Carolina watchman. [volume] (Salisbury, N.C.) 1871-1937, 1915-08-18

glory of t b Q "Holy Chthollc
Church."
We once had q friend Who was a
converted priest, having spent
nine years in thsir colleges and
seminaries. He was densely ig-
norant of the Bible, and confessed
that his ignorance of any true
learning was q source of m rtiica.
ton to him. We have never known
Il woman, educated in Catholic
school, who ever put it Tito prao-
tlcal use. They 60 out, and just
imagine they are educated. This
discussion, with it's object lessons
and living examples, might BE-
prolonged indefinitely but we
wish to make some general obser.
vations aud deductions as to why
Protes ANTS ought not, under ATTY
circumstances, %patronize Catholic
~chools.
First. ROME DOES NOT BE.
LlEVE IN EDUCATION. This
Is o strong statement, bat abso-
iutely true. Outside Of Protest.
ant countries she does not pretend
to educate the masses. Rome has
blighted with the curse of lgnor'
ance every country she has fully
controlled. Every Lasin country
on earth substantiates this state.
ment. Rome, in her present &C.
cl~esiastical role, has had uLdis'
putsd sway in Italy for sixteen
centuries, and IS per cent Of her
people are illiterate. If she be-
lievss in education, why does she
fight to the bitter end o1r public
schools? The reason is obvious,
the public schools educate; she
parochial school does not, only
pacities aud keeps the blight of
the church upon the pc ople. Rome
cannot afford TO eduoate her
nsab and drink are ignorance and
superstition. Rome ls forced to
make appearances in countries
where the masses GEEK education.
Second. w Q venture q still
stronger statement: ROME CAN
NOT GIVE A LIBERAL EDUCA.
TON The reason for this lies
more in the system than in the
motives of their teachers. How
CAL their priests and Sisters i'm =
part what they do not possess1
Under the llmelight of a broad.
liberal education, Rome would dis.
lntegrate; a system that holds al
IRON grip censor on every book,
every study their people pursue,
cannot be other than narrow and
faulty. There are some bIanchei
upon which Catholic schools place
great emphasis; but think Of
RJme teaching an authentic WORK
on tho history of civilization or Of
the church. These two branches
are the foundation CT an educa.
ton. The paganism and false
dogmas of Rome could not stand
in the light of true learning; nc
one knows this better than Rome
and her emissaries. The mythol'
ogles of sncient Rome are as ra.
tional as the dogmss aud tenents
of Christian (?) Rome. When We
make the statement that Rome
cannot educate, we lean exactly
that. Three fascts 8 further
proof. ~ Because her teachers,
men and women. are the ex.
ponents Of a system that grows
and fourishes on the ignorance
and gullibility of the commune
cants; teaching can 60 only 80 fal
and no farther. (2) Our Pro-
testant pupils get the same hill of
fare as they give their own. Only
those who have felt the pulse
and sincerity of Protestant educa
tion san know the saultiness and
shallowness of Catholic schools.
(3) A system that eliminates the
Bible az a fundamental part of tn
curriculum is a shell without a
kernel bark without the sap Not
only is the Bible kept from the
people, but the priest and sisters
are themselves ignorant Of the
Word. A converted priest who
had beed trained from academy to
seminary told the writer that
three weeks would cover all the
study he had had of the precious
Book. The facts are. for thorough.
ness and breadth, the Catholic
schools are not in the same class