The Telegraph-courier. [volume] (Kenosha, Wis.) 1888-1946, 1912-02-29
DEFENDS CATHOLIC SCHOOLS
Speaking on Catholic Education
Judge Ryan Shows Great Advance
That Has Been Made in Educational
Work Of Roman Church in Few Years


annual celebration of Washington IS
birthday at k G. Hall on Thursday
night when large crowd Of members
of the council and their friends gath
cred to listen to lecture by Judge
Thomas Ryan of Appleton. Judge
Ryan spoke on the subject, '9Catholic
Education, and the lecture proved to
be a most interesting one He showed
The great advance that had been made
in educational work by the Catholic
churches. He said in part:
6 | have come before you to discuss
a subject, which is very important, one
which concerns every human being; if
/ were to talk about farming, en-
glneering or any of the various other
subjects, some one in this audience
night say that it does concern him,
but the subject l am here to discuss
--education-there is no one who can
truthfully say that it doesn't concern
him, and whys Because education be-
longs to every human being; it is i'm
portant to me as an individual that /
am educated and just as important
that you or the other person is edu-
Gated and whether person or society
is honest, upright or intelligent, means
something to every individual; for in
stance, crime, grating, Matchmaking,
etc, concerns every human being in
society because the industrious or law
abiding citizen pays for the nainten-
ence of the jails, warehouses and the
states prisons; pays his taxes, which
go to support the poor; the honest
man who pays his debts pays for the
improvident one, and he who does not
payso that education to the other
person means as much to me as it does
to him, even in the material things Of
life. 1t means more when we consid-
er the moral and intellectual things of
life. If bring my family Up1morally
and in . moral home, and they are
contaminated by vice in the streets,
they are apt to fall, SO when it comes
to the moral side of life it means
more than the physical.
WHAT is Quotations It is taken
from two Latin words, and duce,
meaning to lead or to develop, and as
applied to the man means develop
ment of all the human facilities. What
ment of all the human faculties. What
cal, intellectual and moral, and If you
develop the physical to the exclusion
of the Intellectual and moral, you have
a physical monstrosity, a giant, if you
develop the intellectual to the exclu-
sion, of the physicsl and moral, you
have the sharper, the astute business
man, the cool, calculating business
man, whose heart is in his business;
he mas no heart or head $ you have the
CRATER, forger, blackmailer, and the
adept criminal If you develop the
moral faculty to the exclusion of the
physical and intellectual, you have a
pious weakling, but if you develop the
physical, moral and intellectual har-
moniously, you have an educated man,
who is contemplated by the Almighty.
Our non-Catholic friends are sur
prised at us Catholics because we have
our own schools, or at least try to
have them, and are quite successful,
some parishes haven't thsif parochial
schools. They are surprised that we
wifi contribute enthusiastically and
willingly at least to the public school,
and then just IS willing and enthusi-
astically turn around and build our
schools and maintain them; there are
some who accuse us Of not being patri-
otto; who say the schools are not good
enough for us, and therefore, accuse
US of being unpatriotic, but when they
realize what the parochial schools are
doing, not only for themselves, not
only for the country, but the public at
large, financially, they must, who are
honest, admit that we are sincere, and
that it is q matter of conscience with
us, at least, and the person who is
true to his conscience, cannot help but
be patriotic citizen.
Now, then, why do we support our
parochial schools? In the first place,
we see that morality cannot be taught
apart, separately from religion; we
maintain that the moral side of life
is as necessary, and should be develop
ed as much as the physical and intel
lectual; if there is any side to be neg
lected, it should not be the moral side.
No fault is to be found with what
the public school is doing, but they
are to be praised for what is being
done, but education to be bad need
not teach anything bad. 1t ism t what
it is doing but what it is not doing.
Our education, Judging from the
criminal reports in our daily papers,
judging from the unrest and discon-
tent that prevails throughout the land
it is evident that the wrong aim in
life prevails. oux statistics show that