Aquinas Institute - Arete Yearbook (Rochester, NY)

Page 30 text:

THE A Ii E T E l J So Mir Of a goo j.fce C I • K, o o r ok t e. ° » e ►» 5 40 3 w oeo To Th£ $e i io»-s F® ► '► Attest n e S Ch t I Vi « pi du $ s I ) WHJ HASa T So a e 0a r Pu 9 Li S ttc o A Qoo k. Li i cT “ Th'3 wfjiTr w A S H I At Q Tftf WAtcs AT T h fc sT. 'QoniFAcl A V £ A twenty-eight

Page 29 text:

THE ARETE z )t cou of RACTICALLY every highly prized and truly cherished quality which man can possess is secured, directly or otherwise, by arduous and sincere exertion and application. Man’s physical and mental talents, excepting of course those which are hereditary or immanent, he obtains by study, by training, by developing his organs through exercise and utilization of them. And the results of this assiduous and conscientious schooling of his faculties, of this preparation for the great professional and social world in which his field of life will be located, constitute what man calls his character, the amalgam and organization of all the strong, virile, self-reliant, and resourceful powers of mental individuality and ruggedness. Character differs in the several concepts of it which men may possess, but the true essence of real intellectual and moral goodness and culture and refinement and strength which the word connotes is something of which man has but a vague comprehension, but which he realizes is derived from mortification, ascetic-like, self-denial, and physical and mental self-sacrifice. For centuries upon centuries, through all phases and vicissitudes of time, in every period of history, war, and the awful toll of misery and horror and death it exacts, have been influential factors in retarding and delaying the progress that civilization has steadily striven to make. In any difference between nations, at any fleeting chance whim of an arrogant and self-centered sovereign, on a signal from the ruling body of a peaceable and tranquil power, a disastrous conflict may be precipated, and great peoples of the earth, united perhaps by creed, by laws of humanity, by the universal knowledge of God’s love and realization of a Divine Being which are the heritage of every man, proud or humble, friend or enemy, comrade or alien, may be plunged inextricably and helplessly into a maelstrom of hate and lust, of frenzy and passion, of ill-advised and deluded pseudo-patriotic trammels and despotism. No more noxious and primitively ignorant influence exists in man’s domain than militarism; no factor more deplorable, none whose effects and tolls are more abject and miserable. Doyle. . It happened in one of the many classes which Father Napier presides over that the topic of conversation drifted to fools, past and present. In the course of the discussion every one of us was in doubt as to just what was a fool. It was left to Martin, who was a trifle more interested than the rest to pop the question: “What is a fool?” Father Napier was taken off guard, and for a moment was bewildered as to what answer he should give to this very direct question. Finally the solution of his difficulty dawned upon him. He now took us back into early Greek History and informed us that one of the great philosophers of early Greece defined a fool as a man who could ask more questions than any ten wise men could answer. This statement then came from Martin rather suddenly: “Now I know why we flunk so many of our examinations.” Charles Coyle. twenty-seven

Page 31 text:

THE ARETE Regent ’ ftfUrtk What is this dirge the students sing? Why their doleful tread? Do they not realize it’s spring When sorrows should be dead? Ah no, indeed, they pay no heed To aught beyond book bindings, For there they seek to gain anew Their pedagogic guidings. No furtive, idle looks are cast As they with problems cope. No matter, though, how black the past, The future still has hope. C. Martin. Jjistorp examination The feelings of a foreigner, landing in this country, unable to speak English and without relative or friends, I should imagine, are very similar to those I experienced during my last history examination. I really didn’t know what it was all about. Of course, I had one advantage over the foreigner who couldn’t speak or understand our language; I at least, know the words before me. But the meaning of the questions, let alone the answers, were so much beyond me as the language, etc., is to the foreigner just arriving here. I think most of the students will agree with me that questions in an examination should be a little clearer and more to the point. The faculty undoubtedly think the answers should be a little clearer and more to the point. But if we give the faculty an idea of an examination to our liking, perhaps they might follow our suggestions. I think the following examination would satisfy a majority of us: 1. What countries participated in the Spanish American war? (15) 2. Who discovered the Hudson river? (15) 3. Whom was the city of Washington named after? (15) 4. In what state is Oklahoma City? . (15) 5. Near what ocean is Atlantic City? (15) 6. Give the date of the War of 1812. (25) twenty-nine Eugene Lester.