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Thomas Walsh (archbishop of Newark)

From Wikipedia, the free encyclopedia

Thomas Joseph Walsh, Jr.
ArchbishopThomasWalsh.jpg
Walsh as the chancellor of the Diocese of Buffalo
Born(1873-12-06)December 6, 1873
DiedJune 6, 1952(1952-06-06) (aged 78)

Thomas Joseph Walsh, Jr. (December 6, 1873 – June 6, 1952) was the first Roman Catholic Archbishop of Newark, New Jersey, holding the position from 1937 until his death in 1952.

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  • ✪ 2018 Convocation: Masters I
  • ✪ Matrix of Power How The World Has Been Controlled By Powerful People Without

Transcription

- [Announcer] Please welcome William Rueckert, Chair, Board of Trustees. (audience applauding) - Good afternoon, everyone. As Chairman of the Board of Trustees of Teachers College, I have the honor of officially opening today's ceremony and being the first to congratulate the 2018 master's graduates of Teacher's College. (audience cheering and applauding) The diplomas you'll receive today are not just rewards for the courses, paper and exams you've completed. Because they are TC degrees, they are proof that you have collaborated with some of the best minds in your field, that you are ready to confront the biggest challenges, and that you have what it takes to become outstanding leaders and change makers. Many of you will take on the noble profession of teaching, armed with the rigorous combination of theory, practice and specialized training that only TC can provide. There is no higher or more urgent calling than the shaping of future generations, and we salute all of our teachers here today. (audience applauding) But preparing teachers is only one way that Teacher's College fulfills its mission of advancing education and improving the lives of individuals, families and communities. TC graduates are dedicated to increasing human wellbeing both in and out of schools and classrooms and across the lifespan as principals and superintendents, as artists and art administrators, as psychologists and health practitioners, and as leaders of every stripe. For more than 130 years, TC scholars have discovered new ways to understand the complex forces that shape our minds, our bodies, and our relationships with each other and the world around us. Their foresight led to the creation of many fields, such as social studies education, special education and inclusive education, fields that many of you will now advance in your own distinct ways. Today, TC offers more than 100 programs in education, health, psychology and leadership, all sharing a single aim: to help individuals and communities reach their full potential. Making all that possible and helping TC reach its full potential requires extraordinary leadership at the top. And TC has been blessed with great leadership for the past 12 years, and it is my very great pleasure to introduce the President of Teacher's College, Susan H. Fuhrman. (audience applauding) - Good afternoon. Welcome to a most joyous occasion, as we honor the most talented women and men who have already achieved so much and are just getting started. I give you the 2018 Master graduates of Teacher's College. (audience applauding) Congratulations, graduates, you made it. Congratulations as well to those who helped you make it to this day: our outstanding faculty and dedicated staff. (audience applauding) And let's all show our appreciation to your families and partners for their love, encouragement and support. (audience cheering and applauding) Graduates, you now join the ranks of our 90,000 alumni who are leaders in education, psychology and health. Like them, you now have the power to transform the learning environments of your schools and organizations, and to expand educational opportunity for everyone, including our most marginalized and vulnerable fellow human beings. And like them, you're dedicating your lives and careers to the pursuit of social justice, a TC tradition that literally goes back to our founder, Grace Hoadley Dodge. Grace Dodge was among the leaders of a growing movement of late 19th century educators and helpers to provide educational and social opportunities for low-income and marginalized populations. Like her her contemporary, Jane Adams, who founded settlement houses where people from different socioeconomic backgrounds could share ideas and information, Grace was bound and determined to improve the lives of struggling families. It was her unique vision to establish a college that would prepare teachers to work with immigrant students and their families who had recently fled poverty, war and prejudice and were still encountering xenophobia and economic peril. It was also Grace Dodge's brilliance to recognize the need for a new kind of educator, one with the skills, cultural understanding and self awareness to understand and address immigrants' educational, health and psychological needs. Armed with this deeper knowledge, this new type of educator could help immigrants and their communities achieve economic mobility and social equality. Thanks to Grace Dodge, Teacher's College quickly became a force for increasing educational opportunity as a path to greater social justice. But also implicit in Grace's vision was another TC hallmark: the value of research, and that notion that for all of us at the college, regardless of our field of study or career path, experience guides and informs our scholarship and practice, as does evidence. This is what I want to stress today in my final convocation speech. TC is both a professional school and a research powerhouse. One can't do either preparing professional educators or preparing researchers about education well without the other. We rely on research to better understand phenomena such as, for example, how the brain processes and responds to information. Research also helps us understand different populations that we teach. Why is that so important? Because you can't help people learn, grow and reach their full potential if you don't truly understand who they are and the cultures they've come from. You can't engage in learning and changing without understanding the lens through which they see the world and building on what they already know. Finally, research informs our practice, guiding us to choose solutions and approaches that best serve our students. If these ideas came of age in Grace Dodge's time, they are absolutely imperative in our own. We live in an era, first of all, when advances and understanding and learning are occurring almost daily on seemingly every front. And here at TC, we are leading the change. Imagine preparing teachers in an environment devoid of discoveries about how students develop insight, come to conceptual understanding and learn to apply this knowledge to new situations. It would be like preparing a surgeon entirely through apprenticeship without grounding in anatomy, physiology or pathology. And now today, with the explosion of knowledge about how people learn, preparing teachers in an environment divorced from this intellectual ferment would be like preparing doctors without the emerging knowledge of the genome or individually-targeted therapies. It would be profoundly conservative, backward looking, not forward looking. Our teachers and teacher educators are making profound discoveries through close observation and engagement with the communities they serve. To cite just a couple of powerful examples, TC's Reimagining Education initiative, led by faculty and students across five of our departments, is fashioning new strategies and approaches to make education relevant and compelling for the students who make up America's increasingly diverse classrooms. What does that look like? For Professor Mariana Souto-Manning, it's about grounding research on how to teach students of color in the lives, voices and values of people of color. For Professor Detra Price-Dennis, it includes the use of technology as a means to engage young students in social issues relevant to their communities. For Professor Yolanda Sealey-Ruiz-- (audience cheering) For a very popular professor, Yolanda Sealey-Ruiz, it has meant encouraging students to bring their lives into the classroom and read through the lens of their own experience, an approach that includes pairing works such as Shakespeare's Sonnet 54 and Tupac Shakur's The Rose That Grew from Concrete. And for Professor Ansley Erickson, it has meant empowering students to study the history of systematic segregation in American cities. Meanwhile, Professor Lucy Calkins and the TC Reading & Writing Project. (audience cheering) Thank you. Continue to help hundreds of thousands of teachers, enable young students to fulfill their potential as avid and skilled readers, writers and enquirers. The project is perhaps best known for Lucy's inspiring books, for the week-by-week curricula she and her team create for working teachers, and for serving as both the think tank and a community of practice. But the project has also been a leader in helping New York schools explore the power of databased instruction, developing a web-based assessment system that tracks measures of student learning, including growth in reading levels, higher-order text-based thinking and writing. These examples powerfully illustrate that, for working teachers, being a researcher means constantly reflecting on one's practice, and then learning and adapting new approaches to foster conditions that optimize learning for different students and communities. The Reimagining Education initiative and the TC Reading & Writing Project also remind us that pedagogy isn't just a fancy word for teaching. It's a science. It's an evidence-based way of organizing and presenting material in ways that are most appropriate to the topic and the audience that we will be learning about. And above all, these examples powerfully affirm the value of research-based graduate schools of education. How, after all, can any policymaker, school leader or teacher afford to be ignorant of such efforts, the results they are achieving and the information they are providing? Attending a research-based school is critically important because emerging research prepares you for tomorrow, not just for today. Confining professional training to just observing current good practice is profoundly shortsighted, particularly when knowledge is increasing exponentially. Graduates, your TC education has prepared you to translate evidence that's been generated by research into practice, and to evaluate the results. You will gear what you have learned to the specific context and communities in which you work. Of course, many of you are already engaged in that work. I mentioned the TC Reading & Writing Project a moment ago and the concept of reflective teaching in practice. Nu-or Ja-lew was drawn to TC precisely because, in her words, as a teaching intern in Beirut, she has fallen in love with the workshop approach developed by the Reading & Writing Project. During her senior year in college, she came to TC for a summer workshop with Lucy. Four years later she enrolled at TC to pursue her graduate degree as a literacy specialist. Her coursework here, along with her observations of students in New York City and Long Island classrooms, steeped Nu-or in solid research on the practical applications of core leadership, staff development and mentoring principles. Nu-or put plans to put her experience as an educator and researcher to work in Lebanese schools. She says she will forever be grateful to TC for versing her in theory and practice because, as she says, this is what teaching is all about. Nu-or, I couldn't agree more. Congratulations. (audience cheering and applauding) Another TC student who was combining theory and practice to make a difference in the world is an art education graduate, C. J. Riley III. (audience cheering) C. J. Riley has focused his research on Nepal, a country that is dominated by agriculture but suffers from widespread food insecurity, leaving 37% of the population suffering from stunting. As part of its food security efforts, the government of Nepal has made a concerted push for more innovative growing methods and more productive crop choices, such as macadamia nuts which are a good source of both food and income. This is where C. J. comes in. Here at TC, he learned how 3D printing and virtual reality could create more effective educational materials for fledgling macadamia farmers and improve agricultural yields. Working in the Myers Studio, Riley used 3D printing to create tree models and educational tools to help Nepalese farmers not only adopt best practices in nursery and grafting techniques, but also to distribute macadamia nuts throughout the country and compete in the world market. Next stop for C. J. will be the Philippines where he will be working with college students and volunteers to help farmers develop new crop options and techniques. C. J., well done. (audience cheering and applauding) Jacqueline Briggs is another 2018 graduate who's-- (audience cheering) Who is creating and applying new knowledge to remarkable effect. Jacqueline came to TC with a unique background as a trained vocalist who permanently lost her hearing in one ear after an accident. Her doctor's told her that a future in music was not in the cards. Those doctors didn't know Jacqueline Briggs. Rather than abandon her dream, Jacqueline underwent intensive music therapy with a technique by which vibrations picked up by her bear feet were transmitted to the neural cortex that controls singing. The combination of muscle memory and resolve led her to earn a music degree in college and discover a new passion and goal: to introduce the joy of music to the hearing disabled. Jacqueline came to Teacher's College to fulfill her dream by pursuing two complementary master's degrees, one in music and music education and the other in TC staff and hard of hearing program. My professor said, "You can't do this," Jacqueline says. They've essentially allowed me to push through the boundaries and barriers, and I showed what I can do here. Jacqueline has been working with other students to develop a deaf music curriculum with a New York-based composer. I am betting many more hearing-disabled people will soon be picking up good musical vibrations thanks to the work of Jacqueline Briggs. Bravo, Jacqueline. (audience cheering and applauding) Graduates, you are the seers and shapers of the future. In this room are creators of beautiful works of art and music, who will inspire new generations to view and engage the world more imaginatively. Others among you will prepare students from the earliest grades through college to achieve basic and then more sophisticated literacy and language skills. Or perhaps you'll specialize in the critical work of teaching the citizens of the future to respect, appreciate and critically evaluate our past and also to undertake productive collaborations to assure our future. But all of you, educators, artists, administrators, scholars, leaders, all of you will have a hand in changing the trajectories of the lives you touch for the better, and they will change you. Why, because your TC degrees stand for more than an (mumbles) resolve to confront what is wrong in our society and to make it right. They're also a summons for you to continue to deepen your knowledge and understanding of the students you teach and the communities you serve so you can work with them to achieve brighter futures. The challenges confronting our society are daunting, but my faculty colleagues and I are optimistic, because we have taken the full measure of your talents, integrity and readiness. We're confident that, individually and collectively, you will make the greatest possible difference in the world, and that you will both be and create outstanding citizens in the course of your work. This is your time. Keep bright the chain of social justice and the pursuit of knowledge of the public good that began with the founding of Teacher's College. And as researchers, remember the physicist David Deutsch's observation that all failures, all evils are due to insufficient knowledge. In other words, when it comes to improving the world, we can never know too much. Congratulations. (audience applauding) We have now reached the moment in this ceremony when we honor an extraordinary individual whose life's work has advanced the cause of education while upholding TC's core mission to foster excellence and equity in the fields we serve. Among those honored at past ceremonies were Archbishop Desmond Tutu, Coretta Scott King, Senator George Mitchell, Pete Seeger, Thomas Friedman, Neil deGrasse Tyson, Gail Collins, Spike Lee, Linda Darling-Hammond, Temple Grandin, and the Reverend Calvin O. Butts. This year, we honor four preeminent scholars and practitioners: Jelani Cobb, Eric Holder, Aleen Gail and Walter Michelle. I'm very pleased to welcome TC Professor William Gaudelli joined by Provost Thomas James to introduce Jelani Cobb. Thank you. (audience applauding) - Good afternoon, graduates, and congratulations. Are you fired up? (audience cheering) Woohoo! (chuckles) It is my distinct pleasure and honor to invite our medalist, Jelani Cobb, to join us at the podium. (audience cheering and applauding) I will now read his citation: William Jelani Cobb, while journalism may be the rough draft of history, it enables us to understand moment of profound change. As a journalist, journalism professor and historian, you have set the bar for such writing, serving as a public intellectual who advances the common good. Your great theme is hope: hope that people of different races may better understand each other, hope that we may break through the circumstances that divide us, and hope that racial justice will ultimately prevail in America. In your book, The Substance of Hope: Barrack Obama and the Paradox of Progress, you called America's first black president a validation of King's promise, that we as a people will get to the promised land. Yet you also decried the term post-racial, and warned that President Obama would be hampered by the weight of his own symbolism. You proved prescient. Ensuing events taught us that racism and the legacy of slavery remain an all too vital, vibrant and dynamic stream in American history as you have written. In a New Yorker article, subtitled The Parameters of Hope, about the killing of Trayvon Martin, you concluded that the election of a black president and appointment of a black attorney general could not realistically remedy decades of complex relations between African-American men and law enforcement. In Policing the Police, your groundbreaking Frontline documentary, you spotlighted that relationship, immersing viewers in the tactics of the Newark Police Department. We admire your courage to accent a powerful historical moment with needed criticality. In the current political climate, you have since found reason to believe in a more horizontal ethic of leadership inspired by Ella Baker, the grassroots champion of civil rights, who preferred 10,000 candles to a single spotlight. Speaking at Teacher's College in 2016, you said that racism is best fought by what we teach young people about democracy. You have since emerged as the nation's foremost chronicler of the Black Lives Matter movement. Perhaps you envision the course your life would take when, as a younger man, you took the name Jelani, which means in Kiswahili great and powerful. We know that you will continue to write on because, as you have said, a different world is possible. We join your hopeful call to action. Congratulations. (audience applauding) - Jelani Cobb, for combining brilliant scholarship and hard-hitting journalism with a commitment to social justice, for bringing nuance, insight and passion to the study of racism, and for showing us all the way to a better future, we proudly present you with the Teacher's College Medal for Distinguished Service. (audience applauding) - President Fuhrman, wow, there's an echo in here. (audience chuckles) Faculty, trustees, family members, and most importantly, graduates of this 2018 Class, thank you for the honor of being invited here today and for being allowed to speak to you. One of the first things I learned as an educator was that the less you say the more people will remember. So I'll keep my comments as short as possible today. I will not offer you any advice this afternoon. You have spent the past two years being advised by one of the finest faculties of any graduate education program in the country. But I would like to offer an observation. But before that, congratulations to today's graduates. You are entering-- (audience applauding) That's right. You are entering the most noble of professions. Thomas Jefferson was correct when he said that a system of government, depending upon the will of the people, has no anchor save for that people's intelligence. And the work of cultivating that intellect, that rationality, that fundamental curiosity and engagement with the world has not ever been more crucial than it is today. And now my observation. Education scholars like Patricia Albjerg Graham and Dana Goldstein and Diane Ravitch have outlined the ways in which our schools, over the course of decades, have increasingly shouldered the responsibilities of civic society. There's a reason why we receive both our immunizations and, more often than not, vote in the local elementary or middle or high school. This generation of teachers, however, is faced with no less of a task than shoring up American democracy and the fundamental decencies, tolerance and understanding that makes it possible. This is not an abstract concern to me. Indeed, it is a deeply personal one. I'm a native of Queens, New York. We have Queens people here, of course. (audience cheering) (chuckles) And the son of a high school-educated mother who fled her native Bessemer, Alabama to earn her diploma from DuSable High School in Chicago; and a father who completed only the third grade Hazlehurst, Georgia where he was born. The difference between their life and my life, in short, teachers. Both my parents left the South with the hope that education might make a difference, if not in their own lives, than certainly in the lives of their children. My earliest formative memories includes sitting at our dining room table as my father taught me to trace the letters of the alphabet, my tiny hand dwarfed by his large one. And the afternoon my mother took me to the New York Public Library, South Hollis branch, to apply for my first library card. I'm a graduate of New York City Public Schools, a historically black university, (clapping) that's right, a historically black university, Howard University-- (audience member wooing) (chuckles) I'll just do a role call of all these places. (audience chuckles) And I completed my graduate school at a state institution, Rutgers University. Fellow Rutgers person here. (chuckles) To the extent that I have done anything to warrant the award being bestowed today, it has been facilitated by public institutions, and more fundamentally, by the sense of civic commitment that led people to fund those institutions so that they could carry out the life-changing work that they do. This is the basis of the hopeful narrative that undergirds what I suspect as your own reasoning in entering the field of education. Institutions matters. They make a difference in our lives and in the lives of those who come after us. I recognize this as my vantage point as a kid from Queens, but this is not solely an individual concern, given that the history of Queens has become relevant in ways that we might not ever have imagined were it not for a noted other Queens resident whose political outlook has been similarly shaped by his experience in the outer boroughs. The current president grew up in Jamaica Estates. I grew up a in place called South Jamaica. Those two communities bear precisely the relationship that their names would imply. One of them, mostly white and affluent, existed at the top of a hill. The other, mostly black, brown and struggling for economic stability, existed at the bottom of it. We grew up 24 years apart on either side of a crucial set of developments in that place. In 1953, when Jackie Robinson, who was then playing for the Brooklyn Dodgers, purchased a home in Queens, a cross was burned near his property to indicate that he was not welcome. The tumultuous battles over school busing in Boston are firmly fixed in the minds of those of us who lived through those years or have studied this period of American history in American education. Few can forget that jarring image of a white protestor threatening to impale a black counter protestor with a flagpole draped in the American flag. But fewer of us know that the same kinds of riotous reactions to the prospect of school integration happened in Queens nearly a decade and a half earlier. Or that the psychologist Kenneth Clark who, along with his wife Mamie, designed the famous doll test that were central to Thurgood Marshall's winning arguments in Brown v. Board of Education, pointed to New York City's school segregation as a crucial concern right after the Supreme Court decision was handed down in 1954. Queens was, in those years, the second whitest borough of New York City. It existed as a kind of internal suburb, a landing place for the aspirational middle class of Manhattan and The Bronx. In 1965, United States immigration policies were liberalized contributing to the kaleidoscope of cultures and ethnicities that populate this city and the country it belongs to. Queens was one of the first places where those changes manifested. It transformed rapidly from a mostly-white borough to what it is now, the single most ethnically diverse county in the United States, where some 800 languages are spoken. This is the Queens I grew up in. I would like to believe that this rapid diversity was welcomed, but the fact is that it was just as often a source of consternation and contempt. The '70s sitcom All in the Family depicted an embittered working class white man named Archie Bunker. Some of us are old enough to remember that show. Archie was a man confused by the changes happening around him and the speed of those developments. And the show was set, not coincidentally, in Queens, New York. My family, migrants from the South, were part of those changes, but not the only part of it. As a young man, I played right field for the Jamaica High School baseball team. The center fielder was Dominican. The left fielder was Indian. The first baseman was African-African. The second baseman was Columbian. The shortstop and two of the pitchers were Jewish, the catcher was Jamaican. We looked like the United Nations taking the field. We also sucked. (audience laughing) I'm almost certain that we never won more games than we lost. But I did take something valuable from the experience of attending a school with this broad swatch of humanity. Many years ago, not long after 9/11, I took a flight from Atlanta to New York City. The memory of the attacks of that day remained fresh in our minds, and flying was still a fraught experience. I boarded my flight and sat in an aisle seat about two thirds of the way back. A few moments later, a tall olive-skinned man boarded the plane. He wore a taqiyah on his head and sported a long beard. He was dressed in a white tunic and white pants. He read as Muslim in all capital letters. As he made his way down the aisle toward me, you could almost see the tension ratcheting up among other passengers. He walked passed me and sat down in an aisle seat across from me one row back. I turned and looked at him. Then I turned and looked again. Finally I asked, "Excuse me, "where are you from?" He looked up and shot back, "Where are you from?" A perfectly appropriate response under the circumstances. "I'm from Queens," I responded. "Alright then," he said. And then I said, "I'm asking because I think "you're also from Queens." By now, everyone in the vicinity was paying close attention to our conversation. "And if you are who I think you are," I continued, "we were in the same break dance crew in high school." (audience laughs) He squinted, and then a look of recognition passed across his face. "Jelani?" he asked. "Shake," I said in reply. We stood up and hugged. The people around us exhaled, clearly relieved by the assumption that no former break dancer could possibly mean them any harm. I, on the other hand, felt good about the situation because, for once, I was the large black man making the white people around me feel more comfortable. (audience laughs) But the crucial point is that here, is that where it was easy to look at my friend and see a template of otherness, a harbinger of animosity and therefore danger, when I looked up I saw a classmate, a familiar face, a person whose home I'd visited and whose table I'd eaten at, and the best break dancer I knew in my youth. Education is called upon to stand within the breach now in a way that it's seldom has been. The roiling conflicts, the ease with which the most base instincts can be appealed to and hostilities exacerbated is stunning. Our schools and our teachers are central to this ideal of we the people, particularly in an era where we have witnessed such exaltation of the first person singular. Now I'll change my mind and close with a small piece of advise. Hold fast to that spark of idealism that led you to pursue a career in education. It is the cornerstone of the world we live in and the down payment on the tomorrow we wish to build. The old adage says that a mind, once expanded, seldom returns to its former dimension. This morning, got on the scale and lamentedly thought the same thing about my waistline. (audience chuckles) That's a whole other subject. But we say a mind, once expanded, seldom returns to its former dimensions. The same cannot be said for societies. We must constantly be mindful of the return of old animosities and tribalistic grievances. Democracy requires constant vigilance. Education is the only thing that makes democracy possible at this current moment. Indeed, it is the only thing that ever has. Thank you. (audience applauding) - [Announcer] Ladies and gentleman, please welcome student speaker Amanda Najib, master's candidate, Department of Curriculum an Teaching. (audience cheering and applauding) - What a humbling honor it is to stand for all of you today. President Fuhrman, Provost James, faculty, staff, alumni, friends, and the beautiful families and communities that have raised us; and a special shoutout to my own family, without whom I would not be standing here today. (audience applauding) I am Amanda Najib and a proud member of the Class of 2018. When I first found out that I was going to be the student speaker, I, like any child seeking their immigrant parents' approval, called up my father and shouted in excitement, "Baba, I got it, I'm gonna speak at graduation." And like most immigrant fathers, he lovingly responded, "You better not mess this up!" (audience chuckles) You see, what my father was so eloquently trying to say was that, as a first-generation Palestinian-American, he is particularly aware that opportunities like going to an Ivy League school and getting a platform like this do not come along very often, and you have to take advantage of it when it does. My father was born under military occupation, so when he immigrated to this country, $400 in his pocket, he could not have imagined where I would be standing today. As Palestinians displaced and dispossessed from all that their families had worked for and intended to leave for them, my parents raised me with a constant reminder, that a US citizenship was a blessing, but the best thing they could ever give me was an education. They taught me the simple truth: education is the most powerful tool we have to change this world, and once you have it, it cannot be taken away from you. That is the truth we have all carried with us to Teacher's College. At TC, I quickly learned that I was not alone in my passion for social justice. In our first semester course, Professor Hamre immersed us in anti-racist critical pedagogy and progressive education. She took the passion we brought to the classroom and channeled it, and guided us through the process of channeling it into action. That wish is the first of many classes that helped turn us from aspiring educators into activist educators. In one way or another, all of us came to TC on a mission to change this world, and our journey here at TC has taught us how to take ownership of what shakes and moves us to open the doors of our classrooms, of our movements and of our lives to let that passion in. And that is what an intentional education does. This year we learned valuable lessons from the survivors of the Parkland shooting, who became students enacting monumental change and leading a national movement. Their incredible courage is something we should all aspire to. And while I commend these students for their bravery, people of color do not share the same privilege as their white and middle class counterparts, not here in New York City nor across the globe. We must see and learn from the young leaders of Black Lives Matter who will not be silent while unarmed black youth are gunned down time and time again, while black girls are suspended at three times the rate of white girls all while these same schools are filling our prisons with black and brown bodies. And we must see and learn from a 17-year-old Ahed Tamimi who sits in an Israeli prison cell half a world away, pulled from her home, verbally assaulted, mistreated and sentenced to eight months in prison, all because she refuses to be silent and watch her country burn. These children have become more than just a voice. They've inspired movements for change, they have inspired action. Here at TC, we become educators and leaders determined to support the movements that inspire us, and to support all children, educationally and creatively so that they too may become activists. I stand here a product of the intentional and transformative education my parents my parents so sternly insisted on, and unwaveringly committed to educating youth across the globe. As a community at Teacher's College, we stand together in the face of adversity, all of us educators banning together for justice. To the Class of 2018, I know we carry on this legacy that both precedes and will long outlive us, and in this halls and in our classrooms, we have learned not to be silent. As Audre Lorde once said, "Your silence won't protect you." And I'd add, "It definitely won't change the world." I think of my peers here at Teacher's College, educators, musicians, artists, historians; students bright enough to succeed in any field, but brave enough to pursue the work that they love. I can't wait to see what amazing things we do for this world and what legacies we create. Congratulations, fellow graduates of the Class of 2018. Now let's go out and make this world tremble. (audience cheering and applauding) - [Announcer] Ladies and gentlemen, please welcome master's students and candidates from the Teacher's College Music and Music Education Program, performing This is Me; music and lyrics by Benj Pasek and Justin Paul, arranged by Mac Huff. (piano music) ♪ I'm not a stranger to the dark ♪ ♪ Hide away, they say ♪ ♪ 'Cause we don't want your broken parts ♪ ♪ I've learned to be ashamed of all my scars ♪ ♪ Run away, they say, no one'll love you as you are ♪ ♪ I won't let them break me down to dust ♪ ♪ I know that there's a place for us ♪ ♪ For we are glorious ♪ ♪ When the sharpest voice wanna cut me down ♪ ♪ Gonna send a flood, gonna drown them out ♪ ♪ I am brave, I am bruised ♪ ♪ I am who I'm meant to be ♪ ♪ This is me ♪ ♪ Look out 'cause here I come ♪ ♪ And I'm marching on to the beat I drum ♪ ♪ I'm not scared to be seen ♪ ♪ I make no apologies ♪ ♪ This is me ♪ ♪ Oh ♪ ♪ Oh ♪ ♪ Oh ♪ ♪ Oh ♪ ♪ Oh, oh, oh, oh, oh ♪ ♪ Another round of bullets in my skin ♪ ♪ Well, fire away 'cause today ♪ ♪ I won't let the shame skin in ♪ ♪ We are bursting through the barricade ♪ ♪ And reaching for the sun ♪ ♪ We are warriors ♪ ♪ And that's who we've become ♪ ♪ I won't let them break me down to dust ♪ ♪ I know that there's a place for us ♪ ♪ For we are glorious ♪ ♪ When the sharpest words wanna cut me down ♪ ♪ I'm gonna send a flood, gonna drown them out ♪ ♪ I am brave, I am bruised ♪ ♪ I am who I'm meant to be ♪ ♪ This is me ♪ ♪ Look out 'cause here I come ♪ ♪ And I'm marching to the beat I drum ♪ ♪ I'm not scared to be seen ♪ ♪ I make no apologies ♪ ♪ This is me ♪ ♪ Oh ♪ ♪ Oh ♪ ♪ Oh ♪ ♪ Oh ♪ ♪ Oh, oh, oh, oh, oh ♪ ♪ This is me ♪ ♪ Oh ♪ ♪ Hey, hey ♪ ♪ Oh ♪ ♪ Hey, hey ♪ ♪ Oh ♪ ♪ Hey, hey ♪ ♪ Oh ♪ ♪ Hey, hey ♪ ♪ Oh, oh, oh, oh ♪ ♪ When the sharpest words wanna cut me down ♪ ♪ Gonna send a flood, I'm gonna drown them out ♪ ♪ This is brave, this is proof ♪ ♪ This is who I'm meant to be ♪ ♪ This is me ♪ ♪ Look out 'cause here I come ♪ ♪ And I'm marching onto the beat I drum ♪ ♪ To the beat I drum ♪ ♪ I make no apologies ♪ ♪ This is me ♪ ♪ Oh ♪ ♪ Hey, hey ♪ ♪ Oh ♪ ♪ Oh ♪ ♪ Hey, hey ♪ ♪ Oh ♪ ♪ You can't hold me down ♪ ♪ Oh, oh, oh, oh ♪ ♪ This is me ♪ ♪ Oh ♪ ♪ Oh ♪ ♪ You can't hold me down ♪ ♪ Oh ♪ ♪ You can't hold me down ♪ ♪ Oh, oh ♪ ♪ No, no, no, no ♪ ♪ This is me ♪ ♪ Oh ♪ ♪ Hey, hey ♪ ♪ Oh ♪ ♪ Hey, hey ♪ ♪ Oh ♪ ♪ C'mon, hah ♪ ♪ Oh ♪ ♪ I am brave ♪ ♪ Oh, oh, oh, oh ♪ ♪ This is me ♪ (audience cheering and applauding) - [Announcer] And now to recognize each of the master's degree candidates are Tom Rock, Vice Provost of Student Affairs, and Kristine Roome, Associate Provost. - Good afternoon. At this time, it gives us great pleasure to read the names of those candidates for the master of arts, master of education, master of philosophy and master of science degrees at Teacher's College, Columbia University. All degrees will be conferred at the Columbia University ceremony on Wednesday. Thank you very much, and now the candidates for the master of arts, master of education, master of philosophy and master of science degrees. - [Kristine] We'll begin by inviting the graduates in the Department of Arts and Humanities. Jarred Morris. - [Tom] Ileana Romero. - [Kristine] Joseph Sinescouchi - [Tom] Casey Nevin. - [Kristine] Erica Castro. - [Tom] Sarah Merchant. - [Kristine] Olivia Galaga. - [Tom] Ayala Glass. - [Kristine] William Reese. - [Tom] Allison Barklay. - [Kristine] Anderson Smith. - [Tom] Kailin Husco. - [Kristine] Qin Jin. - [Tom] Chen Su. - [Kristine] Dwan Chow. - [Tom] Ewan Chang. - [Kristine] Chandem Zem. - [Tom] Stephanie Watts. - [Kristine] Chelsea Wong. - [Tom] Lauren Briali. - [Kristine] Shupei Wong. - [Tom] Alexandra Lasaritus. - [Kristine] Gungi Ye. - [Tom] Shuyuan Yun. - [Kristine] Housy Lee. - [Tom] Catina Tibets. - [Kristine] Wenchen Chong. - [Tom] Luis Hunt. - [Kristine] Gu Yu. - [Tom] Bin Han. - [Kristine] Tien Uzhan. - [Tom] Julia Basile. - [Kristine] Heather Moy. - [Tom] Jesse King. - [Kristine] Eileen Orr. - [Tom] Ashley Wong. - [Kristine] Yaing Wong. - [Tom] Tara Denington. - [Kristine] Robin Stiegletz. - [Tom] Julie Ko. - [Kristine] Polet Alkar Hadic. - [Tom] Graham Pierce. - [Kristine] Lindsey Ma. - [Tom] Cindy Wong. - [Kristine] Guga Wong. - [Tom] Janing Ka. - [Kristine] Eva Dyns. - [Tom] Edwin Harris. - [Kristine] Joanna Giordano. - [Tom] Winun Lee. - [Kristine] Alexandra Glassman. - [Tom] Francisco Escobar. - [Kristine] Jennifer Taylor. - [Tom] Leeyun Young. - [Kristine] Allison Risinger. - [Tom] Evan Divian Stevano. - [Kristine] Jennifer Ku. - [Tom] Matthew Ye. - [Kristine] Dilia Flores. - [Tom] Hiroshi Haga. - [Kristine] Nina Chow. - [Tom] Seshen Zhun. - [Kristine] Yunyung Elsa Lee. - [Tom] Ram Shaw. - [Kristine] Caitlyn Vandermos. - [Tom] Christine Kaminura. - [Kristine] Joshua Goodwin. - [Tom] Shannon Martin. - [Kristine] Alexandra Belivo. - [Tom] Rachel Wong. - [Kristine] Jodi Miksel. - [Tom] Nakanishi Yuko. - [Kristine] Harris Cabrera. - [Tom] Ari Emore. - [Kristine] Nina Peradogi. - [Tom] Annette Lee. - [Kristine] Samara Chodri. - [Tom] Kaitlyn Barry. - [Kristine] Austin Yun. - [Tom] Kristine Janette William. - [Kristine] Tim Housman. - [Tom] Eric Johnson. - [Kristine] Nadia Kine. - [Tom] Debra Maluf. - [Kristine] Alexandra Huberweis. - [Tom] Samantha Mullens. - [Kristine] Lauren DeTavio. - [Tom] Annie Yan. - [Kristine] Rebecca Fishman. - [Tom] Deborah Queyar Parahan. - [Kristine] Ling Lopez. - [Tom] Jessica Spinoza. - [Kristine] Tyler Mason Drafin. - [Tom] Monica Bartholomew. - [Kristine] Jacqueline Briggs. - [Tom] Mary Ansley Moon. - [Kristine] Natasha Ambria Henry. - [Tom] Stephanie Jordett. - [Kristine] Isabella Gavilia. - [Tom] Jennifer Flores. - [Kristine] Nicholas Prier. - [Tom] Christopher Karen. - [Kristine] Rachel Heiman. - [Tom] John Lalina. - [Kristine] Bryant Montalvo. - [Tom] Ariel Brush. - [Kristine] Emma Pinshu Liu. - [Tom] Monica Jenkowski. - [Kristine] Jack Wengchung Liu. - [Tom] Michel Lang. - [Kristine] Elizabeth Adler. - [Tom] Julie Sullivan. - [Kristine] Laranin Mariola Patterson Palmsford. - [Tom] Rebecca Wadlington. - [Kristine] Jeremy Medina Watson. - [Tom] Maria Sebastian. - [Kristine] Carrie Francis. - [Tom] James Todd. - [Kristine] Fernando Elle Garcia Rodaz. - [Tom] Max Marzland. - [Kristine] Hailey Deluca. - [Tom] Melanie Levine. - [Kristine] Rob Hanson. - [Tom] Shana Amed. - [Kristine] Avery DeMaria. - [Tom] Margaret Myers. - [Kristine] Laura Fox. - [Tom] John Eckles. - [Kristine] Miriam Varjak. - [Tom] Briana Baker. - [Kristine] Jana Marimoto. - [Tom] Samuel Wilson Smith. - [Kristine] Sukyung Chai. - [Tom] Gaylin Burn. - [Kristine] Iran Lee. - [Tom] Jacob Cafaro. - [Kristine] Margaret Richardson. - [Tom] Avery Forbes. - [Kristine] Sarah Cho. - [Tom] Stefany Mitton. - [Kristine] Jeihe Chow. - [Tom] Donhelan Kim. - [Kristine] Jillian Jacob. - [Tom] Leora Sanchez Viejas. - [Kristine] Zilu Chen. - [Tom] Trisha Janette Barton. - [Kristine] Shutin Zhen. - [Tom] Sharlisia Joy Paul. - [Kristine] Kasan Yangla. - [Tom] Rosalin George. - [Kristine] Tingyu Gua. - [Tom] Yechun Hu. - [Kristine] Echen Don. - [Tom] Kayla Rose Jason. - [Kristine] Pengyan Lin. - [Tom] Jamie Han. - [Kristine] Maureen Darsy. - [Tom] Wei Wan. - [Kristine] Desere Calamari. - [Tom] Katherine Chrisenzo. - [Kristine] Katherine Krampf. - [Tom] Anetta Haverlevich. - [Kristine] Catherine Gold. - [Tom] Stephanie Tio. - [Kristine] Amanda Kappa. - [Tom] Emily Lorenth. - [Kristine] Elizabeth Murphy. - [Tom] Olivia Swischer. - [Kristine] Amilia Lacoff Paket. - [Tom] Regina Lim. - [Kristine] Michael Sobalak. - [Tom] Hawaii Won Bibi Tran. - [Kristine] Abram DeBruin. - [Tom] Sophie Mendelson. - [Kristine] Sheila O'Shea. - [Tom] Yulia Skursga. - [Kristine] Michelle Saint John Dunnerstein. - [Tom] Edward Iverson. - [Kristine] Ilia Benjamin Washington. - [Tom] Adokia Soderopolous. - [Kristine] Marisol Cantu. - [Tom] Hasal Calichi. - [Kristine] Sue Young. - [Tom] Brian Cassel. - [Kristine] Chay-chay Wu. - [Tom] Charles Riley III. - [Kristine] Chohang Lee. - [Tom] Alex Luelen. - [Kristine] Morong Shu. - [Tom] Pilar Vicana. - [Kristine] Jian Lee. - [Tom] Giyee Jan. - [Kristine] Shantan Wong. - [Tom] Nora Chen. - [Kristine] Yana Lee. - [Tom] Minyang Sun. - [Kristine] Zushen Young. - [Tom] Patrick Morgan Barry Flynn. - [Kristine] Shuyu Jian. - [Tom] Ayanda Delanba. - [Kristine] Suman Park. - [Tom] Rebecca Schwartz. - [Kristine] Tiffany Probasco. - [Tom] Nu Son. - [Kristine] Gwyneth Epstein. - [Tom] Olympia Tahari. - [Kristine] Amanda Diri. - [Tom] Kristina Garcia Montes. - [Kristine] Dominique Lester. - [Tom] Kate Fernari. - [Kristine] John Flemming. - [Tom] Jessica Lewis. - [Kristine] Shira Engel. - [Tom] Caroline Drew. - [Kristine] Trudy Moi. - [Tom] Madeline Huaren. - [Kristine] Jenny Clark Shif. - [Tom] Emily Giffard Smith. - [Kristine] Jonathan Acampora. - [Tom] Kaitlin Varga. Leslie Vatamosi. Will the students and the faculty from the Department of Art and Humanities please stand and recognize our graduates? (audience applauding) - [Kristine] Congratulations. We now welcome the graduates in the Department of Curriculum and Teaching. Anuska Pei. - [Tom] Sirian Janine Abu. - [Kristine] Aaron Milton. - [Tom] Natalie Flores. - [Kristine] Yara Pinoz. - [Tom] Jiniera Harris. - [Kristine] Christine Charachela. - [Tom] Georgia Holiday. - [Kristine] Brielle Welch. - [Tom] Julie Waters. - [Kristine] Marsha Thorn. - [Tom] Ashley Cassela. - [Kristine] Nataisha Nudgent. - [Tom] Natasha Sokoto. - [Kristine] Dushan Amed. - [Tom] Olivia Brothers. - [Kristine] Eric Klimowich. - [Tom] Margaret Peralt. - [Kristine] Hazel Michelle Lee. - [Tom] Lauren Roth. - [Kristine] Thandar So. - [Tom] Sarah Kauffman. - [Kristine] Herman Charmine. - [Tom] Erica Ruben. - [Kristine] Hannah Jain Choi. - [Tom] Chelsea Katz. - [Kristine] Steve Sadenberg. - [Tom] Laura Bowen Pope. - [Kristine] Gene Myer. - [Tom] Catherine Lyons. - [Kristine] Leslie Manuela Nunez. - [Tom] Rebecca Leavy. - [Kristine] Isabella Altagracia Espinal. - [Tom] Clarissa Maripodi Bovi. - [Kristine] Flor Natalia Orguellez. - [Tom] Diandra Parks. - [Kristine] Christian Ramoz. - [Tom] Jahan Guenji. - [Kristine] Zoe Ayubi. - [Tom] Stephanie Small. Escorted by Zavier Williams. - [Kristine] Huda Balusch. - [Tom] Pauline Morales. - [Kristine] Tulisa Tanez. - [Tom] Destiny Moore. - [Kristine] Dorothy Kupki. - [Tom] Jennifer Rene Tailor. - [Kristine] Jen Wong. - [Tom] Amanda Najib. - [Kristine] Sherry Plumber. - [Tom] Dana Nasaw. - [Kristine] Elizabeth Patrenko. - [Tom] Allison Mullen. - [Kristine] Samantha Nadal. - [Tom] Danielle Suskain. - [Kristine] Kamakshi Visvunathen. - [Tom] Amy Hoff. - [Kristine] Anna Matthew. - [Tom] Kelsey Shiyen. - [Kristine] Sesheng Mau. - [Tom] Lindsay Golden. - [Kristine] Hanna Chapman. - [Tom] Casey Leaves. - [Kristine] Sarah Crowen. - [Tom] Lindsay Rosenbaum. - [Kristine] Page Brennan. - [Tom] Rachel Samuels. - [Kristine] Kaitlyn Hoffer. - [Tom] Bridgette Myer. - [Kristine] Emily Blagdon. - [Tom] Zhumi Park. - [Kristine] Logan Swicki. - [Tom] Yunji Jo. - [Kristine] Autumn Decker. - [Tom] Yanyi Wong. - [Kristine] Michael Costa. - [Tom] Yunan Nu. - [Kristine] Zoe Abstarzik. - [Tom] Keshan Shen. - [Kristine] Bridgette Miller. - [Tom] Narisha Banzali. - [Kristine] Catherine Zub. - [Tom] Catherine Rau. - [Kristine] Carl Shimatero. - [Tom] Alexandra Luciani. - [Kristine] Amy Ludjak. - [Tom] Alexis Vieman. - [Kristine] Nohr Jalu. - [Tom] Iyana Wayne Herschberg. - [Kristine] Brookes Webber. - [Tom] Allison Baker. - [Kristine] Jennifer Fernandez. - [Tom] Emily Rodesca. - [Kristine] Kathleen Walsh. - [Tom] Suzanne Steward. - [Kristine] Jillian Christian. - [Tom] Jessica Siprow. - [Kristine] Emily Kober. - [Tom] Alexandra Abarca. - [Kristine] Olivia Hymowitz. - [Tom] Katie Shi. - [Kristine] Cara Danielle Singleton. - [Tom] Juliette Dibuts. - [Kristine] Dulce Marie Fletcher. - [Tom] Lindsy O. - [Kristine] Alia Shalabi. - [Tom] Ileana Mendez Ruiz. - [Kristine] Stephanie Fischer. - [Tom] Brianna Jensen. - [Kristine] Bridgette Shien. - [Tom] Avni Tandon. - [Kristine] Dulce Aguiera. - [Tom] Kaitlyn Bornholt. - [Kristine] Regina Elbert. - [Tom] Jacqueline Scriber. - [Kristine] Megan Dun Reiderstrong. - [Tom] Carly Jaff. - [Kristine] Cara Patrino. - [Tom] Megan Fortier. - [Kristine] Amanda Denzmor. - [Tom] Amanda Brodski. - [Kristine] Rashida Moore. - [Tom] Emma Preston. - [Kristine] Martha Saint John. - [Tom] Jessica Huan. - [Kristine] Saima Ali. - [Tom] Alison Arthurmay. - [Kristine] Terris Grant. - [Tom] Emily Alverson. - [Kristine] Muchin Hu. - [Tom] Edward Hodson. - [Kristine] Yun Jiau. - [Tom] Ana Han. - [Kristine] Elana Laskan. - [Tom] Vivian Yen. Will the students from the department, and faculty, from the Department of Curriculum and Teaching please stand and recognize our graduates? (audience cheering and applauding) And would all of our students and all of our faculty please stand and recognize our amazing graduates? (audience cheering and applauding) - [Announcer] And now for the presentation of the candidates, please welcome Provost Thomas James. - Please be seated. President Fuhrman, Mr. Rueckert, trustees, faculty, staff and guests, it is my great pleasure as provost to the college to present you the master's candidates from Teacher's College. Please hold your applause until we are finished. Would the master of arts candidates please stand and be recognize and remain standing? Would the masters of science candidates please stand to be recognized and remain standing? Would the masters of philosophy candidates please stand, be recognized and remain standing? Would the master of education candidates please stand, be recognized and remain standing? President Fuhrman, I ask you to recommend these students for the granting of their masters degrees Wednesday morning at the Columbia University commencement exercises. (applauding) (audience applauding) Please be seated. - [Announcer] Ladies and gentlemen, please welcome Marion Boultbee, the President of the Teacher's College Alumni Association. (audience applauding) - Alumni. Let me say that again. Alumni. (audience cheering) It is my distinct pleasure to formally welcome you to the Teacher's College Alumni Association. As you stand here before this esteemed group and alongside your peers, we look on with great pride. Today you join our alumni association, a network of over 90,000 professionals, comprised of graduates from a myriad of academic backgrounds and all walks of life, who have created an incredible legacy. You are now a part of that legacy. Your fellow Teacher's College alumni have made a global impact, shaping many fields of inquiry and practice. They have done so through their leadership, tenacity, experience and wisdom. They have also done so because of the people like the ones around you today who form your support systems and a network of peer mentors. Many would argue that they have done so because of their Teacher's College preparation. We know that you too will follow in these footsteps and make your own mark. Just as you occasionally needed support during your time at TC, we know you will need similar resources as you embark on your careers, and we encourage you to look to Teacher's College. I'm here today to tell you how valuable your participation in our alumni association can be. We are colleagues and collaborators, supporters and challengers, mentors and mentees, and most importantly, we are your peers. What keeps us all together is our alma mater, Teacher's College. While everyone has had a different journey, I'm certain that no one's path leading to this time and place was free of challenges. I'm also certain that along the way you found inspiration, insight and joy, and many of you have developed what will become life-long friendships. I encourage you to stay connected to your classmates as you move forward in your careers, and to tap into the deep pool of expertise and knowledge offered by the broader TC community. We hope to see you at future alumni events, and also featured in future newsletters. Know that you will always have a home in TC's vibrant community. On behalf of your fellow alumni, we wish you all the best in your endeavors. Congratulations, and welcome to the alumni association. (audience applauding) - [Announcer] Ladies and gentleman, William Rueckert, Chair of the Teacher's College Board of Trustees. - On behalf of the trustees of Teacher's College, I wanna congratulate each and every one of you on your extraordinary achievement. We thank your families and friends for joining with the faculty and staff of Teacher's College to recognize you, our master's graduates of the Class of 2018. We know that your contributions of improving the lives of your fellow human beings will become part of the TC legacy and will make us all proud. And one more round of applause. (audience applauding)

Contents

Biography

Thomas Joseph Walsh, Jr. was born in Parker's Landing, Pennsylvania, the eldest son of Thomas and Helen (Curtin) Walsh. After attending public and parochial schools, he studied at St. Bonaventure's College in Allegany, New York. He was ordained to the priesthood by Bishop James Edward Quigley on January 27, 1900.[1] He then served as a curate at St. Joseph's Cathedral until the following June 25, when he became chancellor of the Diocese of Buffalo and private secretary to Bishop Quigley.

In 1907 Bishop Charles H. Colton sent him to further his studies in Rome at the Pontifical Athenaeum S. Apollinare, from where he earned a doctorate in canon law (June 19, 1907) and later a doctorate in theology (June 19, 1908).[2] Upon his return to Buffalo, he resumed his duties as diocesan chancellor and secretary to the bishop.[3] He was named rector of St. Joseph's Cathedral in 1915.

Bishop of Trenton

On May 10, 1918, Walsh was appointed Bishop of Trenton, New Jersey, by Pope Benedict XV. He received his episcopal consecration on the following July 25 from Archbishop Giovanni Bonzano, with Bishops Dennis Joseph Dougherty and John Joseph O'Connor serving as co-consecrators. Bishop Walsh was among those, who with Christian Brother Barnabas McDonald, FSC, encouraged the Knights of Columbus to consider working with youth. To this end, in August 1922, Walsh addressed the annual meeting of the Supreme Council of the Knights of Columbus held in Atlantic City. Supreme Knight James A. Flaherty named a special committee headed by then Deputy Supreme Knight, Martin H. Carmody to study the feasibility of organizing a junior order, which in 1925 became the Columbian Squires.[4]

Walsh was great advocate for Catholic education. In 1910, five sisters of the Religious Teachers Filippini were sent by Pope Pius X to work among the Italian immigrants in St. Joachim's parish in South Trenton. Walsh became a supporter of their work, and in 1918, with the help of a donation from businessman James Cox Brady, he acquired the Harvey Fisk estate "Riverside" in Ewing Township for the sisters. It became their motherhouse and novitiate. The sisters named it Villa Victoria in memory of Brady's wife, Victoria May Pery Brady. In 1933, the sisters established Villa Victoria Academy, an all-girls, private, Catholic middle and high school.[5]

He also dedicated the new St. James High School and Auditorium which later came to be known as Red Bank Catholic High School.[6]

Archbishop of Newark

Following the death of Bishop O'Connor in May 1927, Walsh was named Bishop of Newark on March 2, 1928. He was installed at the, as yet unfinished, Cathedral of the Sacred Heart on the following May 1.[1] The following year, Walsh established the Newark Mount Carmel Guild to help those on public assistance. In 1930, the guild set up a soup kitchen in the basement of St. Patrick's Pro-Cathedral.[7] In 1930, Bishop Walsh acquired the "Tower Hill", the estate of Louis C. Gillespie, founder of L.C. Gillespie & Sons, importers of shellac. He invited the Religious Teachers Filippini to expand their work to the Diocese of Newark. The sisters re-located their motherhouse to Morristown and named it Villa Walsh, where they opened another girls school, Villa Walsh Academy, while continuing to operate Villa Victoria Academy in Ewing Township.[8]

In 1931, Bishop Walsh saw the opening of a new chancery building on Mulberry St. Prior to that the administration of the diocese was conducted out of offices at St. John's School. In 1933, Bishop Walsh established Saint Gertrude Cemetery in Colonia, New Jersey.[9] In 1935, Walsh attended a Eucharistic congress held in Cleveland.[2]

He raised $2 million in 25 days to build Immaculate Conception Seminary in 1936, and encouraged Seton Hall Preparatory School and Seton Hall College to receive state accreditation. Walsh was a close friend of Abbot Patrick Mary O'Brien, of St. Mary's Abbey in Morristown.[10] Upon the elevation of the Diocese of Newark to the rank of archdiocese by Pope Pius XI, Walsh was appointed its first Archbishop on December 10, 1937.[1] He received the pallium on April 27, 1938.[2] He convened a synod in 1941. In September 1947, Archbishop Walsh gave the opening convocation at the New Jersey Constitutional Convention.[11]

He died at age 78.

References

  1. ^ a b c "Most Rev. Thomas J. Walsh, S.T.D., J.C.D.", Archdiocese of Newark
  2. ^ a b c DeLozier, Alan Bernard. "Roman Catholic Archdiocese of Newark", Arcadia Publishing, 2011, p. 12ISBN 9780738576404
  3. ^ The Bulletin, Catholic Laymen's Association of Georgia, Deceber 21, 1937
  4. ^ "Columbian Sqires", KofC Delphos Council 1362
  5. ^ Kull, Helen. "Ewing Then and Now: The Fisk Family and the Fisk School", Community News, August 1, 2013
  6. ^ "RBC History", Red Bank Catholic
  7. ^ "History", Catholic Charities of the Archdiocese of Newark
  8. ^ "Religious Teachers Filippini Mark 50th Year in the U.S.", The Catholic Advocate, Vol. 9, Number 49, 1 December 1960
  9. ^ "Saint Gertrude Cemetery & Chapel Mausoleum", Catholic Cemeteries
  10. ^ "Abbot Patrick Mary O'Brien ", St. Mary's Abbey
  11. ^ N.J. Constitutional Convention Vol. 1, p. 923

External links

Catholic Church titles
Preceded by
James Augustine McFaul
Bishop of Trenton
1918–1928
Succeeded by
John J. McMahon
Preceded by
John Joseph O'Connor
Bishop of Newark
1928–1937
Succeeded by
Promoted to Archbishop
Preceded by
None
Archbishop of Newark
1937–1952
Succeeded by
Thomas Aloysius Boland
This page was last edited on 7 August 2019, at 22:00
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