Chapter VIII

The Recent Educational Troubles in France.

On page 265 it is said that the non-Catholic view of the Jesuits is not based on historical facts, but largely on works of fiction. A case in point is Zola’s posthumous novel, the English edition of which was issued in this country in February, 1903. The subject of this work was announced as “illustrating the keenly antagonistic influences of the _Jesuitical_ and secular parties in France, as instanced in the recent educational troubles.” Though the book is styled “Truth,” it is in reality a tissue of falsehoods and enormous charges, not only against the religious orders, but the Catholic Church as such. The Baltimore _Sun_, February 19, 1903, says in a very judicious criticism, that the author “asserts and asserts, but, behold! of proof there is little or nothing. This, however, will make no difference to those readers to whom this diatribe appeals [among them the same paper reckons those who hate the Catholic Church, and who welcome any attack that may be made upon it]. In the present instance Zola has, seemingly, cared little about the truth of his statements.” The book furnishes a strong proof of what we said on page 268, namely, that the present persecution of the teaching Congregations in France is in reality a brutal attack on Christianity and all religion. Zola says little about Jesuit education, but what is meant by secular education, is set forth in clearest light: All religious beliefs and observances are derided, every sign of religion is to be banished from the school, women are to be emancipated from the influence of the Church, experimental science is to take the place of religion in school and private life. It is the old Voltairian _Écrasez l’infâme_! This is the antagonist of “Jesuitical” education! (On this subject see the article of M. Brunetière, in the _Revue des Deux Mondes_, December 15, 1902: “The Laws of Proscription in France,” translated in the _Catholic Mind_, New York, 1903, no. 2).

For the Catholic view of the educational movement in France during the last decade we refer to the _Études_, which contain many excellent articles not only on the religious side of the question, but also on modern school reforms, the classics, etc. See especially volumes 54 (page 100 _sqq._), 57 (page 345 _sqq._), 69 (page 224. _sqq._), 70 (page 496 _sqq._), 78 (page 21 _sqq._), 79 (page 41 _sqq._), 84 (page 654 _sqq._), 86 (page 29 _sqq._ and 501 _sqq._). In the volume mentioned in the last place, the article: _L’Enseignement classique en Allemagne, son rôle pédagogique_, contains interesting comparisons between the French and German secondary schools.

CHAPTERS X-XII.

“Impressions of American Education.”

Under the above title, the _Educational Review_ (March, 1903) published an address delivered by Mr. Sadler, at the Annual Congress of the Educational Institute, Glasgow, Scotland, December 30, 1902. Mr. Sadler admires many features in American education: the hearty belief of Americans in the value of education, the sacrifices they make for it, etc. But he discovers also the following defects and weaknesses: 1) In some cases municipal corruption has baleful results in the sphere of educational administration. 2) There is a grave doubt whether the stricter forms of intellectual discipline have not been unduly sacrificed in many American schools. The besetting sin of some modern methods of education is that they stimulate interest without laying corresponding stress on intellectual discipline. As it were, they feed the children on sweeties and plumcake, in a strenuous revolt against an austere tradition of too much oatmeal porridge. Nor does home discipline restore the balance. The younger Americans find it difficult to focus their attention on uncongenial tasks. An insidious evil is the tendency on the part of teachers to make lessons interesting by avoiding the harder, duller, and more disciplinary parts of the subjects. Another evil is the excessive encouraging, among young children, of what is called “self-realization”, even occasionally to the point of impertinence. 3) Lack of severe discipline leads to a third weakness,--superficiality,--with its attendant evils, exaggeration in language and love of excitement. The Americans do not as yet sufficiently allow for the slow percolation of ideas into the mind. They make too many short cuts. They are too fond of the last new thing. They forget that a pupil gains true independence of taste and judgment by slowly and thoroughly working his way, under guidance and with encouragement, through masterpieces as a whole, and through masses of the same kind of work, often against the grain. All true culture has in it an element of stubbornness and persistence, which must be acquired through the lessons of life, and the lessons of the school, which ought to prepare for life. 4) A fourth danger proceeds from the tendency of American men to become unduly concentrated in business pursuits. Many Americans sterilize part of their nature by too great absorption in the excitement and struggles of commercial competition. This overzeal for business forms an atmosphere which cannot but affect educational ideals. Intense absorption in commercial enterprise is not an aim worthy to dominate the thoughts and lives of the rising generation of a great people. The noble answer of the Short Catechism to the question: “What is the chief end of man?”, deserves not to be forgotten in commercial pursuits.

It may be well to compare these statements with what has been said in the chapters on the “Intellectual Scope,” “Prescribed Courses or Elective Studies,” and “Classical Studies”.

FOOTNOTES:

[1089] See also the interesting article: “The History of Education. A Plea for the Study of Original Sources,” by the Rev. W. Turner, D. D., in the new and promising _Review of Catholic Pedagogy_, January, 1903.