September 25, 2017
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In 1804, four years after the founding of the Society of the Sacred Heart, members of the Society turned to Father Jean-Nicolas Loriquet, an educator of boys in Amiens, to ask him to draw up the first of eleven formulations of a Plan of Studies that would provide a guide for teachers in their mission to educate “the whole woman with a view to her own vocation in the circumstances and the age in which she has to live” (1952 formulation). At first, when all the schools were in France a single curriculum was in effect in all the boarding schools. Over the next 150 years, meetings of Sacred Heart nuns called chapters enacted revisions of the Plan to adapt it to new countries and cultures and to changing conditions. In 1958, however, a new document entitled Spirit and Plan of Studies replaced the Plan. It was a statement of the philosophy and pedagogy of Sacred Heart education that would hold good despite the external differences peculiar to each setting in which Sacred Heart schools find themselves. In this spirit, schools in the United States have adapted their programs and methods to suit the special situation of each school, but the formulation of the Goals and Criteria for Sacred Heart Schools in the United States (1975, 1990 and 2005) has helped to provide the feeling “of belonging to a larger whole, of sharing principles and values, broad purposes, hopes and ambitions.”