bertus Magnus, a Thomas Aquinas and an Augustine, and a host of others equally great. In the field of science her sons are innumerable. We need only mention Copernicus, Regiomontanus, Galvani, Volta, Ampere, Ohm and a host of others. These were her sons, brought up under her influence, educated in her schools, fostered by her maternal care and guided by her doctrines. When the barbarian hordes raged from all sides upon prostrate Europe and threatened to blot out all that was known. by the name of culture, she boldly set out to conquer them, not by fire and sword, but by instructing them in the principles of Christianity. Her institutions of learning were open to all, and her monks and scholars labored assiduously in the work of civilizing these barbarians, until at length she was crowned with success in placing the foundation of all that is good in modern civilization. No historian of any merit can or will refuse to pay tribute to the monks and religious who in the Middle Ages, called by our enemies the Dark Ages, in the solitude of their monastic life spent their time in the work of preserving the monuments of ancient literature.

Look these facts in the face and tell me, can there be any truth in the charge of those who accuse the Church of fostering ignorance by preventing culture? Rather than foster ignorance she would have her children go forth not as the followers of the crowd, but as leaders, and that they may not walk in darkness themselves, and thus lead others into darkness, she casts around them the light of her knowledge, preparing them for the work by an education thoroughly moral, because based upon the principles of eternal justice, thoroughly intellectual, because based upon the principles of eternal truth, and thoroughly physical because based upon the principles of clean living, of pure and noble lives.

Thus we see that the world of to-day has within its reach the system of education that will fit men and women for the great battle in life. The question, however, confronts us-what are we, as a body, doing for the maintenance of such a system of education? What are the Catholics of to-day doing to make more and more perfect in its detail that which was given sub

stantially perfect in the command: "Go teach all nations." Are the laity of to-day vitally interested in the great work of Catholic education? Would they not by comparison with their nonCatholic brethren be put to shame? Is it not a fact that our Catholic laity have been for too long a time totally inactive and inattentive to the great cause of Catholic education? It must be acknowledged that as far as elementary education is concerned our Catholic people have by many sacrifices built up a wonderful system of parochial schools throughout our country. But when we have said this is it not true that we have said practically all? As we read the columns of our papers and come upon the accounts of the tremendous funds that are being applied by men of no denomination, either to the dechristianizing of education or to the furthering of sectarian views, is it not enough to bring the blush of shame to our cheeks to think that men will sacrifice so much for the furtherance of error, and we ourselves will remain passive and refuse to make the sacrifice necessary for the carrying on of the great work of educating men and women after the manner that God has designed they should be educated? It is not because there are wanting men and women who are ready to sacrifice their lives in the service of education, devoting their days to the classrooms and their nights to study, wearing out their physical, mental and nervous energies in the great cause of education, that we are so hampered in the great work of Christian education. It is rather because there are not those who are willing to sacrifice their pockets to support those who wage the war by supplying to them on the field of battle the munitions of war.

It is time that an active crusade should be inaugurated to make the laity understand that this work of higher education-for it is principally in the field of higher education that we are unsupported-is not the work alone of priests and Brothers and Sisters who have consecrated their lives to God, but that they themselves have an equal burden and responsibility to bear in this great work of Catholic education. As we look over our country we see the institutions in which the divinity of Christ is denied, immorality as the direct re

sult of irreligion fostered by the teaching of men who openly proclaim their independence of any moral code or any creed whatsoever-men who would teach the doctrines of free love to the destruction of the home, men who would teach the right of a man to put aside his lawful wife and live with another or others, as he should choose, men who would teach the murder of innocence, men who would teach that all morality depends upon the conventions of man-that these institutions are supported by the millions donated by men whose sole purpose seems to be the uprooting of every noble desire in the human heart.

On the other hand, we see the institutions striving for the betterment of the human race by more perfect education of the individual rational creature, fulfilling in their system of education the three essentials requisite to the thorough development of the human being, struggling along almost totally unaided, and kept alive solely by the sacrifices of the men and women who have devoted their lives to the active service of God in Christian education. What a pity that such should be the case! What a shame that our Catholic men and women of wealth seem so lost to a sense of their duty and their obligations to their fellowmen that they cannot see that the greatest boon that they could confer upon their fellowmen would be the gift of a thorough Catholic education.

Let us hope that the day is at hand when our Catholic laymen will take a more active interest in the great work of Christian education; that this active interest will prompt them to open their purses to support Catholic education, not by words, but by deeds, deeds that will be counted in endowments and funds for the support of the institutions of learning under the guidance and direction of the Catholic Church, for by so doing they will be furnishing the munitions of war for the combating of the evil influences that are sapping the very foundations of our American life to-day-influences that in the course of time must necessarily bring about the destruction of the government of which we are at the present time so proud. For after all it is only through Christian edu

cation that we shall have men and women true to all that is noble in manhood and womanhood, that we shall have the social and religious atmosphere purged from the infidelity and atheism by which it is at present contaminated, that we shall have scholars whose enlightened minds shall be guided by a will strengthened in morality, an undaunted will, following good as their object, and avoiding evil, not because sooner or later it will be found out, but because it is evil and therefore against the dictates of a God-fearing conscience.

COLLEGE DEPARTMENT

PROCEEDINGS

FIRST SESSION

TUESDAY, JUNE 27, 1911, 2:30 P. M.

The President, Very Rev. M. A. Hehir, C. S. Sp., opened the meeting with prayer, and after addressing a few words of welcome to the delegates, announced the first paper on "The Carnegie Foundation for the Advancement of Teaching-Its Aims. and Tendency," by the Rev. Timothy Brosnahan, S. J., of Loyola College, Baltimore, Md. The paper was discussed by Rev. M. Schumacher, C. S. C. At the conclusion of this discussion the President announced the appointment of the following committees:

Nominations: Rev. A. J. Burrowes, S. J.; Rev. A. J. Kreidt, O. C. C.; Rev. D. J. McHugh, C. M.; Rev. Vaughn.

Resolutions: Rev. C. B. Moulinier, S. J.; Rev. J. P. O'Mahoney, C. S. V.; Rev. B. P. O'Reilly, S. M.; Rev. P. A. McDermott, C. S. Sp.

The meeting then adjourned.

SECOND SESSION

WEDNESDAY, JUNE 28, 1911, 9:30 A. M. After the opening prayer, a paper was read by Rev. Alphonsus Dress, of St. Joseph's College, Dubuque, Ia., on "The Position. Which Music Should Occupy in a College Course." Discussion followed. The Committee on Entrance Requirements through Rev. M. Schumacher, C. S. C., Chairman, made the following report:

The Committee suggests the following definition of a unit: A subject in secondary work pursued for a year of at least thirty