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⁷ This paper is part of a larger manuscript that examines the entire Catholic effort to provide elementary education in mid- to late-Victorian Britain, including the development of their philosophy of education, the myriad obstacles they had to overcome, the assistance of internal organizations and educational groups such as religious orders, and the political machinations this all entailed.Google Scholar

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⁹ Bossy, John, The English Catholic Community 1570–1850 (London: Dartman, Longman & Todd, 1975), 308.Google Scholar

¹⁰ McLeod, See Hugh, Piety and Poverty: Working Class Religion in Berlin, London, and New York, 1870–1914 (New York: Holmes and Meier, 1996), 103–4. For a more detailed discussion on the decline of religiosity of the working class in Europe, please refer to McLeod, Hugh, “The de-Christianization of the Working Class in Western Europe, c. 1850–1900.” Social Compass 27 (1980): 191–214.Google Scholar

¹¹ Tablet, 13 January 1844, 19.Google Scholar

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¹³ Emory University, Pitts Theology Library, Wiseman Collection, MSS 173, Box 2, Folder 2, Pastoral Letter, 26 May 1856, 2; Emory University, Pitts Theology Library, Wiseman Collection, MSS 173, Box 2, Folder 2, Synodical Letter, 1859, 7. Wiseman, Nicholas Patrick became Archbishop of the Westminster Diocese (London north of the Thames River) in 1850 with the restoration of the Catholic hierarchy to England and Wales. He served in that position until his death in 1865, at which time, the archbishopric passed to Manning.Google Scholar

¹⁴ Lewis, Donald M., Lighten Their Darkness; The Evangelical Mission to Working Class London, 1828–1860 (New York: Greenwood Press, 1986), 188–190; Wolffe, John, The Protestant Crusade in Great Britain, 1829–1860 (Oxford: Clarendon Press, 1988), 33–43, 180–84.Google Scholar

¹⁵ The Catholic Poor School Committee was the organization established in 1847 by the Catholic vicars apostolic, before the hierarchical restoration, to act as the liaison between the government's Committee of Council on Education and the Catholic schools, which were now approved to receive state monies. The Poor School Committee determined grant disbursements and initiated the founding of new schools in areas where the needs were greatest. The Poor School Committee also established a Catholic training college to provide teachers for the Catholic community's expanding number of schools.Google Scholar

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¹⁷ Salford Diocesan Archives (SDA), ACTA, Turner, Ad Clerum, 2 June 1858, 1. See also SDA, Turner ACTA, Ad Clerum, 30 May 1861, 1, and SDA, Turner ACTA, Ad Clerum, 20 May 1863, 1.Google Scholar

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¹⁹ Falling away from the faith involved two levels of severity. Much Catholic literature at the time used this term “leakage” to describe a more common phenomenon, which was the cessation of regular practice of the sacraments and attendance at mass. As grave and troublesome as this was for the hierarchy, the more serious, and less frequent, occurrence was open apostasy, which was a more conscious decision to spurn the faith.Google Scholar

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²¹ M. A. G. O'Tuathaigh, “The Irish in Nineteenth-Century Britain: Problems of Integration,” in The Irish in the Victorian City, eds., Swift, Roger and Gilley, Sheridan (London: Croom Helm, 1985), 25.Google Scholar

²² See Lees, Lynn Hollen, Exiles of Erin: Irish Migrants in Victorian London (Ithaca, NY: Cornell University Press, 1979), 180–82; Bossy, The English Catholic Community, 313–16; Connolly, Gerard, “Irish and Catholic: Myth or Reality? Another Sort of Irish and the Renewal of the Clerical Profession among Catholics in England, 1791–1918,” in The Irish in the Victorian City, 227–28; O'Tuathaigh, “Irish in Nineteenth-Century Britain: Problems of Integration,” 25–26. In his study of the Catholics in Cardiff, Hickey, John uses Easter week obligation percentages over a twenty-year span to show an even lower percentage—an average of 25.19%—of Irish Catholic practice. See Hickey, John, Urban Catholics: Urban Catholicism in England and Wales from 1829 to the Present Day (London: Geoffrey Chapman, 1967), 91–92. Note that these historians do not mean by these figures that poor Irish Catholics had repudiated their faith, but that regular attendance and practice of the sacraments had declined.Google Scholar

²³ See “The Rising Generation: Our Poor Schools.” Rambler (Vol. 6, November 1856): 323–26.Google Scholar

²⁴ First Annual Report of the Catholic Poor School Committee (London: Catholic Poor School Committee, 1848), 54.Google Scholar

²⁵ Moore, Capes John, “Popular Education.” Rambler 10 (September 1852): 171. This article is highly critical of Catholic educational policy hitherto and provides great insight into liberal Catholic reflection on the subject. The Rambler treated the subject in greater detail than any other Catholic journal at the time. See Holland, British Catholic Press, 143–44.Google Scholar

²⁶ Howard to Langdale, The Catholic School (March 1855): 111.Google Scholar

²⁷ Emory University, Pitts Theology Library, Manning Collection, MSS 002, Box 11, Folder 8, Galley Proof of a message to the diocese on the “Education of the Poor,” 19 November 1865, 4.Google Scholar

²⁸ Seventh Annual Report of the Catholic Poor School Committee (London: Catholic Poor School Committee, 1854), 16.Google Scholar

²⁹ Aquinas, Summa Theologica II.II.10.12.Google Scholar

³⁰ Aquinas, Summa Theologica II.II.154.2.Google Scholar

³¹ Cohausz, Otto, The Pope and Christian Education, trans. Smith, George D. (New York: Benziger Brothers, 1933), 46–49, 54–57.Google Scholar

³² Ullathorne, William, Notes on the Education Question (London: Richardson and Son, 1857), 11.Google Scholar

³³ Manning, Henry Edward, Denominational Education: A Pastoral Letter to the Clergy and Laity of the Diocese of Westminster (London: Burns, Oates & Co., 1869), 7.Google Scholar

³⁴ Ibid., 10.Google Scholar

³⁵ Manning, Henry Edward, National Education and Parental Rights (London: Burns, Oates & Co., 1872), 35–36.Google Scholar

³⁶ Manning, A Pastoral Letter to the Clergy and Laity of the Archdiocese of Westminster on Education (London: Burns and Oates Ltd., 1889), 6–7.Google Scholar

³⁷ William, Vaughan followed Turner as Bishop of Salford in 1872, succeeded Manning as Archbishop of Westminster in 1892, and continued the campaign for an equitable education solution until his death in 1903.Google Scholar

³⁸ SDA, Vaughan ACTA, A Letter on the Educational Peril to Christianity (Manchester: T. Walker, 1882), 8–9.Google Scholar

³⁹ Ibid., 8.Google Scholar

⁴⁰ “The Elementary Education Act, 1891,” in The Education Acts, 1870–1902, Owen, ed. Hugh (London: Knight and Co., 1903), 374.Google Scholar

⁴¹ SDA, Vaughan ACTA, The Dangers of the Education Question, and How to Meet Them (Salford: J. Roberts and Sons, 1891), 3–4.Google Scholar

⁴² Ibid., 7.Google Scholar

⁴³ Hansard, vol. 116 (1902), col. 582.Google Scholar

⁴⁴ Hansard, vol. 355 (1891), cols. 1385–86.Google Scholar

⁴⁵ SDA, Turner ACTA, Pastoral Letter (1871), 15.Google Scholar

⁴⁶ Manning, Pastoral Letter, as cited in “Parliament and Catholic Education,” Dublin Review, 18 April 1872, 414.Google Scholar

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⁴⁸ Wiseman, Nicholas, An Appeal to the Reason and Good Feeling of the English People on the Subject of the Catholic Hierarchy (London: Thomas Richardson and Son, 1850), 11.Google Scholar

⁴⁹ Von Arx, Jeffrey, “Catholics and Politics,” in From Without the Flaminian Gate, 251.Google Scholar

⁵⁰ This controversy erupted when Gladstone, William, after having been defeated in 1874, briefly retired from politics and wrote a pamphlet in which he attacked the Vatican's Syllabus of Errors (1864) and the Vatican decrees, which were promulgated following the first Vatican Council in 1870.Google Scholar

⁵¹ Manning, Henry Edward, The Vatican Decrees in Their Bearing on Civil Allegiance (New York: The Catholic Publication Society, 1875), 131–32.Google Scholar

⁵² Cited in Von Arx, “Catholics and Politics,” in From Without the Flaminian Gate, 258.Google Scholar

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⁵⁴ Manning, Denominational Education, 12. Manning again broached the subject in 1872 with his publication National Education and Parental Rights, 46–47. See also, Manning, Henry Edward, “Suggestions for a Common System of National Education,” in Miscellanies, Vol. 3 (London: Burns and Oates Ltd., 1888), 90; and Manning, Henry Edward, “Fifty Reasons Why the Voluntary Schools of England Ought to Share the School Rates,” in National Education (London: Burns and Oates Ltd., 1890), 5, 7.Google Scholar

⁵⁵ Manchester Guardian, 16 October 1884, 7.Google Scholar

⁵⁶ House of Commons, “Second Report of the Royal Commission,” Sessional Papers 1887, 26 January 1887, 404. The Cross Commission was established by Parliament in 1886 to investigate the condition of elementary education in the wake of the changes brought by the Education Acts of 1870, 1873, and 1876. Manning served as a commissioner and helped draft the majority report in 1888.Google Scholar

⁵⁷ “Secularism in Elementary Education,” Dublin Review, 25 July 1875, 82.Google Scholar

⁵⁸ House of Commons, “First Report of the Royal Commission,” Sessional Papers 1886, 18 May 1886, 335.Google Scholar

⁵⁹ This education bill led to six months of acrimonious debate in 1902 and eventually to a new Education Act that abolished the several thousand school boards that had been established since 1870 and replaced them with fewer, more centralized local education authorities. The act also allowed local rates to support denominational schools in return for greater public control.Google Scholar

⁶⁰ Hansard, vol. 113 (1902), col. 1337.Google Scholar

⁶¹ Ibid., col. 1343.Google Scholar

⁶² Hansard, vol. 115 (1902), col. 1231.Google Scholar

⁶³ “The New Education Act, 1902,” Dublin Review, 2 January 1903, 240–41.Google Scholar

⁶⁴ With the Education Act's Kenyon-Slaney Amendment, local educational authorities would now control all secular education, and the cost of building and repairing schools returned to the religious denomination.Google Scholar