the
truth. The process is necessarily a slow one. It is bound to take two
or three, and in some cases, more generations. In the meantime we
should strive to make these people feel that they are welcome to our
broad open plains and to our citizenship. As to the final outcome no
one need have any doubt."

The principle that has created the British Empire is the only principle
that will keep it on the map of the world. This is history,
philosophy, and common sense.

And when we see England recognizing the Catholic elementary schools and
subsidizing to a certain extent our secondary schools, when Scotland
has just brought the Catholic schools of several cities into its
system, is it not painful, to say the least, to hear our
ultra-loyalists ever up in arms against our separate schools? To them
we feel like saying, "Go back to England and Scotland, from whence you
or your forefathers came and learn from the Home Country the lesson of
tolerance, of sane political government."

_VI.--A Historical Reason_

In the discussion of many problems we are liable, particularly in the
West, to limit our vision to conditions as they present themselves to
the observer. This is more noticeable in the educational field. This
frame of mind may be traced to various causes. But there is one cause
which, we believe, is more responsible than others.

Unconsciously our age is "_evolutionist_." "The intellectual movement
of 'evolution,'" said Glenn Frank, "was not the private plaything of
biologists in sequestered laboratories, but a force that altered men's
conceptions in every field of affairs." ("Century," Sept., 1920.) The
theory of evolution has such a grasp on the modern mind that its
concepts of government, of economics, of education are looked upon as
the last and improved effort of man in his eternal struggle to express
an unknown and always receding ideal. This has accustomed the mind to
look upon the past but as a rudiment, an outline, a preparation of the
future.

Without entering into the discussion of the objective evidence of the
theory of evolution we may say that as far as education is concerned
its premises are false. The human soul remains substantially the same
and the process of its education has not varied very much with
centuries. Those therefore who look upon our modern Educational system
as the apex, the summing up of all past phases, are greatly mistaken.
"The lessons of past history," writes Dr.