What is a free school? A free school is one in which every scholar can obtain an education without violating the honest convictions of conscience, or—to use the words of the President—a free school is one where education can be obtained “unmixed with sectarian, pagan, or atheistical dogmas.”
Are our so-called common schools free? Let us glance at the general history of the controversy concerning them. As soon as the public schools had ceased to be purely charitable institutions, a new policy was inaugurated by our people. The government assumed that it was bound to ensure an intelligent use of the franchise, by encouraging the mental activity of its citizens. To this all Catholics agreed, and still agree. But our Protestant fellow-citizens, rightly desiring that some religious instruction should be given their children, wrongly insisted upon having the Bible read in the schools. The government might have permitted such a custom to continue, when no protest was made against it. But it soon became evident that the schools were essentially Protestant institutions, and served as an instrument to prevent the growth of “Popery.” This was no secret. It was openly preached.
About this time Catholics began to see what everybody else was rejoicing over, and were, naturally, alarmed. They had assisted to found and build up the republic, or they had immigrated under the assurance of equal rights. To find it proclaimed a Protestant country was news to them. They insisted that the Government was bound to deny this imputation, and they registered an universal protest against the design of the falsely so-called “common” schools.
We have demanded either that we be relieved from taxation for these sectarian schools, or that such arrangement be devised as shall render them equally desirable for Catholics and non-Catholics.
We were not called upon to explain why we so earnestly desired this. It was nobody’s business but our own. The public schools are not held to be eleemosynary institutions. They are ostensibly for the benefit of all. And even if they were places for the confinement of criminals, or almshouses, both criminals and paupers have consciences, however dull or uninformed. What, then, is the objection to our having a right to direct the policy on which public institutions are to be conducted? None. But if we were to have taken such a position as this, we should, at once, have been indicted, for an insidious and damnable conspiracy.
Therefore we have openly stated the grounds of our convictions, relying on the inherent force of truth to secure our rights. We regard morality as inseparable from religion. In this we merely echo the sentiments of the greatest American statesmen, and notably, of the Father of our republic. We say that, if we are to pay for the education of our children, we should like to have the worth of our money. What fairer demand can a Yankee make? We ask nothing to which every citizen has not a right. We have never met a fair reply to our demands, or a fair discussion of their merits. First we were greeted with silent scorn. The practical operation of the laws was found to force our children into Protestant schools. We proclaimed claimed them to be Protestant schools. It was unblushingly denied. We put the question to the test, by endeavoring to stop the Protestant Bible from being read in them. There was not enough power in our voice, nor enough fairness in our opponents, to enforce even an appearance of consistency. The schools were pronounced “un-sectarian,” a Protestant service was daily carried out, and we were bidden to hold our tongues, and to be thankful. And, now, that we are not willing, either to hold our peace, or to be grateful to those who deny us our equal rights, a loud outcry is raised, and every manner of evil is predicted, unless we are forcibly restrained. The party of malevolence seeks to create an issue where none exists, and to force us into a strife, in which it can avail itself of superior numbers to strike us a cruel and unjust blow. Now, neither this design nor the clamor with which it is urged, can be defended by any true or just plea. And we venture to predict that there is too much intelligence and love of fair play in the American people, to allow it to succeed in its sinister purpose.
What is our position once more? Here we stand, on the same basis with all other American citizens. Is it not so? Where, then, is any legal disability proved against us? We ask for nothing which we are not willing to concede to all our fellow-citizens—viz., the natural right to have their children brought up according to their parents’ conscientious convictions. We want, and we will have, our children brought up Catholics. It can be done in various ways. The state can pay the salaries of our teachers, and the cost of our buildings, and other expenses, securing proper guarantees that the money will be honestly laid out, and the children receive their due amount of secular instruction. Again, the state may pay a pro rata, and allow teachers to compete for scholars. This is done in Protestant England and Prussia, as well as in Catholic France and Austria, and is, obviously, most in harmony with democratic principles. Other ways may be devised which will secure justice to all parties. There is no practical difficulty, except in the smallest country school districts. These are always settled by the citizens themselves. Or, we can educate our children, without the state. The state may let us alone, and may do away entirely with public education, except for those who are utterly without means—in other words, change the common schools into charitable institutions, and let parents provide. But this, we are persuaded, is full of practical difficulties.
But the plan actually adopted has been to tax all alike for the common good, and yet maintain a system, which perfectly suits Protestants, but to which Catholics cannot honestly or conscientiously agree. Our so-called common schools are not free. Millions of the people rise up and proclaim it. Let those who like them send their children to them. Let those support them who like them by their “private contributions.” Then all honor to President Grant when he says “that not one dollar should be appropriated to the support of any sectarian schools.”
The President further says:
“Resolve that neither State nor Nation, nor both combined, shall support Institutions of Learning other than those sufficient to afford every Child growing up in the Land the opportunity of a good Common-school Education, unmixed with Sectarian, Pagan, or Atheistical Dogmas.”