of how the media and others have manipulated images of Morrisseau and his art to their advantage. She describes the progression of his monumental painting ‘‘Androgeny’’ from a gift to the Canadian people on the occasion of his induction into the Order of Canada in 1983 to its use as a carefully selected pictorial backdrop for then Prime Minister Stephen Harper’s political messaging in 2008. In addition to a cogent critique of the press and media coverage of Morrisseau’s life and work, Robertson offers a painstakingly thorough record and history of the emergence of contemporary Indigenous paint- ing in the twentieth and early twenty-first centuries, told mainly through articles in the mainstream press, essays from exhibition catalogues, and quotes from Indigenous contemporaries. This account presents a rarely discussed aspect of Canadian art history and delivers an important contribution to scholarship in the field of Indigenous visual and cultural studies. Bonnie Devine, Indigenous Visual Culture Program, Ontario College of Art and Design University Mario O. D’Souza. A Catholic Philosophy of Education: The Church and Two Philosophers. McGill-Queen’s University Press. xii, 292. $34.95 Mario D’Souza’s book is shaped by two Roman Catholic influences: the Second Vatican Council and Thomistic philosophy. The former makes the book a distinctly post-conciliar text, sensitive to the contemporary Catholic Church. The latter justifies its extended treatment of the thought of Jacques Maritain and Bernard Lonergan. D’Souza also sharply distin- guishes the universal from the particular, opting for a Catholic philosophy of education instead of a philosophy of Catholic education. As important as the aforementioned distinction is for the book ’s develop- ment, there are two illuminating exceptions to the otherwise consistent application of the philosophical notion of education. In the final lines of the book, D’Souza writes movingly of the capacity of Catholic education to provide ‘‘a vision of ordering and unifying one’s life, personally and communally, by loving wisely and well.’’ While the book’s focus on edu- cation is primarily philosophical, D’Souza shows that Catholic philosophy cannot be detached entirely from an educational commitment to Catholic education and Catholic schools. This is the first revealing digression from the clear focus of the book. The second is found in D’Souza’s frequent sharing from his personal experience of Catholic schooling in Pakistan – a Muslim majority country that nonetheless strongly supports Catholic humanities 437 university of toronto quarterly, volume 87, number 3, summer 2018 6 university of toronto press doi: 10.3138/utq.87.3.97 University of Toronto Quarterly 2018.87:437-439.