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The effect of religion on education
Effects of religion on education
Origins of the Australian Catholic Church
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Catholic schools
At least two Catholic schools were established in the early years of the nineteenth century but neither survived very long, and it was not until after the arrival of Therry and Connolly in 1820 that significant development took place. By 1833, there were about ten Catholic schools in the country. From this time until the end of the 1860s, Catholic schools received some government assistance under a variety of schemes, but campaigns for 'free, secular and compulsory' education had begun in the 1850s and it became increasingly clear that Catholic schools would not be able to rely on government aid for much longer. Between 1872 and 1893, every State passed an Education Act removing state aid to Church schools. This was a turning point for Catholic schools and, indeed, for the Catholic community in Australia. Bishops and people decided to persevere with the Catholic system. With no money to pay teachers, the bishops appealed to religious orders in Ireland and other European countries, and soon religious sisters and brothers were responding to the crisis.
http://www.catholicaustralia.com.au/page.php?pg=austchurch-history
VI. EDUCATION
For a time all the colonies of the Australasian group followed the example initiated by New South Wales in according State aid to the clergy and the denominational schools of the principal religious bodies, Anglicans, Catholics, Presbyterians, and Methodists. These grants were withdrawn; at once or by gradually diminishing payments; by South Australia in 1851, after they had been in force only three years; by Queensland in 1860; by New South Wales in 1862; by Tasmania and Victoria, in 1875, and by Western Australia, in 1895. State grants to denominational schools ceased when the various secular systems took effect: in Victoria in 1872; in Queensland, in 1876; in South Australia, in 1878; in New South Wales, in 1879; and in Western Australia in 1896. In all the States of the Commonwealth primary education is compulsory. In Victoria, Queensland, South Australia, and Western Australia, it is also free. In New South Wales and Tasmania a small fee is charged, with free education for children whose parents cannot afford to pay for them. In Victoria fees are charged for such extra subjects as bookkeeping, shorthand, Euclid, algebra, Latin, French, etc. Throughout the Commonwealth the rate of illiteracy is low. "Out of every 10,000 children between the ages of five and fifteen, there could read and write in 1861, 4,637; in 1871, 5,911; 1881, 7,058; 1891, 7,565" (Coghlan and Ewing, Progress of Australasia in the Nineteenth Century, p.
The Church was not the centre of life as it was in Asia or in Europe. The separation of Church and State was clear, and the Church had nearly no influence in Politics. Australian Catholics focused on saints of Irish and English origin, while these saints held nearly no influence in other nations.
In the 1950s and 1960s, the government began abolishing the compulsory residential school education among Aboriginal people. The government believed that Aboriginal children could receive a better education if they were integrated into the public school system (Hanson). However, residential schools were later deemed inappropriate because not only were the children taken away from their culture, their families and their people, but the majority of students were abus...
The first type of institution they formed was social institutions. These institutions included educational facilities. One of the most famous schools that was opened was St. Leo. This school was built in 1888. It was built to serve the needs of Irish community.
The myth that Australia is a classless society is still, till this day, circulating. With education opportunities differing, depending on your status in society and socioeconomic background, not all Australians share the same opportunity of education. Whether being a middle class citizen or an “elite” or from working class, all education opportunities offered, will be influenced by your financial status and hierarchy in society. Power can influence the outcome of an individual’s life.
The myth that Australia is a classless society is still, till this day, circulating. With education opportunities differing, depending on your status in society and socioeconomic background, not all Australians share the same opportunity of education. Whether being a middle class citizen or an “elite” or from working class, all education opportunities offered, will be influenced by your financial status and hierarchy in society.
The essay will commence by focusing on the1944 Education Act, as it was "the most important piece of educational legislation since 1902" (Gosden, 1983:3). There was a great need for this Act, because the Second World War caused considerable disruption to the educational system. As Dunford and Sharp point out, "evacuation, staff shortages and suspension of building programmes all created their own problems. War also brought important changes in social attitudes, and [...] there was a determination for a better future" (Dunford and Sharp, 1990:17). Therefore there was a need to remodel the current education system "in order to ensure that every child would go to a secondary school" (Gosden, 1983:1). Planning for reconstruction of education culminated in the Education Act of 1944, which is also known as the Butler Act.
In modern democratic society school curriculum has become a prioritised concern for many citizens. It is a key factor in the shaping of future generations and the development of society. Decades have lapsed and numerous attempts have been made to produce a national curriculum for Australia. In 2008 it was announced that the Rudd government in collaboration with State and Territories would produce a plan to move towards a national curriculum (Brady & Kennedy, 2010). To date this has been realised in the deliverance of the Australian Curriculum v1.2 which will be examined in this paper.
Different ideas were being expressed through The Second Great Awakening. The religious focus was now turning to God’s mercy and benevolence, which sparked other beliefs and ideas. People started believing that they could control their own fate. Worship services consisted of singing hymns and personal testimonies to make it more emotional. Many found religion as a soft comfort during the difficulties of this time period. Charles Finney was one of the most effective evangelists of the time. He entertained and edified, preached on conviction, repentance, and reformation (DOC B). The belief that parents could contribute to their child’s salvation led women to want to spiritually educate their children. Spiritually educating led to the belief that education was important. Schools were started to educate children while they were young. Many lower-class families had to go to high extremes to put their children in school. Children were needed to help work in the homes, but families saw that education was important, and they would allow their children to attend half a day or more of schooling (DOC E). Religion and education was becoming better known throughout society. America saw they needed to apply higher principles to gain benefits of the highest physical, intellectual, and moral education in order to be a gre...
The last act that will be reviewed is the Education Act of 1880, which made school compulsory for all children between the ages of five and ten. Even though the Act made attendance mandatory for children in this age group, only eighty-two percent of children were attending school by the early 1890s. Many children continued to work as their families desperately depended on their incomes to order to make ends meet.
What is the connection between official education policies and key events in Aboriginal Australian history? How have Aboriginal people responded to these policies?
Gender, social status, and the region in which a child lived determined how much schooling a child would receive and where and how they would get it. Children of the upper class were either taught in private schools or by a tutor. They were taught reading, writing, prayers, and simple math ("Education") . They were taught using repetition from the Bible, a religion-based reading supplement called a primer, and/or a paddle-shaped (also religious) horn book ("Schooling"). The upper-class boys were taught more advanced academic subjects, and may have been sent to boarding school in England or another state. The girls were taught to assume the duties of a wife and mother and obtained basic knowledge so they could read the Bible and record expenses ("Education"). While the south had very few laws for education because of its population, the middle and northern colonies (and then states) had established guidelines for their citizens. Pennsylvania's Law of 1683 set a monetary penalty for any parent whose children could not read and write by age twelve, and who were not taught a useful trade. By 1642 the northern colonies had already mandated a public education or apprenticeship for children, one grammar school for towns with more that one-hundred families, and an elementary school for towns with more than fifty.
The United States is a strong leader in educating certain citizens. U.S. public education existed early in the nations history. The first compulsory attendance law was passed in Boston, Massachusetts in 1852 (Cook,1912 and Ensign 1921). Compulsory education lasted in the mid-nineteenth century until 1890, America built a variety of schools that attracted numbers of children. Many states passed compulsory education legislation but most of these laws were not enforced. Compulsory laws changed throughout the history of education.
Compulsory education laws were put in place for kids to obtain skills. These laws are required for young people to attend a public or private school. Homeschooling, however, is also an option, but practically all states have authorizations for
In over a period of years, an increasing amount of attention has been shed to the problem of child sexual abuse in the church. While churches, and other facilities which care for children, have had their experience of this problem, most attention has been brought to the abuse in the Catholic Church. Around the world, case after case has been seen in the press of clergy and members of religious orders being charged with sex offenses against children. Some of these cases go back decades. The issue has certainly brought attention around the world. The reason why, is the question that ponders in everyone mind.
Schools continued to grow in the 19th century. Common schools, high school, and kindergartens were established. The common school was a free public elementary school for all children. In 1821, the beginning of the first public high school was established. This school was called the English Classical School but was later changed to Boston English High School. After high school, early childhood education emerged and is called kindergarten or “children’s garden.” This was a setting that inspired children to express themselves and be creative. Also in the 19th century, schools were established to teach those with disabilities separately than those without. These were for certain disabilities such as deafness and blindness. Other disabilities such as behavioral and mental were not addressed at this time. Native American and African American children were discriminated against. In the 19th century, many of these children had little or no education options. Teachers tried to Americanize or Assimilate them. African American children faced legal obligations when it came to their education. The Morrill Act was passed in 1862. In the 20th century, John Dewey established progressive