Survey of American Roman Catholic

The eleven limited-response questions in the scratch line part were changed slightly for critiques sent to the priests (see pp. 118 and 122). The second part of the slew contained 42 questions with responses limited to a four-point Likert scale which ranged from Strongly find out to Strongly Disagree, but without an "Undecided" selection. According to O'Brien, of the 19 respondents who added comments, " most(prenominal) complained about the inability to give qualified answers or they objected to the forced-choice tantrum of the questionnaire. They would have preferred an undecided category" (p. 58). The survey results ar probably enhanced slightly, either positively or negatively, because of the absence seizure of the undecided response.

The two introductory chapters of the book provide extremely informative background material relative to the Roman Catholic Church, which are of particular value to anyone not intimately attached to the denomination. The chronological history of Catholic schools as they par whollyel the anthesis history of the coupled States is presented in considerable detail; the invoice of the hierarchy ("authority structure") of Church governance is besides quite lucid (Ch. 2, pp. 49-52). The sections dealing with the relationship of Catholic Schools and the compulsory Court are especially important, but are not clearly written. It is sometimes uncertain what point the author was try to make r

elative to certain purposes. These sections (pp. 33-43) would take in greatly from the editorial assistance of a legal scholar.

2. The bishops should take on selected priests and lay persons to discuss school funding and financing.

Despite the ardent belief that CCD programs cannot provide the strong formation that parochial schools do, O'Brien questions (as did Greeley) wherefore there is as much reluctance to commit resources to the make-up and continued operation of Catholic schools as there seems to be.

The most disturbing statistic O'Brien offers is that in the last fifteen years earlier to his study, less than 50 new schools were built in the United States, yet in that same period 2,098 schools were closed (p. 109).

1. expend a broad-based organization (the NCEA) to conduct feasibility studies on regionalization/centralisation of schools.

Chapters 3-9 present the author's survey results and conclusions. While the results are plainly stated, the institution is very confusing and suffers from a lack of organization. Because most of the survey results are presented in percentages, substitution of the percent sign ("%") for the book of account "percent" would make the text considerably less uneasy; indeed, the percent sign was used in almost all instances where a numeric figure was placed parenthetically. Particularly distracting, however, was the author's decision to place information which is in some way standby to the general results in a "screen"--a block of text overprinted with a fairly dark gray. This treatment was designed to secernate material which was essentially a subset of results, but the effect upon the endorser was exactly the opposite--drawing attention to the "screened" text instead of allowing it to be isolated, disregarded, and/or omitted.

O'Brien's conclusions are clear and concise. The Catholic schools ar
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