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PAGE 4-E—THE BULLETIN, September 19, 1959.
U. S. Catholic
Schools Move Ahead
Dr. George F. Donovan
Professor of Education,
Catholic University
Dr. D onovan is director of the
higher education -program in the
Department of Education, Grad
uate School of Arts and Sciences,
Catholic University. He was for
merly president of Webster Col
lege, IVebstcr Groves, Missouri,
and secretary of the College and
University Department of the Na
tional Catholic Educational Asso
ciation.
When Catholic institutions of
learning begin another school
year this September, their con
tributions to the American way
of life will be. the largest ever.
Even in numbers the nation
wide picture is little short of
phenomenal. Reliable estimates
for this fall indicate that the
figures for all levels of Catholic
education; seminaries, major
and minor; universities and
colleges; diocesan teaching in
stitutions; secondary and ele
mentary schools; will reach new
heights.. Student enrollment
will approach 5,000,000, teach
ers, 150,000, and schools 13,000.
CATHOLIC BISHOPS'
POSITION
This is a good time to recall
facts of history associated with
the position and the develop
ment of the Catholic Church as
GREETINGS
AND BEST WISHES
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Parents And Faculty - Associated
an educational institution in the
United States.
American Catholic bishops as
the responsible leaders of edu
cational policy and program un
der the Church have made very
clear their position on schools.
The Third Plenary Council of
Baltimore in 1884 provided for
the establishment of parochial
schools. The pastoral letter of
the American hierarchy issued
in 1919 set forth five principles
as the bases of Catholic educa
tion. The fifth and concluding
provision stated that “An edu
cation that unites intellectual,
moral, and religious elements is
the best training for citizen
ship . . .” At other times the
Bishops have supported public
statements prepared for the
clarification or defense of the
Church’s right to engage in edu
cation.
SIGNS OF GROWTH
On all sides are found evi
dences of physical expansion,
professional development, in
tellectual growth, and spiritual
improvement. Catholic educa
tion is entering a new' era of
leadership. Representative indi
cations are seen on the elemen
tary, secondary, higher, and na
tion, levels.
Elementary schools are ex
periencing their most rapid
growth in history. Teachers are
meeting new and more rigid
academic and professional obli
gations. Lay teachers are being
added on a full-time basis. Mod
ern languages, including Rus
sian, and special education for
the handicapped and the gifted,
are enhancing the curriculum
program.
Secondary schools are going
through a period of great
change for the better. New
techniques of administration,
more central and consolidated
institutions, more emphasis on
mathematics and the natural
sciences, and stronger counsel
ing programs, are some of the
recent developments.
Catholic colleges and univer
sities are preparing themselves
for the new challenge. Besides
the liberal arts curriculum fea
turing the integrating subjects
of religion and philosophy oth
er subjects under reconstruc
tion are mathematics, engineer
ing, the sciences, and modern
languages. Teacher training is
expanding including prepara
tion for college and university
teaching and administrative
posts. Research and internation
al affairs have become impor
tant.
A stimulating movement in
Catholic higher education is the
Sister Formation program
whose purpose is to vitalize ef
fectively the academic, profes
sional, and spiritual, qualifica
tions of the teaching Sister es
pecially before her entrance
into the classroom and the lab
oratory.
NATIONAL POSITION
Perhaps the outstanding as-
spect of Catholic education is its
impact on the national scene*
Symbolizing all Catholic schools
is the National Catholic Educa
tional Association, now in its
55th year. Under the direction
of the hierarchy and represent
ing all educational levels it is
designed to keep Catholics in
formed of developments in the
educational world and to act
(Continued on page 6-B)
By Nora Le Tourneau
(Field Representative, National
Council of Catholic Women)
In an age of high level meet
ings for exploring and solving
special, yet mutually signifi
cant problems what peak
could be better, for discussion
than that on which the educat
ors of children meet — those
who represent home and
school?
With resumption of classes
for some 4,700,000 children in
Catholic elementary and sec
ondary schools, parents and fac
ulty will also answer the call of
education but in more informal,
complementary teams. Their
voluntary collaboration and co
operation in . fulfilling co-re
sponsibilities in the education
of youth is effected through
home and school associations.
MUTUAL ASSISTANCE
Perhaps at no other time has
there been such sincere deter
mination upon the part of the
home and school to understand
their respective roles and the
role of the other. The indict
ment that “Johnny can’t read”
or can’t spell or has no training
in the sciences has aroused par
ents to high pitch. What are the
schools teaching? Are parents
failing to be concerned about,
the formal education of their
children?
Though the primary function
of the home and school is dif
ferent, what is done by one
affects the other.
Pius XI in his Encyclical on
the Christian Education of
Youth said that the function of
the school is the formal “train
ing in the arts and sciences for
the benefit of civil society.”
How effective the school’s in
struction will be is determined
to a great extent by the atti
tude, discipline and values
brought to the school from the
home.
On the other hand, the know
ledge and skill acquired in
school will be applied at home
and outside the home. Conse
quently, both the home and
school attempt to understand
and mutually assist each other
in the Christian formation of
youth.
Encouragement for associa
tions of parents and faculty has
come from both Pius XI and
Pius XII. Pius XII in July 1958,
posed this question in a letter
to the French Social Week at
Versailles: “How can fathers
and mothers be disinterested in
so many questions relative to
the religious, moral, intellectual,
and hygenic activities of the
schools to which they confide
their children? How can they
avoid being concerned about
the principles which are incul
cated in their children in order
to prepare them for life, to give
them a just idea of true values
and to discipline their wills in
the pursuit of the good?”
He concluded, “No one can
deny the advantages to be de
rived from mutual good rela
tions between parents and
teachers, in the benefits to be
drawn from the exchange of in
formation between them.
BIRTH AND GROWTH
Formal associations of par
ents and teachers are of re
cent origin. The National Con
gress of Parent-Teachers Asso
ciations was organized in the
early 1900’s. Concerted Catho
lic interest may be said to have
been crystalized in the creation
of a Committee on Catholic
Parent-Teachers’ Associations
by the National Council of
Catholic Women in 1930.
NCCW’s interest was particu
larly spurred on by widespread
satisfaction over the vindica
tion of parental rights in educa
tion as illustrated in several
famous legal decisions, notably
the case of Meyers v. Nebras
ka and the Oregon school cases.
Today, the committee is
known as the Committee on
Home and School Associations.
The change in name was effect
ed in 1951 by action of the
NCCW board when there ap
peared the possibility of in
fringing on the copyrighted ti
tle of the National Congress of
Parent-Teacher Associations. It
is the only Catholic agency
serving Catholic associations of
parents and teachers.
The fall of 1959 will see the
inclusion of the National Coun
cil of Catholic Men with NCCW
in the operation of a national
association, with additional pro
gram assistance from both the
Department of Education of the
National Catholic Welfare Con
ference and from the National
Catholic Education Association.
PROVIDES MANY SERVICES
Local home apd school asso-
, ciations receive year-round
service through affiliation with
the national association. The pro
gram includes an annual theme
with subtopics for development
in the various months. Factual
material, resources, and pro
gram suggestions are supplied
each month, and headquarters
(Continued on page 6-R)
Mrs. J. Harold
Mulherin
Savannah Georgia
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