The Irish standard., 1910-05-28
CATHOLIC POSITION IN EDUCATION.

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! tritle, but the education of twelve hum
dred thousand children which is the
number in our schools, is not a small
item. When all this is. said, however,
1t remains true, that we prefer to SUI
fer this injustice rather than give up
our independence.
| Catholic Position.
So much, then, for our position in
relation to the state and public edu-
cation. l have said that the Catholic
| Church regards religion as the one in
tegral element-the unitive factor in
education and this statement now
calls for more particular calculation.
In other words, the question is: what
is our position in regard to education
considered in itself; what is the aim
and purpose of education. and what
are the best means to attain that end?
The National Educational Associa-
ton in one of its annual meetings
recorded with approval the increas-
ing appreciation among educators of
the fact that the building of character
is the real aim of the schools, and the
ultimate reason. for the expenditure of
millions for their maintenance" OPP
posed to this there is a new theory
which seems to regard efficiency as an
economic unit in the Industrial sys-
TEN as the end of education. 1 believe
that all Catholic educators would sub
scribe to the declaration 1 have quoted.
What Is Character?
Character is a quality of more value
in u commonwealth than any kind of
efficiency. But what do we mean by
character? There is Il principle of ac-
tivity in each one of us that can be
unfoded into a distinct individuality
Character is the upbuilding of the ac-
tons and habits of life into a per-
manent unified structure under the in
fuence or control of principles. Where
you have this unity in the activities
of a life you have consistency, sta
bility of character; where this unity
is lacking there is no character. 1t
is principles that give this unity. 1t
is the plan, the idea that gives unity
to house. 1t is principle, conviction,
that lies at the basis of character.
Character is principle, and habit
formed under the influence or domina-
ton of principle. 1t is what man
thinks that makes him what he is.
The foundation of character is in the
intellect. 1t is primarily principle and
conviction that make man Of char
acter and not merely habit.
Now there are a great number of
persons in the world of whom we truly
say that they have no character A
child may grow to be a creature of i'm
pulse, toy of passion. He will be
very good and very bad by turns His
morality will be mere sentiment with
out solid foundation. The spoiled
child. the victim of his impulses, usu-
ally develops into a person of no char
acter. There is no character because
there are no fixed principles to order
and regulate the life.
Again, man may be like wax to
receive external impressions. He may
be creature of his environment, good
with tho hoI he ho< \
will be like Polonius, ready to take
every cue He will do no thinking for
himself. He Is only an echo of an
other mans thought.
Men of this class do not stand for
anything. They are lacking in char
acter, because they have no very def
mite intellectual convictions or fixed
principles.
To have character you must have
certain fundamental strong convic-
tons that will translate themselves
into conduct. OF course, not all char
acter is good. A man actuated by
evil principles will develop a bad char
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tons are dominated by good principles
will build up good character.
Religion a Character Builder.
Naturally we do not wish to develop
the bad character in education The
Catholic Church holds that religion
furnishes the principles that tend to
the upbuilding of noble, WELL ordered,
consistent lives and characters. In
other words the principles that under
lie the Christian character are
taught very early in our schools. A
little child is asked who made the
world, he will answer God The idea
of God as the First Cause, as a Be-
ing all powerful, and all wise is as
clear to the mind of the child as it is
AN.oA