The Respective Rights and Duties of Family, State and Church in Regard to Education

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F. Pustet, 1890 - Education and state - 60 pages

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Page 25 - A general State education is a mere contrivance for moulding people to be exactly like one another ; and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation, in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body.
Page 35 - All power is given to Me in heaven and in earth; going therefore, teach ye all nations: baptizing them in the name of the Father, and of the Son, and of the Holy Ghost; teaching them to observe all things whatsoever I have commanded you: and behold, I am with you all days, even to the consummation of the world
Page 22 - And let us with caution indulge the supposition that morality can be maintained without religion. Whatever may be conceded to the influence of refined education on minds of peculiar structure, reason and experience both forbid us to expect that national morality can prevail in exclusion of religious principle.
Page 57 - Few, if any, will deny that a sound civilization must depend upon sound popular education. But education, in order to be sound and to produce beneficial results, must develop what is best in man, and make him not only clever, but good. A one-sided education will develop a one-sided life; and such a life will surely topple over, and so will every social system that is built up of such lives. "True civilization requires that not only the physical and intellectual, but also the moral and religious wellbeing...
Page 58 - Take away religion from a people, and morality would soon follow; morality gone, even their physical condition will ere long degenerate .into corruption which breeds decrepitude, while their intellectual attainments would only serve as a light to guide them to deeper depths of vice and ruin. This has been so often demonstrated in the history of the past, and is, in fact, so self-evident, that one is amazed to find any difference of opinion about it. A civilization without religion, would be a civiljzaition...
Page 57 - And if, in the olden days of vassalage and serfdom, the Church honored every individual, no matter how humble his position, and labored to give him the enlightenment that would qualify him for future responsibilities, much more now, in the era of popular rights and liberties, when every individual is an active and influential factor in the body politic, does she desire that all should be fitted by suitable training for an intelligent and conscientious discharge of the important duties that will devolve...
Page 60 - But then, we must also perfect our schools. We repudiate the idea that the Catholic school need be in any respect inferior to any other school whatsoever. And if hitherto, in some places, our people have acted on the principle that it is better to have an imperfect Catholic school than to have none, let them now push their praiseworthy ambition still further, and not relax their efforts till their schools be elevated to the highest educational excellence. And we implore parents not to hasten to take...
Page 25 - An education established and controlled by the State, should only exist, if it exist at all, as one among many competing experiments, carried on for the purpose of example and stimulus, to keep the others up to a certain standard of excellence.
Page 58 - To shut religion out of the school and keep it for home and the Church is, logically, to train up a generation that will consider religion good for home and the Church, but not for the practical business of real life.
Page 59 - Two objects then, dear brethren, we have in view: to multiply our schools, and to perfect them. We must multiply them till every Catholic child in the land shall have within its reach the means of education . . . Pastors and parents should not rest till this defect be remedied.

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