IT’S MY STORY
My Name is Johnny Bosco, to everyone else I’m known as Don Bosco, as I became a Catholic priest which was my life goal set when I was only two. I was born on 16th August 1815, in a poorfamily atBecchi, a hamlet in Italy. My parents: Papa Francis and Mamma Margaret, are farmers; I have two brothers older than I, Anthony and Joseph. I lost my father “Life isn’t about finding yourself, Life is about creating yourself” IT’S MY STORY when I was hardly two. My mother had to feed five.Work in the fields is hard andmamma couldn’tdo it alone,somybrothers andIjoinedto help. I had a dream when I was nine. I was told to be gentle and kind to the young for whom I would be dedicating my whole life. Jesus and Mary would stand by me and tell me what would take place in my life. In the kitchen my Mother taught me to share my bread with beggars and the needy. And she made me feel that God was actually present in our home. We learnt to converse simply and profoundly with God, trust, respect and hope in God. God is also involved in the “daily” events that took place around our home. I had experienced the warmth of maternal and paternal love, and so when I had grown up I realized that I was called to give this love to those youngsters who had no family.
My step-brother wouldn’t allow me to study so I had to flee to study. To achieve my dream I worked at a tailor, shoe designer, baker, in the farm, after my school hours and studied by the light of a candle at night. Later I joined the Seminary to realize my cherished dream. Time seemed to fly by during the years I was in school and then came the time when MY DREAM began to come true: TO BE A PRIEST. I’ve learned from my spiritual friend Louis that I need to prepare for a better life in heaven. After his death he appeared and told me that heaven is a reality. The aim of life is not to become rich but to become more generous and kind. This, my mother taught me. She in fact told me that she would not step into my house if I ever became rich.
After my studies in the seminary, here I was, a young priest in Turin, with so many youngsters looking for a place to play, have fun and at the same time a place to pray and sing as well… It was a difficult time. It caused me much stress, worry and I shed many tears…but finally one day A man, hearing that I was in need of a place to gather my boys…decided to offer me an old shed…After some work and a little adjustment on Easter Morning in 1846 I finally threw open the doors of the new Oratory to the boys! Every boy felt that it was his “home”; through games, prayer andthe Word of God I sought to convey all that my mother had taught me when I was a little boy. To love, to work, to share, to be united with God and with others, and to share my dreams… Every boy who entered the Pinardi shed would find this atmosphere!
There was one rule that I followed during this adventure: To love what the boys loved so that they would learn to love what I, the educator loved. Once I became so ill and was bed-ridden. My Children knew that I loved them and so they prayed and got me well. The rest of my life I owe to them. I made it a point that for them I study, for them I work, for them I live and for them I be ready to give my last.
Many others have continued to offer youngsters a “home” like I did, taking Jesus as their model Many others have chosen to be bearers of the joy and happiness, the beauty of meeting Jesus… Even you will be able to realize your dreams to help others make their dreams come true. You and I are walking together on this journey to holiness… happiness!!!
What millions of youth say
Contact with Don Bosco was a stairway to God. Being surprised and captivated by Don Bosco, one was fasci-nated by the supernatural power of his purity. He was like the refreshing smile of God over the sadness of the world. Not only by his words, but also by his presence he inspired love of this virtue. His face radiated Divine love so did his entire person. Every word that sprung from his What millions of youth say heart – from the pulpit, in the confessional, at conferences, in private and in public and even in casual conversations – spoke of God.
He attracted us to himself through the fullness of the supernatural love that overflowed from his heart. In that sanctity lay the entire secret that attracted, conquered and transformed all who came to him. For us, youngsters, Don Bosco became: father, teacher and friend. He was a privileged witness of God’s love!
For Don Bosco YOUTH are “a gift of predilection”. And EDUCATION is the way of announcing, of witnessing. It is a SIGN OF CONCRETE CHARITY prompted by the Spirit. The education of yougsters is A PATH TO SANCTITY, both for Don Bosco and for youngsters. On whatever day, at whatever time, you are always in my thoughts. But especially in what concerns your soul. For my part, I give you everything, my very self: it won’t be much, but when I say I give you everything, I keep nothing for myself. For you I study, for you I work, for you Iive and for you I am ready to give even my life, he used to say with much passion in his heart for the young.
Nursery for Variety of Vocations: There were musicians, sportsmen, engineers, Doctors, Artists, journalists, Bakers, Tailors, Shoe designers, Wood designers, Priests, Brothers, Missionaries, Bishops and Cardinals nurtured in the hands of Don Bosco, making place for the gifts of the Spirit to grow to maturity. We were trained to face daily challenges.
Its Your Home: So Friends! You are with his Salesians, who would make life more beautiful for you after his own heart and in the footprints of the Divine Master. Hear Don Bosco say with much pride, I invite you to enter my house, it was behind these walls that great dreams were born. So you see, my bedroom was never empty, it is always filled with the faces of thousands of youngsters that come to visit my home to dream BIG. Tell don Bosco about the dream that you are guarding in your heart. He prays with you, “Dear Lord, you have placed in our hearts the desire for happiness. Let our lives be guided by the great dreams that you have thought out for us. May we know to accept help from those who only seek our good”.
Its Your School: Don Bosco decided to make his school and oratory a home, a place where every boy/girl could feel that it was their own kitchen, a place where she/he felt the love of a family. From the time I was little I enjoyed
being an acrobat a juggler, an entertainer, a tight-rope walker a musician, to make my many friends happy and above all to make them friends of God. When I became a priest I spent my life so that every youngster who met me would be happy to know that they were loved by God! For my youngsters I founded the ORATORY with great big playgrounds, where they could jump…run… and play and be HAPPY! …in every Salesian house you find always a playground and there should always be happiness!
Don Bosco wanted his youngsters to be cheerful and thoughtful, prayerful, sensible and capable of true friendship. He trusted us, met our needs, our quest for prayer and for interiority and integrity. Education we received from him was the way to holiness.
Education In Don Bosco Way
Introduction: Education in Don Bosco’s Way is a student-centered approach to education. Student-centered education generates expressive youngsters who cultivate happiness wherever they go. The focus of the entire educational endeavour – the syllabus, the staff, the location, the architecture, the building, the playground, the facilities – is to be planned with a view to the holistic development of the young person for whom and in whose name it is created.
The pupil are to be treated with kindness and respect; it was the educational responsibility to place youngsters in a happy, vigorous, enquiring educational environment, a context where all were treated as equals, encouraged to speak up and to speak out, to one another and to their teachers. Student is to be invited to become the active subject and enthusiastic learner. The focus of Don Bosco’s way is therefore, student-centered for self-actualization and social participation. Through it, the student matures into a dynamic agent of social, political and cultural progress.
The Don Bosco Way: Don Bosco’s Way of Education combines the preventive System that acknowledges the tendency to evil existing in all humans, and the expressive system that complements and completes the preventive method of education. While the preventive method forestalls the harm in view of the complete growth of the young person, the expressive method provides a wide variety of opportunities for maturation. This combination protects from all influences that would morally harm them, rather than being affected by them and fosters experiential learning, talent- nurturing, skills-development, and training for livelihoods – all these possibilities are made available in order to create the positive reinforcement needed for a healthy self-esteem and for growth in self-actualization and citizenship. The entire pedagogical experience is based on parental safeguarding with kindness, availability in a family atmosphere that boosts experiential learning in discipline and peer collaboration. It enables one to cooperate with one’s peers.
The Philosophy: The Philosophy of the DB Way acknowledges human freedom and the power to choose between good and evil while admitting at the same time, human frailty and complements, in perceiving human person positively capable of self-realization given the conditions favorable to maturation. The task of the educator is to let the good succeed over and against the young person’s evil tendencies andprovide those conditions so that growth in the young person is facilitated.
The Attitude: The attitude of the educator is one of accompaniment, assistance, encouragement and support. The educator creates safe and healthy environment providing opportunities for positive self-actualization through a motivating presence.
The Skills: The educators develop skills of loving concern, encouragement and motivation beginning from the things that interest their students to the things they consider important for them to learn. The educators are kind guides who are discreet and farsighted in the care of the students. They accompany them in the hope of fostering good and healthy habits, helping them to mature in freedom, self-esteem and responsibility.
The Learning: The learning takes place through guidance and fostering self-determination that leads the educators stand back and encourage the progress of the student in his/her journey towards maturity.
The Perception: A perception of the educator shifts from seeing students as fragile, vulnerable with rights to be defended to perceive them as friends and fellow seekers who are to be prepared for self-reliance as future contributors to the society. Similarly the student’s perception shifts from looking at their educators as accompanying guides and guardians to a friend, motivator, hero and a fellow pilgrim on the road of life.
The Emphasis: The emphasis starts with protection and moves on to the growth and expression.
Don Bosco believed education that takes place through loving persuasion. He is eager that young people “benefit rather than suffer when they are the objects of disciplinary action”. DB applied Preventive method in a manner that was intrinsically linked to his exuberant and expressive personality. These expressive characteristics form part of his educative methodology. They transcend the preventive aspects of protection from harm so as to
include positive motivations to enable young people become the best they can be. Preventing young people from bad influences was essentially linked to training them for self-expression through creative activity.
Through expressive education he strengthened the fundamental capacity of the youngsters to believe in themselves by feeling valued, cared for and loved. A healthy self-esteem was the foundation upon which all else could be built. His expressive education was directed towards self-discovery, the forming of character and the strengthening of personal resiliency against the great challenges that life had in store for his young friends.
Through the encouragement of personal and community expression, DB gave young people opportunities for maturing in body, mind, and spirit, for leadership, for talent-development, for becoming honest citizens capable of contributing positively to the betterment of society. This harmonious blend of the preventive and expressive methods distinguishes DB’s educational approach from other preventive approaches of his time.
DB’s presence: DB’s presence among his students as father, guide, motivator, hero, friend and fellow pilgrim won their admiration and their love. Many were even willing to lay down their lives for him. His presence, practical insight, charm and charisma may be translated into three essential components of holistic growth. They are rapport, reason and religion or to put it in another way, they are the attitudes of loving kindness, reasonableness and religious integrity.
Education to meet the Needs, Impart Values and Develop Attitudes and Skills: Don Bosco, being a positive realist, focused on Need-Based Holistic Education.
The Needs: Education must address the three fundamen-tal yearnings of the heart, the mind and the spirit. The student’s emotional need for a trusting relationship is met with the kindness of the educator’s rapport, the rational need for intellectual enquiry encounters the reasonable dialogue of the teacher and the spiritual need for personal and social happiness is inspired by the religious guidance of the educator. Holistic education is holistic even in the educational relationship it fosters between the two interacting parties. So Education is a combined journey towards maturity. Education is the art of growing with the young day by day.
Value: It means “a principle, standard or quality” which we consider worth pursuing and striving after for the benefit of the whole educational enterprise. Seen in this light, rapport, reason and religion are values that are integral to DB’s Way. They are ends in themselves as well as means to achieve the overarching goal of holistic education.
The Four Pillars Of Don Bosco Way
I. Rapport II. Reason III. Religion IV. Presence
I. Rapport: Carl Rogers says, “We know that the facilitation of learning rests not upon the teaching skills of the leader, curricular planning, use of audio-visuals, programmed learning, lectures or presentation, or abundance of books but on upon certain attitudinal qualities which exist in the personal relationship between the facilitator and the learners”. There is No learning without a relationship. The more loving and trusting the relationship is, the greater is the confidence of the learner with respect to what is learned. The things we learn from people we love have a greaterimpact on ourlives and are more difficult to forget than what we learn from others. The things we learn in an atmosphere of trust are not merely bits of information to memorize but experiences that we become passionate about. Don Bosco gives us three keys to establishing rapportin any educator-studentrelationship:
a) “Love what the young love, that they may love what you love” b) “It is not enough to love, they must know that they are loved” c) “Familiarity breeds affection. Affection breeds confidence” Education is the ability of the educator to draw out the best from the educand, which presupposes the existence of a relationship of love. Being with young people in the things that interest them is the best way to letting them know that they are loved. In this relationship of confidence, a positive disposition is fostered. Spending time with young people builds rapport which leads to affection that gives rise to genuine trust and confidence in which learning become a joyful experience.
Rapport Skills: Some skills used to promote genuine rapport, a true ecology
of loving kindness in DB’s Way are: a) Listening in order to understand empowers the learner. b) Being Available to students where they feel most at home – playgrounds, music clubs, etc-boosts the quality of their participation. c) Being Respectful to all leads to mutual esteem. d) Concern for the underprivileged is translating loving kindness into care for those on the periphery. e) Being Creative reveals that love is full of surprises.
II. Reason: The role of reason in DB’s Way is indispensable because it acts like a bridge in the education of young people in three important ways: a) Reason safeguards relationship base on love (the emotional need) from degenerating into mere sentimentality. b) Reason checks the believer’s faith (the spiritual need) from falling into superstition or religious fanaticism. c) Reason checks reasoning (the rational need) from becoming individualist anarchism. The harmony between self-understanding and student- understanding enables educators create excellent learning spaces that benefit the educator-student relationship.
Reasonability Skills: DB’s way gives reasonableness great importance especially in formulating rules, in dealing with corrections and in applying sanctions:
On Rules: Hints to make rules reasonable are: i. base your rules on common sense. ii. Keep them few. iii. Keep them simple and clear. iv. Explain how rules benefit them. v. communicate clearly. vi. Give timely reminders. vii.
Differentiate on firm and flexible rules. viii. Evaluate rules in course of time.
ix. Include students in the formulation of rules. x. To check the fairness of rules put yourselves in the shoes of the students.
On Corrections: i. Decide on the necessity of correction and focus on the cause. ii. Give personal correction with concern and respect. iii. Before correcting ask yourself on reason, value and method proportion to offence. iv. Avoid the following ways: accuses, jumping on to conclusions, calling names or use of offensive, sarcastic language, lecturing, moralizing, raising voice, getting personal, publisizing, involving parents. v. when correcting be factual, polite, reasonable, firm and brief. vi. After correcting do not hold grudge, be ready to forgive, do not recall, or give public example on mistake of one. Sometimes be ready to ask pardon and keep the relationship intact.
On Sanctionsp: Never punish or humiliate, or use physical force, often check the cause for violation, invite parents to search for a solution with a view of understanding and helping. Use sanctions that benefit the offender or use deprivations like personal attention, or something that they are fond of. Maintain a sense of proportion.
Discipline is necessary. It reveals the tough face of Love. Reason is a useful means to discipline behaviour, yet education is a matter of the heart. When reason and love work in harmony, the student at the centre of education project is always the winner.
III. Religion: Religion in holistic education leads one to live in harmony with oneself, in thoughts, words and actions, Harmony with others, with all humans, creatures and the environment and Harmony with God. The aim of education in DB’s Way is to form “Honest Citizens and True Believers”. Education is embarking on a unique double-destination pilgrimage, a voyage into one’s self and into the world, a journey within and without.
The Journey within is the search for one’s uniqueness; one’s reason for existence’ one’s inner voice; one’s struggle to be true; one’s personal intimacy with God who is reverently worshipped.
The Journey without is the search for social harmony. It consists I building loving relationships with others; in making choices responsibly; in balancing one’s inner truth with the demands of daily living; in accepting difference and diversity as a challenge to broaden perspectives; in contributing to a more just and peaceful society; in avoiding everything that harms another human being, whether physical psychological, or spiritual; in cooperating with people of goodwill to make the world a better place. In this sincere, the pilgrim strives to make God’s abode/ kingdom a reality on earth.
The Journey within and the Journey without are one and the same. The more one cultivates a passion to embark on the journey within, the deeper one enters into the journey without. The greater the depth of inner peace, the wider is the peaceful impact one has on society. The deeper one is in the embrace of God, the more effectively is one able to embrace his or her brothers and sisters. The more one experiences God’s love and forgives oneself, the more one wishes to be compassionate with underprivileged section of humanity. The journey within is incomplete if it neglects the journey without. The journey without is superficial if it is not rooted in the journey within. Happiness, holiness or wholeness consists in establishing perfect harmony between the two movements of the one journey. The Educators in the DB’s Way need to be persons who have experienced the double- destination journey in their own lives, so that they can guide and motivate their students for the same adventure.
Skills for Education to Religion: To embark on DB’s Happiness project, it is necessary that young people learn to develop ten skills. The first four facilitate journey within while the remaining six facilitate the journey without.
a. Meditation: The educator assists the students to develop silence within themselves. Silence forms the basis for an intimate encounter with God.
b. Prayer: Students are taught how to enter into a personal relationship with God through sincere and humble dialogue in prayer.
c. Obedience to the Inner Voice: Listening to the inner voice the student is helped to become aware of what is right and wrong and to habitually align with what is right.
d. Death and the After Life: Reminder about Death and After life helps one to check motivations, orientations, and set priorities for the future.
e. Duty: Sense of Duty is the best of self-discipline when fulfilled daily and cheerfully. Duty involves taking studies seriously, being fair at games, respecting elders, obeying one’s parents, balancing fun and responsibility, developing a healthy body and mind.
f. Joy and Optimism: Youth live life as a celebration. Music, theatre, games, sport, picnics – these are youthful expressions of happiness. Using these elements, the educator promotes attitudes of gratitude, praise, joy, optimism, reverence and respect.
g. Peer Education: Young people easily personalize attitudes and change behaviours through peer pressure. DB was quick to capitalize on this reality for educational purpose, so he formed groups and made them leaders to develop wholesome habits of heart, mind and spirit.
h. Forgiveness, Service, Collaboration and Dialogue: These are methods used to help them grow towards integrity.
IV. Presence: The concrete way of being fully with the students is called “Presence” which helps realize happiness in the here and now. The characteristics of this presence are:
a. Welcoming Presence: The educators make first step in making new acquaintances.
b. Motivational Presence: It is enthusiastic and optimistic where students are enticed to learn, search and discover.
c. Personal Presence: It cares with a special concern for those in need. Each student is called by name, feels know, loved respected and accepted.
d. Incarnational Presence: It is based on sound moral values. Seeing world through their eyes will entice them to experience the values the educator lives by.
e. Creative Presence: Being open to discovery means being ready to try new ways, new solutions and new ideas. Risk is essential to creative learning.
f. Networking Presence: It involves all people of goodwill around a common project.
Skills for Presence: The following suggestions help to maintain a friendly environment without compromising standards of quality:
a. Physical Presence: Ensure that you are physically present in places where students gather in large numbers, for instance, in classrooms, corridors, gymnasiums or playgrounds.
b. Participate: During recreational breaks, avoid, whenever possible, the refuge of the teacher’s rest room. Make attempts to be among the students as friendly guides and observant care-givers.
c. Animate: The time of recreation is an excellent opportunity to get to know your students and establish rapport. Devise creative ways to involve as many as possible in wholesome fun and activity.
d. Decorum: When class resumes, encourage students to switch to seriousness, appropriate to classroom learn-ing. To model this you be serious at the stroke of the bell, this will, in the long run, earn you the respect and appreciation of the students.
e. Contingency Plan: Prepare for any eventuality when you are among yours students, especially for programs that involve large numbers in a determinate area. Anticipate possible casualities and conduct safety check even before they arrive.
f. Environment: The context within which education takes place is as important as the education itself.
g. Co-responsibility: Collaboration of staff in an educational institute is a visible way to ensure a caring atmosphere. When the management and staff work as a team, students are encouraged to give their best. This involves a type of dedication that transcends the mere teaching of syllabus or sticking to a curriculum.
h. A Counselor’s Desk:It is of utmost importance in complex institutions.
AGE-WISE APPLICATION OF DB’S WAY
I. CHILDHOOD (ages 5-8): Children of this age, by the time they come to us have already picked up basic attitudes to people and things. They know how to perform before elders. They are curious, inquisitive and love to play with whatever they find. They are in the process of developing a conscience and begin to make moral judgments. Their imagination is abundant. They love the make-believe world of fantasy. All that they hear or see is real. They are unable to distinguish fact from fiction. They enjoy learning through song, drama and games. They express themselves better through art. They are capable of reaching out to help those they love. They like making friends. They begin to feel a sense of belonging as they learn to identify family members. To apply DB’s Way we need to know what they like and What they do not like.
Children of this age like: play, stories, secrets, even if they don’t deep them, pleasant surprises, short term activities, using new skills, whatever their friends like, attention and being attended to immediately.
Children of this do not like: bullies, favoritism by elders, being sent to bed, being lectured to etc.
WHEN USING…
Rapport: by getting to know the groups they like to associate with. Be firm on the use of their time, fix a period for recreation and study, Enthuse them in their studies, make leaning an experience of joyful discovery. Participate in their recreation, make sacrifices to attend to their needs like cutting down on your relaxation or TV watching. When you do this, you are showing them that they are your prime concern.
Religion: by connecting them in prayer. Reason can help to see that asking for God’s blessing cannot be done while holding a grudge against one’s brother or sister. Encourage their spontaneous childlike formulations of prayer. Encourage sharing and generosity especially with the less fortunate.
Be aware of their growing sensitivity to what is right and wrong. Teaching by example can make the greatest impact on their minds.
Reason: Avoid comparing behaviour with others. Accepting each one for his/her own uniqueness will help to build a healthy self-esteem. Be excited about the new ventures they are fond of. Feed their curiosity with wholesome information about facts and general knowledge. Begin training for art, song, drama and dance. Incentives for work well done are needed. Let rewards be surprises.
II. INTERMEDIATES (Ages 9-13): At this stage, the difference between girls and boys is quite pronounced. Girls appear more mature than boys because of which boys are often shy of girls. The do not mix freely. Peer approval begins to dominate and influences their lives. They look up to the peer leader. They are able to reason for themselves. They can perceive what is symbolic and are more able to grasp spiritual ideas. They can assume responsibility for their actions. Children at this age have a natural exuberance and like to be helpful. They are sensitive and their feelings are easily hurt.
They discriminate between those they naturally like and those they don’t. They make strong moral judgments. Successful adults are their models. Intermediates like their friends, spending time in play and gossip, action, drama, contemporary music, thinking of themselves and competitions. Intermediates do not like Rival Groups, people who do not trust them, Do’s and Don’ts.
WHEN USING…
Rapport: Know their peers and encourage them whenever possible. Get familiar with the leader of the group. Do not compare.
Religion: Teach them to assume responsibility for their actions. Utilize constructively their natural exuberance to be of service. Encourage them to pray in groups.
Reason: Encourage quality friendships. Encourage group activity and create opportunities for the same. Develop their talents. When correcting, give brief and simple explanations.
III. ADOLESCENTS (Ages 14-19): The search for identity is on. Teenagers struggle to assert their individuality. They tend to feel more at home among their peers than with their parents. Peer acceptance is of vital importance. Negative feedback about their dress, behaviour or adult generalizations such as, ‘when I was your age..’, ‘in our time…’, are detested.
The teenager is now capable of thinking, assessing, and reasoning. The arena in which he/she has to make choices is now much wider than the home, and therefore confusing. The voices of parents, educators and elders are now competing with louder voices of peers and the youth media culture. This state of indecision and inconsistency typifies teenage behaviour.
Teenagers are highly idealistic and hate hypocrisy especially among adults. They begin to discover their own sexuality and strive to impress those with whom they are infatuated, even spending long hours in chatting on the phone or in each other’s company. They enjoy teasing each other about their infatuations.
Teens like to have privacy being taken seriously, listened to and to belong to a peer group. They like people who are honest, tolerant and excuse their erratic behaviour. They like teasing, sports, music, TV and like to be heroes and heroines.
Teens do not like people who are quick to judge, people who cannot take a decision, nagging, being corrected in public, personal remarks in front of their peers or the opposite sex, being left out or criticized by their peers, being betrayed or deceived, Dishonesty and compromise, strain or pressure. WHEN USING…
Rapport: Let love be alert, yet patient and discerning. Always keep the channels of communication open. Encourage peer group gatherings from time to time. Establish good relations with the group leader. Be aware of the biological and emotional changes and respect their feelings. Encourage them to widen their circle of friends.
Religion: Propose models of good behaviour tactfully, without making comparisons or being too insistent. Look out for personality development seminars that may be available and get them to participate. If coaxing doesn’t work, get the leader of the group to attend or get a friend to accompany your teenager. Prayer must be relevant to personal and social needs. Encourage peer-participation in prayer gatherings. Arrange a volunteers’ participation programme at a hospital or at any centre for disadvantaged people in order to balance their faith in God with generosity and social concern.
Reason: Do not generalize; treat each individual case separately. Appeal to reason without forcing ideas on them. Ask pertinent questions and let them sort out the answers. Be sincere when responding to their queries. Sooner or later they will realize that parents and educators are not omniscient. Give them ‘space’. This means tolerating disagreement. Encourage discussion and critical appreciation of media issues. When correcting them, get to the point.
If cooperation from your teenagers is not forthcoming even after being reasonable with them, a firm, decisive stand may have to be imposed without being harsh or abusive.
Feel Proud: Dear Student feel proud that you have entered into an international group of Don Bosco Institutions spread over 126 countries. Your school comes under South Asia region under which fall all the 11 provinces of India namely Guwahati, Mumbai, Chennai, Kolkata, Bangalore, Dimapur, Hyderabad, Delhi, Konkan, Trichi, and Silchar. Your School mostly caters to the poor and less fortunate children in the locality. The school follows the state syllabus and runs in co-education mode.
Demand much from my Salesians & teachers to be role models for you. You are most Welcome to Join me in this exciting venture of leading young to their TRUE DESTINY.