Evening star. [volume] (Washington, D.C.) 1854-1972, 1889-11-13


or the state independent of religion. As a mat.
ter Of fact religion must depend upon the state
in temporals. and vice versa the state must de-
pend upon religion in morals, and both should
so act that their conjoint work will be the tenn
poral and moral welfare of society.
The morality Of the citizen is the real strength
OF the state, but the teaching of morality is the
function Of religion and in so much is religion
necessary to the state. In this sense it is fool
ish to assert that religion is independent OF tho
that they can or ought to be separated one from
the other.
GOD NECESSARY FOR THE STATE.
In this country we have agreed that religion
and the state shall exist distinct and separate
departments, each with its separate rights and
duties. but this does not mean that the state is
independent OF religion or religion independ-
ent Of the state. God is as necessary for the
state as He is necessary for religion. No state
can exist or should exist that does not recog-
nize God as the supreme authority. So Tar no
state, Pagan or Christian, has attempted to rule
without a god, false or true, but god and
gods law have been accepted in every society
as the origin and basis of the states authority.
Woe be to the state that denies God or attempts
to govern society without God and Gods law
Brute force is tyranny; moral force is reason.
Man must be governed by reason, not by force,
and the state will find its true strength in the
morality OF the citizen. God is the strength
OF the state, the guide OF the c1tlZen ana the
protection Of society.
THE END OF UNIVERSITY.
The end, then, of university is to gather
within its halls the few who are brighter in in
tellect and keener in thought to expand and
witty within them knowledge; then send them
forth leaders to instruct and train the masses.
knowledge is not for itspossessor, nor genius for
the individual Both are gifts from God to be used
for the general good No greater mistake
than for the scholar or the school to assume
that knowledge is for himself or itself. The
scholar belongs to neither race nor country.
His home is the world, his pupil, man, and his
reward, God. His mission is to know truth
and then fearlessly proclaim it. He is not to
take from the masses nor swim with the current.
home fearlessly where ignorance or evil ex-
lists. God has made him a leader, genius has
gifted him with power and he must not falter
or fail in the high mission intrusted to him.
The value Of a trained special education was
markedly shown in our late desperate war. No
Drawer men ever entered an army than our
volunteer soldiers and in the beginning it was
difficult to say who was the better, the volun-
teer or the trained officer. But as the struggle
went on the names of the soldiers educated in
showed clearly the value of the higher military
training they had received. The same is seen
in the medical and legal professions and the
same is pre-eminently seen in the clerical pro-
fession. As a rule men will not be scholars
other than by labored study. Having widened
the circle OF popular education 1t becomes q
necessity to increase the centers of higher edu-
cation. We have Harvard and Yale in the non.
Catholic world, Georgetown and Notre Dame
in the Catholic world, all doing yeoman's duty
in their line. But the centers for higher edu-
cation are entirely too few in the country.
Much has been done, much is doing. but
much remains to be done to train the few to be
leaders.
THE EDUCATION OF THE MASSES
has up to this formed among US the great
task of church and state. With our indepen-
dence came the readjustment Of society in the
light OF our religious and civil liberty. Animos-
ties had to be abated, new thoughts created, q
wilderness cleared and home for the world pro-
vided. As Catholics, poverty and limited num-
bers left US crippled, and the terrific struggle
to provide lodging and religious attendance for
the Immigrant estopped the possibility of
higher education. Added to this was the
organization of the public shoools which
| Catholics could not in conscience use, thus i'm
| posing upon them the just burden Of build
| ing for themselves and supporting separate
schools, whilst they are taxed for the public
| schools. Catholics have no contention with the
| public schools because they are public schools
nor because they are state schools; nor dc
| Catholics seek to destroy the public schools
| On the contrary, Catholics are willing to accep,
the public schools in America as they have
done in Europe and elsewhere, on condition
| that an arrangement be made by which the
child shall be taught religion and the laws Of
morality.
| BY THE GIFTS OF THE MANY.
Our $50 colleges and academies, 800 parish
schools, 81 seminarIes for the training of the
clergy and two universities are glorious galaxy
amid which to plant this Catholic university
perhaps the first great university of the world
| begun without state or princely aid but origi.
/ IN N ha Of mi thn,,r 4
| founded and provided for by the gifts of the
many rather than by the offerings of the few.
1t bespeaks the widening character of American
| thought and the existing conviction of the pub
lie mind that line Of higher studies is clearly
| needed
| As people we have undertaken the great
| and wise task Of educating the masses and as
far as in US lies, providing that no child within
this land shall fail to know how to read and
write. So far, so good, and for the average
man and woman this is enough. But society
needs more than this. Society needs leaders
| educated men and women. This our common
school does not give, cannot give, and never
was intended nor should be intended to give
Scholars are made in colleges and universities
Now, hold, no money expended by church OF
state is of greater value to society than tina,
| expended in founding and maintaining col
| leges and universities and providing a higher
| education for the talented OF all classes The
trend Of the day is to the accumulation OF
| train minds and create thinkers who will be
| as breakwater against the domination OF
| wealth. This ID needed to stay in measure the
| RIGHTEOUSNESS of our times and the radicalism
with which society is threatened knowledge
| is better than wealth and intelligence is the
only true source of power. Enlightened by
human knowledge md guided by divine Law
man Is impregnabIe and society safe.
THE POLICY OF THE UNIVERSITY
In the curriculum of this Catholic university
the best i'll each Of the several branches will be
adopted, and in the light of European and
American experience improved upon. In the
divinity class q broad and suggestive course
| will be given, including the best in past and
present. In this line science and revelation
| will be harmoniZed, doubt dispelled and trut,
indicated. In the department of philosophy
the statesman will find the principles of gov.
eminent, and in history the causes for success
and the reasons for failue. In law the good OF
the past will be retained and its imperfections
rejected. In this an effort should be made &c
lay aside the useless and the obsolete The
world changes and has changed; so should law
change to suit the changed condition of times
and places. This is especially needed in eccle.
siastcal law.
In this light specialists will come to this uni
versity, one to study divinity, another scripture
or history, while others will take up law and
medicine. Here the philologist and scientis,
will find the best, and all will find their nobles
aspirations enlarged and spurred on to the
full
Make these higher studies popular. Let gen.
| crosby mark the spirit Of this house of learn.
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