Year: 1875

Is THERE anything taught in our public
schools to which any just man may take ex-
ception? Is anything taught that is contrary
TO the conscience and religious convictions of
any citizen? If there is, it ought to be elm
mated. We do not believe that there is any
such teaching The question then arises,
what just ground of objection is there against
these public schools? The answer is, that
there are some things not taught which secta-
rians desire to have taught to their children
some things in the way of seetarian dogma
and religious belief. The rejoinder to this is,
that sectarian dogmas and religious beliefs are
not proper subjects of teaching for public
schools, maintained by the common contribu-
tions of all tax payers but are subjects for
the religious teachings of the sects themselves,
in the churches maintained by the c0ntribu-
tions of the believers in such dogmas and re-
lgious beliefs. If the schools are to do the
work of the clergy in this regard, why should
we have clergy paid to do this work, and Sec
tartan organizations for its furtherance? One
thing must be plain to the dullest comprehen-
sion-the rudiments of a common instruction,
in the elementary branches of what is called
education, can be impaired more generally and
at less expense by a system of public schools,
supported by the State, than in any other way


II the public schools were wiped out, and the
education of the future citizens of the Com
monwealth were left entirely to the furtiye eff


forts of private or denominationai schools,
supported entirely by voluntary contributions,
education would be far less general and far
more expensive than it is now. Rich people
would be relieved of q large share of the ex-
pense which is now taxed upon them by the
education of the poor, and the poor, left to
their own contributions for the education of
their children, would either suffer great hard
ships or their children would grow up in ig-
norance more or less dense. 1t is none the
less plain to the dullest tcomprehension that by
far the greatest part of an elementary educa-
tion is totally devoid of any sectarian or re-
ligious, or even of any moral element; for
surely there is nothing of morals, religion or





writing, arithmetic, grammar, geography, an
atomy, physiology, astronomy, or any other
of the arts and sciences comprised in any COM
mon school curriculum. The sum total of all
possible objections to the public school sys-
tenn is comprised in the one complaint that
they fail to teach the whole moral and &C.
ligious duty of man, as it is held variously by
the different sects and denominations. The
objection is not against what they do teach,
but against what they do not teach or fail to
teach-namely. the dogmas of the sects. As
it is incontestable that what they do teach
does not impair religious belief and is not con-
trary to good morals from any standpoint :;
and as it is equally incontestable that what
they do teach is of infinite value to the State
in its dependence upon the intelligence of its
future citizens, and can be taught more gener-
ally and at less expense by system of public
instruction sustained by an equable system of
taxation than in any other practicable way,
wo cannot see why any individual or any re-
ligious organization should object to our pub
lie schools. If they do not teach all that is
desirable or even essential in the view of any
sect or class, it is beyond controversy that
they teach the greater share of what is essen
tial, at far less expense and Of more general
application than can be secured by any other
means, and it is comparatively easy to supple
ment the additional needs and requirements
By such moral and religious instruction as the
various sects may deem necessary or proper.
These facts are easily grssped and understood
by all citizens. The frugal and orderly tax
payers among our Catholic fellow citizens are
among the clearheaded who see these things,
and regret the exigency which requires OF
them the payment of taxes for the support OF
schools which do not teach anything contrary
to their religious belief, while they are COM
PEELED to more than duplicate these taxes III
supporting schools which need only supple.
ment what is wanting, according to their re.
ligious belief, in the public schools. We un


affectedly regret that The Catholic Church


should not feel conscientiously free to accept
the provision which the State furnishes for the
equal education of poor and rich alike, by
taxes which fall mainly on the rich and ther
supplement this education by such denomina


tional teaching as it deems necessary for the
youth OF that Church, saving large share o


the expense, in that lessening of individual


charge which always results from qnGcatior


OF effort in any enterprise.-[O. s. Journal.


The shipments of copper from the


new copper mines Of Colorado, this