centralization of power—the more unlimited, the better.

But the chief reliance for the permanence in power of the party of consolidation is universal and uniform compulsory education by the general government, which will, if adopted, complete and preserve the work of unification. Education is the American hobby—regarded, as uneducated or poorly educated people usually regard it, as a sort of panacea for all the ills that flesh is heir to. We ourselves, as Catholics, are as decidedly as any other class of American citizens in favor of universal education, as thorough and extensive as possible—if its quality suits us. We do not, indeed, prize so highly as some of our countrymen appear to do the simple ability to read, write, and cipher; nor do we believe it possible to educate a whole people so that every one, on attaining his majority, will understand the bearing of all political questions or comprehend the complexities of statesmanship, the effects at large of all measures of general or special legislation, the bearing on productive industry and national wealth of this or that financial policy, the respective merits of free trade and protection, or what in a given time or given country will the best secure individual freedom and the public good. This is more than we ourselves can understand, and we believe we are better educated than the average American. We do not believe that the great bulk of the people of any nation can ever be so educated as to understand the essential political, financial, and economical questions of government for themselves, and they will always have to follow blindly their leaders, natural or artificial. Consequently, the education of the leaders is of far greater importance than the education of those who are to be led. All men have equal natural rights, which every civil government should recognize and protect, but equality in other respects, whether sought by levelling downward or by levelling upward, is neither practicable nor desirable. Some men are born to be leaders, and the rest are born to be led. Go where we will in society, in the halls of legislation, the army, the navy, the university, the college, the district school, the family, we find the few lead, the many follow. It is the order of nature, and we cannot alter it if we would. Nothing can be worse than to try to educate all to be leaders. The most pitiable sight is a congressional body in which there is no leader, an army without a general, but all lead, all command—that is, nobody leads or commands. The best ordered and administered state is that in which the few are well educated and lead, and the many are trained to obedience, are willing to be directed, content to follow, and do not aspire to be leaders. In the early days of our republic, when the few were better educated than now and the many not so well, in the ordinary sense of the term, there was more dignity in the legislative, judicial, and executive branches of the government, more wisdom and justice in legislation, and more honesty, fidelity, and capacity in the administration. In extending education and endeavoring to train all to be leaders, we have only extended presumption, pretension, conceit, indocility, and brought incapacity to the surface.

These, we grant, are unpopular truths, but they, nevertheless, are truths, which it is worse than idle to deny. Everybody sees it, feels it, but few have the courage to avow it in face of an intolerant and tyrannical public opinion. For ourselves, we believe the peasantry in old Catholic countries, two centuries ago, were better educated, although for the most part unable to read or write, than are the great body of the American people to-day. They had faith, they had morality, they had a sense of religion, they were instructed in the great principles and essential truths of the Gospel, were trained to be wise unto salvation, and they had the virtues without which wise, stable, and efficient government is impracticable. We hear it said, or rather read in the journals, that the superiority the Prussian troops have shown to the French is due to their superior education. We do not believe a word of it. We have seen no evidence that the French common soldiers are not as well educated and as intelligent as the Prussian. The superiority is due to the fact that the Prussian officers were better educated in their profession, were less overweening in their confidence of victory, and maintained better and severer discipline in their armies, than the French officers. The Northern armies in our recent civil war had no advantage in the superior education of the rank and file over the Southern armies, where both were equally well officered and commanded. The morale of an army is no doubt the great thing, but it does not depend on the ability of the common soldier to read, write, and cipher; it depends somewhat on his previous habits and pursuits—chiefly on the officers. Under the first Napoleon, the Prussians were not superior to the French, though as well educated. Good officers, with an able general at their head, can make an efficient army out of almost any materials.

It is not, therefore, for political or military reasons that we demand universal education, whether by the general government or under the state governments. We demand it, as far as practicable, for other and far higher reasons. We want it for a spiritual or religious end. We want our children to be educated as thoroughly as they can be, but in relation to the great purpose of their existence, so as to be fitted to gain the end for which God creates them. For the great mass of the people, the education needed is not secular education, which simply sharpens the intellect and generates pride and presumption, but moral and religious education, which trains up children in the way they should go, which teaches them to be honest and loyal, modest and unpretending, docile and respectful to their superiors, open and ingenuous, obedient and submissive to rightful authority, parental or conjugal, civil or ecclesiastical; to know and keep the commandments of God and the precepts of the church; and to place the salvation of the soul before all else in life. This sort of education can be given only by the church or under her direction and control; and as there is for us Catholics only one church, there is and can be no proper education for us not given by or under the direction and control of the Catholic Church.

But it is precisely education by the Catholic Church that Mr. Wilson and his party do not want, do not believe in, and wish to prevent us from having even for our own children. It is therefore they demand a system of universal and uniform compulsory education by the authority and under the direction of the general government, which shall effect and maintain the national unification proposed, by compelling all the children of the land to be trained in national schools, under Evangelical control and management. The end and aim of the New Departure, aside from certain business interests, is to suppress Catholic education, gradually extinguish Catholicity in the country, and to form one homogeneous American people after the New England Evangelical type. Of this there can be no reasonable doubt. The Evangelicals and their humanitarian allies, as all their organs show, are seriously alarmed at the growth of Catholicity in the United States. They supposed, at first, that the church could never take root in our Protestant soil, that she could not breathe the atmosphere of freedom and enlightenment, or thrive in a land of newspapers and free schools. They have been disappointed, and now see that they reckoned without their host, and that, if they really mean to prevent the American people from gradually becoming Catholic, they must change fundamentally the American form of government, suppress the freedom of religion hitherto enjoyed by Catholics, and take the training of all children and youth into their own hands. If they leave