Volume 7 — The Catholic Sunday-School Union. [Footnote 56]

Few of the evidences of the zealous spirit which is stirred up in these latter days, have given us more unfeigned pleasure than the information which this report conveys. The Sunday-School Union began as all Catholic works begin, has prospered thus far as they prosper, and will share in their triumph. A few earnest souls, observing how much more good could be accomplished in the catechism-classes if the exercises and methods of teaching were made more systematic and co-operative, met together, on the evening of July 9th, 1866, debated the subject, formed resolutions, went to work, and now the catechetical education of the 20,237 children reported from eighteen Sunday-schools of this city, (about one half of the whole number,) is practically under the control of this admirable association. The good fruits of their labors are already noticeable in the more regular attendance of the children, the conferences of teachers for mutual instruction and encouragement, the better regulated programme of exercises, and the increased interest manifested in the schools by all who are in any way connected with them.

The competent knowledge which our people, as a mass, have of their religion, of the dogmas of faith—knowledge which they are bound to have under pain of sin—and that other "knowledge unto salvation" which is shown in the faithful performance of their Christian duties, depends, as all know, upon the catechetical instruction they receive in youth. Priests may preach sermon after sermon, and each and every such discourse may be well calculated to enlighten the mind and move the heart; but as a rule, all sermons nowadays suppose the hearers to be already in possession of Christian principles, and disciplined to the practices of a Christian life. Sound and thorough catechetical instruction is, then, one of the primary duties of a pastor of souls. That each pastor should assume the whole of this labor to himself is simply impossible. Those of the laity who by their character and education are fitted to be his coadjutors in this pastoral duty, must therefore be called upon to aid him in it. The time when it is feasible to assemble children together for religious instruction is on Sunday. Hence the Sunday-school and its corps of lay teachers; both of necessity, as experience has shown, for every parish, if the people are to have, as they ought to have, a befitting knowledge of their religion—if they are to be indoctrinated with its spirit, and receive its ministrations by a devout, conscientious attendance upon its worship, and a due appreciation of, and worthy preparation for, the holy sacraments.

The first thought which naturally presents itself in reference to these lay coadjutors of the clergy, is that of their competence and fitness to teach. We do not care to send our children to be educated by any and every schoolmaster. We not only ask, Is he capable? but we ask, Who is he, and what is he? If these questions may be very properly put concerning a teacher of geography and arithmetic, we may be pardoned for asking them concerning one who professes to teach Christian doctrine and morality. Is he well versed in the truths of faith himself, and, if you please, what is his own moral character?

The Sunday-school is an excellent institution, a necessary institution in our times; but if it is to be of any value, teachers, who are in the first place competent for the task, and who in the second place are practical Christians, must be secured. In small parishes, the pastor may possibly find a sufficient number who possess all the requisite qualifications, (although, so far, our experience has been to the contrary,) but in large and populous parishes, such as are found in all our cities, it is plain that a sufficient number are not easily obtained for the purpose, nor will those who are in all respects fitted for the work and are ready to answer the call of the pastor, be able to control and reduce the heterogeneous elements of a city Sunday-school to any order or regular observance of rules laid down by the pastor, or devised by themselves, without mutual co-operation, counsel, and a systematic organization. Besides, into a corps of such teachers, who are not themselves subjected to some organized form of association, persons wholly incompetent or deficient in moral standing will intrude, and prove either a hinderance to others, or do positive harm.

When chance-comers offer their services as teachers in his Sunday-school, it is difficult if not impossible for the pastor to examine them in order to test their knowledge before accepting them, and it may be equally difficult for him to find out what may be their moral worth. Their daily lives are, as a rule, better known to the members of his congregation than they are to him. In the ill-regulated voluntary system which has hitherto been so common amongst us, many evils have resulted from this which were unavoidable. Teachers of religion ought to be themselves good exemplars of it. Children learn at the Sunday-school a good deal more than the verbal answer to as many questions as are printed in the catechism. Those who occupy the office of teacher exert a moral influence over the children. Example is the master-teacher, and bad example will teach (we are sorry to say) quite as well as good example. You cannot gather grapes from thorns, or figs from thistles. During the time that a man or woman is engaged in conversation with children, much of his or her own character is infused into the minds of their youthful companions by words, gestures, looks, and manner. Shall I permit my children to be thus placed one whole hour every week, under the influence of an ignorant man, a non-practical Catholic, and possibly a person of vicious habits and of vulgar demeanor—a person whom I could not allow my children to converse with at all, in the street or elsewhere, outside of the Sunday-school room? Certainly not. I must have some guarantee that my children shall have such associations as I can approve of, as well in the Sunday-school as in any other place where they may happen to be.

One who might make such reflections as the foregoing need occupy no higher position in society than that of being a good Christian, watchful over the souls of his little ones, and anxious to guard them from contamination with persons ignorant of the faith in which he wishes them to be educated, or such as by their personal want of piety are certain to damage the growth of it in the souls of the children he presumes to instruct.

If we mistake not, these considerations were in part those which animated the zealous and worthy founders of the Sunday-School Union, whose first report lies before us. This appears to us in the pages of the report, especially under the head of "objects." We quote:

"The objects of the Sunday-school Union are of a religious, educational, and social character. The fundamental object is, of course, the benefit and improvement of the Sunday-schools; the secondary end is the association of the Catholic young men of the city, in a manner sanctioned by religion, for purposes of mutual acquaintance and improvement, and the creation of a common tie of sympathy and interest, such as should exist between them as members of the same, One, Holy, and Universal Church. By the comparisons of systems, and experience, and through the increased opportunities of receiving advice and counsel from the clergy, improvements have been introduced in many of the schools, and the teachers have been led to take greater interest in their duties."

We need only quote to ourselves the trite old proverb, that "Birds of a feather," etc., to feel assured that the "Union" will remove in great part the dangers arising from incompetence and unfitness on the part of teachers, to which we have alluded. The leading spirits of an association of this kind will impress their own character upon the whole body, and we have the utmost confidence that such persons will be of the right stamp, young men of solid piety, of sufficient knowledge, and animated by the highest and purest motives. They will draw to them other young men of like character and dispositions with themselves. Association will stimulate exertion, promote harmony, and be productive of the best and happiest results; not only for the children, but, what is of no little moment to us, for the young men themselves.

Under their intelligent direction the Sunday-school will assume a higher standard of religious education. It has too long been deemed sufficient to teach the children the catechism as one teaches parrots, getting them to repeat a certain answer to a given question, without stopping to consider if the scholars have any intelligent apprehension of the meaning of either question or answer. We remember being present in a Sunday-school when the following instruction was overheard by us:

Sunday-School Teacher. "Are we bound to obey the commandments of the church?" Boy. "A—a, because—a—" (gives it up.) Teacher, (speaking as rapidly as a clerk of the Senate, and looking everywhere but at the pupil.) "Yes, because Christ has said to the pastors of his church, he that hears you hears me, and he that despises you despises me." (Then with a savage look at the child,) "Now, sir!" Boy,(whining.) "Yes, sir—because—here's you and here's me. He despises you and he despises me."

Boy's ears cuffed with the catechism.

Yet it must be confessed that the recitation of the answer by the teacher was pretty faithfully imitated by the child, who aimed at catching a certain number of sounds and repeating them, without thinking of their meaning.

It is very well that the children should learn to recite portions of the catechism which they have learned by rote; but this will not suffice to give them an intelligent comprehension of the truths of religion. There is hardly a question and response in the catechism which does not need some additional explanation and illustration suited to their capacities. This is no easy task, and one that might well engage the highest cultivated minds. Teachers must therefore themselves be taught. No one can impart that which he does not possess. We are glad, therefore, to see that one of the objects of our Sunday-School Union is of an "educational" character.

The object which is denominated "religious" is also of primary importance. The Sunday-school teacher is a teacher of religion in more senses than in imparting a mere verbal knowledge of the doctrines of religion. It comes properly within his sphere to edify his pupils by holy words, good counsel, and good example. If he does not so edify them, he will infallibly do the contrary. Our experience leads us to assert that there is no middle term here between edification and disedification. He who has no words of holiness and sweet Christian counsel in his mouth, is pretty sure of having words and counsel which smack of the world and its ungodly principles. Let no one imagine that he can assume for the time and occasion the tone, speech, and manner of a good, pious Christian, if he be not one in reality. Children have the keenest scent for hypocrisy. They instinctively mark and loathe a Pecksniff or a Chadband. The lessons of piety, the words of kindly warning or encouragement, the appeals to their Christian sentiment, falling from the lips of men who have no solid piety, and whose ordinary daily life is little better than that of a respectable heathen, if as good, will have no other effect than to excite the sceptical sneers of youths who are not to be deceived by sham appearances.

Our Sunday-schools, therefore, urgently demand the aid of "religious" teachers; we mean teachers who are practical Christians themselves, and carry out in their lives the lessons they are desirous of teaching others. They need teachers who are more than Catholics by profession. In a Sunday-school which is fortunate enough to possess teachers of religion who are men of living faith, devout, prayerful, scrupulous, and exact in the performances of their religious duties, exhibiting in their manner a deep reverence for holy things, modesty, patience, benignity, earnestness, and zeal for the glory of God, there will the children also be found exact types of their spiritual instructors.

The Sunday-School Union will form a corps of just such men. It will find itself composed of members who are moved by the Holy Spirit of God to take some part in this important work, and who will engage in it as a labor of love, in the spirit of sacrifice and apostolic zeal. They will, for the most part, bring hearts well prepared for it; but the Union will itself do much toward sustaining and advancing the spiritual good of its members. The most noble spectacle to be presented in this world of temptation and sin, is a band of young men, strong in the faith and loyal to the holy traditions of religion emulating each other in the practice of virtue and works of Christian charity. Such is the spectacle which this association is striving to present to our eyes, and our prayers should not be wanting that God may strengthen them and enlarge the sphere of their holy labors.

The third object spoken of is the "social" character which the Union proposes. We think we understand this, and have already hinted at it. They aim at making the tone of their association high and select. And this is a point worthy of our reflection. Children naturally imitate the manners of their elders, particularly of those with whom they are associated in the capacity of pupils. Let the teacher be rough, boorish, and uncouth in his deportment, negligent in his personal appearance, unceremonious and irreverent in the church, unguarded in his language, of an ungoverned temper, tardy in his attendance, and distracted in his instructions, you will find that the class of which he has unfortunately the charge will very soon be an exact copy of himself. We commiserate the Sunday-school where even one such teacher is to be found. He and his ill-regulated and worse-behaved class are a positive hinderance to the good order of the whole school, and the sooner he is got rid of the better. The Union, by its power of associating like to like, will eliminate this worthless class of individuals, and substitute in their stead punctual, earnest, courteous, self-denying, and reverent-minded teachers, whose very presence in the Sunday-school will be an example of deportment becoming the Christian and the gentleman, commanding respect, obedience, and attention on the part of all the scholars, and the esteem of his fellow-teachers. What affection, too, the children instinctively bestow upon such!

The love for these young souls, of which their heart is full, is abundantly reciprocated, and the influence for good which such teachers have is beyond measure. They are regarded by these little ones of Christ in their true light, as coadjutors of the pastor, and their admonitions are received with humble and loving obedience. "O ma!" says a little child to its parent on returning from Sunday-school, "we have the nicest teacher in the world, so good, and he knows so much, and he is such a gentleman!" Yes; children are quick of observation—none quicker; and when they have found one who presents all the qualities which should distinguish a worthy teacher, they from that moment begin to count the hours which will intervene until they shall have the happiness of meeting him again. If we aim at having first-class Sunday-schools, which will not only teach the children their catechism, and encourage them in the practice of virtue, but also elevate and refine their manners, and educate them in that, for which, after all, Catholic children are remarkable, namely, Christian politeness, we must secure teachers who, like the teacher of the little child mentioned above, are so good, know so much, and are such gentlemen! We have every confidence that the Sunday-School Union, by its "social" character, will bring this about.

We are making no invidious reflections, and would feel pained to think we should be thus adjudged. We presume to speak from experience. We know something of Sunday-schools, and of their working in small and large parishes, in the city and in the country. We have had to feel the many difficulties which a pastor has to surmount in this matter. We aim at encouraging and bidding God speed to an enterprise which we know is needed, and which we are certain cannot fail of producing incalculable good.

Among other works which the Union proposes, is that of establishing Sunday-schools for colored children. That zealous and apostolic priest, the Rev. Father Duranquet, of the Society of Jesus, did not shrink from adding this to his many other labors when it presented itself to him in the course of his ministry. But just such a power was needed as the Sunday-School Union affords to reach these much-neglected children, and bring them under the influence of the Catholic religion, to care for those of that class who are of her household, to insure a lively, personal, loving interest being taken in them, and thus to show that our holy church is the church of all the people, of white and black, of bond and free. We bless God for this effort of theirs. It is very near and dear to our own heart. The world sneers and scoffs at them, but there is no caste in the Catholic Church, and they are, as well as we, souls for whom Christ died.

The Catholic priest and the Catholic Sunday-school teacher can do more for them, we know, than all the so-called philanthropists from Dan to Beersheba. God forbid that we should turn aside from this labor and leave these precious souls to perish!

The Sunday-School Union is formed exclusively of men. "The female teachers," says the report, "are invited to all the public lectures and discourses, and to participate in as many of the undertakings of the Union as possible." This is all very proper. We know, however, that the ladies have hitherto taken rather the, shall we say, lion's share in the hardest of the undertakings to which the young men of the Sunday-School Union can possibly devote their energies, which is, the work of teaching. In most parishes they have far outnumbered the male teachers. We refrain from making any comparison of their efficiency. For ourselves, we say we do not know how we could possibly have got along without them, nor do we see how their aid can be dispensed with in the future. We are not aware that the Sunday-School Union has any such intention. The ladies do a good by their presence which we of the stronger, rougher sex may not hope to accomplish, besides being the fittest persons to teach the female classes. We are sure that they will cheerfully abide by any rules and regulations laid down by the Union, and do their utmost to carry out any suggestions made to them for the better conducting of their classes. We are not afraid of their resisting the powers that be. But why may they not also meet together for mutual encouragement, instruction, and edification? We shall look for some movement of this kind before long.

As for the Union itself, we look upon it not as a simple local expedient to meet a local want. It has a national interest, and sooner or later must find imitation in all our large cities and towns. We hope soon to hear that such has been the case in many other places, and then the influence of such associations will be increased in the ratio of the union of their separate and distinct bodies, at least, such an union as we trust and pray will soon be exhibited in all great Catholic works in this country—the assembly of their members for mutual acquaintance, cooperation, and debate, in a National Catholic Congress. The good that is done, the power that is elicited from assemblies of this kind, is well known to all our readers who have perused our articles on the Catholic Congress of Malines, in former numbers of The Catholic World. The Sunday-School Union would do well to consider this matter in the light of their own interest. In their union they have found strength. Let them seek to extend their efforts by encouraging, in so far as they are able, any such associations as may be started, or are in operation, in other places, inviting a correspondence and offering all their aid, looking forward, at the same time, to a union with them on a larger and general basis, and to the discussion of their mutual interests in a grand congressional assembly.

We trust that our remarks will be received in the spirit in which they are meant. They have been prompted by the deep, heart-felt interest which we feel in the subject, and the entire sympathy which we have for the noble, holy, Christian work to which our friends have devoted their energies. They have not begun too soon. Every year thousands of our children, in this city of New York alone, leave school to engage in various occupations, where they are thrown into the society of youths of all religions and of no religion. Protestantism has practically no influence over children, and generally leaves them to shift for themselves, and pick up what scraps of religion they may.

Unfortunately, the mass of them, being totally ignorant of the blessings and comfort of the Catholic faith, and not having had any very cheerful experience of religion as it has been presented to them by the bald, repulsive, unchild-like nature of Protestantism, break away from its restraints, and run wildly into the deserts of rationalism or infidelity. Poor children! our hearts bleed for them. But, while we pity them, let us not forget that they are to be the daily associates of our own lambs of the flock. How necessary, then, that we should strive by every effort to prepare ours for the dangers to which they will be exposed by giving them, while we may, a thorough knowledge of their holy faith, and send them forth guarded by a panoply of virtue, accustomed to a regular attendance upon the divine offices of the church, and to a frequent reception of the Holy Sacraments. Let it be our aim to dismiss each and every child from our Sunday-schools a loyal, devout, intelligent Catholic, whose faith is firm as a rock, and whose soul is bright and pure with the indwelling grace of God. Our blessed Lord, the lover of little children, will not fail to remember our care of those of whom He said: "Of such is the kingdom of heaven."