Private primary or secondary school affiliated with a religious organization
A parochial school is a privateprimary or secondary school affiliated with a religious organization, and whose curriculum includes general religious education in addition to secular subjects, such as science, mathematics and language arts. The word parochial comes from the same root as "parish", and parochial schools were originally the educational wing of the local parish church. Christian parochial schools are called "church schools" or "Christian schools."
In addition to schools run by Christian organizations, there are also religious schools affiliated with Jewish, Muslim, and other groups; however, these are not usually called "parochial" because of the term's historical association with Christian parishes.
In British education, parish schools from the established church of the relevant constituent country formed the basis of the state-funded education system, and many schools retain a church connection while essentially providing secular education in accordance with standards set by the government of the country concerned. These are often primary schools, and may be designated as name C.E.[1] School or name C.E. (Aided) School, depending on whether they are wholly or partly funded by the Church of England (the latter is more common).
In 2002, Frank Dobson proposed an amendment to the Education Bill (for England and Wales) which would limit the selection rights of faith schools by requiring them to offer at least a quarter of places to children of another or no religion, in order to increase inclusivity and lessening social division.[2] The proposal was defeated in Parliament.
In 2005, David Bell, the head of the Office for Standards in Education said "Faith should not be blind. I worry that many young people are being educated in faith-based schools, with little appreciation of their wider responsibilities and obligations to British society. This growth in faith schools needs to be carefully but sensitively monitored by government to ensure that pupils receive an understanding of not only their own faith but of other faiths and the wider tenets of British society".[3] He criticised Islamic schools in particular, calling them a "threat to national identity".[3]
In October 2006, Bishop Kenneth Stevenson, speaking on behalf of the Church of England, said "I want to make a specific commitment that all new Church of England schools should have at least 25% of places available to children with no requirement that they be from practising Christian families."[4] This commitment applies only to new schools, not existing ones.
In September 2007, attempts to create the first secular school in Britain were blocked. Paul Kelley, head of Monkseaton High School in Tyneside, proposed plans to eliminate the daily act of Christian worship, and "a fundamental change in the relationship with the school and the established religion of the country".[5]
In November 2007, the Krishna-Avanti Hindu school in north-west London became the first school in the United Kingdom to make vegetarianism a condition of entry.[6] Additionally, parents of pupils are expected to abstain from alcohol to prove they are followers of the faith.
In November 2007, the Jewish Free School in north London was found guilty of discrimination for giving preference to children who were born to Jewish mothers.[7]
In January 2008 the House of Commons' Children, Schools and Families select committee raised concerns about the government's plans for expanding faith schooling.[8] The general secretary of the Association of Teachers and Lecturers, Mary Bousted, said "Unless there are crucial changes in the way many faith schools run we fear divisions in society will be exacerbated. In our increasingly multi-faith and secular society it is hard to see why our taxes should be used to fund schools which discriminate against the majority of children and potential staff because they are not of the same faith".[8]
England
English education includes many schools linked to the Church of England which sets the ethos of the school and can influence selection of pupils where there is competition for places. These form a large proportion of the 6,955 Christian faith schools in England. The Catholic Church also maintains schools. In addition, there are 36 Jewish, seven Muslim and two Sikh faith schools.
Faith schools follow the same national curriculum as state schools. Religious education in Church of England schools is monitored by the local diocese, but does not typically take up much more of the timetable than in secular schools. Although not state schools, there are around 700 unregulated madrassas in Britain, attended by approximately 100,000 Muslim children. Doctor Ghayasuddin Siddiqui, the leader of the Muslim Parliament of Great Britain, has called for them to be subject to government inspection following publication of a 2006 report which highlighted widespread physical and sexual abuse.[9] Voluntary-aided schools, such as Church of England and Catholic schools, are permitted to discriminate against teachers on the grounds of their religious opinions, attendance at worship and willingness to provide religious education.[10]
Scotland
Scotland has its own educational system, distinct from that of England and Wales, reflecting the history of education in Scotland. Although schools existed in Scotland prior to the Reformation, widespread public education was pioneered by the Church of Scotland developing its aim of universal parish schools from 1560 onwards, and given state support by the Education Act 1633. It handed over its parish schools to the state in 1872. Although these schools are now known as "non-denominational" schools, and are open to all, their traditional links with the Presbyterian and Episcopalian churches and clergy remain in most cases.
Charitably funded Roman Catholic schools were brought into the state system by the Education (Scotland) Act 1918. Whilst maintaining a strong Catholic ethos, Scottish Catholic schools have long welcomed pupils from other faith backgrounds, though they tend to give precedence to non-Catholics who come from families of faith. In Scottish Catholic schools employment of non-Catholics or lapsed Catholics can be restricted by the Church. In some dioceses, one of the requirements for applicants baptised as Catholic is to possess a certificate which has been signed by their parish priest. [citation needed] Each diocese varies on the method of approval and the rigour with which it is applied.[11] Non-Catholic applicants are not required to provide any religious documentation.[citation needed] Certain positions, such as headteachers, religious education teachers and guidance teachers are invariably held by practising Roman Catholics.[11]
United States
Resurrection Lutheran School is a parochial school of the Wisconsin Evangelical Lutheran Synod (WELS) in Rochester, MN. The WELS school system is the fourth largest private school system in the United States.
Catholic private and college preparatory schools also exist and are not necessarily connected with a parish. Often these schools, such as those in the Philadelphia area, prefer to be referred to as "private Catholic schools," to distinguish themselves from the Archdiocesan parochial school system. In some Canadian provinces Catholic schools are publicly funded and in Ontario completely to the level of grade 12.
Generally within the Catholic parochial school system, parochial schools are open to all children in the parish.[citation needed] Thus parochial school systems function as quasi-public educational networks, in parallel to the state-school systems, the key difference being that parochial systems are largely supported by donations to the parish while state schools are funded by taxes. Often, the Catholic diocese or archdiocese, such as those in Boston, Philadelphia, and Chicago will take a greater role in administration of the parochial schools within their jurisdiction. Out-of-pocket costs to the student attending a parochial school are usually greater than an equivalent public school. Although it costs parents more for their children to attend, teachers are generally paid less than those at an equivalent public school.[14] For example, in 1998, they were paid about 45% less than public school teachers.[15]
The Wisconsin Evangelical Lutheran Synod (WELS) operates an extensive parochial school system. The WELS school system is the fourth largest private school system in the United States.[16]
History
The development of the American Catholic parochial school system can be divided into three phases. During the first (1750–1870), parochial schools appeared as ad hoc efforts by parishes, and most Catholic children attended public schools. During the second period (1870–1910), the Catholic hierarchy made a basic commitment to a separate Catholic school system. These parochial schools, like the big-city parishes around them, tended to be ethnically homogeneous; a German child would not be sent to an Irish school, nor vice versa, nor a Lithuanian pupil to either. Instruction in the language of the old country was common. In the third period (1910–1945), Catholic education was modernized and modeled after the public school systems, and ethnicity was deemphasized in many areas. In cities with large Catholic populations (such as Chicago and Boston) there was a flow of teachers, administrators, and students from one system to the other.[17]
In addition to the Catholics, the German Lutherans and Calvinist Dutch also began parochial schools, as did Orthodox Jews.
Starting from about 1876, thirty nine states (out of 50) passed a constitutional amendment to their state constitutions, called "Blaine Amendments," forbidding tax money be used to fund parochial schools. In 2002, the United States Supreme Court upheld an Ohio law allowing aid under specific circumstances.[18]
In the 1920s, Oregon outlawed all non-public schools in an attempt to stamp out parochial schools, but in 1925 the Supreme Court overturned the law in Pierce v. Society of Sisters.[19] There is a controversy over the legality of parish schools. In December 2018, Ed Mechmann, the director of public policy at the Roman Catholic Archdiocese of New York noted that the new regulations from the New York State Education Department would "give local school boards virtually unlimited power over private religious schools. There is no protection against government officials who are hostile to religious schools or who just want to eliminate the competition."[20]
Russian Empire
Parochial schools (Russian: прихо́дские учи́лища, prikhodskie uchilishcha) was a system of elementary education in the Russian Empire which were part of the Ministry of National Enlightenment (Education).[21] Parochial schools were introduced in 1804 following an educational reform of primary schools.[22] Before that, in Russia existed arithmetic schools which were part of elementary education.
Along with regular parochial schools there also existed a well developed system of church-parochial schools of the Russian Orthodox Church which was also introduced in 1804.[23]
Both schools parochial and church-parochial were funded by government.[23]
Currently, parochial schools are generally those run by local, territorial parishes, while Catholic schools are administered directly by dioceses or religious institutes.
In Ancient India, Gurukula was the main system of education though some still exist today. Catholic educational institutions are second in numbers behind government run schools. There are 14,539. While the schools are centrally tracked by the Catholic Bishops Council of India, they are controlled by the diocese in which they are located. There are 13,004 primary and secondary Catholic schools, 243 special schools, 448 Catholic colleges, and 534 technical institutions.[citation needed]
DAMM, JOHN SILBER. "THE GROWTH AND DECLINE OF LUTHERAN PAROCHIAL SCHOOLS IN THE UNITED STATES, 1638-1962" (PhD dissertation, Columbia University; ProQuest Dissertations Publishing, 1963. 6401469).
Lazerson, Marvin. "Understanding American Catholic Educational History," History of Education Quarterly 1977 17(3): 297-317 in JSTOR
Perko, F. Michael. "Religious Schooling In America: An Historiographic Reflection," History of Education Quarterly 2000 40(3): 320-338 in JSTOR
Raiche, C.S.J., Annabelle, and Ann Marie Biermaier, O.S.B. They Came to Teach: The Story of Sisters Who Taught in Parochial Schools and Their Contribution to Elementary Education in Minnesota (St. Cloud, Minnesota: North Star Press, 1994)271pp.
Walch, Timothy. Parish School: American Catholic Parochial Education from Colonial Times to the Present, (New York: Crossroad, 1996) 301 pp.
In secular usage, religious education is the teaching of a particular religion and its varied aspects: its beliefs, doctrines, rituals, customs, rites, and personal roles. In Western and secular culture, religious education implies a type of education which is largely separate from academia, and which (generally) regards religious belief as a fundamental tenet and operating modality, as well as a prerequisite for attendance.
The Evangelical-Lutheran Church in Denmark or National Church, sometimes called the Church of Denmark, is the established, state-supported church in Denmark. The supreme secular authority of the church is composed of the reigning monarch and Denmark's Parliament, the Folketing. As of 1 January 2023, 72.1% of the population of Denmark are members, though membership is voluntary.
A state school or public school is a primary or secondary school that educates all students without charge. Such schools are funded in whole or in part by taxation.
A Christian school is a school run on Christian principles or by a Christian organization.
A private school is a school not administered or funded by the government, unlike a public school.
The Confraternity of Christian Doctrine (CCD) is an association established in Rome in 1562 for the purpose of providing religious education. In modern usage, it refers to the Confraternity of Christian Doctrine, Inc., which owns the copyright on the New American Bible Revised Edition, and is a term colloquially used for the catechesis or religious education program of the Catholic Church, normally designed for children. In some Catholic parishes, CCD is called PSR, meaning Parish School of Religion, or SRE, meaning Special Religious Education.
Catholic schools are pre-primary, primary and secondary educational institutions administered in association with the Catholic Church. As of 2011, the Catholic Church operates the world's largest religious, non-governmental school system. In 2016, the church supported 43,800 secondary schools and 95,200 primary schools. The schools include religious education alongside secular subjects in their curriculum.
Religious education is the term given to education concerned with religion. It may refer to education provided by a church or religious organization, for instruction in doctrine and faith, or for education in various aspects of religion, but without explicitly religious or moral aims, e.g. in a school or college. The term is often known as religious studies.
The phrase Catholic youth work covers a wide range of activities carried out with young people, usually in the name of the Catholic Church and with the intention of imparting the Catholic faith to them and inviting them to practice and live out the faith in their lives. Activities in the field range from small scale youth groups attached to parishes or Catholic schools, to large international gatherings, such as World Youth Day. It is a field which has evolved much over recent decades, especially in comparison to more formal methods of education or catechesis within the church. Nearly all dioceses and a great deal of parishes have some form of youth provision running, although a great deal of areas particularly in the developed world are finding youth work both more difficult and rare as the numbers of young people regularly practicing the Catholic faith continue to decline. In contrast, though, the new and exciting developments of recent decades and particularly the influence of the new movements within the Church are ensuring that youth work continues to be an active and fruitful field.
A faith school is a school in the United Kingdom that teaches a general curriculum but which has a particular religious character or formal links with a religious or faith-based organisation. The term is most commonly applied to state-funded faith schools, although many independent schools also have religious characteristics.
St. John's Academy Inc., formerly known as Saint John Academy, is a private Roman Catholic secondary school in Dinalupihan, Bataan, Philippines. It provides a deeply-rooted Christian formation to the young and supply the volunteers for the Parochial catechetical program at the public schools within the parish. The school is a member of the Diocesan Schools of Bataan (DSOB) and the Catholic Educational Association of the Philippines (CEAP).
Catholic schools in the United States constitute the largest number of non-public, Christian schools in the country. They are accredited by independent and/or state agencies, and teachers are generally certified. Catholic schools are supported primarily through tuition payments and fundraising, and typically enroll students irrespective of their religious background.
A Christian state is a country that recognizes a form of Christianity as its official religion and often has a state church, which is a Christian denomination that supports the government and is supported by the government.
Anglican education in Australia refers to the education services provided by the Anglican Church of Australia within the Australian education system. Since the late 18th century, the Anglican Church has been an important provider of education services within Australia. There are around 145 Anglican schools in Australia, providing for more than 105,000 children.
More than 60 percent of Berlin residents have no registered religious affiliation. As of 2010, at least 30 percent of the population identified with some form of Christianity, approximately 8.1 percent were Muslim, 1 percent were Jewish, and 1 percent belonged to other religions. As of 2018, the number of registered church members has shrunk to 14.9 percent for EKD Protestants and 8.5 percent for Catholics.
The History of Catholic Education in the United States extends from the early colonial era in Louisiana and Maryland to the parochial school system set up in most parishes in the 19th century, to hundreds of colleges, all down to the present.
The history of schools in Scotland includes the development of all schools as institutions and buildings in Scotland, from the early Middle Ages to the present day. From the early Middle Ages there were bardic schools, that trained individuals in the poetic and musical arts. Monasteries served as major repositories of knowledge and education, often running schools. In the High Middle Ages, new sources of education arose including choir and grammar schools designed to train priests. Benedictine and Augustinian foundations probably had charitable almonry schools to educate young boys, who might enter the priesthood. Some abbeys opened their doors to teach the sons of gentlemen. By the end of the Middle Ages, grammar schools could be found in all the main burghs and some small towns. In rural areas there were petty or reading schools that provided an elementary education. Private tuition in the families of lords and wealthy burghers sometimes developed into "household schools". Girls of noble families were taught in nunneries and by the end of the fifteenth century Edinburgh also had schools for girls, sometimes described as "sewing schools". There is documentary evidence for about 100 schools of these different kinds before the Reformation. The growing humanist-inspired emphasis on education cumulated with the passing of the Education Act 1496.
The 50% Rule in English faith school admissions was introduced in 2010 and stipulates that where newly established academies with a religious character are oversubscribed, at least 50% of their places must be open places, i.e. allocated without reference to faith. The rule is sometimes referred to as the Faith Cap on admissions. However, as the open places are just as accessible to faith applicants as non-faith applicants, in practice the rule does not explicitly prevent such schools from having more than 50% of students with a faith affiliation.
Section 70 of the School Standards and Framework Act 1998 stipulates that pupils of community, foundation or voluntary schools in England and Wales must take part in a daily act of Collective Worship, unless they have been explicitly withdrawn by their parents. The same requirement is applied to academy schools via their funding agreements, so it is true to say that all maintained schools in England and Wales are subject to the same rules. However, in practice there is widespread non-compliance with the legislation, which has not been monitored by Ofsted since 2004.
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