The late nineteenth-century North American catholic schools question: tangled disputes over catholic public education in Manitoba and Minnesota
Debates over the role of the state in Catholic education rocked both the United States and Canada during the early-to-mid 1890s. Arguably the two most famous of these disputes—the “Manitoba Schools Question” (1890–1897) and the “Faribault Plan” (1890–1893) in Minnesota—unfolded alongside one another...
| Главный автор: | |
|---|---|
| Формат: | Электронный ресурс Статья |
| Язык: | Английский |
| Проверить наличие: | HBZ Gateway |
| Journals Online & Print: | Загрузка...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Опубликовано: |
2024
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| В: |
The catholic historical review
Год: 2024, Том: 110, Выпуск: 1, Страницы: 47-71 |
| Нормированные ключевые слова (последовательности): | B
Manitoba-Schulfrage
/ Manitoba
/ Католическая церковь (мотив)
/ Общественная школа
/ Образование
/ История (мотив) 1890-1897
B Faribault plan / Minnesota / Католическая церковь (мотив) / Общественная школа / История (мотив) 1890-1897 |
| Индексация IxTheo: | KAH Новое время KBQ Северная Америка KDB Католическая церковь RF Катехитика SA Церковное право |
| Другие ключевые слова: | B
Catholic Education
B Canada B United States B American Protective Association B Faribault Plan B Manitoba Schools Question |
| Online-ссылка: |
Volltext (lizenzpflichtig) |
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| 520 | |a Debates over the role of the state in Catholic education rocked both the United States and Canada during the early-to-mid 1890s. Arguably the two most famous of these disputes—the “Manitoba Schools Question” (1890–1897) and the “Faribault Plan” (1890–1893) in Minnesota—unfolded alongside one another in neighboring polities. Both centered on whether Catholic schools could receive taxpayer funding and whether they should be recognized as public institutions. This article explores cross-border press coverage of them to demonstrate their deep top-down and bottom-up ties. It argues they represent two sides of a broader, intertwined late nineteenth-century North American Catholic Schools Question. | ||
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