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 '" ■- i 'iTn'nTi- i tWWay(^)lgil^j£,l ij)|ag:^^^ 
 

 No. 5 
 
 February, 1889. 
 
 (^ommiltee of On^ Hundred ^Qjk^. 
 
 Price, 10 Cents. 
 
 Per 100, $5.00. 
 
 American Common Schools 
 
 vs. 
 
 Sectarian Paroch.a^ Schools. 
 
 i/ 
 
 \ By PHILIP S. MOXOM. 
 
 II 
 
 
 
 ' 1889^ 
 
 I* V 
 
 })ubl!«l|r6 bt| tl|e (KQmmitttr of «nt l^untlrtt. 
 
 Office; Roirtii aa CoiigreKalional House, 
 Bcncoii .Street, Boston. 
 
 Collected set. 
 
 // 
 
.^:j:,.3^ 
 
 r/.. 
 
 
 PREFACE. 
 
 The substance of the following pamphlet was given in a Thanksgiving 
 Discourse in the First Baptist Church, Boston, November 29 ; in a paper 
 before the Baptist Congress assembled in Richmond, Va., December 4th ; 
 and in an address before the Ladies' Union, of Melrose, December 10th. 
 The whole was delivered in Music Hall, December 23d, 1888. In response 
 to numerous requests, I print it as delivered the last time. The import- 
 ance of the subject to American citizens of every class, and not the 
 adequacy of its treatment in this pamphlet, justifies, it seems to me, this 
 
 ur / P. S. M. 
 
 publication. 
 
 For Sale also by B. F. BRADBURY, 443 Washington St., Boston. 
 
^y^^ 
 
 in a Thanksgiving 
 •er 29 ; in a paper 
 1., December 4th ; 
 !, December loth. 
 888. In response 
 me. The import- 
 lass, and not the 
 seems to me, this 
 P. S. M. 
 
 17 
 
 
 f!. 
 
 THE AMERICAN COMMON SCHOOL 
 
 VERSUS 
 
 THE SECTARIAN PAROCHIAL SCHOOL. 
 
 The theme implies a certain antagonism between the 
 Common School and the Parochial School. Unfortimately 
 there is antagonism between the Common School and those 
 Parochial Schools which are founded and controlled by the 
 Roman Catholic hierarchy. This antagonism arises from 
 the radical difference between the idea which underlies the 
 Common School and the idea which underlies the Paro- 
 chial School. The aim of the former is to make good 
 citizens; the aim of the latter is to make good Roman 
 Catholics. The former seeks the full rounded develop- 
 ment of the individual in his relations to society and the 
 state; the latter seeks the production of a drilled and scru- 
 pulously obedient servant of the Roman Catholic church. 
 
 The Common School is not in any just sense of the word 
 irreligious; it is simply non-religious in the sense that spe- 
 cific instruction in religion, especially organized and secta- 
 rian religion, is left by it to the home and the church. The 
 Parochial School is ultra-religious in the sense that knowl- 
 edge of organized religion, as embodied in the creed and 
 practices of the Roman Catholic church, is made preemi- 
 nent. Cardinal Antonelli accurately expressed the spirit 
 that dominates the Parocnial School, when he said that 
 
 St., Boston. 
 
 -^3;J.^,j.ia£^S»^:-^r^ 
 
i.\ 
 
 4 The American Common School 
 
 he " tliouoht it better that the children should grow up in 
 i'j;norance than be educated in such a system of schools as 
 the State of Massachusetts supports; that the essential part 
 of educiilion was the catechism; and while arithmetic and 
 «4-eo_<,n-aph V and other similar studies might be useful, they 
 were not essential." ////, Rev.^ Vol. S, p. 2(^J. 
 
 Both the reason and the importance of the present dis- 
 cussion appear when we consider that in the United States 
 there are to-day nearly if not quite seven million adherents 
 of the Roman Catholic church, and that the head of this 
 church, an Italian pontiti', and all the hierarchy from the 
 Pope down to the humblest parish priest, are committed, 
 by the fundamental dogmas of their religious system, to a 
 course of action which is not only hostile to the principle 
 of education by the state, but is also logically destructive 
 of all free popular institutions. Were the ruling ideas 
 of the papacy with respect to education to become supreme 
 in the United States, the Republic would cease to exist 
 save in name. Already more than five hundred thousand 
 children in this country are attendants on the Parochial 
 Schools, and strenuous efforts are made by bishops and 
 priests to increase this number. These children are to be 
 citizens and voters, and some of them are to fill civil 
 offices, both local and national. The bearing of their 
 elementary training on their action as citizens is a matter 
 of first importance. It is neither bigotry nor discourtes} , 
 it is even our duty to state the case between Common 
 School education and Parochial School education with 
 entire frankness, and to set forth without fear or favor the 
 inevitable conclusions to which a careful study of the two 
 systems of education leads. 
 
ol 
 
 11 kl grow up in 
 
 m of schools as 
 
 ic essential part 
 
 arithmetic and 
 
 be useful, they 
 
 293- 
 
 he present dis- 
 e United States 
 iliion adherents 
 :he head of this 
 ■archy from the 
 
 arc committed, 
 Dus system, to a 
 to the principle 
 :ally destructive 
 ic ruling ideas 
 become supreme 
 i cease to exist 
 mdred thousand 
 n the Parochial 
 by bishops and 
 lildren are to be 
 are to fill civil 
 )earing of their 
 izens is a matter 
 nor discourtes} , 
 tween Common 
 
 education with 
 fear or favor the 
 study of the two 
 
 vs. The Sectan'ctn Parochial School. f 
 
 I question no man's right to hold the creed and to 
 observe the religious ceremonies which his judgment and 
 elioice commend to him, provided always that the practice 
 of a religion involves no infringement of others' rights. 
 But an ecclesiastical organization which claims for itself 
 the right to control the primary education of citizens, is 
 justly subject to the most searching criticism. The Roman 
 Catholic church does claim that right, and in pursuance 
 thereof creates and seeks to extend the system of Paro- 
 chial Schools as rivals and antagonists of the Common 
 Schools. 
 
 Premising then, what is implied in my theme, that there 
 is antagonism between the Common School and the Paro- 
 chial School, I propose to consider and define the ground 
 and functions of the American Common School; and then 
 to set forth in contrast the conception of education on 
 which the sectarian Parochial School rests, and to point 
 out some of the practical results which the spirit and 
 method of the Parochial School, as far as that spirit and 
 method are effective, must produce. The whole case, in 
 outline at least, will then be before us. In the brief time 
 allotted me I can, of course, do nothing more than give an 
 imperfect sketch of what properly demands a volume. 
 
 1. The Ground of the Common School. 
 
 The Common School is an expression of the idea that 
 the state has a right to assume the function of public 
 education. 
 
 Has ike state a right to educate? 
 
 This the advocates of the Parochial Schools emphatically 
 deny, except under such limitations as practically reduce 
 the function of the state to the task of providing the cost 
 
 iiirifiiTii'ii"'iiit>iii 'rif 
 
6 The American Coiiiiiion Sc/iool 
 
 of education. Father Conaly, of Worcester, Mass., at the 
 
 opetiin,^ of a new Parochial School in Jamaica Plain last 
 
 July, said: 
 
 " The state as educator of its citizens, is a relic of bar- 
 barism." 
 
 Tlie Tablet, a Roman Catholic journal, declares: 
 "We hold education to be a function of tiic church, not 
 of the state; and in our case \vc do not and will not 
 accept the state as educator." - • 
 
 A Papal encyclical says: 
 
 " XLV. The Romish church has a right to interfere in 
 the discipline of the public schools, and in the arrangement 
 of the studies of the public schools, and in the choice of 
 the teachers for these schools." 
 
 " XLVII. Public schools open to all children for the 
 education of the young should be under the control of the 
 Romish church, and should not be subject to the civi| 
 power, nor made to conform to the opinions of the age. 
 Similarly The Catholic World says: 
 " The church asserts and defends these principles, and 
 she flatly contradicts the assumption on the part of the state 
 of the prerogative of education, and determinedly opposes 
 the ctTort to bring up the youth of the country for purely 
 secular and temporal purposes. * * * While the state 
 has rights, she has them only in virtue and by permission 
 of the superior authority, and Ihat authority can only be 
 expressed through the church." Vol. ^, f. 439. 
 
 Many more quotations might be given as evidence of the 
 Romanists' denial that the state has any right to educate, 
 but these will suffice for the present. 
 
 The Common School stands or falls with the right of 
 the state to educate. Now, in a Republic, at least, the 
 state is not a thing apart from the people. Materially it is 
 the commonwealth. Politically it is the whole people exer- 
 
r, Mass., at the 
 aica Plain last 
 
 a relic of bar- 
 
 leclarcs: 
 
 ;hc church, not 
 
 am! WILL NOT 
 
 t to interfere in 
 lie arrangement 
 1 the choice of 
 
 hildrcn for the 
 e control of the 
 2ct to the civil 
 ms of the age." 
 
 : principles, and 
 part of the state 
 ninedly opposes 
 Lintry for purely 
 While the state 
 d by permission 
 ity can only be 
 
 '>' 439- 
 
 i evidence of the 
 
 ight to educate, 
 
 vith the right of 
 
 )lic, at least, the 
 
 Materially it is 
 
 hole -people exer- 
 
 V 
 
 I 
 1 
 
 i 
 
 I 
 
 vs. The Sectarian Parochial School, f 
 
 cisiuit- the functions of self-conservation and self-oov- 
 crnment. The state is the organic people, and as such has 
 not only rights, but also duties — for rights and duties are 
 alwaNS correlatives. The uronnd of the Common School 
 is the right and duty of the state to educate the whole 
 people to such extent as will secure the preservation of 
 the state and the full development of its life. Popular 
 intelligence and popular morality are \itally related to each 
 other. They are practically inseparable. Both intelligence 
 and morality are essential to the preservation of the state. 
 No dangers to the integrity and development of the state 
 that can possibly arise are equal in magnitude to the 
 dangers that spring from these twin evils, ignorance and 
 immorality. The right of the state to educate its citizens 
 is the right of self-preservation. But mere self-prescr\a- 
 tion does not exhaust the right or duty of the state. The 
 right to live carries with it the right to seek and to attain 
 the ends of life through growth along the lines of true 
 national development. This is but to say that the state, 
 equally with the individual, is under obligation to live and 
 to unfold its powers to the utmost for the good of the world. 
 To the question, then, " Has the state a right to educate?" 
 we may answer: Yes; the state not only has the right, but 
 it also is under obligation, to c 'ucate its citizens in just so 
 far as is necessary to secure the two great ends of self- 
 conservation and self-development. Daniel Webster is 
 credited with saying that: 
 
 " The power over education is one of the powers of 
 public police belonging essentially to the government. It 
 is one of the powers, the exercise of which is indispen- 
 sable to the preservation of society with integrity and 
 healthy action: it is the du::y of self-protection." 
 
 . Va^'ttriimiti I 
 
8 The American Couimon .S, //<><>/ 
 
 To put the answer still more explicitly, we may say: 
 
 1. 'J7ie slate, must educate i>ecause political ef/i- 
 ciency and strengt/i are dependent upon oeneral intelli- 
 oence. The eonserxative and i^niitlint,' forces of a repub- 
 lic are not outside and above the people,— they are /;/ 
 the people — in the minds and wills of the many who by 
 their opinions and their votes, determine what shall be the 
 character and policy of the jr„vernment. Wide-spread 
 i'crnorance is a perpetual invitation to anarchy with its 
 torch on the one hand, and despotism with its sceptre on 
 the other. In this country it is the i«2;norance of many 
 voters which makes opportunity for the demajioj^'uc and 
 the political charlatan and corruptionist. 
 
 2. T/ie state must educate because commercial and 
 industrial prosperity and material progress of every 
 sort depend on general intelligence. Education pro- 
 \luces thrift, skill, and enterprise. The mastery of material 
 
 resources is an intellectual triumph. An ignorant people 
 is an unprogl-essive and impoverished people. The neces- 
 sity of general education to economic prosperity appears 
 most clearly when we examine the relation of intelligence 
 to efficiency in labor and to general thrift. Walker, in his 
 Political Economy, says: 
 
 "Intelligence is a most powerful factor in industrial 
 efficiency. The intelligent is more useful than the imm- 
 telligent laborer: [a) Because he requires a far shorter 
 apprenticeship. * * * (/^) Because he can do his 
 work with little or no superintendence. * # * 
 
 (r) Because he is less wasteful of his mateiials. 
 (r/) Because he readily learns to use machinery, however 
 delicate or intricate. Pol. Econ., pp. 52., 53. 
 
 In 1870, the Commission of Education, at Washington, 
 sent out a series of carefully drawn, comprehensive, and 
 
,vi' may say: 
 pfl/ilical ejfi- 
 '•i'tii'raf ititell i- 
 ccs ol" a ri'pub- 
 , — tlu'V arc /// 
 .' many wlio l'\ 
 hat shall be the 
 Wide-spread 
 tiarehy with its 
 h its sceptre on 
 )rance of many 
 denia<j:()j4ue and 
 
 omniercial and 
 ■ygress of every 
 Education pro- 
 ;tery of material 
 ignorant people 
 lie. The neces- 
 Dsperity appears 
 n of intellif]jenee 
 Walker, in his 
 
 or in industrial 
 
 than the unin- 
 
 res a far shorter 
 
 ;e he can do his 
 * * * * 
 
 nateiials. * * 
 :hinery, however 
 
 53- 
 , at Washington, 
 
 nprehensive, and 
 
 C ' 
 
 vs. T/it' SeriariiiN l\inu-}iial School. 9 
 
 searching questions to the great centres of labor in all 
 p irts of the United States. These centres were j'.o 
 s.'lected as to represent e\erv kind of labor, from the 
 rudest and siiuplest up to the most skilled. The object ol" 
 the (piestions was to determine the relati\ e jirodueliseness 
 of literate and illiterate labor. The answers brought to 
 light the following facts: 
 
 " I. That an a\erage free Common School education, 
 such as is pro\ided in all the states where the free Com- 
 mon School has becoiue a iiermiuient institution, adds 50 
 per cent, to the productive power of the laborer, consid- 
 ered as a mere productix e machine. 
 
 2. That the average Academical education adds 100 
 per cent. 
 
 3. That the average Collegiate or University education 
 adds from 200 to 300 per cent, to the worker's average 
 annual productive capacity, — to say nothing of the \ast 
 increase to his manliness." 
 
 With eipial clearness and cogency statistics demonstrate 
 that education is the surest pre\enti\ e of pauperisiu, and 
 that the expense of providing and applying in season this 
 preventive, would not be one-tenth of that now brought 
 upon society by pauperism. A careful examination of the 
 census of the British Isles, indicates that, other things 
 being equal, pauperism is in inverse ratio to the degree of 
 education given to the mass of the people. That is, as 
 education increases pauperism decreases, and as education 
 decreases pauperism increases. 
 
 The Board of Charities for the State of New York, in 
 the report ibr 1877, gives the following significant facts: 
 
 The total number of paupers examined over sixteen 
 j-ears of age, exclusive of unteachablc idiots, was 9,855. 
 Of these, 6,937, or more than 70 per cent., were substan- 
 
 nf fi iitjfriiywiv' Pi«i )'•'" tf -vsiairfsty 
 
^^,'»S'^I<.i- 
 
 lo The American Common School 
 
 tially illiterate; and of this number 3,106 could neither 
 read nor write, and 1,447 could read only. 
 
 In 1870 a special investigation was made in fifteen states, 
 of 7,398 inmates of almshouses and infirmaries. Of these, 
 4,327, or nearly 59 per cent., could not read and write; 
 while in those fifteen states the average percentage of illit- 
 erates was only 6 per cent, of the whole population. From 
 this 6 per cent, came that 59 per cent, of the paupers. 
 
 Similar results arc obtainable from the census of almost 
 every country in Europe or America. It seems to be well 
 established that, even under our present industrial system, 
 an illiterate person is from twenty to thirty times as liable 
 to become a pauper and an expense to the community, as 
 one who has received a Common School eduotttion. 
 
 3. The state must educate because the integrity and 
 health of the nation depend on its morality^ and morality 
 is vitally dependent on diffused intelligence. Occasionally 
 a doubt is expressed as to the importance of education to 
 the moral well-being of a people, but a careful study of 
 facts destroys the doubt. Moreover, education is not 
 simply an intellectual process ; it is also a moral process. 
 The very effort to acquire knowledge necessarily involves 
 a degree of moral discipline. It is the rule that the moral 
 life of individuals as well as of communities, rises -pari 
 passu with a rise in intellectual life. But merely intellect- 
 ual training is only a part of education; which, properly 
 defined, and to some extent exemplified in our Common 
 School system, is an unfolding of the whole nature. 
 
 Speaking of a very great, if not the greatest, problem 
 of our times, President Woolsey has said: 
 
 "The laboring class [if uneducated] will have no mobil- 
 ity, will be in the power of the employer, will have no 
 
ool 
 
 6 could neither 
 
 • 
 
 ! in fifteen states, 
 aries. Of these, 
 read and write; 
 ircentage of illit- 
 pulation. From 
 :he paupers, 
 census of almost 
 ?eems to be well 
 idustrial system, 
 y times as liable 
 e community, as 
 eduotttion. 
 e integrity and 
 ity, and morality 
 2. Occasionally 
 ! of education to 
 careful study of 
 ducation is not 
 a moral process, 
 essarily involves 
 le that the moral 
 lities, rises pari 
 merely intellect- 
 which, properly 
 in our Common 
 )le nature, 
 reatest, problem 
 
 • 
 
 11 have no mobil- 
 er, will have no 
 
 vs. The Sectarian Parochial School. 
 
 II 
 
 i 
 
 hope of bettering its condition of life by change of place, 
 [and] will be given to low pleasures. Crime and ignor- 
 ance go together, and the prospect for the children of such 
 a class is dark indeed. For the industry, morals, loyalty 
 and quiet of this class, for the safety of all classes, some 
 kind of education is necessary." Pol. Sci., I., 22y. 
 
 The abundant statistics on the relation of crime to illit- 
 eracy which already have been gathered teach an unmis- 
 takable lesson. Some of these statistics I give from the 
 accumulations made by Senator Blair, of New Hampshire, 
 to whom I am much indebted for the statistical material in 
 this paper. 
 
 In France, in i868, one-half of the inhabitants could 
 neither read nor write. From this half came 95 per cent, 
 of the persons arrested for crime. From the other half 
 came only 5 per cent. In a word, a given number of 
 children suffered to grow up in ignorance produced nine- 
 teen times as many criminals as the same number produced 
 who were educated at least to the extent of the elementary 
 branches. 
 
 In the six New England States, in 1870, only 7 per cent, 
 of the inhabitants above ten years of age were unable to 
 read and write; yet this 7 per cent, produced 80 per cent, 
 of the criminals. That is, the proportion of criminal illit- 
 erates to criminal literates was as 53 to i. This fact suffi- 
 ciently vindicates the moral effect of the New England 
 system of public education against Cardinal Antonelli's 
 implied charge. 
 
 Mr. Dexter A. Hawkins, of New York, has shown from 
 the United States census of 1870, the comparative number 
 of illiterates, paupers and criminals, to every 10,000 inhab- 
 itants, produced respectively by the Roman Catholic Par- 
 
<.'riiiiinnl«. 
 1 60 
 
 75 
 1 1 
 
 12 The American Common School 
 
 ochial School, the Public Schools in twenty-one states, 
 and the Public Schools in Massachusetts. The followins;? 
 table is significant, to say the least: 
 To every 10,000 inhabitants: — 
 
 lllitcriiifs. INuipi-rs. 
 
 Rom. Cath. Schools produced 1400 410 
 
 Public Schools of 21 states, 350 170 
 
 Public Schools of Massachusetts, 71 49 
 
 In the State of New York, in 1880, the illiterates pro- 
 duced eight times their proportion of the criminals in that 
 state. In the city of New York, in 1870, among the illit- 
 erates one crime was committed for every three persons; 
 while among those who had received a Common School 
 training, even as far as the elementary branches, there was 
 only one crime to every twenty-seven persons. That is, 
 the ignorant classes in that city produced nine times as 
 many criminals as they would have produced if they had 
 been educated in the Common Schools. 
 
 One-thirtieth of the population of Pennsylvania, in the 
 years 1879 and 1880, was illiterate. That one-thirtieth 
 produced one-third of all the crime, or fourteen times 
 more than its numerical proportion. 
 
 A careful examination of statistics gathered from twenty 
 states, gives the following average results: 
 
 (i.) One-sixth of all the crime in the country is com- 
 mitted by persons wholly illiterate. 
 
 (2.) One-third of the crime in the country is committed 
 by persons wholly or substantially illiterate. 
 
 (3.) The proportion of criminals among the illiterate, 
 is, on the average, ten times as great as it is among those 
 who have received at least the elements of a Common 
 School education. 
 
nty-one states. 
 The followins^ 
 
 npcrs. ('riiiiinitN. 
 4 I O I 60 
 
 170 75 
 
 49 " 
 
 illiterates pro- 
 
 riminals in that 
 
 among the illil- 
 
 three persons; 
 
 ommon School 
 
 ches, there was 
 
 rsons. That is, 
 
 I nine times as 
 
 :ecl if they had 
 
 isylvania, in the 
 
 at one-thirtieth 
 
 fourteen times 
 
 -ed from twenty 
 country is corn- 
 try is committed 
 
 e. 
 
 ig the illiterate, 
 
 is among those 
 
 of a Common 
 
 vs. The Sectarian Parochial School. 13 
 
 After even so limited a survey of facts we cannot help 
 feeling the truth there is underlying the extravagance in 
 Carlyle's characteristic words: 
 
 " If the devil were passing through my country, and he 
 applied to me for instruction on any truth or tact of this 
 universe, I should wish to give it to him. He is less a devil 
 knowing that three and three are six than if he didn t know 
 it; a light spark, though of the faintest, is in this fact; it he 
 knew facts enough, continuous light would dawn on him; 
 he would (to his amazement) understand what this uni- 
 verse is, on what principles it conducts itselt, and would 
 cease to be a devil." • ^ 
 
 4. The state must educate because the distribution of 
 rvealth is as yet so unequal that a majority of the people 
 want the means to provide adequate facilities for edu- 
 cation. The total' wealth of the United States was esti- 
 mated in 1880 to be a little more than $43,600,000,000. 
 If this were equally distributed among the people the 
 amount per capita would be about $750. As a matter of 
 fact, the majority have much less than $750 per capita, 
 and multitudes have no wealth at all, save that which is 
 represented by their power to do unskilled labor. Under 
 any system of private schools, a large proportion of the 
 people would be left without any education save that fur- 
 nished by the home and the streets. Private benevolence, 
 though it is more abundant in this country, perhaps, than 
 in any other, can not meet the needs of the people. Nor 
 would the moral effect of education provided solely by 
 private benevolence be as good as is the moral effect of 
 the Common School system, which is immediately created 
 and supported by practically the whole people, and thus 
 produces in the people at large the wholesome sense of 
 self-help. 
 
 'I 
 
14 
 
 The American Common School 
 
 As long ago as 1820, Daniel Webster declared: 
 " New England early adopted, and has constantly main- 
 tained the principle, that it is the undoubted right and the 
 bounden duty of government to provide for the instruction 
 of all youth. That which is elsewhere left to chance or 
 to charity, we secure by law. For the purpose of public 
 instruction, we hold every man subject to taxation in pro- 
 portion to his property, and we look not to the question, 
 whether he himself have, or have not, children to be bene- 
 fitted by the education for which he pays. We regard it as 
 a wise and liberal system of police, by which property and 
 life, and the peace of society are secured." Works, I.j 42. 
 
 Again, in 1837, he said: 
 
 ** Education, to accomplish the ends of good govern- 
 ment, should be universally diffusied. Open the doors ot 
 the school-house to all the children in the land. Let no 
 man have the excuse of poverty for not educating his own 
 oftspring." Ibid,, 40J. 
 
 5. The state must educate because many people want 
 the motive to educate. Appreciation of the necessity and 
 value of education rises with the rise of individual intelli- 
 gence. A problem with which the state must deal, is the 
 intellectual and moral inertness of the ignorant and bestial 
 and, in low forms, vicious class. In general this class 
 lacks the internal motive to educate. In simple self- 
 defence the state must apply to such the stimulus of an 
 external motive. To prevent crime, which is as much its 
 function as to suppress crime, it rriust prevent the needless 
 production of criminals by forcibly dissipating that ignor- 
 ance which is the largest source of criminal life. The 
 equity of laws compelling the attendance of children at 
 school during certain years of their life, is based not only 
 on the sovereign right of the state to protect itself, but also 
 
!>!-i.lU.llmiiHll ^ 
 
 ool 
 
 eclared: 
 
 constantly main- 
 
 ed right and the 
 
 )r the instruction 
 
 left to chance or 
 
 urpose of public 
 
 taxation in pro- 
 
 to the question, 
 
 dren to be bene- 
 
 We regard it as 
 
 ich property and 
 
 ' Works, /., 42. 
 
 )f good govern- 
 en the doors ot 
 le land. Let no 
 lucating his own 
 
 xny ■people luant 
 he necessity and 
 ndividual intelli- 
 must deal, is the 
 orant and bestial 
 jneral this class 
 In simple self- 
 ; stimulus of an 
 ch is as much its 
 t^ent the needless 
 lating that ignor- 
 minal life. The 
 e of children at 
 s based not only 
 :ct itself, but also 
 
 vs. The Sectarian Parochial School. i$ 
 
 on the duty of the state to conserve the rights of its defence- 
 less subjects and wards. The parental right of control oyer 
 children is not absolute. It has certain clear moral limita- 
 tions. The tiithcr who will not give his children at least 
 an elementary education infringes upon fundamental rights 
 of those children which the state is bound to guard. 
 
 6. And finally, the state must educate because only 
 k under state control can there be an equable and equitable 
 
 y distribution of the means and instruments of education. 
 
 Private benevolence and individual enterprise inevitably 
 favor certain sections. But the need of educational oppor- 
 tunities and facilities is universal. The state knows no 
 favoritism. The poorest wards in our cities are as well 
 provided with buildings, instruments and teachers, as the 
 richest wards. At least this is approximately true; and 
 this principle of equable distribution belongs radically to 
 the idea of the Common School. 
 
 To sum up this part of my argument: The ground ot 
 the American Common School is the right and the duty of 
 the state to provide for and, as far as possible to secure, at 
 least an elementary education of all the people, irrespective 
 of locality, social standing, and economic condition. 
 
 The right and the duty of the state to educate are suffi- 
 ciently demonstrated by the right and the duty of the state 
 to protect and conserve and develop itself as a national 
 body comprehending the whole people. Whoever ques- 
 tions this right questions the fundamental right of the people 
 to self-government. The Common School is a natural and 
 significant expression of the genius of Democracy. It is 
 rooted in the necessities of that state in which love of lib- 
 erty and reverence for law combine to form the organic and 
 conservative principle of permanent democratic society. 
 
■■uttf 
 
 1! 
 
 16 7V/a Amert'can Common School 
 
 II. The Function of the Common School. 
 
 The American Common School has at least two func- 
 tions. The larjrer and probably more important, is: 
 
 I. The Teaching Function. How wide a field of 
 knowlcd<j:e the teaching of the Common School shall cover, 
 and how high a grade of mental discipline in the pupils 
 that teaching shall seek to attain, have not yet been decided. 
 These are still matters both of debate and of experiment. 
 But this much, at least, is not doubtful. 
 
 It is the function of the Common School to teach: 
 
 ( 1 ) The Elements of Knowledge. Of these elements 
 the primary and fundamental are Reading, which is the 
 art of acquiring; Writing, which is the art of expression; 
 and Arithmetic, which is the art of reasoning. On this 
 broad basis is reared the whole structure of human educa- 
 tion as a purely intellectual acliievement. To these funda- 
 mental elements, and by the progressive utilization of these 
 elements which immediately become elements of power, 
 may be added the theory and practice of vocal music; the 
 rudiments of various natural sciences, especially such sci- 
 ences as have an immediate bearing on practical life; 
 history, especially history of the English race and of the 
 United States; language, and literature, especially the Eng- 
 lish language and literature, and composition ; the primary 
 principles and the outlines of political economy; and the 
 organization, institutions and history of civil government, 
 especially of American civil government, local and national. 
 The importance of teaching elementary civics can scared}' 
 be exaggerated. 
 
 It is the function of the Common School to teach : 
 
 (2) The Elements of Industry. On this point I 
 anticipate, to some extent, the results of tendencies which 
 
ON School. 
 
 t least two func- 
 portant, is: 
 wide a field of 
 i:hool shall cover, 
 ine in the pupils 
 yet been decided, 
 d of experiment. 
 
 3l to teach: 
 3f these elements 
 'ng\ which is the 
 irt of expression ; 
 soning. On this 
 of human educa- 
 To these funda- 
 tilization of these 
 nnents of power, 
 vocal music; the 
 pecially such sci- 
 )n practical life; 
 1 race and of the 
 pecially the Eng- 
 :ion; the primary 
 conomy; and the 
 civil government, 
 local and national, 
 ivies can scarcely 
 
 ol to teach: 
 
 On this point I 
 
 tendencies which 
 
 If 
 
 ) 
 
 vs. The Sectarian Parochial School, 17 
 
 are working with increasing force and breadth, at the pres- 
 ent time, in so much of the public mind as is seriously 
 turned to the study of general educational and social needs. 
 Industrial trainfng, as to its elements at least, logically be- 
 longs to the scheme of education which a Common School 
 system properly contemplates. Our schools must produce 
 not only knoiuers^ but also doers. Training the mind to 
 think has its true correlative in training the hand to execute. 
 The foundation of productive power and technical skill 
 must be laid in the primary training which all the children 
 of the land should receive, (a) in the use of the e3'e and 
 hand in drawing and simple construction; (/^) in the 
 knowledge and use of tools and materials; and (f), for 
 advanced classes, the rudiments of a trade and the princi- 
 ples of domestic economy. That all this properly belongs 
 to the function of the Common School will be perceived 
 more and more widely as the industrial problem of our 
 time and civilization discloses its ominous magnitude. It 
 will be seen, also, how intimate is the connection between 
 crime and the want of industrial knowledge and skill. 
 Illiteracy alone, as has been proved, is a prolific source of 
 crime; but illiterac}' combined with technical incompe- 
 tency is still more baleful. Skilled artisans never become 
 tramps, and very rarely become criminals. Industrial 
 training is needed, further, in order to destroy that utterly 
 vicious idea of industrial pursuits Jis socially inferior to 
 professional and mercantile pursuits, which pervades the 
 minds of many Americans. Too many boys and girls 
 graduate from the High Schools with the feeling that they 
 would lower themselves by adopting a trade or by doing 
 honest housework for hire. 
 
jtS The American Conunon School 
 
 It is the function of the Common School to te.ach : 
 (3) The Elements of Morality. In the nature of the 
 case, religion, as commonly conceived, riii^htly is excluded 
 from the Common School. Our dcfinitio'n t)f religion is, 
 as yet, sorely defective. But morality — the principles of 
 right conduct in the various relations of life, and the uni- 
 versality and imperativeness of moral obligation — that 
 broad moral basis on which society and commerce and 
 government must rest, or fall in hideous ruin, belongs in 
 the sphere of that teaching which is the proper function 
 of the Comtnon School. The teaching of morality con- 
 . templated here is (a) a careful and persistent discipline 
 of children in moral habits. For the most part elementary 
 moral training must be in this form. A child can acquire 
 a moral habit before it can grasp intelligently a moral prin- 
 ciple. It is a vital part of Common School education to 
 produce in the pupils the moral habits of obedience, order, 
 cleanliness, courtesy, truthfulness, honesty, self-control, and 
 scrupulous regard for the rights of others. To these may 
 be added unselfishness, and reverence for all that is good 
 and sacred. But along with discipline in moral habits there 
 must be {b) careful instruction in elementary moral princi- 
 ples. Habits will thus be justified and reinforced. Such 
 instruction is not yet provided for, save to a degree, in the 
 personal character and influence of teachers ; but element- 
 ary text-books of practical ethics will be forthcoming for 
 use in the Grammar, if not in the Primary Schools. Cer- 
 tain studies, as history and political economy, both of which 
 belong far earlier in the course of study than they usually 
 have been placed, can not be pursued without involving 
 very impressive instruction in morality. History is the 
 record as much of the moral as of the social, industrial 
 
hool 
 
 ol to teach: 
 the nature of the 
 Ljhtly is excluded 
 ()n of reli«;;ion is, 
 the principles of 
 life, and the uni- 
 obligation — that 
 d commerce and 
 ruin, belongs in 
 ! proper function 
 of morality con- 
 -sistent discipline 
 ;t part elementary 
 child can acquire 
 ntly a moral prin- 
 lool education to 
 obedience, order, 
 r, self-control, and 
 s. To these may 
 )r all that is good 
 moral habits there 
 tary moral princi- 
 reinforced. Such 
 ;o a degree, in the 
 ers ; but element- 
 e forthcoming for 
 ry Schools. Cer- 
 my, both of which 
 than they usually 
 without involving 
 '. History is the 
 ; social, industrial 
 
 vs. 
 
 The Sectarian Parochial School. f^ 
 
 and political progress of the race. History cannot be 
 taught intelligently without giving some pretty clear knowl- 
 edge of the inevitable sequences of moral law and the 
 influence of spiritual forces on human society. It is, in- 
 deed, one continuous and tremendous illustration of tiie 
 working of moral causes and a perpetual witness to the 
 dependence of human weal on conformity to the sovereign 
 right. Similarly, political economy cannot be taught either 
 historically or criticall}' without involving a careful consid-* 
 eration both of moral principles and the moral sentiment. 
 
 2. A second and very important function of the Com- 
 mon School, and one which it discharges by virtue of its 
 very constitution and aims, I will designate the Social 
 Function. A school is a great social force. Its influence 
 works upon childhood, when mind and heart are most 
 plastic, and is felt through all the after life. The Common 
 School belongs to the fundamental idea of a Republic as 
 much because of its social significance as because of its 
 educational aims. Aristocracy intrenches itself and per- 
 petuates itself in private schools. I shall not be misunder- 
 stood here. Some private schools are as broad and humane 
 in their spirit as even the Common School. But the aris- 
 tocratic spirit, in various stages of its development, creates 
 schools which organize and inculcate, if not openly, at 
 least eflfectually, the instincts and traditions of aristocracy. 
 Examples abound to illustrate and justify this statement. 
 
 In the Common School the children of rich and poor 
 meet on a common level. From the day the school opens 
 a certain equalizing social process goes on. The result ot 
 this process is not that the children of the more refined class 
 are dragged down, but that the whole school is socially 
 lifted toward the level of the best. There may be rare 
 
20 
 
 The American Com in on Sr/ioo/ 
 
 i-xcL'ptions, but tlifs is the rule; for the entire intlucnce ol 
 tciiclier, nictliods of work aiul instruction tends to this end. 
 The aim is steady at the best. The Common School is the 
 natural foe of caste, and it fosters that social spirit which 
 belontrs to the verv life and is essential to the enduring 
 integrity of the Republic. The process of social assimila- 
 tion which iroes on in the Common School is of immense 
 importance in this country where population is annually 
 'increased by the arrival of from live to eight hundred 
 thousand immigrants coming from many foreign lands. 
 This heterogeneous mass of foreign life must be assimilated 
 to the organic life of the nation, or remain as a perpetual 
 source of peril. Assimilation naturally takes place most 
 rapidly among tlu; young. The Common School system 
 of our land furnishes the chief assimilative force. It is the 
 great Americanizing institution. More than any other, it 
 unities thought and interest, implants the germs of wide 
 social sympathies, and creates and cultivates a healthy pat- 
 riotism. This it docs in part by its methods of training, 
 but still more by force of what it is, as being, in u special 
 sense, a thoroughly popular and Republican institution. 
 
 To sum up the whole discussion on this point in a few 
 ^vords — it is the function of the American Common 
 School : 
 
 {a) To furnish a wholesome and thorough primary 
 mental training for every child iii the land; 
 
 (6) To develop thrifty, skilful and productive workers ; 
 (c) To make good citizens by inculcating those princi- 
 ples of morality, patriotism and true social life, without 
 which a Republic, however rich its resources, and however 
 favorable its natural situation, cannot long endure and 
 prosper. 
 
■ f<'-^:l 
 
 ool 
 
 ntirc intlucnci.' ot 
 tends to this end. 
 ion Sehool is the 
 leial spirit which 
 I to the enduriiiir 
 )f social assiniiia- 
 ol is of immense 
 lation is annually 
 :o eiylit hundred 
 ly foreign lands, 
 ust be assimilated 
 »in as a perpetual 
 takes place most 
 )n School system 
 c force. It is the 
 than any other, it 
 :ie sjjcrms of widi" 
 ites a healthy pat- 
 ithods of trainino-, 
 beinj;, in u special 
 lean institution, 
 his point in a few 
 iierican Common 
 
 thorough primar)' 
 
 Hi; 
 
 oductive workers; 
 ating those princi- 
 ocial life, without 
 irces, and however 
 long endure and 
 
 III 
 
 va. Tho Sectarian Parochial School. it 
 
 TiiK (iROUM) OK line Roman Catholic Pauo- 
 tlllAI Sciiooi-. 
 .The l*ar()chial School is based on the assumptions that 
 the Roman Catholic cluirch is the infallible representative 
 of Ciod on earth; that the k:w*\ ot" education is to make 
 obedient and capable servants ot' the cluirch; and, there- 
 fore, that the church must have supreme control of the 
 means and methods of education. The state, if it carries 
 on popular education at all, must do it under the control 
 and direction of the ordaini'd rej)resentati\ es of the church. 
 From this position the Roman Catholic hierarchy has never 
 receded. In this position it stands to-day as uncompro- 
 misingly in the United States as in Spain. Whate\er slight 
 adaptations to their environment in this land the Roman 
 clerics may ha\ e felt compelled to make, they certainly 
 never have made anv concession in their avowals of 
 principle. American institutions have only superficially 
 modified otlicial Roman Catholicism. Its essential spirit 
 is unchanged and unchanging. 
 
 That I may not be suspected of misrepresenting, some- 
 thing I do not fear from any intelligent and well instructed 
 Roman Catholic, I will quote from official authorities. 
 
 In the Ninth Article of " A Full Catechism of the 
 Catholic Religion," may be found the following: 
 
 " 45. By whom is the Divine doctrine always preserved 
 pure and uncorrupted in the Church? 
 
 By the Infallible Teaching Body ot the Church. 
 
 46. Who composes this Infallible Teaching Body? 
 
 The Pope and the Bishops united with him." 
 
 This alleged " Infallible Teaching Body " explicitly, con- 
 stantly and consistently affirms the principle that the Roman 
 Catholic Church is the supreme authority in education. 
 
j3 The American Coin inon School 
 
 7'//<' CV?///r'//V /u'z/V:t', lor April, I H71, said: 
 '• \Vc ik'iiy, of idiirsc, as Roman C"atliolic«, the ri^lus ot 
 the- i.i\il ^M)\\-rniUfiil to cilmaU-: lor i-iliKation is a lunc- 
 tion of tlic spiritual society as iiukIi as prcathinji;/' 
 
 A Catholic Dic/ionnrw t-ditcil i>y William K. Addis 
 and Thomas Arnold, a standard and conservative work, 
 bearing the /////// ohslaf of Kdvvard S. Keojrh, censor, and 
 the iinpriuiatur of Henry V.. Manninj^s Cardinal Arch- 
 bishop of Westminster, declares that: 
 
 " The first and hijrhest authority in all that re^'ards edu- 
 cation is the Church. With her sanction it should be 
 commenced, and under her superintendence it should be 
 continued." 
 
 The article on " Education," from which I quote, recog- 
 nizes three authorities in education, namely: the church, 
 the state, and the parent; but it entirely subordinates the 
 state and the parent to the chmch; so that really there is 
 but one authority. "The claims of the state," says this 
 article, " become unjust and oppressive when, ignoring the 
 still more sacred right of the church to secure in educa- 
 tion the attainment of man's highest end, it compels or 
 tempts Catholics to place their children in schools which 
 the ecclesiastical authority has not sanctioned." " Catholic 
 parents," it continues, " are bound to see that the teaching 
 in the schools to which they send their children has eccle- 
 siastical sanction, and to resist all attempts to make them 
 patronize schools without that sanction. 
 
 The ends ot education, the article thus defines: 
 
 " Education has three principal ends — the first religious, 
 
 the second political, the third domestic; but among these 
 
 the religious end takes the lead and dominates over the other 
 
 two, on account of its intrinsically greater importance. And 
 
'tool 
 
 saiil: 
 
 )lich, flic i-i,!4lu '>!" 
 iication is a lunc- 
 rcachin^'.' 
 
 Villiani K. AcUlis 
 mstTNathc work, 
 coffli, censor, ami 
 , Cardinal Arch- 
 that rc^'ards cdu- 
 ion it should be 
 once it should be 
 
 ch I quote, recog- 
 nely: the church, 
 subordinates the 
 hat really there is 
 li state," says this 
 *'hen, ignoring the 
 I secure in educa- 
 nd, it compels or 
 . in schools which 
 oned." "Catholic 
 : that the teaching 
 :hildren has eccle- 
 ipts to make them 
 
 IS defines: 
 -the first religious, 
 ; but among these 
 lates over the other 
 r importance. And 
 
 vs. The Sectarian Pann-hial School. 23 
 
 since, as explained above, we cannot walk securely in re- 
 ligion one step except in unison with ami obedience to the 
 church, every well instructed Catholic understands that the 
 church must preside over the education of Catholics ;il 
 c\ er^ stage and in every branch, so far as to sec that they 
 are sufficiently instructed in their religion." 
 
 In the Roman Catholic idea ol' education, religion and 
 God are identified with the Roman Catholic church; rev- 
 erence for the church, therefore, ami unquestioning devo- 
 tion to her interests, are the chief ends at which education 
 aims. The purpose of the Parochial Schools is not to 
 educate, in the broad and high sense in which the modern 
 cultivated mind conceives that word, but to make firmly 
 loyal and obediently docile Roman Catholics. Patriotism, 
 knowledge of histoi'y and science, culture and skill, are 
 secondary to knowledge and service of the church. The 
 one thing insisted on and emphasised above all others is 
 the absolute, infallible authority of the church. The 
 Roman Catholic idea of education determines, of course, 
 the character of the text-books which are used in the 
 Parochial Schools, and the character as well of the teach- 
 ers in those schools. The whole system of Parochial edu- 
 cation is organized about religion, not as a spiritual and 
 universal principle, but as defined by the doctrines and 
 expressed in the organization and ritual of the church ot 
 Rome. It remains for us to consider: 
 
 IV. Some of the Practical Results which the 
 Spirit and Methods of the Parochial School 
 MUST Produce. 
 The regulative principle of Parochial School training 
 
 being the infallible authority of the church, it.must follow 
 
 that this system : — 
 
 '•'1 
 
 1 
 
24 
 
 The American Common School 
 
 1. Destroys intellectual liberty. The pursuit of knowl- 
 edge and the search for truth cannot be disinterested when 
 the mind works under the rule of such a principle as that 
 of papal infallibility. The facts of history cannot be criti- 
 call}- investigated and impartially weighed, for they cannot 
 be suffered to contradict this principle. The phenomena 
 of nature, also, must be studied subject to interpretations 
 of the world which are ecclesiastical and dogmatic. The 
 mind is not toned up and sti.iiulatcd to a full and system- 
 atical development; for it is compelled to fit a certain 
 unyielding mould. The conception of the infallible author- 
 ity of a human organization not only fetters the mind by 
 setting limits to enquir}-, but also prevents that unflinching 
 sincerity in thinking without which intellectual liberty is 
 both meaningless and impossible. 
 
 2. The principle of Parochial School training promotes 
 deficient and dishonest teaching. 
 
 An examination of the text books now m use in the 
 Parochial Schools will abundantly substantiate this con- 
 fessedly grave charge. The teaching in these books is 
 deficient, because vital facts of history are cither omitted, 
 or given in such disproportion that their meaning is ob- 
 scured. The teaching is dislionest^h&caw&Q^ these books are 
 marked not only b}' suppressions of the truth, but also by 
 misstatements by which sound knowledge is prevented and 
 false ideas are inculcated in the interest of the Roman Cath- 
 olic church. I have examined " A Full Catechism of the 
 Catholic Religion," " Saddlier's Excelsior Introduction to 
 Geograph}-," Gazeau's " Modern History," " The Young 
 Catholic's Illustrated Fifth Reader," " The Third Reader" 
 of the Catholic National Series, and Bishop Gilmour's Bible 
 and Church History, all of which are widely used in the 
 
hool 
 
 pursuit of knowl- 
 isinterested when 
 I principle as that 
 ■y cannot be criti- 
 d, for they cannot 
 The phenomena 
 to interpretations 
 I dogmatic. The 
 L full and system- 
 i to fit a certain 
 ; infallible author- 
 tters the mind by 
 :s that unflinching 
 illectua) liberty is 
 
 training promotes 
 
 ow m use in the 
 tantiate this con- 
 in these books is 
 ire cither omitted, 
 ir meaning is ob- 
 se these books are 
 
 truth, but also by 
 e is prevented and 
 f the Roman Cath- 
 
 Catechism of the 
 )r Introduction to 
 
 " u 
 
 The Young 
 he Third Reader" 
 3p Gilmour's Bible 
 ividely used in the 
 
 vs. The Sectarian Parochial School. -'5 
 
 Parochial Schools of the United States and Canada. All 
 of these books are thorough advocates of Roman Catholi- 
 cism, so much so indeed, as to deserve the name of apolo- 
 getic works. In the preface to The Third Reader of the 
 National Series, the author naively says: '* The Third 
 Reader, in common with the other books of the Catholic 
 National Serirs, has one chief characteristic, viz.: a 
 thoroughly Catholic tone, which will be found to pervade 
 the whole book." Imagine a school-book commended to 
 our approval, even by the statement that it has " a thor- 
 oughly Baptist," or " Methodist," or " Episcopalian tone." 
 The table of contents prefixed to " The Third Reader," 
 contains, among others equally suggestive, the following 
 titles: "Bessie's First Mass," "St. Germaine Cousin," 
 " The Weight of a Prayer," " Pope Leo XIII. and the 
 Brigands," "The Legend ot the Infant Jesus Serving at 
 Mass," " How to be a Nun," " St. Bridget," and " St. 
 Francis of Assisi." " The Weight of a Prayer " relates 
 that a poor woman went into a butcher-shop and asked 
 for meat. When the butcher inquired what she had to 
 give for it, she answered, " nothing but my prayers." The 
 butcher says that prayers will not pay rent and buy 
 cattle. But, inclined to joke, he says he will give her as 
 much meat as her prayer will weigh. Thereupon he writes 
 the poor woman's prayer on a slip of paper and puts it on 
 one side of the scale and then puts a tiny bit of meat on 
 the other side. To his astonishment, the paper does not 
 rise. He puts on a larger piece. Still the paper remains 
 down. Then in fright he puts on the scale a large round 
 of beef, and turning to the woman acknowledges the evi- 
 dent hand of God, and in penitence promises her in the 
 future all the meat she may want. In this book arq 
 
26 
 
 The American Common School 
 
 in 
 
 several other instances of modern miracles similar 
 character. 
 
 Bishop Gilmour's Bible and Church History contains 
 such extraordinary misrepresentations as the following: 
 
 " Not only the church [of Rome] has been no obstacle 
 to progress, either in science or art, but to Catholics is due 
 the discovery of nearly all the valuable inventions we have. 
 Cjirefully examined it will be seen that with the exception 
 of the steam engine and the railroad, little that is really 
 new has been discovered other than by Catholics." P. 2g8. 
 
 Again : 
 
 " In 15 17» Pope Leo X. published a Jubilee, and directed 
 that the alms to be given should be sent to Rome to help 
 complete the great Cathedral of St. Peter, then being built. 
 Tetzel, Superior of the Dominicans, was appointed to 
 preach this Jubilee throughout Germany, which greatly 
 displeased Luther, because of the slight, as he supposed, 
 that had thus been thrown upon the Augustinians by not 
 inviting them to preach the Jubilee." P. joo. 
 
 Still again: 
 
 "With the exception of 'The Bible Alone as the Rule 
 of Faith,' Luther and Calvin but repeated the heresies of 
 Huss and Wycliffe, and the earlier heresiarchs. Calvin 
 adopted the heresies of Pelagius on grace and original sin." 
 P. 301, 
 
 This last statement will be interesting to theologians. 
 We are told : 
 
 "John Knox died in 1572, revered bv the Scotch, but 
 known in history as the ' Ruffian of the Reformation.' " 
 P. 302. 
 
 Comparing Catholicism with Protestantism, the Bishop 
 says : 
 
 "To make converts. Catholicity has ever appealed to 
 reason; Protestantism, like Mohammedanism, to force and 
 
 violence. * * * 
 
 Protestantism began with *an 
 
cles similar in 
 
 [istory contains 
 le following: 
 •ecn no obstacle 
 Catholics is due 
 jntions we have. 
 ;h the exception 
 le that is really 
 olics." P. 2g8. 
 
 ee, and directed 
 ) Rome to help 
 hen being built, 
 s appointed to 
 which greatly 
 IS he supposed, 
 istinians by not 
 
 }QO. 
 
 ne as the Rule 
 I the heresies of 
 liarchs. Calvin 
 id original sin." 
 
 theologians. 
 
 the Scotch, but 
 Reformation.' " 
 
 ism, the Bishop 
 
 'er appealed to 
 sm, to force and 
 began with *an 
 
 vs. 
 
 The Sectarian Parochial School. 
 
 27 
 
 1 
 
 't 
 
 open Bible and Free Interpretation,' and has ended [sic] m 
 division and disbelief. By the above principle, everyone 
 becomes judge of what he will or will not believe. Hence, 
 amongst Protestants there are almost as many religions as 
 there are individuals, the churches divided and torn into 
 pieces, ending in infidelity and Mormonism. On the other 
 hand, Catholicity remains ever the same, because Catho- 
 licity is truth, and truth changes not." P. 3^4- 
 
 From Gazeau's « Modern History," I quote but two or 
 three selections. These will serve as samples of the whole. 
 On the Inquisition, the author says : 
 
 "Ferdinand and Isabella, honored by the Holy See with 
 the title of 'Catholic So%ereigns,' resolved to prove them- 
 selves worthy of it by maintaining among their subjects 
 the faith in all its purity. To this end they had revived the 
 ancient tribunal of the Inquisition. * * "s chiei 
 
 aim was to detect every crime and delinquency in religious 
 matters, especially among the converted Jews and Moors, 
 many of whom simply professed conversion, and were 
 often secretly engaged in treasonable practices. It the 
 accused was found guilty and manifested some repentance, 
 he was sentenced to make a public reparation, or act o 
 taith, Auto-da-fe, holding a lighted taper in his hand. It 
 he persisted in his error he was handed over to the secular 
 arm, and lay judges pronounced sentence and aPP/'edthe 
 laws of the state. The Spanish Inquisition, like all human 
 institutions, was not always restricted within just limits, and 
 the Head of the Church more than once interposed his 
 authority; but if, later, other sovereigns made of this 
 tribunal a political instrument, Ferdinand should not be 
 censured for confiding to it the mission of prosecuting infi- 
 dels who by their sacrilegious profanations were subjects 
 of scandal to Catholics." P. 42. 
 Of Luther we are told: 
 
 « Wicked men are always disposed to rebel against 
 authority. The sale of indulgences and the word reform 
 
28 
 
 The American Common School 
 
 were simply made the pretext by the able but unprineipled 
 Luther lor the onburst of the storm that was to devastate 
 Europe and break up the spiritual unity oi" Christendom." 
 P. 62, 63. 
 
 Concernino- the massacre of St. Bartholomew's Day, 
 the author says: 
 
 " As to the solemn Te Detim sung at Rome by order of 
 Pope Gregory XIII., it was done under the impression 
 that the massacre was begun on the part of the Calvinists, 
 that the Kings party acted in self-defence, and that the 
 affair grew out of an unsuccessful conspiracy against the 
 French government and the Catholic church. This Te 
 Deum belonged to the same category as the one sung 
 shortly before for the victory gained at Lepanto over the 
 Turks." P. 106, 107. 
 
 Of Alva's mission to the Netherlands, the author says: 
 " The King of Spain resolved to wreak signal vengeance 
 on the * Beggars ' [the Protestant confederates of Breda] . 
 His most experienced general, Alvarez of Toledo, Duke 
 of Alva, entered the Netherlands at the head of twenty 
 thousand men and pursued the rebels with extreme sever- 
 ity. It is asserted that out of hatred to the new governor 
 nearly one hundred thousand of the inhablLants went vol- 
 untaril}' into exile." P. iig- 
 
 The dominant purpose of these text-books is to exalt 
 and glorify the Roman Catholic church, and to this end 
 the truth of history and the moral lessons which' history is 
 meant to convey, are shamelessly sacrificed. . Nor is this 
 the worst result of such dishonest teaching. Those who 
 are taught are wronged in the deepest way, by having 
 essential falsehood incorporated with all their thinking 
 upon human experience and human destiny. At best his- 
 tory is imperfect, but, as the record of human experience 
 sincerely set forth, it is the wisest teacher of each genera- 
 
o1 
 
 ut unprincipled 
 as to devastate 
 Christendom." 
 
 jlomcw's Day, 
 
 ime by order oi" 
 the impression 
 ■ the Calvinists, 
 e, and that the 
 ■acy against the 
 iirch. This Tc 
 i tlie one sung 
 epanto over the 
 
 lie author says: 
 gnal vengeance 
 ates of Breda], 
 f Toledo, Duke 
 lead of twenty 
 extreme sever- 
 : new governor 
 lants went vol- 
 
 )oks is to exalt 
 and to this end 
 which history is 
 ;d. Nor is this 
 ig. Those who 
 way, by having 
 1 their thinking 
 y. At best his- 
 man experience 
 of each genera- 
 
 vs. The Sectarian Parochial School 29 
 
 tion as it comes on the stage of life and action. To make 
 the record not only still more imperfect but even dishonest 
 and false, is a crime of the first magnitude. 
 
 3. A third result of Parochial School training is, natur- 
 allV the development of an intense and bigoted sectari- 
 anism. In the ninth article of -.1 Full Catechism oj 
 the Catholic Religion r may be found the following: 
 
 " 64 If the Catholic Church is to lead all men to eternal 
 salvation, and has, for that purpose, received from Christ 
 hor doctrine, her means of grace, and her powers, what, 
 for his part, is every one obliged to do? 
 
 Every one is obliged, under pain ot eternal damnation, 
 to become a member of the Catholic Church, to believe 
 her doctrine, to use her means of grace, and to submit to 
 her authority."' 
 
 No real knowledge is given of any church other than 
 the Roman. Protestants are condemned and villitied. 
 Religious liberty is represented as a deadly error, and the 
 claims of the Roman church are set forth as absolutely 
 supreme. The result of such teaching can be of but one 
 sort. As there is no fairness in the instruction, there can 
 be no fairness in the judgments of those who receive the 
 instruction, and the worst form of caste, namely, the relig- 
 ious, is created and perpetuated. Social life is thus invaded 
 and its benignity, freedom and solidarity are destroyed. 
 
 4. Finally, the Parochial system of education is a per- 
 petual menace to political integrity, because it inculcates 
 not so much a divided sovereignty as a temporal supremacy 
 in the Romair church and its earthly head of which the 
 authority of the state is scarcely in any sense a rival. 
 Fortunately even Roman Catholics do not always carry 
 out in action the logical results of their system. Many ot 
 
,,n_-»-...c; _i' 
 
 30 The American Common School 
 
 them are larger than their creed and better than their sys- 
 tem. But this can be true, only in very small degree, of 
 those who receive their entire training in the Parochial 
 School. A government cannot be stable if a large number 
 of its subjects conscientiously hold allegiance to a foreign 
 potentate. I have little fear for the government of the 
 United States, for the forces of intelligence and patriotism 
 in the mass of the people are too strong, I believe, to be 
 overcome. Yet, the teaching of such a system as Roman- 
 ism, by such methods as prevail in the Parochial Schools, 
 is a continual threat against our political integrity and 
 freedom. The tendency of the whole Parochial system is 
 to dwarf and misrepresent the signiricance of political 
 institutions and political progress. That the system is 
 inimical to the Constitution has been shown with clear- 
 ness and cogency by Bishop Coxe. The Constitution, 
 as he says, implies: 
 
 (i) Liberty of the press. 
 
 (2) Liberty of conscience and of worship. 
 
 (3) Liberty of speech. 
 
 (4) The power of the state to define the civil rights of 
 ecclesiastics. 
 
 (5) That the church may not employ force. 
 
 (6) That the civil law must prevail over papal laws. 
 
 (7) That the free exercise of religion ought to be al- 
 lowed in all countries. 
 
 (8) That civil marriages are valid. 
 
 (9) That the domain of morals may be treated apart 
 from the decrees of pontiffs. 
 
 (10) That civil duty and allegiance may be taught and 
 treated with similar freedom. 
 
ol 
 
 r than their sys- 
 sniull degree, of 
 1 the Parochial 
 ' a hirge number 
 nee to a foreign 
 ernment of the 
 e and patriotism 
 I believe, to be 
 item as Roman- 
 'ochial Schools, 
 il integrity and 
 ochial system is 
 nee of political 
 the system is 
 own with clear- 
 
 CONSTITUTION, 
 
 ;hip. 
 
 16 civil rights of 
 
 force. 
 
 er papal laws, 
 ought to be al- 
 
 be treated apart 
 ly be taught and 
 
 
 7'.v. The Sectarian Parochial School. 31 
 
 Yet every one of these principles has been condemned 
 by the "infallible" head of the Roman church, and^all who 
 hold these principles have been declared to hold them at 
 the peril of their eternal salvation. He who accepts the 
 creed of the Roman Catholic church accepts the dicta of 
 its head. 
 
 Are we to turn out the Constitution from the Common 
 Schools as well as the Bible ? 
 
 In conclusion, I urge no argument and present no infer- 
 ences drawn from the contrast between these two sys- 
 tems — the Common School svstem and the Parochial 
 School system. The contrast itself is argument invincible 
 and overwhelming. The fortunes of the Republic are 
 bound up with the maintenance and the continuous upward 
 development of that" broad, beneficent and most precious 
 institution, the American Common School. 
 
 The idea of the Ameiican Common Schools which is sedulously inculca- 
 ted in the minds of Catholics by ecclesiastical authority, may be found 
 expressed at length, and with sufficient vehemence, in a pamphlet by 
 Thomas J. Jenkins, and published by John Murphy & Co., of Baltimore. 
 The full title of this pamphlet is as follows : 
 
 Catholic Educators' Manual on Schools. 
 
 IHK 
 
 christIan vs. codless schools. 
 
 1 n ,.iiinr Rulines the world over, especially ot 
 Papal, Pastoral and Conchar R.^m J ^^^^^^ ^„ ,,, 
 
 the III. Plenary Council of Baltimore, \mui 1 
 
 Struggle for Christian Education. „ ^ vtq 
 
 ADDRESSED TO CATHOLIC PAREMS. 
 
 »v 
 
 Thomas J. Jenkins, Author of " Six Seasons on our Pra.ries." 
 
 John Murphy & Co.. PuhlUhers, Baltimore. 
 
.3-2 Common vs. Parochial Schools. 
 
 In this pamphlet, the following sentiments are copiously and variously 
 expressed ; 
 
 "The Pul)lic Schools are inlldel and Godless, and must therefore lie avoided." /'. <?/. 
 
 "Sad experience lias nia.le it evident, that Catlu.lic Youth, l)y the frei|uentation of the 
 Public Schools, are almost without exceiuion, exjioseil to great danger, not only of 
 corruption of morals, but also of losing faith itself." /'. SS. 
 
 "The line is drawn, and pastors cry to their (locks: 'Are you Catholics ? Come ovt r 
 to me and send your children to Catholic schools. Arc you not Catholics ? Then «.> 
 away about your business; we want no such black, scabby sheep to infest the flock of 
 Christ.' " /'. 101. 
 
 I forbear (iiioting further, but Americans who would understand the real 
 animus of the Roman Catholic attack on the American Sciiool system, 
 should read this pamphlet. 
 
 ■■ - 
 
 PHUS or 8. O. ROBINSON. K 
 
 PUHOHASf «T., BOarON. 
 
 ^!P*-'>-"t«3;5j3^. '■ '-; i 
 
Bil « 
 
 o/s. 
 
 iously and variously 
 
 )re lie avoided." /'. S/. 
 he fre(|uentation of the 
 at (Innjjer, not only of 
 
 Calliolics ? Come owr 
 t Catholics ? Then jjo 
 |i to infest the flock of 
 
 uiulerstand the real 
 can School system, 
 
 TO PUHOHASt »T., MMTON. 
 
/ 
 
 
 :#'li