neutral universities is still
greater when we consider the method of teaching now in honour in these
schools of higher learning. The tutorial method, still in vogue at
Oxford, has given place to the _professorial_. The systematic lecture
has replaced the exposition of texts. The professor, with his frame of
mind, his views on facts and ideas, is the living book from which our
youth read their daily lesson. His personality dominates the mind of the
pupil. We all know what fascination the science, reputation and
eloquence of a professor have on the unarmed and impressionable minds of
youth. The "_Magister dixit_" is very often the supreme law, the last
criterion of truth. President Garfield's ideal of a college, "Mark
Hopkins on the other end of the log," recognizes the educative value of
the contact with a master-mind.

Authority and reason militate in favor of higher Catholic education for
Catholics in Western Canada, this is the logical conclusion of our
statements.

* * * * * *

Yes, nice theories, some may say; but we are facing facts. How are we to
contend with these well equipped, richly endowed, neutral institutions of
higher education? Where shall we find the resources to pay efficient
teachers, to establish the various faculties that go to form a university
worthy of its name? Have we not a state-university marvellously well
equipped and for which our Provinces are yearly spending fabulous sums?
Why not take advantage of our own money that goes in taxes for the
support of these institutions?

To argue along these lines is to concede to our enemies our position on
the Separate School question. All these objections have been met with in
other countries and other provinces, and the answer to them was the
creation of Catholic colleges and universities.

The great fallacy of the age, and particularly in this part of the
country, is State Monopoly in educational matters. This is looked upon
as the great triumph of modern democracy and the palladium of liberty.
The monopoly over the human mind by this monopoly of education is the
most dangerous of all state-monopolies. It is the resurrection of the
pagan ideal, the magnification of the state to the detriment and
absorption of the individual and the family. Germany has given us an
example of where "the standardization of thought and outlook" by the
State education leads to. The Prussian ideal, in its last analysis, is