[Footnote 56: First Report of the Catholic Sunday-School Union, of the city of New York. January 1, 1868.]
Few of the evidences of the zealous spirit which is stirred up in these latter days, have given us more unfeigned pleasure than the information which this report conveys. The Sunday-School Union began as all Catholic works begin, has prospered thus far as they prosper, and will share in their triumph. A few earnest souls, observing how much more good could be accomplished in the catechism-classes if the exercises and methods of teaching were made more systematic and co-operative, met together, on the evening of July 9th, 1866, debated the subject, formed resolutions, went to work, and now the catechetical education of the 20,237 children reported from eighteen Sunday-schools of this city, (about one half of the whole number,) is practically under the control of this admirable association. The good fruits of their labors are already noticeable in the more regular attendance of the children, the conferences of teachers for mutual instruction and encouragement, the better regulated programme of exercises, and the increased interest manifested in the schools by all who are in any way connected with them.
The competent knowledge which our people, as a mass, have of their religion, of the dogmas of faith—knowledge which they are bound to have under pain of sin—and that other "knowledge unto salvation" which is shown in the faithful performance of their Christian duties, depends, as all know, upon the catechetical instruction they receive in youth. Priests may preach sermon after sermon, and each and every such discourse may be well calculated to enlighten the mind and move the heart; but as a rule, all sermons nowadays suppose the hearers to be already in possession of Christian principles, and disciplined to the practices of a Christian life. Sound and thorough catechetical instruction is, then, one of the primary duties of a pastor of souls. That each pastor should assume the whole of this labor to himself is simply impossible. Those of the laity who by their character and education are fitted to be his coadjutors in this pastoral duty, must therefore be called upon to aid him in it. The time when it is feasible to assemble children together for religious instruction is on Sunday. Hence the Sunday-school and its corps of lay teachers; both of necessity, as experience has shown, for every parish, if the people are to have, as they ought to have, a befitting knowledge of their religion—if they are to be indoctrinated with its spirit, and receive its ministrations by a devout, conscientious attendance upon its worship, and a due appreciation of, and worthy preparation for, the holy sacraments.
The first thought which naturally presents itself in reference to these lay coadjutors of the clergy, is that of their competence and fitness to teach. We do not care to send our children to be educated by any and every schoolmaster. We not only ask, Is he capable? but we ask, Who is he, and what is he? If these questions may be very properly put concerning a teacher of geography and arithmetic, we may be pardoned for asking them concerning one who professes to teach Christian doctrine and morality. Is he well versed in the truths of faith himself, and, if you please, what is his own moral character?
The Sunday-school is an excellent institution, a necessary institution in our times; but if it is to be of any value, teachers, who are in the first place competent for the task, and who in the second place are practical Christians, must be secured. In small parishes, the pastor may possibly find a sufficient number who possess all the requisite qualifications, (although, so far, our experience has been to the contrary,) but in large and populous parishes, such as are found in all our cities, it is plain that a sufficient number are not easily obtained for the purpose, nor will those who are in all respects fitted for the work and are ready to answer the call of the pastor, be able to control and reduce the heterogeneous elements of a city Sunday-school to any order or regular observance of rules laid down by the pastor, or devised by themselves, without mutual co-operation, counsel, and a systematic organization. Besides, into a corps of such teachers, who are not themselves subjected to some organized form of association, persons wholly incompetent or deficient in moral standing will intrude, and prove either a hinderance to others, or do positive harm.
When chance-comers offer their services as teachers in his Sunday-school, it is difficult if not impossible for the pastor to examine them in order to test their knowledge before accepting them, and it may be equally difficult for him to find out what may be their moral worth. Their daily lives are, as a rule, better known to the members of his congregation than they are to him. In the ill-regulated voluntary system which has hitherto been so common amongst us, many evils have resulted from this which were unavoidable. Teachers of religion ought to be themselves good exemplars of it. Children learn at the Sunday-school a good deal more than the verbal answer to as many questions as are printed in the catechism. Those who occupy the office of teacher exert a moral influence over the children. Example is the master-teacher, and bad example will teach (we are sorry to say) quite as well as good example. You cannot gather grapes from thorns, or figs from thistles. During the time that a man or woman is engaged in conversation with children, much of his or her own character is infused into the minds of their youthful companions by words, gestures, looks, and manner. Shall I permit my children to be thus placed one whole hour every week, under the influence of an ignorant man, a non-practical Catholic, and possibly a person of vicious habits and of vulgar demeanor—a person whom I could not allow my children to converse with at all, in the street or elsewhere, outside of the Sunday-school room? Certainly not. I must have some guarantee that my children shall have such associations as I can approve of, as well in the Sunday-school as in any other place where they may happen to be.
One who might make such reflections as the foregoing need occupy no higher position in society than that of being a good Christian, watchful over the souls of his little ones, and anxious to guard them from contamination with persons ignorant of the faith in which he wishes them to be educated, or such as by their personal want of piety are certain to damage the growth of it in the souls of the children he presumes to instruct.
If we mistake not, these considerations were in part those which animated the zealous and worthy founders of the Sunday-School Union, whose first report lies before us. This appears to us in the pages of the report, especially under the head of "objects." We quote:
"The objects of the Sunday-school Union are of a religious, educational, and social character. The fundamental object is, of course, the benefit and improvement of the Sunday-schools; the secondary end is the association of the Catholic young men of the city, in a manner sanctioned by religion, for purposes of mutual acquaintance and improvement, and the creation of a common tie of sympathy and interest, such as should exist between them as members of the same, One, Holy, and Universal Church. By the comparisons of systems, and experience, and through the increased opportunities of receiving advice and counsel from the clergy, improvements have been introduced in many of the schools, and the teachers have been led to take greater interest in their duties."