Conclusion

The Congregation of Holy Cross (CHC), the most significant Catholic religious order in Bangladesh, has been working in the region since 1853 in evangelization and education. The Holy Cross educational mission is a vital component of evangelization. One of the significant contributions of Holy Cross education is the development of local churches, local priests, and other leaders for the Catholic community. However, over the years, particularly since 1947, there have been many changes—internal and external—to the Holy Cross and Bangladesh (then East Bengal). While the Congregation has been working in education for more than 170 years, there is no major research on its educational history over this time. Although some books and conference papers have been written by some foreign missionaries, such as Richard Timm (History of Holy Cross priests in Bangladesh from independence to the jubilee:1971–2000. Provincial House, 2000; Holy Cross in education in Asia: Past, present, and future. Holy Cross Education Commission, 2002; 150 years of Holy Cross in East Bengal mission. The Congregation of Holy Cross, 2003; Jubilee: 150th anniversary of arraival of Holy Cross in Bengal. The Congregation of Holy Cross, 2004), Goedert (Holy Cross Priests in the Diocese of Dacca, 1853–1981. US Province Archives Center, 1983), and Clancy (The Congregation of Holy Cross in the vicariate apostolic of eastern Bengal, 1852–1876, Holy Cross Foreign Mission Seminary, 1940; The Congregation of Holy Cross in East Bengal, 1853–1953: in three parts, with a brief history of the church in Bengal (Vol. I). Holy Cross Foreign Mission Seminary, 1953a, The Congregation of Holy Cross in East Bengal, 1853–1953: in three parts, with a brief history of the church in Bengal (Vol. II). Holy Cross Foreign Mission Seminary, 1953b), none have considered systematically how the CHC responded to changes over years, which shaped their educational mission. This book examined how the educational mission of the Congregation developed particularly since 1947 in the context of political, social, and educational changes in Bangladesh as well as changes to the Catholic Church. As we discovered, Holy Cross education went through significant transformations as did the region over time. To establish and sustain itself and flourish in a predominantly Muslim Bangladeshi society, the nature, form, structure, and policy of CHC education were reshaped. This chapter presents a summary of the findings, limitations, and contributions of the study.