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Xerox University Microfilms 900 North Zwb Road Ann Aibor, Michigan 40106 76 - 18,001 INFORMATION TO USERS This material was produoad from a microfilm copy of the original document. While the most advanced technological meant to photograph and reproduce this document have bean used, the quality it heavily dependant upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing paga(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. Whan an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause e blurted image. You will find a good Image of the page in the adjacent frame. 3. Whan a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand comer of e large Sheet and to continue photoing from left to right in equal sections with e small overlap. I f necessary, sectioning is continued again - beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could bo made from "photographs" if essential to the understanding of the dissertation. Silver prints o f "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Soma pages may have indistinct print. Filmed as received. Xerox University Microfilms 900 North Zwb Road Ann Aibor, Michigan 40106 76 - 18,001 LaMONTE, Ruth Bradbury, 1938- EARLY MARYLAND EDUCATION: T^E COLONIALS, THE CATHOLICS, AND THE CARROLLS. The Ohio State University, Pq.D., 1976 Education, history Xerox University Microfilms, Ann Arbor, Micwo«n4aioe © Copyright by , Ruth Bradbury LaMonte 1976 EARLY MARYLAND EDUCATION: THE COLONIALS, THE CATHOLICS, AND THE CARROLLS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Ruth Bradbury LaMonte, B.S., M.A. The Ohio State University 1976 Reading Committee: Approved By Dr. Richard N. Pratte Dr. Gerald M. Reagan Dr. Robert H. Bremner Adviser Academic Faculty of Curriculum and Foundations This work is dedicated to the memory of father, Robert William Bradbury. ACKNOWLEDGMENTS To Richard N. Pratte, my chairman, Gerald M. Reagan and Robert H. Bremner, my reading committee, many thanks for their cogent criticism; to my mother, Beatrice Adams Bradbury, for her supportive assistance; to my children, Jennie, Brad, Rachel', and Matt, for their patience; and, finally, to my husband, Edward Shannon LaMonte, for his encouragement and friendship. VITA August 25, 1938 .... Born - Portsmouth, Ohio 1962..... ............. B.S., Ohio University, Athens, Ohio 1965..... ............. NDEA Fellowship, The Ohio State University 1968..... ........... .. M.S., Morehead State University, Morehead, Kentucky PROFESSIONAL TEACHING EXPERIENCES 1957-1959 McDermott Elementary School: Grades 2, 5 1959-1960 Laura Farrell School: Grade 2 1960-1961 McDermott Elementary School: Grade 2 1961-1965 Northwest High School: English 10* 11 1965-1971 Clay High School: English 11, 12 i 1967-1969 (Evenings) Ohio University, Portsmouth: English Composition 1971-1973 Teaching Associate, The Ohio State University: History of Modern Education, History of Western Education, and Education in Ancient Times 1973-Present The University of Alabama in Birmingham: History and Philosophy of Education, and Teaching the Humanities iv FIELD OF STUDY Major Field: History of Education. Professors * ' Richard N. Pratte and Robert B. Sutton Studies in Philosophy of Education. Professors Richard N. Pratte and Gerald M. Reagan Studies in American Intellectual and Social History. Professor Robert II. Bremner v TABLE OP CONTENTS Page DEDICATION ........................................ ii ACKNOWLEDGMENTS................... iii VITA .............. iv • Chapter I. RATIONALE OF THE S T U D Y ................. 1 Introduction .. ..... 1 Purpose .................................. 4 S c o p e .................................... 6 Limitations ..................... 7 Review of the Literature . ........ 11 Methodology.............................. 26 Organization of the Study ............... 28 II. SECULAR EDUCATION IN COLONIAL MARYLAND . 31 Introduction ............................ 31 Concepts of Schooling and Education . 33 Colonial Schooling . ............. 36 Education in Maryland Before 1689 .... 43 Secular Education, 1689-1775 48 Legislation Bearing on Education .... 50 Financing the Schools ................... 55 Other Important Legislation Related to S c h o o l s ......... 59 Schooling for Poor Children and Negroes . 61 Teachers in Colonial Maryland ........... 64 Background and Social Status of Maryland Teachers ..................... 68 Supervision of Schoolmasters ........... 71 Education for Females ................... 72 Higher Education ........................ 74 S u m m a r y .................................. 75 vi Chapter Page III. CATHOLIC EDUCATION IN COLONIAL MARYLAND . 76 * Introduction ... ...... 76 Charting the Course to Catholicism . 78 Catholic Education Before 1689 ..... 84 Newtown Manor ............................ 85 Catholic Education After1689...... 96 Legislation Bearing on Catholic Education ............................ 97 Bohemia Manor ............................ 102 S u m m a r y .................................. 109 IV. THE EDUCATION OF JOHN CARROLL ............. 110 Introduction ..................... 110 Family Background ................. 113 Education in Europe ........... 117 The Ratio Studiorum . ................. 117 St. O m e r s ................................ 132 L i e g e .................................... 137 The Jesuit Problem .......... 140 John Carroll, Tutor Priest ............. 143 The End and the Beginning: Bruges and H o m e .............................. 145 S u m m a r y .................................. 147 V. THE COLONIAL EDUCATION OF A REVOLUTIONARY GENTLEMAN .......................... 149 Introduction ................. 149 Family Background of Charles Carroll . 150 Education in Maryland ................. 157 St. Omers, 1748-1751 161 Student Days of Charles Carroll at St. O m e r s ....................... 162 Rheims . ............ 167 P a r i s ..................... • 170 vii Chapter Page B o u r g e s ................................... 174 Paris Again ................................. 179 Lqndon, 1759-1764 ...... 182 Summary . ............................. 195 VI.SUMMARY AND CONCLUSIONS . .................. 197 Introduction ............................. 197 R a t i o n a l e ................................. 197 ' Limits of the S t u d y ...................... 202 S o u r c e s ................................... 203 Summary ........................ 203. Methodology ............................ 206 Major Findings ............... ........... 206 Conclusions ............................... 209 Recommendations for Further Study .... 211 BIBLIOGRAPHY ............................ ........... 213 ’APPENDIX A .... .................................. 224 B ................................................ 226 viii CHAPTER I RATIONALE OF THE STUDY Introduction Bernard Bailyn, in his seminal essay on the i history of education, claimed: The forms of education assumed by the first generation of settlers in America were a direct inheritance■from the medieval past. Serving the needs of a homogeneous, slowly changing rural society, they were largely instinctive and traditional, little articu­ lated and little formalized. The most impor­ tant agency in the transfer of culture was not formal institutions of instruction or public instruments of communication, but the family. What the family left undone by way of informal education the local community most often completed. It did so in entirely natural ways, for so elaborate was the archi­ tecture of-family organization and so deeply founded was it in the soil of stable, slowly changing village and town communities.in which intermarriage among the same groups had talcen place generation after generation that it was at times difficult for the child to know where the family left off and greater society began. More explicit in its educational function than either family or community was the church. It furthered the introduction of the child to society by instructing him in the 1 2 system of thought and imagery which underlay the culture's values and aims. Family, community, and church together accounted for the greater part of mechanism by which English culture transferred itself across the generations. The instruments of deliberate pedagogy, of explicit, literate education, accounted for a smaller, though- indispensable, portion of the process. The cultural burdens it bore were relatively slight.1 While Bailyn's claims may be justified for the preponderance of colonial children, at least one group did not fit within the norm. The history of Catholic educa­ tion in America, like the history of the Church itself, is one of survival
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