Parochial Schools Research Articles

Multivitamin/Mineral Supplementation Does Not Affect Standardized Assessment of Academic Performance in Elementary School Children

Limited research suggests that micronutrient supplementation may have a positive effect on the academic performance and behavior of school-aged children. To determine the effect of multivitamin/mineral supplementation on academic performance, students in grades three through six (approximate age range=8 to 12 years old) were recruited from 37 parochial schools in northern New Jersey to participate in a double-blind, placebo-controlled clinical trial conducted during the 2004-2005 academic school year. Participants were randomized to receive either a standard children's multivitamin/mineral supplement (MVM) or a placebo. MVM or placebo was administered in school only during lunch or snack period by a teacher or study personnel who were blinded to group assignment. The main outcome measured was change in scores on Terra Nova, a standardized achievement test administered by the State of New Jersey, at the beginning of March 2005 compared to March 2004. Compared with placebo, participants receiving MVM supplements showed no statistically significant improvement for Terra Nova National Percentile total scores by treatment assignment or for any of the subject area scores using repeated measures analysis of variance. No significant improvements were observed in secondary end points: number of days absent from school, tardiness, or grade point average. In conclusion, the in-school daily consumption of an MVM supplement by third- through sixth-grade inner-city children did not lead to improved school performance based upon standardized testing, grade point average, and absenteeism.

Structuring Catholic Schools: Creative Imagination Meets Canon Law

How can Catholic school administrators and those who advise them bring creative imagination to bear on the question of how best to structure their schools in civil and canon law? Questions about the juridic structuring of Catholic schools are receiving increased attention today due to issues of liability and property ownership that have arisen in connection with various kinds of litigation the Catholic Church has been involved in. Likewise, questions are sometimes raised about the “Catholic identity” of Catholic schools. These more recent developments have simply added a sense of urgency to questions refl ected upon for quite some time by Church offi cials and those involved with Catholic schools. In the United States there has been a tendency to assume that “parish schools” are normative, presumed—if not mandated—by canon law. Canon law actually says nothing about parish schools, however. The American emphasis on parish schools, grade schools in particular, is actually a product of the mandate by the Third Council of Baltimore that parochial schools be established in every parish.1 However, neither the 1917 Code of Canon Law nor the 1983 Code says anything specifi cally about “parochial” or parishbased schools. Considerable efforts have been expended over the years to implement the mandate of III Baltimore. The mandate of III Baltimore did not distinguish between elementary and high schools, which may have led to uncertainty at times about the precise juridic status of Catholic high schools. There seems little room for doubt, however, that parochial grade schools have always been understood as part of the parish they are associated with, governed and administered as a parish institution within the parish juridic structure.2

The Perpetuation of Traditionalism in a Parochial School System for Minority Groups: A Case Study in the European Francophone Arena

The Perpetuation of Traditionalism in a Parochial School System for Minority Groups: A Case Study in the European Francophone Arena

The Connections among Immigration, Nation Building and Adult Education English as a Second Language Instruction in the United States

Since its inception at the turn of the last century, adult education English as a Second Language (ESL) instruction in the United States has been entwined with immigration processes and ideas of the nation. In spite of current uncertainty about the overhauling of federal immigration policy, increasingly anti-immigrant laws in states such as Arizona, and attempts to restrict immigration in cities like Hazelton, Pennsylvania, demand for ESL instruction continues to be the fastest-growing sector of adult basic education (U.S. Department of Educational Statistics, 2005). Adult educators need to know about the origins of English-language teaching in the United States because the past can reveal ways to better shape the future. invites us to use imagination to enter the lives of our predecessors, a kind of cross-cultural experience through time. Indeed, none of us has come to our worldview through logic alone; we are all formed in large part by our own personal and social histories. History is not the story of strangers, aliens from another realm; it is the story of us had we been born a little earlier (Fry, 2006, p. 3). This article offers a history of adult education ESL instruction in the United States, followed by a discussion of key issues in the immigration literature that impact adult educators and their work in program development and classroom teaching. A Brief of Adult Education ESL Adult education ESL originated as part of the settlement house movement, made famous by Hull House in Chicago. Founded by Jane Addams and Ellen Gates Starr in 1889 (Addams, 1910), Hull House served the needs of recent immigrants, most of whom were from Southern and Eastern Europe. Settlement houses marked the beginning of the field of social work in the United States, and adult education classes, including English education, were intimately linked to that endeavor. Around the same time, the ethnic press was emerging in large industrial cities, and with it came ethnic organizations devoted to maintaining the immigrant's native languages and cultures (Mohl, 1982). The Polish, German, and Irish were able to create parochial schools, but Chinese, Greek, Russian, and Jewish immigrants faced more barriers, and established afternoon and weekend classes. Ethnic organizations were run by immigrants, and their goals were to teach English and promote bilingualism/biculturalism for youth. The International Institutes Around 1910, the International Institute movement began as part of the Young Women's Christian Association (YWCA). International Institutes assisted immigrants in finding housing and work, and they offered English classes. The YWCA, a Protestant organization, grew from the social gospel movement, which emphasized the protection of women and immigrants over evangelism (Mohl, 1982). The International Institutes' pluralistic approach to immigration was in stark contrast to that of the public schools, where the unabashed goal was to eliminate immigrant languages and cultures in order to produce Americans. Before, during, and after WWI, anti-immigrant sentiment was steadily building in the United States, and the founder of the International Institutes movement, Edith Terry Bremer, spoke against the xenophobic discourses of the time. In regards to the Americanization Movement, she said, was ignorance in it; there was the arrogant assumption that everything American was intrinsically superior to anything foreign. There was fear in it. There were the germs of hate in it. None of these things make for anything but a sharp division, a deeper separation between peoples (Cited in Mohl, 1982, p. 119). Bremer saw immigrants' languages and cultures as resources that would contribute both to the newcomers' success and to the richness of the nation. Her contemporary was Franz Boas, the father of American anthropology (Stocking, 1974), who used anthropology to argue for racial equality and the benefits of immigration, just as Bremer did. …

The Introduction of Religious Charter Schools: A Cultural Movement in the Private School Sector

Charter schools are opening, and religious associations are also sponsoring these schools since religious groups find private school tuitions to be high and prohibitive. This study includes studies of Tarek ibn Ziyad Academy, a Minnesota Arabic charter school (Blaine and Inver Grove Heights, MN); Ben Gamla Charter School, a Florida English-Hebrew Charter School (Hollywood, FL); the Hellenic Classical Charter School, a New York City Greek Orthodox parochial school (Brooklyn, NY); and Community of Peace Academy, a Minnesota Hmong cultural charter school (St. Paul, MN). These charter schools are exemplary educational programs around the school's mission, curriculum, language courses, and extracurricular activities that are all culturally relevant to their particular culture and religion while so-far remaining legal under the Zelman decision, legalizing funding for religious school vouchers.

Clustering of Internet Risk Behaviors in a Middle School Student Population

Internet safety is a growing public concern especially among adults and youth who live in an "instant messaging" world of technological communication. To better understand how early adolescents are using the Internet, a study was undertaken to more clearly identify the online general use, safety knowledge, and risk behaviors of middle school students. This exploratory study adapted from Finkelhor et al's (2000) Youth Internet Safety Survey to identify the usage and characteristics of online youth, solicitation of youth, and searching for pornography or delinquent behaviors. The 404 students who were recruited from public and parochial schools consisted of both boys and girls with a mean age 12 years. These students reported the beginnings of high-risk Internet behavior, specifically, giving out personal information, using the Internet to harass or embarrass another person, and for a small number of students, chatting with strangers and starting relationships. The students who posted their picture online were more likely to have sent their picture to someone, made rude comments to others, played online jokes, harassed or embarrassed someone, and sought out pornographic sites. Findings suggest that middle school students who are early adolescents are beginning risky behaviors on the Internet. Risk-taking behavior is not unique to adolescents, but the consequences can be detrimental to their development. Educators, clinicians, health care providers, and other professionals need to be informed of Internet behaviors in order to assess for children at risk, to make referrals, intervene, and to educate parents.

By One Vote: The Disputed Presidential Election of 1876. By Michael F. Holt. (Lawrence: University Press of Kansas, 2008. xiv, 300 pp. $34.95, ISBN 978-0-7006-1608-4.)

Michael F. Holt's By One Vote is the most comprehensive account to date of the presidential election that effectively ended Reconstruction and in some ways foreshadowed another disputed contest a century and a quarter later. It is one of several new additions to the American Presidential Elections series from the University Press of Kansas. Like other volumes in that series, it draws primarily on printed sources; it is also supplemented by the papers of Rutherford B. Hayes, Samuel J. Tilden, and Manton Marble. Holt brings to his work a keen eye for telling details without straying from his main focus on larger patterns, making his book a valuable addition to the literature on Gilded Age politics. Holt's most original contribution appears in his early chapters and in several succinct statistical appendices, where he describes and accounts for the Grand Old Party's big victory in the presidential and congressional elections of 1872, its near collapse in the congressional contests two years later, and then its substantial recovery in 1875 and 1876. The magnitude of the Republican landslide in 1872 was enhanced by the large number of Democrats who stayed home rather than vote for Horace Greeley—who had never been a Democrat and, in fact, had spent most of his journalistic career excoriating Democrats in language both imaginative and unrestrained. Those Democrats returned to their normal voting habits in 1874, joined by a smaller number of Liberal Republicans who thus permanently abandoned the gop. At the same time, a large number of Republicans in the middle Atlantic and midwestern states, angry at the scandal-ridden Ulysses S. Grant administration and alarmed by the sharp rise in unemployment after the Panic of 1873 but unwilling to cross party lines so soon after the Civil War, boycotted the polls. Over the next two years, Republican leaders worked hard to lure their disaffected followers back to the fold, pledging reform, exploiting lingering wartime passions, and raising the specter of a Catholic-dominated Democratic party that would share public school funds with parochial schools. By the start of the 1876 presidential campaign it was apparent to leaders on both sides that the two major parties were about at parity.

Non-physical bullying: exploring the perspectives of Grade 5 girls

Research into bullying has generated an awareness of many aspects of this phenomenon: it has shown a distinction between various types of bullying and how these are delineated by gender. It has also shown a scarcity of research on bullying amongst girls, a phenomenon which is rife. We report on a qualitative study, which explored and described the nature of bullying amongst girls, in order to make the invisible problem more visible and to make recommendations for intervention and prevention. In this interpretive study we explored bullying amongst girls by using the perspectives of Grade 5 girls in a parochial school in the Western Cape. Data were generated through the use of semistructured group interviews. We argue that there is no single solution to the problem. Each situation seems to require a unique set of rules, a unique understanding. This is supported by the main finding, namely, some girls have innate characteristics that help maintain bullying while others have characteristics that protect them from bullying. The environment also plays a large part in either maintaining bullying or protecting girls from bullying. The implication is that intervention and preventative strategies need to be based on these personal and contextual factors in order to effect change.

Emotion Locomotion: Promoting the Emotional Health of Elementary School Children by Recognizing Emotions

Emotion recognition is a critical life skill children need for mental health promotion to meet the complexities and challenges of growing up in the world today. Five nursing students and their instructor designed Emotion Locomotion, a program for children ages 6-8 during a public health nursing practicum for an inner-city parochial school. Emotion Locomotion used an analogy that the "engine" of a train represents the "individual" and the train "cars" represent various emotions, such as happiness, sadness, calmness, and anger. Analysis of pre- and posttest scores showed an increase in appropriate student responses that involved identifying emotions from photographs and in recognition of vocabulary words representing emotions. Students' role playing during puppet shows demonstrated increased appropriate expression of emotions and healthy ways to deal with feelings during scenarios. Programs such as Emotion Locomotion present opportunities to expand the outreach of school nurses and colleges of nursing through community partnerships to provide critical life skills for student populations.

Encyclopedia of the First Amendment

From public aid to parochial schools to censorship of library books, Americans are intensely interested in their expressive rights of speech, press, assembly and religion. They are also concerned about censorship, tolerance of pornography and obscenity, and about their security in a post 9-11 world. In the first work of its kind, this new and exciting two-volume reference comprehensively examines all the freedoms in the First Amendment, including free speech, press, assembly, petition, and religion. Encyclopedia of the First Amendment covers the political, historical, and cultural significance of the First Amendment. It provides exclusive, singular focus on what most people consider the essential elements of the Bill of Rights and the basic liberties that Americans enjoy. Arranged in traditional A to Z encyclopedia format, this work traces themes like expressive rights in American political and legal history, in American political thought and social movements, in political and popular culture, and in the arts, along with the classic tensions between freedom of the individual and maintenance of political order. The set also features a chronology, seven introductory essays covering the core rights and liberties, a bibliography, and subject and case indexes. Additional tables of content give readers easy ways to find entries by topic or case.

In Homage to Our Founder; a Brief Biography ofReverend Julius Aloysious Nieuwland, C.S.C.

This year we celebrate a century of scientific publishing at The American Midland Naturalist. Few scientific journals have such a lengthy and distinguished history (Mclntosh, 1990). An essential element to journal success and longevity is highly skilled and dedicated editors. In this respect The American Midland Naturalist has been especially fortunate. This essay will focus on the founder of The American Midland Naturalist, and the first editor, Reverend Julius A. Nieuwland, C.S.C. Nieuwland was born in the small town of Hansbeke, Belgium, 14 February 1878 (Archives). His time in Belgium was brief; by the age of three the Nieuwland family had moved to the United States and settled in South Bend, Indiana (Froning, 1942). South Bend had a large Flemish-speaking Belgian community and several relatives of the Nieuwland family lived in the area. Little is known concerning Nieuwland's childhood. He began school in 1884 at Saint Mary's parochial school, where he learned English. Like most children given the opportunity, Julius displayed a great interest in nature. He spent much of his youth collecting and examining plants, insects, bird eggs, snakes and virtually any other living thing he could find. A fascination with the natural world would remain throughout his lifetime.

Transmission of the charism: a major challenge for Catholic education

In a recent address to Catholic educators in the USA (Washington DC, April 2008), Pope Benedict XVI spoke of founders and foundresses of religious orders who ‘with great tenacity and foresight, laid the foundations of what is today a remarkable network of parochial schools contributing to the spiritual well-being of the Church and the nation’. This article will attempt to explore the extent to which it is possible to maintain such founding charisms in an era marked by a steep decline in the number of religious in schools. It will begin with a discussion of the term charism. The article will then go on to articulate the nature of the Salesian charism as an exemplar, before investigating the extent to which it is possible to maintain such distinctive charisms in the current demographical context of the Catholic Church highlighted recently in the latest Vatican document on Catholic education.

Theology at Thirteen

Theology at Thirteen Alan Holder (bio) Which would be the greater sin, I agonized,as I rushed from my new, secular high schoolinto the impending Sabbath darknessof a frigid midwinter Friday:A drawn-out breaking of the prohibitionagainst labor, by walking the many miles home,lugging my boatload of textbooks,or, a shorter transgression, by brazenly hopping the bus,breaking the rule against post-twilight transportation? Because walking would be harder, evenpainful, the punishment meted outeven as I was committing the sin(Dante couldn't have improved on this scheme),that's what I chose, that's what I deserved,recent Yeshiva boy, having provedtoo timid to ask the authorities for a changeof program allowing me to leaveschool early and observe the Sabbath. Moreover, walking would guaranteemy arriving home too late to attendeven part of Friday night service, morecause for guilt, more punishment in storefor this Prodigal Son of Brooklyn.Wasn't Father going to be proven right,having opposed my breaking awayfrom parochial school, my insistingon going to godless Samuel J. Tilden? When, after an eternity of speed-walking,I finally arrived home, I found my mothertaking a pre-dinner nap, Father,returned from shul, setting the silverware,in a rare domestic gesture.That quiet man, seeing me, said nothing,but, raising his fistful of forks on highbrought them sharply down, their clattering crash [End Page 108] against the table piercing my skull,a fragment that has proved inoperable. Alan Holder Born in Brooklyn, Alan Holder received his undergraduate and graduate degrees from Columbia. Now retired, he taught, over a 40-year span, at Columbia, University of Vermont, University of Southern California, Williams College, and Cornell, but principally at Hunter College of the City University of New York. He is the author of four books of literary criticism. His poetry has appeared in a number of journals and on-line, and his poetry chapbook, Opened: A Mourning Sequence, was published in 2008 by Finishing Line Press. Copyright © 2009 Purdue University

Heschel's Spiritual Humanism: Jewish Education for the Twenty-first Century

��� I have spent the past twenty-five years reading Heschel’s work with this purpose in mind: to identify and interpret Heschel’s insights towards the goal of creating a powerful and meaningful philosophy of Jewish education. In founding the Abraham Joshua Heschel School in 1981 (the school opened for its first students in 1983), it was my dream to begin a process which would allow Heschel’s great insights into human character development, spirituality and religious life to inspire a new generation of children, teachers, and parents. My pursuit began with a fundamental question: ‘‘Could one create an educational environment (in family and in school) in which Heschel’s teachings would be developed, enhanced, and expanded? Even in response to such a pragmatic question as that of translating theory into practice Heschel gives profound guidance. He gives power to a term that has become so commonplace that it is almost trivialized in its contemporary usage, Pluralism: A central concern in Jewish thinking is to overcome the tendency to see the world in one dimension, from one perspective, to reduce history exclusively to God’s actions or to man’s action, either to grace or to man’s initiative. The marvelous and the mundane, the sacred and the secular, are not mutually exclusive, nor are the natural and the supernatural, the temporal and the eternal, kept apart. The heart of the relationship of God and man is reciprocity, interdependence. The task is to humanize the sacred and to sanctify the secular. (emphasis added) 1 Are not the sacred and the secular mutually exclusive? Somehow our entire educational system is convinced that they are, and not just parochial Jewish schools. Heschel’s charge, to ‘‘overcome the tendency to see the world in one dimension, from one perspective’’ represents a paradigm shift in educational thinking. While many contemporary educators speak of teaching ‘‘critical thinking skills’’ they (ironically) often practice a highly dogmatic way of thinking critically. They do not accept the necessity of thinking critically in order to force the student (and teacher as well) to reach into the deepest recesses of their beings.

Homeostasis model assessment of insulin resistance*body mass index interactions at ages 9 to 10 years predict metabolic syndrome risk factor aggregate score at ages 18 to 19 years: a 10-year prospective study of black and white girls

If homeostasis model assessment of insulin resistance (HOMA-IR) interactions with obesity (body mass index [BMI]) at ages 9 to 10 years predict aggregate metabolic syndrome risk factors at ages 18 to 19 years, this would identify novel avenues for primary prevention of metabolic syndrome. Our hypothesis was that HOMA-IR*BMI interactions at ages 9 to 10 years would predict aggregate metabolic syndrome risk factor z scores at ages 18 to 19 years in prospective studies of a biracial population of girls. Two centers in the National Heart, Lung, and Blood Institute Growth and Health Study measured serum insulin and glucose at ages 9 to 10 years and 5 metabolic syndrome risk factors at ages 18 to 19 years (triglyceride, high-density lipoprotein cholesterol, systolic/diastolic blood pressure, waist circumference, and glucose). Studies in Cincinnati, OH, included girls from public and parochial schools in the inner city, within-city residential neighborhoods, and suburban areas; and those in Washington, DC, included girls from a health maintenance organization. Girls (194 white, 281 black) were studied first at ages 9 to 10 years, then at ages 18 to 19 years. We assessed HOMA-IR*BMI interactions at ages 9 to 10 years with race-specific z scores for 5 metabolic syndrome risk factors at ages 18 to 19 years. The lowest summed z score (mean ± SD) was observed for subjects in the lowest tertiles for both HOMA-IR and BMI (−1.15 ± 2.05), and the highest z score (2.58 ± 3.11) was for subjects in the highest tertiles for both HOMA-IR and BMI ( P < .0001). For the top BMI tertile, there was a progressive increase in z score (increasing risk of metabolic syndrome) as HOMA-IR increased. Interaction of BMI with HOMA-IR at ages 9 to 10 years predicts aggregate metabolic risk score at ages 18 to 19 years, with progressive risk increments within the top BMI tertile as HOMA-IR increases, opening avenues for intervention to reduce both BMI and HOMA-IR at ages 9 to 10 years as a primary approach to prevention of metabolic syndrome at ages 18 to 19 years.

Tolerated but Never Accepted: Polish American Officials of Michigan and Polonia in a World Political Perspective by Don Binkowski

110 MichiganHistoricalReview should make this book an appealing source for students, particularly history majors, who want to learn about themethods used by historians. The third section covers the accounts of neighbors in the Litde Pigeon Creek community. Bartelt's narrative and his discussion of the geographical and demographic make-up of that community illustrate the problems involved in using memory as an exclusive source of evidence. Bartelt describes the task of portraying a rural community as well as the difficulties involved in assessing the characteristics of friendship among youths in a highly mobile society. This is a useful methodological discussion if one is attempting to construct a reliable narrative of Lincoln's youth. The final chapter explains the efforts of later collectors of Lincoln stories and traditions, beginning with the work of Jesse W. Weik and includingWilliam Fortune, Anna O'Flynn, and J.Edward Murr. Bartelt uses these sources to complete the story of Lincoln's boyhood with the most reliable of the accounts from this era of memories and customs. Bartelt's mastery of these sources, traditions, and indispensible methods of oral history enlightens readers. This study of Lincoln's Indiana youth is a highly readable and significant book. Edward V. Carroll Heardand Community College Don Binkowski. Tolerated butNever Accepted: Polish American Officials of Michigan and Polonia in a World Political Perspective.Philadelphia: XLibris, 2008. Pp. 793. Appendices. Notes. Photographs. Cloth, $23.99. Polish Americans are one of themost significant ethnic groups in the history of Michigan. They were critical to the economic and physical expansion of the greater Detroit area during the early twentieth century, making up one-third or more of all workers in heavy industry. In the automobile factories, Poles were so predominant that inmany plants a kind of pidgin Polish became the lingua franca of the shop floor, spoken byworkers ofmany ethnicities. Polish workers' support was critical to the success of theUnited Auto Workers in the 1930s and 1940s and the strength of the union movement in the decades thereafter. The majority of new Detroit neighborhoods in the first part of the twentieth century and latermany suburban neighborhoods above Eight Mile were founded by Polish Americans. Poles are also present in significant numbers in other parts Book Reviews111 of the state, such as Grand Rapids and Bay City. Polish immigrants and their children founded numerous institutions, including churches, parochial schools, colleges, hospitals, orphanages, old-age homes, newspapers, fraternal insurance societies, and businesses. Despite all this, the role of Poles inMichigan history remains largely unknown outside of the Polish community and a select group of scholars and activists. The social and cultural marginalization of the Poles over many decades and the intense internal focus ofmost Polish institutions help to explain this lacuna. Of particular note is the relativelyminor role Poles have played in Michigan politics as elected officials. Aside from a couple of long standing congressmen, Representative David Bonior and Representative John Dingell, there has only been one Polish American mayor of Detroit (the Honorable Roman Gribbs) and no governor of Polish descent. The role of Polish American officials inMichigan's political history is largely unknown. This is the gap thatDon Binkowski's book Tolerated but Never Accepted seeks to fill.Binkowski is an amateur historian of Polonia and a former Wayne County judge. Like Binkowski's previous book on Detroit labor leader Leo Krzycki, Tolerated but Never Accepted is self-published in print-on-demand format. The advantage of self-publishing is that it allows an author to bypass traditional publishers who for monetary reasons would not accept books on topics with a limited commercial demand. This is certainly the case with a book on Polish American officials inMichigan. On the other hand, the disadvantage of self-publishing is thatmany books are not ready to be published, let alone read, without significant developmental editing. Tolerated but Never Accepted provides proof of both sides of the self publishing coin. There is no question thatBinkowski's topic is aworthy one deserving of greater scholarly attention. On the other hand, the book is disorganized, incoherent, and often barely readable. Many paragraphs are simply a long stringof non sequiturs. There are extensive and often strange digressions into Polish history...

Religion, Democracy and the Public Schools

In the six decades since it began adjudicating issues involving religion and K-12 education, the United States Supreme Court has issued numerous opinions on various aspects of that relationship. Several of the Court's viewpoints have changed over time. It explicitly reversed itself on the constitutionality of using publicly-paid specialists in parochial schools, and dramatically changed its perspective on public funds flowing to those institutions. But the Court has never wavered on issues regarding religious activities in public schools—it has struck down every policy or program it has chosen to review. No opinion was unanimous, and rationales changed. But no result has diverged from the Court's original perspective that the Establishment Clause's brightest line ran just outside the public school grounds.This piece begins with first doctrinal, then policy reviews of the Court's nine school prayer decisions. Parts I and II analyze the decisions as constitutional doctrine, dividing them along parallel lines of time and quality. In Part I, I show that the holdings and rationales of the Court's early school prayer decisions are both sound and commendable as constitutional doctrine. Part II takes a longer look at the remaining later decisions however, and reveals a struggling Court often relying on specious, fabricated or a priori reasoning to reach the apparently inevitable, but questionable, conclusion of unconstitutionality. Part III takes up the effects of the Court's decisions on social and political policy. I argue that the early decisions, though controversial, freed America from a past of sectarian domination, while the later decisions helped sow the seeds of several related and unhappy developments, especially ones promoting the very religious divisions they purported to guard against.

Yankees in Michigan by Brian C. Wilson

Book Reviews137 understanding the roots of the conservative political posturing that has achieved a dramatic rollback inwelfare benefits at the state and federal levels since the 1980s. C. Dianne Creagh The Pennsylvania State University atYork Paul Trap and LarryWagenaar, eds.Michigan History Directory of Historical Societies, Museums, Archives, Historic Sites,Agencies and Commissions. 12th ed. East Lansing: Historical Society ofMichigan, 2008. Pp. 127. Index. Paper, $14.95, HSM members; $19.95, nonmembers. This updated guide toMichigan's historical resources includes many organizations not listed in previous editions. Approximately seven hundred separate entries, arranged by place name, include copious information. An index also allows one to search by the name of the institution or organization. Most entries include the address and multiple ways of contacting the organization described. Readers can find the highlights of archival and museum collections and exhibits, hours during which sites are open, admission fees if any, the dates of annual special events, and meeting times of many organizations. This publication supplements themore compact HistoricMichigan TravelGuide, which is also published by theHistorical Society ofMichigan. But even users of thatguide may want to consult this directory to discover the rich variety of historical organizations operating in the places they live and vacation. Individuals seeking to join other historically minded enthusiasts and to work as volunteers should also find this directory a goldmine of suggestions. This book can also be ordered online from theHistorical Society ofMichigan. David I.Macleod Central Michigan University Brian C. Wilson. Yankees inMichigan. East Lansing: Michigan State University Press, 2008. Pp. 140. Appendices. Bibliography. Illustrations. Index. Notes. Paper, $12.95. At one time in the nineteenth century,Michigan was considered part of greater New England. New Englanders made up nearly half the state's population, led in politics (Lewis Cass and Zachariah Chandler), in 138 MichiganHistoricalReview business (the Kellogg family and C. W. Post), and in education, and thereby set their imprinton Michigan's cultural life.Brian Wilson tells this many-faceted story,drawing from a rich trove of scholarship that begins with Frederick Jackson Turner and includes an impressive list of manuscript collections and museums. Wilson organizes thiswork around puritan New England's sense of identity and purpose in history?that is, the story of a chosen people coming into the frontier, bringing order and civilization, and grappling with the temptations that accompany material success. This is theway the Yankees of New England remembered their pioneer ancestors and thought of themselves as they set out for theMichigan frontier.As a professor of religious studies atWestern Michigan University, Wilson understands the significance of this puritan heritage and concisely outlines its elements, tensions, contradictions, and transformations, organizing Yankees in Michigan around them. This approach works well, enabling him to explore puritan traditions that turned on community and individualism and on reform and responsibility as they translated into behavior in frontier Michigan. Wilson succinctly explores the transplantation of family and community habits, legal and political organizations, missionary endeavors, and educational institutions. If Michigan's New Englanders came with a sense of mission, they also carried their ancestors' worries that theywould be seduced by prosperity and success. Those fears become real in Wilson's story as he recounts the emergence of prosperous towns, a market economy, agricultural diversification, and the development of industry. While skillfullydeveloping this theme,Wilson does not allow it to obscure the complexity and variety ofNew Englanders. Not allwere alike: with Congregationalists came Baptists andMethodists aswell asQuakers. IfYankee culture inspired success, it also exhibited intolerance toward Native Peoples, the French, and migrants from the South. Wilson's discussion of politics, from the emergence of theRepublican Party to the Social Gospel movement, is a sensitive and, equally important, critical retelling of this complex history. Finally, ingrained puritan obsessions with decline and failure?that the "city on a hill" would fail?became reality. The arrival of new immigrants challenged Yankee hegemony and provoked anxious defenders of New England culture into aggressive attacks on parochial schools aswell as a temperance crusade. In the end, asWilson concludes, the idea of a greaterNew England disappeared andMichigan became part of theAmerican Midwest. Book Reviews 139 Yankees inMichigan is a well-crafted synthesis that provides an excellent window on part of theMichigan social...

Psychoanalytic Healing, Love, Life, and Death: Commentary on Paper by Sheldon Bach

In his seminal clinical writings on psychoanalysis, Sheldon Bach transcends the limiting confines of individual and parochial schools of psychoanalysis. Both in “On Digital Consciousness” and in his 2006 Getting From There to Here: Analytic Love, Analytic Process, we see a strong relational dimension in Bach's work (see also Bach 1985 and 1994), though he comes from firmly within the psychoanalytic mainstream. Bach's writings speak to clinicians across schools of thought, are clinically near to experience and are often moving. While he makes occasional mention of his contemporaries, Bach is grounded in more traditional references and only hints at his intellectual connection to relational and intersubjective theorists. One purpose of this commentary is to reflect on Bach's contribution to contemporary psychoanalysis and to draw out the connections between his work and the work of those within the broader relational and intersubjective community of psychoanalysis.

The National Catholic School of Social Service: Redefining Catholic Womanhood through the Professionalization of Social Work During the Interwar Years

The National Catholic School of Social Service: Redefining Catholic Womanhood through the Professionalization of Social Work During the Interwar Years L.E. Hartmann-Ting T hirteen years had passed since the death of her friend and mentor, Msgr. William J. Kerby, when Sara Laughlin, a social worker in the Philadelphia parochial schools, reminisced about their first meeting in 1913 at a lecture sponsored by the Ladies of Charity. His speech, she recalled, had been a defining moment in her life and she owed her career as a professional social worker to the guidance Kerby subsequently offered. Laughlin had been receptive to Kerby’s message , she explained, because her mother had been their neighborhood’s “unofficial social worker.”1 As such, her mother, with the help of neighbors, would care for the sick, read and write letters for the illiterate, make sure children were baptized, and that the sick received last rites. Kerby made clear, however, that the growth of cities and complexities of modern life demanded “intelligent service.”2 Historians of American Catholicism know Kerby as a strong supporter of higher education for women and a leader in the movement to change the organization and practice of Catholic charity during the first decades of the twentieth century. As chair of Catholic University’s Department of Sociology and founder of the National Conference of Catholic Charities in 1910, Kerby devoted himself to helping Catholics understand modern poverty as different from forms that preceded it. Poverty and its attendant ills were a systemic problem, he explained, a product of the current economic system.3 101 1. Karen Kennelly, “Ideals of American Catholic Womanhood,” in Karen Kennelly, ed., American Catholic Women: A Historical Exploration (New York: Macmillan, 1989), 4. 2. Written reflections from Sara E. Laughlin, February 11, 1949, William J. Kerby Papers, Collection 58, Box 1, folder 1, American Catholic History Research Center and University Archives, Catholic University of America (hereafter ACUA). 3. William J. Kerby, The Social Mission of Charity: A Study of Points of View in Catholic Charities (New York: Macmillan, 1921), 44-45. Published in 1921, this collection of essays brought together the ideas Kerby had been popularizing since the turn of the century. Simple relief, the kind of charity Catholics had long glorified, was no longer enough: “Now to give material relief . . . and to close the eyes to the processes that threaten a family,” he argued, “would be most inadequate. . . .”4 Laughlin’s awakening is emblematic of larger changes reshaping both the institutional Church and the laity. Signs of change in Catholic thought and practice regarding the function of charity were clear during the first decades of the twentieth century . The papal encyclical Rerum Novarum (1891) gave the social justice movement in American Catholicism grounding and impetus just as non-Catholic reform efforts gained momentum. Fordham University in New York (1916) and Chicago’s Loyola University (1914) offered Catholic alternatives to the New York School of Philanthropy (1898) and the Chicago School of Social Service Administration (1903). The Proceedings of the National Conference of Catholic Charities and the St. Vincent de Paul Quarterly, the latter of which Kerby edited, were early efforts to build a body of Catholic literature for those interested in the work of reform. Advocacy for professionally trained social workers, to work in and outside of Catholic charities, became an essential part of the Church’s response to the demands created by industrialization , immigration and urbanization in a pluralistic society. Recognizing the increased role of government in the provision of social welfare, Catholic leaders modified their separatist strategies and emphasized the need for Catholics to be represented in public policy debates and government forums.5 Dramatic organizational, strategic and cultural shifts were inherent in the process of changing the way Catholics approached charity and reform. Influenced by the broadening of women’s roles and the social and economic crises that animated progressivism , lay Catholic women, once limited to parish-based activities or women’s auxiliaries of national organizations, were an underutilized and potent resource in the Church’s effort to “care for their own.”6 Though the hierarchy created and sanctioned broadened roles for Catholic laywoman, especially those involved in the developing field of professional...