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

! the inviolability of the human
person and his freedom under
God. 1t is indeed right which
must 5e exercised in accordance
with sound reason and consistent
ly with the just demands of soci-
ETY., but it remains fundamentally
intact in the parents keeping. 1t
is a manifestation of the law of
nature in concrete action. So it is
that private and religious educa-
tion in America rests upon the
law of nature as well as upon the
law of the land.
For Catholic parents there is
an additional imperative. AS they
willingly accept the obligations of
their faith, they realize that the
mind of the Church on so import
ant subject as education cannot
in conscience be ignored. AS this
mind is interpreted for them by
their spiritual leaders, the Bish-
ops, they know that the circum-
stances of modern life demand
the positive training of their chill
dren in the fundamentals of re-
ligion, training which cannot be
soundly impaired elsewhere than
/ in schools dedicated to the pur-
pose. AS conscientious Catholics,
they think with the Church;
with supreme confidence in a di-
vine wisdom, and with magnifi-
cent generosity, they have provid-
ed the indicated means, the Cath
olic school.
It is dangerous thinking to sup
pose that the existence of the prl-
vate school is an infringement
upon the domain Of the school
supported by public funds. The
| private school is a concrete dem
onstration of the fact that educa-
tion is not a monopoly of public
authority. II should be added,
moreover, that the private school
provides a saving and challenging
variety in the total system, bene-
ficial to the whole and manifest
| ly fruitful in its effects. Those
who would seek TO abolish the
private school would not only sin
against justice, they would de-
stroy something very precious in
American life.
Neither is the church-related
school a Limitation on the right
of the state to insure an educated
citizenry. II exists not only to
fulfill the function OF education
in our democratic society, but
specifically to educate the Chris
tian for his dual citizenship In
time and eternity. II exists to
teach not only the content Of the
accepted curriculum, but that
which the unsupported school
under present conditions may not
teach, namely, positive religion.
Other nations, with varying sue
cess, have attempted general edu-
cational systems in which pro-
vision is made for religious in
struction in separate church-relat-
ed schools. Practical considera-
tions. in view OF wide religious
differences, almost from the out
set prevented the American tax
supported schools IRON following
this pattern. There are those now,
even among public school educa-
tors, who regret the development,
involving, as il has, the risk OF re-
ligious indifferentism and secu-
larism. The solution of the prob
lem is indeed difficult. The alter
native, so far as the religious bod
les who believe education essen
tial to their mission are concern
ed, Is the school under religious
auspices.
The Catholic Church in Ameri-
ca, to cite only a major example,
recognized this alternative as far
back as 1852, when the First
Plenary Council OF her Bishops
earnestly recommended the pa
rochial school as the necessary
safeguard OF the faith of her chill
dren. Thirty.two years later, at
the Third Plenary Council, the
recommendation was strengthen
ed and enacted as law: the school
was to be a part o. every we'll
organized parish. Today, with
total enrolment. from kindergar-
ten to graduate school, of more
than four million American
youth, the vision OF the Fathers
has taken on monumental impress
siveness. Fully in keeping with
the American tradition, ii is per-
haps the greatest achievement in
general education under religious
auspices and without government
support the world has ever known.
The fact, we submit, bears rep
etition: The private and church
related schools are part OF the