Next to the church comes the school. The importance of education to the well-being of society can never be overstated. It may be well said that it is in the school-room the seeds of vice or virtue are first sown, it is there that the future benefactor or the enemy of his kind commences his career in life, and it is upon the proper or vicious method of teaching which he receives as a boy depends mainly his future course in the world. No wonder, then, that the Catholic Church is so desirous of superintending the training of those little ones who by the sacrament of baptism have been made children of God and heirs to the kingdom of heaven; that the zealous parish priest should mourn over the loss of hundreds of the youth of his congregation, who, taught in Protestant or infidel schools, have fallen away from the faith to plunge into sin and vice. Is he to be blamed if he exhausts every resource and strains every nerve to establish for his people a school where their offspring will be guarded from worldly contamination, and trained in all the beautiful morality of Catholic doctrine? Few seem to understand the comprehensive meaning of the word education. The mere acquisition of worldly knowledge is not education, the development of the highest intellectual powers is not education, but only a part, and a secondary part at that, of a complete education; for without inculcating morality, justice, a high sense of honor, a noble disregard for self, and a sympathy for the suffering and unfortunate, you curse man with a disposition that is its own Nemesis, with unlawful desires that "make the food they feed on," and simply enlarge his capacity for doing evil. That this is the result of our present common-school system cannot well be gainsaid in view of the general spirit of peculation and corruption which prevails in those very portions of the country where such schools are most numerous and best attended and supported. And this view is not ours alone. Already we find the secular press, hitherto the strongest opponents of denominational education, clamoring for a reform in our method of public instruction. "We must have," says a leading daily paper of this city, "a higher system of morals taught in our public schools"; though the writer does not condescend to say how morals can be taught without religion, or who are to be the teachers. Is it the fagged-out teacher who tries to earn his salary by the least possible labor, and who perhaps, in this respect, is as deficient as the children themselves; or is it the trained priest or the lowly Christian Brother, who has devoted himself heart and soul to the service of God and of his creatures, and whose reward is not of this world?