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  • English Catholics and the Education of the Poor, 1847–1902 by Eric G. Tenbus
  • Roseanne McDougall S.H.C.J.
English Catholics and the Education of the Poor, 1847–1902. By Eric G. Tenbus. [Perspectives in Economic and Social History, No. 5.] (Brookfield, VT: Pickering & Chatto. 2010. Pp. viii, 209. $99.00. ISBN 978-1-848-93038-4.)

Historian Eric Tenbus illustrates the dawning of Catholic social consciousness and its coming to fruition in the English political arena over the course of the nineteenth century by casting the struggle to maintain and strengthen the integral place of religion in education as a battle. Major efforts were expended on behalf [End Page 368] of the Catholic poor, especially in view of their parents’ right to exercise freedom of conscience in their children’s education. Early chapters sketch the complex context of English Catholicism, Catholic attitudes, and main obstacles toward Catholic education for the poor. The Catholic Poor School Committee, with its grants and inspections, became the vehicle through which education for the poor was realized. Tenbus illustrates harmful consequences of the 1870 Education Act and attempts of Catholics to bring about change; he notes the particular role played by Archbishop Henry Manning of Westminster. In later years Cardinal Herbert Vaughan founded the Voluntary School Association; energized the Catholic voice to an unprecedented level; and designed a suitable compromise with Anglicans, the Irish Party, and Catholic politicians. Vaughn’s efforts led to the Education Act of 1902 and restored the strengths of Catholic and Nonconformist education for the poor.

This carefully crafted research describes the three groups of Catholics and notes the diversity of the Oxford converts and those associated with them. Thus, the old Catholics, the Oxford converts, and the Irish Catholics composed a variety of socioeconomic classes, with religious perspectives from the ultramontane to a less Roman view. However, despite diverse viewpoints, Catholics shared a common passion: education for the poor. The early chapters show careful scholarship, drawing upon images of battle (for religion in education) and a growing Catholic social consciousness (as illustrated in increased political involvement) to demonstrate that Catholics could be a feisty lot capable of applying hard-won assertiveness in the political realm and exercising political muscle on behalf of education for the poor.

The analysis of needs enables the reader to understand why legislation was necessary. Examples, beyond the necessity of adequate funds and qualified teachers, include irregular school attendance due to the “call of the factories” and the need for adequate boys’ education in view of the superior education provided to girls by teaching congregations of well-prepared sisters. The Catholic “philosophy” of education at the time is also articulated.

Tenbus is to be commended for the detailed presentation of research in chapter 5 on Catholics’ response to the Education Act of 1870 and in chapter 7 on subsequent Catholic involvement that brought about the Education Act of 1902. This documentary history draws upon a plethora of sources; it displays an imaginative, constructive view in developing a new interpretation, demonstrating how Catholics built their political coalition over the course of the century.

The author is kind to his subjects. The gentle approach leads this reader to wonder how the backgrounds of the Education Committee’s Home Secretaries James Kay-Shuttleworth (served 1839–49), who had firsthand experience in working with the poor, and Ralph Lingen (served 1849–69), who had a proclivity for economics, influenced the turn of events. Might education of the poor for Nonconformists have taken a different turn if Kay-Shuttleworth’s health condition had not led to his premature resignation? [End Page 369]

This book draws attention to the interaction and collaboration that took place over the century among laity, the clergy (led by the bishops), and religious congregations of sisters and brothers; it also documents the importance of the three Catholic teacher training colleges and their advocacy against the Revised Code.

Although Catholic education for the poor was the issue, a stronger, more aware, more united, and more vocal Catholic citizenry was the outcome. English Catholics and the Education of the Poor, 1847–1902 makes a significant contribution to Catholic intellectual history. It well deserves a place...

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