The Quality and Challenges of Catholic Education among Parochial Schools in the Diocese of Kabankalan

Catholic education is a Catholic school’s way of participating in the Church’s evangelizing mission through holistic formation and conversion accordant with Catholic faith and doctrines. This descriptive comparative-correlational study determined the quality of Catholic education among parochial schools relative to the Philippine Catholic Schools Standards (PCSS) domains: Catholic identity and mission, leadership and governance, learner development, learning environment, and operational vitality. The 252 school personnel and 36 administrators of 18 parochial schools in the Diocese of Kabankalan, Philippines, for the School Year 2020-2021, answered the standardized PCSS survey questionnaire. The results showed that parochial schools are excellent relative to the offering of quality Catholic education. The findings also showed no significant difference in the level of quality of Catholic education among parochial schools when respondents are grouped according to designation and length of service. In addition, the quality of Catholic education does not correlate with the school budget and size.

FROM THE PARISH SCHOOL TO THE CITY HIGHER SCHOOL (ST. SAHAK AND MESROP SCHOOL IN NAKHICHEVAN-ON-DON)

This article is devoted to the history of the higher primary school of Saints Sahak and Mesrop and its role in raising the intellectual level of the Nakhichevan population. The Crimean Armenian immigrants resettled on the Don land from the very beginning showed concern for the education of the younger generation. Since that time, the first educational institutions of the city-parochial schools have ceased to meet the educational needs of the urban population, as a result of which some parochial schools have evolved to a higher primary school, which can be clearly seen on the example of the School named after Saint Sahak and Mesrop. The article traces the difficulties and problems that the school's management had to face in the process of its development. The author examines the educational programs, as well as the teaching staff of the school. The successful functioning of the school was due to the invaluable assistance from both the entire Nakhichevan society and individual patrons in the education of the local Armenian population.

Development of School Education in South Ossetia in the XIX-early XX Centuries

After the annexation of Ossetia to the Russian Empire, the formation of national education begins. The decisive factor here was that the origins of the formation of the Ossetian school were national cadres – people’s educators and clergy. The process of formation of education was particularly difficult on the territory of South Ossetia. This was due to a number of reasons, the main of which was the geography of the region almost entirely consisting of mountainous terrain. Another negative factor was that the teaching was conducted in Georgian (unlike in North Ossetia), Russian was less accessible here. The development of school education in South Ossetia went along with the revival of the Church organization, since all the first schools were built at churches (parochial) and the first teachers were clergymen. The learning process was mainly limited to the study of the Georgian and Russian alphabets, as well as the Law of God with the study of prayers in the Georgian language. The development of national school education was initiated by the Ossetian spiritual Commission (The First (established in Tiflis in 1816), and then the Second), which is associated with the construction of the first schools in South Ossetia. The first school was Java, then Cheselt, Bekmar and Yedys, built in four different districts of the region in 1826. Large-scale school construction here begins only in the second half of the XIX century and is associated with the Society for the restoration of Orthodox Christianity in the Caucasus. This Society, which replaced the second Ossetian Spiritual Commission, abolished in 1867, existed until 1917. School affairs were also part of her department. It is noteworthy that in South Ossetia, women’s education appears almost simultaneously with men’s, but, unlike the latter, all open schools for girls, after a short time, ceased to function. Later, in addition to parochial schools, so-called Ministerial schools (i.e. secular schools of the Ministry of public education) appeared. The first (Ministerial) school was opened in Tskhinvali in 1881. The entire school network of South Ossetia before the revolution consisted of 28 parochial and Ministerial schools and one “higher primary school”, covering 1,896 students.

Slovak music culture and music professions during Classicism era

The Classicist period in Slovakia developed between 1760 and 1830. At that time Slovakia was a part of the territory of the Hungary. Musical culture during the reign of Maria Theresa, Joseph II and Francis I evolved in three stages under the infl uence of the European musical tradition and contacts with foreign composers from Austria, Germany and Czechia. People could listen to all sorts of music in opera houses, concert halls, noblemen’s courts, petty bourgeois salons and in the countryside. Musical professions in Slovakia were comparable with those in Central Europe. Musicians’ jobs included those of performers, composers, teachers, writers, theoreticians and organizers of cultural life. Usually, one person held two or more of these positions. Composers wrote works which were performed at various occasions. Music teachers taught at state-run music schools, pedagogical colleges and parochial schools. Manufacturers of musical instruments created a number of new instruments, especially wind instruments, violins and organs, many of which were regarded as being highly signifi cant throughout Europe.

TRIP OF ALEXANDER III TO THE CAUCASUS AS A NEW MILESTONE IN THE INTEGRATION OF MOUNTAIN PEOPLE IN THE RUSSIAN EMPIRE

The authors made an attempt to complete the colorful characteristic of an Emperor Alexander III in his desire to form a common ideological and economic space on the platform of strengthening the position of Christianity in the Caucasus. The authors supplement the well-known narration of V. A. Potto about the visit to the North Caucasus and Transcaucasia in 1888by Emperor Alexander III, the specific materials from local archives and available sources are provided. The article highlights the activities of the military administration of the Nalchik district to organize a meeting of the Emperor at the station Prokhladnaya and in Vladikavkaz in accordance with the instructions of the head of the Terek region. Extensive material is presented about quotas for the number of delegates to the representative office, the procedure of forming a team, and the financing of expenses related to the meeting procedure. The author focuses on the phenomenon of transformation of the consciousness of the inhabitants of the Caucasus, including people who fought with Russia, under the influence of the socio-economic policy of the autocracy, the centralization of local government institutions. According to the authors, during The Emperor's visit to the Caucasus in 1888, a new phase was laid in the formation of Russian patriotism among the native population based on impressions at meetings and audiences with the Emperor. As the following events in the Russian-Japanese and World War I showed, most students in real, parochial schools demonstrated exceptional bravery and loyalty to the oath to The Russian Emperor. The article states the great interest of the Emperor in the Christian faith, and his spiritual and material support for the brotherhood of St. Nicholas Trinity in South Ossetia. Examples are given about the firmness of thanksgiving for faithful service to the Fatherland, about the priority in this issue of taking into account the reaction «to the mass, especially among Muslims».

A Matemática no Pequeno Luterano na década de 1940

ResumoO artigo é recorte de uma pesquisa sobre a Matemática nas escolas paroquiais luteranas gaúchas do século XX e tem por objetivo analisar as edições do periódico O Pequeno Luterano, editadas na década de 1940, com ênfase para o discurso matemático veiculado no mesmo, por meio dos textos, imagens e enunciados, suas intencionalidades e abordagens. O periódico foi editado para o público infantil pela Igreja Evangélica Luterana do Brasil, por meio da Casa Publicadora Concórdia de Porto Alegre, no período de 1939 a 1966. Com abordagem qualitativa e análise de fontes documentais, a pesquisa possui aporte metodológico na pesquisa histórica e no conceito de cultura escolar, para análise das 86 edições do Pequeno Luterano (1939-1949). O principal objetivo dos editores do periódico era, de forma lúdica, inserir as crianças na prática religiosa luterana por meio de textos, histórias, informações e curiosidades de cunho moral e religioso e de formação geral. Foi usado no ensino das diferentes áreas do conhecimento nas escolas paroquiais luteranas gaúchas do século passado. Os editores propunham desafios matemáticos para desenvolver o raciocínio lógico das crianças e valorizavam as habilidades concretas e abstratas do aprendizado matemático através do cálculo escrito e mental, em forma de atividades lúdicas. Cálculos foram relacionados com a biografia de matemáticos e os conhecimentos matemáticos integrados a histórias de cunho moral e religioso, com o propósito de manter as crianças inseridas na prática religiosa luterana.Palavras-chave: História da Educação Matemática. Escolas Paroquiais Luteranas Gaúchas. Periódico Infantil.AbstractThe article it’s a clipping of a research about the Mathematics in the gaucho Lutheran parochial schools of the 20th century and has aims analyze the editions of the journal The Little Lutheran, edited in the 1940s, with emphasis on the mathematical discourse conveyed in it, through texts, images and statements, their intentions and approaches. The journal was edited for the infantile public by the Evangelical Lutheran Church of Brazil, through of the Concordia Publishing House of Porto Alegre, in the period of 1939 to 1966. With qualitative approach and analysis of documentary sources, the research possui methodological approach on history research and on concept of school culture, to analised of the 86 editions of the journal Little Lutheran (1939 1949). The principale aims of the editors of the journal was, de forma lúdica, insert the children in the Lutheran religious practice through of texts, stories, information and curiosities of nature moral and religious and of general education. Was used, complementarily, in the teaching of the different areas of knowledge in the gaucho Lutheran parochial schools of the past century. The editors proposed mathematical challenges to develop the logical reasoning of the children and valued the concrete and abstract skills of the mathematical learning through of the written and mental calculation, in form of playful activities. Calculations were related to the biography of mathematicians and the mathematical knowledges integrated with stories of moral nature and religious, with the purpose of keeping the children inserted in Lutheran religious practice.Keywords: History of Mathematics Education. Gaucho Lutheran Parochial Schools. Children’s Journal.

The Fate of Parochial Schools in 1917 (Based on the Materials of the Kostroma Diocese)

В статье на примере Костромской епархии рассматриваются события 1917 г., связанные с положением церковных учебных заведений - школ грамоты, одно и двухклассных церковно-приходских школ, второклассных и церковно-учительских школ. Описываются переживавшиеся церковно-школьной системой трудности и попытки их разрешения, излагаются обстоятельства передачи церковных школ в ведение Министерства народного просвещения и их упразднения после Октябрьского переворота. Делается вывод о том, что система церковно-приходских школ не оправдала общественных надежд не только из-за низкой профессиональной подготовки учителей, как полагают современные учёные, но и из-за её чрезмерной зависимости от государственного финансирования, что сделало церковные учебные заведения беззащитными перед лицом вначале религиозно-безразличного, а затем агрессивно-безбожного правительства. The article considers (on the example from the Kostroma diocese) the events of 1917 associated with the situation of church educational institutions - literacy schools, one- and two-year parochial schools, two classes and church-teacher schools. It describes the difficulties met by the church-school system and the attempts to resolve them. The article sets out the circumstances of the transfer of church schools to the Ministry of Education and their abolition after the October Revolution.

Making Parishes Mexican

In the 1950s Mexicans moved into Chicago’s Pilsen neighborhood, which had thirteen mostly Slavic parishes. The ensuing ethnic succession challenges the expected narrative of “white flight.” Catholicism offered common ground: the desire to maintain parish structures explains European Americans’ willingness to live and worship with Mexican newcomers. Mexican Americans and immigrants faced slights in the pews and at parochial schools, but parishes transitioned from exclusively European American ethnic enclaves to shared congregations. After 1960 some priests added Spanish Masses and celebrated the Virgin of Guadalupe’s feast day, opening the way to Mexican religious devotion. Mexican laypeople, bolstered by Cursillo training, worked with those clergy who acknowledged their distinct needs and strengths. Together they made the parishes Mexican.