With regard to colleges and academies for higher education, there are, under Catholic direction, in the United States, at least 540, with an attendance of not less than 48,000 pupils. In dioceses of which both the numbers of institutions and their attendance have been given there are 270 institutions, with an attendance of 24,000. A mathematical computation gives for the attendance in the others the amount which we have allowed as a safe estimate—viz., a total attendance of no less than 48,000 souls. How does this appear to those who have listened hitherto to the revilers of Catholics? Are we right in repelling their charge, or are they right, who have nothing but their angry feelings with which to sustain it?
If Catholics are wanting in zeal for education, the spirit of obstruction is not apparent in their higher institutions. But, as we have said, the mass of our people are poor. What provision have they made for themselves, besides paying for the education of others?
The Catholic parochial schools are principally designed to supply the need of Catholic education for the masses. It would be wrong, however, to consider them as merely primary schools. Many of the parochial schools are really high schools, and have a course of studies equal to the best normal schools. Nevertheless, under the head of parish schools are not included any of those already mentioned as colleges or academies. In the Archdiocese of Cincinnati there are 140 parish schools, in which are educated about 35,000 children free of cost to the State. In the Archdiocese of New York there are 93 parish schools, with not less than 37,600 children. In the Diocese of Cleveland there are 100 parish schools and 16,000 children. In some places the attendance of the Catholic schools is fully equal to that of the public schools. So that in these districts Catholics not only pay for the education of their own children, but half the expenses of the public schools, and—supposing both systems to be conducted with equal economy—enough to pay for the education of all the other children as well as their own, free of cost to Protestants, Jews, and infidels. And yet Catholics are charged with being hostile to education!
In the United States we have statistics of 1,400 parochial schools, the given attendance at which amounts to 320,000 pupils. The entire number of parish schools foots up 1,700, and the total figure of attendance may be set down at 400,000 scholars. Add to this the number of 48,000 who are being educated in colleges and academies, and farther increase the sum by the probable number of children in asylums, reformatories, and industrial schools, and there will appear something very like half a million of scholars who are receiving their education at the expense of Catholics.
Taking into account Catholic numbers, Catholic means, and the time in which Catholics have made these provisions for education, we can safely challenge, not only every denomination singly, but all of them put together, to show any corresponding interest in the matter of education, whether elementary or scientific. This challenge is made, not in the spirit of pride (though certainly without shame), but in the name of truth and of generous rivalry to outstrip all others in the service of humanity and our country. Let it stand as the fittest reply to the disingenuous charge that Catholics are opposed to education.
The candid reader to whom these facts are new will use his own language in characterizing the “flank movement” against Catholics, and will be disposed to credit us with honesty and consistency in our open criticism of the present hastily-adopted system of education. But we are persuaded that he will also be led, if not to make, at least to concur in, farther reflections on the facts which are here adduced. If Catholics are actually providing instruction for so vast a number of the people of the United States, is not this a very considerable saving to the public? We think it is. The average cost of education in New York City is $13 60 per child; in the State of New York, $11; in the United States and Territories, $9 26. The saving represented by such a number in our schools amounts, at the rate of New York City, to $6,800,000; at the rate of the State of New York, to $5,500,000, and at the lowest rate, to $4,630,000 per annum. In addition to this direct saving, we must be credited with the amount of our taxes for the public schools. When Catholics stand before the American people, and state the reasons why they do not consider the present educational system that prevails here to be either wise or just, they are not beggars in any sense. They ask for no favor. They demand an equitable system of disbursing the funds raised for education, so that no class of citizens shall be deprived of that for which they are forced to contribute. They would arrange it so that none could justly complain. As Catholics, we must have religion and morality (which, whatever others may think, are to us inseparable) taught in the schools to which we send our children. No time or place will ever alter our convictions on this point. What we demand for ourselves we gladly concede to others. We are ready to consult with them on a common and just basis of agreement. Nothing is wanting for a harmonious settlement except fairness on the part of our opponents. There is no flaw in our position, no evil design in our heart, nor have we the slightest disposition to drive a close bargain. Let the word be spoken. Let any of the Protestant denominations make a step forward, intimate a desire for settlement on the basis of equal justice to all, and Catholics are with them. But while we thus maintain our demand as strictly just, whether it be received or rejected, we are not debtors but creditors of the state. We not only ask our fellow-citizens, Will you stand by and see us taxed for a system of education of which we cannot conscientiously avail ourselves? but we further ask, Can you, as honest men, disregard what Catholics are doing for education? Do you want them not only to educate their own children, thereby saving you this cost, but to educate yours also?
What kind of a soul has the man or the nation who would deliberately resist such an appeal? The time will come when people will ask—as, indeed, many do ask at present—“Why is not a louder outcry made for the Catholics in the school question?” And the answer is that we feel a certainty, which nothing can shake, that the American people are intelligent enough to understand Catholics after a time; and when they do understand them, they will be fair enough to do them justice.
In the meantime let the Catholic laborer pay not only for the education of his own children at the parish school, and save this expense to his rich neighbor; let him also pay for the same neighbor’s children, not merely in primary schools, but in high schools, where ladies and gentlemen (whom poverty does not drive to labor at the age when the poor man’s children have to be apprenticed) may learn French and German and music, and to declaim on the glorious principles of American liberty and of the Constitution, under which all men are (supposed to be) free and equal. We love to hear their young voices and hearty eloquence. Let these institutions be costly in structure and furnished with every improvement. Let the teachers have high salaries. Let gushing editors issue forth, to manifest to the astonished world the wisdom and deep thought which they have acquired at the expense of their humbler and self-sacrificing neighbor. But let honest and thoughtful men ponder on the meaning of American equality, and judge who are the true friends of education. The wages of the laborers will be spent, if the shallowness and crude imperfection of the present system are learned, and the spirit of equal rights among citizens peacefully preserved; though the credit will belong to those who have kept their calmness of mind and made the greatest sacrifices.
The candid reader to whom we have alluded will readily admit that Catholics are true friends of education, and are doing most for it proportionately to their means; that, instead of suspicion and abuse, they deserve respect, honor, and acknowledgment of their services.
We think, however, that our fellow-citizens will go much farther, and will, in time, endorse our statement when we affirm that Catholics at present, and as a body, are the only true friends of popular education. By this is not meant simply to say that they have not been backward in obtaining, by their intelligence and integrity, the highest positions in the country; that they count as representatives such men as Chief-Justice Taney, Charles O’Conor, a Barry at the head of the navy, a Sheridan and a Rosecrans in the army, and others of the highest national and local reputation; or that, when the Roman purple fell upon the shoulders of the Archbishop of New York, it suffered no loss of dignity in touching a true and patriotic American, well fitted to wear it in any court or academy of Europe. But we do mean that, outside of the Catholic Church and those who sympathize with our views on this subject, there is no body whose representatives are not biassed in their plan for common education by prejudice or hostility toward some other body.