La fondation date de 1872. Depuis 100 ans, l'éducation catholique a dû se faire sans aide de l'Etat. D'où difficultés énormes, et dur travail des Frères chargés dès 18-19 ans, à la sortie du noviciat, d'une classe entière de 75 à 90 élèves.

La majorité des Catholiques de 1870 à 1900 étaient des Irlandais bagnards ou fils de bagnards, condamnés pour des motifs politiques ou pour des vétilles, et qui voulaient l'éducation catholique pour leurs enfants. Pour ces pauvres, les maîtres acceptaient eux-mêmes de vivre dans la plus grande pauvreté.

A coups de kermesses ou de loteries, on arriva à construire des écoles (Les Frères Maristes en ont 65 en 1970).

L'émigration de l'après-guerre amène une augmentation de 35% des effectifs. D'où appel aux professeurs civils, ce qui hausse les scolarités, et met l'Ecole Catholique en situation catastrophique. L'Etat, craignant la disparition de l'Enseignement catholique (1.000.000) qu'il est bien incapable de remplacer, se décide à une petite aide financière.

Pendant ce siècle, les Frères ont essayé d'éduquer TOUS LES HOMMES, en se sens que l'Ecole Catholique, dont ils sont une petite branche, a essayé de recevoir tout le monde. Les Frères se sont chargés des écoles de campagne, pour laisser les laïcs dans les villes.

Les Frères ont aussi essayé d'éduquer TOUT HOMME, soit naguère par le système de moniteurs qui répètent la leçon aux moins doués, soit maintenant par des laboratoires de lecture, de langues, de mathématiques, etc. … tendant vers l'instruction programmée, donc aussi individualisée que possible.

Les Frères ont essayé d'éduquer TOUT L'HOMME du point de vue physique et intellectuel, par les conseils pour le choix d'une profession, et par une préparation à la vie sociale, et à la vie spirituelle.

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La fundación data de 1872. Durante cien años la educación católica se mantuvo sin ayuda del Estado. De ahí las enormes dificultades y la dura tarea de los Hermanos, que desde los 18 ó 19 años, apenas salidos del noviciado, tuvieron que ponerse al frente de una clase de 70 a 90 alumnos.

En el período de 1870 a 1900, la mayoría de los católicos eran irlandeses condenados a presidio o hijos de presidiarios castigados por motivos políticos o por delitos comunes, pero que deseaban que sus hijos recibiesen educación católica.

Por amor a estos desgraciados, los maestros aceptaron una vida de suma pobreza.

Con el beneficio proveniente de quermeses, rifas benéficas etc. se logró construir un buen número de escuelas (los Hermanos Maristas tenían 65 en 1870).

La emigración de la posguerra aumentó en un 35% la población escolar y fue necesario valerse de profesores civiles, incrementándose los gastos y poniendo a yas escuelas al borde de la ruina.

El Estado, temiendo la desaparición de la enseñanza católica, y no pudiendo absorberla él mismo, optó por ofrecer una pequeña ayuda financiera.

Durante esos cien años, los Hermanos trataron de educar a toda clase de hombres, pues, la Escuela católica quiso recibir a todos sin excepción.

Los Hermanos se dedicaron, sobre todo, a escuelas rurales, dejando a los profesores civiles en la ciudad.

Con el fin de educar a todos sus alumnos, los Hermanos utilizaron todos los métodos: monitores que repetían las lecciones a los menos dotados, laboratorios de lectura, de idiomas, de matemáticas, y a través de unos programas de enseñanza lo más individualizada posible.

Los Hermanos se esforzaron en educar al hombre completo: física, intelectual y profesionalmente, preparándole para la vida social y para la vida cristiana.

 

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A fundagáo data de 1872. Há mais de 100 anos a educacáo católica viu-se forcada a operar sem a ajuda do Estado. Dai as enormes dificuldades e o duro trabalho dos Irmáos encarregados, desde os 18-19 anos, logo que saiam do Noviciado, de toda uma classe de 75 a 90 alunos.

A maiora dos católicos de 1870 a 1900 eram Irlandeses, degredados ou filhos de degredados, condenados por motivos políticos ou por ninharias e que desejavam a educacáo católica para seus filhos. Para estes pobres, os próprios mestres aceitavam

viver na maior pobreza.

Por meio de repetidas quermesses ou loterías, chegou-se a construir escolas

(em 1970 os Irmáos Maristas possuem 65).

A imigracáo do após-guerra provoca um aumento de 35% dos efetivos. Dai o apelo a professóres civis, o que eleva a taxa escolar e coloca a escola católica em situacáo catastrófica. O Estado, temendo o desaparecimento do ensino católico (1.000.000) e sendo realmente incapaz de o substituir, se decide a um pequeño auxilio financeiro.

Durante éste século, os Irmáos tentaram educar TODOS OS HOMENS, neste sentido que a Escola Católica, da qual sao um pequeño ramo, tentou receber todo o mundo. Os Irmáos se encarregaram das escolas rurais para deixar os leigos ñas cidades.

Os Irmáos também tentaram educar TODO O HOMEM, seja recentemente pelo sistema de monitores que repetiam a licáo aos menos dotados, seja agora por laboratorios de leitura de línguas, de matemáticas etc…. tendendo para urna instrucáo programada e por isso, a mais individualizada possível.

Os Irmáos experimentaram educar TODO O HOMEM, do ponto de vista físico e inteletual, por orientacóes para a escolha duma profissáo e por urna preparacáo adequada á vida social e á vida espiritual.

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a) Education de tous les hommes.

 

In a country where for just on 100 years Catholic education has been obliged to carry on without any assistance from the State, and where the environment generally has been hostile to the effort of the Catholic people, the Marist Brothers, together with Religious of other Orders, have striven increasingly to provide Christian education for all who sought it.

This has entailed Brothers at times living in isolated areas, in small communities of three; or living in conditions that one of our Assistants General described as " unfit for human habitation "; or for many years teaching extremely large classes of 70, 80 or even 90 boys; or having teaching programmes and supervision duties, especially in boarding colleges, that frequently demanded a " working day " of 15 or 16 hours. It was not unusual for a young Brother, 18 or 19 years old, just fresh from the Novitiate and without any teacher training, to be given the full care of a primary class of 75 boys or more.

Classrooms often were poorly designed, cheaply built, badly ventilated in hot summers and unheated in severely cold winters. There were few, if any, teaching aids other than the chalk and blackboards. Teachers had to learn their trade by experience — and the human material they had to work with was often most difficult and unpromising. The bulk of the Catholic population in the 1870's to 1900's was of Irish descent. Most were themselves ex-convicts, or the children of convicts, who had been sent out to this penal settlement for political reasons or for trivial crimes, such as poaching a hare. They were desperately poor and in general miserably ignorant, comprising the lowest social strata — untrained labourers. Yet, because their faith was strong and because their Bishops refused to accept the free secular education proposed by the liberal humanist Governments, some way had to be found to provide a Christian education for their children.

This was briefly the background of Australian Catholicism when the first Marist Brothers arrived from Beaucamps (France) in 1872. Filled with the spirit of the Blessed Champagnat, they were determined that, whatever the degree of ignorance or of poverty, no boy would be deprived of a chance of Catholic education if it was humanly possible to provide it.

Thus, from the very beginning of their work in Australia, the Brothers willingly accepted most unfavourable — even atrocious — conditions, and through their self sacrifice produced generations of sterling Catholic men. Obliged by dint of circumstances to charge fees to meet expenses of school buildings and maintenance, the Brothers have always made special allowances for the poorest families and for those with large numbers of children. Records at such schools as St. Benedict's (Sydney) show classes of 70 boys providing a total weekly fee of 15 cents!

To their tremendous credit, numbers of Brothers, living in harsh conditions, with heavy work-loads and without any time off (except from their sleep) successfully undertook University Courses, secured official Registration and became top-ranking teachers. With undaunted courage our Superiors undertook building programmes and opened new schools to cope with ever-increasing demands. And through the years, even to the present day, they have been obliged to hold special fund-raising efforts, such as fetes, raffles, appeals and the like to supplement their meagre resources and to pay off interest commitments on loans. Yet God blessed the work and all boys who came to the Brothers' schools were accepted.

In more recent years, when the extensive immigration following World War II boosted our school numbers by some 35%, the Brothers, together with other Religious Orders, made truly heroic efforts to meet new and ever greater pressures on manpower and finance. Lay teachers in increasing numbers had to be engaged to provide adequate staffing. Wages rose so steeply that the whole structure of Catholic Education, built by the sweat and toil and self sacrifice of a century, was in danger of complete collapse. Governments, both State and Federal, at last realized that the breakdown of the Catholic System (now caring for over half a million children) would result in chaos for the official Departmental system. Hence, in the last few years, they have granted a small measure of financial support.

The vital problem at present is lack of personnel. Schools have expanded to meet the needs of a rapidly growing population — the 3 Brothers of 1872 have grown to 650 in 2 Provinces, with 65 Schools and 28.000 pupils, but vocations have not been able to keep pace with demands. Even under these circumstances, the Brothers have endeavoured to find means of accommodating all who apply for entrance. Thus, because lay teachers are not available in country areas (and the Melbourne Province has over half its schools in country towns) the City schools have been required to undertake extreme Brother — lay teacher ratios so that Brothers can be freed to keep country schools going. Again, schools in more prosperous regions charge high fees, so that fees can be kept at a minimum in poorer areas and the boys in these districts given the benefit of a Catholic education. Likewise Boarding Schools contribute largely to the Province Funds, so that schools with large numbers of poor children can be kept operative. Means may differ but the principle remains the same. " Education de tous les hommes."

 

b) Education de tout homme.

 

Despite the frequent large numbers of boys in our classes, the Brothers have not been content with a mass production type of instruction but have sought to adapt teaching levels and procedures to the abilities of each child.

The earliest efforts to give individualised instruction was by the extensive use of monitors, usually the more intelligent pupils who picked up quickly the substance of the lesson and these were assigned to give personal help to weaker classmates either singly or in small groups.

Then followed the pattern of dividing the class into three or more " levels," each of which went forward at its own pace, with the teacher, again aided by monitors, giving personal help as required. By linking the technique of class ability grouping with subject setting, and providing remedial help for slow learners, both the gifted and the retarded students have been notably assisted. As more and more of our young Brothers and lay teachers have entered the Schools completely and adequately trained, the use of these procedures has increased.

More recently still, the development of reading laboratories, spelling laboratories, maths laboratories, modern language laboratories etc. has made possible a more direct method of individually programmed instruction.

In increasing numbers of classes this modern system of teaching is being introduced. The thrill of successful achievement encourages each boy to move along step by step as confidence increases with understanding.

Closely linked with this is the pattern of progressive assessments which record the daily, weekly or monthly efforts of each student. These are noted by the class teacher and filed in School Records to become the basis of Terminal Reports and end of year promotions. Our schools in this manner keep abreast of modern developments in the Education Departments, by which Public Examinations are gradually being phased out and replaced by the Headmaster's Statement of Achievement.

In all our schools, moreover, the increased use of radio, television, slide, movie and overhead projectors, tape recorders and the like, makes possible to a greater extent an education planned to meet the child's individual needs. Properly catalogued libraries with full-time Librarians and adequately filled bookshelves, give opportunity for personal research. Projects and assignments — previously designed for class co-operation — are now brought within reach of each student. Sequential reading lists enable teachers to classify each child at his correct ability level and to guide him along a path in which his powers are developed most surely and effectively. The newer methods of mathematics, especially with the more concrete approach to number, engage the student's curiosity and open up new worlds of spatial relationships in a personal manner unknown a decade or so ago.

At the other end of the educational line the individual needs of the senior student are given similar stress. Through l. Q. ratings, ability testing, progressive assessments, personal counselling, and career guidance, the adolescent is helped to select the courses of study for which he is best fitted and which will open up for him the career or occupation he seeks to pursue. Through seminars and specialised courses our Brothers, Directors and Deans of Studies constantly make themselves more and more conversant with the means by which the " education de tout homme " can best be effected.

 

c) Education de tout l'homme.

 

Not only is a sincere effort being made to tailor academic instruction to the individual needs of each boy; an equally sincere effort is being made to ensure that the education provided extends to all aspects of man.

 

Physical

Intellectual

Vocational

Social

Spiritual

 

Physical.

Practically all our schools have their own sporting and athletic fields as part of the campus. From the earliest grades right through to University Entrance, the boys are trained in various forms of gymnastic exercises and sporting activities. Basic co-ordination of eye, limb and nerve comes naturally to young (Australian) people who live such outdoor lives. Intra-school and inter-school competitions for all age groups stimulate interest and develop team and school spirit, comradeship and loyalty. Most of the coaching and training of teams is done by the Brothers themselves, numbers of whom achieve state, national and even international renown.

As training for leisure the Brothers provide opportunity to those who wish to take part in the more individual type of sport such as squash, golf, surfing, fishing, yachting, canoeing, horseriding, cycling, archery, rifle shooting and 10 pin Bowls!

Several of the larger schools have Army, Navy and Air Force Cadet Units, where boys receive both an adventure type and military type training. Opportunities are provided to develop initiative, self-confidence and leadership, especially in the Annual Camps where 2nd and 3rd year Cadets live in the field for a week or more and take part in strenuous tactical exercises, and under remote supervision have to fend for themselves.

 

Intellectual.

After the 6 or 7 years of Primary schooling, the Brothers conduct Secondary schools of three main types:

a) Academic – for the greater number, with pupils being prepared for Public Exams up to University level. The large number of ex-students holding prominent positions in various professions testify to the effectiveness of the Brothers' teaching in the academic sphere.

b) Technical – In 4 different States the Brothers have established Diocesan Technical schools to give opportunity to boys intent on doing apprenticeships and learning a trade.

c) Agricultural – Again in 4 different States we have attempted to assist large numbers of boys from rural areas by establishing Agricultural Colleges with opportunities for practical work, especially in wheat, wool and dairy farming activities, the chief types of agricultural pursuits in Australia.

To ensure fully qualified teachers for these Schools the Brothers have established Scholasticates, first at Dundas in New South Wales, and more recently (1969) for the Melbourne Province at Clayton. This latter " Marist College " has been granted the status of a Residential College for the University of Monash, Victoria, thus securing the tremendous advantage that three-quarters of its building costs were met by Federal and State Governments ($ 450,000 out of $ 600,000). Herein the young Brothers after a 2-year Novitiate follow a 4-year University course, embracing teacher training, and go into the schools fully qualified as Graduates – Science, Maths, Arts, Commerce, Agriculture, Education, etc. The academic record of our Scholastics indicates an extremely high level of achievement. Concurrently with their specific University studies the young Brothers follow courses of Theology and Philosophy, while the Dean of the College and the Rector (both highly qualified and experienced Brothers) continue their religious formation.

 

Vocational.

As has been mentioned above, every effort is made in the Schools to give our students the fullest academic training they are capable of and some measure of the success of this endeavour is the constant high-level achievement of our boys. Large numbers enter the University and go in to the Professions at the Public and University examinations. Many others enter the Teaching Department, the Public Service, Banks, Insurance Companies, and other clerical institutions, or take up some form of business in commerce.

From the technical schools boys go into trade schools and begin as apprentices under a master in the various trades, occupations and services. The remainder go on to the land in some form of farming, dependent upon the locality.

The Brothers by their own counselling, by the guidance of Government and Catholic Career Advisory Services, and by the help of Parent and Ex-Student bodies, endeavour to provide each boy with all the assistance possible for him to select wisely his calling in life. Post scholastic associations frequently keep in touch with the younger ex-students and help them to settle more easily into the world of affairs.

 

Social.

More and more the training in the Brothers' Schools takes account of the fact that our students are part of a large community and that certain social graces are a necessary adjunct to living in society. At all levels elementary training is given in politeness and courtesy and in social customs expected of well-bred young men, generosity and consideration for the work of others, especially the sick, the aged, the young, parents, superiors etc.

Diverse forms of speech training, debating and public-speaking occupy large sections of our language work in schools. Choirs and verse-speaking groups take part in public Eisteddfods; musical groups, orchestras and school bands play a prominent part in various processions, festivals, concerts etc; drama evenings are regular features, with production, lighting, choreography and staging left in the hands of the boys themselves; dancing is taught to senior students, and regular socials arranged with girls from Convent and High Schools; youth clubs organise hikes, weekend and summer camps; students of all Secondary Schools participate in Community Service activities, such as campaigns for Hospitals & Crippled Children, Red-Cross, Freedom from Hunger, anti-Pollution, Peruvian disaster, Biafra Appeal, and the like; responsible leadership training is provided by Prefect Groups and Students Representative Councils. In these and similar ways the Brothers strive to prepare their students to take their proper place in the life of the Community. Spiritual

In addition to the Christian environment provided by the Catholic School, with its daily prayers, liturgical and sacramental life, and the Religious Instruction and guidance given regularly by the Brothers, spiritual formation is assisted by such activities as: personal counselling by the Priest-Chaplain and the Brothers; Retreats and days of Recollection; Young Catholic Students' movements; Sodalities of Our Lady; Crusaders of the Blessed Sacrament; the Holy Name Society; the St Vincent de Paul Society; Mission Groups, and the Apostolate of Christian Doctrine, in which large numbers of our Senior Boys undertake religious instruction to Catholic children in Government Schools. Moreover, the Province has specially selected Brothers working full time visiting the Schools :

a) to give talks and assistance on Religious Vocations, and to coordinate the efforts of local recruiters.

b) to organise syllabuses of Catechetic and suitable text-books and religious programmes, and, where necessary, to arrange Seminars for the fuller training of Brothers and Lay Teachers in the latest methods of teaching Religion.

In a word, every effort is being made to secure for the boys at our Schools « l'éducation de tout l'homme. »