The English language, along with Polish, French, Bohemian, and Italian, is taught in parochial schools equally, if not even more carefully than other languages.

That the forgoing statement is true, can be proved by the fact that the graduates of the parochial schools are gladly accepted by the higher institutions of learning, public and private, if their parents desire to give them a better education. No boy, who has finished a Polish parochial school, has ever been rejected by any college on account of poor knowledge of English. Many boys who once attended St. Stanislaus' Polish parochial school in Chicago, are attending colleges and other institutions of higher learning, including the Jesuits college. All of them are making very good progress, and it appears that they have 2a good elementary education, equal to the training received in the public schools. Some of the boys are employed by the telegraph companies, banks, and other institutions, where a good knowledge of the English language is necessary. Still others are studying in Europe, where they would not be accepted, if their elementary education were poor.

After examining the school books used by the Polish parochial schools, and studying the educational system, European like, practiced by them, any impartial person must admit that the standard of the parochial schools is much higher than that of the public schools, and that the instructions in the language of the country are excellent. There might be exceptions in some small parishes, but not in Chicago. If necessary, we can supply the names of the Polish boys who attend colleges and European institutions, and also names of those who hold good positions in Chicago and vicinity. We have a gew of these names on hand. They are graduates of St. Stanislaus' Parish elementary 3school. This is a sufficient proof that the standard of the Polish parochial schools is not lower in teaching children the English language than that of the public schools. In other respects, however, the standard is higher.

Is it necessary to prove the foregoing statements? We do not think so. Even the opposers of parochial schools must admit that these schools teach true morality, that they are developing moral principles, the purpose of which is to bring up children as righteous men and women, good citizens, and good patriots of Poland, and of our adopted country, the United States. Who will not admit that their aim is to stir up, and propagate the patriotic spirit in and among children. Is this done by the public schools? This proves that the Poles care more for the welfare of their children. For this reason, they should avoid public institutions and send their children to Polish parochial schools.

The Catechism

Children in Polish parochial schools are studying the catechism, but it is not the only subject taught there, as stated by the malicious enemies of parochial schools. Only one hour a day is devoted to this important subject by every class. Catechism teaches children that they should respect their parents more than anybody else in the world, and that they should support them in their old age. Catechism does not teach them how to be clever in evading justice and earthly punishment, but it teaches them how to live in order to receive and eternal reward. The catechism does not teach them how to be clever with their fellowmen, but how to be honest. The catechism also teaches them to respect the laws of the country, otherwise, how to be good American citizens. For this reason alone, children are taught catechism in parochial schools, and since the Bible is not used in the public schools, the parents should not send their children to the public schools, but to the parochial schools.

No one should say that the mother will not teach her children the prayers, or that the teachings of the priests are not necessary, and that it is 5useless to learn the whole catechism from memory, because it will be forgotten later on. It is true that some of the teachings learned from the catechism are forgotten, but not the foundation upon which the whole life is built, just as a foundation of a building which cannot be seen, yet it upholds the whole structure. The same principle also applies to spiritual foundation. It will uphold the whole life, even if it is hidden, providing it is well-grounded.

Patriotism

Love for the mother country, a desire to belong to one's nationality, is developed only at the parochial school, and this desire is destroyed by the public schools, and by the association with other children on the streets. The parents, alone, cannot build a foundation. The Irish know that, and for this reason, they do not sent their children to the public schools, notwithstanding the fact that the language of the Irish is English. This is also known by the Germans, who have their language in the public 6schools, yet they have their own institution. Not only German Catholics, but also German protestants defend parochial schools, and as long as they remain good Catholics, or good protestants, they do not send their children to the public schools. Only those who are unpatriotic, and indifferent to religion, send their children to the public schools.

Some Bohemians, who have lost their faith, their nationality, their refinement, and are afflicted with anarchism, or masonry, which was spread in this country by the Germans, do not wish to learn patriotism. Only such Bohemians are trying to establish the Bohemian language into the public schools; by this action they try to persuade other Bohemians to send their children to the public schools. Other Bohemians are misled by the first group. Should Poles imitate Bohemians?