. This neutrality we
claim, is erroneous in theory and impossible in practice. The theory
of the neutral school is erroneous because it is against the teaching
of sound psychology and true pedagogy.

The soul of the child cannot be, as it were, divided into watertight
compartments so as to segregate religious influence from its daily
training. As Cardinal O'Connell stated, "We Catholics believe that as
character is by far the most important product of education, the
training of the will, the moulding of the heart, the grounding of the
intellect in clear notions of right and wrong, obligation and duty,
should not be left to haphazard or squeezed as an afterthought into an
hour on Sunday. The moral and spiritual growth of the child ought
normally to keep pace with his mental growth and the Church is
convinced that taking human nature as it is, the result cannot be
obtained effectively without including a judicious mixture of religious
training with the daily routine of the school."

In fact a neutral school is an impossibility. We will simply ask our
readers a few questions and rely on their fairmindedness to formulate
the answers. Can the teaching of history be neutral? The Catholic
Church and the Reformation are historical facts: how are they to be
judged? How are ethics to be treated, without reference to God, to
Jesus Christ, to an eternal sanction? Can a teacher divest himself of
his mental attitude in the teaching of these subjects and answering the
questions of the pupils?

Were the teaching really neutral, the very atmosphere of the
school-room is what counts. This atmosphere is indefinable and yet
everywhere felt. It is made of trifles, but of trifles that count at
that receptive age of childhood. As a subtle perfume it impregnates
the soul of the child with ideas and impressions which it will carry
through life. Therefore the atmosphere of the class-room, we claim,
should be as near as possible, that of the home. The parents have a
right to see that it should be so. Is this possible in a neutral
school? Its very negative character impregnates the class-rooms with
an irreligious feeling which the impressionable mind of the child
cannot but notice. How is the child to grow up with the feeling of
Religion's importance in life if the ban is placed upon Religion the
moment he passes the threshold of the school-room? "What we most
dread," said Bishop McQuaid, "is not the direct teaching of the
St