The times., 1899-10-13
DEDICATED TO LEARNING
Simple Ceremonies at the Blessing
of Holy Gross College
Many High Church Dignftaries Pres
cnr-Bfshop spnIdinG Delivers
Comprehensive Address on the Uni
rerssfy as n Nursery of Higher Life
a Banquet After the Exercises.

with the blessing of Cardinal Gibbons.
Holy Cross College Of the Catholic Uni
versity of America was dedicated to its
mission Of learning yesterday afternoon.
The ceremonies attending the dedication
were simple but impressive, and were wit
messed by Mgr Martinelli the Archbish-
ops who are in annual session, a number
OF Bishops and priests. and citizens from
Washington. The exercises in connection
with the dedication OF the college com
menced shortly after O'Clock, in the as
sembly room of Mcmahon Hall. In the
audience were prominent Catholics. priests
and Iaymen. Franciscan monks, and
number OF people from this city. The en-
trance of Cardinal Gibbons was the signal
for applause which lasted several minutes.
Among those present were Archbishop
John Joseph Williams, OF the archdiocese
of Boston: Archbishop J. J. Kain, OF the
archdiocese of St Louis; Archbishop Z. y.
Katzer Ct the archdiocese OF Milwaukee;
Archbishop William H. Elder, Of the arch
diocese of Cincinnati; Archbishop Michael
Corrigan, of the archdiocese of New York;
Archbishop Frederick John Ryan. of the
archdiocese of Philadelphia; Archbishop
Paul
The exercises were opened with an ad-
dress by Right Rev. John Lancaster Spald-
ing Bishop of the diocese OF PEORIA H.,
his subject being, The University as g
Nursery of Higher Life Bishop Spalding
is known as one of the foremost Catholic
educators. and has written many textbooks.
Bishop spaIdIng's Address.
Bishop spaiding's address was lengthy
and comprehensive. He treated the sub
ject from the broad basis of Catholicism,
and especially emphasized the necessity
for a moral and religious foundation for
all learning.
He spoke in part as follows:
In my time and country learning cures
the disease Of the purse fairly well, that
OF souls not at all. To him who has not
the science OF virtue all other knowledge
is harmful. -Montaigne.
An irresistible instinct imPels man TO
preserve and diffuse life. and therefore il
is his nature TO think IL good-not only
good. but the standard by which all values
are measured.
Life is good and the highest life is the
highest good. The morality OF action is
determined by its bearing on life. Re-
Iigion and conduct spring from faith in
its worth and saeredness. and urge TO ef-
may have life and have it more abundant
Iy the Saviour came and the Church was
established. For this the state also exists
To Increase the power and quality OF life
schools are founded literature and science
are studied. the arts are cherished
Life. more life, ever-increasing life is
the aim and end Of all we think and do
To inquire whether life is worth living is
absurd. for life loves itself, and love orig
oil n m
tune may in individual instances enfeeble
CT even destroy the viii to live, but the
love Of life and therefore the belief in
life's goodness are indestructible.
Civilization is the unity Of a people S
moral viii manifesting itself historically
Tn, universities of the past. as>rhose of
our own day, have but partially fulfilled
their mission, because they have failed to
foster a deeper and purer moral Hfe Nay,
often they have been and still are, the
nurseries of vice. The radical failure is
neral failure, and the education which
does not promote conduct, whichc does not
build character bears within itself moral
tsint. Our life is controlled and directed
vastly more by what we feel than by what
We know, and the power to feel and VIII
is as educable as the intellect. We can
be taught TO believe, hope. and love. to be
brave, kindly, and helpful more easily
than We can be taught to think; and with
cut moral earnestness IN the pursuit OF
truth il is not possible TO learn to think
to good purpose. When philosophy is stud
ied as an intellectual pastime. and con-
duct Is looked upon as a matter Of policy,
no genuine education can be given or re-
ceived.
Religious Faith and Conduct.
Religious faith and conduct are the
basis Of right human life, and the student
who is not inspired by this principle may
become : brilliant or a famous. but net a
great or a noble man
1t is doubtless the business OF uni
rersity 10 educate the intellect, 10 make
mental culture its direct scope: but knoyl-
edge should not be separate from wisdom
nor moral from intellectual excellence
The primary and essential aim is 10 form
men, not scholars. The scholar. like th'
author or artist, is an inferior being IN
less he is also a noble charaeter-braye
loving. pure, upright
They who realize how much of tn
spiritual activity Of the present age
found outside OF the Church cannot bu
see that the Catholic religion must NOR
and more cease tc be a power in th
world unless Catholics themselves beeorn
morally and intellectually more alive The
must learn TO understand that ii is NOR
important that they should do good tha
that they should do it in a particuls
way. more necessary that they shouI
think than that they should thin
alike. IN the presence OF the vas
movement cf The modern world we Catho
lies seem to have grown timid, as thoug
we feared lest human opinion should pre-
vail against truth. man against Cod an
This lack Of courage which comes Of III
tie knowledge and less faith, makes L
weak and despcndent Whatever is a
aid 10 human progress is favorable TO til
Christian religion. to the worship OF Go
iH spirit and in truth We must lear
fo walk without fear in the midst OF
world Of widening knowledge. to welcom
every addition 10 the treasure house
ihc intellectual wealth OF mankind, as
preparation however semoie for the King
dom OF Coo. for whose coming the Savioc
has taught Us 10 pray There is nothin
II Catholic faith which should impede ac
vance IN any department OF learning.
is only when we cozne tc draw infer
cnces that the Church sounds the note
caution; ard this II rightly understood
helping alike TO the progress OF sciens
ana 70 the soCndness OF religious dos
trtne.
"Ard what is all this but to proclail
our ogu shame. II We are .etrogradin;
coNsrdly and Inactive; 81 We suffer cui
selves 20 be thrown into aniagonisnl
living ana fruitful movements; II losin
confidence in ourselves and in our caus
We 6riti ainalessly and pour forth val
la5ne5tatiO1s over past which cannot n
turng
The University Student.
The university student reaps the SD.
cial fruit which such education shoal
bear ONLY waea nc acquires the uhtEosouh