Catholic Problems in Western Canada

by George Thomas Daly

But, our opponents will argue, in a country like Canada, where "organized" religion—to speak their language—is so denominational, religion in school is an impossibility. Is it because other denominations cannot agree as to their religious tenets that we, who count over one-third of the total population and who stand united in our faith, are to surrender what we consider most essential in education and—lest we forget it—most protective to the best interests of our Country?

What does the State give us to replace the "separate school"? A neutral, undenominational, irreligious school. This neutrality we claim, is erroneous in theory and impossible in practice. The theory of the neutral school is erroneous because it is against the teaching of sound psychology and true pedagogy.

The soul of the child cannot be, as it were, divided into watertight compartments so as to segregate religious influence from its daily training. As Cardinal O'Connell stated, "We Catholics believe that as character is by far the most important product of education, the training of the will, the moulding of the heart, the grounding of the intellect in clear notions of right and wrong, obligation and duty, should not be left to haphazard or squeezed as an afterthought into an hour on Sunday. The moral and spiritual growth of the child ought normally to keep pace with his mental growth and the Church is convinced that taking human nature as it is, the result cannot be obtained effectively without including a judicious mixture of religious training with the daily routine of the school."

In fact a neutral school is an impossibility. We will simply ask our readers a few questions and rely on their fairmindedness to formulate the answers. Can the teaching of history be neutral? The Catholic Church and the Reformation are historical facts: how are they to be judged? How are ethics to be treated, without reference to God, to Jesus Christ, to an eternal sanction? Can a teacher divest himself of his mental attitude in the teaching of these subjects and answering the questions of the pupils?

Were the teaching really neutral, the very atmosphere of the school-room is what counts. This atmosphere is indefinable and yet everywhere felt. It is made of trifles, but of trifles that count at that receptive age of childhood. As a subtle perfume it impregnates the soul of the child with ideas and impressions which it will carry through life. Therefore the atmosphere of the class-room, we claim, should be as near as possible, that of the home. The parents have a right to see that it should be so. Is this possible in a neutral school? Its very negative character impregnates the class-rooms with an irreligious feeling which the impressionable mind of the child cannot but notice. How is the child to grow up with the feeling of Religion's importance in life if the ban is placed upon Religion the moment he passes the threshold of the school-room? "What we most dread," said Bishop McQuaid, "is not the direct teaching of the State-school, it is the indirect teaching which is most insidious and most dangerous. It is the moral atmosphere, the tone of thought permeating these schools that give cause for alarm. It is the indifferentism with regard to all religious belief we most of all fear. This is the dominant heresy that, imbibed in youth, can scarcely ever be eradicated. It is one that already has in our large towns and cities decimated Protestant Churches."

Even the provision of optional religious instruction at the dying hour of the class-day cannot redeem the neutral school. In fact the Survey of School conditions in Saskatchewan conducted by Dr. Foght, in 1918, revealed there a state of things which in our mind is an eye-opener in the matter under examination. Out of over 4,000 schools not more than 212 reported as availing themselves of the law on religious instruction. We leave to the reader to draw the conclusion these recent statistics suggest.

To conclude this already too lengthy argument, facts are vindicating in every country the saneness of the Catholic view-point on religious instruction and atmosphere in the school. The alarming increase of religious indifference, the rising tide of anarchy, the universal feeling of unrest, have prompted the unequivocal admissions of leaders of thought as to the moral failure of the neutral school.

Mr. William Jennings Bryan, in an address before the constitutional convention of Nebraska, a few years ago, brought this striking indictment against the State educational system of the United States. "The greatest menace to the public school system of to-day is, in my judgment, its Godlessness. We have allowed the moral influence to be crowded out. When I say moral, I mean morality based upon religion. We cannot build a system of morality on any other than a religious basis. We have gone too far in allowing religion to be eliminated from our schools. I would not have religion taught by public school teachers, but all sects and creeds should have equal opportunity to furnish at their own expense to students whose parents desire it, such instruction not to interfere with the hours of school. Our people will be better citizens and stronger for their work if along with the trained mind there is also an awakened moral sense."

In a recent report of the Interchurch Movement, based on a survey of American Education, prevailing conditions that now threaten the safety of State and Church are openly imputed to the neglect of religious training of childhood and youth in the schools. This deficiency in religious education on the part of the Evangelical sects is called by the authors of the report "Protestantism's weakest spot." Emphatic endorsement is given to the "denominational school" and full credit is not denied to the emphasis placed upon religious teaching in schools by the Catholic Church.

"It would be absolute madness," said Cardinal Bourne, at an Educational meeting in Edinburgh, "on the part of any civil authority at the present day to spurn and reject the educational assistance and educational power the Catholic Church was willing and ready to place at their disposal."