St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1890-07-11
IS union POSSIBLE :?
Archbishop Ireland's Thesis
Before the Educational
Association.
Where Catholics Stand on the
Question of the Public
Schools.
His Plea for the Catholic Mi
nority in the Financial
Point.
How He Would Solve the
Great Question of Edu-
cation.

Twill be permitted to make at once my pro,
fession of faith declare most unbounded
loyalty to the constitution OF my country l
desire no favors l claim no rights that are
NOT in consonance with its letter and It's
spirit The rights which the constitution al
lows do claim, and in doing so am but
the truer and the more loyal American.
In what may say to this distinguished au-
dience the principles of our common Amer
lean citizenship shall inspire my words. l
beg that you listen to me, and discuss my ar
guments in the light OF these principles. l
am the friend and the advocate OF the state
school. In the circumstances OF the present
time uphold the parish school; 40 SIN
cerely wish that the need of it did not exist.
would have all schools for the children OF
The people state schools.
The accusation has gone abroad that Cath
plies are
Bent on Destroying
the state school. Never was there an accusa-
ton more unfounded. will summarize the
articles of my school creed; they follow all
the lines upon which the state school IS built.
The right of the state school to exist, con-
slider. is matter beyond the stage of discus
sion. most fully concede It,. 10 the chliu
must be impaired instruction IN no mean de-
gree that the man may earn for hlmsel1 an
honest competence, fn1 acquit himself OF
the duties which society exacts from him tor
It's own prosperity and life. This PROPOSE
ton, true in any country of modern times: is
peculiarly true in America. The lmparung
Of this instruction is primarily the funcnon
of the child's parent. The family is prior
to the state. The appointment OF ProVl.
dence is that under the care and direction OF
the parent, the child shall grow both in body
and in mind. The state intervenes when
ever the family cannot or Will not DO the
work that is needed. The states place III
the function construction is loco PARENTS.
AS things are. tens of thousands OF children
will uot be instructed if parents remain solely
4, d11frJ rhn ctQ m
forward as an agent of instruction; else
ignorance viii prevail. Indeed in the alb
sence of state action there never was that
universal instruction which we nave SO
nearly attained and which we deem neces-
sary. In the absence OF state actlon pc
lieve universal instruction would never IN
any country be possible. State action IN favor
of instruction implies free schools IN when
knowledge is conditioned III the asking; IN
no other manner can we bring lnstructlon
within the reach of all children Free
schools BIest indeed is the nation whose
wales and hill-sides they adorn, and best the
generations upon whose souls are poured
their treasures! No tax is more Legitimate
than that which is levied for the dispellng OF
mental darkness, and the building up within
nations bosom of intelligent manhood ana
womanhood The question can not be raised,
how much good accrues to the Individual tax
payer; the general welfare is richly served,
and this suffices. 1t is scarcely necessary to
add that the money paid in school tax is the
money of the state, and it is to be distributed
solely by officials of the state. and solely Tor
the specific purposes in view of which it was
collected. l unreservedly favor state laws.
taking Instruction Compulsory.
instruction is SO much needed by each
citizen for his own sake and for that of
society, that the father who negects to pro-
vide for his child's instruction sins against
the child and against society and it behooyeS
the state to punish him. Of course, first
principles must not be forgotten, and since
instruction is primarily the function OF the
parent the state entering into action loco
parents, the parent enjoys the right to edu-
cate his child in the manner suitable to him
self, provided, always that the education
given in this manner sufhceS for the Interior
duties of the child toward himself and
society Compulsory education implies at
tendance in schools maintained and con-
trolled by the state, only when there is no at
tendance in other schools known to be
competent to impart instruction in the re-
quired degree. The compulsory laws
recently enacted in certain states OF the
Union are to my judging. Objectionable in
few of their incidental clauses These,
preaching legislative sessions. With the body
of the laws, and their general intent in the
direction of fastening among us universal IN
struction, l am in most hearty accord. 1t
were idle for me to praise the work Of the
state schools of America i'll the lmpart1ng OF
secular instruction. We all confess its value,
1t is our pride and our glory. The republic
OF the United States has solemnly amrmed
its resolve that within its borders no clouds
of ignorance shall settle upon the minds OF
the children of its people. To reach this re-
suit its generosity knows no limit. The free
school of America-withered be the hand
raised in sign Of its destructionl
Can / be suspected of enmity to the state
school because fain would widen the ex-
panse Of its wings until all the children of
the people find shelter beneath their cover.
7 all nc dafo xJht fOr wow lnxyn
of the state school l seek the remedyf l
turn to the parish school. 1t exists. re-
peat my regret that there is the necessity for
its existence In behalf of the state school,
/ callupon my fellow-Americans to aid in the
removal of this necessity.
Catholics Are Foremost
in establishing parish schools. Seven hun
dred and fifty thousand children, it is esti-
mated, are educated in their parish schools.
A lack of material means prevents them
from housing the full number of children.
Lutherans exhibit great zeal in favor of par
ish schools. Many Episcopalians, and some
in different other Protestant denominations
commend and organize parish schools. The
different UNCONVENTIONAL colleges of the
country are practically parish schools for
the children of the richer classes. The spirit
of the parish school, if not the school itself,
is widespread among American Protestants,
and is made manifest by their determined
opposition to the exclusion of Scripture
reading and devotional exercises from the
school room.
There is dissatisfaction with the state
school, as at present organized The state
school. it is said, tends to the elimination of
religion from the minds and hearts of the
youth of the country.
This is nv grievance against the state
schools of to-day. Believe me, my Protest
ant fellow citizens, that am absolutely sin
cere when now declare that l am speaking
for the veal of Professionalism as well as that
zg Hot6 7 NM Catholic of
to the tiniest fiber of my heart unfiinching
and uncompromising in my faith. But God
forbid that | desire to see in America the
ground which Professionalism occupies ex-
posed to the chilling and devastating blast of
unbelief Let me be your ally in stemming
the swelling tide Of irrelgion the death
knell of Christian life and of Christian civil
cation. the fatal foe of souls and of country.
That is what we have to fear-the material
ism which sees not beyond the universe 8
living personal God, or the agnostic
ism which reduces him to an indescrib
able perhaps. The evil is abroad, scorning
salvation through the teachings and graces
of Jesus Christ. sneering at the Biblical page
warning upon the sacredness of the Christian
Sabbath and the music of its church bells
telling OF heaven and the hopes of immortal
souls. Let us be on our guard. In our jeal
ousies lest Protestants gain some advantage
over Catholics, or Catholics over Protestants
we play into the hands of unbelIevers an(
secularists. We have given over to them thl
SClQOl. Tie uurSery " ARE we Ito
securing to them the mastery of the future
The state school is non-religious,
1t Ignores Religion.
There is and there can be no positive relig
ious teaching where the principle Of non
sectarianism rules. What follows? Th,
school deals with immature, childish minds
upon which silent facts and examples max
deepest impression. The school claim
nearly all the time remaining to pupils out
side of rest and recreation; to the schoo
they will perforce amid the struggle OF late
life look back for inspiration. 1t treats O
land and see. but not of heaven; it speaks O
statesmen and warriors, but is silent on Go
and Christ; it tells how to attain success i
this world, but says nothing as to the worl
beyond the grave. The pupil sees and lis
tens; the conclusion is inevitable that relig
ion is of minor Importance. Religious indii
ference will be his creed his manhood vii
be- as his childhood in he school, estrauge
from God and the positive influences of II
ligion. The brief and hurried lessons O
the family fireside and the Sunda
school will not avail. At best, tn
time is too short for that mos
difficult of lessons, religion: The child