New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1853-01-08

This systematic abstinence Of the State from
teaching any Theology (since 1t ess!s teach
none o. with authority, or without giving Sc
rous otfense to msny Of its citizess.) is repre-
sented By Mr.. McMaster as "strangling
Religion in the nursery" numbering il in its
cradle. and other such cool and convincing
phrs.eocgy. But whyi whyi league Ms
lcus send, his three boys halfthe year to a nail
factory, where they are taught no religion. but
only how to make nails The other hall OF the
year be sends them TO the State or Common
School, where they are taught to spell. read,
write. eypher, &c, bat still no Theology. II
the School is infdel, numbering religion &c.
Why not the nail-fsctoryi We cannot see why
one of these stransles' religion any more than
the other.
But the boys do not spend all their time
in the uail-factory; still less Of it in the
school. There is still time TO spare out of
Eork-h far more out of school-hours, for
religious tuition and culture, and the Catholic
children have pastors and god-parents whose
emphatic duty it is to impart this tuition. Then
rhs don't they do Il, on Sundays or after school,
hours, and not be finding fault with the State
for not doing their duty, or for doing something
else instead of that How often shall we ask
this question without eliciting an answer
Messrs. Clergymen, Editors, &C., you say Reli-
zion should be the soul Of Education. Very
well; impart the soul, then, while the State is
fashioning the body. What the State teaches
greatly facilitates the acquisition of Religious
knowledge if you will only impart it. Then
Why riH you fight the State for teaching Read
ing. Grammar, &c. when all these but render
ponr duties lighter without at all obstructing
theml The State does its part toward thor
ough and symmetrical Education; then why
not do yours, and complete the work, instead
Of reiterating that what the State does, if you
neglect your duty, will not be all-suficent J Is
anything gained by reiterating what is nowise
disputed, but simply set aside as incomplete,
and thence irrelevant
AS to the plan Of separate schools for
children of diverse Faiths respectively, we
would like more evidence that its proposers
would heartily support Common Schools If
gratifed on this point. Suppose Catholic
schools-concededly such-were suthorizedas
part Of the State system in ali the cities and
larger villages of our State, and established to
the full extent of the demand for them, would
their advocates agree to urge and promote the
attendance Of Catholic children in the Com.
mon Schools of our sparsely settled Rural
Districts where it is physically impossible
that schools Of diverse faiths should be main
tanned ct all We would like to lie advised
on this subject.
We have NO sort Of objection to any portion
Of our people educating their children outside
OF the Common Schools. We shall very prob
ably do that very thing with ours but We shall
not expect nor desire to be exempted from
School Taxes on that account The States
Common School stands inyitingly open and if
our children are not sent, il is not the States
fault But if we were to rear them in ignor-
ance, all the ,ime cayiling at the Common
School, we should act unworthiy and deserve
reproof for it. The children ought all to be
educated, and we trust they soon ,ciH be.