The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1870-02-17

fculty AS far as our opinion goes, we
have never regarded the reading OF ap-
propriate portions of the Bible as any
great objection in itself to our Public
Schools, provided that it be done without
comment, or attempts at Interpretation.
Formerly, it was customary for tho
teacher to open the exercises Of the day
with prayer, in which very often he enn.
bodied his own notions of Scripture, and
the peculiarities of religious creed. To
. great extent, we believe that this prac-
tice has been renounced. Still, In many
ways, the pupil will imbibe the opinions
of those whom he respects, and from
whom he expects to derive light in the
arduous way Of knowledge. 1t seems to
us that no argument 10 needed to satisfy
the honest mind of these truths, which
are, after all, facts. TIE exclusion Of the
Bible vOud not render the Common Schools
satisfactory to us, for this o lone would net
make them non-sectarlan.
Secondly, 1s need something more than
non -sectdrian schools, if such could be
found NegatS~as an religion and science
do not salt as. We believe that religion
cannst be separated from education" &c,
&c.
Such are the views Of an able and can
did Catholic divine. We believe they
are those Of the whole Catholic hierarchy,
and clearly countenanced by sections 10,
o, =, 8 Of the Pope's Syllabus of modern
errors condemned by the Church. In
short, we believe the Catholic priest
hood, with few Of any, exceptions, stand
with Father Preston and not with MIR.
Lynch. And the laity, if they are not
already in accord with the clergy on this
point, ultimately will be.
| Father Preston further says:
with our convictions of duty, no
schools will satisfy us but those in which
we can teach our religion opening Its
beauties upon the expanding mind from
day to day, training the healt with the
intellect, and preserving the harmonies
of science and faith We do not believe
in leaving the religious instincts to be
perverted, or in cultivating the under
owe to our Almighty Creator and merci-
eating man as if he were the creature of
time, and not the child Of eternity.
Hence, we are obliged to establish schools
Of cur own, where we can give truly
Christian training to our children"
All this seems to US wrong as wrong
can be. Father Preston might as reason
ably object to having Mathematics or
Grammar taught otherwise than by
Doctor OF Theology, on the assumption
that the faith should be paramount in all
thin IS. We say to Father Preston and
all who side with him, "There is Sunday,
set apart by law as day of religious in
struction and worship. There are your
churches and other ediices and apart
ments dedicated to religious uses. If you
say, these do not suffice, add Saturday,
when we have no secular schools, and
enlarge your accommodations but let US
have five days in the week for secular
teaching in schools common to the entire
body polite. IF we undertake to split
up, and have Catholic, Presbyterian,
Methodist, Baptist, Episcopal and Unita-
rian schools, it is plain that half our
children will have no schools at all. Our
population is too sparse, our means too
limited, to support such a bewildering
multiplicity of schools. We cannot I'M
dertake it. Let the children of each
school district come together to learn
whatever is common and precious to men
of diverse faiths; then let them separate
and each go the way indicated by his
parents to be instructed in religion. If q
different plan be adopted, thousands of
children must grow up without any secu-
lar instruction whatever" This will not
answer. In our view, Education is no
charity, (Which Father Preston terms it)
but an urgent public necessity. Wei
educate our own children for their sakes
we submit to be taxed to educate others
children because we dare not let them
grow up in ignorance with the destinies
of the Republic in their keeping. The
State educates her children in order that
the State may not bedestroyed by them but
cherished and upheld as the egis Of their
rights, their security, their prosperity.
She teaches whatever is universally
regarded as true and impartial; wherever
opinions grayely differ, the State should
remit each child to such incubation as
his parents may prefer. That is the fair
est and best that can be done: if we give
it up we shall soon have no Common
Schools at all, and no Free Education for
tie children Of the Poor We are viii |
ling-nay, anXicus-to concede where
concession is not suicidal and will avail
but our Common Schools must stand. |
Any parent is welcome to have his chill
dren educated elsewhere but this does
not and should not absolve him from
doing his part toward the maintenance