The Catholic times. [volume] (Columbus, Ohio) 1951-current, 1955-11-25

/ intertwined with the traditions
and aspirations of her people. The
Catholic school has matured with
! the Church, joint product of the
foresight of the Bishops and the
enlightened generosity of her
faithful. 1t is no foreign importa-
ton, no alien growth, but sturdy
native plant, a conspicuous exam
pie of a common religious inn
pulse working under the favor
able conditions of our Republic.
The rise and vigorous expan-
sion of the American educational
system is cited, correctly, as one
of the major achievements of
Western civilization. During the
past hundred years, in particular,
general education, sponsored by
states and communities, religious
groups and private bodies, has
come yery near to the goal of
providing adequate educational
opportunities for every American.
II would be blind prejudice which
would refuse to acknowledge, in
this connection, the tremendous
accomplishment of the public ed
ucational agencies. Whatever un-
easiness may or mist be felt on
the score of educational theory
and philosophy as illustrated in
large areas of American teaching,
the plain physical fact of the
school system is matter for
unanimous congratulation. This,
at least in part, is what freedom
has achieved.
But If the unparalleled growth
of the schools supported by pub
lie funds is a mighty tribute TO
Americas zeal for learning and
her ambition to build an intelli-
gent democratic society, no less
astonishing has been the growth
and accomplishment of the pri-
vate and church-related schools
during the same relative period.
In candor, it deserves TO be said
that their record affords an even
more impressive example of the
American spirit at work, for it
has been brought about not by
the advantage of public funds
nor by the spur of legislative
mandate, but by the free coopera-
tion of those convinced of their
Importance and necessity. 1t is,
incidentally, wholly erroneous to
conceive that these schools repre-.
sent a diminishing force in the
American educational system.
Their growth today, proportion
ately, equals where it does not
actually exceed that Of schools
maintained by public authority.
Let this be fully understood:
Private and church e ate d
schools in America exist not by
sufferance but by right. The right
is implicit in the whole concept
of American freedom and immun-
ity from totalitarian oppression
and in the constitutional frame
work of our Federal government
and of the several States. Under
attack 1t has been rendered ex-
pIicit by the decision of the Su.
preme Court of the United States
in the celebrated Oregon School
Case. Thus far, happily, the right
of the parent to educate the child
has not been successfully chal-
lenged in any American court.
The country agrees that this right
is basic to the definition Of free
dom. Be that education provided
by the state-supported school, the
private school, or the church-af-
filiated school, the choice of the
parent is decisive. II the state has
a concurrent right to decree
minimal education for its citizens,
as a vital necessity In a modern
democratic society, that right
does not extend to an arbitrary
designation of the school or the
educational agency. II is, rather, a
general right, limited by the pri.
mary right of the parent to exer-
else his choice according to his
best wisdom and his conscience.
Indeed, II Is worth remarking that
while the state may usefully en-
gage in the business of educa-
tion, rs demonstrated In our ma.
tional experience, ii has no au-
thority either to monopolize the
field or TO srrogate to itself ex.
elusive privileges and powers.
The state, by definition, is not it,
self primarily an edueative agen-
cy.
The right Of the parent to at
tend to the childs education Is,
moreover, antecedent TO any hui
man law or institution. II Is vest
ed In his very nature and Is de.
manded a. q fulfillment of his &C.
tual parenthood. In this II reflects