¿ l ö L ; ' Ç ^ U m a i U D E U S I J U X M E A T H E CATHOLIC UNIVERSITY ¡¡I I¡|-Ä--Ig ! ¡ I 1 A M E R I C A OFFICIAL ANNOUNCEMENTS . pä FOR THE • g § 3 | ' | SCHOLASTIC Y E A R 1892 '93 I r M S K Ê k - ' I I I W A S H I N G T O N , D. C;; C H U R C H N E W S P U B L I S H I N G CO. 1892 • S P ^ Ä mm M S Ü B f i ä » » w S K s U m • . i m S m f W ^ s S ^ Ê f S m ë & S ^ Ä l S f e f Ä f ! m S H H H H B œ I l S l I i P l M I B K S W "•'feT' " '" " ' i » Cv.' 'x^Mmwmí^m^m-- wmm yOj L» I V ' D E U S L U X M E A T H E CATHOLIC UNIVERSITY O F A M E R I C A OFFICIAL ANNOUNCEMENTS F O R T H S SCHOLASTIC Y E A R I892-'93 "WASHINGTON, D. C. C H U R C H N E W S P U B L I S H I N G CO. 1892 C H A N C E L L O R . T H E M O S T R E V E R E N D A K C H B I S H O P O F B A L T I M O R E , H I S E M I N E N C E J A M E S C A R D I N A L G I B B O N S . B O A R D OF DIRECTORS. H i s E M I N E N C E J A M E S C A R D I N A L G I B B O N S , Archbishop of Baltimore. T H E M O S T R E V . J O H N J O S E P H W I L L I A M S , Archbishop of Boston. T H E M O S T R E V . P A T R I C K J O H N R Y A N , Archbishop of P h i l a d e l p h i a . T H E M O S T R E V . M I C H A E L A U G U S T I N E C O R R I G A N , Archbishop of New York. T H E M O S T R E V . J O H N I R E L A N D , Archbishop of St. P a u l . T H E R I G H T R E V . J O H N L A N C A S T E R S P A L D I N G , Bishop of Peoria. T H E R I G H T R E V . J O H N J . K E A N E , T i t u l a r y Bishop of Ajasso, Rector of t h e Catholic University of America. T H E R I G H T R E V . M . M A R T I N M A R T Y , Bishop of Sioux Falls. T H E R I G H T R E V . C A M I L L U S P A U L M A E S , Bishop of Covington. T H E R I G H T R E V . J O H N S. F O L E Y , Bishop of Detroit. T H E R I G H T R E V . P L A C I D E L O U I S C H A P E L L E , T i t u l a r y Bishop of Arabissus and Coadjutor of Santa Fe. T H E R I G H T R E V . I G N A T I U S F . H O R S T M A N N , Bishop of Cleveland. T H E R I G H T R E V . J . M . F A R L E Y , Vicar-General of New York. R E V . T H O M A S S. L E E , P a s t o r of St. Matthew's, W a s h - ington, D. C. E U G E N E K E L L Y , ESQ., New Y o r k City. M I C H A E L J E N K I N S , ESQ., Baltimore, M . D . T H O M A S E . W A G G A M A N , ESQ., W a s h i n g t o n , D . C . RECTOR. T H E R I G H T R E V . J O H N J . K E A N E , T i t u l a r y Bishop of Ajasso. YICE-RECTOR. V E R Y R E V . P H I L I P J . G A R R I G A N , D . D . MEMBERS OF THE FACULTY. T H E CHANCELLOR OF THE UNIVERSITY, THE A R C H - BISHOP OF BALTIMORE, H I S E M I N E N C E JAMES CAR- DINAL GIBBONS. T H E RECTOR OF THE UNIVERSITY, THE R I G H T R E V . J O H N J . K E A N E , Titulary Bishop of Ajasso. V E R Y R E V . THOMAS BOUQUILLON, D . D . , D E A N OF THE FACULTY, Professor of Moral Theology. V E R Y R E V . J O S E P H SCIIROEDER, D . D . , P H . D . , P R I - VATE CHAMBERLAIN OF H I S HOLINESS P O P E L E O XIII., Professor of Dogmatic Theology. R E V . J O S E P H POI-ILE, D . D . , P H . D . , V I C E - D E A N OF THE FACULTY, Professor of Apologetics. R E V . H E N R Y HYVERNAT, D . D . , Professor of Oriental Languages and Biblioal Archaeology. R E V . THOMAS O'G-ORMAN, D . D . , Professor of Boole- siastioal History. R E V . CHARLES P . GRANNAN, D. D., P H . D., Profes- sor of Scripture. R E V . THOMAS J . SHAIIAN, D. D., L. C . L., Professor of Ecclesiastical History. R E V . EDWARD A . P A C E , D . D . , P H . D . , SECRETARY OF THE FACULTY, Professor of Psychology. LECTURERS. R I G H T R E V . J. J . K E A N E , D. D., Leoturer in Homl- letlos. "VERY R E V . J . B . HOGAN, S . S . , D. D., Leoturer in Asoetio Theology. CHARLES W A R R E N STODDARD, Leoturer in English Lit- erature. LIBRARIAN. REV. A . ORBAN, S. S., D . D . COLLEGE OF DIVINITY. PRESIDENT. V E R Y R E V . J . B . HOGAN, S. S. D. D., Spiritual Di- rector. ASSISTANT. R E V . A . ORBAN, S. S., D. D., Spiritual Dlreotor. ENDOWMENTS. C H A I R S . By Miss M A R Y G W E N D O L I N E C A L D W E L L , of Newport R . I . : The Shakespeare Caldwell Chair of Dogmatic Theology. The Elizabeth Breckenbridge Caldwell Chair of Philosophy. By t h e M I S S E S A N D R E W S , of Baltimore, Md. : The Andrews Chair of Biblical Archaeology. By t h e M I S S E S D R E X E L , of P h i l a d e l p h i a , P a . : The Francis A. Drexel Chair of Moral Theology. By M R . and M R S . E U G E N E K E L L Y , of New Y o r k : The Eugene Kelly Chair of Ecclesiastical His- tory. The Margaret Hughes Kelly Chair of Holy Scrip- ture. By H O N . M . P . O ' C O N N O R , of San José, Cal.: The O'Connor Chair of Canon Law. By M R . P A T R I C K Q U I N N , of P h i l a d e l p h i a , P a . : The Quinn Chair of Ecclesiastical History. SCHOLARSHIPS. By M E S S R S . B E N Z I G E R , of New York: One Scholarship for t h e Archdiocese of New York. B y COUN,T J O S E P H LOTJBAT, of New Y o r k : One Scholarship for the Archdiocese of New York. By M I C H A E L J E N K I N S , ESQ., of Baltimore: One Scholarship for t h e Archdiocese of Baltimore. By Miss E M I L Y H A R P E R , of Baltimore: One Scholarship a t t h e disposal of t h e University. GENERAL ANNOUNCEMENTS. The Catholic University of America will reopen on Tuesday, the 27th of September. The Spiritual Retreat of the students will begin at 8:30 P . M. on t h a t day. I t is of very great importance t h a t all the stu- dents should be present at the opening of t h e Spiritual Retreat. Should delay be unavoidable in any case, a statement of the Bishop to t h a t effect must be sent to the Rector before the day of opening. The courses of study will be inaugurated on Monday, October 3d. Students before entering the University are sup- posed to have completed the seminary course of Divinity. By exception, students are for the present admitted who have made three years of their course of Divinity with more than ordinary credit. Every student is expected to present a testimonial letter from his Bishop, or, if a member of a religious community, from his superior, and a certificate of his previous seminary studies. As a rule, the students shall reside in the Divinity College. Bishops or superiors may, if they see fit, make different arrangements for any individual students. Priests will be admitted as resident students with- out any previous test of proficiency, but with t h e authorization of their Ordinary. 10 The clergy living within reach of t h e University, and all priests s t a y i n g temporarily in the neighbor hood with their O r d i n a r y ' s consent, will be made cor- dially welcome to t h e courses, upon application to t h e Rector or Vice-Rector of t h e University. The a n n u a l fee for resident students is $250, pay- able semi-annually. Each student will state, upon entering, who is responsible for payment. No charge is made to priests engaged in p a r i s h work. Other non- resident students are required to p a y twenty-five dol- l a r s for each semester. Students must supply t h e i r own clothing, soutane, surplice, and biretta. The University will provide table requisites, bed and bed-covering, and will see to t h e washing of t h e same. All other l a u n d r y expenses m u s t be attended to by t h e students. The University will, as f a r as practicable, supply all needed text-books. I t is, however, evidently to t h e advantage of students to own their books, and all pos- sible facilities will be given for purchasing them at t h e lowest rates. They are expected to supply their own stationery. Students m a y bring with them any books t h e y possess which m a y be of use in t h e i r courses. F u r t h e r information m a y be obtained by a p p l y i n g to t h e Rector or Vice-Rector of t h e University. 15 SCHOLASTIC ANNOUNCEMENTS. I. STUDIES. The theological branches at present t a u g h t in t h e University are divided into four sections : Biblical Sciences. Dogmatic and Philosophical Sciences. Moral Sciences. History and Patrology. Under these headings are also included certain departments of Science, which, though t h e y properly belong to t h e F a c u l t y of Philosophy, are of advantage to t h e student of Theology. Every s t u d e n t is obliged to follow regularly a t least two courses, and to pass an examination upon them a t the end of t h e year. Attendance at other lec- tures is optional. Those who aim at t a k i n g degrees m u s t make a spec- i a l t y of one section, or u n i t e t h e leading branches in t h e different sections — Exegetics, Dogmatic Theology, Moral Theology and History ; or propose some equiv- alent arrangement to t h e F a c u l t y . The selection once made, must be adhered to, unless t h e F a c u l t y approve changes. Besides t h e regular courses by t h e Professors of t h e F a c u l t y , other supplementary courses will be given on Ascetic Theology, Homiletics, and English Liter- ature. Every student must within t h e first two weeks of t h e Scholastic year matriculate with t h e Secretary of t h e Faculty, indicating which department of studies he will follow. II. G E N E R A L EXAMINATION". A t t h e end of t h e scholastic year all t h e students 12 are required to give proof, by a written examina- tion, of the work done d u r i n g t h e year. The degree of excellence a t t a i n e d by each s t u d e n t will be communicated to his Bishop. I I I . CONDITIONS F O R D E G R E E S . A. E X A M I N A T I O N S . 1. Baccalaureate«—This is open to t h e students who have finished t h e Seminary Course of Philosoj)hy and Theology. The subject-matter i n c l u d e s : Intro- duction to Holy Scripture, interpretation of a book from each of t h e Testaments, Hebrew, Dogmatic and Moral Theology entire, Canon Law and Church History in p a r t . Details regarding t h i s examination are arranged each year and published. The examination is both written and oral. For t h e former four hours are allowed ; for t h e latter, one. 2. Licentiate.—In order to obtain this degree, can- didates m u s t spend two years at t h e University a f t e r t a k i n g t h e Baccalaureate. The examination bears chiefly on matters treated in class during these two years. The written examination comprises papers from t h e examination passed a t t h e end of t h e first year, and a dissertation which may be presented before t h e Easter Recess of t h e second year. For t h e oral examination fifty theses must be defended, first priv- ately, then publicly. 3. Doctorate.— For this degree, two years m u s t elapse a f t e r a successful examination for t h e Licen- tiate. Candidates must h a n d in a dissertation of scientific worth, to be approved by t h e F a c u l t y and printed. Seventy-five theses must be prepared, and, along with t h e dissertation, sustained publicly for three hours on each of two consecutive days. F o r f u r t h e r particulars see Excerpta e Constitution- ibus propriis Sacrarvm Scientiarum Scholce in magno 13 Americanorum Lyceo, cum Instructionibus pro iis qui Jionorum gradus apud Tianc Scholam prosequuntur.— W a s h i n g t o n i i , 1892. B. F E E S . • The fees for g r a d u a t i o n are as follows : F o r t h e Baccalaureate, . . $10.00. For t h e Licentiate, . . . 20.00. For t h e Doctorate, . . . 50.00. I Y . ACADEMIES. In order to profit by his course t h e student m u s t supplement t h e lectures by personal effort. Mere at- tendance in t h e class-room is no guarantee t h a t t h e power of independent t h o u g h t and of just criticism h a s been acquired ; nor is t h e instruction t h u s received, unless it be practically applied, a fitting complement to previous study. I t is, moreover, b u t reasonable to expect t h a t those who have finished their seminary course, will avail themselves of every o p p o r t u n i t y for work. W h i l e t h e p a r t i c u l a r line of work must be l e f t to t h e s t u d e n t ' s choice, a n d ' success depend chiefly upon his exertions, he will find both guidance and co-oper- ation in t h e Academies which have been organized, wherever practicable, in connection with t h e Lectures. Acquaintance with scientific methods and sources, imparted to some extent by t h e Professor's exposition in class, becomes more thorough when i t is applied by t h e student to detailed research. I n t h i s definite form his studies lead to practical results. B r e a d t h of view, accuracy of thought, and correctness of expres- sion are t h e n a t u r a l outcome of these academic exer- cises, in which various aspects of a problem are pre- sented, and t h e work of each member is freely dis- cussed. This system, so f r u i t f u l in every other field, will, it is hoped, produce like results in Theology, 14 b y t r a i n i n g t h e ecclesiastic to seek t h e t r u t h and uphold i t in a manner worthy of science and worthy of t h e Church. Y . L I B R A R Y A N D MUSEUMS. The L i b r a r y of t h e F a c u l t y of Theology contains about 12,000 volumes, among which are m a n y f u n d a - mental works on Theology, and receives yearly addi- tions, especially from t h e modern literature of eccesias- tical science. About a h u n d r e d reviews, American and European, enable t h e student to follow t h e latest developments of Theology and k i n d r e d branches. The L i b r a r y is open daily to t h e students. They will find every convenience for work amid t h e books, in t h e L i b r a r y itself, or if necessary t h e y may, u n d e r t h e by-laws of t h e Library, t a k e t h e books to t h e i r rooms. A Museum of Biblical Archaeology h a s already been established as a help to students of biblical science and of Oriental Philology.—An excellent commencement h a s also been made of a Psychological Museum for t h e s t u d y of Anthropology and Experimental Psychology.— I n t h e hope of awakening an active interest in t h e His- tory and Theology of t h e Primitive Church t h e estab- lishment of a Museum of Christian Archaeology h a s been decided upon, and measures have been t a k e n to open it a t an early date. PROGRAM OF STUDIES. I. B I B L I C A L SCIENCES. A . O R I E N T A L L A N G U A G E S A N D B I B L I C A L A R C H A E O L O G Y . 1. Oriental Languages.—Courses of Hebrew, Syriac, Arabic, and Assyro-Babylonic, arranged to suit needs of students. Tuesday and S a t u r d a y at 11:30, F r i d a y a t 4:30. 2. Archaeology.—The Jewish Antiquities. Monday at 8:30. P R O F E S S O R H Y V E R N A T . B . H O L Y S C R I P T U R E . 1. Biblical Introduction.—(a) On Inspiration. Monday and Wednesday, at 9:30 t h e whole year.— (b) On the Origin of the Pentateuch. Tuesday a n d ' Saturday, at 9:30 till Lent. 2. Exegesis.—Exegetical Interpretation of the Penta- teuch. Tuesday and Saturday, at 9:30, from Lent till t h e end of t h e year. Scriptural Academy. Exegetic exercises on selected portions on t h e Old Testament will f u r n i s h mat- ter for papers and discussions. P R O F E S S O R G R A N N A N . II. DOGMATIC A N D P H I L O S O P H I C A L SCI- ENCES. A . P H I L O S O P H Y . History of Modern Philosophy from Descartes to the present. Monday at 4:30, Saturday at 9:30. P R O F E S S O R P A C E . 16 B . A P O L O G E T I C S . Truths of Anthropology in their bearing upon Christian Doctrine and Chapters from Chris- tian Apologetics. Tuesday, Wednesday, F r i d a y , at 11:30; S a t u r d a y at 4:30. P R O F E S S O R P O H L E . C . D O G M A T I C T H E O L O G Y . Treatise on the Incarnate Word. Tuesday, W e d - nesday, F r i d a y , Saturday, a t 8:30. P R O F E S S O R S C H R O E D E R . I I I . MORAL SCIENCES. A . P S Y C H O L O G Y . Experimental Psychology. Monday, Tuesday, W e d - nesday a t 8:30. Psychological Academy.—Regular laboratory work, d a i l y ; meetings for introductory course and dis- cussions, once a week. P R O F E S S O R P A C E . B . M O R A L T H E O L O G Y . Charity, Justice and Temperance in their Theo- logical and Social Aspects. Monday, Tuesday, F r i d a y , Saturday, at 10:30. Academy of Moral Theology. Original essays and reviews of recent publications by t h e members of t h e Academy will be read and discussed. P R O F E S S O R B O U Q U I L L O N . C . C A N O N L A W . 1. On Ecclesiastical Law. W e d n e s d a y at 4:30. P R O F E S S O R B O U Q U I L L O N . 2. History of Canon Law as far as the Decretum of Oratian. Tuesday a t 4:30. P R O F E S S O R S H A H A N . 17 I V . H I S T O R Y A N D P A T R O L O G Y . A . E A R L Y C H U R C H H I S T O R Y . «'< 1. History of Christianity from the Peace of the CMirch to the Fall of the Roman Empire (312- 4 7 6 ) . Monday, Tuesday, F r i d a y , a t 1 1 : 3 0 . 2. Patrology of the Fourth, Fifth and Sixth Cen- turies. Wednesday at 1 1 : 3 0 . Historical Academy. The members will be made f a m i l i a r by practical exercises with t h e prin- ciples of historical research and with t h e sub- sidiary sciences of Church History. P R O F E S S O R S H A H A N . B . M O D E R N C H U R C H H I S T O R Y . Church History of the 17th and 18th Centuries. Tuesday and F r i d a y a t 9:30, W e d n e s d a y a t 1 0 : 3 0 , S a t u r d a y a t 1 1 : 3 0 . P R O F E S S O R O ' G O R M A N . Y. S U P P L E M E N T A R Y COURSES. A . S P E C U L A T I V E T H E O L O G Y . On the Doctrine of St. Thomas Aquinas. D a y s and hours to be determined later on. M O S T R E V . F R A N C I S S A T O L L I , A R C H B I S H O P O F L E P A N T O , P A P A L L E G A T E . B . A S C E T I C T H E O L O G Y . On the Christian Ideal as shown in the Lives of the Saints. Monday, Tuesday, W e d n e s d a y a t 6:30. Y E R Y R E V . D R . H O G A N , S . S . C . H O M I L E T T C S . On Sacred Eloquence, its nature and its rules. Mon- d a y a t 5 : 3 0 . R T . R E V . J . J . K E A N E . 18 D . E N G L I S H L I T E R A T U R E . On the American Literature of the XlXth Century, with Studies in Recent English Literature. Tuesday and F r i d a y at 5:30. C H A R L E S , W A R R E N S T O D D A R D . In addition to t h e regular courses there is given every Thursday at 4:80 a public lecture on some topic of general interest. CALENDAR. The scholastic year begins September 27, 1892, and ends J u n e 15, 1893. 1892. -Sept. 27-Oct,. 1. Spiritual Retreat. Oct. 3. Mass of t h e Holy Ghost and Profession of F a i t h . " 21. Discovery D a y . * Nov. 3. Mass for Deceased Benefactors. " 24. Thanksgiving.* Dec. 8. P a t r o n a l Feast of t h e University. * " 23. Christmas Recess to J a n u a r y 3, 1893. 1893. J a n . 5. Mass for Living Benefactors. " 25. Conversion of St. P a u l . P a t r o n a l Feast of t h e F a c u l t y of Theology.* F e b . 22. W a s h i n g t o n ' s B i r t h d a y . * Mch. 7. St. Thomas Aquinas. P a t r o n a l Feast of Catholic Schools.* " 24. Easter Recess to April 11. May 30. Memorial D a y . * The examination for baccalaureate will t a k e place in t h e last week of October. The yearly general exam- ination and t h e examination for licentiate will t a k e place towards t h e end of t h e scholastic year. • H o l i d a y . 20 THE FACULTY OF PHILOSOPHY. FACULTY OF PHILOSOPHY, A beginning of t h i s F a c u l t y , which includes also t h e Letters and Sciences, was started two years ago by t h e erection and equipment of an astronomical obser- vatory, where observations are t a k e n by t h e Director of t h e observatory, Rev. G. M. Searle, C. S. P . A large b u i l d i n g for t h e accommodation of t h e whole F a c u l t y is now in process of erection; for which we we are indebted to t h e generosity of t h e Rev. J a m e s McMahon. The Schools of Philosophy, Letters and Sciences will be opened in t h e a u t u m n of 1894. The scope of t h e new F a c u l t y is so clearly set f o r t h in t h e discourses delivered by His Eminence Cardinal Gibbons and b y Charles J . Bonaparte, Esq., on t h e occasion of' t h e laying of the cornerstone of t h e H a l l of Philosophy t h a t they are here given in full, and will suffice for present announcement. A D D R E S S OF H I S E M I N E N C E C A R D I N A L GIBBONS. The F a t h e r s of t h e Third P l e n a r y Council of Balti- more, in decreeing t h e establishment of t h i s Semi- narium Principale ad instar Universitatis, expressed t h e hope t h a t from i t ' ' f a v e n t e Dei gratia, perfecta suo tempore effloresceret studiorum TJniversitas.'n W e have reason to express our joy and devout t h a n k f u l - ness to-day t h a t already we see t h i s hope beginning to receive its accomplishment. 24 The F a c u l t y of D i v i n i t y , now organized, h a s for its object t h e profound s t u d y of all t h a t concerns God, in His intrinsic nature, in H i s external operations, and in all t h e wonders He h a s wrought for t h e welfare of His creatures, as manifested to us by Divine Revelation and commented on by sages and saints in all ages. The F a c u l t y of Philosophy, Letters, and Sciences, for whose occupancy t h i s new structure is being erected, and whose courses of s t u d y we are to open in 1894, has for its object man, in his own nature, and in his multiform relations w i t h all below him, around him, and above him, as seen in t h e light of n a t u r a l reason. Let us glance a t its various schools. The School of Philosophy embraces t h e thorough s t u d y of m a n ' s spiritual, rational a n d ethical nature, with the aid imparted by t h e wisdom of t h e philoso- phers and schoolmen of all ages, especially St. Thomas Aquinas. The School of Sciences comprises t h e s t u d y of m a n ' s relations to all organic and inorganic n a t u r e . I t in- cludes in its scope investigations (1) in physics, chem- istry, and geology; (2) in biology, physiology, and anthropology, these being crowned by a complete course of experimental or physiological psychology, in which t h e relations between mind and matter in all mental operations are carefully analyzed. These scientific courses are to be organized and con- ducted in such a manner t h a t they who wish to s t u d y t h e sciences not merely in their relation to philosophy, b u t for purposes of professional utility, or of profound experimental research, will find every facility for doing so. I n t h e School of Sociology will be thoroughly treated t h e organization of h u m a n society under its three great heads of social development, political institutions, and economic a d j u s t m e n t s . W i t h t h i s will be intimately connected the School of 25 Jurisprudence, which will have for its field the history and t h e philosophy of the development of law in t h e civilized world. From this School of J u r i s p r u d e n c e will n a t u r a l l y grow in time our F a c u l t y of Law. The above-mentioned Schools, in which m a n ' s n a t u r e and relationships are studied in all their phases, will n a t u r a l l y call for a School of Letters, comprising depart- ments of Philology, Literature, and History, in which t h e busy workings of human t h o u g h t and h u m a n life in all ages and nations will f u r n i s h a b u n d a n t m at t er for most interesting study. These two great departments of study, t h e F a c u l t y of Divinity and t h e F a c u l t y of Philosophy, Letters, and Sci- ences—the former proceeding chiefly by t h e light of Di- vine Revelation, t h e latter chiefly by t h e light of n a t u r a l reason and observation—are not to be independent and separate one from t h e other, as if alien or hostile to each other, b u t are congruous and harmonious elements of one and t h e same University organism, having con- s t a n t and i n t i m a t e relations w i t h each other, each free and untrammeled in its own domain, yet both agreeing and blending as sister emanations from t h e same infinite fountain of all light and beauty. I t cannot be denied t h a t there dwells in some m i n d s a l u r k i n g suspicion, if not a positive conviction, t h a t an antagonism exists between certain dogmas of revelation and t h e results of scientific investigation. Mr. Huxley, Dr. Draper and other leaders of a modern school have done their utmost to confirm these impres- sions and to widen t h e breach between t h e teachers of religion and of physical science. They insist t h a t t h e s t u d y of n a t u r e leads us away from Grod and ultimately results in t h e denial of His existence. They m a i n t a i n t h a t there is an irrepressible conflict between th ose two great branches of knowledge, and t h a t in t h e long r u n theology must surrender to her younger and more pro- gressive rival. 26 They affect to believe t h a t t h e champions of Christ- i a n i t y , conscious of t h i s unequal conflict, view w i t h alarm t h e rapid strides of t h e n a t u r a l sciences, and dis- courage t h e study of them. W e are told b y t h i s mod- ern school t h a t t h e more we are attached to t h e teach- ings of Christian f a i t h t h e more will our judgment be warped, our intellect stunted, a n d t h e more we will be retarded in t h e investigation of scientific t r u t h . They contend t h a t , to enjoy f u l l freedom in searching t h e secrets of t h e physical world, we must emancipate our- selves from t h e intellectual r e s t r a i n t s imposed upon us b y t h e Christian religion. W e m u s t be permitted to call these childish declarations, though uttered by bearded men. The t r u t h is, t h a t how much soever scientists and theologians m a y quarrel among them- selves there will always be a perfect harmony between science and religion. H u m a n science a n d divine reli- gion, like M a r t h a and Mary, are sisters, because t h e y are d a u g h t e r s of t h e same F a t h e r . .They are both min- istering to t h e same Lord, t h o u g h in a different way. Science, like Martha, is busy about material things; re- ligion, like Mary, is kneeling at t h e feet of her Lord. The Christian religion teaches n o t h i n g b u t w h a t h a s been revealed by A l m i g h t y God or w h a t is necessarily derived from revelation. God is t r u t h . All t r u t h comes from Him. He is t h e a u t h o r of all scientific t r u t h , as He is t h e A u t h o r of all revealed t r u t h . " T h e God who dictated t h e Bible," as Archbishop R y a n has well said, " i s t h e A u t h o r who wrote t h e illuminated manuscript of t h e s k i e s . " You might as well expect t h a t one r a y of t h e sun would dim t h e light of another r a y as t h a t a n y t r u t h of revelation should extinguish a n y t r u t h of science. T r u t h differs from t r u t h only as star differeth from star—each gives out t h e same p u r e l i g h t t h a t reaches our vision across t h e expanse of t h e firmament. Legitimate inquiries into the laws of n a t u r e are there- fore no more impeded b y t h e dogmas of f a i t h t h a n our bodily movements are obstructed by t h e laws of physics. 27 W e m a y rest assured, then, t h a t t h e Church of God has n o t h i n g to fear from t h e progress of physical sci- ence and from new discoveries of t h e laws of nature. So f a r from hiding her head like t h e ostrich in t h e sand at t h e approach of modern inventions, she will hail them as messengers of heaven, and will use them as provi- dential agencies for t h e propagation of t h e Kingdom of Christ. Yes, we bless you, O men of genius ; we bless your inventions and discoveries, and we will impress them into t h e service of religion and say: f j L i g h t n i n g s and clouds, bless t h e Lord; all ye works of t h e Lord, bless t h e Lord; praise and exalt Him above all for- e v e r . " The Bishops of t h e United States are proud to estab- lish such an institution here in our N a t i o n a l Capital, under t h e eyes of our whole country, and in most cor- dial relations with all her national institutions of learn- ing and of social improvement. Every Bishop is, in solidarity with all, a proprietor and a director of t h e University; each will be sure to be its patron and its friend. The F a c u l t y of Philosophy is intended p r i m a r i l y for t h e l a i t y of America, as t h e F a c u l t y of Divinity is for t h e clergy. To reap its advantages every y o u n g man is invited whose h e a r t feels the noble craving for t h e broadest and deepest scholarship, imparted u n d e r t h e benign influences of Christian f a i t h and Christian mo- rality. For our c o u n t r y ' s good m a y t h e y be many, and may their influence help to g u i d e her f u t u r e in t h e glorious p a t h s of Christian civilization. 28 A D D R E S S OF C H A R L E S J . B O N A P A R T E , ESQ. I n t h e sermon of dedication preached w i t h i n these walls an eminent prelate asked: " W h a t are t h e end and scope of a university ? " However appropriate t h i s i n q u i r y m a y have been to t h e occasion of his discourse, its discussion appears to m y mind even more fitting now, for he saluted t h e opening of an i n s t i t u t i o n des- tined, perhaps, to grow into a university. W e are met to celebrate t h e first of those steps which under God's Providence will surely make i t one. The question of t h e Bishop of Cleveland will, as he said, " b e answered according as we understand t h e end and mission of t h e e d u c a t o r . " T h a t twenty or twenty-five years ago these were widely and gravely misunderstood by t h e American people, we need no better proof t h a n was afforded by t h e " t e n " universities which then supplemented t h e sixteen colleges of a single W e s t e r n State, or t h e seven universities which a yet younger sister h a d founded in barely as many years of statehood, t h e curriculum of one among t h e seven being compendiously described as including " a n y t h i n g one needs to know, from t h e alphabet to ontology." P o p u l a r opinions on t h i s subject were then substantially two, either it was altogether a question of name, or it was altogether a question of bricks and mortar. To m a n y persons whether an educational establishment should be called an " a c a d e m y , " or a " s e m i n a r y , " or an " i n s t i t u t e , " or a " c o l l e g e , " or a " u n i v e r s i t y , " depended, like t h e o r t h o g r a p h y of Sam Well er's family name, " u p o n t h e t a s t e and fancy of t h e speller." The sarcastic advice of Socrates to t h e Athenians was in this respect followed in my native city; we did not, indeed, vote t h a t our asses should become horses, b u t a very respectful and useful institution of learning was transformed from t h e " M a l e High S c h o o l " to t h e " C i t y College" by a resolution of t h e city 29 council and nothing more. A somewhat belated echo of t h e second view was f u r n i s h e d b y a writer in one of our papers some years ago, who asked with indigna+i™ d u r i n g a controversy as to t h e location of t h e J .o H o p k i n s University, " w h e t h e r J o h n s H o p k i n s meant to found a university, " o r only a little d a y school, his adequate and luminous conception of a university being evidently t h a t i t was a big boarding school. These crude ideas have been in a measure outgrown. As a boy lays aside his hobby horse when his f a t h e r buys him a pony, we are no longer satisfied with make- believe universities and p l a y t h i n g colleges since we have real universities and know better t h e real colleges we h a d a l r e a d y ; b u t to look upon one or t h e other name either g.s essentially an advertisement or as primarily denot- ing a buiding, was a f a i r y logical corollary to t h e view, even yet widespread and once well an article of pop- ular f a i t h , t h a t " e d u c a t i o n " meant t h e injection of " b o o k l e a r n i n ' , " in greater or less doses according to circumstances, and schools of every grade constituted intellectual hypodermic syringes of varying calibres to perform t h e operation. According to t h i s theory a young man is loaded w i t h information for his life as a camel with water for its desert journey ; t h e " e n d and mission of t h e e d u c a t o r ' ' is, to store away as much as possible of t h e useful fluid in t h e least possible time, and a liberal education is, first of all, a convenient substitute for a pocket encyclopaedia. Before my present audience to expose t h e gross fal- lacy which underlies t h i s conception of t h e teacher's purpose and calling would be an inexcusable trespass on your p a t i e n c e ; I might as reasonably pause to prove t h a t one is not a swordsman because he knows t h e terminology of fencing, or a gymnast when he has read t h r o u g h a handbook on athletics ; b u t I venture to define for myself t h e t r u e p r i m a r y " e n d " of t h i s all- i m p o r t a n t " m i s s i o n " as m a k i n g a man acquainted 30 with himself. To my mind gnotM seauton expresses t h e aim of education as t r u l y to d a y as when those words were first inscribed on t h e temple a t D e l p h i ; h e who has learnt his place in t h e world, how to keep in it and how to fill it, is really a trained man. " T o see ourselves as others see us " is no doubt a useful g i f t ; w i t h it we m a y correct our errors and profit by t h e i r criticism ; but, a f t e r all, i t is a matter of very subordinate importance; t h e key to all r i g h t t h i n k i n g and r i g h t living is to see ourselves as we are. W h e n a man can gaze calmly and firmly into t h e mirror of consciousness and t a k e t h e measure of t h e image thence reflected, as t h i s fits into t h e great scheme of t h e universe, at least he is armed against thje pride of life and t h e lust of t h e eyes; he m a y be weak, b u t he is not frivolous; whatever his temptations, he is no slave to p h a n t o m s ; he knows the t r u t h , and t h e t r u t h h a s made him free. W e can s t u d y ourselves, as we can s t u d y a n y t h i n g f r u i t f u l l y , only by t r i a l . I n this, as in every other branch of science, experiment is t h e only s u b s t i t u t e for experience; indeed, even it is not a perfectly adequate substitute. W e r e we as gifted vitally as the feline race is said to be, we might wisely sacrifice t h e first eight of our lives to learn how to live t h e n i n t h . St. P e t e r ' s education made unparalleled progress when he heard t h e cock crow. He then knew more about P e t e r t h e Fisherman t h a n a lifetime h a d t a u g h t him before. Unfortunately, t h e raw material of our own investigation is too precious to r u n any r i s k of waste. A chemist, no matter how interested in t h e properties of crystallized carbon, would t h i n k twice before he dropped t h e Koh-i-noor into1 his crucible. I t is related of a mediaeval Pontiff t h a t , being asked to sanction some little idiosyncracies in morals on t h e p a r t of a prince then reigning, he told t h e l a t t e r ' s ambassador: 31 ' * H a d I two souls I would lose one to give your master p l e a s u r e ; unluckily, I have b u t one, and t h a t I m u s t save." Moreover, there is one grave drawback to t h e lessons of experience—we are l e f t to find out for our- selves t h e i r practical moral, and as to t h i s we m a y be terribly mistaken. W h e n J u d a s Iscariot threw down t h e t h i r t y pieceSj he h a d come to know himself and to reasonably h a t e w h a t he k n e w ; b u t to believe t h a t he could get r i d of his own society by hanging himself was an error for all eternity f a t a l . By ages of t h o u g h t and effort, by t h e persistent gropings of countless generations, m a n k i n d h a s slowly perfected certain processes by which, in t h e period of intellectual and physical development, t h e mind and body while yet plastic may be surely and safely moulded for t h e particular niche to which each is des- tined ; to t h e sum of these processes we give t h e name Education. Understanding t h u s " t h e end and mission of t h e educator," w h a t share in his work do we assign to a university ? I n his well-known inaugural address, t h e late J o h n Stuart Mill said, in substance, t h a t a uni- versity o u g h t especially to teach t h e m u t u a l relations and interdependence of various branches of s t u d y which h a d been previously pursued separately. De- veloping what I believe to have been Mr. Mill's t h o u g h t , I say t h a t a university exists to m a k e a young man see clearly, first, how little he knows and can reasonably hope to know compared with t h e aggregate of h u m a n knowledge; and, secondly, how infinitesimal is t h a t aggregate itself compared with t h e sum of t h i n g s con- ceivably knowable. In some measure, no doubt, both functions must be exercised by all forms of teaching which deserve t h e n a m e ; indeed, any k i n d of s t u d y is salutary or t h e reverse almost in proportion as it suc- ceeds or fails to keep ever present to t h e s t u d e n t ' s 32 mind t h e immensity of his ignorance. The a p p a r e n t p a r a d o x of holding t h a t "A little learning is a dangerous thing," and yet t h a t " a little l e a r n i n g " on each of a great many subjects is precisely w h a t constitutes a liberal education, is recognized as a p p a r e n t only when one grasps t h e vital difference between partial and super- ficial knowledge. The distinction is one of character, not of e x t e n t ; it depends not on what you are t a u g h t , b u t on how you are t a u g h t this. If everything you learn causes you to see only t h e more clearly how much more there is to learn, then your knowledge, however limited, is sound and wholesome ; if you have come to t h i n k you know on any subject everything t h a t is worth knowing, whatever you know in fact your knowl- edge is b u t a smattering, and you are better without it. The h u m i l i t y and simplicity t h a t m a r k t h e t r u e scholar do not contrast more strongly with t h e arrogance and affectation of t h e charlatan t h a n do t h e systems which have made each w h a t he is. B u t t h e extreme speciali- zation of s t u d y which every day more and more strongly characterizes modern professional education, and which is itself a n a t u r a l consequence of t h e limitation of h u m a n powers and t h e spread of h u m a n knowledge, has dangers of its own, and for these a u n i v e r s i t y course is t h e n a t u r a l corrective. W h e n t h e field of labor is so narrow, t h e mind t h a t toils in i t too often grows narrow also; it loses t h e sense of proportion be- tween its work and t h e outside world, and comes to t h i n k the structural affinities of a mollusk or t h e pe- culiar uses of a Sanscrit particle matters of weighter import t h a n t h e fall of empires or t h e b i r t h of nations. And as its sphere of activity is so very small, for itself its own size and achievements become magnified. The conceit of p e d a n t r y is indeed more respectable t h a n t h e conceit of sciolism. I t is better for a man to be 33 proud of something (however mean or trivial) which he has, t h a n of something which he h a s n ' t and secretly knows he h a s n ' t ; b u t while he is proud of a n y t h i n g his education is unfinished. Some ten years ago a professor in my own alma mater said to me discontentedly, " W e have still a mere teaching u n i v e r s i t y ; when will i t grow into a university for " o r i g i n a l r e s e a r c h ? " H a d I spoken with perfect candor I should have replied : " Never, I hope, if in so doing it becomes a ' teaching u n i v e r s i t y ' a n y t h e less." I have no purpose to disparage w h a t he termed 'original research ;' to discover a new beetle, a new element or a new star, to decipher an inscription previously unread or find a line on t h e spectroscope previously unnoticed, any one of these doubtless is a creditable achievement; b u t to perman- ently influence for good even a single h u m a n life is a work vastly nobler and more useful. I do not question t h a t he who makes two blades of grass grow where one has grown before benefits man- k i n d . I t is well to invent a strong m a n u r e or a ser- viceable plough or harrow, b u t his exploit m u s t not be overpraised. Bounteous harvests will be of little use to u n w o r t h y men. I t were b e t t e r t h a t t h e farmer should work even as his f a t h e r worked before him, and not unlearn in a " u n i v e r s i t y ' ' course e x t e n d i n g from t h e alphabet to o n t o l o g y " t h a t " H o n e s t y is t h e best p o l i c y " and t h a t " H e a v e n helps him who helps him- self." The real and great merit of "original research," in my eyes, is its value as an educational process. The student learns how much or how little he already knows, and how well or how ill he knows t h i s when he tries to learn more. The teacher fits himself to deal w i t h his students by becoming from time to time a s t u d e n t h i m s e l f : and no teacher is a good teacher who is willing to be no more t h a n a teacher. If his profession means more to him t h a n mere bread-winning 34 (and unless it does he were anywhere else better placed than in an university chair) he cannot help trying to widen the bounds of knowledge. He will never be con- tented to know only the little t h a t man will ever know as to his chosen field of t h o u g h t ; he must struggle to grasp the truth, if he is worthy to teach the truth. He cannot (even if he would) settle down into an automaton. As the f a i t h f u l servant used his five talents to earn other five, with no thought of profit to himself, so the in- structor becomes an inquirer, not that he may gain noteriety or money, not t h a t he may advertise himself or aught t h a t belongs to him, but because he cannot otherwise be (or at least remain) an instructor deserving the name. The true gain is not the knowledge acquired, but the character formed in its acquisition. Civiliza- tion does more than disclose facts to a savage ; it makes him a different m a n : " F r o m age to age m a n ' s still aspiring spirit Finds wider scope and sees with clearer eyes, And we in ampler measure now inherit W h a t made our great forerunners free and wise." This is not merely a university, i t is also a Catholic university. W h a t does this statement mean? W h a t does it mean especially as applied to the department for whose use the hall of philosophy is destined? Every- one knows what is meant by a school of Catholic the- ology. A school of Catholic law or Catholic medicine, if it means anything, means only a school of law or a school of medicine attended or conducted by Catholics. I t is an interesting and a somewhat delicate question whether there can be a school of Catholic philosophy and science, and if there can be, whether it can find place in a scheme of education adapted to the times in which we live. I can readily understand t h a t to this question answers should be given varying with the stan dpoint of the speaker. For myself, I say t h a t much, 35 if not everything, depends on t h e place of t h e adject- ive. From a school of Catholic science I should expect little good and apprehend no little measure of evil. A Catholic school of science seems to me, in one sense, an experiment, b u t an experiment of great promise. If t h e facts to be imparted are culled over, if t h e theories to be"expounded are colored, if a n y t h i n g is suppressed or a n y t h i n g is distorted in presenting t h e result of cur- rent scientific t h o u g h t and investigation, you have a school, not of philosophy, b u t of sophistry. The very basis o f y o u r teaching is a deception, and from t h i s foul source no p u r e stream of belief or conduct can flow. B u t if in this sphere of t h o u g h t room is given to t r y all things, in calm confidence t h a t t h e unperverted mind will hold f a s t to t h a t which is b e s t ; if all t h a t men of learning guess about t h e great problems of our destiny is laid before^every young man who enters within your halls, laid before him f u l l y and fairly, b u t as one Cath- olic Christian should i n s t r u c t another; if you are Cath- olic, not in what you teach, b u t in t h e spirit and end of your teaching, then indeed you m a y free h u m a n i t y from a spectre before which i t yet trembles, and b u t yesterday seemed ready to despair. The modern world is still h a l F a f r a i d t h a t i t must give u p to God and im- mortality, Jesus Christ and His Gospel, all safety and happiness and hope here and hereafter, because—be- cause a tadpole's thigh-bone twists t h i s way r a t h e r t h a n t h a n t h a t , or because an old Assyrian t y r a n t h a s left on some crumbling stone a half legible record of his boastful mendacity. Men r u b t h e i r eyes and wonder whether t h e y are not obliged to hold their forefathers dupes and. t h e i r very consciousness a lie, a t t h e bidding of a few " w i s e fools," grown g r a y in their studies, dis- secting^fleas or poring over mummy cloths, who write books to disprove eternal t r u t h s in which, as sons or husbands or f a t h e r s or citizens, in their business, t h e i r pleasures, their very vices, in t h e i r whole life as men, 36 and not as mere recluses, they every d a y act t h e i r own belief. To dissipate t h i s cowardly delusion will be a fitting t a s k for t h e Catholic University of America. Itself a living proof t h a t piety is nourished by political freedom, let i t show, so t h a t no man may misread t h e lesson, t h a t t h e Church of Grod need not and does not fear t h e t r u t h . [THE END.] I CONTENTS. Administrators of t h e University, F a c u l t y of Divinity and College of Divinity, Endowments, . . . . General Announcements, Scholastic Announcements : I. Studies, . . II. General Examination, I I I . Conditions for Degrees, IY. Academies, V. Library and Museums, . P r o g r a m of Studies, Calendar, . . . . . F a c u l t y of Philosophy, Address of His Eminence Cardinal Gibbons Address of Charles J . Bonaparte, Esq., P A G E 3 7 8 11 11 12 1 3 1 4 1 5 1 9 2 3 2 3 28 36 and not as mere recluses, t h e y every d a y act t h e i r own belief. To dissipate t h i s cowardly delusion will be a fitting t a s k for t h e Catholic University of America. Itself a living proof t h a t piety is nourished by political freedom, let i t show, so t h a t no man may misread t h e lesson, t h a t t h e Church of God need not and does not fear t h e t r u t h . [THE END.] ï CONTENTS. P A G E Administrators of t h e University, . . . 3 F a c u l t y of Divinity and College of Divinity, . 7 Endowments, . . . . . . . 8 General Announcements, . . . . 9 Scholastic Announcements : I. Studies, . . . . . . . 1 1 II. General Examination, . . . . 11 I I I . Conditions for Degrees, . . . 12 I V . Academies, . . . . . . 13 Y. Library and Museums, . . . . 1 4 P r o g r a m of Studies, . . . . . . 15 Calendar, . . . . . . . . 19 F a c u l t y of Philosophy, . . . . . 23 Address of His Eminence Cardinal Gibbons, . 23 Address of Charles J . Bonaparte, Esq., . . 28 I