The Education of Catholic Girls Part 1

The Education of Catholic Girls.

by Janet Erskine Stuart.

PREFACE

We have had many treatises on education in recent years; many regulations have been issued by Government Departments; enormous sums of money are contributed annually from private and public sources for the improvement and development of education. Are the results in any degree proportioned to all these repeated and acc.u.mulated efforts? It would not be easy to find one, with practical experience of education, ready to give an unhesitatingly affirmative answer. And the explanation of the disappointing result obtained is very largely to be found in the neglect of the training of the will and character, which is the foundation of all true education. The programmes of Government, the grants made if certain conditions are fulfilled, the recognition accorded to a school if it conforms to a certain type, these things may have raised the standard of teaching, and forced attention to subjects of learning which were neglected; they have done little to promote education in the real sense of the term. Nay, more than this, the insistence on certain types of instruction which they have compelled has in too many cases paralysed the efforts of teachers who in their hearts were striving after a better way.

The effect on some of our Catholic schools of the newer methods has not been free from harm. Compelled by force of circ.u.mstances, parental or financial, to throw themselves into the current of modern educational effort, they have at the same time been obliged to abandon the quieter traditional ways which, while making less display, left a deeper impress on the character of their pupils. Others have had the courage to cling closely to hallowed methods built up on the wisdom and experience of the past, and have united with them all that was not contradictory in recent educational requirements. They may, thereby, have seemed to some waiting in sympathy with the present, and attaching too great value to the past. The test of time will probably show that they have given to both past and present an equal share in their consideration.

It will certainly be of singular advantage to those who are engaged in the education of Catholic girls to have before them a treatise written by one who has had a long and intimate experience of the work of which she writes. Loyal in every word to the soundest traditions of Catholic education, the writer recognizes to the full that the world into which Catholic girls pa.s.s nowadays on leaving school is not the world of a hundred, or of fifty, or of even thirty years ago. But this recognition brings out, more clearly than anything else could do, the great and unchanging fact that the formation of heart and will and character is, and must be always, the very root of the education of a child; and it also shows forth the new fact that at no time has that formation been more needed than at the present day.

The pages of this book are well worthy of careful pondering and consideration, and they will be of special value both to parents and to teachers, for it is in their hands and in their united, and not opposing action, that the educational fate of the children lies.

But I trust that the thoughts set forth upon these pages will not escape either the eyes or the thoughts of those who are the public custodians and arbiters of education in this country. The State is daily becoming more jealous in its control of educational effort in England. Would that its wisdom were equal to its jealousy. We might then be delivered from the repeated attempts to hamper definite religious teaching in secondary schools, by the refusal of public aid where the intention to impart it is publicly announced; and from the discouragement continually arising from regulations evidently inspired by those who have no personal experience of the work to be accomplished, and who decline to seek information from those to whom such work is their very life. It cannot, surely, be for the good of our country that the stored-up experience of educational effort of every type should be disregarded in favour of rigid rules and programmes; or that zeal and devotion in the work of education are to be regarded as valueless unless they be a.s.sociated with so-called undenominational religion. The Catholic Church in this and in every country has centuries of educational tradition in her keeping. She has no more ardent wish than to place it all most generously at the service of the commonwealth, and to take her place in every movement that will be to the real advantage of the children upon whom the future of the world depends. And we have just ground for complaint when the conditions on which alone our co-operation will be allowed are of such a character as to make it evident that we are not intended to have any real place in the education of our country.

May this treatise so ably written be a source of guidance and encouragement to those who are giving their lives to the education of Catholic children, and at the same time do something to dispel the distrust and to overcome the hostility shown in high quarters towards every Catholic educational endeavour.

FRANCIS CARDINAL BOURNE, ARCHBISHOP OF WESTMINSTER.

Pair though it be, to watch unclose The nestling glories of a rose, Depth on rich depth, soft fold on fold; Though fairer he it, to behold Stately and sceptral lilies break To beauty, and to sweetness wake: Yet fairer still, to see and sing, One fair thing is, one matchless thing: Youth, in its perfect blossoming.

LIONEL JOHNSON.

INTRODUCTION

A book was published in the United States in 1910 with the t.i.tle, EDUCATION: HOW OLD THE NEW. A companion volume might be written with a similar t.i.tle, EDUCATION: HOW NEW THE OLD, and it would only exhibit another aspect of the same truth.

This does not pretend to be that possible companion volume, but to present a point of view which owes something both to old and new, and to make an appeal for the education of Catholic girls to have its distinguishing features recognized and freely developed in view of ultimate rather than immediate results.

CHAPTER I.

RELIGION.

"Oh! say not, dream not, heavenly notes To childish ears are vain, That the young mind at random floats, And cannot reach the strain.

"Dim or unheard, the words may fall.

And yet the Heaven-taught mind May learn the sacred air, and all The harmony unwind."

KEBLE.

The princ.i.p.al educational controversies of the present day rage round the teaching of religion to children, but they are more concerned with the right to teach it than with what is taught, in fact none of the combatants except the Catholic body seem to have a clear notion of what they actually want to teach, when the right has been secured. It is not the controversy but the fruits of it that are here in question, the echoes of battle and rumours of wars serve to enhance the importance of the matter, the duty of making it all worth while, and using to the best advantage the opportunities which are secured at the price of so many conflicts.

The duty is twofold, to G.o.d and to His children. G.o.d, who entrusts to us their religious education, has a right to be set before them as truly, as n.o.bly, as worthily as our capacity allows, as beautifully as human language can convey the mysteries of faith, with the quietness and confidence of those who know and are not afraid, and filial pride in the Christian inheritance which is ours. The child has a right to learn the best that it can know of G.o.d, since the happiness of its life, not only in eternity but even in time, is bound up in that knowledge. Most grievous wrong has been done, and is still done, to children by well-meaning but misguided efforts to "make them good" by dwelling on the vengeance taken by G.o.d upon the wicked, on the possibilities of wickedness in the youngest child. Their impressionable minds are quite ready to take alarm, they are so small, and every experience is so new; there are so many great forces at work which can be dimly guessed at, and to their vivid imaginations who can say what may happen next? If the first impressions of G.o.d conveyed to them are gloomy and terrible, a shadow may be cast over the mind so far-reaching that perhaps a whole lifetime may not carry them beyond it. They hear of a sleepless Bye that ever watches, to see them doing wrong, an Bye from which they cannot escape. There is the Judge of awful severity who admits no excuse, who pursues with relentless perseverance to the very end and whose resources for punishment are inexhaustible. What wonder if a daring and defiant spirit turns at last and stands at bay against the resistless Avenger, and if in later years the practical result is--"if we may not escape, let us try to forget," or the drifting of a whole life into indifference, languor of will, and pessimism that border on despair.

Parents could not bear to be so misrepresented to their children, and what condemnation would be sufficient for teachers who would turn the hearts of children against their father, poisoning the very springs of life. Yet this wrong is done to G.o.d. In general, children taught by their own parents do not suffer so much from these misrepresentations of G.o.d, as those who have been left with servants and ignorant teachers, themselves warped by a wrong early training. Fathers and mothers must have within themselves too much intuition of the Fatherhood of G.o.d not to give another tone to their teaching, and probably it is from fathers and mothers, as they are in themselves symbols of G.o.d's almighty power and unmeasured love, that the first ideas of Him can best reach the minds of little children.

But it is rare that circ.u.mstances admit the continuance of this best instruction. For one reason or another children pa.s.s on to other teachers and, except for what can be given directly by the clergy, must depend on them for further religious instruction. This further teaching, covering, say, eight years of school life, ten to eighteen, falls more or less into two periods, one in which the essentials of Christian life and doctrine have to be learned, the other in which more direct preparation may be made for the warfare of faith which must be encountered when the years of school life are over. It is a great stewardship to be entrusted with the training of G.o.d's royal family of children, during these years on which their after life almost entirely depends, and "it is required among stewards that a man may be found faithful." For other branches of teaching it is more easy to ascertain that the necessary qualifications are not wanting, but in this the qualifications lie so deeply hidden between G.o.d and the conscience that they must often be taken for granted, and the responsibility lies all the more directly with the teacher who has to live the life, as well as to know the truth, and love both truth and life in order to make them loved. These are qualifications that are never attained, because they must always be in process of attainment, only one who is constantly growing in grace and love and knowledge can give the true appreciation of what that grace and love and knowledge are in their bearing on human life: to _be_ rather than to _know_ is therefore a primary qualification. Inseparably bound up with it is the thinking right thoughts concerning what is to be taught.

1. To have right thoughts of G.o.d. It would seem to be too obvious to need statement, yet experience shows that this fundamental necessity is not always secure, far from it. It is not often put into words, but traces may be found only too easily of foundations of religion laid in thoughts of G.o.d that are unworthy of our faith. Whence can they have come? Doubtless in great measure from the subtle spirit of Jansenism which spread so widely in its day and is so hard to outlive--from remains of the still darker spirit of Calvinism which hangs about convert teachers of a rigid school--from vehement and fervid spiritual writers, addressing themselves to the needs of other times--perhaps most of all from the old lie which was from the beginning, the deep mistrust of G.o.d which is the greatest triumph of His enemy. G.o.d is set forth as if He were encompa.s.sed with human limitations--the fiery imagery of the Old Testament pressed into the service of modern and western minds, until He is made to seem pitiless, revengeful, exacting, lying in wait to catch His creatures in fault, and awaiting them at death with terrible surprises.

But this is not what the Church and the Gospels have to say about Him to the children of the kingdom. If we could put into words our highest ideals of all that is most lovely and lovable, beautiful, tender, gracious, liberal, strong, constant, patient, unwearying, add what we can, multiply it a million times, tire out our imagination beyond it, and then say that it is nothing to what He is, that it is the weakest expression of His goodness and beauty, we shall give a poor idea of G.o.d indeed, but at least, as far as it goes, it will be true, and it will lead to trustfulness and friendship, to a right att.i.tude of mind, as child to father, and creature to Creator. We speak as we believe, there is an accent of sincerity that carries conviction if we speak of G.o.d as we believe, and if we believe truly, we shall speak of Him largely, trustfully, and happily, whether in the dogmas of our faith, or as we find His traces and glorious attributes in the world around us, as we consider the lilies of the field and the birds of the air, or as we track with reverent and unprecipitate following the line of His providential government in the history of the world.

The need of right thoughts of G.o.d is also deeply felt on the side of our relations to Him, and that especially in our democratic times when sovereignty is losing its meaning. There are free and easy ideas of G.o.d, as if man might criticize and question and call Him to account, and have his say on the doings of the Creator. It is not explanation or apology that answer these, but a right thought of G.o.d makes them impossible, and this right thought can only be given if we have it ourselves. The Fatherhood of G.o.d and the Sovereignty of G.o.d are foundations of belief which complete one another, and bear up all the superstructure of a child's understanding of Christian life.

2. Eight ideas of ourselves and of our destiny. It is a pity that evil instead of good is made a prominent feature of religious teaching. To be haunted by the thought of evil and the dread of losing our soul, as if it were a danger threatening us at every step, is not the most inspiring ideal of life; quiet, steady, unimaginative fear and watchfulness is harder to teach, but gives a stronger defence against sin than an ever present terror; while all that belongs to hope awakens a far more effective response to good. Some realization of our high destiny as heirs of heaven is the strongest hold that the average character can have to give steadiness in prosperity and courage in adversity. Chosen souls will rise higher than this, but if the average can reach so far as this they will do well.

3. Eight ideas of sin and evil. It is possible on the one hand to give such imperfect ideas of right and wrong that all is measured by the mere selfish standard of personal security. The frightened question about some childish wrong-doing--"is it a mortal sin?" often indicates that fear of punishment is the only aspect under which sin appears to the mind; while a satisfied tone in saying "it is only a venial sin"

looks like a desire to see what liberties may be taken with G.o.d without involving too serious consequences to self. "It is wrong"

ought to be enough, and the less children talk of mortal sin the better--to talk of it, to discuss with them whether this or that is a mortal sin, accustoms them to the idea. When they know well the conditions which make a sin grave without ill.u.s.trations by example which are likely to obscure the subject rather than clear it up, when their ideas of right and duty and obligation are clear, when "I ought"

has a real meaning for them, we shall have a stronger type of character than that which is formed on detailed considerations of different degrees of guilt.

On the other hand it is possible to confuse and torment children by stories of the exquisite delicacy of the consciences of the saints, as St. Aloysius, setting before them a standard that is beyond their comprehension or their degree of grace, and making them miserable because they cannot conform to it.

It is a great safeguard against sin to realize that duty must be done, at any cost, and that Christianity means self-denial and taking up the cross.

4. Eight thoughts of the four last things. True thoughts of death are not hard for children to grasp, to their unspoiled faith it is a simple and joyful thing to go to G.o.d. Later on the dreary pageantry and the averted face of the world from that which is indeed its doom obscure the Christian idea, and the mind slips back to pagan grief, as if there were no life to come.

Eight thoughts of judgment are not so hard to give if the teaching is sincere and simple, free from exaggerations and phantoms of dread, and on the other hand clear from an incredulous protest against G.o.d's holding man responsible for his acts.

But to give right thoughts of h.e.l.l and heaven taxes the best resources of those who wish to lay foundations well, for they are to be foundations for life, and the two lessons belong together, corner-stones of the building, to stand in view as long as it shall stand and never to be forgotten.

The two lessons belong together as the final destiny of man, fixed by his own act, _this_ or _that_. And they have to be taught with all the force and gravity and dignity which befits the subject, and in such a way that after years will find nothing to smile at and nothing to unlearn. They have to be taught as the mind of the present time can best apprehend them, not according to the portraiture of mediaeval pictures, but in a language perhaps not more true and adequate in itself but less boisterous and more comprehensible to our self-conscious and introspective moods. Father Faber's treatment of these last things, h.e.l.l and heaven, would furnish matter for instruction not beyond the understanding of those in their last years at school, and of a kind which if understood must leave a mark upon the mind for life. [1 See Appendix I.]

5. Eight views of Jesus Christ and His mother. For Catholic children this relationship is not a thing far off, but the faith which teaches them of G.o.d Incarnate bids them also understand that He is their own "G.o.d who gives joy to their youth"--and that His mother is also theirs. There are many incomprehensible things in which children are taught to affirm their belief, and the acts of faith in which they recite these truths are far beyond their understanding. But they can and do understand if we take pains to teach them that they are loved by Our Lord each one alone, intimately and personally, and asked to love in return. "Suffer the little children to come unto Me, and forbid them not," is not for them a distant echo of what was heard long ago in the Holy Land, it is no story, but a living reality of to day. They are themselves the children who are invited to come to Him, better off indeed than those first called, since they are not now rebuked or kept off by the Apostles but brought to the front and given the first places, invited by order of His Vicar from their earliest years to receive the Bread of Heaven, and giving delight to His representatives on earth by accepting the invitation.

It is the reality as contrasted with the story that is the prerogative of the Catholic child. Jesus and Mary are real, and are its own closest kin, all but visible, at moments intensely felt as present.

They are there in joy and in trouble, when every one else fails in understanding or looks displeased there is this refuge, there is this love which always forgives, and sets things right, and to whom nothing is unimportant or without interest. Companionship in loneliness, comfort in trouble, relief in distress, endurance in pain are all to be found in them. With Jesus and Mary what is there in the whole world of which a Catholic child should be afraid. And this glorious strength of theirs made perfect in child-martyrs in many ages will make them again child-martyrs now if need be, or confessors of the holy faith as they are not seldom called upon, even now, to show themselves.

There is a strange indomitable courage in children which has its deep springs in these Divine things; the strength which they find in Holy Communion and in their love for Jesus and Mary is enough to overcome in them all weakness and fear.

6. Eight thoughts of the faith and practice of Christian life. And here it is necessary to guard against what is childish, visionary, and exuberant, against things that only feed the fancy or excite the imagination, against practices which are adapted to other races than ours, but with us are liable to become unreal and irreverent, against too vivid sense impressions and especially against attaching too much importance to them, against grotesque and puerile forms of piety, which drag down the beautiful devotions to the saints until they are treated as inhabitants of a superior kind of doll's house, rewarded and punished, scolded and praised, endowed with pet names, and treated so as to become objects of ridicule to those who do not realize that these extravagances may be in other countries natural forms of peasant piety when the grace of intimacy with the saints has run wild. In northern countries a greater sobriety of devotion is required if it is to have any permanent influence on life.

But again, on the other hand, the more restrained devotion must not lose its spontaneity; so long as it is the true expression of faith it can hardly be too simple, it can never be too intimate a part of common life. n.o.ble friendships with the saints in glory are one of the most effectual means of learning heavenly-mindedness, and friendships formed in childhood will last through a lifetime. To find a character like one's own which has fought the same fight and been crowned, is an encouragement which obtains great victories, and to enter into the thoughts of the saints is to qualify oneself here below for intercourse with the citizens of heaven.

To be well grounded in the elements of faith, and to have been so taught that the practice of religion has become the atmosphere of a happy life, to have the habit of sanctifying daily duties, joys, and trials by the thought of G.o.d, and a firm resolve that nothing shall be allowed to draw the soul away from Him, such is, broadly speaking, the aim we may set before ourselves for the end of the years of childhood, after which must follow the more difficult years of the training of youth.

The time has gone by when the faith of childhood might be carried through life and be a.s.sailed by no questionings from without. A faith that is not armed and ready for conflict stands a poor chance of pa.s.sing victoriously through its trials, it cannot hope to escape from being tried. "We have laboured successfully," wrote a leading Jewish Freemason in Rome addressing his Brotherhood, "in the great cities and among the young men; it remains for us to carry out the work in the country districts and amongst the women." Words could not be plainer to show what awaits the faith of children when they come out into the world; and even in countries where the aim is not so clearly set forth the current of opinion mostly sets against the faith, the current of the world invariably does so. For faith to hold on its course against all that tends to carry it away, it is needful that it should not be found unprepared. The minds of the young cannot expect to be carried along by a Catholic public opinion, there will be few to help them, and they must learn to stand by themselves, to answer for themselves, to be challenged and not afraid to speak out for their faith, to be able to give "first aid" to unsettled minds and not allow their own to be unsettled by what they hear. They must learn that, as Father Dalgairns points out, their position in the world is far more akin to that of Christians in the first centuries of the Church than to the life that was lived in the middle ages when the Church visibly ruled over public opinion. Now, as in the earliest ages, the faithful stand in small a.s.semblies or as individuals amid cold or hostile surroundings, and individual faith and sanct.i.ty are the chief means of extending the kingdom of G.o.d on earth.

But this apostleship needs preparation and training. The early teaching requires to be seasoned and hardened to withstand the influences which tend to dissolve faith and piety; by this seasoning faith must be enlightened, and piety become serene and grave, "sedate," as St. Francis of Sales would say with beautiful commentary.

In the last years of school or school-room life the mind has to be gradually inured to the harder life, to the duty of defending as well as adorning the faith, and to gain at least some idea of the enemies against which defence must be made. It is something even to know what is in the air and what may be expected that the first surprise may not disturb the balance of the mind. To know that in the Church there have been sorrows and scandals, without the promises of Christ having failed, and even that it had to be so, fulfilling His word, "it must needs be that scandals come" (St. Matthew XVIII. 7), that they are therefore rather a confirmation than a stumbling-block to our faith, this is a necessary safeguard. To have some unpretentious knowledge of what is said and thought concerning Holy Scripture, to know at least something about Modernism and other phases of current opinion is necessary, without making a study of their subtilties, for the most insecure att.i.tude of mind for girls is to _think they know_, in these difficult questions, and the best safeguard both of their faith and good sense is intellectual modesty. Without making acquaintance in detail with the phenomena of spiritualism and kindred arts or sciences, it is needful to know in a plain and general way why they are forbidden by the Church, and also to know how those who have lost their balance and peace of mind in these pursuits would willingly draw back, but find it next to impossible to free themselves from the servitude in which they are entangled. It is hard for some minds to resist the restless temptation to feel, to see, to test and handle all that life can offer of strange and mysterious experiences, and next to the curb of duty comes the safeguard of greatly valuing freedom of mind.

Curiosity concerning evil or dangerous knowledge is more impetuous when a sudden emanc.i.p.ation of mind sweeps the old landmarks and restraints out of sight, and nothing has been foreseen which can serve as a guide. Then is the time when weak places in education show themselves, when the least insincerity in the presentment of truth brings its own punishment, and a faith not pillared and grounded in all honesty is in danger of failing. The best security is to have nothing to unlearn, to know that what one knows is a very small part of what can be known, but that as far as it goes it is true and genuine, and cannot be outgrown, that it will stand both the wear of time and the test of growing power of thought, and that those who have taught these beliefs will never have to retract or be ashamed of them, or own that they were pa.s.sed off, though inadequate, upon the minds of children.