The "Why" of Catholic Schools (1928)

[2] IN 1926 THERE WERE 162 major and minor seminaries, with 15,836 students; 154 colleges and universities, with 74,849 students; 2,242 secondary schools, with 204,815 pupils; and 7,449 elementary schools, with 2,111,560 pupils. The total number of all schools was 10,087, with an attendance of 2,423,019.

THESE figures, quoted from the latest school statistics, have a salient and inescapable significance. They portray the existence of a vast system of separate schools, established and maintained without appreciable outside aid in money or material, labor or talent. They prove an accomplishment and a sacrifice. They set forth the fulfillment of the personal, religious and patriotic duty of education. They are evidence of obedience to the moral law and the positive law of the Church. They represent an expression of faith. They are, in a manner of speaking, a vote of confidence in the rightfulness and efficacy of the Catholic educational policy.

SUCH is the favorable significance of the figures. But they have also an unfavorable significance, which is no less salient and inescapable. They imply that a very large number—nearly one half—of the Catholic youth are not attending Catholic schools. Even after allowance is made for the many instances where Catholic schools are not available or can not [sic] be conveniently attended, the figures still justify the conclusion that in many quarters there is an unfortunate lack of that spirit of sacrifice, that fulfillment of duty, that obedience of law, that faith and that confidence, of which mention was made a moment ago.

WHOM to blame? A part of the blame can be put upon the agents of the Church; but most of it undoubtedly rests upon the parents and to some degree upon the young themselves. Our school figures are not so high as they should be, because many Catholics fail or neglect or refuse fully to understand the "why" of Catholic schools.

AGAIN and again it seems necessary to insist that the primary and principal reason for the existence of Catholic schools is the Catholic religion. This is elementary. If salvation is our ultimate goal—if religion, therefore, is the chief concern of man—then schooling, whether it is to prepare for life or be life itself for a time, cannot without ruin be robbed of religion. Deny the need of religion in education, and you deny the need of salvation.

IT is a false defense to say that religious education can ordinarily take place apart from regular schooling; for it can not so take place successfully. It is a perverse pedagogy and an insincere psychology that propound such a doctrine. You can not counteract twenty hours (the average school week) spent in a non-religious, or perhaps anti-religious, school by one or two or five hours spent anywhere in a religious class. Education is very much a matter of environment, and impression; of atmosphere, and absorption; of example, and imitation. Education, even in a formal process, is fostered as much by indirection as by direction. As much is taught by vague suggestion as by positive instruction. As much damage is done by unmeaning omission as by culpable commission.

TO allege that there are greater temporal benefits—scientific, social or what not—to be derived from non-Catholic schooling, is faithless flippancy on the part of parents and nothing but upstart sophistication on the part of the young. Are not the treasures of religion immeasurably more valuable than the richest of secular advantages? Is not the sacred simplicity of the faith ineffably superior to the world's vainglorious complexities? It is shocking to see Christian parents pretentiously planning mere careers for their children. It is not a good living they should make, but it is a Christian life they should lead. They should not seek selfish success, but rather service of God and man, and, through such service, salvation of soul.

LOVING parents want their children to be happy. But happiness is not in the fame of a name, not in the pride of learning, not in the glory of art, not in the triumphs of science, not in the comfort of riches, not in the delights of love, not in the command of men, not in the conquest of nature. True happiness is only in the fulfillment of the soul's desire to see its God. Such is the Christian doctrine, lofty in its lowliness. "Thou hast made us unto Thee, O Lord, and my heart is restless until it reposeth in Thee."

FOR Catholic children, a Catholic education is the pre-requisite equipment for traveling the road to true happiness. That is "WHY" the Church, being our God-given guide, maintains her own schools.

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Source: Charles A. McMahon, "The 'Why' of Catholic Schools," National Catholic Welfare Council Bulletin 10, no. 4 (Sept. 1928): 2.