PROGRESS IN EDUCATION

BY THE

RT. REV. I. L. SPALDING, D. D.

NOTRE DAME, INDIANA;
THE AVE MARIA.





PROGRESS IN EDUCATION.



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PROGRESS IN EDUCATION

Address delivered before the National Education

Association, July 9, 1901, Detroit, Michigan

BY

THE RT. REV. J. L. SPALDING, D. D.

NOTRE DAME, INDIANA:
THE AVE MARIA.



BY THE SAME AUTHOR.

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PROGRESS IN EDUCATION.

Our belief is that the Word shall prevail over the entire

rational creation, and change every soul into His own per-

fection
;

in which state everyone, by the mere exercise of his

own power, will choose what he desires and obtain what he

chooses. For although in the diseases and wounds of the

body there are some which no medical skill can cure, yet we

hold that in the mind there is no evil so strong that it may

not be overcome by the Supreme Word and God.— Orioen.

ROGRESS is increase of power and

quality of life. It is this even when

it seems to be but greater control

of the forces of nature
;
for they are thus

made serviceable to life. Education is the

unfolding and upbuilding of life, and it

is therefore essentially progress. All

progress is educational, and all right

education is progress.

The nineteenth century will be known

as the century of progress,—the century
in which mankind grew in knowledge

and freedom more than in all preced-

ing ages; in which the energies, not

of a few only but of whole peoples,

were aroused as never before. We have

been brought into conscious contact



6 PROGRESS IN EDUCATION.

with new worlds, infinitely great and

infinitesimally small; we have formed

hypotheses which explain the develop-

ment of suns and planets; we have

traced the course of life from the

protoplasmic cell through all its end-

less varieties
;

we have followed the

transformations of the earth, from its

appearance as a crust on which nothing

could live, through incalculable lapses of

time down to the birth of man and the

dawn of history; we have resolved all

composite substances into their primal

elements, and made new and useful

combinations; we have discovered the

causes of nearly all the worst diseases,

and the means whereby they may be

cured or prevented
;
we have learned

how the many languages and dialects,

with their wealth of vocabulary, have

been evolved from a few families and

a few thousand roots; we have traced

the growth of customs, laws and insti-

tutions from their most simple to their

most complex forms. What control

of natural forces have we not gained!

We have invented a thousand cunning

machines, with which we compel steam

and electricity to warm and light our



I

PROGRESS IN EDUCATION. 7

cities, to carry us with great speed over

earth and sea, to write or repeat our

words from continent to continent, to

spin and weave and forge for us. The

face of the earth has been renewed and

we live in worlds of which our fathers

did not dream. Filled with confidence

and enthusiasm by this wonderful suc-

cess, we hurry on to new conquests
;
and

as the struggle becomes more intense,

still greater demands are made upon us

to put forth all our strength. Our fathers

believed that matter was inert; but we

know that all things are in motion, in

process of transformation. The earth is

whirling with incredible speed both on

its own axis and around the sun. A

drop of water that lies quietly in the

palm, if it could be sufficiently magnified

would present a scene of amazing

activity. We should see that it consists

of millions of molecules, darting hither

and thither, colliding and rebounding

millions of times in a second. The

universe is athrill with energy. There

is everywhere attraction and repulsion,

an endless coming and going, combining

and dissolving; in the midst of which

all things are changing, even those



8 PROGRESS IN EDUCATION.

which appear to be immutable. The

sun is losing its light, the mountains

are wearing away. The consciousness

to which we have attained that the

universe is alive with energy has

awakened in the modern man a

feverish desire to exert himself, to be

active in a world in which nothing

can remain passive and survive
;

and

as greater and greater numbers are

mobilized and set thinking, it becomes

more and more difficult for the individual

to stand upright and make his way,

unless he be awakened and invigorated

in mind and bodv. The ideal doubtless
«/

is the co-operation of all for the good

of each; but the fact is the effort of

each to assert himself in the face of

all, and if needs be at their cost.

Nations, like individuals, are drawn

into the world -wide conflict. The old

cry of vs£ victis still applies, under

conditions indeed seemingly less brutal,

but more inexorably fixed.

In such a state of things whoever is

not alert, intelligent, brave and vigorous,

falls, as the ancient civilizations fell

before advancing armies filled with

courage and the confidence of irresistible



PROGRESS IN EDUCATION. 9

might. Hence not individuals alone

but nations are driven to educate

themselves, that they may be prepared

for the competitive struggle which is

found everywhere as never before in the

history of mankind. Hence, too, in such

a society there is necessarily progress

in education
;

for education is vastly

more than the knowledge and discipline

acquired in schools.

The institutions into which men are

gathered by common needs and sym-

pathies, and by which they are lifted

out of savagery and barbarism into

intelligence and freedom, are the family,

the state, civil society, and the Church.

By them the life of individuals and of

peoples is evolved and moulded more

fundamentally and thoroughly than it

can be by any possible scholastic training

and teaching. They not only provide

and defend the things that are necessary

to man’s physical well-being, but they

make possible the cultivation of his

intellectual faculties. Schools are fatally

impeded in their work when they receive

their pupils from vulgar or impure

homes, or when they are born in

a tyrannical or lawless state, or in a



10 PROGRESS IN EDUCATION.

corrupt civil society, or belong to a

church which lacks faith and authority;

and much of the adverse criticism of

schools is due to misconceptions which

lead to the demand that they shall do

what it is not in their province or their

power to do. Indeed, where the cardinal

institutions are at fault, what is needed

is not so much schools, as reform schools!;

and a reform school can not possibly

be a normal home of education. The

rationalistic philosophy of the eighteenth

century had as one of its results an

exaggerated belief in what schools can

accomplish. Kant, who in his views

on this subject is chiefly influenced by

Rousseau, holds that man is merely

what education makes him
;

and for

him to educate means little more than

to enlighten the mind concerning the

right use of human endowments. In

his opinion, if all are made sufficiently

intelligent, all will be just, helpful and

good. It is the idea of Socrates that

wrong-doing is only the result of

ignorance. Though we have largely

outgrown this optimistic faith, it gave

a mighty impulse to individual and

national efibrts to establish schools for



PROGRESS IN EDUCATION. 11

the whole people, of which the national

systems of the present day are, in great

part, the outcome. The world - view,

however, which has resulted from science

and scientific theories of the universe,

has led numbers of thinkers to attach

comparatively little importance to

enlightenment or mental culture, and to

lay stress chiefly on heredity and envi-

ronment. The opinion tends to prevail

that the mind and character of man,

like his body, like the whole organic

world, is the product of evolution,

working through fatal laws, where-

with human purpose and free will, the

possibility of which is denied, can not

interfere in any real way.

No one who is occupied with education

can accept this theory without losing

faith in the efficacy of his efforts and

enthusiasm for his work. Fortunately,

one may admit the general prevalence

of the law of evolution without ceasing

to believe in God, in the soul and in

freedom.

This is the position of Kant and it is

that which nearly all of us take. With-

out a thought of denying the power of

heredity and environment in shaping



12 PROGRESS IN EDUCATION.

man’s life, we are certain that his free

and purposive action is able to modify

and to a large extent control their

influence. It is indeed the tendency of

right education to enable man to create

his world, to teach him to live not

merely in his material surroundings but

in the spiritual realms of thought and

love, of hope and aspiration, of beauty

and goodness, until these become his

proper and abiding home, for which

climate and soil furnish merely the

settings and foundations. And when we

speak of progress in education we think

primarily not of a fatal evolution, but

of the forces and institutions which the

human spirit with free self-determination

and deliberate aim makes use of for the

uplifting of the race. Here too, of course,

we have growth rather than creation,

—

growth of which certain races and

peoples, especially favored by environ-

ment and heredity, we may suppose,

have shown themselves _ more capable

than others
;

and with our present

knowledge of history we are able to

assign, with some degree of accuracy,

to each the part it has played in the

education of mankind. The contributions



l>RO(^RKSS IN KBUCATION. 13

of Israel, of Greece and of Rome are

known to all. We are less familiar with

what geology and archaeology have done

to throw light not merely on the struct-

ure and development of the globe, but

on the course of human life in epochs of

which we possess no written account.

Wherever man has lived he has left traces

of himself, which tell his story to the

trained eye of the scientific student; and

we are consequently able to investigate

the earliest efforts of savages, in some

remote stone age, to bend their rude

minds to the conquest of nature. The

darkness which overshadpwed Egypt has

been dispelled, and the rise and decay

of the arts of civilization in the valley

of the Nile are no longer a mystery.

Archaeological research has done less for

the valley of the Euphrates; but much,

nevertheless, has been accomplished there

also. We have learned to read the

cuneiform characters, which for thou-

sands of years were the only literary

script of the world. Babylon, we have

reason to believe, was the source of the

civilization of China, the oldest now

existing.

‘‘Egypt and Babylon,’’ saysRawlinson,



14 PROGRESS IN EDUCATION.

‘‘led the way and acted as the pioneers

of mankind in the various untrodden

fields of art, literature and seience.

Alphabetic writing, astronomy, history,

chronology, architecture, plastic art,

sculpture, navigation, agriculture, textile

industry, seem all to have had their

origin in one or other of these two

countries.’’ The Turanian or Mongol

tribes of the valley of the Euphrates were

probably the first to invent written signs

and to establish schools. Though we

owe to them the original impulses which

have led to civilization, they themselves

never rose above the stage of barbarian

culture, an ascent which only the Semitic

and Aryan races have been able to make

;

and among them, in the pre-Christian

ages, the Jews, who are Semites, and the

G;*eeks and the Romans, who are Aryans,

have been the chief creators and bearers

of the spiritual treasures which consti-

tute the essential wealth of humanity.

To the first we owe the mighty educa-

tional force which lies in a living faith

in One Supreme God, creator of all

things, who demands of men that they

love and serve Him with righteous

hearts. In their schools they emphasized



PROGRESS IN EDUCATION. 15

the necessity of religion and morality,

which are indeed the permanent founda-

tions whereon all genuine human culture

must forever rest. From the Greeks we

derive the vital elements of our intel-

lectual life, our philosophy and science,

our literature and art
;

and their

educational ideals are the most potent

mental stimulus in the modem world.

The school, we may say, is not only

a Greek word but a Greek institution.

The Romans excelled all other peoples

in genius for law and the science

and art of government
;

and hence

they believed in discipline rather than

in culture; and in their schools, until

they were brought under the influence

of Greek philosophy and literature,

their chief concern was to make men

courageous, dignified, obedient, enduring

and reverent.

When the civilizations of the Jew, the

Greek and the Roman declined and fell

to ruin, when the empire was broken

to fragments by the barbarous hordes

that century after century laid waste

its fairest provinces, the world seemed

destined to sink into the darkness

and confusion out of which it had



16 PROGRESS IN EDUCATION.

been struggling with infinite pains for

thousands of years; and if a wider,

juster and more enduring social state

has been built on the ruins of pagan

culture and religion, this has been

accomplished chiefly with the aid ol

the principles and ideals of Christianity.

We possess a faith and insight, a depth

and breadth of intellectual view, a grasp

of the elements of human character, a

largeness of sympathy and appreciative-

ness, to which no pre-Christian people

or age ever attained
;
and after the most

patient and conscientious investigation

into the causes which have made the

modem world what it is, the impartial

and enlightened mind is driven to

confess that as the civilized nations

date their history from the birth ol

Christ, so He is the primary and vital

impulse in all the most excellent things

they have achieved. We are beyond

doubt the heirs of all the past, and

have become conscious of the debt we

owe to Jew and Gentile, to barbarian

and Greek; but the ideals which deter-

mine our views of God, of man, of the

family, of the state, of the aim and end

of all progress, are Christian ideals;



PROGRESS IN EDUCATION. 17

and if this light should go out in

darkness, it is not conceivable that our

civilization should survive. The genius

of Hellas, as it is manifested in her

greatest philosophers, poets, artists,

orators and statesmen, we have not

surpassed
;

in our own day some of

the noblest minds are not consciously

Christian. In the long conflicts with

the barbarism which overwhelmed the

Roman Empire, individuals and peoples

who had been baptized into faith in

Christ, have not always, in Ithe midst

of the confusion and ignorance, of the

lawlessness and violence, had a clear

view of the divine truth, goodness,

tolerance and love which are revealed,

in Him: have even at times been the

foes of the godward march of humanity.

Yet when all is said the supreme fact

remains, that with Him the new life of

the race begins
;
Ithat in Him its divinest

hopes and aspirations are enrooted

;

and through Him its highest and most

beneficent conquests have been made.

It is to Christianity, not to science,

that we are indebted for our faith in the

fatherhood of God and the brotherhood

of mankind; in the immortal and god-



18 PROGRESS IN EDUCATION.

like nature of the soul; in the freedom

of the will; in the paramount worth

of character; in the duty of universal

benevolence, having as its implication

equality of laws and opportunities for

all, in the progress which is marked by

an ever-increasing domination of the

spirit over matter and the gradual

spreading of the kingdom of heaven

over earth.

With Christ a new and immense hope

was born in the heart of man,— a hope
of everlasting life and endless progress;

a conception of a gradually developing

divine purpose in history; of a return

through labyrinthine and devious ways

of the whole creation to God, from

whom it springs. This hope and this

conception are not found in the religions

of paganism, nor can science inspire

or justify them. In the individual and

in the race, as in nature, growth and

decay are simultaneous. When the one

predominates there is progress; when

the other, regress and final extinction.

And as it would be absurd to imagine

that a human being, in this present

existence at least, might continue to

grow forever, it would not be less



PROGRESS IN EDUCATION. IS

extravagant to believe that a people ot

the race itself might continue indefinitely

to make progress. Nations, like indi-

viduals, are born, grow and perish
;
and

mankind, to whatever heights they may

rise, must rise but to fail. The monu-

ments of the most glorious achievements

are destined to become fragments of a

globe on which no living thing can

longer be found. As endless time preceded

the appearance of man on earth, so

endless time shall follow his disappear-

ance from the visible universe. All

that is possessed must be lost, since

possession is a thing of time, and what

time gives it takes again.

If it were possible to embrace in one

view the entire history of our little

planet, we should neither be disturbed

by the failures nor made greatly glad

by the successes of men, so inevitable

and transitory it would all appear to

be. This is the standpoint, this the

conclusion of science, when it is accepted

as the sole and sufficient test of reality.

But we can not take delight or find

repose in such wisdom. Our thoughts

wander through eternity
;

our hopes

reach forth to infinity; we are akin to



20 PROGRESS IN EDUCATION.

atoms and stars, to the worm and to

the Eternal Spirit. The whole past has

helped to make us what we are, and we

in turn shall help to make the whole

future. In the midst of a perishable

universe, the soul dwells with the

indestructible; in the midst of a world

of shadows, it seeks repose with the

all-real and abiding One. In all faith in

progress, in all efforts to advance, we

follow the light of an ideal, which, if we

look closely, is found to be that of perfect

truth, beauty and goodness, wedded to

absolute power. Whatever the means

taken to approach it, this is the end

which noble minds forever hold in

view,— the ultimate goal of all our
yearning and striving, which the laws

of reason and the necessities of thought

compel us to identify with the Supreme

Being from whom and to^ whom all

things move. Our way leads not from

nothingness to nothingness, from death

to death, but from life to more and
%

higher life; from spirit to the Infinite

Spirit, who is perfect truth, beauty and

love, wedded to absolute power. It is

possible, even when there is question of

things the most vital and indispensable



PROGRESS IN EDUCATION. 21

to human welfare, to take opposite views

and to defend with plausible arguments

whatever opinion* One may or may

not set store by money or pleasure or

position or friendship or culture. He

may hold that civilization awakens more

wants than it can satisfy, creates more

ills than it can cure
;
that art, like the

tint and perfume of the flower, is but a

symptom of decay; that all monuments

are funeral monuments. One may deny

free will
;
or accepting it, may think that

license is the inevitable result of liberty,

and that the best fortune for individuals

and societies is to be governed by able

tyrants. Our estimates depend so largely

on what we ourselves are that agreement

is hardly to be looked for. The light

‘ which visits young eyes is not that which

falls on those who have been sobered

by the contemplation of man’s mortality.

Serious minds have maintained that life,

together with the means whereby it is

propagated, preserved and increased, is

the sum of all evil
;
that the love of life

is the supreme delusion in a universe

where whoever feels and thinks neces-

sarily suffers irremediable pain. Hence

they believe not in 'progress but in



22 PROGRESS IN EDUCATION.

regress; holding that as all life has

sprung from the unconscious, the sooner

it sinks back into it the more speedily

shall all things be reduced into eternal

order.

This is not merely a speculative view

of a few exceptional individuals: it has

been and still is the religion of millions

in Eastern Asia, whose dream is ever-

lasting repose in nothingness
;

who

neither desire nor make progress. The

ultimate standard of value is helpfulness

to life; for except for the living nothing

can have nor be known to have worth.

But our belief in the goodness of life

is the result of a primal feeling, not of

philosophic or scientific demonstration.

It is essentially a faith which arguments

can neither create nor destroy,—a faith
which draws its nourishment <from the

conviction that life is the first cause

and last end of all that exists, the most

real of things and therefore the most

excellent; and this conviction has been

begotten in the mind and heart of man

by the Christian religion wuth a power

which has created a new world, and

given to civilization an enduring vitality

and an all-embracing scope of which the



PROGRESS IN EDUCATION. 23

most divinely inspired minds of antiquity

could have but visionary conceptions.

Our Christian faith in God means belief

in increase of life, in progress, which is

His appeal and insistence bidding us

win His kingdom and Himself. It is the

ever- widening and deepening prevalence

of His will, which is good-will to men;

that they may grow in power of mind,

heart and conscience
;
that they may

be made stronger and purer and more

healthful in body and in soul. Thus

progress, whether it be considered as

inner development and purification or

as enlarging mastery over the external

world, becomes the most legitimate, the

most fruitful, the most invigorating

aspiration of our nature; becomes part

of all our hoping, thinking and striving.

It lies at the heart of the divine discon-

tent which makes it impossible for us

to rest self-satisfied in any achievement;

which turns us from whatever is won

or accomplished to the better things and

nobler men that are yet to be. It is a

resistless urgency to growth springing

from an innermost need of freedom and

light. It dispels ignorance, abolishes

abuses', overthrows tyrannies, and bears



24 PROGRESS IN EDUCATION.

US Upward and onward along widening

ways. It sweetens toil and gives, the

courage to bear bravely the worst that

may befall.

Faith in the goodness of life, issuing in

ceaseless efforts to develop it to higher

and higher potencies, has determined our

world-view and brought us to under-

stand that the universe is a system of

forces whose end is the education of
<

souls; that the drama enacted through-

out the whole earth and all the ages

has for its central idea and guiding

motive the progressive spiritual culture

of mankind, which is the will of God

as revealed in the conduct and teaching

of Christ.

To sketch the history of the progress

of education from the fall of the

Roman Empire and the dec^y of pagan

learning down to the present time would

require a much larger canvas than is

offered to one who makes an address.

As a result of the ruin wrought by the

barbarians, whose inroads and depreda-

tions continued through centuries, what

had been the civilized world sank into

deep ignorance and confusion. For a

long period learning, banished from the



PROGRESS IN EDUCATION. 25

continent of Europe, found an asylum

chiefly in Ireland, in the schools of the

monks, whence it slowly spread to

Scotland and Northern England. When

on the continent of Europe, at the

end of the eighth century, Charles the

Great began to foster education, he w^as

forced to appeal for assistance to the

religious teachers of the British Isles.

In fact, the first revival of learning in

mediaeval Europe may be said to have

been due to the influence of Irish monks.

They carried their knowledge and dis-

cipline even to Iceland. Later on they

were followed by their Anglo-Saxon

brethren, under the lead of men like

Egbert, Wilfrid, Willibrord and Boniface.

In 782 Alcuin, an Anglo-Saxon, who

finally became Bishop of Tours, was

placed by Charles at the head of the
‘
‘ Palace School

’
’ at Aix - la - Chapelle,

the principal residence of the Emperor;

and he and his pupils became the first

teachers of Germany. It was a true

revival of education
;
though, on account

of the difficulties of the times and the

lack of books, little progress was made.

The impulse thus given continued to

be felt all through the disorders which



26 PROGRESS IN EDUCATION.

followed the dismemberment of the

Empire of Charles and the fierce conflicts

with the invading Norsemen and the

fanatical Mahometans. In the eleventh

and twelfth centuries St. Anselm and St.

Bernard, Roscellin and Abelard, Peter

the Lombard, Arnold of Brescia and

John of Salisbury, rendered important

service to the cause of enlightenment.

The Muslims founded universities at

Cordova, Toledo and Seville about the

beginning of the twelfth century, but

they did not flourish more than a

hundred years
;

while the Christian

schools which had grown up around the

cathedrals and monasteries in various

parts of Europe began to develop new

life and to enlarge the scope of their

teaching so as to embrace thejology, law,

arts and medicine. They also admitted

to their classes and lecture halls students

from every part of the world.

From 1200 to 1400 the number of

these universities increased to about

forty, and their students were counted by

the thousand. ‘‘Thus,’’ says Davidson,

“in the thirteenth and fourteenth cen-

turies education rose in many European

states to a height which it had not



PROGRESS IN EDUCATION. 27

attained since the days of Seneca and

Quintilian. This showed itself in many

ways, but above all in a sudden outburst

of philosophy, art and literature. To

these centuries belong Albertus Magnus

and Roger Bacon, Thomas Aquinas and

Bonaventura, Cimabue, Giotto and the

cathedral builders, Dante and Petrarch,

Chaucer and Gower, the minnesanger

of Germany and the trouveres and

troubadours of France.^’ Scholasticism,

he continues, saved Europe from moral

suicide, ignorance and fleshliness.

“In modern Europe,^^ says Emerson,

“the Middle Ages were called the Dark

Ages. Who dares to call them so now?

They are seen to be the feet on which

we walk, the eyes with which we see.

It is one of our triumphs to have

reinstated them. Their Dante and Alfred

and Wickliffe and Abelard and Bacon;

their Magna Charta, decimal numbers,

mariner’s compass, gunpowder, glass,

paper, and clocks; chemistry, algebra,

astronomy
;

their Gothic architecture,

their painting— are the delight and
tuition of ours.”

The Renaissance of the fourteenth and

fifteenth centuries marks a new advance



28 PROGRESS IN EDUCATION.

In the educational history of mankind.

The treasures of the classical literatures

were revealed, America was discovered,

the Copemican astronomy was divined,

the printing-press was invented, gun-

powder and the compass were applied

to the arts of warfare and navigation,

and voyages and enterprises of many

kinds were undertaken.

‘‘All the light which we enjoy,’’ says

Von Miiller, “and which the active and

eager genius of the European shall cause

every part of the world to enjoy, is due

to the fact that at the fall of the Empire

of- the Caesars there was a hierarchy

which stood firm, and, with the help of

the Christian religion, communicated to

the mind of Europe, that hitherto had

moved within a narrow circle, an electric

thrill w^hich has endowed it with an

energy and power of expansion, whose

results are the triumphs of which we

are the spectators and beneficiaries.”

In the sixteenth century Rabelais,

Erasmus and Montaigne take special

interest in questions of education and

propose important improvements in

method and matter. Luther and Knox

labored strenuously to establish popular



PROGRESS IN EDUCATION. 29

schools in Germany and in Scotland.

The Jesuits devoted themselves with

tnuch success to education, establishing

^
in various parts of the world grammar

schools, colleges and universities, in

which they taught the classical learning

and trained many of the greatest minds

of the seventeenth century
;

among

others Descartes, who is the true father

of modern philosophy and science.

In the seventeenth century also, Come-

- nius, the Moravian Bishop, propounded

and arranged a course of instruction,

extending from infancy to manhood

—

from the home -school to the university;

and his views have exercised a lasting

influence on the development of educa-

tional theory and practice.

In the eighteenth century Rousseau

awakened a widespread interest in

questions of education, though his own

views on the subject are generally false.

He stimulated Kant and Goethe, Base-

dow and Pestaloz^i, to occupy themselves

with pedagogical problems
;

and they

in turn compelled the attention of many

others. Thus at the opening of the

nineteenth century an enthusiasm for

education such as had never before

V



30 PROGRESS IN EDUCATION.

existed had been aroused. Hitherto the

purpose of the school had been to teach

the privileged classes and to prepare

for the learned professions: henceforth

the whole people are to receive instruc-

tion
;

for as the ideals of democracy

impress themselves more distinctly on

the general mind, it becomes more and

more obvious that as all have the

same rights, all should have the same

opportunities, the chief and most im-

portant of which is that of education.

The State in consequence is led to

establish free schools wherein all may

be taught. Where there is a general

political liberty, there must be a

general enlightenment. To do this work

an army of teachers is required; and as

the principles on which all theories and

methods of education rest are lirought

more fully into consciousness, greater

and greater demands are made upon

those to whom the office of teaching is

entrusted. Education being a process

of conscious evolution, they who assist

and guide it must themselves continue

to grow. The teacher^s culture must

broaden and deepen as knowledge

increases. The more progress is made



PROGRESS IN EDUCATION. 31

the more difficult his task becomes. It

is easier to train to obedience than to

educate for freedom. This, however, is

the only true education; for authority

rests on liberty, and its chief end is

to secure and enlarge the rights and

opportunities which none but beings

endowed with freedom can possess.

To educate to the freedom which is

truth it is not enough to strengthen

and fill the memory, to discipline the

practical understanding or to accustom

to observances: one must quicken

the whole man, must raise and purify

the imagination, the heart and the

conscience. When the purpose is to

inspire piety, reverence, admiration, awe,

enthusiasm, love and devotion, it can

be accomplished by those alone in

whom these high and holy sentiments

are a living power, whose thought and

conduct create an atmosphere in which

the soul breathes a celestial air and is

made aware of God’s presence. They

who have no religious faith or feeling

can no more teach religion than one

who has no. literary taste or knowledge

can teach literature, than one who has

no musical ear can teach music.



32 PROGRESS IN EDUCATION.

If in considering educational progress

we limit our view to our own country,

we can not but recognize the advances

which have been made. Prom the

planting of the colonies indeed down

^ to the War of Independence there was

a gradual decline of popular interest in

schools; and during the Revolutionary

period there was so much dse to occupy

public attention that little was done

to promote education. But in the early

part of the nineteenth century there

was a general revival of intellectual

activity, and a new enthusiasm for

whatever might diffuse enlightenment

;

and it has come to pass that now there

is an almost universal belief among us

that the greater the ^^intelligence and

virtue of the people, the safer will be

our political and civil institutions, which

we hold to be founded on permanent

principles of reason and justice.

The work which has been accomplished

in the last fifty years in organizing a

great system of schools in which free

elementary instruction is offered to all;

in establishing in cities and towns

free high schools in which secondary

education is given to those who desire

s







PROGRESS IN EDUCATION. 33

it; in creating for men and women

universities, which are rapidly widening

their scope and increasing their effective-

ness, has never been equalled in the

history of any other people. We have

founded also free training schools for

teachers all over the Union
;

and in

nearly all the States there are schools

for defectives and delinquents. In our

white native population illiteracy has

almost ceased to exist. All are readers

of the newspapers at the least, and are

thus impelled to some kind of mental

self- activity concerning questions which

are of interest to the whole world as

well as to Americans. In this way the

people of the different parts of the

country are brought into intelligent

communion; and in learning to under-

stand one another they find that it is

possible to adjust conflicts, whether of

interest or opinion, by rational methods,

without violence or bloodshed. Nowhere

else is there such popular faith in

education, such willingness to be taxed

for • the building and maintenance

of schools. While the State provides

elementary instruction for all, it has no

thought of claiming an exclusive right



34 I^ROORESS IN EDUCATION.

to teach. The liberty of teaching is, in

fact, as essentially part of our political

and social constitution as the liberty

of the press or the liberty of worship;

and hence the State protects and

^encourages all educational institutions;

although, on account of the special

religious conditions of America, it has

not been deemed wise to devote any

portion of the public educational fund

to the support of church schools.

Our progress in the higher' education

has been even greater and more rapid.

The number of colleges and of students

has doubled in little more than a quarter

of a century
;

while the standard of

admission has been raised^in nearly all

these institutions. The number of those

who are doing post-graduate work has

risen in the last thirty years from fewer

than two hundred to five thousand.

Original investigation in the various

departments of physical, historical,

archaeological and political science has

been introduced and developed. Stress

is laid on the comparative method of

study, and serious attempts are made

in the best of our universities to make

philosophy serve as a unifying principle



PROGRESS IN EDUCATION. 35

for all the sciences, that the scholar

may come to perceive that all the

branches of knowledge form a whole,

in which the parts combine as in an

organism
;

and that having attained

this insight and comprehensive grasp

of mind he may be prepared to take up

whatever specialty his talent may point

out to him, without risk of becoming

narrow, partial and whimsical
;
of losing

mental balance, breadth and accuracy

of view. In this way, it may be hoped,

we shall create an aristocracy of culture,

enlightened, reasonable, and benevolent,

which shall help to counteract the bane-

ful influence of an aristocracy founded

merely upon wealth.

As a result of the diffusion of this more

serious education, there is a widespread

and increasing tendency to exact a

higher degree of culture of candidates

for the learned professions. In 1800

there were in the United States but

three schools of theology, three of law,

and three of medicine; in 1900 there

were one hundred and sixty-five schools

of theology, eighty -seven of law, and

one hundred and fifty -six of medicine,

with about eight thousand teachers and



36 PROGRESS IN EDUCATION.

forty -four thousand students. When

there is question of education, however,

as of anything that is spiritual, numbers

have but a minor significance. What is

decisive is quality, not quantity. As

one mind may outweigh a million, so

one school may have higher worth than

many. We have had and have eminent

men in the several professions, but the

average is low,—lower than that found
in the progressive nations of Europe:

and the standard of professional attain-

ment is no mean evidence of a people’s

civilization. One who has had no serious

preparatory mental training can not

acquire a proper knowledge of theology

or law or medicine; and the study ol

these sciences does not give the intel-

lectual discipline which is needed for

their comprehension. A profession is,

after all, a specialty; and the inevitable

tendency of specialties is to narrow

and confine. Hence whatever profession

one may take up, he should first pursue

with seriousness the studies which

enlarge the mind, which make it supple,

open, strong and many-sided. A profes-

sional man should be a gentleman, and

a merely professional education can not



PROGRESS IN EDUCATION. 37
m

give the culture or develop the qualities

which this ideal demands. These truths

are gradually making their way among

the observant and thoughtful, especially

in the professions themselves. We have,

of course, no national authority which

has power to fix standards for degrees,

and these standards vary from State

to State. There is a general tendency,

however, to demand more thorough

preparation of those who seek admis-

sion or graduation in the professional

schools; and in the last twenty -five

years much has been done to increase

the science and efficiency of practitioners

and to protect the public from the

incompetent and unscrupulous. But in

many of the States the requirements

are still wholly insufficient; and it is

greatly to be desired that the pro-

fessors of theology, law and medicine

should find some way of uniting with

the National Educational Association,

that the professional schools may be

brought into more vital contact with

the educational movement of the

country. It is altogether probable that

the worst teaching is found not in

our elementary schools, but in the



38 PROGRESS IN EDUCATION.

institutions of higher education and

professional learning, where there is but

mechanical repetition of what might be

better learned from books,—where the
methods are those of a factory rather

than of a school of life.

In scientific and technical education, in

commercial, agricultural and industrial

education, we are making genuine and

rapid progress. We are above all a

practical people, and have the genius and

the will to excel in matters of this kind

;

and the triumphs we have won incite

. us to more strenuous efforts to surpass

not the rest of the world—for this we

have done,—but to surpass ourselves.
The aims and ends of practical educa-

tion appeal to us with irresistible force:

they have created our ideals. “We regard

education,” says Daniel Webster, “as a

wise and liberal system of police, by

which property and life and the peace of

society are secured.” Here is the para-

mount fact: both the school and the

Church are, in our eyes, chiefly a superior

kind of police by which property and

the peace of society are secured. The

highest good, therefore, is property and

the peace of society. They are ends, and



PROGRESS IN EDUCATION. 39

whatever else is valuable is so but as a

means .to acquire and preserve property

and the peace of society.

Now, property and the peace of society

are desirable, indispensable even, and

must be kept in view in every right

system of education; but those alone

who look above property and the peace

of society, and strive in all earnestness

to live in the infinite and permanent

world of truth, beauty and goodness,

can hope to rise to the full height of a

noble manhoods

There is no inspiration in the ideals

of plenty and stability. He who would

rouse men to the noblest and most

fruitful efibrts must not make appeal to

their love of money and love of ease,

but must speak to their souls,— must

urge them to labor for enlargement and

elevation of mind; to live for religion

and culture, which alone have power to

create free and Godlike personalities. He

must make them know and feel that

the whole social organism has worth

but in so far as it is a means to fashion

individual men into the divine image.

This is the ideal of progress, the light

which invites with irresistible fascination



40 PROGRESS IN EDUCATION.

the best to toil for increase, not of riches

but of life
;
for the inner freedom, which

is life’s finest flower and fruit; and not

comfort nor luxury nor art nor science.

This is the ideal of religion which is

infinite yearning and striving for God.

This is the ideal of culture which

develops endowment into faculty, which

gives the mind possession of its powers,

making it a self in a world it upbuilds

and keeps symmetrical and fair.

Where man has nor opportunity nor

freedom to educate himself we have

social conditions such as those of India,

with its castes; where education is

merely formal and practical we have

a world of arrested spiritual growth,

as in China.

The fabric of the life of the individual

is woven for him by society; and as he

is a creature of society, he is drawn

almost irresistibly to what has the

greatest social influence and prestige

—

to power, wealth and fame. And since

only the very few can hope for fame

or great power, the multitude are driven

to the pursuit of riches, in which there

is an element of real power and of

fictitious fame, as well as the means



PROGRESS IN EDUCATION. 41

of procuring much else that all men

hold to ibe valuable. Thus ideals are

largely determined by environment.

What circumstances appear to make

most desirable we hold to be the best.

Things carry their commands with

them, and necessity knows no law.

In America our environment, our

fortune, our success, have combined to

make us practical, to urge us to the

conquest of matter, to mechanical

inventiveness and to the accumulation

of wealth
;
and hence we believe we

may look on religion and culture as

valuable chiefly for what they do for

the protection of property and the peace

of society. But the reverse of this is the

true view. Property and the peace of

society have as their end the fostering

of religion and culture. To live for

material things is to live to eat and

drink, and not to eat and drink that

we may live in the soul, may think and

love and do righteously. Food, clothing

and shelter are necessities of our animal

nature
;

and since they can not be

possessed and at the same time com-

municated, the labor by which they

are acquired tends to beget a selfish



42 PROGRESS IN EDUCATION.

disposition,— to become a struggle for
existence, in which heartlessness and

greed take the name of legality, and

are sought to be justified by the plea

of the force of circumstances, of the

nature of things; and the final result

is oppression, hatred and general dis-

order, which bring about the loss of

property and the destruction of the

peace of society. Truth, goodness and

beauty are necessities of man’s spiritual

nature; and they are not exclusive, but

increase when they are shared. It is

possible to attain them onljr by genuine

and sympathetic communion, by loving

God and the whole human brotherhood

;

and hence the striving for them produces

an unselfish temper, a spirit of good-will

and helpfulness, the final outcome of

which should be a society whose con-

stitutive principle is the co-operation

of all with each and of each with all;

and which shall lift the race above the

conflicts of interests, whether those of

individuals or those of nations, into the

realms of eternal truth, goodness "and

beauty; and thus become a kingdom of

heaven on earth, where the aim and

end of authority shall be to make men



PROGRESS IN EDUCATION. 43

intelligent, virtuous and free, capable

of self-guidance and self-control; where

whatever is true shall be also popular;

where all shall lead a fair and holy

life with God and in the company of

their fellows.

Let those who will, believe that this

can never be more than a dream. It

is, at least, the ideal of the noblest

souls, and should be that of all

educators. But if they are to walk in

its light they must have definite con-

ceptions of the beings whom they seek

to develop and fashion. What is man?

What is his destiny ?
,

What consequently

should those who deliberately influence

him strive to make of him? These are

the previous questions to which some

definite answer must be found before

teachers can know whether what they

do be right or wrong. Without such

knowledge they can hope at the best

to build in the child’s consciousness

but a fragmentary, incoherent world,

not a cosmic whole.

Now, if we are to take a deep and

abiding interest in ourselves or in the

race to which we belong, we must see

ourselves and mankind in God, and not



44 PROGRESS IN EDUCATION.

in matter merely. We can not believe

that this life is infinitely good and

sacred, possibly we can not believe it to

be a good at all, unless we believe in

immortal life. But the teacher derives his

inspiration and enthusiasm from faith

in the worth of life
;
and therefore from

faith in God, as eternal essential life.

“Education,” says Davidson, “should

encourage true religion, but it should

be free from sectarian bias.” A religion

free from sectarian bias can mean, I

suppose, only a religion without a creed,

without intellectual or moral princi-

ples; a religion, therefore, which can

neither be taught nor loved nor lived.

The phrase— to encourage religion-
shows the weakness of the position. H

religion is anything, it is the deepest,

holiest and highest
;
and should be, not

encouraged, but striven for and cherished

infinitely. ~

Dr. Nicholas Murray Butler affirms the

necessity of religious education; and

holds also that a religion without

dogma, without intellectual and moral

principles, is a meaningless religion.

But, having a clear view of the obstacles

to a denominational system of state



PROGRESS IN EDUCATION. 45

schools in a country like ours, he throws

the whole burden of religious instruction

on the family and the Church. In

America, however, a very large number of

. families have no positive religious belief

or feeling. Again: It is the tendency of

free schools to diminish the sense of

parental responsibility. When the State

or the Church assumes the labor and the

expense of instructing children, fathers

and mothers easily persuade themselves

^ that in sending them to schools thus

provided they are quit of further obliga-

tion, so far as their mental and moral

instruction is concerned; and hence in

our country the homes in which no

serious religious education is given are

increasingly numerous.

There are grave reasons for thinking

that the churches are unable effectively

to perform this all-important work.

But a small part of the children attend

Sunday-school; and if all attended, a

lesson of an hour or two once in seven

days can produce no deep or lasting

impressions. The result, then, of our

present educational methods and means

can hardly be other than a general

religious atrophy; and should this take



46 PROGRESS IN EDUCATION.

place we shall be driven to confront

the problem whether our ideals of

manhood and womanhood, of the worth

and sacredness of human life, whether

our freedom, culture and morality can

survive. Religion and virtue are the

most essential elements of humanity, and

they can be taught; but they are the

most difficult of things to teach, because

those alone in whom they are a life-

principle, bodying itself in a character

which irresistibly inspires reverence, mild-

ness, love and devotion, can teach them.

This indeed is a truth of universal

application
;

for whenever there is

question of educational efficiency and

progress, the primary and paramount

consideration is not methods nor build-

ings nor mechanical agencies of whatever

kind, but the teacher. ‘‘The proof that

one has knowledge,’’ says Aristotle,

“is ability to teach.” Whatever is a

vital element of one’s being, whether

it be religion or virtue, or aesthetic or

scientific proficiency, he can teach
;

and,

in the proper sense, he can teach nothing

else. We can teach what we know and

love to those who know and love us.

The rest is drill. They have done most



PROGRESS IN EDUCATION. 47

for progress in education who have done

most to enlighten and inspire teachers.

It is work of this kind that has given

Horace Mann his pre-eminence among

American educators. Much of his success

was due doubtless to his insistence on

the practical value of education, on its

influence upon ‘‘the worldly fortune and

estates of men,^’ on its economic worth,

its power to improve the pecuniary

condition of the Commonwealth.

Half a century ago such an ideal had

even greater attractiveness for Ameri-

cans than at present. But Horace Mann

made use of his reputation to inspire

and enforce better things. He pleaded

for the establishment of Normal schools,

holding that in every system of educa-

tion the principal need is competent

teachers.

The Normal schools which have been

founded all over the country have

rendered important service
;

but we

have passed the point of view of their

early advocates, and see clearly that

the training which even the best of them

can give is insufficient. The teacher’s

profession, like every other, is a specialty

;

and if he have fnerely a professional



48 PROGRESS IN EDUCATION.

knowledge and skill, lie is necessarily

narrow, partial and unappreciative of

the best. He lacks the philosophic mind,

the comprehensive grasp of truth, whicli,

whatever his subject, will enable him

to keep in view the wide fields of life

and knowledge, and so to guide his

pupils to live with greater consciousness

and power in their whole being. Hence

we shall more and more demand of

those who apply for admission into the

Normal schools that they come with

minds seriously cultivated. We have

begun to establish teachers’ colleges

and to affiliate them with our univer-

sities, making education a faculty like

law or medicine or theology. This

university faculty will help us to form a

race of professional teachers who shall

possess the requisite literary, scientific

and pedagogical knowledge and skill;

who shall walk in the light of the ideals

of human perfection, and be sustained

in their labors by the love of human

excellence
;
who shall understand and

practise the art of stimulating thought,

awakening interest, steadying attention,

and cultivating appreciativeness. ‘‘It

would be a great step in advance,’’



PROGRESS IN EDUCATION. 49

says Quick, ‘‘if teachers in general were

as dissatisfied with themselves as they

usually are with their pupils.’’

The divine discontent is that of great

toilers who feel that to strive faithfully

in a worthy cause is reward enough.

The best school fails in the case ol

many of its students: great men make

themselves great, while the inferior

remain what they are in spite of per-

sistent efforts to raise them to higher

planes. But such considerations do not

discourage the teacher who has faith

in the power of education to transform

human life; and if hope deceive him,

he cherishes at least a noble illusion,

which is a source of joy and* strength.

The mother’s high thoughts of the

future of her child may never be realized,

but how much worse for her and for

him would it not be if she had none

of the heavenly dreams which the love-

inspired imagination evokes to make

life fair and fragrant! The wise take

an exalted view of the teacher’s office,

and they know the difficulties by which

he is beset. He is made to bear the

sins of parents and the corruptions of

society. His merit is little recognized



50 l^ROGRESS IN EDUCA'TION.

and his work is poorly paid. The

ignorant take the liberty to instruct

him, and they who care nothing for

education become interested when he

is to be found fault with. The results

of his labors are uncertain and remote,

and those he has most helped rarely

think it necessary to be thankful. But

if he know how to do his work and

love it, he can not be discouraged.

And, after all, both he and his work

are appreciated now as never before.

Teaching has become a profession; and

the body of teachers, conscious of the

general approval, are impelled to more

serious efforts to acquire knowledge and

skill
;
and in consequence they exercise an

increasing influence in moulding public

opinion and in shaping the destiny of

the nation. Holding aloof from religious

controversy and political strife, they are

drawn more and more to give all their

thought and energy to create schools

which shall best develop, illumine and

purify man’s whole being. To accomplish

this, two things above all others are

necessary: to enlighten and strengthen

faith in the surpassing worth of educa-

tion, not merely as a means to common



PROGRESS IN EDUCATION. 51

success, but as an end in itself
;
and then

to induce the wisest and noblest men

and women to become teachers. We

must help greater and greater numbers

to understand and love the ideal of

human perfection, and to believe in

education for the transformation it is

capable of working in man and in

society. It doubtless equips for the

struggle for existence, for the race for

wealth and place; but it does better

things also. It gives to human beings

capacity for higher life, for purer pleas-

ures, for more perfect freedom. It is the

key which unlocks the secrets of nature

;

it is the password to the delightful v/orld

of best human thought and achievement,

making the wisest and noblest who have

lived or are now living the familiar

acquaintances of all rightly cultivated

minds. It makes us able to gain a

livelihood; and, what is infinitely more

precious, it inspires the wisdom which

shows us how to live.

The more comprehensive our grasp of

the meaning and power of education

becomes, the easier shall it be to

persuade the best men and women to

devote themselves to teaching; for we^



52 PROGRESS IN EDUCATION.

shall make them feel that the teacher

does not take up a trade, but the

highest of arts— the art of fashioning
immortal souls in the light of the

ideals of truth, goodness and beauty.

‘‘A teacher,^’ says Thring, “is one who

has liberty and time, and heart enough

and head enough, to be a master in

the kingdom of life.”

Education is furtherance of life; and

instruction is educative only when the

knowledge acquired gives truer ideas of

the worth of life, and supplies motives

for right living. The teacher’s business

—

his sole business, one might say— is to
awaken and confirm interest in the

things which make for purer and richer

life; for interest compels and holds

attention; and interest and attention

result in observation and accuracv,

which are the characteristics of culti-

vated minds. If our interests were as

manifold as the thoughts and labors of

all men, we should all find it possible to

approach to completeness of living; for

it is easy to live in the things which

interest us. He who is shut in the circle

of his family or his business or his

profession, is necessarily a partial and



r
—

PROGRESS IN EDUCATION. 53

mechanical man, whose relations with

God and men can not be full and vital.

The world of his consciousness is frag-

mentary and hard, not whole and fluid.

He is alive but at points. When the

flame of his existence is extinguished, it

goes out in utter darkness; for he has

kindled no celestial fire in other minds

and hearts. Such an one can not be a

teacher, for he can not illumine the mind

or speak to the heart; and it is with

minds and hearts that he must forever

occupy himself. What is knowledge but

a mind knowing? What is love but a

heart loving ? In books there are

symbols of knowledge, but knowledge

itself exists in minds alone. Hence

whatever his matter, the teacher looks

always to training of mind and building

of character, and to the information\he

imparts chiefly in its bearing on this

end of all education. From his point of

view, a yearning for knowledge, faith

in its worth, in the ability and delight

it gives, is more important than knowl-

edge itself. A taste for study, a passion

for mental exercise^ compels to self-

education; whereas one who knows

many things but is indifferent and



^ V

54 PROGRESS IN EDUCATION.
s

C5

indolent forgets what he knows.

Information is, of course, indispen-

sable; and the methods by which it

may be best imparted must be known

and employed by the teacher; but the

end is a cultivated mind, opening to the

light as flowers to the morning rays,

athirst for knowledge as the growing

corn for rain and sunshine. In a rightly^

educated mind intellectual culture is

inseparable from moral culture. They

spring from the same root and are

nourished by like elements. They are

but different determinations of the one

original feeling, which, so far as man

may know, is the ultimate essence of

life. Moral character is the only foun-

dation on which the temple of life can

stand symmetrical and secure; and hence

there is a general agreement among

serious thinkers that the primary aim

and end of education is to form character*

As moral culture is the most indispen-

sable, it is the most completely within

the power of those who know how to

educate. It is possible to make saints

of sinners, heroes of cowards, truth-

lovers of liars
;

‘ to give magnanimity to

the envious and nobility to the mean



progress in education. 55

and miserly
;

but it is possible only

when we touch man’s deepest nature

and awaken within him a consciousness

of God’s presence in his soul; for it is

only when he feels that he lives in the

Eternal Father that he is made capable

of boundless devotion, that his will lays

hold on permanent principles and is de-

termined by them to freedom and right.

When men lose the firm grasp of the

eternal verities, character tends to dis-

appear; for at such a time it becomes

difficult to believe that any high or

spiritual thing is true or worth while.

Faith in the goodness of life is under-

mined, and the multitude are left to drift

at the mercy of passions and whims,

having lost the power to believe in the

soul or to love aught with all their

hearts. At such a time there is more

urgent need that those who have

influence and authority should conse-

crate themselves to the strengthening of

the foundations of life; that the young

especially may be made to feel that

virtue is power and courage, wisdom

and joy, sympathy and blessedness; that

they may learn reverence and obedience

;

respect for others, without which self-



56 PROGRESS IN EDUCATION.

respect is not possible; that they may

come to understand that all genuine

progress is progress of spirit; that in

all relations, human and divine, piety

is the indispensable thing, useful alike

for the life which now is and for that

which is to be. Such a fortune as ours

has not been given to any other people.

Our life sprang from the love of religion

and liberty; and if it is to endure, it

must be preserved by the principles from

which it sprang; and if these principles

are to remain with us as the vital force

of all our hoping and striving, they

must be implanted from generation to

generation in the minds and hearts of

the young.



AVE MARIA PAMPHLETS

Rellgiotfs Education and Its Failures* By the Right

Rev. James Bellord, D. D. 8o pp., lo cts.

The Victory of Love# By the Right Rev. J. L.
Spalding, D. D. 63pp. paper cover, 10 cts.

Education and the Future of Religion# By the Rt.

Rev. J. Lancaster Spalding, D. D. 48pp. paper

cover, ... . 5 cts.
The Proof of Miracles# By Henry F. Brownson,

LL. D. 16 pp., paper cover, . 5 cts.

Are Protestants Catholics? By the Very Rev. R. O.

Kennedy. 24 pp., paper cover, 5 cts.

Unbelief a Sin# By the Rev. Edmund Hill, C. P.

16 pp., paper cover, . . sets.

A City of Confusion# By the Rev. Henry G. Ganss.
63 pp., paper cover, . . .15 cts.

The Catholic Church and Modem Science# By the

Very Rev. Dr. J. A. Zahm, C. S. C., 10 cts.

Views of Education# By the Rt. Rev. J. Lancaster

Spalding, D. D. 3ipp
, . . 10 cts.

The Dignity of Labor# By the Rt. Rev. Monsig.

Seton, D. D. 14pp., . . 10 cts.

What the Church has Done for Science# By the Very

Rev. Dr. J. A. Zahm, C. S. C., . 10 cts.

Growth and Duty# By the Rt. Rev. Bishop Spald-

ing. An Oration of grace and power. 20pp., locts.

Ideals of Youth# By the Rt. Rev. J. Lancaster

Spalding, D. D. These “golden words of coun-

sel,** addressed to the students of Notre Dame,

are applicable to all young persons. i6pp., 10 cts.

St# Thomas and Our Day# An Oration by the Rt.

Rev. Francis Silas Chatard, D. D. An able and

timely discourse. 22pp., . . 10 cts.

Behold Thy Mother ; or^ Motives of Devotion to the
Blessed Virgin. From the German of the Rev.

P. Roh, S. J. 26 pp., . . 10 cts.