The sun. [volume] (New York [N.Y.]) 1833-1916, 1915-08-29

alike nave the same common
nature. the same faculties Of
sense and reason. the same data OF his
tory they look out upon the same facts
of earth and sky and sea. How Is II
then that their mental reading OF the
things hat are" issues in interpreta-
tons SO widely different? In earlier
years they lisp in unison the same sim
pie principles of thought. and action
which nature spontaneously teaches
them In maturer years the harmony is
broken by d~iscordant notes. Mol do
their differences concern details OF
trivial Importance. SO contradictory
are the mental attitudes OF Catholics and
non-Catholics about the IN st vital
issues OF life that were one to Judge by
their antagonistlc principles of thought
and action each section of the COM
munlty would seem to constitute a new
species OF humanity. Whence this
bah OF thoughts and tongues?
Education in its broadcast sense Is the
chief factor in this differentiation. The
most plastic of all mlterials-the minds
'N'N' N"N h"N' N"''g
training can fashion into wry shapes
and the most discordant temperaments.
The young are creatures OF progress
and capable of almost indefinite p%erfec-
tibility. Education. as the word itself
implies. is the drawing forth Of all the
manifold capacities in a human being
which stand ready for development. In
this gradual unfolding OF the sum total
OF what a man Is, instructive common
sense demands that a sense OF proper
ton and perspective ought to be OBJ
served. What is good. what is noble,
the highest reaches for which God and
nature have destined him. should be
the chief aim OF this developing process.
Not therefore the animal qualities OF
Drawn and muscle alone should be
drawn forth. though these should not
be neglected. not the fancy nor tho
Imagination nor the ecstasy of the emo
tons only, not the intellect merely nor
even the will. Education means not
only the drawing forth. but the due
ordering of the whole man. Nature
hhoh " " VI
brute force and passion should submit
to the mastery OF the higher claims Of
reason and will. II Is in the firm estab-
lishment Of this hierarchy OF order in
the state of man. and in it's habitual
observance. that moral character oon-
slsts. And In moral character is
seated the true grandeur OF man. This
II is that completes by its touch OF
grace and beauty the inimitable attrac-
tiveness Of man and Like the
fruit upon the tree. a high moral char
acter Is to be the joint effect and full
ge OF all educational effort. Hence
It is that every parent. every man Of
thought. no matter what his philosophy
or code OF ethics may be, happily agrees
that the moral side of character should
be the chief care OF education.
But alas here the harmony in cduoa-
tional systems ceases here Is the parting
OF the ways,
Catholics. at least those whose prac-
tlse in the education Of their children u
not opposed to their professed principles,
maintain tina a high moral character
without religion is an impossibility. -ince
the eighteenth century. on the contrary.
non catholics, who are reputed advanced
leaders of thought, would set W tho
theory that morality Is to be divorced
from religion. Hence the educational
systems In our public schools. in our
State colleges and in not a few colleges
and universities in this country.
Here we have he first clear issue be-
tween Catholic and what Is to-day con-
sidered tho moro fashionable and pro
gressive position Of non-Catholic educa~
ton This latter view has recently been
maintained by a distinguished Nrofessor
of a non-Cathoiic university, In conir-
nation OF his opinion ne made use Of the
following argument, which. no doubt, tho
gentleman honestly believed to be ina.
Better" he said. ito base your morality
o. a position Independent of religion, be-
cause should you come in after years to