Address to Principals of the Diocese of Limerick.
Adare.
Fr. Tom Deenihan.
General Secretary, CPSMA
31st May 2016.
Introduction. troduction.
While I should say that I am delighted to be asked to address such an illustrious gathering this afternoon, I might as well be honest and confess to a certain nervousness and apprehension. There is a difference between the general and the specific, the ideal and the reality, the theory and the practice and, in some ways, both you and I are on different, but not necessarily opposing, sides of these aspects in relation to Primary education. I suppose my task this afternoon is to unify both as best I can!
There is a narrative in the wider Irish Society that Catholic schools are on the way out, that there is no longer a demand for what they offer and that their particular brand of religious discrimination and indoctrination is at variance with even the United Nations Declaration on the rights of the Child. The cultural tension between Church and State, between belief and autonomy, between control and freedom, has become focused on the issue of primary schools and people like yourselves are, unfortunately, in the middle of that all too often ideological battleground.
And yet, I do not want to be too dramatic because I actually believe a quotation made by Professor James Arthur at a Conference fifteen years ago. Prof. Arthur made an observation in relation to Catholic Colleges that also apply to Catholic schools, ‘If such colleges are to cease being Catholic’, he said, ‘it will not be through a decision but through erosion’. Can I respectfully suggest that the local principal, the local parish and the local clergy are the best place and people to prevent this erosion that Professor Arthur talks about? That, actually, is the best lens through which to interpret this presentation!
While we have understandably focused on Governmental policies and, indeed, personalities over the past few years in a matters relating to Catholic Education, and not without cause, we might try concentrate a bit more on the positive, what we can do ourselves.
The question of the purpose and role of the Catholic school is one that has been cast into the light time and time again over the past few years. The very purpose of the Catholic School, the ability of the Catholic School to cater for the needs of an increasingly secular and multi-denominational population as well as the role of the Catholic school within the mission of the Catholic parish are all issues that have come to the fore in recent times. In addition, they have been highlighted in the context of critical analysis and emanating from a somewhat different and, at times, opposed ideological viewpoint.
A case in point is the recent discussion on Baptism Certificates as a requirement for enrolment in Catholic Schools. A narrative has been created that one must be Baptised to be enrolled in a Catholic school. The reality is different. First of all, not all schools in the country are Catholic but in any case;
1. Catholic primary schools are amongst the most inclusive in the country in terms of nationality, ability, socio-economic background and religion. You cannot define inclusion on the sole criterion of religious affiliation. A recent ESRI and Educate Together study confirms this view. The INTO members who teach in such schools will be aware of this.
2. All Catholic schools enroll all children who present when they have the space. No Catholic school turns away a child when space is available. You will know that better than anyone else!
3. Virtually all Catholic schools have children enrolled who are not Catholic and who do not receive the sacraments. You will know that a school under Catholic Patronage has students who are not of the Catholic faith and have students who opt not to receive the Sacraments.
4. Enrolment criteria are only employed when there are more applicants than places.
5. The areas where these criteria are employed are quite few, notably in some areas of Dublin, even more specifically, a small number of Postal districts. It has been mentioned to me that there are approximately seventeen areas in Dublin where there is simply not enough space for the school going population. I also know that there are difficulties, particularly in the post-primary sector, in relation to some areas of Limerick.
6. Since these primary schools are Parish schools, priority is often given to Catholic children of the Parish and siblings of children already enrolled. However, it must also be noted that many dioceses, this one included, no longer include faith in the criteria for enrolment. This point was overlooked in recent commentary. While some schools ask for Baptism Certificates, in most cases this to ascertain who is eligible to receive the sacraments of Reconciliation, First Communion and Confirmation.
7. If there is a shortage of spaces, it would follow that either new schools must be built or existing schools be extended. This is a matter for the Department of Education and Skills.
8. It is unfortunate that Catholic schools are simply not big enough to cater for the numbers who wish to enroll and it is clear that Catholic schools enjoy a level of support that extends beyond Catholics.
These facts represent the true picture in respect of enrolment in Catholic schools.
To put it another way, I would be surprised and shocked if any Catholic School refused to enroll a non-Catholic pupil when space was available. Indeed, as I mentioned earlier, nearly all Catholic schools are schools where there is a multiplicity of faiths and other world views.
While the above may be somewhat glib, it is factual and reflects the true picture. However, there may be a disconnect between the expectations of the consumer and the purpose of the provider.
Yesterday’s heading concerning post-primary Special Needs Allocation is, probably, the first salvo in another debate about enrolment policies and practices. Most of those who attend Voluntary Secondary Schools and State sector schools progress from Catholic Primary Schools like yours where their needs are met and every support is given. In fact, such Catholic schools have more diversity that other patronage models as I have already indicated. Would that this primary statistic was also publicised!
It is also worth remembering that Catholic schools are agents of evangelization – why else would we have them and they represent a considerable investment in terms of time and resources, human, financial and property, by each parish. In that context, a return is expected
The Constitution guarantees the existence of these schools. Of particular note are Articles 42 and 44. Furthermore, each Catholic school has a schedule which states that the Catholic school provides religious education for the pupils in accordance with the doctrines, practices and tradition of the Roman Catholic Church and promotes the formation of the pupils in the Catholic faith.[1]
In recent times, the Minister has removed Rule 68 from the Rules for National Schools. The teaching of Religious Instruction is central to the Ethos of a Catholic school. The Education Act grants sole responsibility for a schools ethos to the Patron. The Department Officials are keen to point out that there is no suggestion to an amendment of the actual Act and that the change to the Rules for National Schools are necessary to reflect the fact that some schools now are not under religious patronage.
It is also of note – and worth repeating – that while there are those, undoubtedly, who wish for a non-denominational education, surveys have consistently shown, including those conducted by the Department itself, that in all areas over 92% of people are either happy with or want denominational education!! That is a remarkable figure and one that does not get the attention that it deserves. Sometimes, those of us involved in Primary Education can believe the propaganda and not realise the support that our Catholic schools enjoy. You, as Principals and as the public face of Catholic schools, can take pride in that fact!
It is vital that local politicians be made aware of the support for Catholic schools that exists locally. There is a danger that experiences in some regions could cause legislative change for the entire country. In a similar vein, when last did you hear a politician praising or acknowledging the work that Catholic schools do for all sectors of society? It is important that your local politicians be made of the good work that you are doing and how inclusive your schools actually are!
Catholic schools in Ireland and beyond are attended by students who do not come from Catholic families. In many cases parents opt for this type of education and welcome the ethos and values which underpin such schools. In some other cases parents may have little or no choice but to send their child to a Catholic school. This raises the question of opting out of some classes.
Catholic schools respect and acknowledge the right of parents who require that their children be excluded from religious instruction. The manner in which such an opt out is facilitated is related to available resources. Schools are and must be committed to facilitating parents in this regard but they can only do so as resources are made available so that the school complies with its own policies on curriculum, supervision and child safeguarding. The provision of such resources is the responsibility of the Minister. However, even with current resources, Catholic schools have developed local arrangements to accommodate the valid wishes of such parents. It is important that schools would facilitate this process. You will be aware of recent media coverage in Limerick when this did not happen.
The Board of Management have a vital role in supporting the Principal and in supporting the schools ethos.
1. The Board itself should express an interest in, and be informed of, activities within the school of relevance to the school’s ethos. These may include opening on Holydays of obligation, religious iconography being present, Sacramental and religious celebrations and policies of various kinds.
2. The appointment of teachers and principals, while being delegated to selection Boards, should also be undertaken in a manner which respects the schools ethos, both in terms of what is being sought and in how the process is conducted. In that regard, it must be remembered that our students grow in allegiance to Christ through the witness of and interaction with their teacher. Teachers in Catholic schools must collaborate with the Parish. Of course that presupposes a willingness on the part of the Parish to interact with and support the teacher. However, selection Boards must seek a personal commitment, a kindliness and a personal manner that can bear witness to Christ to those in their care.
3. The Board should be appraised of the visit of the Diocesan Advisor for Religious Education and matters that may be raised.
4. Share the Good news addresses this issue in pages 146-148
In terms of the selection of staff, the candidates qualification and willingness to teach religious education must be clarified. However, the personality of the teacher matters as well as the qualification! The key question is ‘can the teacher support the ethos of the school’? EXAMPLE
As you know, we are celebrating the Year of Mercy. There is a danger that this important event would be confined to the realms of the Confession box and pastoral approaches. However, the Principal has a key role in this regard.
Having worked in a school for nine years, I know how merciless staff rooms can be. I also know how much pressure can be brought to bear on principals in relation to discipline, suspension and sanction. In a school that I am familiar with, albeit a port-primary school, a principal was met by several teachers who wished for the suspension of a student for having no home work complete and for wearing an incomplete version of the school uniform. The principal asked if the teachers knew what the student had for breakfast that morning, who washed and ironed his uniform and what conditions were in the house to allow for the doing of homework? The Principal needs to take a broader view, assume the role of leader of the Faith Community that exists in the school and be compassionate while just in responding. The quality of Mercy is not confined to Shakespere and the Confession box. If it is, the initiative of Pope Francis will be a failure through no fault of his own!
One further point. The Board has no interest in the school property and should not be involved in granting licenses, leasing, buying or selling. Only the land owner can engage in such property. There is a strong view that a License protects the land owner more than a lease as long-term leases can result in de facto alienation. Furthermore, any income from a lease or licence goes to the Land owner, not the school. The school is only entitled to a utility fee for heating, light, water charges and a portion care-takers salary etc.
This is a very important issue and there have been several court cases around this issue. Schools, by and large, are on private property and only the land owner can consent to their property being used. The Board of Management or the Principal have no rights in this regard. The difficulty is that some contractors, be they judo clubs, Irish Dancing teachers, music teachers or whatever have legal agreements signed that the land owner is unaware of and may compromise the land owners rights. As every Diocese has different arrangements for the ownership of property, this is an issue that the Diocesan Solicitor may wish to advise on.