would be, "Well, one can't say much for it! The reason why they have bad schools in Spain is because nearly every other institution of the country is three parts rotten."
If we would see the denominational system worked to real advantage by the Roman Catholics, Mr. Fairfield thinks we should turn to England. "The reason why the Catholic schools in England," he remarks, "are models of efficiency, discipline, and good order, is because all the other social and political institutions surrounding them are in good trim. So that Catholic elementary schools, plus English civilisation, are worth having; and Catholic elementary schools without the stimulus of rival systems, and without the bracing atmosphere of the best modern civilisations, are not up to much. … I know that some Catholics would go through anything rather than acknowledge that their educators borrow from the culture or the civilisation that surrounds them. But never mind that; they do. With shocking inconsistency, some of them have a positive knack of borrowing and assimilating the best educational methods of their rivals. In England, Catholics are 'on their good behaviour.' For many years they
