Get your own Free Home PageDID YOU KNOW that the requirements of the Roman Catholic church in the field of education, according to their Canons, are as follows[?]:
“The education of all Catholics from their childhood must be such that not only shall they be taught nothing contrary to the Catholic faith and good morals, but religious and moral training shall occupy the principal place in the curriculum (Canon 1372)...Catholic children shall not attend non-Catholic or undenominational schools, nor schools that are mixed (that is to say, open also to non-Catholics). The bishop of the diocese alone has the right, in harmony with the instructions of the Holy See, to decide under what circumstances, and with what safeguards against perversion, the attendance of such schools by Catholic children may be tolerated (Canon 1374)” (Religious Liberty: An Inquiry, M. Searle Bates, 329).
DID YOU KNOW that A Catholic Philosophy of Education, by Redden and Ryan, presents significant positions taken in the encyclical On the Christian Education of Youth (Pius XI, 1930)?
“The Church has the right as well as the duty to guard the education of her children, in both public and private institutions, but also in every other subject...The only school approved by the Church is one wherein Catholics are free to follow their own plan of teaching, and where religious instruction is given in accordance with the legitimate demands of parents, and where the Catholic religion permeates the entire atmosphere, comprising in truth and in fact the ‘core curriculum’ around which revolve all secular subjects. It is necessary that all teaching and the whole organization of the school and its teachers, syllabus and textbooks in every branch be regulated by the Christian spirit” (Religious Liberty: An Inquiry, Bates, 329).
DID YOU KNOW that in Spain where education is under Catholic control it was said by Madariaga, in his book Spain (1942 issue) on pages 131-132, 228-229 and 449-450:
“The policy of the Church rested on two rules:[?] to seek material power by ‘cultivating’ the rich, thereby obtaining legacies for its institutions, and, through political and social influences, to block all state developments in education. The result was that, as late as 1923, a leading Spanish expert calculated that fifty per cent of the juvenile population of Spain was not being educated at all... When confronting State with Church education we are not raising a religious issue but an educational issue. Spanish State education was not lay in the French sense of the word; it was religious, orthodox, Catholic, unless of course the family explicitly wished it not to be, an extremely rare occurrence. The true opposition lies in this, that State education is both tolerant and, in non-dogmatic matters, intellectually neutral, whereas the Church educates with a tendency and gives all its teachings a pronounced bias and an intolerant turn. Hence the persistence of a rift in the nation, a state of mutual intolerance born of the intolerance of the Church, since one cannot be tolerant towards intolerance. It should be added that, technically, the methods of the Catholic schools of all kinds are nearly always inadequate... The Ministry of Education must be considered as one of the weakest spots in the dictatorship. The rule here is wholesale surrender to clerical claims.... The government satisfied the dearest wish of the clerical reactionaries, i.e., the enforcing of a uniform textbook for the nation. The true aim of this measure is to secure a safe clerical point of view in controversial teachings such as history and philosophy...The teaching profession is put under the strictest pressure to bow before the Church, to go to mass whether they believe or not, and in every way to submit to clerical demands” (Religious Liberty: An Inquiry, Bates, 331) (Emphasis mine).
DID YOU KNOW that Baron Von Hoensbroech, in his book Fourteen Years a Jesuit gives his testimony to the Jesuit training he received?
“The ignorance of the author (Jesuit J. Gretser) of this Greek Grammar is so unfathomable that any attempt at sounding it, or finding a standard of comparison, is wasted labor. A schoolboy in his first year of Greek, even the stupidest, could not invent so many impossible grammatical blunders as the author of this book produces and sells to us for knowledge...The history of education in Austria affords an excellent illustration of the worthlessness of the Jesuit curriculum, and the stupid obstinacy with which the Order (Jesuits), regardless of the needs and progress of the age, adheres to its foolish system of instruction. I deal with this in detail, because I was myself educated at one of the Austrian schools under Jesuit direction...A report laid before an Imperial Commission on Education in 1840 says: ‘At present time teaching is dissipated, the desire for knowledge stifled, in spite of great efforts little is achieved, and the young people know nothing of the delight of gaining fresh knowledge. In spite of all the Latin teaching and conversation - a point on which the Jesuit Scheme of Study lays especial stress - they are incapable, at the end of seven years, of writing a Latin composition...At the history lesson no historical maps are used. The mathematical teaching is beneath criticism. The simplest mathematical processes are spread over six years, and yet treated in the scantiest fashion. In fact, arithmetic is unlearned by the pupils.’ Another egotistic practice is the exclusive use of Jesuit textbooks, except, indeed where compelled by the State to introduce books by non-Jesuits. NO MATTER how much behind the modern methods such text-books may be, or HOW MANY MISTAKES THEY CONTAIN, IT MAKES NO DIFFERENCE...This institution of Jesuit textbooks is closely connected with their internationalism, FOR JESUITS RECOGNIZE ONLY THE TEXTBOOKS OF THE ORDER, NOT THOSE OF THE NATION...The educational system of the Jesuits is mechanical and superficial, concerned with externals rather than what lies beneath; it polishes the surface, but penetrates no further...But its worst effect is spiritual bondage in the widest sense of the word. The Jesuit pupil never learns to stand on his own feet, but leans on the crutches of external authority - Church, confessor, spiritual director. His freedom and independence of thought are enslaved. And everywhere internationalism, though not always known openly, is present, because it springs from the innermost nature of the Order, and keeps down patriotism, that mighty instrument of education” (Catholicism Against Itself, Lambert 2: 191,192) (Emphasis mine).
DID YOU KNOW
“Some of the conditions, in Catholic schools, as pointed out by Catholic writers are: Substandard because of poor textbooks, full of incorrect matter, poor, antiquated methods and exceedingly poor teachers.[?] They show that these produce few excellencies. They ignore the laws of sanitation and health which produces immorality, physical diseases, hypochondria, and insanity! Instructors are so poor that after a seven year course in Latin a student is unable to write a Latin composition! They destroy initiative and patriotism, but are designed to promote internationalism with control in the Vatican. Once Catholic ‘intellectuals’ like the usual individuals believed that you could pronounce their ‘hocus pocus’ over base metals and turn them into gold. John XXII believed that this could be done and his writings, to that effect, are still extant. ‘Saint’ Thomas, the greatest teacher they have ever had, they say, accepted this as true, and his problem was to try to decide if it would be morally permissible to use such gold. If he were the greatest teacher that they ever had, then, he is a greater teacher than all their two-hundred and sixty-two or more Popes! This, to say the least, is not a very logical claim. Do Catholic authorities, including the Pope, now believe that Catholics can turn lead into gold?” (Catholicism Against Itself, Lambert 2: 193,194)
DID YOU KNOW that in his book American Culture and Catholic Schools, XXX, Emmett McLoughlin testifies that in all his Grammar and High School experience, no priests or nuns ever taught the use of a Bible, and that includes his five years of education in the seminary? McLoughlin also states that through his Catholic training the world’s greatest literature was forbidden, and that:
“In short - I was not educated. I was merely indoctrinated. I had achieved the level of the rigor mortis of intellectual mediocrity” (Catholicism Against Itself, Lambert 2: 189).
DID YOU KNOW that President Abraham Lincoln said:
“...This (Civil) war would never have been possible without the sinister influence of the Jesuits.[?] We owe it to popery (Pope Pius IX) that we now see our land reddened with the blood of her sons” (Fifty Years In The Church of Rome, Chiniquy, 498).
DID YOU KNOW
“The Jesuits are secretly using the Charismatic movement to push the techniques of the Montanists [around 200 A.D., the Montanists (the first group of charismatic monks) spoke in tongues, made prophecies, and experienced ecstasies], the mystics, and Loyola’s spiritual exercises, as well as the behavioral sciences through groups?” (Sadhana, a Way To God, De Mello, S. J., published by the Institute of Jesuit Sources, vii)
DID YOU KNOW
“Through systematic meditation, prayer, contemplation, visualization, and illumination, Loyola would go into a trance and ecstasy, he was even seen to levitate off the floor, as have many Jesuits completely under Satanic power”[?] (The Secret History of the Jesuits, Paris).
DID YOU KNOW that when Rebecca Sexton and Debbie Rucker met with a local priest to discuss Scriptures, the priest, unable to answer anything Scripturally, replied:“You Christians read your Bible, so you know the Scriptures better than we Catholics.[?!]”
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