https://www.um.edu.mt/library/oar/handle/123456789/116712 Mon, 27 Apr 2026 00:40:32 GMT 2026-04-27T00:40:32Z https://www.um.edu.mt/library/oar/handle/123456789/120980 Title: The Passion play at Ammergau Abstract: So much has been written and said about the Passion Play now being represented at Ammergau, that at first sight it would seem superfluous for anyone to attempt a fresh description. Yet as no two persons read a book or pass through any event in life with precisely the same feelings, I am going to write down simply my own impressions, and shall be content should they induce if but one person more to go and witness a scene which must make a life-long impression on all beholders... [Excerpt] https://www.um.edu.mt/library/oar/handle/123456789/120980 https://www.um.edu.mt/library/oar/handle/123456789/119779 Title: Two letters suggested by the present educational crisis: I. Religion is indispensable as the foundation of all instruction. II. Moral and religious education, to be really useful and efficacious to a nation, must be received in the Schools. Addressed to The Honourable Ramiro Barbaro Abstract: I have read with a great deal of interest, in your influential paper, several recent articles having for their object the reform of our public education on the basis of the Catholic religion. The Honourable Cachia Zammit proposed in his Educational Bill to render religious instruction obligatory, both in the Elementary Schools and Lyceum ; and you very justly complain that no religious basis exists in the education which is imparted in the University and Lyceum, since the lectures given once a week in the Oratory of the Gesu - limited to a small number of boys - are not calculated to exercise any influence in the formation of the hearts and minds of the youth during the course of their studies. Time has been wasted for years in the council and in the journals, promising new schemes and systems, which, as far as one can understand, are only of secondary importance, and have to the present day produced nothing but disputes and discussions; whilst the most vital question has been left till now unnoticed. I could not, therefore, describe the pleasure which the reading of the articles in your journal has afforded me; as it appears evident you intend to give that importance to the basis of all instruction in our schools which it deserves. Archbishop Manning lately said, 'A Catholic nation has all right, human and divine, to a Catholic education.' The people of Malta have been Catholic since the times of the Apostles. Education must, therefore, be essentially Catholic. It is by this means that we can uphold unchanged the character of our population and the traditions of our faith transmitted to us by the Apostle St. Paul... [Excerpt] Mon, 01 Jan 1872 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/119779 1872-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/119778 Title: Speech of Sir Rowland Blennerhassett, Bart., M.P., in the debate on the second reading of Mr. Fawcett's Bill, August 2, 1871 Abstract: The Bill under discussion is a Bill to alter the constitution of Trinity College, Dublin, and to abolish . Tests in that institution. It has for its object to settle, at least in part, the Irish University Education question. Considering the period of the session at which we are now arrived, it is perfectly clear that this Bill, even if it were satisfactory in every respect, cannot become law. If we pass the second reading and proceed no further, we shall only assent to the principle of the Bill, and thereby pass an abstract resolution on the subject of - Irish University Education. By so doing we shall greatly embarrass ourselves when we come to deal with it, with a view to an immediate settlement. It would be most unfortunate if the House should, by a hasty decision to-day, hamper its future action in a matter of so much importance. It is most undesirable to touch a question of such magnitude, till Parliament is able to give it the time and thought which are absolutely necessary in order to arrive at a satisfactory solution. For these reasons I put on the notice paper the motion I have now the honour to second. If it is carried, we shall not have expressed any opinion on this Bill or its principle. We simply decline to read it a second time at present, and under present circumstances. These reasons would hold good if the Bill were satisfactory as far as it went, but it is in truth eminently unsatisfactory. It is crude in conception and loosely drawn... [Excerpt] Description: At top of title page : Irish University Education. Sun, 01 Jan 1871 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/119778 1871-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/119762 Title: Education, to be real, must be denominational. An essay suggested by the present educational crisis Abstract: By Denominational Education I understand an education in which religion is taught upon a definite doctrinal basis, and into which it enters, not as an adjunct or accident, but as a pervading principle of direction and control. By a mixed or undenominational education, on the other hand, I understand an education from which all distinctive religious instruction is excluded during school hours, with a view to the comprehension of those who do or may differ in their several religious beliefs. I am not going to waste time in arguing that a mixed, as contradistinguished from a denominational education, is perilous to faith ; for this is a position of which its opponents do not need to be convinced, and ·which its advocates do not care to deny. ' See ye to that,' is their reply to such as urge the objection; 'that is your business, not ours. What we want is, not to train up the children of the nation in any particular form of belief, but to educate them ; to bridge over sectarian differences ; to make them good citizens and loyal subjects; moral without dogma, and charitable in spite of it.' If therefore I am to have any chance of convincing our opponents, I must meet them on their own ground, and not on ours, by endeavouring to show that mixed education is not true education ; that it neither realises the idea nor secures the practical purposes of true education; and that the one element which it wants, in order to fill out that idea and secure those results, is precisely that element of denominational, or, as I prefer to call it, dogmatic teaching, the elimination of which is regarded by its advocates as its characteristic excellence... [Excerpt] Mon, 01 Jan 1872 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/119762 1872-01-01T00:00:00Z