1000 jeunes (de l’élémentaire au supérieur) et adultes de tous les établissements ont animé le festival de l’année, le « JBS Fest », ce 26 avril à Joué-lès-Tours. Le JBS Fest a été imaginé et préparé par le CLAL pendant un an et mis en musique logistique par toute l’équipe de Saint Gatien.
12 ateliers en plein air préparés par binôme d’établissement autour des 12 valeurs du PEJ ont offert réflexion, mise en pratique, partage de manière très créative. Des concerts, des flashmobs sur le chant du tricentenaire, la réalisation de l’étoile géante, la célébration, pique-nique et soleil ont ponctué la journée. Un moment fort a été le témoignage de Fabien Héraud, ancien élève de Saint Félix La Salle, acteur, handicapé, qui a joué dans le film « De toutes nos forces ». Témoignage de vie, de volonté, d’humour, en bref leçon d’humanité.
Les jeunes ont été invités par le père Pierre (ancien élève de Saint Gatien) à devenir des ambassadeurs de la charité, et à repartir dans leur famille et leur établissement en faisant en sorte que les valeurs deviennent naturelles. Les Frères nous ont invités à être attentif à la vie et à nous soucier les uns des autres. Jean-Marie Ballenghien a conclu en les interpellant : « et pourquoi pas devenir éducateurs à votre tour ? »
Dal 21 al 23 marzo 2019, presso la Casa Generalizia dei Fratelli delle Scuole Cristiane, si è svolta la seconda parte del seminario sull’accompagnamento personale, dedicato alla formazione dei docenti e all’assunzione di uno stile condiviso, ispirato al carisma lasalliano, nell’opera educativa portata avanti nelle nostre scuole. All’interno delle nostre scuole, infatti, l’accompagnamento può essere declinato a più livelli e con un diverso fine pedagogico: oltre l’accompagnamento degli studenti da parte dei docenti, bisogna tener presente il reciproco accompagnamento dei colleghi nel portare avanti la missione educativa, ma anche l’accompagnamento delle famiglie, che rivelano sempre più enormi varchi di fragilità e sofferenza.
L’accompagnamento personale
In continuità con la prima sessione del seminario, il tema affrontato è stato quello dell’accompagnamento personale come compito eminente di un insegnante capace di guidare distintamente i propri alunni, tenendo contro delle loro proprie situazioni di vita. In particolare, grazie alle riflessioni dei Fratelli, la missione dell’accompagnamento è stata considerata sia da un punto di vista storico che da una prospettiva strettamente antropologica capace di legare lo sviluppo della persona alla sua capacità di amare e di ricevere amore. Inoltre, il tema è stato declinato in modo concreto con l’analisi di alcuni casi di studio sui quali ci siamo interrogati insieme agli altri colleghi presenti.
La corresponsabilità della missione educativa
Se si tiene presente che la struttura antropologica è intimamente relazionale, si deve necessariamente concludere che l’opera educativa, intesa come orientamento al discernimento vocazionale e alla piena realizzazione della persona umana, si gioca all’interno di molteplici relazioni tra loro reciprocamente interconnesse. La scuola, di fronte allo smarrimento e alla solitudine imperante nella società digitale, deve allora essere chiamata a costruire e consolidare le relazioni autentiche, quelle attraverso le quali la persona si realizza nella pienezza della sua umanità. Dunque, accompagnare è sempre un atto di famiglia, una missione che implica la corresponsabilità di tutti verso l’unico fine della valorizzazione della persona umana. Accompagnare significa, infatti, mettere gli studenti nelle condizioni di saper vivere relazioni autentiche, di saper accogliere e attraversare il fallimento come esperienza inaggirabile della condizione umana. Lungi da essere un paternalismo culturale, la missione educativa deve sempre promuovere la persona nella sua autonomia, sviluppando così un discernimento critico degli allievi di fronte ad una realtà sempre più complessa e frammentaria.
L’identità narrativa
Di fronte alla chiusura e al rischio di uno smarrimento identitario, la scuola deve promuovere l’identità narrativa degli studenti, ovvero deve metterli in quella condizione di libertà che li spinge a raccontare sé stessi e a scoprire autonomamente la propria identità, alla luce dei valori umani fondamentali. L’identità è tale solo quando sa esprimersi e raccontarsi in modo franco, e questo accade solo in relazioni di fiducia e di trasparenza. Attraverso la narrazione, infatti, la persona ripercorre la propria storia, integrandola così nella sua consapevolezza e giungendo, infine, alla piena pacificazione identitaria.
Gli ostacoli per l’accompagnamento
Una sessione del seminario è stata dedicata alla condivisione, tra i presenti, delle difficoltà che non consentono un sereno accompagnamento degli allievi. Spesso i docenti si scontrano con l’indocilità degli studenti che richiede anche strategie severe e di rigore; a volte sono le fragilità personali degli stessi docenti che costituiscono un ostacolo nel cammino dell’accompagnamento; e, in altri casi, l’assenza di una visione educativa comune e condivisa, insieme alla mancanza di confronto tra colleghi, può implicare un insuccesso educativo. Di fronte a queste difficoltà, occorre allora individuare delle strategie comuni capaci di superare le divergenze di vedute per orientare la propria missione alla promozione dell’umanità dei nostri studenti.
Per una cultura della scuola
Sono tantissimi gli elementi della scuola che possono avere un impatto (positivo o negativo) sulla vita degli studenti. Occorre tener sempre presente che la scuola non è un’istituzione astratta e lontana dalla vita concreta ma un modo di essere, uno stile di vita che include delle precise modalità esistenziali. Chi fa scuola deve, quindi, scoprirsi anzitutto chiamato alla missione educativa come propria priorità vocazionale. La scuola è una missione che non va scissa dalla professione. In questo senso, la scuola, ancor più se ispirata ai valori del cristianesimo, deve offrirsi come il luogo significativo in cui ciascuno è orientato verso un viaggio, ovvero verso la meta della sua propria destinazione personale. In un contesto sociale smarrito in cui prevale il vagabondaggio e l’erranza senza meta, la scuola deve offrire tutti gli strumenti di orientamento perché la persona raggiunga la propria pienezza. In una prospettiva cristiana, questa è l’esperienza del discernimento vocazionale che porta una vita a sentirsi guardata da Dio e amata nel suo sguardo.
Una proposta per il nostro liceo
A conclusione del seminario, vissuto in un clima di familiarità e condivisione, è emersa la proposta di effettuare, al termine dell’anno scolastico, un breve laboratorio fra i nostri docenti del “Villa Flaminia”; un laboratorio sull’accompagnamento con cui condividere gli spunti principali che abbiamo ricevuto durante le due sessioni del seminario, ma soprattutto, un’occasione di condivisione tra colleghi su come abbiamo operato nella nostra missione educativa e su come possiamo migliorare, all’insegna del carisma lasalliano, il compito di accompagnare i nostri studenti verso la loro destinazione personale.
Conclusione
All’insegna dello scambio fraterno e dell’amicizia, anche la seconda sessione del seminario sull’accompagnamento personale è stata una importante occasione di confronto reciproco tra le diverse realtà lasalliane d’Italia. Creare rete è, infatti, fondamentale per operare in una sinergia di intenti e obiettivi capaci di continuare ad inverare, tra le trame della storia contemporanea, il carisma del Fondatore declinandolo nel modo che più si addice alla cultura e alla società odierna. Allora, dopo aver preso parte alle due sessioni del seminario, ciascun educatore, di rientro nelle proprie realtà locali, potrà operare con maggiore consapevolezza umana e spirituale nel suo ruolo di accompagnatore delle nuove generazioni verso la loro piena e integrale maturazione.
Samedi 06 et dimanche 07 avril 2019, le collège La Salle Saint Michel a participé à la 12ème édition du Relais Pour La Vie organisée par La ligue contre le cancer sur le champ de foire de Bras-Panon.
Après 24 heures de course et grâce à votre soutien, nos deux équipes, composées d’adultes et d’élèves, ont fini 5ème et 41ème sur 280 équipes engagées.
Année après année les sommes augmentent et nous croisons les doigts pour que la barre des 1 000,00 € soit atteinte l’année prochaine.
L’équipe organisatrice remercie les donateurs et celles et ceux qui sont venus nous soutenir et parfois nous relayer.
A l’année prochaine pour une nouvelle édition du Relais Pour La Vie.
Sportivement,
L’équipe organisatrice : M. Florian Costanzo et M. Frédéric Crocquevieille
On 6 and 7 April
2019 in the House of Formation in Kopiec, Lasallians from Poland celebrated the
300th anniversary of the death of the Founder, Saint John Baptist de La Salle.
The
celebration was attended by
representatives of communities from all over the District.
The meeting began
with the Holy Mass celebrated by the local Bishop, Dr Andrzej Przybylski. The
bishop gave a very valuable sermon, speaking of the extraordinary gift that is
the vocation of the Brothers, their mission and the need for their work in
today’s world.
After the Mass, all
present were invited to a festive meal. It was an opportunity to exchange
experiences and build a community.
Meetings in smaller groups were held in the afternoon, giving an
opportunity to learn about each centre’s work and our various successes and
challenges.
The day ended with
a barbecue on the pitch in Kopiec.
The next day began
with a Mass, after which a meeting of directors took place. Brorher
Visitor Marian Szamrej expressed his
gratitude to the gathered Brothers and lay partners for for the daily work and
the commitment they put in to fulfill their duties.
Ms. Jolanta
Szczudłowska, the director of St John Baptist de La Salle Kindergarten in
Gdańsk, presented very personal reflections on her work based on Lasallian
pedagogy,
It was followed by
brother Janusz Robionek’s presenting main objectives of MEL – Lasallian
Educational Mission.
Mrs. Anna Sarad,
the Director of the Primary School in Gdansk, acquainted all participants with
the opportunities of formation, Lasallian activities in the District and in the
Region and at the same time strongly encouraged to participate in them.
Everyone received an invitation to participate in the ASSEDIL Congress which
will take place in Gdańsk in April 2020.
The celebrations
were an extraordinary opportunity to build a sense of community that adds a lot
of strength to our everyday work.
Projects from Spain, Portugal, Turkey, Egypt and Palestine win the LSdreams 2019 international pre-university competition
The winning projects provide solutions to social problems through innovation in the fields of engineering, business management, health, architecture and life and earth sciences.
Barcelona, 09 April 2019. The winners of the 9th edition of the LSdreams competition have been announced. The competition is an initiative by La Salle Universities and is open to pre-university La Salle educational centres in Europe and the Middle East, for 16 to 20 year olds. This year it has rewarded proposals from Spain, Portugal, Turkey, Egypt and Palestine. La Salle Bilbao was a particular highlight, having won in two categories, the First Prize and the ASSEDIL Prize. The main goal of the awards is to promote ethical values in research projects aimed at social improvement of their immediate surroundings. The winning projects deal with topics such as motorcycling safety, digital security, renewable energies, social integration, social services and health and welfare.
Another aim of the competition is to encourage young people to be sensitive to and to reflect on the moral and ethical implications of the five areas of knowledge our organisation deals with. The projects submitted must aim to improve their immediate surroundings with innovative research and development projects in the fields of architecture, engineering, health, business management and life and earth sciences.
In this year’s edition, the competition has awarded six first-place prizes, one ASSEDIL award, one extraordinary LSdreams award and four second-place prizes.
• In the field of Collaborative Projects, the First Prize and Extraordinary Prize were awarded to the ULTRAVISION group from the Saint-Michel Fransiz Lisesi centres in Istanbul (Turkey) and to La Salle Beit Hanina in Jerusalem (Palestine). The teams were made up by Eda Güçhan, Şila Polat, Asli Ünlüer, Jennifer Fairhurst and Amro Imad Sinokrot, Omar Khaldon Abu Saoud, Jennifer Dakkak Fairhurst, and the tutors Milena Kuyumciyam and Amer Qaysi.
As part of the same project category, a second-place prize has been awarded to the Highway to Health team by groups from: La Salle Barcelos in Barcelos (Portugal) and La Salle Palencia (Spain). The teams were made up by Ana Catarina Martíns Araújo, Diana Sofia Borges Fonseca and Sara Margarida Antunes Gomes, and the tutors José Correis Roque and David Saura López.
• In the field of Engineering, the First Prize was given to the group from La Salle Barcelos School (Portugal) for the “Body Bubble” project. The team was made up by the students José Nuno Correia Campos, Hugo José Campos Martins and Pedro da Silva Pereira, and their tutor José Eduardo Correia Roque.
This project consists of a full body inflatable suit for motorcyclists, which provides full body protection and is activated in just milliseconds, preventing injury and death. This suit is able to inflate in a matter of milliseconds, just like an airbag. However,it could protect all important parts of the driver’s body, such as the spine, neck and even the thorax. Unlike similar existing products, this project provides full body protection, including a connection to the helmet and stabilisation of the lower part of the body.
The jury has also awarded a second-place prize to the group from Collège Saint-Marc of Alexandria (Egypt) for its project “SQRband: Virtual Smart Keychan”. The team consists of Kyrollos Youssef, Mohammed Amr and George Gabriel, and their tutor Ihab Ghobrial.
The project is based on the creation of a secure digital key fob stored on a wristband or other electronic device. It automatically opens doors, enter accounts or validate payments using a wireless connection. It can also be used to replace national identity documents and passports. All data is stored and transmitted securely using our implementation of the RSA protocol with additional security measures to prevent hackers from stealing useful data.
• In the field of Architecture, the Jury has awarded the First Prize to the group from St. Joseph Fransiz Lisesi School in Istanbul (Turkey) for their project: “Zephyr wall”. The team is made up by the students Irem Duru and Karya Erdoğan and their tutor, Laurent Chapdelaine.
This project is based on a fin wall connected to a converter that transforms the kinetic energy of wind and solar energy into electricity.
The jury also decided to award a second-place prize to the La Salle Beit Hanina group (College des freres – Beit Hanina) in Jerusalem (Palestine), for their project “Syning”. The team consists of the students Zein Zamamiri, Salma Abu Hummos and Rami Copty and their tutor Amer Qaysi.
The project aims to document, draw, research and propose a plan to develop an old building to make it modern, ecological, energy generating and beneficial to the local community. This building is located on one of the oldest and most famous streets in the city, on the outskirts of the old city of Jerusalem.
• In the field of Business Management, first place and the ASSEDIL prize was awarded to the group from La Salle Bilbao (Spain), for their “Social Empathy site” project. The team is made up of the students Idoia Gondra Pérez, Arrate Jace Izaguirre and Itziar Arrillaga Gonzalez, and their tutor Martxeli Mugica Jauregui.
Faced with the growing global trend of human migration including children and adolescents, difficulties arise as they adapt to schools in the welcoming countries. Because of their different levels of education, and in order to help include pupils and families, Empathy site has launched its project based on two pillars: a network to help welcome these migrants and a network to provide socio-educational support. This network is led by an open group of pupils, former pupils, parents and educators who receive immigrant pupils and families at their social enterprise.
The jury has also decided to award second-place prize in this category to the group from the San Juan Bautista school in Los Corrales de Buelna (Spain), for their project “Efficiency in the HR department”. The team is made up by Joana Herrero Santana, Andrea Merino San Segundo, Tania Garcia BouBoulis and their tutor Diana Ortiz Ruiz.
Bearing in mind that modern theories recognise the importance of efficient management of Human Resources, we know that in most companies the department responsible is saturated by bureaucratic administrative tasks, even having to resort to outsourcing such tasks to free up resources. This is why they wanted to find a more economically efficient alternative to allow the HR department to take on tasks that really add value to the company.
• In the field of Health, the First Prize was given to the group from La Salle Jerusalem (Palestine) for their project “Eduevolution”. The team consists of students Issam Shihabi, Christine Yousef Sabat and Omeros Samara and their tutor Afif George Amireh.
As Palestinian Jerusalemites, they face a variety of structural challenges and discriminations in their daily lives, from the challenges within their own Palestinian society to the challenges imposed on them by the occupation. Their neighbourhoods have little access to basic social services, unemployment rates are high and opportunities are limited. They also face social pressures within the Palestinian community; they are expected to conform to an image of what it means to succeed, which is often narrowly defined by material wealth, marriage and starting a family.
The jury has also awarded a second-place prize in this category to the group from La Salle Cordoba School (Spain), for its project “Bringing borders closer”. The team is made up of students Angela Miño Calero, Rebeca Sosa Lozano and Marta Garcia de Viguera and their tutor Rocío del Pilar Rodríguez Torres.
This project consists of the creation of booklets in three languages (Spanish, English and French) that will be sent to various underdeveloped countries. Based on basic hygiene information and exercises or games beneficial to physical health. There will be plenty of photographs and drawings for third world children and adults to help them understand. They are trying to solve the problem of misinformation in these countries by providing information they consider basic to their health and well-being.
• In the field of Life and Earth Sciences, the Jury has decided to award First Prize to the group from the Saint-Marc School in Alexandria (Egypt), for their project “Phyto-épuration”.
The team consists of the students Marc Bondoly, Ahmed Hamdy and Pierre Bahgat, and their tutor Samy Medawar.
This project is based on using natural bacteria found in the root system of plants to purify water. Bacteria that need oxygen and do not emit odours that “eat” organic matter. They transform them into a mineral material that plants can assimilate. In return, it will provide water to the bacteria through their roots.
The jury has also awarded a second-place prize to the group from La Salle Bilbao (Spain), for their project “Natura”. The team consists of the students Ane Yagüe Viciola, Irati Alcubilla Tamayo and Itziar Arriaga Ruiz de Velasco, and their tutor Garbiñe Ibañez Canton.
Theirs is a project created by students to turn their school into an agent of change, a resilient school in their city, to work together to create a city for the people: open spaces with good air quality, low noise levels and no heat islands. Its value proposition focuses on uniting the need for environmental improvement with the social inclusion of groups based in their neighbourhood. It is an integrative, inclusive project.
The winning teams, in each of the areas of knowledge proposed by the organisation, will travel to Rome on 25, 26, 27 and 28 April 2019 to collect their prize.
About LSdreams
LSdreams is organised by La Salle Universities, the network of international Lasallian universities composed of seven European university centres: UniLaSalle Beauvais, Ecole Catholique d’Arts et Métiers (Lyon), Groupe ESAIP Enseignement Supérieur (Angers), La Salle Mounier (Paris), La Salle Campus Barcelona-URL, La Salle Campus Madrid and Open University La Salle (UOLS).
Press: La Salle Campus Barcelona-URL Elisa Álvarez T. 93 290 23 86 M. 649 29 46 95 elisa.alvarez@salle.url.edu
Contexte de départ. Tout le monde s’accorde à dire que seule la pratique d’une langue en permet l’acquisition. Or, force est de constater que les élèves des établissements francophones du Liban, plus exactement la majorité d’entre eux, ne communiquent en français qu’en classe de français. Même là, la communication est minimale puisque les 6 ou 7 périodes hebdomadaires consacrées à l’apprentissage de cette langue sont en fait consacrées presqu’exclusivement à l’apprentissage de la grammaire, de l’orthographe, des genres et des types de textes. Où donc et quand ces élèves peuvent-ils pratiquer cette langue qu’ils apprennent ? C’est dans ce contexte qu’est née l’idée de transformer l’établissement en un environnement francophone où tout se dit en français, depuis les affichages et les circulaires jusqu’aux leçons de math et de sciences en passant par celles de géographie, de chant et de théâtre.
Démarrage du projet._ En mai 2015, trois établissements lasalliens du Liban ont accepté de s’engager dans un projet proposé par le CPLL et qui avait pour principal objectif de faire de ces établissements, en trois ans, des environnements francophones. De mai à juillet 2015, le projet a été finalisé dans ses grandes lignes et le budget en a été assuré grâce à l’implication des établissements eux-mêmes, au soutien de l’Institut des Frères des Écoles Chrétiennes et de l’Œuvre d’Orient. Il a démarré en septembre 2015 et a été clôturé le 20 mars 2018. Cependant, ce projet a donné naissance à un partenariat lasallien franco-libanais qui perdure et ne cesse de se développer d’une année à l’autre.
Les grands axes du projet
Enseigner la géographie en français à partir du CE1 (ou EB2).
Instituer une heure hebdomadaire consacrée au théâtre et au chant en français.
Instituer régulièrement, en entente avec un établissement lasallien de France, des séances d’échanges virtuels via Skype entre les groupes classes.
Inscrire à des cours de langue tous les enseignants des disciplines non linguistiques (math, sciences, sport, etc.) qui en expriment le besoin et leur assurer des séjours d’immersion linguistique dans les établissements lasalliens de France.
Favoriser la lecture et la documentation en français en développant les Centres de documentation et en y assurant une animation motivante.
Organiser en juillet une colonie francophone de jour.
Résultats chiffrés obtenus en 3 ans
Dans chacun des 3 établissements concernés, 102 périodes de géographie et de 102 périodes de chant et de théâtre ont été assurées en français à chaque promotion d’élèves du CE1 (ou EB2) à la 6e (ou EB6).
8 séances d’échanges virtuels ont été organisées avec des groupes d’élèves de France.
21 enseignants ont profité chacun de 3 semaines de séjour linguistique et professionnel en France.
58 enseignants des disciplines non linguistiques ont obtenu le diplôme DELF-B2, diplôme certifiant du niveau de langue requis pour enseigner en cette langue.
4 enseignants ont obtenu le DELF-C1 et 6 ont passé avec succès le concours de correcteur DELF.
Plus de 120 élèves ont obtenu leur DELF A2.
D’autres résultats
Aux yeux des élèves, le français est associé à des moments agréables et à l’épanouissement personnel. Il est de moins en moins vu par les garçons comme une langue dévirilisante.
Cette langue est davantage présente dans l’établissement et les élèves participent davantage aux activités francophones, notamment celles organisées par l’Institut français de Beyrouth.
Il y a davantage de collaboration entre les enseignants de français et ceux des autres disciplines.
Les démarches entreprises dans le cadre de ce projet ont permis aux 3 établissements susmentionnés d’obtenir le LabelFrancÉducation.
Ce projet a intensifié la collaboration d’une part entre les établissements lasalliens du Liban qui y sont impliqués et, d’autre part, entre ces établissements et l’Institut français de Beyrouth.
Ce projet a favorisé l’institution d’un véritable partenariat avec les établissements lasalliens de France. Ayant senti l’effet hautement bénéfique des échanges entre leurs éducateurs, mais aussi entre leurs élèves, les responsables lasalliens des 2 côtés de la Méditerranée s’engagent de plus en plus dans ce partenariat comme le montre ce tableau.
Accueil de Lasalliens libanais en France
Accueil de Lasalliens français au Liban
2015-16
7 éducateurs des 3 établissements engagés dans le projet initial
2016-17
7 éducateurs des mêmes 3 établissements
Le directeur du Pôle éducation de France accompagné de 5 chefs d’établissements
2017-18
10 éducateurs de 6 établissements lasalliens différents
7 éducateurs provenant de 5 établissements différents
2018-19
-8 éducateurs de 5 établissements-1 groupe d’élèves de 2de du C. du Sacré Coeur
6 éducateurs provenant de 4 établissements-1 groupe d’élèves de 4e (EB8) de St Laurent-Blain
2019-20
Prévisions :-10 éducateurs de 6 établissements différents-2 groupes d’élèves du C. Notre Dame et du C. du Sacré Cœur
Prévisions :-Nombre d’éducateurs pas encore précisé-1 groupe d’élèves de 1re de St Joseph-Pruillé le Chétif
The Institute of the Brothers of the Christian Schools communicates and laments the death of our Brother Paul McAuley, who was found dead on Tuesday, April 2, at the Intercultural Student Community “La Salle” in Iquitos, Peru, where he worked for more than 10 years.
Brother Paul McAuley, president of the Loretana Environmental Network and advisor to the Peruvian Amazon Student Organization, was a well-known defender of the environment, fully identified with the reality of the Loreto Region and the problems of Indigenous Peoples. He was born in England in 1947. He moved to Peru in 1995 and, from the beginning, he was incarnated in various works in favor of the neediest in Lima, Moyobamba and Iquitos.
We have been informed that the Peruvian authorities are investigating the circumstances of his death. We are waiting for more information.
We feel united with the Peruvian church, with the Bolivia–Peru District and with all the Lasallians.
May he rest in peace!
Brother Jorge Gallardo de Alba, F.S.C. Vicar General
On Sunday, 31 March 2019, in the splendid Cathedral of St. John the Baptist in Valletta, the process of beatification and canonization of Brother Louis Camilleri, FSC, began.
Brother Louis was born in Zurrieq, Malta on 1 September 1923. When was 17 he entered the Institute of the Brothers of the Christian Schools in Beziers, France for the postulancy, novitiate and scholasticate. On Easter Sunday 1948 he pronounced final vows and returned to Malta and De La Salle College, Vittoriosa.
In July 1971, he moved to Stella Maris College, Gzira, where, the following year, he was appointed Sub Director. In early 1980 he was named provincial for Malta. Later on he founded the Malta branch of “Signum Fidei” and was moderator for this branch until the end of his life on 29 May 2011.
The reputation for holiness, which Brother Louis already possessed in his lifetime, has been spreading ever more since his death. The servant of God already has a multitude of devotees not only in Malta, but also in other countries where the Brothers of the Christian Schools dedicate themselves to the ministry of human and Christian education.
Brother Louis’ great love for the young to whom he devoted his whole life, his numerous good works, his unlimited trust in Providence, and his great virtues have aroused the admiration of all those who knew him and have attracted young people to be part of his religious institute.
The canonization of Brother Louis will help to keep alive his spirit of service to young people and will serve as an example and model for those who seek a way to give meaning to their lives.
