that each one of these teachers who at present receives only lodging, board and clothing, might claim a salary of $750 per annum. This would be $30,000,000 for the 40,000 teachers. Capitalize this at 5% and you have a capital of $500,000,000. This represents what the religious have given to Catholic education in giving themselves to the great cause.

A college or academy that has a number of 12 or 20 teachers who serve without salary has an endowment which far surpasses the Carnegie endowment requirement of $200,000. This fact, if properly set forth, is bound to make a deep impression on our non-Catholic citizens, and there is no reason why such facts should not be made known.

6th. In preserving our liberty of education it is advisable to beware of any affiliation with other institutions, whether private or public, which may curtail this liberty. Affiliation may bring advantages and not impair our rights. Affiliation may mean in certain cases that our institutions sacrifice their liberty and prestige and become feeders to large secular institutions. Then our students may be attracted to these institutions to the detriment of solid learning, of morals and of faith. There is no reason why in this country of liberty the Catholic colleges and universities should not reach such a high standard-even if we lack large endowments- that State and other educational institutions would be forced to recognize them as ranking with, when they do not surpass, money-made institutions.

Cardinal Newman has said: "You may have a university in shanties, provided you have great men to teach therein." Such efficient work will naturally it is hoped, inspire wealthy citizens to offer their riches for the promotion of solid Catholic higher education.

In conclusion. I quote an educational platform adopted as a working basis by the Ohio Feleration of Catholic Societies which might be adopted with modifications according to local circumstances in other parts of the United States:

"To advocate and defend liberty of education in all its various grades, elementary schools, secondary, colleges and universities; to protect and encourage private educational efforts and especially Catholic education, based on, and guided by the

Church, as being entirely in keeping with the spirit of American liberty; to resist all attempts at any encroachment of paternalism in education, to oppose free text-books, compulsory education above the elementary, free transportation of school children and similar attempts which lead to State socialism in education and increase the burden of unjust taxation, to secure for private schools all the rights and privileges, freedom from taxation, recognition of degrees, etc., to which the public schools are entitled, inasmuch as those private schools, supported by the contributions of American citizens relieve the State of great burdens.

DISCUSSION

REV. F. CASSILLY, S. J., stated that we have succeeded well in our country, but it is necessary to be always watchful lest our liberty be endangered. Few legislators know much about educational law or edu cational theory. As a rule they desire to be fair, and when a subject is presented in a reasonable and dispassionate way to them they are disposed to do what is right. We must, however, exert ourselves, and attend to our own business. We should train our young men to be

energetic and progressive Catholics. to let others do the work.

There is too much of a disposition

REV. FRANCIS T. MORAN, D. D., said that it is not becoming to start out with the assumption of uncharitableness. The legislation which interferes with us comes by inadvertence rather than by direction, often the cause of disaster to us is our own negligence.

VERY REV. J. A. VAN HEERTUM, O. Pr., said that educational work must he done among our Catholic people. Often they do not understand the full import of proposed legislation, and advantage should be taken of meetings of societies to show the bearing of the measure advocated on our educational work.

MR. MONAHAN said that most of the legislation which we have found to work against Catholic education has been passed unintentionally. We should watch legislation closely, but in an attitude of fairness. The legislator always has his ear to the ground. We are very much at fault because we do not let what we are doing be known. There are ninety million of people in the United States who are more or less interested in education, and they have a right to know just what the school is doing. If the facts were known the Catholic school system would stand a thousand per cent. higher in the estimation of the general public.

Referring to

REV. F. HEIERMANN in closing the discussion said: the remarks of my friend, Rev. Dr. Moran, I agree with him that in the Ohio legislature we have many fair-minded friends. But at the same time we must be first on the ground if we wish to stop any hostile meas

ures. We must be prepared for tricks and for sleepers and riders in bills. When speaking about our rights in education we mean of course our civil rights the rights which we possess as Catholic citizens. That Catholic members of the legislature sometimes lack proper knowledge was evident when a Catholic introduced a bill advocating the teaching of sex hygiene. It is the part of wisdom to follow the advice of the old motto, "Eternal vigilance is the price of liberty."

THE RELATION OF THE PASTOR TO OUR EDUCATIONAL WORK

REV. JOSEPH H. MCMAHON, PH. D., PASTOR OF OUR LADY OF LOURDES CHURCH, NEW YORK CITY

I am asked to address you on the theme of the Pastor and Catholic Educational Work. This I take to mean a discussion of the relation of the parochial clergy to every effort in the field of educational endeavor. It will embrace, then, not only the attitude of the parish priest towards his own particular school, but his personal view of the general question of Catholic education, and his outlook on the efforts of agencies other than himself, to provide for the.Catholic education of our young people, his own among them, in every sort of secondary institution, whether high school, academy, college or university.

And, first and most important because fundamental and conditioning all the rest, what is the attitude of the Catholic priest towards Catholic education? There can be no doubt as to what that attitude ought to be. If it is axiomatic that a good priest will in all things think and feel with the Church, he will regard the Catholic education of our people in this country, as of supreme importance. He will endorse all that the Bishops in Council have repeatedly said. He will do his very best to translate into accomplished fact their urgent exhortations. Now, a very cursory consideration of Catholic educational statistics, and the slightest acquaintance with our school work, will convince any inquirer of the soundness and sincerity of the feeling of the great body of our clergy, on the essential fact of the need of the Catholic elementary school. The heavy burdens, not merely of financial obligations, but of personal effort, that so many of our priests willingly undertake and support for the sake of their schools, bear most eloquent testimony

to their really Christlike spirit and tenderness of heart. The touching, sometimes pathetic pride shown by priests in their school, is evidence of their absorbing zeal. But, sometimes, the very vigor of that personal force, which is such an immense asset to the Catholic school, may interfere with or defeat its aim. For in school matters at the present day zeal needs to be well informed and well directed.

Every priest engaged in the parochial ministry knows by practical experience the superiority of Catholic education in all substantial things. He would not be conscientious if, when inviting his people to send their children to Catholic schools, he were not convinced that he was not asking parents to impose a handicap on their offspring in the game of life; and that conviction spurs him on to seek to improve his school in every way. In his efforts he is aided by the marked improvement in pedagogical training developed among the religious communities from which his teachers are drawn, a development that has issued so splendidly in the establishment, not only of normal schools in individual novitiates, but, lately, of the Sisters' College at the Catholic University. But what he particularly wants and looks for is, first, accurate information as to the precise standing of our schools with relation to others. This information must come to him in the concrete, must be absolutely reliable, and available for immediate use, not only with outsiders but with his own worst enemies, those of the household of the faith, who are obsessed by the fetich of the public school. Seconl, he wants to be kept informed of the educational problems of the day, and their Catholic solution. He wants to know the educational situation, and to have it discussed by competent authority. These wants are in a fair way of being met by our Catholic educational reviews, particularly by the latest in the field, but I think I am right in saying that every pastor feels that there should be some special training in the seminary that would enable the young priest to enter the ministry with some general idea of those educational conditions. which form so important a factor in our Catholic life; and to grapple with the difficulties and problems that will confront him in the battle in the educational world that is so certain to be