CATHOLIC EDUCATION CONFERENCE

New Zealand Tablet, 9 February 1911, Page 233

CATHOLIC EDUCATION CONFERENCE

REPRESENTATIVE GATHERING IN SYDNEY THE STANDARD OF CATHOLIC SCHOOLS Important deliberations (says the Freeman's Journal) followed the resumption of the Catholic Education Conference on Wednesday morning in the Chapter Hall, Sydney, under the presidency of his Eminence the Cardinal. A number of resolutions defining the Catholic position in regard to education, which have already been adopted in America, were • passed by the Conference. The full text of these appeared in our last issue. Consideration was given to the section of the agenda paper dealing with primary schools, when Bishop Dwyer moved—' That a uniform standard be adopted in all our primary schools, and that a committee be appointed for the purpose of drafting a scheme to secure such uniformity.' The motion was carried. As the result of a proposal to reduce the standard of Catholic schools to approximate with j the lower standard of the public schools an. interesting discussion took place. ( Bishop Gallagher said the different speakers seemed to take it for granted that the Government was anxious to send inspectors into the Catholic schools. As he understood it, his Eminence had asked that this should be done.

In the second place, he did not think they should pass the resolution at all, because it would be said that Catholic teachers were afraid their schools would not get recogni* tion, and for that reason were rushing to adopt the public schools standard. That would not only be lowering the grand flag they had held up for so manv years, but it would be* ignoble on their part to play second fiddle to the public schools. The Cardinal remarked that the question of inspection had been referred to in Parliament. The Catholic schools would welcome such inspection, but the present matter of discussion was that the Catholic schools should have a uniform standard conformed to the standard at present in use in the public schools. He was entirely opposed to the proposal. At the present moment in Sydney there was thorough opposition on the part of many large establish* ments to the system now being followed in the State schools, in which the three It's were neglected. Only a few days ago he was informed that countless protests came in to the Department from various establishments, declaring that in the matter of writing the standard had fallen to the very lowest state, also that children now applying for posis .i_ had little training in arithmetic. Hence, he regarded the present standard of the public schools, not as written but as carried out, as being at a very low ebb, and it would be lowering their standard and position, before their Catholic people, if they requested a committee to conform their standard to the public schools. He proposed, theretore, that the suggestion, as read, be omitted for the preado te\ a V ° te being taken the Cardinal ' s proposal was Father P. J. McCurtin, S.J., moved—' That to secure the adoption of the best teaching methods and the highest efficiency, an effective education council should be appointed in each religious institute.' ',.,-"■ FF "^! , This resolution, the Cardinal said, mainly affected religious communities and they all were enthusiastic in their • ?i S1 I!! to Promote learning in every way. He thought that all the teaching Orders in the archdiocese had their own training colleges which ere producing the happiest re-, sults. He hoped that each year they would develop more ana more. . * .-■■:■/ The motion was carried. . Speaking to the motion—' That it is desirable the Catholic scholarship system be developed in each diocese as fully as possible/ the Cardinal referred to the proposed scholarships, saying he did not know whether their Catholic high schools would admit those who won these scholarships to which was attached the condition that the winner should go on pursuing his studies for four years. Riverview College, for instance, would hardly accept the holder to a £3O scholarship, unless the college offered him a free place. Ihe same applied to some of their ladies' high schools. Some of the newspapers seemed to be of the opinion that these scholarships were an endowment to Catholic schools. They repudiated any such endowment. As a matter of fact, if the scholarships were accepted to encourage talented scholars without means, it would be the Catholic schools that would be conferring a compliment on the btate. In conclusion, his Eminence gave it as his opinion that the Catholic scholarship svstem should be developed in each diocese as fully as possible. After further discussion the motion was carried. Monsignor Corcoran moved—' That a " leaving certificate be adopted, such certificate to be granted to those pupils who shall have successfully completed at least the fifth class course.' It would be a splendid' thing, commented the mover, if these certificates were recognised by business men who, when they found the pupils were genuine, would place more value on the certificates. Bishop Dwyer read a number of opinions from the different religious Orders on the subject. «, The .. Cardinal said for some years in the archdiocese the certificates of merit awarded had been productive of the happiest results. The winners of diocesan scholarships, who entered high schools and colleges, had maintained their high character for study and conduct, and he was sure the proposed leaving certificates would have the best results lhe resolution was carried. , The following motion was then read:—'That more attention than heretofore be given to the teaching of elementary science or nature study, to drawing and to manual training, cardboard box work, modelling, woodwork, ironwork (for boys), cookery, and needlework. Rev. Father O Riordan said there could be no doubt as to the value of elementary science. By science he meant nature study and geography, but not in all its bearings. Nature study of course, had been ; forcibly condemned by some members or the Conference, and certainly as carried out by many public school teachers it was faddism. , The Christian Brothers suggested that to carry out this resolution it would be necessary to have specially trained teachers and suitable rooms and appliances would have to be provided. > * > The Sisters of St. Joseph (Bathurst) favored the study of drawing and needlework to a limited extent for girls up to the fifth standard, for which standard special technical instruction be reserved, as it would tend to keep the children at school longer and give the teachers a chance to fully form their characters.

The Good Samaritan Nuns agreed that the combination of industrial and technical training would be productive of much benefit to the student. . The Brigidine nuns urged that in regard to cooking, domestic science should be made obligatory in all girls’ schools. . Every science should lead up to and from this, which concerned the home-makers of the future. The Sister of Mercy (Goulburn) held that nature study and drawing from nature, and botany, were helps towards refinement and the elevation of the soul. .... The Dominican Nuns questioned the advisability of children of primary schools taking up cooking before they had reached the age of fourteen, as it was necessary they should apply themselves to the general work of education before entering on domestic training. The Cardinal • explained that the motion only referred to elementary science, and that the idea of teaching chemistry and physics was altogether out of the question, except in a rudimentary way. Drawing, for instance, and music should not be considered extra subjects, as they were a very essential part of the elementary training for children. His Eminence then proposed the resolution, which was carried. Very Rev. Father Coonan moved— 'That efforts should be made to interest parishioners in school work, particularly in school buildings, school premises and equipment.’ The matter suggested by this resolution, he said, should be aimed at, and he supposed effect would be given to it as far as circumstances would permit. As well as the building and equipment, adequate playgrounds should be provided for the children. Such an interest would aid the teachers greatly.

The motion was carried.

Father James Meany moved-r-' That, where feasible and necessary, evening classes and classes on the continuation system should be formed, to aid those boys and girls who wish to continue their education.’ He pointed out that in eases where boys and girls, growing into manhood and womanhood, were not practical Catholics, it was due to the fact that they had never attended a Catholic school, or, if they did, they left early. Poor parents were obliged to take their children away from school when they reached the age of 14, if not before, owing to the necessity of having to send them to work to help provide for the other members of the family. These children were removed from the influence of the religious school at a time when it was most important they should be there. The motion was carried. /

On the motion of Very Rev. Father O’Donohoe (Hamilton), the following resolution was carried without discussion;-—' That teachers should regard it as a sacred duty to see that effect be given to the decree of his Holiness Pope Pius X. on First Holy Communion.’ Father O’Donohoe suggested that the Cardinal should issue a pamphlet on the lines indicated in an article in the last number of the Australian Catholic Eecord, which published extracts from the translation of the catechetical instruction of Pope Benedict XIII. for children. It was simple, and instead of the priest interrogating the children he had to answer their queries. Monsignor - Meagher (Singleton) moved ‘ That daily catechetical instruction should be given, and that the clergy should aid in the work of religious training by frequent moral discourses during school bourse.’ He said he knew that in schools conducted by religious Orders catechetical instruction was never omitted, and he believed nearly .all the clergy visited the schools and gave instructions from time to time. The method of giving instruction was important, for it was not everybody, contrary to belief, who could catechise. The teacher needed to study the matter beforehand; there were several books upon method and the larger Catechism which might be read. The instruction could then be made interesting with suitable illustrations bearing upon the text. The motion was carried. The next resolution was in the hands of the Cardinal: ‘ That with a view to impress on our children their indebtedness to Ireland’s national Apostle an effort should be made by the teachers to celebrate with befitting splendour St. Patrick’s Day; and that, as a help to the cultivation of the patriotic spirit, the 24th May should be formally set apart as “Australia Day,” under the auspices of Our Lady Help of Christians.’ Commenting on the motion, his Eminence said Australia’s faith was engrafted on the faith of the grand old Celtic race, which had suffered, fought, bled, and triumphed for the faith, and he hoped Australia would always be proud of those Celtic traditions. It was a grand thing to have all the children apd their parents linked together in the enthusiasm of religion and nationality on St. Patrick’s Day. The celebration of Australia Day was not less important. They should all love Australia, and be proud of her glorious destiny. Efforts were made to have an Empire Day in London, and he remarked that those who were the champions of Imperialism and Empire Day were many of them avowed enemies of the Catholic Church,, and were identical with those who advocated Primrose Day in England, and tried to impede the progress of the Catholic Church at home and abroad. Leaders of opinion of all parties were becoming dissociated from the discredited Empire Day, and even tho public schools had a difficulty in allowing flags to be unfurled. Whatever they might do on Empire Day he thought all patriotic Australian hearts must go out to Australia Day

and as they showed their patriotism and religious feeling by linking their enthusiasm with St. Patrick’s Day, they would show the same enthusiasm in associating Australia Day with the Feast of Our Lady Help of Christians, tho Chief Patroness of the Australian Church, The motion was carried. • Bishop Gallagher moved That the formation of character and habits of virtue should be the chief aim of our teachers, and that no means to secure this noble end can be more beneficial than frequent reception of the Blessed Eucharist,’ and ‘ that it is desirable pious congregations (e.g., Sodalities of the Sacred Heart, Children of Mary), be organised for the young, arid that in due time they be transferred to senior branches of these congregations.’ His Lordship said he understood character to mean all those natural and acquired traits or habits that went to make up individuality or personality. The aim on the part of bishops, priests, and teachers should be to form their young people to real solid character. The whole life of the school was the formation of chaiacter. Their aim must be to form men and women who would be strong in faith, loyal to principle, and who would illustrate in after life the elevating influences of their Catholic educational system by their noble, manly and womanly, and upright bearing. The enrolling of the children in the Sodality of the Sacred Heart and the Children of Mary, would also assist much in the development of character.

The motion was carried.

Bishop O'Connor moved—' That in outlying districts where Catholic pupils are forced by circumstances to attend non-Catholic schools, the clergy should make adequate provision for the instruction of such children.' He said he was old enough on the mission to remember the noble and determined fight put up by his Eminence's predecessor in the See of Sydney, and the other zealous Bishops of New South VVales, when the present system of public education was introduced by the Government. Archbishop Vaughan left nothing undone to oppose it, and great excitement was caused by. his utterances. ' % The fight had continued up to this moment, and the result, as far as the Catholic Church was concerned, had been glorious. The object of the State system as set out by its main exponent, Sir Henry Parkes, 'death to the calling of the Catholic clergy,' seemed to have had an opposite effect. Instead of dying out, the Catholic clergy had multiplied, so had the religious teachers and schools, and their efficiency had been consoling indeed. The State system seemed to have infused new life into the various religious congregations. During the past thirty years Bishops, priests, and people had maintained the struggle; they had spared nothing. But where would they be were it not for the wonderful self-sacrifice, energy, and zeal of the Brothers and nuns? To-dav the Catholic hierarchy, clergy, and people reiterated and'repeated with all their force the protest of the episcopacy against the public school system at its inception. This system was imposed upon them, and it compelled them to put their hands in their pockets and build up another system in accordance with Catholic principles and ideals. The Cardinal said he agreed with Dr. O'Connor that children in remote districts should be looked after, but as he mentioned previously the rule in the archdiocese was that in places where there was no Catholic school, and the children were compelled to attend a State school, the priest could go to the school and assemble them for preparation for the Sacraments. or instruction, but to teach within the school building was strictly prohibited. And he would continue the prohibition to show the hostility of their clergy and people to the entire system of State education. His Lordship had said the teaching might be given in the school or elsewhere; he (the Cardinal) fully approved of teaching elsewhere. The rule in the archdiocese was to bring the children to a neighboring church or house, or elsewhere. He did not think they should enter the school except in a case of extremest necessity. They must make it plain that there was no peace with the system as far as Catholics were concerned. The motion was carried. This closed the work of the session, but before the delegates dispersed, his Eminence asked "Bishop Gallagher in conjunction with the Bishop of Maitland, to preside over the deliberations of the executive committee, charged with the consideration of the motions to be brought forward on the morrow in connection with secondary education. . THE CATHOLIC POSITION DEFINED. At the opening of the Catholic Education Conference on Thursday morning in the Chapter Hall, his Eminence the Cardinal clearly defined the position of Catholics in respect to educational. matters. Catholics, he said, were sometimes accused of separating themselves from the general community by asserting the necessity of religion in the schools. In that respect the matter had been forced upon them by the public school system, which, from its inception, had been hostile.to the Catholic Church. When the leader of Parliament was preparing the Educational Bill, he expressed himself that it would put an end to the calling of priests in Australia. It was only a matter of necessity that Catholics should organise for the protection of their religion.

Consideration was then given to the section of the agenda paper dealing with secondary education, and the following important resolutions were carried. The first

resolution—' That a secondary school is a school in which the course of study and the instruction are both of such a character as will enable pupils to attain the standard of education required to pass the matriculation examination of the University of Sydney ' —was moved by his Lordship Dr. Gallagher, who said that it should specially appeal to the gratitude of the Bishops, priests, and people for the excellent work done by the Sisterhoods and Brotherhoods in the matter of education. „ The Cardinal pointed out that under the public school system there were at present only five secondary institutions known as High Schools, but the Government intended to inaugurate many others. Though some of these schools might prepare pupils for the higher examinations they also carried on the lower branches of education. As the Government seemed prepared to offer a bonus to the Catholic students in the primary schools, it was only right that those boys should have the opportunity of taking out the scholarships in Catholic institutions. Speaking to the next resolution ' That it is desirable the course of studies in all our secondary schools be carefully co-ordinated ' — Sister M. Dunstan endorsed the remarks of his Lordship Dr. Gallagher, and thought that a committee should be appointed to draw up resolutions for the different classes of* secondary schools. With regard to the religious schools, Father Gartlan, S.J., said that he averred that there was a great deal more general sympthay amongst the general public than appeared on the surface. The daily papers should not be minded, as they were simply caressing a Government, after having done their best to keep it from power. All the wealthy section of the Wesleyans,, Presbyterians, Church of England, and others were sending their children to religious schools. The third resolution —' That in the matter of school buildings and premises, equipment, time-tables, and books in use, our secondary schools should aim at the highest standard of efficiency ' —was proposed by the Rev. Father O'Donohue, who said it was evident, that they always aimed at the highest standard of efficiency in their schools, and even if, by any chance, they had not done so, then, in view of a possible inspection ? they should prepare at once to attain the standard desired. The fourth resolution—' That a Training Institution, conducted on the most approved lines, should be established in connection with each religious institute ' was supported by Sister Mary Celestine (Bathurst), who said the establishment of such a training institution was of paramount importance. It would be difficult to keep pace with the requirements of the schools, and particularly secondary schools, unless the young teachers were given every opportunity of making themselves perfect, before being sent to teach the. higher classes. Sister Borgia (Dominican Nuns, Maitland) said that they had accepted the idea in their schools. Young Sisters went through a special course of training, and first-class professors were provided for their tuition, with excellent results Brother Hanrahan (Christian Brothers) pointed out that training institutions were absolutely essential. The Catholic Church could claim the credit of establishing training colleges among the Orders. It was necessary that a thorough academic course should be gone through before the student entered on a professional career. Resolution five was proposed by his Lordship Dr. Dwyer, Bishop of Maitland, as follows: —''That a standard of proficiency in religious knowledge is of paramount importancethat the course of instruction should be carefully graded, and should, at least in the more advanced classes, include a textual study of the four Gospels and of the Acts of the Apostles; further, that the time devoted to religious knowledge should be at least half an hour.' Bishop Dwyer said that it should not be considered impracticable to make a standard of religious proficiency in the secondary schools. It was not only necessary, but desirable. As a matter of fact, children of the secondary grade of education very frequently did not receive religious instruction beyond that of the primary grade. When schools had the highest educational standard, religious instruction should form one of the highest branches of the academic part of the school. \ The Cardinal suggested the following time-table for religious instruction to be carried on during the week, and to serve as a lasting impression on those who received it. Monday: The love of the Divine Redeemer in response to His love for us. Tuesday : Devotion and prayer to the Blessed Virgin, and emphasise the children's love for their spiritual mother. Wednesday: Instruction to be on the Guardian Angel, and life in the presence of God. Thursday : The Sacraments, the fountains of all graces. Friday : The Catholic Church, which preserves to mankind the graces and blessings of redemption. Saturday: Communion of Saints, particularly prayers for the faithful departed, and prayers of the saints for us. Sunday : Everything connected with the Sacrifice of the Mass. His Eminence said that the standard of proficiency in regard to religious instruction was of paramount importance. •'■'».-

Resolution six : 'That only approved text-books of History should be in -that History and Civics, or the obligation of children as citizens, should be taught in connection with modern social problems ’ — was . proposed by Monsignor O’Brien, who pointed out how necessary it was to obtain the best text-books, and remarked that nearly

every library held books which contained poison against the Catholic Church, while in many works of fiction the Church was represented as being always on the side of the ignorant, particularly when the conflict was with the State. The Cardinal considered that children should have a full knowledge of the lessons of the martyrs in the early days, and throughout the history of the Church in the various countries, so that they might have a little of that heroism, and those who went from the secondary schools should be fully equipped to meet the indifference which prevailed .in society into which they might be thrown. Resolution seven—' That the course in our secondary schools should include lessons in Hygiene and Domestic Science —was proposed by the Rev. Father O'Riordan, who said that the resolution might be particularly applied to the girls schools. They often found so-called young ladies well able to recite Tennyson, play different musical instruments, but unable to cook a meal. If girls were to be thoroughly efficient then hygiene and domestic science should form part of the curriculum of the school. Resolution eight—' That too much time should not be devoted to music and to preparation for music examinations, as thereby the general education of the child may. suffer. Ji Rev. Mother Stanislaus (Lismore), in speaking to the resolution, did not think that too much time was devoted to music and preparation for music examinations. Music was elevating and ennobling, and when students entered the higher studies, it was necessary for them to have a good education, in order to interpret the Masters thoroughly. „ The opinion of the §isters of St. Joseph, as read by Bishop Dwyer, showed that too much time was given to the study of music, chiefly at the demand of parents. Resolution nine—' That we heartily co-operate with other educational bodies in asking that school premises and school playgrounds should be exempted from State taxation.' Resolution 10— ' That the privileges granted by the Department of Railways to public school pupils should be granted also to pupils of schools registered with the Department of Public Instruction. Resolutions 11 and 12 as follows—' That a " Leaving Certificate be adopted for secondary schools throughout the State of New South Wales—such certificate to be granted on inspection and on joint examination by the school staff and the authorities of the University of Sydney —and, moreover, that such certificate should admit, without further test, to matriculation at the University. That this Conference is agreed that a closer connection should exist between the University and the secondary schools—and that one means of producing so desirable an effect would be the appointment of a Catholic Board of Public Examinations, such a Board to represent Catholic secondary schools' interests to University authorities '—were spoken to by the Rev. Father McCurtin, S.J., who did not favor the first resolution. Resolution 13—' That with a view to bridging over tho present too abrupt transition from rigid discipline and strict chaperonage to almost complete independence, some attempt should be made during the last year of the college course to brace the moral fibre by accustoming the senior pupils to the exercise of liberty and self-control '—was proposed by the Very Rev. Father O'Reilly, CM., in an eloquent and earnest speech. SCHOOL PAPERS. Resolution 14—' That we heartily welcome the series of Catholic school papers, which are to be brought out under the patronage and approval of the Catholic Hierarchy of New-South Wales, and printed and published by William Brooks and Co.'—was proposed by the Very Rev. Father Coonan, P.P., who said that such papers had been introduced into many of the schools with excellent effect. It helped the moral and mental fibre of the children, and added variety to the readings. Resolution 15— ' That an educational committee be formed m each diocese, that two priests and two laymen be deputed from each diocesan committee to form a central educational council. That this educational council meet annually in Sydney; that two religious from each teaching Order m every diocese be deputed to join this council: that one priest and one layman of the above form an executive to meet from time to time as occasion may arise • that in connection with the annual meeting a summer school be formed, where lectures by experts may be delivered and papers read on special subjects. That all less experienced religious teachers be freely admitted from all tin? dioceses to assist at such lectures.' «*«vcoe» In speaking to the resolution, his Lordship Bishop 0 Connor said that perhaps some difficulty might be experienced in the formation of the Council in scattered districts, but with a little consideration this will probably be overcome.. f^^uauiy

The Cardinal said that the committee could meet about the present time every year, and the special work of education connected with the schools could be discussed +i f l }* Lordship Bishop Dwyer feared that in regard tn the laity it would be a difficult thing to give effect *to that point of the resolution in every part of a parish thot ii in bringing the Conference to a close the Cardinal thanked the Sisters, Brothers, and clergy for their attend* ance and advice, and trusted that God would bless the re!

suits which had been achieved. In the summer schools in America some of the best lectures were given by the nuns, who had prepared the subjects. They had their own experience at the last Catholic Congress, when a large number of papers were contributed by the nuns, which received the highest eulogy in letters he had received from various parts of the world. Some of the experts said that the Congress in Sydney was the best of all, but he did not accept all that praise. The Cardinal, assisted by the Bishops, imparted Papal Benediction, and the first Catholic Education Conference was brought to a close. CATHOLIC CLAIMS IN REGARD TO EDUCATION.

A special meeting of the Bishops and clergy was held at the Cathedral Chapter House on Friday morning to consider the claims of the State in regard to education. His Eminence the Cardinal presided.

< In opening the proceedings, his Eminence the Cardinal said: —The present meeting was one of the utmost importance. It was essential at the present time that they should have a clear statement of what the Catholic claims in regard to education were without making any special claim on the present or on any Government. But the daily press had been pouring out the fires of their wrath, especially against them. His Eminence was unconscious of having said a word against the public school system of the State, for which he did not feel justified in conscience. The public school system was unsound in principle in the first place, inasmuch as it had been devised in a spirit of hostility to the Catholic Church. There was no question about that, for Sir Henry Parkes in his Fifty Years in, the Making of Australian History; wrote that at a public meeting, holding a draft of the proposed Education Bill in his hands, he had said, ' I hold in my hands what will be death to the calling of the priesthood of the Church of Rome.' The champions of the Bill throughout the State made it their cry, ' Give to the principles of the Catholics no quarter.' f Sir Henry Parkes in his history had published letters of approval he had received from the Home countries. He referred to the letter of Lord John Russell, who was leader of the British Liberals at the time. 'Amongst others,' wrote Sir Henry Parkes, ' Mr. Thomas Carlyje more than once wrote to me approving of the good work done. Sir Henry Parkes selected a letter of Mr. Carlyle's acknowledging a receipt from him of a booklet containing an address by him explaining the new system of education and its working. Sir Henry Parkes published that letter in full, and in it Mr. Carlyle congratulated him in bringing in the Bill, and said: 'I am unable to understand the clamors of the dark sectaries, Protestant and Catholic, especially of your Irish priests, the worst section of that miserable category.' In the face of all this,' said tilt. Cardinal, ' it is unjustifiable to ask Catholics to send their children to schools which are avowedly for the purpose of destroying . their faith.' The .Bishops and representatives of the clergy subsequently discussed the Catholic claims in regard to education, and the following determinations were arrived at: THE RESOLUTIONS. .: _ ..-■ 1. The State system of education was, at its inception, devised in a spirit of hostility to the Catholic Church. Sip Henry Parkes, at a public meeting, holding a draft of the Education Bill in his hand, said, 'I hold in my hand what will be death to the calling of .the priesthood of the Church of Rome.' The champions of the Bill made no secret of their purpose. It was everywhere their cry. Give to the principles of the Catholics no.quarter.' The authorities of the Protestant Church were notified that by the proposed secular system no hostility was intended to the Protestant Church, and to please that section of the community an explanatory clause was introduced to the effect that secular instruction did not exclude general religious principles. The avowed purpose of destroying the faith of Catholic children continues at the root of the whole system. The public school system thus avowedly and radically hostile to us cannot, consistently with our religious convictions, be accepted by the Catholic body. 2. .The State of New South Wales assumes to itself the task of education in loco parentis. While we vigorously deny the validity of such assumption on the part of the State, we feel bound to affirm that the action of the State taken in conjunction with its claim, is illogical In assuming to itself such a responsibility it should also discharge the corresponding duties. Hence it becomes the duty of the State to see that the child be surrounded by all these religious influences with which it is unquestionably the duty of the parent to equip the home—a duty which nature and religion alike impose on the parent. ■ 3. Catholics demand nothing more than equality and liberty in the exercise of their religion. They do not ask to be recognised as a State Church, nor do they petition tor any special favor in the matter of religion to'be extended to them. o A i -** is not , in any spirit cf mere opposition to the State schools or to Protestant schools that Catholics carrv on their own schools, but if is to the end that they may preserve to Catholic children all blessings of the faith which is dearer to them than life itself. 5. Catholics have not asked hitherto, and have no intention of demanding, aid from the State as a recompense for teaching Catholic children in their schools. ,ecompense

6. But Catholics demand that their schools be aided and recompensed in so far as they successfully carry on the work of secular teaching in accordance with the required State standard.

7. As the State offers aid and recompense for such teaching Catholics should not be refused assistance on the sole plea that in addition to the required secular teaching they form the minds and hearts of the children to morality and virtue.

8. As the State collects the taxes from all citizens alike indiscriminately it should, in equity, distribute alike to all the meed of recompense when merited by the training of the children of any section of the taxpayers. 9. That to safeguard our rights in matters of education, a central committee composed of the pastor and two laymen of each parish in Sydney and suburbs, be convened in Sydney, and that two priests and two laymen from each of the other dioceses be deputed to form part of this central committee. That this committee hold its first meeting in Sydney during Easter week, 1911, and that the annual meeting thereafter be contemporary with that of the Catholic Education Council and summer school. ,

10. That bare justice demands that our Catholic orphanages, charitable industrial homes, and other charitable institutions in New South Wales should receive some of the Government recognition and assistance so ungrudgingly rendered to like institutions throughout the other States of the Commonwealth and throughout the Empire. 11. That all State bursaries should be open to competition for tl\e pupils of every school in the State. That if the proposed bursaries are not made tenable at the option of the winners in Catholic High Schools, their extension to our school children, instead of being a benefit, would constitute a .new grievance to our people. 12. At the glose of our conference we wish to deprecate the attempts of the Sydney daily press to obscure the clear issues contained in the above propositions. 13. We feel that our position is patriotic in the highest sense, and calculated to bring lasting peace after years of bitter struggling. We confidently appeal to our fellowcitizens, irrespective of party or creed, to put an end to this long-standing injustice and to satisfy our equitable claims. 14. That a full statement of the Catholic position by his Eminence Cardinal Moran, with' the proceedings and resolutions of this educational conference, be printed in pamphlet form 'and published in the whole of the churches of the various dioceses.