Pope Pius XI blasts "monopoly schooling" and "sex-education" (1929)

...6. The reason is that men, created by God to His image and likeness and destined for Him Who is infinite perfection realize today more than ever amid the most exuberant material progress, the insufficiency of earthly goods to produce true happiness either for the individual or for the nations. And hence they feel more keenly in themselves the impulse towards a perfection that is higher, which impulse is implanted in their rational nature by the Creator Himself. This perfection they seek to acquire by means of education. But many of them with, it would seem, too great insistence on the etymological meaning of the word, pretend to draw education out of human nature itself and evolve it by its own unaided powers. Such easily fall into error, because, instead of fixing their gaze on God, first principle and last end of the whole universe, they fall back upon themselves, becoming attached exclusively to passing things of earth; and thus their restlessness will never cease till they direct their attention and their efforts to God, the goal of all perfection, according to the profound saying of Saint Augustine: "Thou didst create us, O Lord, for Thyself, and our heart is restless till it rest in Thee."[3]

...11. Education is essentially a social and not a mere individual activity. Now there are three necessary societies, distinct from one another and yet harmoniously combined by God, into which man is born: two, namely the family and civil society, belong to the natural order; the third, the Church, to the supernatural order.

12. In the first place comes the family, instituted directly by God for its peculiar purpose, the generation and formation of offspring; for this reason it has priority of nature and therefore of rights over civil society. Nevertheless, the family is an imperfect society, since it has not in itself all the means for its own complete development; whereas civil society is a perfect society, having in itself all the means for its peculiar end, which is the temporal well-being of the community; and so, in this respect, that is, in view of the common good, it has pre-eminence over the family, which finds its own suitable temporal perfection precisely in civil society.

31. The Angelic Doctor with his wonted clearness of thought and precision of style, says: "The father according to the flesh has in a particular way a share in that principle which in a manner universal is found in God.... The father is the principle of generation, of education and discipline and of everything that bears upon the perfecting of human life."[20]

32. The family therefore holds directly from the Creator the mission and hence the right to educate the offspring, a right inalienable because inseparably joined to the strict obligation, a right anterior to any right whatever of civil society and of the State, and therefore inviolable on the part of any power on earth.

33. That this right is inviolable St. Thomas proves as follows: The child is naturally something of the father . . . so by natural right the child, before reaching the use of reason, is under the father's care. Hence it would be contrary to natural justice if the child, before the use of reason, were removed from the care of its parents, or if any disposition were made concerning him against the will of the parents.[21] And as this duty on the part of the parents continues up to the time when the child is in a position to provide for itself, this same inviolable parental right of education also endures. "Nature intends not merely the generation of the offspring, but also its development and advance to the perfection of man considered as man, that is, to the state of virtue"[22] says the same St. Thomas.

...44. Accordingly in the matter of education, it is the right, or to speak more correctly, it is the duty of the State to protect in its legislation, the prior rights, already described, of the family as regards the Christian education of its offspring, and consequently also to respect the supernatural rights of the Church in this same realm of Christian education.

...48. However it is clear that in all these ways of promoting education and instruction, both public and private, the State should respect the inherent rights of the Church and of the family concerning Christian education, and moreover have regard for distributive justice. Accordingly, unjust and unlawful is any monopoly, educational or scholastic, which, physically or morally, forces families to make use of government schools, contrary to the dictates of their Christian conscience, or contrary even to their legitimate preferences.

...60. Hence every form of pedagogic naturalism which in any way excludes or weakens supernatural Christian formation in the teaching of youth, is false. Every method of education founded, wholly or in part, on the denial or forgetfulness of original sin and of grace, and relying on the sole powers of human nature, is unsound.

...62...So today we see, strange sight indeed, educators and philosophers who spend their lives in searching for a universal moral code of education, as if there existed no decalogue, no gospel law, no law even of nature stamped by God on the heart of man, promulgated by right reason, and codified in positive revelation by God Himself in the ten commandments...

63. Such men are miserably deluded in their claim to emancipate, as they say, the child, while in reality they are making him the slave of his own blind pride and of his disorderly affections, which, as a logical consequence of this false system, come to be justified as legitimate demands of a so-called autonomous nature.

...65. Another very grave danger is that naturalism which nowadays invades the field of education in that most delicate matter of purity of morals. Far too common is the error of those who with dangerous assurance and under an ugly term propagate a so-called sex-education, falsely imagining they can forearm youths against the dangers of sensuality by means purely natural, such as a foolhardy initiation and precautionary instruction for all indiscriminately, even in public; and, worse still, by exposing them at an early age to the occasions, in order to accustom them, so it is argued, and as it were to harden them against such dangers.

...71. The first natural and necessary element in this environment, as regards education, is the family, and this precisely because so ordained by the Creator Himself. Accordingly that education, as a rule, will be more effective and lasting which is received in a well-ordered and well-disciplined Christian family; and more efficacious in proportion to the clear and constant good example set, first by the parents, and then by the other members of the household.

72. It is not our intention to treat formally the question of domestic education, nor even to touch upon its principal points. The subject is too vast. Besides there are not lacking special treatises on this topic by authors, both ancient and modern, well known for their solid Catholic doctrine. One which seems deserving of special mention is the golden treatise already referred to, of Antoniano, On the Christian Education of Youth, which St. Charles Borromeo ordered to be read in public to parents assembled in their churches.

...73...The declining influence of domestic environment is further weakened by another tendency, prevalent almost everywhere today, which, under one pretext or another, for economic reasons, or for reasons of industry, trade or politics, causes children to be more and more frequently sent away from home even in their tenderest years. And there is a country where the children are actually being torn from the bosom of the family, to be formed (or, to speak more accurately, to be deformed and depraved) in godless schools and associations, to irreligion and hatred, according to the theories of advanced socialism; and thus is renewed in a real and more terrible manner the slaughter of the Innocents.

78. ..."The school," he writes, "if not a temple, is a den." And again: "When literary, social, domestic and religious education do not go hand in hand, man is unhappy and helpless."[47]

79. From this it follows that the so-called "neutral" or "lay" school, from which religion is excluded, is contrary to the fundamental principles of education. Such a school moreover cannot exist in practice; it is bound to become irreligious.

81. And let no one say that in a nation where there are different religious beliefs, it is impossible to provide for public instruction otherwise than by neutral or mixed schools. In such a case it becomes the duty of the State, indeed it is the easier and more reasonable method of procedure, to leave free scope to the initiative of the Church and the family, while giving them such assistance as justice demands

...90. More than ever nowadays an extended and careful vigilance is necessary, inasmuch as the dangers of moral and religious shipwreck are greater for inexperienced youth. Especially is this true of impious and immoral books, often diabolically circulated at low prices; of the cinema, which multiplies every kind of exhibition; and now also of the radio, which facilitates every kind of communications. These most powerful means of publicity, which can be of great utility for instruction and education when directed by sound principles, are only too often used as an incentive to evil passions and greed for gain. St. Augustine deplored the passion for the shows of the circus which possessed even some Christians of his time, and he dramatically narrates the infatuation for them, fortunately only temporary, of his disciple and friend Alipius.[60] How often today must parents and educators bewail the corruption of youth brought about by the modern theater and the vile book!

Thanks for the links! Lots of gems. A sample:

"The "Modern Mind" feeds. The animal is nourished or it could not live. All moods must thus receive regular sustenance or perish. What is the food which aliments the "Modern Mind"? It absorbs two forms of nutrition--one from the imposed elementary school, one from the popular press. Between them they secure the continuity and permanence of the "Modern Mind." These two instruments were unknown to the past; they are of strong effect on the present. They are of effect throughout the whole of the modern European and American world, and their effect is increasing. I will state them in their order.
The first thing to be said about universal compulsory instruction as it is now arranged, is that it is necessarily at issue with the Catholic conception of society because it sets out upon a first principle which the Catholic conception of society denies. That is not a judgment agreeable to modern fashion, but it is true; and before we consider the particular way in which this institution sustains the "Modern Mind, we must appreciate how and why it necessarily clashes with that Faith to which the "Modern Mind" is now the principal obstacle.
This first principle upon which universal compulsory instruction is based is the idea that a certain minimum of instruction in a certain category of learning is the first essential to right living. Other things come after; but a knowledge of these, at least, is indispensable to man and society, and must therefore be imposed on all by force. This category includes letters, that is, reading and writing, elementary arithmetic, by which ordinary civic occupations are carried on, some very general knowledge of the past and of contemporary nations, their geography and character, the whole tinctured with the (today) inevitable religion of Nationalism and a vague general ethic, humanitarian and therefore (unwittingly) positivist.
These having been imposed upon every child of the community by force, whether the parents are willing or unwilling, its other activities, such as religion, seem subsidiary. They may or may not be engaged in, and whether they are engaged in or not is indifferent to society and therefore to the State.
The Catholic conception of human nature is actively at issue with this. According to it, the first, the most necessary thing, is the teaching of the children, affirmatively, as a divine truth necessary not only to the conduct of its own life, but also to that of all society, the doctrines and the particular, defined, morals of the Catholic Church.
In comparison with instruction in that one prime essential, nothing else counts. It is good to be able to read and write and cast up simple sums; it is better still to know something of the past of one's people, and to have a true idea of the world around one. But these are nothing compared with the Faith."

More...

All teaching is dogmatic. Dogma, indeed, means only "a thing taught," and teaching not dogmatic would cease to be teaching and would become discussion and doubt. But this new sort of teaching by force has an added effect, beyond that found in any other kind of teaching. It is at once teaching and law, and those subjected to it are inoculated from its earliest years with a paralysis in the faculty of distinction--of clarity in thought through analysis. Look around you and note the incapacity for strict argument, the impatience with exact definition, the aversion to controversy (mother of all truth) and the facility in mere affirmation. Herein lies their root.

Wow.

Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.