Regis College - Ranger Yearbook (Denver, CO)

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Father John Teeling, S.J. provides an opportunity of major English and American writers — here we LAND. for analyzing works have THE WASTE jr. 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) liest exemplify our tra- ditional Christian wisdom and 2 1 give valid insight in the problems which the student faces the mo- ment he leaves the classroom. 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 ultimate judge- ments about life and literature. The basic author at Regis is Shakespeare. The greatest writer in our language, he offers consum- mate 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 prepared to attain the specific goals of the Regis College Eng- lish Department, which are: a) to enlarge the stu- dent ' s cultural development through intelligent and personal experience of some of the valuable litera- ture of our language: b) to guide the student to a more effective expression of his thought and feeling. —Robert R. 5oy c, S.J. Wordsworth, Coleridge, Byron and Keats are being dealt with in thi class of Rev. Richard Bocklage, S.J. Trying to guide the student to a more effective ex- pression of his thought and feeling is the task of Mr. Richard Gappa. 29

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SY One of the aims of Regis College from its found- ing has been to educate men. potentially strong in leadership qualities, in the Jesuit liberal arts tradi- tion. 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 Col- lege to broaden the scope of its offerings for its students and to institute a program of teacher edu- cation in 1956. Since that time, the program has developed to such a point that it is now a perma- nent program within the college, with more than one hundred students currently enrolled in the program. The teacher education program is being re- evaluated this year, along with the rest of the cur- riculum, to determine the effective ways to strengthen further the course offerings and the pre- teaching experience. It is quite likely that the revised program will include an honors section, more independent work for all students in the program, increased labora- tory experience, and more off-campus contact with educators in the metropolitan area school systems. The final form of the teacher education program cannot be specified at this time, but the work on the revision is well under way and preliminary dis- cussions regarding the increased off-campus ex- periences have already been initiated. In the field of psychology the student is offered a knowledge of human behavior in both a theoreti- cal 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 Rev. Kennit Kennedy, S.J. gives the student an understanding of the philosophical and historical foundations of education a- well as a knowl- edge of the American Educational system. The topic of human behavior- is the prime material of Mr. William Hatlestad ' s lecture to his psychology class. r 28

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c rt As Regis looks ahead she cannot he 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 founda- tions 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 attempts 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 weak- ness 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 de- velop in him a sense of balance, a willingness to ac- cept the truth, no matter how disagreeable, and a sense of responsibility to his own and future genera- tions. Standing on a solid foundation he will be able to withstand the capricious winds that swirl around him; firm in the knowledge of the wisdom of the words of St. Thomas More. It is not possible for all things to he well, unless all men are good, which, I think, will not be yet these many years. —Harold L. Stansell, S.J. Mr. Gordon Ross attempts to give the student an understanding of the development of Western Man and to consider the modern world in the light of this development. A general acquaintance with the development considered by the students in Father Stansell ' s class. of Western Christendom is 30