The history of philosophy is a subject which ought also to be included in the undergraduate course. Youth is the time for storing the memory. In teaching this subject, a very little experience shows one that it is absolutely necessary to draw attention to the points which the systems have in common rather than to their divergences and oppositions. If you do not emphasize their agreement, you will only produce a generation of skeptics as to philosophy. In every class there will be some who are only too ready to find an excuse for holding philosophical speculation in contempt; if one were to speak as if all philosophers were in the wrong except those who were directed by a supernatural and infallible authority, the effect might be very serious upon a student's view of natural theology and of the preambula fidei. I believe that the Scholastic philosophy is more fitted than any other to enable a man to be just to that portion of truth contained in every other system; because it holds in combination truths which the numberless other systems hold in separation. I would add that the relation of the various systems to one another, their evolution by sympathy or by antagonism, has been the subject of as much misconception as any political or religious disputes; and there can be no better exercise for a young man than the endeavor to determine whether the relation between the systems which historically succeed one another is a relation of sympathy or of antagonism, and to assign their points of agreement and disagreement.

Perhaps I ought to say a word upon the language in which philosophy should be taught. In ecclesiastical seminaries it is absolutely necessary that the knowledge of Latin should be enforced. But for lay students, who are to be men of the world, the University of Louvain pronounces strongly in favor of the vernacular language; and even in Ireland, where Latin has always been well taught, professors of Maynooth have told me that they found by experience that doctoral dissertations composed in English were much superior to those composed in Latin. The Scholastic philosophy was confined to oblivion by the world, mainly because its works were written in Latin, while the modern philosophies, such as that of Descartes, were written in the vernacular and sometimes in language of great literary

beauty. It can never gain the mind of the world unless men are educated to express it in vernacular language not devoid of literary merit, in a style such at least as that of Mill. We cannot expect our average student to be able to express himself with the grace of Newman or Pascal or Descartes, but we may fairly expect that they shall be able to explain our philosophy to people of average intelligence in a style not repelling the reader by obscurity or ungracefulness. It is observed by Professor De Wulf, of Louvain, that the Scholastic philosophy failed in the struggle with other systems, not for the want of ideas, but for the want of men. If men are all that is wanted, North America is able to furnish men, and I trust that they are already to be found both among the teachers and the taught.

PARISH SCHOOL DEPARTMENT

PROCEEDINGS

FIRST SESSION

TUESDAY, JULY 5, 1910, 2:30 P. M.

The first session of the Parish School Department was held in College Hall, Detroit College. The Vice President, Rev. Joseph F. Smith, opened the meeting with prayer, and the hymn "Come Holy Ghost" was sung by all present.

The Chairman welcomed the members and expressed regret that the president, Father McDevitt, who had done so much for the School Department, was not able to be present at the sessions of the convention.

The Chairman was authorized to appoint a Committee on Resolutions and a Committee on Nominations.

A paper on "How Many Grades Should There be in An Elementary School," was read by Brother John Waldron, S. M. Many participated in the discussion which ensued.

The Chairman announced the members of committees as follows:

Committee on Resolutions-Rev. George A. Lyons; Rev. E. F. Gibbons; Rev. O. B. Auer; Bro. John Waldron, S. M.; Bro. Valentine, Xav.; Bro. Philip, F. S. C.

Committee on Nominations-Rev. R. W. Brown; Rev. C. Wienker; Rev. W. McMahon, LL. D.; Rev. A. P. Ternes; Rev. J. O'Leary; Rev. M. J. Larkin ; Bro. Ignatius Xav.; Bro. George, S. M.; Bro. Victor, F. S. C.

A hymn was sung and the meeting adjourned.

SECOND SESSION

WEDNESDAY, JULY 6, 1910, 9:30 A. M. The usual prayer was said and the audience sang a hymn. A paper on "The Formation of Character," was read by Rev. George A. Lyons, supervisor of schools of the Archdiocese of Boston. The usual discussion followed and at the conclusion the Chairman asked the Rt. Rev. Bishop Hartley, of Columbus, to speak to the members.

RT. REV. JAMES J. HARTLEY, D. D.: I wish to say that it has given me a great deal of pleasure to assist at your meetings on yesterday afternoon and this morning. Yesterday I sat in the rear of the hall listening to the discussions and papers and was edified and instructed. Coming in this morning to see this body of workers in the great cause of education, it is an inspiration to the heart of any man, but particularly a consolation to a Bishop, who has to lead the forces to win victories in this great battlefield.

First of all, you are unifying the forces of education in a most admirable manner, and in doing that you are also increasing the efficiency of these forces and you are helping to create a healthy public opinion on the great subjects of Catholic education. There is no tower of Babel here, but the great tower of education is here; and there is no confusion of tongues-we speak with one tongue and one heart on the subject of education. (Applause.) To-day the United States does not know what an immense reserve force it has in the bosom of the Catholic Church. It knows to some extent its priests, its cathedrals and its institutions, but it has yet to learn the power, efficiency and the great aid the Catholic parochial school will be to it in the future.

The United States has its West Point and its Annapolis, but I would like to tell you also that the country has its third reserve force, the Catholic schools, who are training the infantry and battle forces who will go out and fight the most glorious battles that have ever been fought in the world.

A paper on "Christian Doctrine in Our Schools-Who Teaches It? How Shall It be Taught?" was read by Rev. E. F. Gibbons, superintendent of parish schools, Buffalo, N. Y. A discussion of some length followed the reading of the paper.

His Excellency, Mgr. Falconio, the Apostolic Delegate, visited the Department, and, after expressing his pleasure at seeing the large attendance, he spoke to the members as follows:

ADDRESS OF THE APOSTOLIC DELEGATE

Education is not a new institution. It has formed the aspiration of men from the very beginning of the human race and consequently is coeval with the history of mankind. And in truth there has never been a nation in the world which has not more or less shown interest in the education of the young. The Egyptians and the Assyrians, the Greeks and the Romans, the Francs and the Anglo-Saxons, in a word all ancient and modern nations are unanimous in acknowledging that children must be properly trained.

However, it was reserved to the Christian religion to elevate the standard of education to its perfection. Christ, our Blessed Redeemer, who in wisdom and virtue, was infinitely superior to Plato, Aristotle and to all the geniuses which paganism ever produced, by His doctrines threw a new light upon the meaning of education and made it to consist not only in the culture of the mind, but, what is of greater importance, even in that of the heart. "Be you therefore perfect, as also your heavenly Father is perfect." By these words our Blessed Redeemer meant the moral and religious training which renders man worthy of his high destiny. Hence, with the introduction of Christianity a new system of education was required. It was not only the temporal and material that one should have in view in the education of the young; it was not simply worldly attainments, such as arts, sciences, industry and commerce, that education should have in mind; but one should also see that the moral and religious cultivation of the mind and heart should form the natural basis of man's education. It was only thus that education would correspond to the end for which man was created.

And, truly, God created man for a higher purpose than mere temporal gain. He created him in order that he should know, love and serve Him in this transitory life and then enjoy Him forever in the next. All man's energy then, all his aspirations and activities, must be directed toward the attainment of this sovereign destiny. But this does not mean that man should not strive for intellectual and physical culture and success in life. It means that in our system of education we should not lose sight of the ultimate end of our existence, and consequently our education must be so regulated that physical and intellectual culture shall not be separated from that which is moral and religious. Hence, physical and intellectual, moral and religious education, must go hand in hand, in order that man's training may correspond to his destiny.

Catholics fully realize the paramount importance of these fundamental principles, and accordingly their ideal of education