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 ^ ^^PPUEDJVHGE 
 
 1653 East Main Street 
 
 Rochester. New York 14609 USA 
 
 (716) tB2 - 0300 - Ptione 
 
 (716) 288 - 5989 - .-ox 
 
B& )ZSx 
 
 y. 
 
 V/ 
 
 S^^^^m^i^^s^s^^ie^l 
 
 St. Francis Xavier's College, 
 
 CCvJ-ANTIGONISH, i\. 8,1=?--, 
 
 PROSPECTUS 
 
 :r^ AND 
 
 Course of Studies, 
 
 >WITH THE' 
 
 INTRODUCTORY LECTURE 
 
 <::::^-0N--:::5 
 
 Catholic Hig^her Education 
 
 :J-^ DELIVERED BY^ 
 
 RKV. R. MACDONALD, P. p., PfCTOu, 
 
 AT THK OPENING OF THE COLLEGE, SEPT. 10th. W^./ 
 
 I. *♦" '.MAC 
 
 i'lCTOtJ, N. s.; ^J^^lpjm I 
 
 "COLOxNiAL STANDARD" BOOK AND JOB PRINT. If 
 
 1878. 
 

 iaaiftjM^<3Sg!!-«»c-af«.<i*afe>.7:A .«?«.<!- ^ 
 
 a^ffi<fijiiE».a«ii^^Eei', 
 
i,l 
 
 St. Francis Xavier's College, 
 
 ANTtGONISH, N. S.-^ 
 
 ^nza 
 
 I'llOSl'ECTUS 
 
 fjr-NAND, 
 
 Course of Studies, 
 
 INTBODUCTORY LECTURE 
 
 Catholic Higher Education 
 
 C::"^ DELIVERED BY--z::j 
 
 RKV. R. MACDONALD, P. p., pjcTOLf, 
 
 AT THE OPENLNG OF THE COLLEGE. S 
 
 ■SEPT. 10th, 1^%^ * 
 
 
 PICTOU, N. s. ; 
 
 "COLOXUL SIANDAUD.. BOOK AND JOB PRINT. 
 
 1878. 
 
'NIVFRSITE DE MONCTON 1 
 
 ACADIAN^ 
 
 PROSPECTUS. 
 
 BOARD OF DIRECTORS, 
 
 KKJIIT REV. JOHN CAMERON. D. D. 
 .MIDGE MACDONALD. 
 HON. WILLIAM SENATOR MILLER. 
 KEV. HUBERT GERRIOR, P. p. 
 *' JAMES QUINAN, P. p. 
 '* RONALD MACDONALD, P. p 
 '' HUGH GILLIS, P. P. 
 " PETER FISET, P. p. 
 " ALEX'R CHISHOLM, D. D. 
 •' -f »TN J. CHISHOLM, P. p. 
 " -uNGUS CAMERON, D. D. 
 HON. JOHN MACKINNON, ESQ., M. L. C 
 WILLIAM MACDONALD, ESQ. M P 
 ED. P. FLYNN. ESQ., M. P. ' 
 SAMUEL MACDONELL, ESQ.. M P 
 ANGUS McISAAC, ESQ., M. P. 
 ALEXANDER IMcINTOSH, ESQ M D 
 HUGH CAMERON, M. D. 
 JOHN McKINNON, ESQ., M D 
 PROFESSOR ANGUS G. MACDONALD. Esn 
 
4, 
 
 ^IiO?^ESSOUs 
 
 '-"•'"-• »'«TA.'nVS,CS AND ,„.ST,mv. 
 
 RKV-. ANGUS CAMKRON, D. D., n. P,,, 
 
 PHO LESSOR OF 
 
 A- G. MACDONALD, ESQ., a. M., 
 
 I'IfOFESaOK OF 
 
 J- J>. COPELAND, ESQ., 
 
 PKOFESSOR OF CHEMISTRY. ' 
 
 ^^. ALEX'R MACDONALD, 
 
 ASSISTANT-PKOFESSOR OF 
 
 LATIN CLASSICS. 
 
 ANGUS CHISHOLM, 
 
 MATHEMATICS. 
 
FACULTY OF Jirrs 
 
 UKV. ALKXANDKR (MIISIIOLM. I). I), i, ,.„ 
 " ANGUS CAMKRON. ]). I).. ]). p„ 
 " UONALI) MA('IK)NVU). p j. 
 JVIK. ANGUS a. MACDONALI), A M 
 - AN(;i'8 MclSAAC. A. Af.. M V 
 
 KXECUTIVK COMMITTEE. 
 
 liKWIT REV. DR. JOHN CAMKROV, 
 
 I'HEaiDENT. 
 
 REV. miGii Girjjs, 
 
 Er< Tf»U. 
 REV. DR. A. CHISHOLM. 
 
 rUEKECT OF attllES. 
 
 REV. DR. A. CAMKRON. 
 
 VICE-RECTOK. 
 
 ^^E8^I0:^'B\ 
 
 Tliore shall be two sessions in each year; the fu-st begi„,.i„. 
 .September 1st. and lasting sixteen weeks ; the second be<rin 
 Hth January and lastino- fw«nfTr *^. 
 
 ninw 
 
 WGcka 
 
6. 
 
 ««««« of »tufyfi^ 
 
 "••"lax Universitjt. ""°> " was affiliated 
 
 Antigonisii ig the th • • 
 
 ™, «- "*: lis ::^"» »nd t,.: r,":f„?-; '^-- 
 
 '^''>e coJIoD-e has 1,0 
 
 --s.£r ?= -sif°f rf- 
 
 «Hcred min.-^fJ u -^""** secular. Law n, !f. . ^""o^s 
 
 '"-' -S.';i „rT. «-> -^'"sr '" 
 
 '•""rtwUi.rsoo,,/ '" Inmates. Tie init. """»• 
 
 «ood cannot be easilj. „,er e.^ated"""' " "" 
 
 'n connection with fi, i.. 
 
 "^ reqmrementa 
 
7. 
 
 I. 
 
 ENTRANCE. 
 
 Candidates must hold a grade C TeacluM-s lioen^o or 
 undergo a successtul examination, conducted by ti.e ColliMr,. 
 Jaoulty, m the subjects required for that <rnid<. bv the- 
 Provincial Syllabus. ' 
 
 II. 
 
 MATRICULATION. 
 
 n^^"?;"'^*'''' "'''" "* Cornelius Nepos. Five chapters „f 
 (Jvid's Metamorphoses. 
 
 GREEK.-Graromar. One book of the New Testament, r ,j 
 Ihe Acts of the Apostles, or one of the Evan^rels 
 
 ARiTHMETic.-Proportion. Fractions, ffxtraction of tiie 
 {square and Cube Roots. 
 
 ALGEBKA.-Greatesi, Common Measure. Surds. Simnle 
 ■Equations. ' ' 
 
 Geometky.— Fir iree books of Euclid. 
 
 English.— Analysis of Sentences. 
 
 HiSTOKY. -Outlines of Roman History to th« dostruetion of 
 
 Carthage. History of Nova Scotia. General Geography. 
 
 III. 
 
 FOR THE FIRST B. A. 
 
 Subjects selected from the course of studies to the end of 
 the first session of the third year. 
 
 IV. 
 
 FOR M. A. 
 
 Subjects selected from the entire course of studies. 
 
 FIRST YEAR. 
 
 LATix.-Grammar. Historia Sacra. Sentences. 
 
 i.NGLisH.-Analysis. Elements of Composition. 
 
 MATKEMATics.-Algebra to Quadratic Equations. Plane 
 Geometry. First three books of Euclid with the Exerci.cs. 
 Ihe Use of Logarithms. 
 
 Natural Philosophy. , 
 
 French. 
 
r~" 
 
 8. 
 ^'"KlSTlAJVDoCTKrxi,' » , 
 
 •SECOND YflAR 
 KfcEK. —Grammar. Npv^ t^ , 
 
 ^ THIRD YEAR. 
 
 '^Phencal Geometry. I^d p"^"""'^^*'^. Plane 
 
 CnEM,«x«v.-Nome„cla ure • S'^t*^ ^-thematic: 
 J-KENCH. ^^"'«- ^^e Atomjc Theory 
 
 ^•»-«o„ or the Conic SecZr^^""-- «-"»etrieaI inves 
 C"msxM.Doc4:;4-^--^^eta,. Orga„;:; '^"-^'°"^- 
 
 iMTm._Tacitus. 
 
 and 
 
^%'s gin. 
 
 "1 History 
 
 e. 
 
 »'s- Itise 
 
 '<: 
 
 Geonie- 
 
 ctiunj. 
 
 ami 
 
 LECTURE. 
 
 nan 
 
 es- 
 is. 
 
 CATHOLIC 
 
 HIGHER EDUCATION. 
 
TO THE 
 
 DIRECTOR 
 
 OP MY 
 
 YOUTHFUL STUDIES 
 
 ®h^ §t §tv. |0to fymm% §.§ vi»f h., 
 
 WHO, 
 AMII» THE MANY CARES AND BURDENSOME DUTIES OF THE 
 KI'ISrnPATE, FrNDSLEISURE TO GRATIFY A CULTIVATED 
 LITERARY TASTE BY REVIVING THE STUDIES OF FOR- 
 MER YEARS; AS A SMALL AND UNWORTHY TRI- 
 iJUTE TO HIS UNBOUNDED ZEAL IN THE CAUSB 
 OF CATHOLIC EDUCATION, 
 
 THIS LECTLUE 
 
 IS AFFFXTIONATELY IX8CRn!EI> 
 
/' 
 
1.1. 
 
 An ancient philosopaer, when asked wimt things ooys should 
 learn, made the curt reply: "What they need most wlieu 
 they become men." Thisisplaincomraon8cn.se. Education, 
 ike all human enterprises, to he successful must have a well 
 directed aim-a definitely understood purpose. A higher 
 educational institution cannot hope to be either endurin,^ or 
 efficient, which does not place in its prospective usefulness its 
 principle of life and progress. This is the inexorable verdict 
 of the past. The knowledge imparted in the gr«at abodes of 
 learning anticipated the educational needs of times and places, 
 and was moulded in character and determined in extent, by 
 the circumstances under which it expanded into peculiar form- 
 As a consequence, in every age from the time of the Greek 
 Lyceum-Athens was then the University of the world-or of 
 the not less pretentious schools of the Ptolemies of Egypt, 
 down to the present, we find the question of higher education 
 regulate itselt on the commercial principle of supply ami 
 demand. Schools of general knowledge both created the 
 demand, and adjusted the supply. I« readirig the luminous 
 history of the Studia Univermlia of the Middle Ages, or. of 
 the more modern Universities of Europe, one cannot tail to 
 be convinced, that they have invariably been modified in detail 
 by the circumstances, and marked by the peculiarities, because 
 they aimed to supply the needs, of the ages to which they 
 severally belonged. 
 
 Ours is eminently a utilitarian age. Few of our you-g men 
 have the inclination, even if they have the time and means, to 
 apply themselves to the higher grades of literature and s .ence. 
 from the mere love of learning. They must see their account 
 m what they study. Sublatis studiorum praemiis, et studiaipm 
 cttoperitura. In the circumstances of our country, a course of 
 studies, to be attractive, must be useful. 
 
 • Here I shall define in what sense a course of Academic stud- 
 ies carries with it in my mind the attribute ot utUity. In the 
 first place, I regard as useful every intellectual acquisition, 
 which 18 a means to something beyond itself, is a preparation 
 for some art or profession, or turns out from the retreats of a 
 College, young men in a condition to apply themselves to 
 the business and aflfairs of the world. In the second place, the 
 value of an intellectual attainment must not be measured solely 
 by the degree of its subserviency to a special future callin<r. I 
 
 rflf ? f*_^^° *° ^*^ *** "? education is or can be useful, which 
 does not pic-pan? sabjeots for some profession or mechanical 
 
14. 
 
 'irt. or feiic'h some physical soomt v 
 
 "^^^^-^'^t.lU.tu.lo^Z^''J^T '' "- intellect. Its 
 
 •»^re nuMUal discipline it'lrin ' ? " ""'."'""^' "'"^"'- ^« 
 :>wn. to every work it un^Xs^T"" '"' ' '''''''''''' '^" '^^ 
 it enters. There is no bet^r ' , to 7 "'""P'*^'"" "" ^^ich 
 -"«ii- than the ..«ej "r,;' , ./^^ 7-«' or scientific 
 take up at any time and without f^r.^ ^^ «"«ble3 us to 
 
 '"- -'« '-f the sciences or ;i"llT"^^ '^P^^''''' P-P-^tion 
 ease and a success to whici we shouM '"'"'""'"^ '^ ^'^^ an 
 
 i« this sense Hacon <l..fin s dne^u on the (""'" '' ^^""^'^••«- 
 t'>e preparatory tillage na..ei;"S edi '''^'" 1 ''' '"'"^• 
 
 -^^-o:;r:::; --- 1:;':^^^^^ -^^^^ ^-"eetua. 
 
 'Hculties; an.l henc , i„ .^^^no^T^)'"^''''' ^''« "^-'"-i 
 it has. and must hav; intimate rlr^'" "'"'^^'" ^^dueation, 
 ' do not here. I shall' n "1 nrn "J' '" '"'^'"''^"^ knowledge 
 H -blect superind "u "n'our .'"'', ^^^*' "freligion^as 
 i'-'wever, to preface Zt e ""n-.culum. I desire now 
 
 religion be elimf aLd ;^;,^: ";:!: ?.^ ^'^ -^^ -bjects. can 
 
 knowledge acquired. T^J^^lltT-:u''''''-'''y'''^^ 
 which that knowledge develops '"^«"««t"-i character. 
 
 kn::::t.£'"^^-t: i:^.::::, ''^t ^'-^^^ -^-^ - ^" 
 
 independent one ofanc^th /^^^A ffnf- 7"^ ^^« »"' 
 together form a whole system n '"^•"^o each other, and 
 
 -luch each separately Zvevs istn' ""'•'' the knowledge 
 them as a whole. A sy^te^ onll ^7'''''" '' ""•• ^'«^ «i 
 p.-edieate of Co/,,,,, n'ust To In f ^L^^^^ ^.^— the 
 
 riculum. but also permit it to be n / '^"'" '"'« '^s cur- 
 «ourse. that it may definl s own ^7 """'' "^''''^ '" ^he 
 deflection ot the adjacent s ud7o" ^""^r'^^' ^"^ prevent the 
 <f er wouls. divine'fSmS b e^eTts ' ''''''' '''''' '^ 
 elements of secular know^edl ,tp! ^r'"' "P°" '^^^''^de 
 pervade the educationa7sysfL l,'^''^''^.'"'^^^'*^^^^^^ 
 component parts, give themll. o'n //"""'"""^ "^^'^ of it« 
 Spir,us intu. «/;.T:l';^ , ^^^^^^ meaning. 
 
15. 
 t 
 
 classics he sees the perversion of revealed truth ; in the ma«ii.- 
 matioHl science the expression of ideas greater and more pro- 
 found than anything in ti,e visible world can represent; in tl..- 
 higher regions of metaphysics he is everywhere confronted 
 with the necessity of the Ens a se ; aback of the phenomena and 
 discoveries in the physical sciences he recognizes the creative 
 act of God ; in the regularity of nature's laws he sees nau-jit 
 but the continuity of the omnipotent fiat of Ilim to whom" a 
 thousand years are but as yesterday; the most abstruse formula 
 of the scientist he resolves in the last analysis into: (Jrcdo iu 
 unumDeum, creatorern omnium viubilium ct invmbilium. 
 
 To sum up briefly, a course of studies realizes my ideal „t 
 uMUy, which imparts knowledge of such character as can be 
 turned into account in any one of the legitimate avocations „f 
 life, gives in its acquisition a healthy development to the men- 
 tal powers, and a christian direction to the moral faculties, is 
 in a word cast in a Catholic mould, and comes out bearin<r the 
 impress of religion stamped on its every feature. 
 
 An education which in this sense is useful to the individual 
 must be beneficial to society. In exact ratio to the number of 
 young men thus educated, it " raises the intellectual tone of 
 society, cultivates the public mind, purifies the natit.nal taste 
 supplies true principles to popular enthusiasm, and fixed aims 
 to popular aspirations, gives enlargement and sobriety to the 
 ideas of the ago, facilitates the exercise of political power, and 
 refines the intercourse of private life " (Newman) . Ingenuas 
 dtdtcissefideliter artes, emollit mores. 
 
 Depend upon it, it is only when our graduates have distin-. 
 uished themselves in the arts of lite, in architecture ami 
 engineering, agriculture, commerce, and science, it is .jnlv 
 when they have deserved well of their country and church, 
 that the education given here shall be estimated at its true 
 value, and the mission of our college understood and apprec- 
 iated. Mere theories and speculations may be good enou-rh i,, 
 their way ; but in this matter, our age h too much m earnest, 
 to rest long satisfied with anything shore of practical results 
 or to accept aught other than success as the criterion of merit ' 
 A higher education thus contemplating the needs ot our 
 country, our time, and our people, is never found misplaced o- 
 mistimed. It is not stationary. It educates for the present 
 It accommodates itself to the future. It is essentially pro- 
 gressive. It expands with the needs of society, grows with 
 its iutellcctuai greatness, and prepares, as It advances, subjects 
 
16. 
 
 for the services and tasfes it creates. Our college, organize* 
 on this basis, shall find in the work in which it is engaged it» 
 sources of lite and progress. It taites the i nitiative in its own 
 success ; it oflfers a needed supply and invites a demand. What 
 we are now prepared to offer to our Catholic young men is 
 groat and good and rare. The course of studies which we 
 present, shall I trust, enlist the interest, and carry with it, the 
 sympathy, of the public, secure the spontaneou-s cooperation of 
 the many, ami attract to these halls, to send back again pre- 
 pared forihe business of life, the youth and talent of "the coun- 
 try. Then indeed shall St. PYancis Xavier's take its rightfu] 
 jmsition among our highest institutions of learning, become 
 as it should the heart of this extensive and flourishing diocese, 
 and make its fresh throbbing pulsations felt to its remotest 
 bounds. 
 
 First on our .syllabus of studies stand the old and time honor- 
 ed classics. These models of ancient literature, ever beyond 
 the reach of degenerating influcnfces. still maintain a foremost 
 place as factors in refining taste, and in imparting to erery 
 language, which takes kindly to them, a vigor and an elegance, 
 a harmony and polish, an originality of thought, a simplicity 
 of expression, which are acquired from none other than Greek 
 and Latin sources. Over zealous reformers have time and 
 again inveighed against the intrusion of Pagan authors into 
 Christian schools. The prejudice was, I believe, first formu- 
 lated in the eleventh century, by the erratic Abelard. The 
 church has never condemned these authors nor excluded them 
 from her schools. In the interest of literature, she preserves 
 the languages, in the name of religion she suppresses the 
 superstitions, of (ireece and Rome. In this, as in many other 
 things, she studies to perfect art, not by undoing it, but by 
 adding to it what art itself had not co^itemplated, and raising 
 it to aims higher than its own. When the rich treasures 9t 
 Pagan lore are unlocked for the purposes of education, care is 
 had that in the mind of the pupil they undergo a christianizing 
 processs ; they are baptized, so to speak, and placed under sab- 
 jection to Christian truth. In a course of Catholic education 
 the classics are studied on a Christian basis. In the history of 
 (ireece and Rome we certainly find much to learn and adaiire, 
 but when we approach the study of their religion ai d govern- 
 ment we do not forget that ourselves are Catholic ; and, if we 
 do look back on the effete civilization, it is to see it superseded 
 by a new and more glorious one. The old Graeco-Ronjaii 
 
 L 
 
17. 
 
 intiraately connected in history tha/'. ,, ^ '"^"''''" «" 
 
 -m retains a place in'hX'tS:^^^^^^^ ^'°"""« ^^'-« 
 
 sha^rnrdiX:^„;:j:t^^^^ — ,u. to which i 
 
 Histories, according t^ Won n, ^ '^ ""'^ *'"«^'*^'' «'«"«••««• 
 logic and rhetoric fHl^^tL^nT^CrT ^^^ "'^'^' 
 regard as mere agencies in munuttrn? '"'•'"''" ' '^^ ""' 
 ture. They are ^1 thaT LT ,"'"^ "^ '"t^Uectual cul- 
 
 isa .eans^of^iirC 'slf rd'^tr^^- ''"^^^ '^'"''^ 
 t-te. an indispensable fno^ edgt Thev t T "' '''''''' 
 worthies of the past, their wisdfm and foil « h"" ^ ^ '''' 
 and their deeds. And Here again Slnnll '"V''"^''^^^ 
 
 exclude the study ofreliirionTh .*"''"" '^^'«^o"Jd. 
 
 now very convenfentvt^L7odId%" '''''''''' *^""»°^ 
 long held in the annaf o nl ionf in^ '"' f'T ''' '"' «« 
 be meagre indeed. EnniusTsaid to hi "^ ""''""' ''"'" ^^^''^^ 
 of the Roman Republic iXro c t " T'""'" ''^ ""''"''y 
 ture that if the time ever arri ves Jhen ...T' .'"'^ ^'" '°"J««- 
 Hnds fitting exoression in or ■ ^ '"'^"''^ ol the world 
 
 shall then stnd'ou r-lief^^^^^^^^^ ''l Catholic Church 
 around which institution: f Lin' S^ThlirT"' "^""~ 
 -7 part; or if they shall be at all nar"! ed ' iSl^;.' ""°'' 
 episodes. She has had to do more wTth h "" "^'^ 
 
 Hiore effect on civilization than aTotleo.'"''^' ^"^ ""'"^ 
 ever existed. To understand the h^s^rvo?^""""''"" '^''' ^^ 
 cally-and history divorced fi-nm IT^ ! ""^ ""^^ PhUosophi- 
 value-to trace efft sTt^^^^^^^^^^^ ^^ >'"!« educated 
 
 should understand the church unZll ''""''^''^'y '^^^ we 
 real doctrines which she ho 5a It werl ''"'^'^"^ '' ^^e 
 stand the mferences which loyally Tri ! ITT^'l "^ ""^«'- 
 dc^trin. if we understand nftt:^d::;::„:3 Seller ^'^^^^ 
 cal^TpV^tfS^ 
 
 butemoretothedevelpomentof th«rl? , ''"' '*'' ''""^''J- 
 our country abounds.To 111^^-^^"^ ^ "'"^'^ 
 knowledge of them promorour mXL '" ''' ''^"''^'* 
 have everywhere around us tS elementfof IfT"'^' "^^ 
 Our country is rich on its surfLeTn aH h!"*^ «''"**'='^^- 
 ure;init8 bosom are uZ Z^!,T^'''''^'''^''^'''''^- 
 ^e^^(ii hoarded up durW th« In^ '^ '"^'^^ °* "^^"^''^ 
 
 by the provident ha'nd Sut ^fu'^VL "^^ ^^^'' 
 and fiitnrfl. tk« „„. . .' . ''^® °®°6ht of the present 
 
18. 
 
 the vfn^ wealth ni th« dp#p. For tlie priviloprf^ of comppting^ 
 with .in thU single indnntry «ur entorprlHing iioifrhbors ao- 
 crosa tine border^ aro paying iinstimod million.s. And what In 
 yot better, w« have growing up In uur midst a riico of young 
 men, who aro <'qiially rinh in nil mental endowments; but their 
 talents, like the ii.i'ural wealth I hiivn just describwl, are yet in 
 a crude state, and consoquoii'tiv equally unavailing. Nee rude 
 0M posHit video ingenium. It is only when the material 
 retMurcos of our country are operated on by the cultivated 
 native mind, and developed by enlightened nativo enterpiise, 
 that we shall have made our tirst stop towards solid and per- 
 manent prosperity. 
 
 Apart from these reasons— an(^ they aro sulHiMently moment- 
 ous — there is another not less cogent to make the study of the 
 natural sciences now more than over imperative. No proph- 
 etic Saxby is needed to point to the oncoming tide of inlidelity, 
 which at present is gathering strength, silently approaching, 
 and, to all human appearance, throiitening to inundate the lair 
 field of science and letters. The educated children of the 
 church have at all times manifested intellectual activity in the 
 direction whence the danger was expected. They trai.ied 
 themselves to handle the weapons of the enemy dexterously. 
 Their mode of warfare has been aggressive. They remained 
 not inactive till the enemy had invaded, and profaned at his 
 approach, the sacred domain <i revealed truth. They carried 
 the war into Africa, met the foe on his own territory, and 
 fought him with his own weapons. In the early ages Justin 
 the Martyr and his compeers did not scruple to use the pnil- 
 osophy of Pagan Greece in defending, expounding, and proving 
 the truths of the Christian religion. Lanfranc, the first Arch- 
 bishop of Canterbury after the Norman conquest, disdaining to 
 shield himself behind tne protection of an authority, which was 
 then omnipotent, in the controversy with Berenger, like an 
 expert, arhlets, met the enemy with weapons of his own 
 choosing, and for the first time in the history of polemics, 
 achieved a victory for a dogma of Faith by his smj" i a >• akill 
 in pure logic. The Commet.r.iry ot St. Thomas wva ', ••-^'-.x- 
 tated by the spurious Aristotelianisra which obtfaed in ine 
 twelfth century. The Angelic Doctor seized in his nervous 
 grasp the weapons which had hitherto been used against the 
 Church. He reburnished them. The philosophy of Greece 
 •as once and forever christianized in the crucible of his gigan- 
 l^i, • "^^^ ot. Mo lurking alloy of paganism was allowed to 
 tvSii:. :. Thj ^umma shared afler the sacred scriptures in the 
 
It. 
 
 IZ:' "^''""^ ''- '^^^ ot Trent 1„ ronuuUtln, U.ei. 
 
 have boon exorted to girnl am ' '*"'^^«'" ^'""^^t infl».'nee«. 
 "r« hung the trophies f h. 1^^^1 *" '" '"'^ ^-^'^ulo 
 
 '«« done in the past « toZlr^T'''' ^"'''"'''- ^^hat «he 
 
 (ireece either in his Leir^oM"'-^ ^''P"''*'"-' '-« 
 theChunh. by th. ho" ik Zirl '"'^""^^^ Heithercan 
 anti-christian .dentists be a^r *"''"'""^' ^"^«"'^ J'^'" by 
 ««ionce and let^ w L ^h '*' "'"'• '^;'- 
 putienee. during her Wve.' p^:* ,'"'^'^'"«^' ^'^^ lovin,^ 
 <i«rmany. and Italv ( "l^^ '*^-. '" '^"^'•*"'^- ^>'^»oa 
 -...eetand^^rtSrrZ^ .1 
 
 -:r :^.e^^r-r-^a^ nothing .> ..^^ 
 
 rohgion is interested' n the pro!re-s oL .'"""■*''• *'"« 
 '8 an element in civdimion a !» "'^^'"" «^»"n''<'. S ion on 
 
 civilisation i. nothing ir^ief;,^^^^^^^^^^^ ^ «-^^ -. 
 
 and knowledge, of intelligent and 1^ ^"P'-^'^^y ^^ -ith 
 ness. barbarism, and mr^^ZxT T.' "''*"' '^""'•«"<"«. rude- 
 tion are essent/airone ' Thrhi^h ?"f '^"'^^ ''"^ ^"'•''- 
 wh,ch the church iLnlLeJ eon ? Ji f' "' ^"-"ani-. 
 with a fully enlightened int;ili?rce L ""'"" "^ religi, a 
 will directed to the great7ndff n. ' k '" '"'"" ^'^^'^^ • ^ 
 verj' negation of spiritua H.fe In h "r" '^"'•^"^ '« ^he 
 «rfge and freedora.^there j n h« ^''^ ""*••■« '^^'^^''ce of kno^I- 
 «n the other hand <• the mn u""" T**"*' ^'^^^ "« holiness, 
 the exercise Of man's nt:,":^"^^''? '^^--. -^^ 
 the action of his free will he hr -. ^^^^''^^^ the field for 
 offers for ^^^i\iy:"^: tj^:^"' '''^" ''« ^'^^ "asi. it 
 Plendent than when it rests on 7" ^ ^^'^ " "'''"" '"°'^ •«»■ 
 
 True science and trur:^ ;:^e tZ r^^"^' ^"^"^• 
 w.th each other. I n,ust however ad,nit' th^'^T^ ""'^^'^ 
 now passes for science is in onnf^.;. ''"' "'"''h of what 
 the other hand of wha ^a^ esTtuh" "*• '"''' ^"' '""^'^ ^ 
 science. This anomaly ^.1/ '' "* contradiction to 
 defective the ..g,.roVbJ^rt^X' ""'lit'"' '•'"^^^^'^^' « 
 dialectic conipIetenessofCathn^f!-^ ^^«"ce arises, for the 
 o^ the two relininJs/btl't^^^^^^^^ 
 
20. 
 
 in my present lecture-philosophy namelv and Christian 
 Doctrine. 
 
 Philosophy gives a comprehensive view of truth, of the re- 
 lation of science to science, of their mutual bearings and their 
 respective values. In a course of education its rightful position 
 hcH in the debatable ground between the natural sciences and 
 theology. The office of philosophy is one of conciliation. 
 On the one side it guards the integrity and freedom of the 
 sciences, and on the otlier, protects the domain of revealed 
 truth from the approaches of false science, the improprieties 
 ot literature, and the impurities of art. The history of the 
 hostility, which at present exists between faith and science is 
 coincident witli the evident deflection of the latter from' it8 
 proper course. Philosophy, as I have said, guards the freedom 
 01 science. In the interest of science it demands that what is 
 talse in scientific theories or in the result of scientific investiga- 
 tion be proven Hilse, not merely because it is out of accord 
 with faith, but because it is not scientifically true. If the in- 
 fidel tendencies which are given to science in our day. are at 
 all to be effectually checlied, they must be checked, on scienti- 
 hc, or rather on philosophic, principles. The citadel ot error 
 must be invested after a military fashion, and t^lcen by regular 
 approaches. It is competent for philosophy to declare" that 
 those theories, which are opposed to faith, and ever shifting 
 ever varying, ever vying with each other in lofty pretension 
 and intrinsic weakness, are not to be accepted as science, 
 lor at best, they are but the shapeless aggregate ot facts 
 observed and imperfectly analysed. Congestaque aidem non 
 bene jnnctamm discordia svmina return. No group of facts 
 has or can have any scientific value to which philosophy can- 
 not supply the abstract principle and logical sequence which 
 co-ordinate, connect, and give them meaning. 
 
 But it is not from the excrescence of science alone that phil- 
 osophy guards divine faith. The deadly virus not unfrequently 
 lurks under every variety of literature ; every form of thou^rht 
 IS poisoned ; the most generous feelings, and the holi°est 
 instincts of the heart are often perverted and made the instru- 
 ments of their own destruction. Philosophy interposes. It 
 removes the covering, and infidelity stands revealed in the 
 transparency of its own scoffing spirit. Philosophy disen- 
 gages the truths of science, history, and literature, from then- 
 toreign concomitants, and lays those demon forms-doubts 
 against divine faith— whinh tmaa ;« aV,o,i«..,» v.^4 ^u j 
 
21. 
 
 like the ghost in Macbeth, to start hiter into realities, that seize 
 the soul they had first haunted. 
 
 Philosophy, however, unsupported by theology, in other 
 words, the most cultivated natural reason, if unaided and 
 unenlightened by revealed trutli. is an ineffective, and, from 
 Its inefficiency, a dangerous guide. There is no sadder spec- 
 tacle than cultivated intellect arrayed against revealed truth. 
 I claim then a place on our curriculum for the study of Chris- 
 tian Doctrine, not alone because ot its relations to the moment- 
 ous question of eternity, but because a course of studies, 
 however comprehensive otherwise, is, it religion be omitted! 
 simply illogical. The cxiscence ot God is found in all subjects 
 of knowledge. It is handed down to us by history, brought 
 home to us by metaphysical necessity, urged on us by the 
 testimony of our conscience. It is the primary truth of the 
 natural as well as of the supematural order-a truth encom- 
 passing and absorbing all truths conceivable. All principles 
 run into it ; all phenomena converge to it. To investigate then 
 any part or any order of knowledge, and to stop short of that 
 which enters every part and every order, is, I contend, unphil- 
 osophical. The study of religion cannot be eliminated from 
 our course, wi^'jout impairing the fulness, disturbing the 
 mutual relations, and destroying the logical harmony, of all 
 science. 
 
 Truth is in relation. Your specialists view their theories onlv 
 from one standpoint. With them inferences are matters of 
 easy labor. Qui respiciunl ad pauca, de facili pronuntiant. 
 Ihcy misinterpret the mutual bearings of the truths of the 
 physical and superphysical orders respectively, for the reason 
 that in their mind they have dislocated these truths from the 
 relative positions they occupy in the mind of God. Their sys- 
 tems, need we wonder, are but so many incoherent units 
 which are constantly repelling and displacing one another. 
 "They have not God In their knowledge," and their theories 
 lack the fulness and harmony which revealed truth alone can 
 impart. 
 
 Bacon long ago wrote : •• a little knowledge leads away from 
 (.od, but much knowledge leads back to God." Bacon is nVht 
 In our knowledge of God all sciences must find their harmony 
 and dialectic completeness. If there is truth in the Platonic 
 doctrine, that ideas are the eternal archetypes of all visible 
 t lungs, in other words, that the elements of all science exist in 
 fmhryo in the intellect of the Dtitv. and fh«r« k^m .u„._ _.._ 
 nal synthesis, we can conclude logically, that these ^emen^' . 
 
S2. 
 
 ences, to d^oZ L ' , ^ '° ^ "' " """'' '" ">" »l- 
 
 .i.ou,;„d oh?rt „t., z eTf """ ''f "« "'='"'-■ "'■ "» 
 
 raake in their unit/thp T T""** ""'' ""^ "»"""■• »"'l 
 
 indirect obLct, h,™L!^ "^' "' "■" ""*'•' ""•''""P- The 
 
 «ence,Hn3r.u,es SZTtoll^tT"', °"'"""'" '»"""• 
 •uper„».ural greatnea, «" """ K'""""' ?'»"» "f 
 
 become, the m, e we „ l,""- " ';^""«J -.«-lU"h.e„,.d „e 
 
 deeper and „„re preWntTe tl e »r *" "' "'"'""'i"". *» 
 
 -• The „,„re ^! ^^ll^lZ^^fZlT" f "'"""" "' 
 conseiousness nr il,. !.,. i, ,,"•"• "'e mtenser becomes our 
 
 cause. I,ra cot e J, *b ',""'''' "' """"'"« " '" ■■•» «'«' 
 
 -ogni,..rn:;t f -tereivrvr"'-"""-'*"''"''^ 
 
 butoiahlghergrade/an i «„rj^^f;X J;tr-''°"'"»"- 
 ing. ^<-iu.n oit>er, ot religious train- 
 
 knowledge of a reliVion wh;„h • v ^^J/''^'^ a»^« g^^^s in our 
 or diminmion The" mh?'^!'^ !'''' '"'"P"^'*' of increase 
 but not inen prolle^^: bu n'o^ L*^'" ' ""' are i„.n.utable, 
 ble of developLnfbut o;kL '""' '"^ "'''"^^ ' «"«^«P^''- 
 
 a sound pracLl know edge ^f ZcTT' T ''^ ^'•^^"- '^^^ 
 pensable to all adult C^h JL „ot^^^^^^^^ ^««'""« - -dis- 
 this minimum, the ex.VpnP^«! *? '^'''P"^^' ^»^ beyond 
 
 a religious tralntg o^. ^L .r^ ^^^^^ '''''' »'^^ -" ^- 
 define ita extent. A iorm !f ^W ' . *'' ''' "''"'■"«^'-' «"«» 
 hold ot one ac.e and .^ . T? '''"""'^' ^^^ t^"^" deep 
 
 JMflerentcentuHerhtvrde^red^^^^^^ ^"f ^"^^ ^" «"«"- 
 Thepha^eoi revealed trutrJSl^^^^^^^^^^ "^^*"^«^^- 
 
 sion on a warlike, is not always th^wLh ^''' '"P''*''- 
 
 the most favorably to a J1Z^ , ^ recommends itself 
 
 ces lor rude and p'ri^iUvrtC ' ^nit/l strtT ""'''' ^"'«- 
 religioHs wants of more civilized Tnd intol T ? "'''""^ ''"^ 
 Where the country is Catho L , "««llectual communities. 
 
 to religion, the e^^; ted m? ^^t Tt: arT 1^'^ ^" ^''^"^"^ 
 a sort of an implicit faith wime it f'"' ^''"'^^^ ''' 
 prepared to give.anintelligrrl:^:r^;-- 
 
28. 
 
 Xr.u-Tiere is n superficial religious training at the present dav 
 -ore out of place-if indeed it shoul.l eve.- be toL^rd-thaJ 
 in a course of Catholic higher education. Ky disciplining he 
 faculties merely, it begets a sickly sentimentalise, which ren! 
 <lers the heart constrained and faith weak and artificial The 
 
 tZ^rn 'T'T "'"'' "" "•'^••"^'-"y and too noisily as- 
 ^mtod to allow the voice of faith to be heard, if that voice is 
 a,nt y „,,red. What is specially needed is an uUeUeZr^ 
 hguus tram.ng which enlightens the reason and makes faith 
 healthy and robust.* This is the only antidote which can te - 
 «le. the dangerous speculations of secular studies innocuous 
 and enable the Catholic student in the conscious power Zupe: 
 nor intelligence to wade through the luxuriance of false sol 
 <-nce. as the cui-rent <.f tresh water passes for a distance through 
 
 tornZ V ! . """"" '^'"'""' contracting aught of their .bit- 
 terness. A religious education, which is at all worthy of the 
 
 inZirlT ' V"^ '"■'"""■ ^' '"^'''^''"^ '''•"•" *he rest of our 
 
 judgments, and advancing ;,«n>«.,.m with our secular educa- 
 tion, become an element, out of which secular education lt=elf 
 grows into shape and reaches its stature 
 
 A religious education, ot this character, when it passes with 
 the student ti^m the halls of his Alma Mater into the arena o' 
 public he. there readily becomes the basi.s on which all his 
 future relations are grounded, and by which his duties to God 
 and society are measured. For an enlightened knowled..e or 
 «u rehgion has in society a function analogous to tha which 
 have here assigned it in our course of studies. It the.? a 
 Brownson with equal force and beauty puts it, •' harmoniz L; aU 
 opposites. the creature with the creator, th; natur^ wl h the 
 supernatural, the individual with the race, social dutirswth 
 
 ^:::Z^:^^':^.''''''^ P-=-- of intelligence, 
 liase your system of higher education on principles which 
 are in accord with the genius and teachings of the church ani 
 have no misgivings as to results. Youf college shall send 
 out men of large minds and liberal studies, and generou aims 
 
 s'ouulloit .'•?^""™^"' '''''''' ^''' breathe theTrXe 
 soul into ,t "inform it with their own love ot truth, and raise ! 
 
 tc^he level of their high and noble aspirations." ' ' 
 
 .vSi:c2:S:";ir"'" --"'"-• ^^^o-eive U byinteneotu.,