Regis College - Ranger Yearbook (Denver, CO)

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ENGLISH Tim McCue, an English major, draws a map of the city of Dublin which portrays the important places of interest in the works of James Joyce. Since the Regis College English Department has the specific mission of training not children but young adults for humanistic leadership and moral maturity in the field of literature, it chooses for study those works which 1) best exemplify our traditional Christian wisdom and 2) give valid insight into the problems which the student faces the moment he leaves the class- room. Quite obviously, then, the most important book for Regis students is the Bible, which has influenced almost every writer in our language, and offers the only valid norms for making ulti- mate judgements about life and literature. The basic author at Regis is Shakespeare. The greatest writer in our language, he offers consummate literary expression of the basic Judaeo-Christian vision of life. A thorough study of Sonnet 116 shows the student the true nature of charity, love, agape; Sonnet 129, by contrast, demonstrates the horrors of self-gratification, passion, lust. In this light, Regis students study Shakespeare ' s plays to see the operation or non- operation of love, or charity. The Regis student thus armed is totally pre- pared to attain the specific goals of the Regis College English Department, which are: a) to enlarge the student ' s cultural develop- ment through intelligent and personal ex- perience of some of the valuable literature of our language: b) to guide the student to a more effective expression of his thought and feeling. Rev. Edward Maginnis, Sister Edwin Mary, and Mr. Martin Kelly discuss Morte D ' Urban in view of their own roles in life, in defense against the devil ' s advocate, Rev. Robert Boyle. - Robert R. Boyle, S.J. 29

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EDUCATION-PSYCHOLOGY One of the aims of Regis College from its founding has been to educate men, potentially strong in leadership qualities, in the Jesuit lib- eral arts tradition. Hopefully, these men, in their turn, would (and will) influence many other men in the course of their post college work. The increasing emphasis which has been placed on education in recent years motivated Regis College to broaden the scope of its offer- ings for its students and to institute a program of teacher education in 1956. Since that time, the program has developed to such a point that it is now a permanent program within the col- lege, with more than one hundred students cur- rently enrolled in the program. The teacher education program is being re- evaluated this year, along with the rest of the curriculum, to determine the effective ways to strengthen further the course offerings and the pre-teaclung experience. It is quite likely that the revised program will include an honors section, more independent work for all students in the program, increased laboratory experience, and more off-campus con- tact with educators in the metropolitan area school systems. The final form of the teacher education pro- gram cannot be specified at this time, but the work on the revision is well under way and preliminary discussions regarding the increased off-campus experiences have already been initiated. In the field of psychology the student is of- fered a knowledge of human behavior in both a theoretical and a practical form. The necessary principles are given him in the classroom, and these are practically demonstrated in off -campus activities. — Glen O. Stocking lilll Mr. George Villano speaks to members of the Student National Education Association on the value of teacher education. Senior Bill Johnson is shown practice teaching in an elementary school. This time is a valuable aid to the future teacher in helping him to develop classroom technique. 28

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HISTORY As Regis looks ahead she cannot be unmindful of the world in which she strives to attain her goals, nor can she forget the heroic efforts of the men of many centuries who struggled to lay the foundations on which she builds. A good builder must be sure of the foundation. Students of Regis are prepared to play a part in the drama of civilization. To play that part well they must know the nature of man, his aspirations, and his accomplishments. They must understand man ' s ambitions and his at- tempts to achieve those ambitions. NOr can they ignore the fact that there have been failures, just as there have been successes. History can teach the student that, in spite of failure, man has been able to create, not a masterpiece per- haps, but an enduring monument that is the re- flection of his God-given genius. Just as a builder must take into account the hard facts of stresses and strains, so the student of history must endeavor to know man as he is, in his weakness and his strength. He will learn to appreciate that men are not all good nor all bad; that some have high aspirations and others aims that are not worthy of children of God. This knowledge will develop in him a sense of balance, a willingness to accept the truth, no matter how disagreeable, and a sense of re- sponsibility to his own and future generations. Standing on a solid foundation he will be able to withstand the capricious winds that swirl around him; firm in the knowledge of the wis- dom of the words of St. Thomas More, It is not possible for all things to be well, unless all men are good, which, I think, will not be yet these many years. — Harold L. Stansell, S.J. Henry Steele Commager, a well-known historian, holds a discussion on the Civil War. During pre-registration, Father Stansell and history students discuss various courses offered. W 30