Peace at Almost Any Price, 1846–1866

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.

Religion over All: 1866–1907

2018 ◽  
Author(s):  
James W. Sanders
Keyword(s):  
Public Schools ◽  
Democratic Party ◽  
Roman Catholic ◽  
Parochial Schools ◽  
Social Changes ◽  
Irish Immigrants ◽  
School Committee ◽  
John Williams ◽  
Charitable Activities

The Boston-born son of Irish immigrants, Bishop John Williams concentrated his energies on building up the purely religious as well as the charitable activities of the Boston diocese during his forty-year reign. Despite his proclivity for Roman Catholic separateness, he never became an active advocate of parochial schools. His stance on the school question may have been determined by his failure to grasp the profound social changes that had taken place in his lifetime and his belief that Catholic families could remedy any deficiencies of the Protestant public schools. At the same time, a small network of local “schoolmen” pastors developed a nucleus of parochial schools. Ambitious Irishmen began emerging from the local wards as powerful Democratic Party politicians, even winning seats on the powerful School Committee and the mayoralty.

Laying the Cornerstone, 1825–1846

2018 ◽  
Author(s):  
James W. Sanders
Keyword(s):  
Public Schools ◽  
School System ◽  
Personal Characteristics ◽  
Roman Catholic ◽  
Catholic School ◽  
Parochial School ◽  
Catholic Higher Education ◽  
The Public ◽  
Irish Immigrants ◽  
Boston Public Schools

Benedict Fenwick, the second Roman Catholic bishop of Boston, had a rocky relationship both with the continued influx of Irish peasants and the Boston establishment. His priority was to lay the groundwork for Catholic higher education in Boston rather than establishing a parochial school system. Given that the Boston public schools presented a clear challenge to the faith of the Roman Catholic newcomers, one might expect that there would be a concerted counter-effort to provide a Catholic school alternative. However, the overall parochial school effort in Boston was much less than would have been expected. The major reasons for this “failure” were (1) the nature of the Catholic newcomers, who were overwhelmingly destitute Irish immigrants with no tradition of schooling in their homeland; (2) Bishop Fenwick’s background and personal characteristics; and (3) the policies adopted by the Boston establishment that controlled the public schools.

Catholic Schools Triumphant? 1907–1944

2018 ◽  
Author(s):  
James W. Sanders
Keyword(s):  
Public Schools ◽  
School System ◽  
Parochial Schools ◽  
Parochial School ◽  
The Public ◽  
Irish Immigrants ◽  
Limited Success ◽  
Major Factors ◽  
The City ◽  
Parish Priests

In 1907, William Henry O’Connell, the Massachusetts-born son of Irish immigrants, was appointed bishop. He had huge churchly ambition and won designation as Cardinal Archbishop of Boston. However, his attempts to develop a complete parochial school system in the city met with limited success. This chapter explores the reasons for the discrepancy between O’Connell’s rhetoric and the reality. The major factors are the Irish community’s lack of a tradition of attending parochial schools, the small numbers of Catholics in Boston from ethnic groups that did support public schools, and the fact that most Boston Catholic parents and parish priests had always attended the public schools and emerged with their faith intact.

(In)visibility and the Process of Public Theology

2013 ◽  
Vol 7 (1) ◽  
pp. 45-64
Author(s):  
Eric Stoddart
Keyword(s):  
Theoretical Basis ◽  
Pierre Bourdieu ◽  
Roman Catholic ◽  
Public Theology ◽  
Substantive Content ◽  
Catholic Bishop ◽  
Recent Statement ◽  
Narrative Context ◽  
Analytical Device

Abstract In this article the notion of (in)visibility as a skill and an analytical device is brought into the field of public theology, and, using political and sociological insights from Andrea Brighenti and Pierre Bourdieu, a theoretical basis is established. Further, a liturgical and eschatological hermeneutic is applied to relativize (in)visibility and to locate its development as a skill in a Christian narrative context. The article argues that (in)visibility offers a complementary paradigm to the auditory that otherwise attends predominantly to the substantive content of public theological interventions; hence, it contends, the process and consequences for others (not necessarily acting as public theologians) are to be encompassed in a model of public theology. In addition, a case study on a recent statement by a Roman Catholic bishop in Scotland is presented.

Charlemagne as a Patron of Art

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.

scholarly journals Association between spectator and other roles in school bullying

2016 ◽  
Vol 26 (3) ◽  
pp. 352
Author(s):  
Marcela Almeida Zequinão ◽  
Pâmella De Medeiros ◽  
Beatriz Pereira ◽  
Fernando Luiz Cardoso
Keyword(s):  
Public Schools ◽  
Negative Reinforcement ◽  
Strong Association ◽  
School Bullying ◽  
The Other ◽  
Seventh Grade ◽  
Santa Catarina ◽  
The Third ◽  
Aggressive Behaviours

Introduction: The school bullying is characterized by repetitiveness of aggression and the intentionality to injure or cause suffering to others. The bystanders to this phenomenon tend to be mainly responsible for the course that bullying will take and its results. Objective: To analyse the association between the role of bystander with the other possible roles played in bullying. Method: A total of 409 children from the third to seventh grade participated in this study, with an average age of 11 years (SD = 1.61), enrolled in two municipal public schools in Florianópolis, Santa Catarina, Brazil. The instruments used were: one of the scales of the Questionnaire for the Study of Violence Among Peers, to identify bystanders, and the Olweus Questionnaire, to describe the possible roles played in school bullying. Results: It was found that most of the participants assumed the role of bystander in school bullying. However, an association was found with regard to gender and being a bystander. Also, strong association was found between being a bystander and the other roles played in bullying, primarily in relation to the bullies. Conclusion: These results reinforce the importance of bystanders in these aggressions, not only because they represent most of the participants, but mainly because of the positive or negative reinforcement they can offer in these aggressive behaviours. Therefore, the incentive and the encouragement of these students to denounce the aggressors, as well as defending the victims is essential to reduce school bullying.

scholarly journals Um programa religioso num contexto secular os professores de Educação Moral e Religiosa Católica no concelho do Porto

2021 ◽  
pp. 97-117
Author(s):  
Tiago Pinto
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Catholic Church ◽  
Roman Catholic ◽  
Roman Catholic Church ◽  
Religious Teaching ◽  
New Challenges

This article explores the programmatic representations of Catholic Moral and Religious Education(EMRC) teachers, regarding the disciplineprogram, in public schools in the municipality of Porto (Portugal). Through a diachronic approach to the socio-religious panorama and Catholic religious teaching in Portuguese public schools, it is possible to identify, nowadays, new challenges for the Roman Catholic Church andforits school educators. The interviews carried out showed that teachers tend to consider the study planas limited, unmotivating and with excessive religious contents, so they proposed a subjectof moral and religious education not confined to the Catholic universe.

‘The catechumenate for adults is to be restored’: Patristic Adaptation in the Rite for the Christian Initiation of Adults

1999 ◽  
Vol 35 ◽  
pp. 478-497
Author(s):  
Edward Yarnold
Keyword(s):  
Mass Media ◽  
Roman Catholic ◽  
Christian Tradition ◽  
Second Vatican Council ◽  
Christian Initiation ◽  
The Third ◽  
Vatican Council ◽  
Rites Of Initiation

At the end of the third session of the Second Vatican Council in 1963, the bishops were able to make a beginning to their legislative work by promulgating two documents which they fondly hoped would be uncontroversial: the unremarkable Decree on Mass Media, and the much more consequential Constitution on the Liturgy. Among the principles for the revision of the Roman Catholic Church’s sacraments contained in the second of these documents, instructions are given for the revision of the rites of initiation, including the following: The catechumenate for adults is to be restored [instauretur] and broken up into several steps [gradibus], and put into practice at the discretion of the local ordinary. In this way the time of the catechumenate, which is intended for appropriate formation, can be sanctified through liturgical rites to be celebrated successively at different times. In mission territories, in addition to what is available in the Christian tradition, it should also be permitted to incorporate ceremonies [elementa] of initiation which are found to be customary in each society, provided they can be adapted to the Christian rite.

Pierre de Coubertin: sport and ideology in the Third Republic, 1870–1914

2000 ◽  
Vol 8 (2) ◽  
pp. 167-171
Author(s):  
H. L. Wesseling
Keyword(s):  
Nineteenth Century ◽  
Public Schools ◽  
Olympic Games ◽  
Third Republic ◽  
Fin De Siecle ◽  
Organized Sport ◽  
The Public ◽  
The Third ◽  
Fin De Siècle

Organized sport was first developed in Germany in the form of the so-called Turnvereine, and in England at the public schools. It came to France later, at the end of the nineteenth century. Despite this, the modern Olympic Games was a French invention, the result of the ambitions and efforts of an aristocratic admirer of England, Baron Pierre de Coubertin. His ideas and attitudes were in many ways characteristic of fin-de-siècle France.

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