Catholic Schooling and the Permeation Trap: A Response to McDonough

Critics, past and present, of state-funded denominational education in Scotland after 1918 have often asserted that the system has promoted social division, separateness and even fostered sectarianism. This lecture – the Cardinal Winning Lecture, 2017, delivered to the St Andrew's Foundation for Catholic Teacher Education, University of Glasgow – disagrees with these views. Instead, the presentation argues that Catholic schooling, in addition to its recognised importance in Christian spiritual formation, has been a crucial influence promoting the integration of a formerly disadvantaged and marginalised community into modern Scotland. ‘Integration’ is defined for this purpose as the process of incorporation into mainstream society as equal citizens. The lecture considers the long and rocky road to this achievement by setting the educational experience within the broader context of Scottish religious, social, political and economic history in the twentieth century.

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Peace at Almost Any Price, 1846–1866

10.1093/oso/9780190681579.003.0003 ◽

2018 ◽

Author(s):

James W. Sanders

Keyword(s):

Public Schools ◽

Roman Catholic ◽

Parochial Schools ◽

Irish Immigrants ◽

The Third ◽

Catholic Bishop ◽

Catholic Schooling ◽

Potato Famine

John Fitzpatrick was the third Roman Catholic bishop of Boston. A Boston native and the son of Irish immigrants, he attended public schools, including the prestigious Boston Latin School. He enjoyed acceptance by the best of Boston society but seemed to fear causing offense to the Yankees while serving his struggling Irish immigrant flock, many of whom came to America in the wake of the Potato Famine. Although he privately supported efforts by others in the diocese, such as Father McElroy and the Sisters of Notre Dame, to open parochial schools, he took no action himself to establish a system of parochial schools as an alternative to the Protestant-run public schools. As such, the development of Catholic schooling was neglected in Boston during these years.

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Charlemagne as a Patron of Art

Studies in Church History ◽

10.1017/s0424208400012377 ◽

1992 ◽

Vol 28 ◽

pp. 43-77

Author(s):

Henry Mayr-Harting

Keyword(s):

Catholic Education ◽

Old Testament ◽

Roman Catholic ◽

Church Art ◽

Catholic Schooling ◽

The Church ◽

Looking Back

The lesson that people hold radically differing views about church art is the harder to learn when one comes to it from the iconodul-istic side. Looking back on my own Roman Catholic schooling, and the place of statues and holy pictures in the religious devotions of that milieu, I realize that once sacramental awareness develops, it is not always easily confined to the matter of the theological sacraments themselves. The beheading of the statues in the Lady Chapel at Ely, which I visited at the age of eleven, seemed a shocking circumstance whose motivation was totally incomprehensible, even allowing for the fact that it was the work of Protestants, and the Old Testament, which might have brought the dawn of understanding, was, of course, no part of an ordinary Catholic education at that time. In short, the author of Charlemagne’s Libri Carolini would have found much upon which to make adverse comment in me, my fellows, and the monks who taught us. With the first artistic love of my student days, which was Romanesque sculpture, came an awareness of the voices and practice of those great medieval Protestants, the Cistercians. But only in the later encounter with Charlemagne was I forced to listen seriously to the moral and theological arguments against the unbridled use of figurai art in the service of the Church.

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Challenges for Catholic Schooling in Hong Kong

International Handbooks of Religion and Education - International Handbook of Catholic Education ◽

10.1007/978-1-4020-5776-2_40 ◽

2007 ◽

pp. 751-769 ◽

Cited By ~ 1

Author(s):

Magdalena Mo Ching Mok

Keyword(s):

Hong Kong ◽

Catholic Schooling

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Challenges, successes and problems of Catholic schooling in Chile

International Studies in Catholic Education ◽

10.1080/19422530802605523 ◽

2009 ◽

Vol 1 (1) ◽

pp. 59-72

Author(s):

Sergio Martinic ◽

Mirentxu Anaya ◽

Carlos Horacio Torrendell

Keyword(s):

Catholic Schooling

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Convent Schooling for English Girls in the ‘Exile’ Period, 1600–1800

Studies in Church History ◽

10.1017/stc.2018.27 ◽

2019 ◽

Vol 55 ◽

pp. 177-204 ◽

Cited By ~ 1

Author(s):

Caroline Bowden

Keyword(s):

Catholic Schools ◽

The Reformation ◽

The Creation ◽

Catholic Schooling

Following the Reformation, Catholic families seeking to educate both sons and daughters in their faith faced many challenges. The penal laws proscribed the creation of Catholic schools in England and forbade parents to send children abroad for education. However, such was the determination to provide Catholic schooling that families were prepared to break the laws and meet the expense of fees and travel. The convents established schools for several reasons. For some orders it was part of their religious purpose to educate girls, others saw it as a means of educating future members, and all needed to secure their convents financially and be self-sufficient. Schooling provided varied significantly. This article, drawing mainly on manuscript sources from convents and some of the families with daughters attending convent schools, considers the scope of the provision of girls' education in the ‘exile’ period and offers some preliminary insights into the experience of pupils.

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