The Idiosyncrasy of Catholic schools. Ryan Bowden (The Mandate (Importance…
The Idiosyncrasy of Catholic schools. Ryan Bowden
Values the work of Catholic Schools
Connects Catholic schools to the life of the Church and belief in Christ.
Outlines the roles of all involved in Catholic Education.
Explains that Catholic schools and all who work in them are 'signs of God's presence and purpose'.
1. The Presence of God.
The church exists in order to evangelise. To share and tell the teachings of Christ and the Bible.
Catholic Schools are apart of the Church's mission to evangelise.
The Church evangelises by brings the Good News into all the strata of human society, and through its influence, transforming humanity from within and making it new.
Catholic Schools Evangelise by:
Striving continually be good schools.
Teaching students to integrate faith, life and culture.
2. Witness of the Catholic School.
Being a Christ-like presence to others.
A spirit of family.
Students learn of their value as human persons. Protecting the dignity of themselves and that of others.
3.Curriculum in the Catholic School
Religious education needs to be the first priority among other subjects.
The language and words we use to proclaim the Good News in the same ways as Jesus did.
4 The Catholic School Community
The Parish Community
The Catholic school Community
Communities of Faith
Teachers of Religious Education
CEOWA - Implemented their Vision through LEAD
The Story of Catholic Education in Western Australia
Taught by the Religious Order
Members of the Religious Order
Members of the Church that were not from the Religious Orders
Perth Roman Catholic Boys School
became managed by a
, sometimes wages were partly paid by the parents or sometimes the Bishop.
no schools within the whole colony.
population of 4000 people.
Two catholic priests and an Irish Catechist arrive in Albany, welcomed to Perth by the governor.
They were offered three blocks of land in the bush - for a church, presbytery and a school. (Perth CBD)
A church was built in the Summer of 1843 (December) by the two elderly priests.
On the 25th of January, St Johns College opened for boys inside the unfinished Church. Only one boy attended on the first day.
Fr. Brady set off to Europe to raise funds and recruit volunteers.
68 year old Fr. Joostens was left to 'hold the fort' for 2 years to complete the church and teach.
Once the church was completed, the schools moved outside.
Two schools were started with 30 boys.
Perth Free Roman Catholic Boys' School
Free of Fees
St Johns College
Fees were paid.
Lead to the beginnings of Catholic Education in Western Australia
The return of Fr. Brady from Rome, Italy.
Became Bishop Brady.
Was a highly regarded priest, however, was a flawed and divided figure as a Bishop.
Retuned with money and 27 missionaries for '5000 Europeans and 2 million Aboriginals waited for baptism'.
The First Teaching Order
Sisters of Mercy
3 novices from Ireland (16-29 years old).
Sr. Ursula Frayne was their leader.
Ursula Frayne created the first Catholic, all girls school.
1 girl in attendance for the 1st day; by September their were 100 enrolments, mostly from Protestant families.
No arrangements had been made for accomodation.
The sisters stayed with a methodist woman for a fortnight upon arrival in Perth.
Moved into their first convent, a rented cottage in St. Georges Terrace.
Secondary School for girls.
Fremantle Free School for Females
Managed by a young 'lay' woman.
opened by the
Sisters of Mercy
. Became the first Secondary School in the Colony of Perth.
Sisters developed a School complex, providing a school for:
The wealthy of any Creed.
The 'poor' with accomodation.
Orphans (Aboriginal Girls)
Protestants vs. Catholics:
Governor refused the Bishop's request for financial support and decided to establish its
A new governor (Kennedy) removed all subsidies for
Catholic Schools and reduced government-provided eduction to primary level only.
61% of Colony's children were being educated in Catholic Schools.
Catholic Schools were more respected and more successful than government schools.
Sisters of Mercy established an orphanage for boys in Subiaco.
The expansion Era had begun.
More lay teachers recruited.
Teachers paid according to schools results.
Still no teacher training.
Successful Students = A teacher bonus.
Students failure: lead to teacher penalties.
School became compulsory for all children to attend from the ages of 6-13 yrs of age.
Schools became funded.
Dependant on the Number of Students.
Government Schools 100% Assisted Schools 50%
Government funding became available for schools at a 'per capita' basis.
Establish a Parish
Recruit a Lay Teacher
Build a School before the Church or the Presbytery
Have School inspected, to become eligible for government funding.
When financially stable, ask a religious order to take control of the school.
Rapid expansion of Catholic Schools to country areas.
Community preference for non co-educational schools (Boys and Girls separated).
Enrolments doubled in Catholic Schools.
1890s Gold Rush
Gold Rush brought wealth and immigrants to Western Australia.
No government schools offered full secondary education with access to university.
Believed Education must be secular, free and compulsory.
Western Australia became an independent state in 1895.
No government assistance was given to Catholic Schools.
Government Education was set to become free, compulsory and secular, similar to the Eastern States.
The state developed and established the Education Department.
Claremont Teachers College was established.
Parents were instructed to send their children to Catholic Schools only., through subjection of 'under pain as a mortal sin'.
All Catholic had to contribute towards the upkeep of the school, by supplying monetary supplements .
Abolition of government assistance for non-government schools.
Catholic Schools were unable to pay their teachers wages.
Only 16 of Western Australia's teachers had been properly trained , government schools offered compulsory primary education and very limited secondary education.
Wages could not be paid by Catholic Schools.
Catholic Schools fought back
Lead to the proliferation of Catholic Schools in town and country. Catholic school system expanded as a result in carrell with and considerably in advance of the states system.
Schools relied on the Religious Orders to provide teachers, as 'Brothers' and 'Sisters'
Community Contribution to School Maintenance and upkeep on Weekends, as well as, their generosity.
School Fundraisers and Fetes
Sisters taught music, elocution and art after-school for additional payments.
Classrooms started to become crowded.
3 Sisters for a primary school, 100 students per room, Grade level combined (1-3, 4-5, 6-7 year levels)
Standards of schools declined, physically and emotionally.
Reformation, 'New Direction'
Commonwealth Funding 50%
Children of Aboriginal Families
Children of Migrant Families
Children with Additional Needs
Teachers were better qualified than any other time.
Re-emergence of laity, becoming teachers and leaders.
Mix of single-sex and co-educational groups
Schools better resourced than at any other time.
Higher SES schools, parents contributed more money
Low SES schools, parents contribute less money
Very Low SES schools, parents contribute equal contribution as government schools.
The 8 Learning Areas
Technology and Enterprise (T&E)
the human desire to make and create
seeing technology as the service of humankind
the human capacity for ingenuity and design
creating response to our world's problems
Health and Physical Education
personal responsibilities, facing challenges, developing abilities
the joy of movements
the respect of the human body, healthy living
developing interesting research
learning to ask questions and investigate
a sense of wonder, curiosity and delight in our world
developing intellect to explore and understand our universe
the mystery of the human heart - its beauty and its darkness
the struggle of societies, families and individuals
the developing of humankind literacy heritage
the human quest for universal truths
the human stories behind the great minds
search for order and patterns in everyday life
Humanities and Social Sciences
the historical truth and learning to think critically
seeing history as human drama and as a 'whole'
the development of civilisations, including the reality of good and evil
the human expression of emotions and sayings
the human quest for something more
developing an appreciation of beauty
concrete expressions of the religious dimension of life
Languages Other than English (L.O.T.E.)
the value of diversity
the ability to communicate with others
understanding differences in humanity
The Religious Dimension
Taught throughout all learning areas.
Eight other learning areas contribute to evangelisation, by enabling children to become citizens of Christ
attentiveness to the needs of today's youth
the Christian culture of the school
The Curriculum: School and Life
Part of the Mandate
Religious Education, leading to faith formation.
The Church and Education - Fr. Andrew Hamilton SJ
Catholic Schools in Australia
Church and education have belonged together since the beginning when people were drawn to Christ, the felt compelled to learn.
Catholic Schools are good schools as each student is seen to be a unique and precious individual.
Sr. Bernadine Daly remembered for being a forward thinker - Rachel Curry.
Opened a shelter for homeless and alcoholic Aboriginal People
Sister of Mercy
Studied at the University of Western Australia
Advocate for Aboriginal Prisoners
Catholic Education in Australia: How and Why it has changed - Graham English
Catholics became multicultural before the rest of Australia.
By 2007, almost all executives and trainers were lay teachers. Sisters and Brothers moved out of schools to make way for qualified teachers.