In Good Faith A historical study of the provision of religious education for Catholic children not in Catholic Schools in New South Wales: The CCD Movement 1880 - 2000 Submitted by Ann Maree Whenman BA (Hons) DipEd (Macquarie University) Grad Dip RE (ACU) A thesis submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy School of Religious Education Faculty of Education Australian Catholic University Research Services Office PO Box 968 North Sydney NSW 2059 Date of Submission: July 2011 Statement of Authorship and Sources This thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma. No parts of this thesis have been submitted towards the award of any other degree or diploma in any other tertiary institution. No other person’s work has been used without due acknowledgment in the main text of the thesis. All research procedures reported in the thesis received the approval of the Human Research Ethics Committee at Australian Catholic University. .................................................................................................. Signature ii Abstract This thesis provides a coherent documented history of the provision of religious education to Catholic children who did not attend Catholic schools in New South Wales from 1880 to 2000. The CCD movement is the title generally assigned to a variety of approaches associated with this activity. The Confraternity of Christian Doctrine (CCD) is an association of clergy and lay faithful, within the Catholic tradition, established in the 16th century, devoted to the work of Catholic religious education. In the 20th century the principal concern of the CCD came to be the religious education of Catholic children who were not in Catholic schools. The CCD movement has as its core activity the parish-based religious education of Catholic children. The religious educators are generally members of the local parish community. Described traditionally as catechists, these religious educators are, for the most part, unpaid volunteers. The way in which the provision of parish-based religious education is practiced varies internationally, nationally and in the local church, as does the title of the groups who assume responsibility for this activity. The nature of CCD practice is influenced by factors that include the local social, cultural, political, educational and ecclesial contexts. In Australia, at the beginning of the 21st century, over 50 % of Catholic students were attending schools other than Catholic schools. There was significant research literature on Australian Catholic schooling and on religious education in Catholic schools. This included the place of Catholic schools in the history of the Catholic Church in Australia and the contribution of Religious Congregations to the development of Catholic schools. There was little research devoted specifically to the practices associated with the provision of Catholic religious education to the Catholic children not in Catholic schools. This included three distinct groups of Catholic children - those attending State run schools (known also as Public or Government); those attending Independent schools conducted by other Religious Denominations; and, those in isolated areas where no schools were available. This widespread educational and pastoral activity of the Catholic Church in Australia was rarely mentioned in Church histories or accounts of the iii development of Catholic education. The CCD movement had existed for over 120 years as the ‘silent partner’ in the history of Catholic Education in Australia. The purpose of this research was to document the history of the CCD movement within the Catholic Church in Australia. With a specific focus on the development of the CCD movement in the State of New South Wales, this historical study records this development chronologically from colonial times, 1880, to the beginning of the 21st century, 2000. The research identified distinct historical periods and examined the influence of social, cultural, political, educational and ecclesial contexts that have shaped the development of the CCD movement in New South Wales in each era. The research design for this study was drawn from an interpretative qualitative paradigm. An historical research approach has been used to develop a descriptive history of the CCD movement in an Australian context. Constant Comparative Method of data analysis was used to assist in the identification of the essential features of the practice and significant factors influencing that practice. The creation and analysis of a coherent historical record of the CCD movement in New South Wales has informed the proposal of an interpretive framework that helps explicate the place and function of the CCD movement within the Australian Catholic Church. This framework incorporates theological, educational and organisational perspectives to provide a model that will assist in the interpretation of the unique situation of the CCD movement in New South Wales, setting its undertakings within the pastoral mission of the Catholic Church and providing a foundation for future research. iv Acknowledgements In submitting this thesis I gratefully acknowledge the support and direction of my supervisors Dr. Graham English and Professor Graham Rossiter. Furthermore I acknowledge the interest and encouragement I have received from my colleagues in the Diocese of Broken Bay, particularly Bishop David Walker and Mrs. Jacyln Hanson, and the ACU School of Religious Education, particularly, Professor Peta Goldburg and Dr. Louise Welbourne. I also acknowledge the support and patience of my family during the past eight years. Finally, I wish to acknowledge my inspiration for commencing, continuing and completing this work – Father Carol Grew, Sister Mary Hugh Smith sgs and thousands of dedicated lay catechists. 30 June 2011 v Table of Contents Statement of Authorship and Sources................................................................... ii Abstract................................................................................................................. iii Acknowledgements............................................................................................... v Table of Contents.................................................................................................. vi List of Tables and Figures..................................................................................... xi Chapter 1 Introduction 1 1.1 Statement of the Topic........................................................................... 1 1.2 The Research Problem........................................................................... 1 1.3 Purpose and Goals of the Research........................................................ 2 1.4 The Research Question.......................................................................... 3 1.5 Review of Literature.............................................................................. 4 1.6 Outline of the Structure of the Thesis.................................................... 9 Chapter 2 Research Method 11 2.1 Introduction............................................................................................ 11 2.2 Research Design..................................................................................... 11 2.2.1 Data Collection.............................................................................. 12 Secondary Sources............................................................ 12 Primary Sources................................................................ 14 2.2.2 Data Analysis................................................................................. 15 Historical Criticism........................................................... 16 Context Analysis............................................................... 17 Content Analysis............................................................... 18 Trustworthiness of the Research....................................... 19 Threats to Trustworthiness................................................ 19 2.3 Ethical Issues.................................................................................................. 22 2.4 Conclusion.............................................................................................. 22 Chapter 3 Historical Prologue 23 3.1 The Confraternity of Christian Doctrine................................................. 23 3.1.1 Introduction...................................................................................... 23 3.1.2 Origin in the 16th Century................................................................ 24 3.1.3 Developments in the 17th, 18th and 19th Centuries........................... 27 Ireland................................................................................... 28 United States of America...................................................... 28 vi 3.2 The Australian Context in the 19th Century............................................. 30 3.2.1 Setting the Direction of Catholic Education: 1866 – 1905.............. 30 3.2.2 Religious Education for Catholic Children not in Catholic Schools........................................................................................ 33 The Christian Doctrine Society............................................ 33 Sunday Schools..................................................................... 33 Rural Response....................................................................