Educational Work on the Part of Catholic Orders
By Chas. T. Everson
While the Jesuits are the foremost educators in the Roman Church, they are not by any means the sole occupants of the Catholic educational field. There are, for example, the Barnabites, Somaschians, Salesians, and other orders that dedicate a large part of their activity to the department of didactics. There are also many convents of nuns which are centers of educational effort. In their educational efforts the Jesuits generally aim to reach the better classes, and, as a consequence, have richly furnished schools. For the middle and poorer classes there are other orders that offer educational advantages for a small tuition, and in many instances their teaching is entirely gratuitous. There are quite a large number of free Catholic schools in Rome; and often these schools not only furnish instruction free, but provide books and clothing for those that are too poor to procure them for themselves. Also in the schools for girls the nuns will help the students to provide a dowry when they wish to get married, as even the poorest of the girls are expected to bring their husbands something if possible. Then when they reach the age of confirmation, often these free schools will provide the candidate for confirmation with an entirely new outfit of wearing apparel. By these means they work to tie the children and their families to the church. Among the extremely poor, we find the Salesians showing a tremendous activity. This order, which was founded about the year 1846 by Don Bosco, derives its name from St. Francis de Sales, its patron saint. It confines its work to educating orphans, outcasts, and those children whom the parents are no longer able to care for. Don Bosco was an ordinary priest of Turin, who conceived the idea of educating abandoned children. The uppermost thought in his mind in their education was to instruct them well in the Catholic catechism. He therefore began his work by holding classes among abandoned children, with the aim of instructing them in the Catholic doctrines. These classes showed him the need of providing some place of refuge for these outcasts. By a gigantic effort he succeeded in building up a mighty institution for these abandoned children in Turin. Beginning with a few rented rooms, he gradually, through gifts, offerings, and endowments, succeeded in building up an immense institution that at present provides educational advantages for thousands of these poor children. A paper was founded early in the history of the movement, and it was widely circulated, telling of the progress of the work, and what was contemplated by it. As a result, rich gifts and offerings soon began to flow into the coffers of the institution. With the surplus funds other institutions of the same nature were founded in different cities of Italy, France, Spain, South America, England, etc. Thus we see that the small beginning made a little over half a century ago has developed into a mighty educational movement. The Salesian method of education has largely an industrial basis. In their institutions they teach the youth the ordinary trades, besides the common branches of education. However, the religious instruction occupies a prominent part in the education of the youth, even to the neglect of other things at times, as is true with all Catholic educational institutions; for Catholic schools are first and foremost centers of propaganda, and then educational institutions. However, in these Salesian schools they study their young people, and when they see a boy who has a special aptitude in a certain direction, they develop that talent to its utmost capacity. As a consequence, among those that have issued from their schools they number men of real talent, and some that have made a high mark in their profession. Among other profitable industries they occupy themselves in getting out popular editions of standard works, and by this means have made great gains. The institutions help one another. If one institution has a surplus of funds, it sends the money to the mother institution at Turin, which in turn aids any school that may be in need. This educational work among the extremely poor has done wonders for the advancement of Catholicism among that class. We can plainly see, therefore, that the Catholic educational system leaves no loopholes, but extends its influence to every walk of life. It has its luxuriously furnished institutes for the rich, its modestly equipped schools for the middle classes, and its extensive institutions that provide for the education of the poor. Catholicism is not a combination of chance, but a well-organized system, with certain definite ends to gain. It uses those means which are calculated to obtain the results at which it aims. By long experience of calculating and reckoning from cause to effect, it has learned what means are necessary to obtain certain results. And amid all its appearance of luxury and love of ease, Catholicism is energetic, and keeps all its forces at work. An intense activity, born of the power of the Holy Spirit, is necessary to cope successfully with this power, especially in its own stronghold.