St Ignatius College Prepatory - Ignatian Yearbook (San Francisco, CA)

Page 8 text:

Kef lections 4 Projections With pride and a little apprehension, the senior steps out of the pew of Saint Igna- tius Church ond inches up the center aisle to toko possession of his shcopskin. His journey up to the sanctuary is slow. The reason? Graduation is a time for dignity, and a fast step might be fatal. Besides, he has had a great time during graduation practice, ond now he's not sure what to do. He's ploying it strictly by ear, following the leader. In a way, the march to the altar symbolizes his whole life. Confused ond worried he looks for a cue from one of his dossmotes. At this instant the senior steals a moment to reflect and project. He secs in the cere- mony the climox of four years at S.l. With pride he looks back at his accomplishments; with expectation and a little opprehension he pocks or the future. He must moke plans, and with what he hos learned he hopes to meet the challenging future. Extending the symbolism a little further, we sec Saint Ignatius High School possing through such a stogc. S.l. is identical to the reflecting seniors. Slowly S.l. is maturing from her earlier.more youthful self, like the senior, we now steal a moment to reflect ond project S.l. With pride we can look back upon her ac- complishments, ond smile on her mistakes and misfortunes. The history of Saint Ignotius is filled with both glory and tribulations- os im- portant as 1066 and 149? ore to Mr. Corwin. 1865 is to us. Though the history scholar might immediately point out that 1865 was the dote on which the Civil Wor ended, to us that date has a more personal meoning. Eighteen sixty-five was the year when the Jesuits first come to San Froncisco and set up Somt Ignatius School for Boys. Although if moy be hord to believe, the building we know was not the original school The Jesuits chose os their first building site. Market and Fifth Streets. The first Saint Ignatius School was a simple structure of wood, but as the need for a good education grew, so did S.l. Transferring to Hayes and Von Ness. S.l. become by the turn of the century o top-notch school and a beautiful church. Then on April 8. 1906, a disaster struck. On the following mornmg the foil of fifty-two yeers loy in ashes before the Josuits' feet. But o mere fire and earthquake could not destroy the spirit of S.l. The Jesuits turned again to building. And by 1929 these very halls were completed and functioning. 8uf. like the senior. S.l. hos not only a happy, if at times troublesome post, but must plan ohead for growing educational needs in o growing Son Francisco. Methods must change to keep pace with educational stand- ards. ond the physical plant must be re- modeled and enlarged for future needs. The color picture you see on this page is the pro- jection for the future S.l. It is designed by Ward Thomas and Henry Shubarf, Jr., os port of the answer to these growing needs. Like the senior. S.l. is moturing in the face of the problems of a changing world. She connot re- main static, but dynamic ond ever improving. In this spirit we choose os this year's theme REFLECTIONS ond PROJECTIONS.

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Zhe Coin „Academics Ziie Other Side of The impression of St. Ignatius High School per- haps conveyed by past yearbooks is of a random mixture of faculty assisting a large group of stu- dents in their varied sports, activities and events. Yearbooks gone by have pictured an S. I. filled with teachers and pupils interested in all types of extra- curricular activities. One aspect, the primary one, has been sadly neglected. In the past we have given no hint that academic subjects are taught at our high school or of the close relation between activities and the academic courses. In an attempt to dispel this misconception in an interesting way, this year's Ignatian has instituted a a new section. You will find in this section both aca- demic departments and their related activities. The activities can be found with courses wjth which they are closely associated. By so graphically linking these two faces of S. I., the curricular and the extracurricular, we hope that the two major phases will be viewed as the two sides of the same coin. Curricular studies and co-cur- ricular activities are really the two prongs of the Jesuit effort to produce the whole Christian man, the education goal peculiar to the Western world. Each aids the other so that an artificial division is neither desirable nor appropriate. This then, is the purpose of the Academic Section. 6