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Durham E-Theses Durham E-Theses The early catechetical renewal in France and its inuence in the teaching of religion Coke, Mary Penelope How to cite: Coke, Mary Penelope (1985) The early catechetical renewal in France and its inuence in the teaching of religion, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/7240/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 ABSTRACT THE EARLY CATECHETICAL RENEWAL IN FRANCE AND ITS INFLUENCE IN THE TEACHING OF RELIGION BY MARY PENELOPE COKE Experience of teaching in France in the late 1950s led to an awareness of excellent methods and resources for religious education. This in turn led to a study of the French catechetical renewal movement. While it became evident that the main movement was led by Fr Joseph Colomb in the years immediately following the Second World War, it was soon apparent that the roots extended much further back in time. The present work is concerned with tracing the roots of the early catechetical renewal, set against the background of the early twentieth century. The influence on it of movements such as Modernism, and of the new educational ideas, are considered as well as others from abroad such as the Munich Movement. The effect of the call for a more gospel­ based approach in the teaching of religion by Bishop Landrieux of Dijon in 1922 and a moving away from the Catechism is discussed. Among the key figures who emerged in the years between the two world wars were Mme Marie Fargues and Mlle Fran9~ise Derkenne, also Fr Andre Boyer and Fr Charles Quinet. Their creative activity was particularly intense in the 1930s. Their influence, traced in many instances through unpublished correspondence, is shown to be considerable, not only in France but in the wider international sphere. In particular, there is evidence that their change of approach to the concept of religious education as opposed to that of religious instruction came about sooner in France than elsewhere. It is also suggested that the remarkable tenacity of some of the pioneers in the face of considerable opposition may have helped to bring about the changed attitude to the 'laity, particularly to women, in certain branches of the Christian Church. THE EARLY CATECHETICAL RENEWAL IN FRANCE AND ITS INFLUENCE IN THE TEACHING OF RELIGION BY MARY PENELOPE COKE FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE UNIVERSITY OF DURHAM SCHOOL OF EDUCATION 1985 The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. 1~. !;PR. 1986 CONTENTS Acknowledgements 11 INTRODUCTION 1. Suggested Origins 12 2. Criterion for a Movement . 12 3. Pedagogical Turning-point 13 4. Limitations 13 5. Separable Concepts of Catechesis and Religious Education . 13 I HISTORICAL BACKGROUND 15 1. Political Background: the Third Republic . 15 (a) Constitutional stability, political instability 15 (b) Educational reform • 16 (c) Tension between Church and State 16 (d) Origins of the tension 16 (e) Separation of Church and State . 18 (f) Leo XIII and the Republic 18 (g) Le Sillon • 19 2. Ecclesiastical Background • 20 (a) Gallicanism and Ultramontanism . 20 (i) Aloofness from the Church of Rome 21 (ii) Effects 21 (b) Jansenism . 21 (i) Origins 21 (ii) Second phase 22 (iii) Principal effects . 22 (c) Modernism . 23 (i) Desire of adaptation to new conditions . 24 (ii) Scientific approach to exegesis 25 (iii) Some other French Modernists 25 (iv) A movement at the wrong time? . 26 (v) Repression 27 (vi) Effect on catechetics 27 3. Educational Background • 28 (a) Influence of the German-speaking world 28 (b) A French theorist 28 (c) Dewey 28 (d) Montessori 29 (e) New movement in education 29 (f) Influence on the Catechetical Movement of the new methods 29 (g) Some of the French-speaking educators 30 (i) Kergomard 30 (ii) Binet and Simon 31 (iii) ,Decroly and Claparede 31 (iv) Ferriere and Bovet 31 (v) Dottrens • 32 (vi) Demolins and.Bertier. 32 (vii) Cousinet . 33 (viii) Freinet 33 3 (h) Active methods not religious education 33 4. Catechetical Background 34 (a) Dominance of the Catechism 34 (i) Proliferation of catechisms 34 (ii) Deharbe 35 (iii) First moves towards uniformity 35 (b) Catechetical methods 36 (i) Method of St Sulpice • 36 (ii) The Patronage - a support 37 (iii) Munich Method 38 Conclusion • 39 II A RESPONSE TO A NEED 1884-1948 40 1. The first lady catechists • 40 2. Oeuvre des Catechismes • 41 3. Auxiliaries of the parish clergy 42 (a) Repetitrices • 42 (b) Christian witness 43 (c) Disagreement among the clergy 43 (d) Devot.edness without stint 44 4. Related activities 44 (a) Family visits 45 (b) Fairground people 45 (c) Bargees' children 45 (d) Children with special needs • 45 (e) Prison-visiting • 46 5. Training for woman catechists 46 (a) Examinations and courses • 46 (b) Reviews and books 47 (c) Ambivalent attitude of the clergy • 47 6. Related movements 48 (a) Societies of Catechists 48 (b) Men catechists 49 (c) FCTP 50 (i) Christian nurture • 50 (ii) Confusion and ignorance • 51 (iii) More criticisms from without and within 52 (d) Religious instruction of adults 53 (i) Oeuvre Sainte-Catherine de Sienne 53 (ii) Training and follow up 54 (iii) Precursor of the catechumenate 54 7. The end of the Archconfraternity 55 (a) Contributory factors 55 (b) The first professional catechists • 55 (c) Prejudice • 56 (d) Evolution from 'repetitrice' to 'catechiste' 57 (e) The National Catechetical Centre 57 (f) Aftermath • 58 Conclusion • 5S 4 III EARLY INITIATIVES 60 1. A voice raised in a Paris parish 61 2. A voice raised in Dijon 62 3. The first books published • 64 (a) The Catechist's Handbook • 64 (b) Practical Catechism Lessons • 65 Conclusion • 66 IV DEVELOPMENTS IN DIJON 67 1. Landrieux, visionary 68 (a) Priestly experience 68 (b) Bishop of Dijon • 68 (c) 'Sinite Parvulos' 69 (i) The causes of failure 70 a The Catechism 70 b The Method 71 (1) Dechristianization 71 (2) New pedagogy 72 (3) The Gospel 73 (ii) The remedy 73 (d) The Catechism through the Gospel 75 (e) Further repercussions of the pastoral letter 76 2. Petit de Julleville, organizer 77 (a) A fruitful collaboration • 77 (b) An initiative 78 (c) Development of the organization 79 (i) Diocesan inquiry 81 (ii) The Centre 81 (iii) Subsidiary centres 82 (iv) Meetings and courses • 82 (d) Influence of Dijon • 83 (e) Publications • 84 (f) Lectures 86 (g) Articles 88 3. Sembel and the founding of the Parish auxiliary Catechists • 89 (a) The Union • 90 (b) Beginnings of a Society of Catechists 91 (c) The Association of Parish Auxiliary Catechists 92 (i) Way of life • 92 (ii) Full members of the First Order 92 (iii) Associate members of the First Order 93 (iv) Affiliated members or Second order 93 (v) The Director 93 Conclusion: Contribution of the diocese of Dijon to the Catechetical Renewal Movement 94 v DEVELOPMENTS IN PARIS AND ELSEWHERE 96 1. In the dioceses 97 (a) Arras • 97 (b) Nancy 98 (c) A parish in Saint-Die 99 5 2. The recurring theme of ignorance and suggested remedies • 99 (a) Bombardier's analysis . 100 (b) More catechisms • . 100 (c) Return to the gospel . 101 3. Directives from Rome . 101 4. Paris . 102 (a) Quinet, a pioneer catechist • . 102 (b) "Ready-to-wear" catechetics . 103 (c) Cahiers catechistiques . 104 5. The women catechists . 106 (a) Marie Fargues, an inspiring personality . • 107 (i) First articles . 107 (ii) First books • . 108 (iii) Formative years . 108 (iv) Catechetical specialist . 110 (v) Success and failure . 111 (vi) Study groups • 112 (vii) Correspondence . • 112 (viii) Active methods in religious education • 113 (ix) Other books and articles • 114 (x) A snub • 115 (xi) Lectures • • 117 (b) M.M.d'Aubigny • 118 (c) M. Tribou . 119 (d) Fran~oise Derkenne and the liturgical movement 120 (i) Evolving the method . 120 (ii) Life and joy in the catechism class . 121 (iii) Characteristics of the method • . 122 Conclusion • . 125 VI INITIATIVES FROM BELGIUM . 126 1. Belgium . 126 (a) Geographical situation and languages . 126 (b) Religion teaching • 127 2. The Belgian contribution to the French catechetical renewal . 127 (a) Method • • 127 (i) Poppe and the sisters of Vorselaar • 127 (ii) Dupont and the sisters of Notre Dame • 129 (iii) Secondary schools • . 130 (b) Milieu • . 130 (i) Cardijn and the JOC • 131 (ii) JAC and JEC . • 132 (c) Liturgy • 133 (i) Beginnings . 133 (ii) The place of liturgy in catechetics 134 (iii) Missals for the laity . 135 (iv) Aids to liturgical method • 135 (d) History and rationale • . 136 (i) Ou en est l'enseignement religieux? . 136 (ii) Lumen vitae . • 137 Conclusion . • 137 (a) Method . 137 (b) Milieu . • 139 (c) Liturgy . 139 (d) History and rationale . • 139 6 VII MARIE FARGUES, EDUCATOR AND INNOVATOR • • 141 1. Introduction of nine-year-olds to the catechism • 142 (a) The place of personal prayer in the religion lesson • 142 (b) First edition • 143 (c) Weaknesses • 143 (d) Rhythmic method • • 144 (e) Continuing experience • • 145 (f) Introduction to the catechism for children, a major revision in 1947 • • 146 (g) Musical settings 146 (h) Method of testing • 146 (i) Theological critics • 147 (j) Pedagogical critics • 147 (k) Introduction to the Christian mystery for children, second revision • • 148 (1) Some other books and articles • 149 2.
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