Public School Education. Michael MüllerЧитать онлайн книгу.
a heathen philosopher, relates that when the sons of the Persian kings had reached the age of fourteen, they were given to four teachers. The first of these teachers had to instruct them in their duties towards God; the second, to be truthful under all circumstances; the third, to overcome their passions; and the fourth teacher taught them how to be valiant and intrepid men.
This truth, that good children are the greatest blessing and that bad children are the greatest affliction that can befall parents and the State, needs no further illustration. There is no father, there is no mother, there is no statesman, who is not thoroughly convinced of this truth. Can we, then, wonder that the Catholic Church has always encouraged a truly Christian education?
There is nothing in history better established than the fact that the Catholic Church has been at all times, and under the most trying circumstances, the generous fostering-mother of education. She has labored especially, with untiring care, to educate the poor, who are her favorite children. It was the Catholic Church that founded, and endowed liberally, almost all the great universities of Europe. Protestants and infidels are very apt to overlook the incalculable benefits which the Church has conferred on mankind, and yet without her agency civilization would have been simply impossible.
The Catholic Church was, moreover, the first to establish common schools for the free education of the people. As early as a.d. 529, we find the Council of Vaison recommending the establishment of public schools. In 800, a synod at Mentz ordered that the parochial priests should have schools in the towns and villages, that "the little children of all the faithful should learn letters from them. Let them receive and teach these with the utmost charity, that they themselves may shine as the stars forever. Let them receive no remuneration from their scholars, unless what the parents, through charity, may voluntarily offer." A Council at Rome, in 836, ordained that there should be three kinds of schools throughout Christendom: episcopal, parochial in towns and villages, and others wherever there could be found place and opportunity. The Council of Lateran, in 1179, ordained the establishment of a grammar school in every cathedral for the gratuitous instruction of the poor. This ordinance was enlarged and enforced by the Council of Lyons, in 1245. In a word, from the days of Charlemagne, in the ninth century, down to those of Leo X., in the sixteenth century, free schools sprang up in rapid succession over the greater part of Europe; and, mark well, it was almost always under the shadow of her churches and her monasteries! Throughout the entire period, called, by ignorant bigotry, the "dark ages," Roman Pontiffs and Catholic Bishops assembled in council and enacted laws requiring the establishment of free schools in connection with all the cathedral and parochial churches. This is a fact so clearly proven by Catholic and Protestant historians, that to deny it would be to betray a gross ignorance of history. Even at the present day, the Papal States, with a population of only about 2,000,000, contain seven universities, with an average attendance of 660 students, whilst Prussia, with a population of 14,000,000, and so renowned for her education, has only seven! Again, in every street in Rome there are, at short distances, public primary schools for the education of the children of the middle and lower classes. Rome, with a population of only about 158,000 souls, has 372 public primary schools, with 482 teachers, and over 14,000 children attending them, whilst Berlin, with a population more than double that of Rome, has only 264 schools. Thus originated the popular or common schools, or the free education of the people, as an outgrowth of the Catholic Church.
Every one knows that to the Catholic Church is due the preservation of literature after the downfall of the Roman Empire; and all those who are versed in history must admit that the Popes, the rulers of the Church, have been the greatest promoters and protectors of literature and learned men in every age. They collected and preserved the writings of the great historians, poets, and philosophers of Greece and Rome, and they encouraged and rewarded the learned men who, by their labors, made those fountains of classical literature easily accessible to all students. What shall I say of the patronage which they accorded to painting, sculpture, architecture, music, and the other arts which raise up and refine the human soul? Even the present glorious Pontiff, Pius IX., in the midst of troubles and persecutions, has done more for education than the richest and most powerful sovereigns of the world. You will unite with me, I am sure, in praying that he may soon recover the sovereignty of Rome and the Papal States, and that he may live many years to defend, as he has done in the past, the cause of religion, truth, Christian education, and civilization in the world. But it would take a whole day to refer even briefly to all that the Catholic Church and her Supreme Pontiffs have done to dissipate ignorance, and to improve and enlighten the mind of man. I shall merely add that a Protestant writer, and an open enemy of our religion, does not hesitate to state that, acting under the guidance and protection of the Holy See, some of our religious orders, which are so often assailed and calumniated, have done more for the promotion of philosophy, theology, history, archæology, and learning in general, than all the great universities of the world, with all their wealth and patronage.
Moreover, it is a well-known fact that the Catholic Church has always fought for the liberty to educate her children not only in the necessary branches of science, but also, and above all, to teach them, at the same time, their religious duties towards God and their fellow-men. And who but an infidel can blame her for that?
Every one must know that by the united efforts of the Catholic clergy and laity, schools, colleges, seminaries, boarding-schools for ladies and boys, and other educational establishments, have been erected in almost every part of the world, and erected without a cent of public money, which was so plentifully lavished on Protestant institutions. But, without leaving this country, do we not find in the various States of the Union magnificent proofs of generous Catholic zeal in promoting everything connected with education? And have not the parochial and religious clergy in so many places made the noblest exertions to erect institutions for the instruction of their flocks? and have not the laity assisted them in a most munificent manner? All this shows their great desire to promote the growth of knowledge.
Man is born a believing creature, and cannot, if he would, destroy altogether this noble attribute of his nature. If he is not taught, or will not accept, a belief in the living and uncreated God, he will create and worship some other god in His stead. He cannot rest on pure negation. There never has been a real, absolute unbeliever. All the so-called unbelievers are either knaves or idiots. All the Gentile nations of the past have been religious people; all the Pagan powers of the present are also believers. There never has been a nation without faith, without an altar, without a sacrifice. Man can never, even for a single instant, escape the All-seeing Eye of God, or avoid the obligations of duty imposed on him by his Creator. The Pantheists of ancient as well as of modern times recognize this fact, although they do not discharge their religious obligations conformably to the Divine will, but make to themselves other gods instead.
As there has been a religion and a ritual among all nations, tribes and peoples, so has there been also a "hierarchy" to teach this religion, and make known its obligations. These religious obligations constituted then, and constitute even now, the basis of all popular education throughout the world—Christian, Gentile, or Pagan—there is no exception to this fact save in these United States of America.
CHAPTER III.
ORIGIN OF THE PUBLIC SCHOOL SYSTEM.
Strange as it may seem, it is a certain undeniable fact that there is not, on the entire continent of Europe, or in the entire world, a single country, Protestant or Catholic, that upholds the Pagan system of education which has been adopted in this free country. In all of them Catholic and Protestant children receive religious instruction, during the school-hours, from their respective pastors. The present system of the Public Schools in the United States professes to exclude all religious exercises. We are often told that this is the American system, and that it is very impertinent for foreigners to wish to bring religion into schools against the American idea. Now the assertion that the exclusion of all religion from