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A LECTURE

-ON—

^ '«^E\ ilf^^'lk^ mml Mk fm% mtr mmk Imm

iiii wOJkwJiii jiA

DELIVERED BY THE

REV. JAMES QUINN, P. P.

-ON-

^aint r»atri<;ls:'s Eve, iJa^rci,

-IN THE-

CATHO Lie SCHOOL HOUSE,

»T. STEPHKN, N. B.

ST. STEPHEN, N. fi.:

Printed at the Journal dfflce.

18 7 6.

N.-,

V ■«>

A LECTURE

-ON-

"^^

DELIVERED BY THE

REV. JAMES QUINN, P. P.

-ON-

Sa.iiit I^ati'iclc's Eve, 1JS51T6,

-IN THE—

CATHOLIC SCHOOL HOUSE,

ST. STEPHEN, N. B.

ST. STEPHEN, N. B.:

Printed at the JouBNAii Office.

18 7 6.

<*.m , tr,nnmv^mv ■> jwp .".i^- ._,. .-.^f ,-,^.», < .M _,_, I , ,^ M i |||p

WT. r»ATRICIi»» I>A.Y

LECTURE ON EDUCATION.

The following lecluro was delivered by the Rev, James

Quinn, P, P., in the Catholie School House, St. Stephen,

N. B,, at an entertainment given by the officers of the

St. Stephen Catholic Temperance Society on St. Patrick's

Eve. The Rev. gentleman having been introduced by

the President of the society in a few appropriate remarks,

commenced by saying:

Lndies and gentlemen, it affords me gnmt pleasure to
see you assembled here so numerously this evening and
enjoying yourselves so pleasantly. I*or all this we are
indebted to the officers of the Temperance Socioty, and
to them I am especially indebted for the opportunity af-
forded me this evening of addressing you, and which I
mean to do on the important subject of Education. Be-
fore I enter on that much vexed and agitated subject I
must observe, that, exclusive of the recollections of St.
Patrick, the great apostle of Ireland, and his zealous
labors, the old country, the old faith and the unalterable
love of our ancestors for all them, and their unalterable
attachment to them through all the remarkable ph.Hses
of their histor}', our meeting here this evening and every
other evening in this beautiful building:, and rendered
more beautiful by the generosity of my valued friend Mr.
Hugh Culh'nen, gives rise to feelings and thoughts which
must be the source of real pleasure to us, 5is a paiish and
a community. I saw it som«'where remarked that when-
ever the Spaniards found a colony the first thing they do
is to build a church ; the French, when they found one.

build a theatro ; the Dulch, a store ; and the English, a
public or ale house ; but see what wo Irish have done
here in St. Stephen, as soon as wo were able, and how
cfciditable it is to us ; we raiKsed an institution which we
can and do use as a church, a temperance hall, and a
school-house, where every virtue can be learned, and
every knowledge acquired requisite to promote our tem-
poral happiness lo the highest degree , and learn too, how
to acquire that which is of intinitely errciiter importance
the salvation of our immortal souls. Our school is kept
here, and the school it not kept in the church should be
alwa\s under her shadow. It is the hand made, through
which she can best fulfil her mission here on earth, and
hence the present learned Archbishop of Baltimore says
thai the clergyman and Parish have little comfort wliere
they do notonjoy a school, and thsit the Parish does not
deserve the nanie that does not possess one; and he
might well add, as he well believes, that the school does
nordeserve the name, if religion is not taught in it, and
tauglit more frequently and more carefully than any
other branch of secular learning, no matter how import-
ant and eflFectual to gain worldly advantages. The grea\
evil of the day is that governments, board? of education,
trustees, and many parents themselves separate Religion
from Education, they sa^ religion is one thing and edu-
cation anoth*^-, education, they say, is instruction and
secular, and government through their officials have the
right to manage it in all its departments. Now this id"
totally erroneous, and whilst such a belief and opinion as
this is the cause of all the contention and strife through-
out society, and States, Provinces, and communities the
following'out of this opinion, and carrying of it into op-
eration; that is the bringing up of youth without religion
in the schools is the cause of the moral ruin and degra-
dation which we perceive in governments and commun-
ities all aroujid us.

Ft)r what do we see all around us? In tjie most tiour-
isliing and oldest capitals in the old and new world,
teeming v .tU literary institutions, down through towns
and villages to the most humble village hamlets, pos-
sessing their schools, we find the scions of aristocracy,
presidents, prmces, staU^smen, merchants, mechanics, and
peasants revelling in the most gross immorality, com-
mitting murders, bribery, homicides, swindling aduUer-

"•i- «MlS^^HI

ifs. and tli.it with »\vih open simmelnssnoss as to make
onn w»fep for tlh; univer.s.il dt^pnivity of linnian natiiro
wliieh cojiliniu'S its IkmuIU'ss coui-ho without lot or Ijin-
drajKMi. And th<i sam« (h'pruvitv and iiniMoralily wo
find in tho liiviatlicn innnioi-.-inl ship whoso strong? prow
ploMjihs tliroujrh tho niijfhty hillows o*" the ocoan? down
to tho craft winch swin<rs to its tiny caliie in sonic hidden
nook in nn inl.ind f<tro;ini. N(> wonder that a modern
and disiiri;;nisl)cd writ«'r wonld n^ninrk: "On tlie otlu-r
h.ind if knowledjro is severed from roli<;r](,n, und. still
more, if u, is usimI :is a Wi^apon to (c»i!ih:it n liLiion, it not
only does not reline yonth. I>nt. as Le M dstro justly main-
tains, 'it nuhices them lo the lowest dej^rce of hruinlitv.'"
"Nous seron ahrntis par la science, et c'est le dernier
de«rree df3 rahrulissement/' Anil what is the cause of
ittdl? Absence of rolitrjous influence, Because youth
were alUiWed to piss th(iir time in schools without rtf}i«;-
ious instruction. Because they were not daily t:.uii;ht hy
what means they could preserve the Grace of God re-
ceived ill baptism, or recover it when lost, that irrate
l)urclmsed for th(on by the passi(m and death of Christ,
and w'hich alone can preserve from sin and crime, a hap-
piness never ttflected by openin«>: ••tnd closing: prayers,
readino; of bibles, and lecturing on prinuiplos of common
Christianity, iionestytand good in tliejiisclves, but by the
sacraments of the church, and by the merits of Christ's
blo(;d carried to souls of men. And here we at once see
tlic reasons why Catholics are for separate schools, where
alone that religious insti-ucLion can be given all hours of
the day from which all those great blesamgs will flow to
their children educated in them.

And, never, from the beginning of Christianity was
there a time when it is more absolutely necessary to
diffuse the wholes( me principles, doctrines and prac-
tices of the Catholic religion than the present, and that
in chri'^lian schools where it alone can be done with any
degree of success. For the predominant tendency of the
present generation is to enjoy material life, indulge the
passions, gratify the sensitive and apoetitive powers, and
nejilect the sjjiritual cultivation of the intellect, and
rational faculties of tl'e immortal spirit. Hence the in-
dispensable duties of parents and all others who have the
education and instruction of children to provide schools
where they can be instructed, and properly trained

touchers who will instruct them constnntly nnd fliily In
the knowledge of siicnunents ami fiiitli, the sources of
tliJit i)i()us life which will <'leviite lluuii to the iinai^e of
God, nnd qualify and entitle them to ohtain their final
and eternal happincHH.

Education is not instruelion. Instruction is the mnteri-
al function hy which education furnishes the mind wilh
matter to "xercise itself. It is of peremptory import-
ance. It is by means of instru'.-tion the Imman mind 18
enriched with"Unowled«re that the temple of G(»d in man
is adorned witit the most varied ami hcautifu! paintings
from tlio visihhi and invisihle world. More than this in-
structicm is imi'^i'itively required hy religicm and eon-
Bcienco. But education is nor, instruction. What then
Is it? St. Paul clearly (explains it. Ihi uses the very
woiiid, Educate. "Have you childn-n?''' ho asks, ''Edu-
cati*» tliemiiMthe correciion and disctipline of the Lord."
Education then is to t<?ach children to follow the rule, tlie
way, the life of Christ. God created man according to his
own image and liktmess. and that he might have the sur-
est means as well as the safest examph' to preserv(» that
image, he sent ('hrist on e?«rtl: to he llu'^ model we whould
follow To educate a child then is to so d«!velop his fac-
ulties, cultivate and direct thian that lu; may rise to the
image of God bv lollowing Christ, and continue to do so
until the end of his days. "Agens agit sibi simile" is an
axiom of Philosophy, "The Creator acts like himself."
God who creijied nian like himself, is endowed with at-
tributes of mercy, goodness, love, compassion, and wish-
»'S that the creature would resemble him in those attri-
butes as much as possible, and hence the Redeemer who
is man's model teds him to "be perfect as your heavenly
Father is perfect," "Be like your Father who is in
' heaven," and the whole business of education, and of
tiiose that give it, should be to tit and direct man's fac-
ulties so that he might by them become possessed of
these attributes in as high degree of perfection as possi-
ble. But in endeavoring to coi)y after God's attributes,
to be like him in goodness, mercy, charity, and patience,
we discharge those duties we owe to God, our neighbor
and ourselves, and this is precisely the aim and object of
religion in all its essence, and hence religiu»n is edu-
cation, they are inseparable, and the education which
does not inekide religiim is a misnomer, a term of niod-

'«

(•rn Invention used l»y the nnoiuios of nsligion. And tho
Bnnui grnutiind inspired A|>o«slln sfivcis ns to un<lorRi:ind
on wlinin tins cducMtion of cliildrcm d<'volvo», when in
Ui'' Siinic |):i8sm;x«' i>- says. "\nd j'oti fnlhcrs fM'ovolvn not
vour (^Ii1l«lren to jinjrci, i)ut instruct tliom in tlio oorr«'0-
tion !vnd dij^cipline of tho Lord."— Ephs. VI, iv. Tliore-
forc. \vl»cn govcrninontH nn<ii'rtiiko to do anythinjf iji Ihp
biisiiu'ss of pdmratiort. (»r its promotion, tlxy (vin only
Msslst Jind net 'ifl !inxilir»rl«'s t(* pr»r«'nt8. Lotus llien «•'<»
wlmt tlioj' can do Ic^iit-ni itcly. There is n(^ doubt liiU
;rovernnu'nts not only can hut (Uijrht to assist in tlus pro-
motion of education. For all thin<j:s which God has
created in this world, or jriven man the ftculties and
license of fraininjx have one common uUiuiato end. the
glory of tho creator in the salvation of his creatures, or
as the scripture h:is it, "every creaturo is created for
God's jrlory." but ;xovernment is a cns-ition and the most
effectual means to promottj the tr' M-y of God being by
education, therefore jrovernmenls mijrht take part m it
within those limits pn^scribi'd by the hiws of nature iind
tile Divme positive law, The end of ijov'jrnment snys a
most learned Theoloi»ian Svvarez, is to promote the nat-
ural happiness of that perfectly organized comniunity,
which it troverns, and of all persons coiistitutinir that
communitv, that in it tln'V in.iy <'UJoy peace and justico,
and that honesty of moral.-* which is n»!C(!Ssary for the
external peace and felicity *)1 the State, and tho constant
preservation of human nature which cannot be effected
without education. It is then the duty of the jrovern-
ment to see after it, but only in such a way and by such
means that the prior and stronp^er and more natural and
divine duties and rijihts of parents l>e ]>res(frved. Wno
ever else teaches children ; ''Parents must do so, for the
obligation is in them." Have you children, instruct
them?" "Take ihis child and Instruct him, and 1 will
n^ward you." "I will require his blood at thy hands."
Governments must not then take the education of child-
ren out of the hands of parents, nor prevent them from
htiving them educated wherever they please. They may
build school houses, furnish them with apparatuses, keep
them in good ordcu-, pay teachers and inspectors, see that
arts and sciences are taught, that the health of the child-
ren is cared for and religious instruction given to them
at stated hours, they may provide training schools, but

wmm

thoy should bo coiidiiclod . n such a m.-unun- th.-it tht5
teaciiors thtuv insiincted aji.l formed will ho solhorou^'h-
ly under the iufluouee of religious piinciplcs :md"so
stronoly entrencluHl in hahits of virluo that they will be
every w.-.y qualified to fnllil the impurt.-u.t ' and sol-
enin oblii^ation of educatinu' ehi.Mren com milled to them
net only by parents but by Cod

Finally the .state is entitled to ev<ry control th.-.t is
essential to the pu;)lic good. This control mny beson.e-
iimes <rreater, and ?omelime^ less. It varies in dif-
lerent deorees, according to time and places and ac-
cordmo to many other circumstances amonjr whicJi are
tUe cliaracter of the government and constitution of anv
particular country in question. 0.)o general rule how'-
eyer may be hnu down, that in a Province like ours
with a constitutional government u strong public opinion
anil settled insUlutions, government c(jntrol or inteafer-
ence of any kind except perhaps in a very general w.iy
or occasionally is quite unnc cessary. I have s.-.id n.Mli-
ing nor do I intend to do so of the riohts of the Church
to superintend and manage the education of her chi'd-
ren. Because neither the doctrines of the church nor
her wholesome influence are here admitted and anv
exclusive claims put forth by her would be stoutly re
Sistec A certain English hisl/.rian once asserted" that
the influence of the Catholic churcii for a lon^r period
past was to stunt the growth of the liuman nTind and
check, and drivn back the march of civilization and as a
proototlns assertion instances the prosperity of a Pro-
testant county overa neighboring C.tholic or.;, althouo-h
the real facts were the C.-.lholic county was kept in"a
state of impoverishment and in a less flourishing condition
by the foul pay and oppression .,f persons professin^r
tilt same religion as those who inhahiled the more
prosperous and flourishing neighboring county. I stand '
only on the right of parents which was founded in God's
revelation and commands, and cannot be gainsaid ,>r
denied. The cliurch however lias her right which can
never De surrendered. To her it was said, "All power
is given to me in heaven and on earth. Go teach all
nations, &c., &c." All nations are made up of peoples
parliaments, governments, monarchs, it is her right and
the obligationis upon hjrr to teach them all, gic^u and
small, exalted and humble, old and young, and more

especialy the latter, on all occasions, in all pleasure and
in such a manner as seems best to her. She has a
riprht to determine what books should be used in schools.
Whether such or such a system of education is in ac-
cordance with the principles of. faith and morals or in
oj;position to them. Wliether it is or is not dangerous
to the religious culture of those educated under it in
consideration of the various circumstances which make
up the system and render it dangerous or otherwise.
The church has the right not only of defining and pro-
nouncino that such a book, system of education, associ-
ation, &c., is dangerous or formally anti-catholic; but
she has the right, moreover, of commanding the faithful
under the pain of sin, and if need be, under the penalty
of ecclesiastical censures, not to read such a book or Ire-
quent such a place of education, &c. The church has a
right to ah such influence, whether negatiye or positive
in the appointment of the teachers of her children in
colleges, or seminaries, or school, or in any place, as will
bo necessary to Securo their faith and morals. Finally
the church has a strict right to all such inspection as is
necessary to keep her children in the true faith and way
of salvation, by guarding that their faith and morals re-
main untainted. She has a right to look after them, to
instruct and admonish them, to infuse into their hearts
the full spirit ol the christian religion and into their souls
its full light, to fashion iheir whole life after the model of
perfection, Jesus Christ. Did she not possess all those
rights, or did she fail to ondeayor to possess them, she
would not fulfil the commission intrusted to her by her
divine founder.

The supporters of the present system of education in
New Brunswick allege as a reason for not giving Catho-
lics their own schools and helping to sustain them, that,
if they were to do so n\] other denominations would ask
for the same privileges. This is both a silly and fallacious
argument, It is indeed suri)rising that men of intelli-
gence v."^uld advance it. All the Protestant denomin-
ations as we know by experience are willing to have
their children go to one and the same school. They can-
not then honestly claim separate schools, even it they be
granted to Catholics, although they might for a while
make some little noise about it. Let us hope that the
d:iy is near at hand when we shall hear no more of such

unretisoDable argumenLa and excuses, the results of
prejudices arising from one-sided information, to say the
least of it. But for the honor of all future governments
of N'-w Brunswick, for the credit of the majority of its
population, and for tlie peace and prosperity of all who
now dwell or will hereafter dwell in the Province, the
minority will without delay possess the same rights and
privileges in educating thoir children as their ^co-relig-
ionists in the Provinces of Quebec and Ontario.

The Rev. gentleman then showed the reason why sec-
tarians cannot ha/e religion in the common schools, and
why so many among them think so little of anv religion.
There are so many denominations connected "with Their
schools that they cannot agree on any form of religion
to be taught in them. If one dnnomination wou'd en-
deavor to have its religion introduced, another would ob-
ject, thus thiidiversity of l)elit;f and ft)rm of religions
keep out every ivligion. And when Sectarians see so
many lesirned men among tliemselves, and of the high-
est place in society, professiiiji different beliefs and *!it-
tached to different creeds; a President will believe one
thing, a Vice-President another; a Lord Chancel lor holds
one belief, a Chief Justice another; a Prime Minister be-
lieves this, and an Archbishop the contrary ; and :ill
these making God deliver contradictory doctrines and
thus contradicting Himself; irany Sectarians come to
ihf conclusion there is no such thing as a true religion
in the world, and many others with Darwin believe that
matter is eternal, that by successive revolutions it de-
veloped itself into its present shape, and that man had
his origin from the ape and the monkoy. Hence they
'have not, and cannot have any religion in their schools.
Other great evils which sectarianism produces are the
secret societies which they form, such as oningeism,
freemasonry, d(,'fence associati(jns, and too many 'others
of a like character. These are established on "grounds
of inveterate hostility to the Catholic Church. Their
whole aim is to degrade, if not to overthrow her, and to
keep all over whom they possess influence from joining
her communion. Now, none of those societies nor any
member of them can ever be certain that the Catholic
churc^h is not the true church established by Christ, and
consequently whilst they must remain tortured by doubt,
aud • their coniu'i'ences reproach them fo.v inflicting injury

■

"P :' what they do not know, is the church of
Christ, their own unreasonable conduct is the cause of
their own wilful blindness, and may lead to the loss of
their souls, since Christ himself ffWea us to understand
tbf t It IS necessary for all tl;at will be saved to bel.mff to
the Church. *

The Rev. gentleman concluded with a few pertinent
remarks on the benefits which the practice of temperance
and especially total abstinenci; has on individuals, fam-
ilies and societies, and retired amid the warm plaudits
of the meeting. *^

^■^^