The educational mission of the Society of the Sacred Heart of Jesus 1800 - 1914

Abstract

This work is a history of the Society of the Sacred Heart from the birth of its foundress in 1779 towards the end of the French Enlightenment to the death of its sixth Superior General in 1914. Limits are placed on such an extensive study. The emphasis is on education rather than on religious doctrine and in the wide area of education particular attention is paid to the preparation of the Society's teachers. The work is limited also in extent to developments particularly in Europe, U.S.A. and Australasia. Because this is a history of education it is a social history and includes political, religious, economic, intellectual and cultural matters. An attempt has been made to capture the spirit of the times. This is very obvious, for example, as the Nineteenth Century gave way to the Twentieth with so many aspects of life using the adjective "new". Certain historiographical principles are adhered to. The period studied is divided conveniently according to French political history - the Ancien Régime, the Revolution, the Napoléonic Empire, the Restoration of the Bourbons, the July Monarchy, the Second Republic, the Second Empire and the Third Republic. Such a division demonstrates how closely related are politics and education. At the same time the period is divided according to the distinct generalates. The six Superiors General are assessed according to their educational contributions. To do this it has been necessary to compare their actions with parallel developments within State systems of education not only in France but also in Great Britain, U.S.A. and Australia. A social history of the Nineteenth Century involves the reader in a study of the legacy of the French Revolution, the march of democracy, socialism, State intervention in more and more walks of life, clericalism and anticlericalism, nationalism and imperialism, and advances in scientific knowledge. A question to be answered was how an enclosed Society coped or failed to cope completely with such momentous subjects. The Preface contains an outline of the study; it also discusses relevant theories in the writing of history. While it would be manifestly absurd to bring a history of education to a "conclusion" the Envoy indicates clearly the educational way ahead which appeared open to the Society. The research for this study was carried out in France, England, Scotland, U.S.A., Italy and Australia as well as in New Zealand. The particular institutions and the individuals involved are listed in the Preface.