CATHOLIC EDUCATION.

Gisborne Times, Volume XXIX, Issue 3135, 3 February 1911, Page 7

CATHOLIC EDUCATION.

ADDRESS BY ARCHBISHOP. REDWOOD. / JUSTICE AND FAIR PLAY DEMANDED. Reference to the education question was made by Archbisho" Redwood, at the openihg of.the new Marist Brothers’ School in Wellington, on Monday. His Grace reminded his hearers that in tlio Archdiocese of Wellington alone during the last ten years the Catholics spent the sum of £25,000 in the erection of primary school .buildings, without counting the cost of the land upon which the buildings stood, and in this archdiocese alone they saved the State an annual outlay of from £16,000 to £20,000 a year on primary education. During the last- thirty years, since the present education system had been in existence in New Zealand, they had saved the State in primary education (working expenses alone) no less a sum than £1,100,000. This did not include money expended on lands and buildings and repairs. WHAT THE FACTS SHOW. “Now, these facts,” said the speaker, “show emnlmticallv two things: First, the magnificent zeal of Catholics in pursuit of the kind of education which they appreciate, and the fixed determination to- have it at any cost; secondly, the grave injustice inflicted upon them, a seventh of the population of the Dominion, by being comnelled to pay taxes for public schools to which they cannot conscientiously send their children, except in the case where, owing to the too small number of Catholics, no other schools are possible. Catholics do not build their schools to oppose other denominations. They have no fight with people of other faiths. Catholics have never asked, and will never ask, one penny from the State to help Catholic propaganda, cr as a remuneration for teaching Catholic doctrine. But Catholics in the name of justice and fair play, do demand equal wages for equal work they demand! that as they educate half the Catholic children of tlie Dominion. in their own schools at their own expense, and spare tlie taxpayers thousands, and, in the long run, millions of pounds, they should have the money they save the Government; and the taxpayer refunded to them, lof the secular knowledge up to the Government standard and under Government examination which they impart to at least half their children in the Dominion.

They should not be fined or oppressed for imparting one item of education beyond the secular curriculum required by the State, when that item is tire most important of all to form the very citizens of whom the State and society at large stands most in need, namely, men and women who will bo God-fear-ing, law-abiding citizens ; men and women to be relied upon as uncompromising foes of everything dishonest and corrupt, who can be depended upon to support only a clean and pure administration of public affairs. Until the day dawns when this galling grievance, this orviv- injustice is removed, and their just claims acknowledged and granted, they are determined to maintain the stn le in the cause of God and religion. OTHER DENOMINATIONS. But it may lie said —and is said, foolishly—if Catholics receive grants for then- schools, even on tlie plea of secular knowledge only which they impart, other denominations will make similar claims, and then good-bye to the''seenfar system throughout the Dominion. Nothing of the sort; it is a false and groundless fear. AVhy so? Because the other denominations have practically accepted the secular system, have no conscientious grievance similar to ours, have made no sacrifices of money for the establishment of separate schools like ours; and therefore they have no claim that any wise Government would listen to for a moment. But supposing that, taught and encouraged bv the example of Catholics, they were m future to make sacrifices and set up separate schools of their own while sparing the taxpayers vast sums per annum, as we do, why, then, education would gain, and the country at large would be equivalently benefited: and if this led ultimately 'to the destruction of tl}C secular system, it would only prove one thin* that the secular system is not in accordance with the public opinion of the/Dominion , and therefore ought, in a democracy, to be abolished.” POLITICAL ACTION NEEDED. “It might be said,” remarked Air. Martin Kennedy, “what, effect will his Grace’s address have npoiV the Legislature?” That was the: trouble. They would realise, he supposed, that they could do nothing for Catholic education unless they were able to do something politically. They found that ■ trades unionists"had'formed deputations to the Government ; they were heard, and their wishes gradually attended to. If ( a Catholic deputation went to the Government, how were they heard? AYhat consideration was given: to them? None whatever. That was because they did not go with the unity that was required, And until that unity was established and they became a political power it- was practically useless proclaiming the amount of money thaifc they spent upon the schools they established, so far as the amelioration of their grievances was concerned. In Great Br.tain both Conservatives and Liberals appealed to tlie Catholic volte in Order to get into Parliament. They t would be glad to know that . a start had been made for the purpose of promoting, this power, that was unity amongst the Catholics here to be in such a position that when they did make a demand o r request they would have something behind it. That was the position they ought to occupy. Of course, he might be told that one-seventh of the imputation was not strong enough to return a sufficientnumber of members of their own faith to Parliament. He was quite aware of that. Nevertheless, if they were an organised body, they could sufficiently su'Anort members ini the House who would be able to voice their claims. The argument applied to either party, Liberals or Conservatives. It was quite possible, for any of .them to hold their own political principles and vet fight for the cause of education. (Applause.)