the Māori and Pacific Island Cultural Festival The Marcellin College Polynesian Club, comprising three cultural groups - Tongan, Samoan and Māori - 1985 The first Māori lay principal is welcomed to Hato Pētera College, 1984 Pic courtesy: Far Distant Shores by Br Edward Clsiby

From a young student sitting in a Marist classroom to becoming the Headmaster of Sacred Heart College - Aotearoa New Zealand’s largest Marist school - Patrick Walsh’s journey has been deeply shaped by the values and spirit of the Marist tradition. A former student of Vermont Street School and St Paul’s College, Patrick experienced firsthand the influence of the Marist Brothers who accompanied him during his formative years. Their presence, commitment, and example not only shaped his own personal journey but also inspired the vocation he would later choose - a life dedicated to education and the formation of young people. Patrick Walsh, Headmaster, Sacred Heart College When Patrick became the Headmaster of Sacred Heart College, he carried with him a clear mission: to ensure that the Marist spirit remained at the heart of the school’s identity - not simply as a tradition to preserve, but as a way of being that shapes how students learn, relate to one another, and serve their communities. For him, the true measure of that mission is seen in the young men who graduate from Sacred Heart. Patrick hopes that every student carries with them the values and spirit they have experienced during their time at the college, living out the school’s guiding philosophy,“Enter to learn, leave to serve.” It is a mission he remains deeply committed to as he continues to strengthen the Marist identity and formation of the school. As Marist education in Aotearoa New Zealand celebrates 150 years, The Star Post sat down with Patrick to reflect on his own Marist journey, the initiatives shaping life at Sacred Heart College today, and his hopes for the future of Marist education. Tell us a little about your journey as an educator. What led you to Sacred Heart College and into the Marist world? My connection with Marist education began long before I became a teacher. I was first educated by the Marist Brothers at Vermont Street School. From there I went to St Paul’s College, where I completed my secondary education from Year 9 through to Year 13. It was at St Paul’s that one of the Brothers encouraged me to pursue teaching and enrol at the Loreto Hall, Catholic Training College. I accepted that invitation and was inspired by the many Marist Brothers who had taught me throughout my formative years. Given my own Marist education and formation, returning to a Marist school was something very special. My first teaching position was at Rosmini College in Takapuna, where I eventually became Director of Religious Studies. During that time, I also completed a law degree. In the early 1990s, I moved to De La Salle College in Māngere as Deputy Principal, eventually serving under Sir Patrick Lynch, who went on to become the head of Catholic education in Aotearoa New Zealand. After spending ten years at De La Salle, including a period as Acting Principal, I was appointed Principal of John Paul College in Rotorua, where I served for 19 years. My four children attended the school and grew up there, so it became a very significant part of our family’s life. After nearly two decades, I felt it was time for a new challenge. When the opportunity arose to become Headmaster of Sacred Heart College, it felt like a natural fit. Given my own Marist education and formation, returning to a Marist school was something very special. I have now been at Sacred Heart for just over four years and have thoroughly enjoyed becoming part of this remarkable community. Sacred Heart is one of the few Marist schools where the Brothers are still actively involved in daily school life. What does their presence mean for your school community? We are incredibly fortunate. Having the Brothers living on site and continuing to contribute to school life is a tremendous blessing. Some remain involved in teaching, others assist in the hostel, celebrate Masses and continue to share the Marist spirit with both staff and students. At the same time, we have to recognise that this won’t last forever. I have worked in Catholic schools where the Brothers gradually left and there wasn’t a clear succession plan. That experience taught me the importance of preparing lay leaders to carry the Marist tradition into the future. While we deeply value the Brothers’ presence today, we also have a responsibility to ensure that when there are no longer Brothers in our schools, the Marist spirit remains just as strong and vibrant. How do you think that can be done? I think there’s an opportunity for us to invest much more intentionally in the formation of lay leaders. The Star of the Sea Province already provides valuable formation programs. There may also be opportunities to draw inspiration from formation programs offered by other religious congregations, such as the Jesuits and the De La Salle Brothers. While we deeply value the Brothers’ presence today, we also have a responsibility to ensure that when there are no longer Brothers in our schools, the Marist spirit remains just as strong and vibrant. For example, I completed a three-year Buttimer Institute programme in San Francisco through the De La Salle tradition. The first year explored the life and times of St John Baptist de La Salle. The second focused on his educational philosophy, while the third examined his spirituality. Everyone who attended made a commitment to return to their schools equipped to lead liturgies, provide professional development and actively foster the Lasallian charism within their communities. Patrick with students after ANZAC day ceremony I think a program like that would be an outstanding initiative for the Marist world. By intentionally forming lay leaders, we can ensure that the Marist mission continues to thrive for generations to come. This year marks 150 years of Marist education in Aotearoa New Zealand. Beyond longevity, what does this milestone represent to you? One of the most significant aspects of the Marist legacy in Aotearoa New Zealand is the strong relationship the Marist Brothers established with Māori communities from the very beginning. Today, there is an important national conversation around Te Tiriti o Waitangi, Aotearoa New Zealand’s founding document, and the relationship between the Crown and Māori. The Marist Brothers understood the importance of building genuine partnerships with iwi and hapū and that commitment continues to be reflected across Marist schools throughout Aotearoa. (In Māori society, an iwi is a large tribe, while a hapū is a sub-tribe or clan, forming the primary political and social units of traditional Māori life). One of the most significant aspects of the Marist legacy in Aotearoa New Zealand is the strong relationship the Marist Brothers established with Māori communities from the very beginning. Another enduring legacy is the trust that families continue to place in Marist education. Schools like Sacred Heart have consistently attracted strong enrolment because parents are seeking more than academic success. They want their children to receive a Christian education grounded in the Marist tradition and shaped by the Marist values. While our school continues to modernise - embracing new technologies and preparing students for an ever-changing world - our foundations remain unchanged. Families are looking for schools that have a strong moral compass, enduring values and a clear sense of purpose. That is the taonga (gift) we have inherited from St Marcellin Champagnat. It has been handed down through generations of Marist Brothers and, more recently, by committed lay educators who continue to carry that mission forward. One hundred and fifty years later, those values remain just as relevant as they were when the first Marists arrived in Aotearoa New Zealand. Patrick with Br Darren Burge, Provincial, Star of the Sea Province Sacred Heart College has a strong Māori identity, alongside its Catholic and Marist heritage. How does the college ensure that these cultural identities are not simply acknowledged, but genuinely celebrated and woven into the life of the school? The strong emphasis here is that Māori students ought to be proud of their culture, their language, and who they are. They should be equipped to walk with their heads held high in both the Māori and Pākehā (European) worlds. That means embracing a Pākehā education and all that it offers, while also seeing the world through the lens of their traditional values, including manaakitanga and their ancestral traditions. We recognise and respect Māori as tangata whenua - the first peoples of Aotearoa - and acknowledge that everything we do must honour that relationship. The boys take great pride in kapa haka because it is a very visible expression of their culture and language. It is used to welcome visitors to the college, during chapel celebrations when we recognise old boys who have passed away, and at our Masses as a form of waiata or song. There are many ways throughout the college where we express Māori culture, tradition, and our commitment to the partnership with the Crown. We recognise and respect Māori as tangata whenua - the first peoples of Aotearoa - and acknowledge that everything we do must honour that relationship. As the Headmaster of a Catholic, particularly a Marist, school, how do you translate Marist values such as humility, presence, and service into daily school culture, especially in a modern society where these values do not always seem to be prioritised? I think Catholic schools do need to be countercultural. We live in an environment where there is often a strong focus on materialism, individualism, ego, and greed - and ultimately, those things do not lead to happiness. The emphasis here at Sacred Heart College is captured in the phrase: “Enter to learn, leave to serve.” Patrick enjoying the kapa haka performance at Sacred Heart College Every boy is expected to complete at least six hours of voluntary service each year, although most do much more than that. We have a very active Young Vinnies group. The students grow vegetables at Gate Four, harvest them, and donate them to local food banks. They also run campaigns such as collecting pyjamas for people in need. The emphasis here at Sacred Heart College is captured in the phrase: “Enter to learn, leave to serve.” We also support a local restaurant called Everybody Eats, which provides meals for people in the community who cannot afford them. Local businesses donate the food, and our boys assist with preparation and service. Another initiative that is particularly special is our twinning relationship with Marist Brothers Schools in Suva, Fiji. This has been operating for nearly three years. Teachers from Suva visit Sacred Heart College for professional development, and teachers from Sacred Heart travel to Suva to support their colleagues there. How do you respond to students who may feel disconnected from a religious identity but are still seeking meaning and belonging? We are currently running a sacramental program, and we have 30 to 40 boys who want to become part of the faith community at Sacred Heart College. These are boys who were not raised Catholic, but through their experiences here - whether through Young Vinnies, attending Mass on Thursdays, or through the work that Brothers and others do in the hostel - they have developed a connection with the Catholic Marist community and a desire to explore their faith further. Patrick and Brendon Gibson (former Board Chair), at the Cathedral of St Patrick and St Joseph, celebrating a school Mass Under our integration agreement with the Crown, we are able to enrol 5% non-preference students. Each year, within that group, we typically have 30 to 40 boys who take this next step. Some may have only been at the college for a year, while others may be in their final year of school. They come to us and say, “Actually, we now want to become fully part of this Catholic Marist community.” They choose to join the Catholic Church, receive the sacraments, and embrace the Catholic identity and Marist spirituality. For me, it is a powerful example of how a student’s experience of community, service, and belonging can open the door to faith. What has been one of the most difficult leadership decisions you have had to make as Headmaster, and what did it teach you? I think one of the most difficult decisions was introducing the Māori name of the College alongside the existing Sacred Heart College sign. The name Sacred Heart College is deeply embedded in the hearts and minds of our old boys, current students, and the wider community. When we made that decision, there were some people who questioned it and said they did not want the Māori name included. However, in my view, that position was contrary to our obligations under Te Tiriti o Waitangi. It did not honour our Māori students and families at Sacred Heart College. Rather than diminishing the name of Sacred Heart College, I believe the Māori name actually enhances and enriches our identity. What Catholic schools will be called to do, and what their core purpose is, is to shape young people of character for the future. We did receive some criticism, but I had the full support of the Board of Trustees and the wider Sacred Heart College community. What do you think the next 50 years of education will demand from schools like Sacred Heart and other Catholic schools? I think education will become less and less about simply transmitting knowledge. Technology, particularly with the advancement of artificial intelligence, will increasingly take care of that. What Catholic schools will be called to do, and what their core purpose is, is to shape young people of character for the future. Patrick with fellow Champagnat Marist Principals (2025) That means forming young men who are rooted in the Gospel message, who have a strong sense of community, and who leave school not simply to achieve personal success, but to use their gifts to benefit others. These are the qualities our society needs. When you look at Aotearoa New Zealand and the wider world, there is so much division, racism, hatred, and materialism. Catholic schools, including Sacred Heart College, must continue to offer an antidote to those challenges. I believe that is why they continue to be attractive to parents. Young men today are exposed to many competing messages about success, identity, and masculinity, particularly through online platforms. How does Sacred Heart College help students navigate these influences and develop into confident, compassionate, and respectful young men? They are significant challenges. What we focus on here is the partnership between the school and parents. There are many benefits that come from the internet and technology, but there is also a very dark side. It can lead to addiction, distorted views of relationships, unhealthy attitudes towards women, and misunderstandings around issues such as consent. One of the key messages we share with parents is that they often have great concern about their son’s physical safety when he is outside the home, but they should also be thinking about his wellbeing when he is alone in his bedroom, behind a computer screen. We believe parents and schools need to work together to carefully support and guide young people in navigating that space. One of the key messages we share with parents is that they often have great concern about their son’s physical safety when he is outside the home, but they should also be thinking about his wellbeing when he is alone in his bedroom, behind a computer screen. We regularly invite experts into the College to run workshops on healthy living. These conversations are not only about physical health and wellbeing, but also about building healthy relationships, respecting others, and growing into mature and responsible young people. When students leave Sacred Heart College, what do you hope they carry with them that cannot be measured on a report card? I hope they carry with them those innate Marist values and characteristics. They carry with them the spirit of Mary - a strong work ethic, humility, a deep sense of community, and an understanding of family. These values also resonate strongly with Māori and Pasifika cultures, particularly through concepts such as manaakitanga, which speaks of generosity, care, and giving to others. These are the hallmarks of a Marist man. Patrick with the Head and Deputy Prefects at their weekly meeting Interestingly, when you speak with business leaders, they are often less focused on whether a student achieves straight A grades. What they value most is a young person with a strong work ethic, someone willing to learn, someone prepared to contribute to others, and someone who will become a good citizen. Academic achievement is important, but it is secondary to those qualities. How has leading Sacred Heart College changed you personally? It has given me a strong sense of optimism. When I read the newspaper, there are often negative stories about young men - whether they involve poor behaviour, violence, or criminal activity. But my experience at Sacred Heart College is that the vast majority of teenage boys are actually well-rounded young men who want to make a positive contribution to society. These values also resonate strongly with Māori and Pasifika cultures, particularly through concepts such as manaakitanga, which speaks of generosity, care, and giving to others. These are the hallmarks of a Marist man. They have the potential to become wonderful people, husbands, fathers, and members of their communities. A great example was our Head Boy last year. It was wonderful to see him not only playing First XV rugby, but also attending Mass every Thursday lunchtime, being actively involved in our Tongan cultural group, supporting St Vincent de Paul, and participating in the choir. When you bring all of those elements together - academic achievement, faith, culture, service, and community - you see the qualities of a true Marist man. Patrick Walsh - Champagnat Marist Principals Hui, December 2025 He has now gone on to university to study medicine, and I believe he represents the type of young person we hope to form at Sacred Heart College. Finally, in one word or sentence, how would you describe the legacy of Marist education in Aotearoa New Zealand? For me, the legacy of Marist education has to be forming young men of character, built on the Gospel and the Marist tradition. Also read: #ANZMarist150: “Everything is part of God’s plan” - St Paul’s School Principal Keith Simento’s Marist journey from a chance encounter to a lifelong mission

For 150 years, the Marist Brothers have been shaping hearts and minds across Aotearoa New Zealand - guiding generations through education rooted in faith, compassion, and service. As we mark this remarkable milestone, Champagnat Marist invites students to celebrate this legacy in the most creative way possible: through art. The Champagnat Marist Visual Arts Competition invites young artists to capture the spirit of 150 years of Marist education - its history, its people, and the enduring presence that continues to inspire our communities today. Whether through brush, lens, or sculpted form, students are encouraged to explore what “presence” means - yesterday, today, and tomorrow. Reflect on the Brothers’ mission and values, their influence in schools and towns, and the sense of belonging and compassion they have fostered throughout the generations. Artworks may take any visual form - painting sculpture, photography, or mixed media - offering endless possibilities to bring this story to life. The competition features two divisions: Junior (Years 7–9) Senior (Years 10–13) Schools may submit up to six entries across both divisions, with all submissions due by 4 September. Artworks will be collected via courier by 28 August and brought to Auckland for judging by a panel of Marist Brothers and a Catholic artist. Selected pieces will be exhibited and auctioned during the 150-year celebrations to support the Marist Alternative Education Centre. The prize to go the artist. First Prize $500.00 Second $250.00 Third $125.00 So, pick up your pencil, camera, or brush - and join in this celebration of the Marist presence through 150 years of education. Your art could tell the next chapter of this extraordinary story. For more information, email us at nzmarist@fmspacific.com

This week marks the 150th anniversary of Marist education in Aotearoa New Zealand. The journey began in 1876 when the Marist Brothers began teaching, laying the foundations for a ministry that has shaped generations of young people. In the lead-up to this anniversary, we are sharing a series of articles and interviews featuring Marist educators, leaders and alumni who have helped shape this rich legacy. In the first article of the series, historian and author Br Edward Clisby reflects on the first century of Marist education in Aotearoa New Zealand. Known for his seminal work Far Distant Shores, which traces the journey of the Marist Brothers from 1838 to the early 21st century, Br Edward offers a fascinating account of the foundations, growth and enduring legacy of Marist education in Aotearoa New Zealand. Read more. The first Marist Brother to come to Aotearoa New Zealand arrived in 1838 as a member of the group of Marist missionaries led by Mgr J. B. Pompallier. At this time, St Marcellin Champagnat’s Bothers were an integral part of the Society of Mary, and their mother house, the Hermitage, provided most of the first Brothers for the Oceania mission. Many of them had done some catechist/teacher training and some had even taught in schools in France before coming to Aotearoa New Zealand. As the Māori mission became established, schools were opened in places like Korarereka in the Bay of Islands, Auckland, and Whanganui. But the main ministry of the first Brothers was the material maintenance and development of the stations. St Marcellin's letter to Bishop Pompallier where he wrote: “I never approach the holy altar without thinking of our cherished mission and those who are sent there. Please show yourself as much as a father to those we are sending you as you do to those you have already”. By the 1870s the situation was different. Champagnat’s Brothers were now a separate congregation with a much greater focus on education. The growth of the settler population in Aotearoa New Zealand meant that the Society of Mary was now more involved in the establishment and growth of parishes rather than in the Māori Mission. And a still largely Marist hierarchy and clergy saw the need for a comprehensive Catholic school system. Up to 1876, primary education was the responsibility of Provincial Education Boards which could provide limited funding for Catholic schools. But the establishment of a national education system that year that was ‘free, secular and compulsory’, in a social setting that was predominantly Protestant, meant that the Church was forced to look after itself in this area. Thus, the need for teaching religious. Invitations had already come to the Brothers’ General House from Marist parish priests, and in 1869, Bishop Philippe Viard himself visited and asked the Superior General for three brothers for a school in Wellington. These eventually arrived in May 1876. They began taking classes in June but did not have a school of their own until Easter 1877 when they began teaching in Boulcott Street, Wellington. Boulcott Street, Wellington (1877 - 1911). The first Marist Brothers' school in Aotearoa New Zealand. This building included the Brothers’ apartments and a central school area Other foundations followed quickly: Napier 1878, Auckland 1885, Christchurch 1888, Timaru 1891, Greymouth 1892, Wanganui 1894. These were in Marist dioceses of parishes, but when the Brothers’ schools opened themselves to government inspection, they were able to spread wider. Thus, they could respond to an invitation from Invercargill in 1897. These were all primary schools, though it was not long before small secondary classes were added. First Marist School in Napier In Auckland, for example, a high school was established at the Sacred Heart school in Pitt Street in 1891. It already included boarding students, and it was not long before it was transferred to a property of its own in Ponsonby under the name of Sacred Heart College. Br Joseph with his first class in Napier in 1878 The schools followed the government curriculum, with religion classes added. From the beginning, music and sport played an important part, and this led to the establishment of social and sports clubs for school leavers, initiatives of the brothers, the parish authorities or the old boys themselves. In a mainly English Non-Catholic society, they helped flourish a predominantly Irish Catholic community as well as offering good opportunities for outreach to that society. It is not surprising, then, that Marist Old Boy social and sports clubs should proliferate in the period up the First World War. Sacred Heart College, located in Ponsonby in the early 20th century on the site where St Paul's College now stands, played a significant role in the education of young Māori people When Br Theophane, Superior General, visited Aotearoa New Zealand in 1893, there were 36 brothers in the country, French, English, Irish, Australian and Aotearoa New Zealand. The administration remained centralised in Europe, but 10 years later, in 1903, a provincial was appointed to Sydney to look after Australasia. The years that followed up to 1916 saw more consolidation than foundations, but the Pacific missions expanded with brothers from Germany, Italy and Spain joining those from France, Australia and New Zealand already present. Some of these were later to end up in communities in this country. And the schools were now producing plenty of recruits for the priesthood and brothers as well as the secular professions. Photo of the Brothers in Aotearoa New Zealand after a retreat with the Superior General, Wellington, 26 December 1893. Br Theophane, front centre, with Br Procope AG on his left, and Br Felix, Provincial, on his right By 1916, there were enough brothers in New Zealand, Fiji and Samoa for the area to become a province of its own. The new administration was then faced with providing its own manpower and resources. In formation, for example, hitherto entirely done in Australia, there was need for a juniorate for candidates at school level, what was to become Lavalla College at Tuakau, established in 1922, a novitiate, opened at Claremont in 1932, and a scholasticate for teacher training, established in 1935 at Sacred Heart College. Claremont Novitiate, 1932 This moved to Mt Albert in 1943, and then developed into a much larger institution, Marcellin Hall in 1961. More secondary departments were established and boarding schools opened. As secondary education became the norm, particularly after World War II, there was increasing pressure for more Brothers. Nine schools were opened between 1945 and 1969, including one completely boarding, St Peter’s Maori College, later Hato Petera College, in 1946. Opening of St Peter's Māori College (later renamed Hato Pētera College) in 1946 Brothers in primary moved to secondary and many were now doing university studies as well as their teaching and sports coaching. The situation even led to a temporary closure of the scholasticate in the 1950s as young professed went straight from the novitiate into the classroom. Recruitment programs proceeded apace but could hardly keep up with demand. If the 1950s and the 1960s can justly be considered the golden age of Catholic education in this country, they took a toll on the religious teaching congregations which only became evident in the following decades. The Procession to the Centenary Mass at St Mary of the Angels Church, Wellington, 1976 In 1976, the Brothers celebrated the centennial of their arrival in New Zealand for the ministry of the schools. At that time, there were around 200 Brothers in the country teaching some 9,000 students in 21 schools, primary and secondary. With the other schools in the Catholic system, the vast majority still conducted by religious congregations, they had successfully integrated a well-educated Catholic population into mainstream society, produced leaders for Church and state and local institutions, and contributed to the country’s growth and development. Members of the first Provincial Chapter, Sacred Heart College, 1969 The name ‘Marist’ was known throughout Aotearoa New Zealand particularly for rugby, the national sport. The Old Boys’ Associations were widespread and influential. This was made evident by the celebrations which accompanied the event. Local celebrations were well attended and publicised, special sporting fixtures featured a NZ Marist rugby team against a Wellington XV, and a jubilee dinner organised by the Old Boys in Wellington attracted the leading figures of Church and State as well as international guests, including Brothers from Rome and other provinces of the Institute. In additional recognition, the Provincial, Br Urban Howie, received a CBE in the New Year’s Honours of 1977. It was indeed a fitting conclusion to a century of hard work. Marist Schools in Aotearoa New Zealand through history: Marist Brothers' school, Newtown, Wellington, 1961 Aerial view of Sacred Heart College, 1932 Brothers' School in Whanganui, 1913 Brothers' school in Christchurch, 1926 Brothers' school in Greymouth, 1924 Brothers' school in Palmerston North, 1939 Brothers' school in Hamilton, 1926 Brothers' school in Gisborne, 1927 Brothers' school in Christchurch, 1900 Brothers' school in Pitt Street, Auckland, 1885 - 1912 Br John Dullea, first Superior of Oceania Pics courtesy: Far Distant Shores and Marist Brothers and Māori 1838 - 1988 by Br Edward Clisby Read part 2 here

After four weeks of formation, community building and learning, ten young Marist Brothers from across the Asia-Pacific region have completed the 2026 QUEST Program at the Marist Asia-Pacific Centre (MAPAC). The month-long program brought together young Brothers preparing for the next stages of their vocation, providing opportunities for spiritual growth, deeper understanding of Marist identity, and fraternity across cultures. Congratulations, Brothers! When asked about their key areas of growth, several themes emerged. One participant reflected: "My key area of growth during these weeks has been listening. I have learned to listen more deeply to God, to others, and to my own inner voice. This has helped me to be more present, open, and understanding in my vocation and community life." Another participant highlighted how QUEST deepened his understanding of the evangelical vows of poverty, chastity and obedience. "My key area of growth was understanding and living the three vows. During these weeks, I grew in Poverty by learning to live simply, in Chastity by building genuine, loving relationships in community, and in Obedience by listening more humbly to God’s will and to my leaders." A third participant reflected on the program's impact on his understanding of his vocation: “My key area of growth was knowing better who I am and how I can live the consecrated life.” The final week of QUEST included several significant moments of formation and celebration. Participants began the week with an input session from Fr Agustinus Supur CMF, a Claretian priest, who reflected on the mystical and prophetic dimensions of consecrated life. Fr Agustinus reminded the Brothers of the unique nature of their vocation, sharing that according to 2023 statistics, Catholic religious men and women represent just 0.009 per cent of the world’s population. He encouraged them to see their vocation not through numbers, but through the image of the Eucharist - as people who are chosen, blessed, broken and shared for the life of the world. With Fr Agustinus That evening, Fr Agustinus presided at a liturgy during which the three Vietnamese participants - Br Bùi Văn Đức, Br Lê Danh Hải and Br Lê Văn Nghị - renewed their vows. For many of the novices present, it was their first experience witnessing such a sacred and moving moment. Brothers Nghị, Đức, and Hải renewing their vows The Brothers also strengthened their sense of international fraternity through an online gathering with five African Marist Brothers participating in a formation program at the Marist Formation Centre in Orlu, Nigeria. Bringing together Brothers from across Africa and Asia-Pacific, the meeting highlighted the shared mission and vocation that connects Marists around the world. Online gathering with five Brothers from Orlu, Nigeria A highlight of QUEST each year is the participants' final synthesis presentations. These presentations provide an opportunity for the Brothers to reflect on their identity, vocation and personal growth. Through creative expressions including storytelling and other forms of presentation, they shared the experiences that have shaped their journey during the program. Br Jacinto Fuli Falo giving his final synthesis presentations The final day of the program became a celebration of thanksgiving. It began with a creative prayer pilgrimage through significant locations around MAPAC, where participants gave thanks for the gifts of spirituality, joy, connection, nourishment, and wisdom. At one station, the brothers made a MAPAC pledge inspired by the spirit of the Fourvière Pledge, whose anniversary had been celebrated just two days earlier. Brothers made a MAPAC pledge inspired by the spirit of the Fourvière Pledge Good formation is about recognising the beauty within each person and helping remove whatever obscures that beauty. It is, in many ways, an art of elimination - letting go of whatever prevents a person from becoming their truest self. This theme was beautifully expressed during the Thanksgiving prayer. Each brother received a stone from the hillside beside Notre-Dame de l’Hermitage, a reminder of the rocks cleared by St Marcellin and the first brothers to build the Hermitage. As they exchanged these stones, the brothers commissioned one another to continue removing whatever hinders their vocation. It was a moment marked by both reverence and joy. Brothers with the stones they shared with each other At the Thanksgiving Mass, inspired by the Gospel of the day (Matthew13:44–52), each QUEST brother briefly shared the "treasure" he had discovered during the program. The predominantly novice congregation was struck by the brothers’ confidence, clarity, and depth as they spoke about their identity and aspirations. The celebration continued with a Filipino festive meal (Lechon and Balut) followed by games led by the QUEST brothers. Their energy and enthusiasm filled the evening with laughter, friendship, and camaraderie. Br Bui Van Duc (Vietnam) with Br Petero Navuku (Fiji) The month concluded with profound gratitude - for the journey shared, the growth witnessed, and the privilege of accompanying these young men as they continue a vocational path that is, in every sense, 0.009% less ordinary. Watch highlights from the Program -Story and pictures courtesy Br Tony Leon

23 July marks a significant date in our shared Marist history: Fourvière Day. On this day in 1816, Marcellin Champagnat was among twelve aspiring Marists who climbed the 800 steps to the chapel of Our Lady of Fourvière, overlooking Lyon. There they pledged themselves to the foundation of a new religious movement, the Mary-ists, whose life and ministry would be shaped by Mary’s way of living the Gospel. This moment became the foundation of the Society of Mary, which would take many forms: brothers, sisters, laity and priests. Pledge of Fourvière Br Emili Turú, former Superior General, explains that Marcellin made the Fourvière pledge concrete through the Brothers: The Marists understood their Project to be a sharing in Mary’s work of bringing Christ-life to birth and being with the Church as it came to be born (WFR 11)….Practical man that he was, he wanted the ideals to be made concrete….he repeated time and again in his meetings with his companions of the Society of Mary: We need Brothers! His way of constructing a different Church, renewed, with a Marian face, became concrete through the foundation of the Little Brothers of Mary. ‘He Gave Us the Name of Mary’ (p.36). For Marcellin, Fourvière was not only a pledge but a call to action, leading him to found the Marist Brothers at La Valla on 2 January 1817, creating a community dedicated to bringing Christ to young people, especially those most in need. From that small beginning at La Valla, the Marist mission continued to grow and evolve, crossing borders and reaching generations of young people around the world. Two centuries later, that same spirit and mission continue to guide us. As we come to the end of this month, Marist Schools Australia (MSA) will gather in Perth for their biennial conference. Many of our schools are also welcoming students back after the term break, while in Aotearoa New Zealand the Marist family prepares to celebrate 150 years of Marist education. These moments invite us to reflect on how the Marist mission continues to speak in our own time. At the heart of Marcellin’s vision was the understanding that Marist spirituality would be a living tradition - one that continues to grow and respond to the changing needs of each generation. Marcellin knew what was important for his own generation and implemented it. Today, we are invited to ask the same question: what is Marist mission asking of us in this generation? In recent years, there has been a renewed effort to rediscover Marcellin, his vision and his way of living the Gospel. This is not simply an exercise in history; it helps us interpret the realities of today through his spirit and ask, in a meaningful way, what Marcellin might do now. Publications such as In the Footsteps of Marcellin Champagnat and Water from the Rock have supported this journey, offering signposts for how we continue the Marist mission in our own time. At the heart of what we rediscover is Marcellin’s understanding of education. Marist mission is primarily about the formation of the whole person. Our deeper purpose is to form young people of wisdom, compassion, faith and character. To educate in this way is to build communities where young people are known by name, welcomed as family, and helped to recognise that they are loved, capable and called to serve. This vision did not emerge in isolation. It was shaped by the example of Mary, whom Marcellin looked to throughout his life. Today, we, too, continue to look to Mary, Our Good Mother, as a guide for our own mission. In her, we see a model of humility, attentiveness, patience and faithful presence. She noticed quiet needs, listened deeply, accompanied without controlling, and stood beside those who suffered. This is Mary’s way, first embraced at Fourvière and the way entrusted to us today as we accompany young people and one another. These qualities of Mary’s way of being are especially significant in our own time. In an age where information is available instantly and reactions are often immediate, wisdom and discernment may become the rarest of qualities. The ability to reflect, to discern, to sit patiently with an idea before responding is increasingly valuable. The Marian way reminds us that not every response needs to be immediate; sometimes the most faithful response begins with listening, reflection and presence. This way of being was also at the heart of Marcellin’s own approach to education. Marcellin’s great gift was his distinctive way of relating to young people. The first Brothers lived alongside him, and he became, in many ways, a father to them. His example reminds us that education begins with relationship. In a market-driven and deeply transactional world, putting relationship first may itself be a rare and countercultural act. Our strong sense of community, presence and family spirit bears witness to this Marian way of being in the world. The world our young people will inherit is changing rapidly, and this is precisely where Marist spirituality must continue to speak. They will face climate uncertainty, political polarisation, loneliness, technological disruption, artificial intelligence, and complex questions of identity, relationships and meaning. If our education is truly to serve them, it must respond to these realities, including in new places where we meet and accompany young people. Since Fourvière, Marist mission has responded to the needs of each generation. While technologies, economies and cultures change, the promise made in that chapel still guides us: to make Christ known and loved in Mary’s way, helping young people know they are loved by God, called to serve, and entrusted with building a more humane world. That was Marcellin Champagnat's vision over 200 years ago. It remains our mission today and the promise we make to every generation yet to come. -Br Darren Burge Provincial