Any amount of nonsense has been talked about the need of novelty, and in that sense there is nothing particularly meritorious about being modern. A man who seriously describes his creed as Modernism might just as well invent a creed called Mondayism, meaning that he puts special faith in the fancies that occurred to him on Monday; or a creed called Morningism, meaning that he believed in the thoughts that occurred to him in the morning but not in the afternoon.
Modernity is only the moment of time in which we happen to find ourselves, and nobody who thinks will suppose that it is bound to be superior, either to the time that comes after it or to the time that went before. But in a relative and rational sense we may congratulate ourselves on knowing the news of the moment, and having realised recent facts or discoveries that some people still ignore.
And it is in that sense that we may truly call the fundamental concept of Catholic Education a scientific fact, and especially a psychological fact. Our demand for a complete culture, based on its own philosophy and religion, is a demand that is really unanswerable, in the light of the most vital and even the most modern psychology. For that matter, for those who care for such things, there could hardly be a word more modern than atmosphere.
Now, so long as they are engaged in doing anything whatever except arguing with us, our modern and scientific friends are never tired of telling us that education must be treated as a whole; that all parts of the mind affect each other; that nothing is too trivial to be significant and even symbolic; that all thoughts can be coloured by conscious or unconscious emotions; that knowledge can never be in watertight compartments; that what may seem a senseless detail may be the symbol of a deep desire; that nothing is negative, nothing is naked, nothing stands separate and alone.
They use these arguments for all sorts of purposes, some of them sensible enough, some of them almost insanely silly; but this is, broadly speaking, how they argue. And the one thing they do not know is that they are arguing in favour of Catholic education, and especially in favour of Catholic atmosphere in Catholic schools. Perhaps if they did know they would leave off.
As a matter of fact, those who refuse to understand that Catholic children must have an entirely Catholic school are back in the bad old days, as they would express it, when nobody wanted education but only instruction. They are relics of the dead time when it was thought enough to drill pupils in two or three dull and detached lessons that were supposed to be quite mechanical. They descend from the original Philistine who first talked about “The Three R.s”; and the joke about him is very symbolic of his type or time. For he was the sort of man who insists very literally on literacy, and, even in doing so, shows himself illiterate.
They were very uneducated rich men who loudly demanded education. And among the marks of their ignorance and stupidity was the particular mark that they regarded letters and figures as dead things, quite separate from each other and from a general view of life. They thought of a boy learning his letters as something quite cut off, for instance, from what is meant by a man of letters. They thought a calculating boy could be made like a calculating machine.
When somebody said to them, therefore, “These things must be taught in a spiritual atmosphere”, they thought it was nonsense; they had a vague idea that it meant that a child could only do a simple addition sum when surrounded with the smell of incense. But they thought simple addition much more simple than it is. When the Catholic controversialist said to them, “Even the alphabet can be learnt in a Catholic way”, they thought he was a raving bigot, they thought he meant that nobody must ever read anything but a Latin missal.
But he meant what he said, and what he said is thoroughly sound psychology. There is a Catholic view of learning the alphabet; for instance, it prevents you from thinking that the only thing that matters is learning the alphabet; or from despising better people than yourself, if they do not happen to have learnt the alphabet.
The old unpsychological school of instructors used to say: “What possible sense can there be in mixing up arithmetic with religion?” But arithmetic is mixed up with religion, or at the worst with philosophy. It does make a great deal of difference whether the instructor implies that truth is real, or relative, or changeable, or an illusion. The man who said, “Two and two may make five in the fixed stars”, was teaching arithmetic in an anti-rational way, and, therefore, in an anti-Catholic way. The Catholic is much more certain about the fixed truths than about the fixed stars.
But I am not now arguing which philosophy is the better; I am only pointing out that every education teaches a philosophy; if not by dogma then by suggestion, by implication, by atmosphere. Every part of that education has a connection with every other part. If it does not all combine to convey some general view of life, it is not education at all. And the modern educationists, the modern psychologists, the modern men of science, all agree in asserting and reasserting this — until they begin to quarrel with Catholics over Catholic schools.
In short, if there is a psychological truth discoverable by human reason, it is this; that Catholics must either go without Catholic teaching or possess and govern Catholic schools. There is a case for refusing to allow Catholic families to grow up Catholic, by any machinery worth calling education in the existing sense. There is a case for refusing to make any concessions to Catholics at all, and ignoring their idiosyncrasy as if it were an insanity. There is a case for that, because there is and always has been a case for persecution; for the State acting on the principle that certain philosophies are false and dangerous and must be crushed even if they are sincerely held; indeed that they must be crushed, especially if they are sincerely held.
But if Catholics are to teach Catholicism all the time, they cannot merely teach Catholic theology for part of the time. It is our opponents, and not we, who give a really outrageous and superstitious position to dogmatic theology. It is they who suppose that the special “subject” called theology can be put into people by an experiment lasting half an hour; and that this magical inoculation will last them through a week in a world that is soaked through and through with a contrary conception of life.
Theology is only articulate religion; but, strange as it seems to the true Christians who criticise us, it is necessary to have religion as well as theology. And religion, as they are often obliging enough to remind us when this particular problem is not involved, is a thing for every day of the week and not merely for Sunday or Church services.
The truth is that the modern world has committed itself to two totally different and inconsistent conceptions about education. It is always trying to expand the scope of education; and always trying to exclude from it all religion and philosophy. But this is sheer nonsense. You can have an education that teaches atheism because atheism is true, and it can be, from its own point of view, a complete education. But you cannot have an education claiming to teach all truth, and then refusing to discuss whether atheism is true.
Since the coming of the more ambitious psychological education, our schools have claimed to develop all sides of human nature; that is, to produce a complete human being. You cannot do this and totally ignore a great living tradition, which teaches that a complete human being must be a Christian or Catholic human being. You must either persecute it out of existence or allow it to make its own education complete.
When schooling was supposed to consist of spelling, of counting and making pothooks and hangers, you might make out some kind of case for saying that it could be taught indifferently by a Baptist or Buddhist. But what in the world is the sense of having an education which includes lessons in “citizenship”, for instance; and then pretending not to include anything like a moral theory, and ignoring all those who happen to hold that a moral theory depends on a moral theology.
Our schoolmasters profess to bring out every side of the pupil; the aesthetic side; the athletic side; the political side, and so on; and yet they still talk the stale cant of the nineteenth century about public instruction having nothing to do with the religious side. The truth is that, in this matter, it is our enemies who are stick-in-the mud, and still remain in the stuffy atmosphere of undeveloped and unscientific education; while we are, in this at any rate, on the side of all modern psychologists and serious educationists in recognising the idea of atmosphere. They sometimes like to call it environment.
~G.K. Chesterton: The Common Man