exciting public prejudice in its favor. The system is not by any means American in the national sense. It is purely local, and of Puritanical origin and growth. When the New England colonies by persecution and violence secured for themselves uniformity of worship, such as it was, they established schools, in which prayers, hymns, and piety were taught ad libitum, with all the raw-head-and-bloody-bones anti-Catholic fiction which the descendants of the Pilgrims mistook for veritable history. Being all of one mind, such a system of training could have no perceptible evil effect on the pupils; for, if they did not hear intolerance and falsehood in the school, they were pretty certain to hear them in the meeting-house. But times have strangely altered since then, as the writer in the Congregational is forced to admit. “The reason our school system had to be modified,” he says, “was not that it was per se right from the day it was enacted, but because the foreign immigration and the changes of time had produced an immense revolution in the religious spirit of the people, and required the readjustment of the civil creed in the school system.” In no sense, then, can this system of public education which is sought to be thrust upon us be called American, except, perhaps, as contradistinguished from that of England, France, Germany, Austria, and other so-called despotic countries, in all of which the denominational plan, more or less generally, prevails. In the latter two countries particularly, one Catholic and the other Protestant, the scheme of secular education has been tried and abandoned, and the wisdom of the new system has been proved beyond peradventure. If it be American to tax citizens for the support of schools and compel them to
send their children to be called Romanists and idolaters, then is the public-school system entitled to that distinctive appellation? We do not think that it is.
The state having no authority by the natural or divine law to assume control of the education of our children, by what other right can it claim it? Some may say, from political necessity, that the state, in order to protect its own interests, must see to it that a certain amount of intelligence is diffused among its supporters. Here the whole question comes up again. What is that intelligence which is necessary to the preservation and well-being of our free institutions? Is it a certain knowledge of mathematics, geography, and the physical sciences, or is it not probity, morality, and lawful obedience to the constituted authorities? Yet these are virtues that can only be taught through religion, and the state, having no religion, cannot teach them. Is it not for the general interests that we should have stalwart, healthy, well-fed, and sober citizens? And yet the state does not profess to enforce a general plan whereby every one should be provided with proper exercise, employment, medicine, food, clothing, and shelter. To do so would simply be to attempt to realize the utopian dream of the socialists; and still it would be no greater a usurpation of power than the design of furnishing our children with a general system of instruction, and, indirectly, with a uniform religion. If the state, as it ought to do, requires a certain amount of intelligence in its citizens, let it make the presence or absence of that knowledge the test of citizenship and the passport to places of honor and public confidence. The right to vote and hold office, for example, is not an inherent right, but depends on many
qualifications, such as sex, age, nationality, freedom from crime, ability to support one’s self, and previous residence. Why not add ability to read and write intelligibly?
There are cases, however, in which we admit that the state has not only a right, but is in duty bound, to interfere with the disposition and education of children. When parents, either through poverty, misfortune, crime, or any other cause, are unable or unwilling to take proper charge of their children, the state, for its own protection and to save the community from the consequence of vice and idleness, is justified in taking care of them, for this does not violate the principle of civil polity that a state is constituted to do only for the citizen what he is unable to do for himself. Hence, the establishment of almshouses, asylums, nurseries, reformatories, and other benevolent institutions, which all wise governments provide as barriers against prospective crime and distress. But even in those exceptional cases, as much care as possible should be observed in following out the spirit of our free institutions, which are so strongly opposed to any interference in matters of conscience, even among the most humble and unfortunate.
But while we are combating the arguments of our Boston contemporary in favor of compulsory education, it may be said that no compulsion is used or intended to be used in this or many other states in the Union. This is a mistake; there is compulsion of the most practical kind. It is true that the officer of the law does not come into our homes and forcibly drag our children to school, but the tax-gatherer does so, almost as efficiently, if more silently. The masses of the people in this, as in most other countries, are poor. With the American Catholics this is peculiarly so. They are taxed to support
the public schools, and must either send their children there or pay for their education elsewhere. This double payment, in most instances, they cannot afford. How many tens of thousands of parents are there not among us whose scanty means will not permit them to indulge in the luxury of seeing their children instructed in the ways of true religion, and who are consequently compelled, if they desire even a primary education for their offspring, to send them to schools which they neither admire nor would select if they had a free choice!
We are accused of being hostile to the Bible. Such is not the fact, and those who make the assertion are well aware of its falsity. The Bible has always been an object of especial care and veneration in the Catholic Church. It is one of the sources of her authority and the muniments of her holy mission. What we object to is the profanation of its sacred character by unworthy and profane hands. It has repeatedly pained us to see even “King James’s Version,” imperfect as it is, scattered broadcast by the agents of the Bible societies in hotel and steamboat saloons, barbers’ shops, and bar-rooms, not to be read, but to be devoted to the meanest purposes of waste paper. The treatment of the holy book in some of our public schools is little better. If any person doubts that Catholics venerate and read the Bible, let him go to our large Catholic publishing-houses and see the numerous and splendid editions of the Old and New Testaments which are constantly being issued from their presses.
Though on principle we decidedly object to the reading of the Bible in our public schools, our greatest objection is to the schools themselves. We hold that the education that does not primarily include the religious element
is worse than no education at all, and, we hold, also, that the state has no right to prescribe what form of faith, doctrine, or religious practice should be taught to the children of its citizens. We claim that Catholic parents have a right to demand that their children shall be educated by Catholic teachers, be instructed from Catholic books, and at all times, particularly during hours of study, be surrounded as much as possible with all the influence that the church, into whose bosom they have been admitted by baptism, can surround them. This can never be done in our public schools. However high the personal character of the teachers in those institutions, and whatever may be the peculiar merits of their discipline and success in turning out smart accountants and superficial thinkers, we maintain that, in the formation of character and the cultivation of the spiritual and better part of our nature, they have been and must necessarily be failures. What parent can read without a shudder the following extract from a Boston paper regarding the recent investigation of a savant who, it is well known, is no friend to Catholicity or the teachings of the church: