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Page 21 text:
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ДАРА А АТА АТХ ATS МЛ, Caled А А i А А А Тл АТ А МТ АТА 1% «ТИ ЗАТЕ | f ва бз مع pa но ба мз мз а منم مج مض مض مح وض = ma پڪ ве مھ بش An шо — шш — ш м мы — — -— ч — = = '3 £3 ез £3 Ё: үү: 3 ЕЗ 63 Е: Э CE 63 É; эзезазезеазезееаззезазезезд баб A € тү 63 63 г: ү ү ү ED £6 Е: ТА; ! 7 1 Y Ө 1] м “ X 0 м; {7 9 4 7 7 7 1 57 і $ t ! t ' UN Y ! ? М дра № 17 7 t UC м, j (6 МА! ли t 17 7 е 4 Қ; 4 на + қ е : 2 H ME جو n vp Yt ъс ръстът npe bun — —— — Tt cuu — cue cue че ' кан a D мо [е ые е е ө ые Гы ы area a 488 707078080784 ears 989 эме ме еы rrr ari ое ою мі з ya НИ YP ра У Ну РА СР ПУА IA мл БАЧ Р р INI TASES Lats ТЕ. Sed Sad ed ИЛ ТИТ ИТ ИТП СИ ) uriuri UEH УМ puppis 30990000000808800080808398000000800800000000000000000000080006000. X Address all communications to LOYOLA COLLEGE REVIEW, SHERBROOKE STREET West, MONTREAL Terms: ONE DOLLAR THE copy, paper bound. A Subscription for Five Years: Five DOLLARS All subscriptions will be gratefully received I927 MONTREAL, CANADA Мо. r3 EDITORIAL The completed Administration building, besides lending an air of permanence and solidity to the entire College, stands for something more. It represents the The labour and sacrifice of more than thirty years, it stands for what is Administration noblest in the formation of youth,—the Catholic ideal of education, Building. and it remains a monument to the intelligent interest and generous support of our English-speaking Catholics, who, realizing the benefits of higher education, have determined that their sons shall not be handicapped in later life by a lack of that training nowadays so essential. Reviewing the history of Loyola from its earliest beginnings, one is impressed by its steady and rapid development. What was once the English course at St. Mary's, оп Bleury Street, eventually outgrew its surroundings, and in 1896 branched forth as the new Loyola College on the corner of Bleury and St. Catherine streets. Two years passed xd the growing institution was transferred to Drummond Street, where, for nearly twenty years, Catholic young men were sent forth to various sitions of trust and influence. The memories and associations of ''old Drummond m will ever remain clear and bright among those who dwelt in its home-like atmosphere. The year 1916 witnessed the final migration to the present College, where the old traditions and spirit throve despite the transplanting. Thirty-one years is but a short span in the history of an institution, yet much has been accomplished within the same brief period. There is little need to lay claim to the gift of prophecy in asserting that what has thus been so nobly and success- fully begun is bound in а proportionately short space of time to increase to a still further and more remarkable extent. As long as the same spirit of devoted sacrifice and loyal support surrounds Loyola, it is but voicing a foregone conclusion to state that ere many more years have passed the College will have achieved those successes and attained to those heights longed for, but not unlooked for, and idealized by its early founders of thirty years gone by. The aim of a classical education is not to teach a man a trade, to make of him a one-purpose machine, but rather to train his mind; to teach him how to think, how Ape the to think correctly, and above all, to accustom him to think; this last Results worth is only too necessary under our present-day conditions, where every- while? thing, even our recre ation, tends to the fixed,—the mechanical. An education properly ге and wisely made use of does not lead to snobbery. Why? Because an educated man thinks correctly, and thinking correctly he realizes that snobbery is mean and foolish, and harms no one but the snob himself. To say that i:
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Page 22 text:
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LOYOLA COLLEGE REVIEW the College graduate expects to succeed more readily than the untrained man is to state a condition born, not of conceit, but of the logical proposition that the trained man has better equipment and that this equipment will жга him, in the long гип, to overtake and outstrip his less fortunate brother in the race for temporal success. Some persons will point to the self-made man, and from the fact that hc has succeeded without the advantages of education, they argue that education is un- necessary. A significant fact is that objectors of this type invariably are not them- selves self-made men, nor are they, in the proper sense, educated men, nor are they successful men. Perhaps the strongest, certainly the most striking refutation of their assertions is the attitude of self-made men themselves. No one realizes and insists upon the usefulness,—nay, the necessity—of education with greater emphasis than those who have raised themselves up by their own efforts; no man is at greater pains to ensure the proper education of his children than one who has not himself enjoyed the advantages of advanced study. It is not true that the self-made man has succeeded without education; he early realizes the value of a trained mind, and at terrific sacrifice he succeeds in acquiring in an imperfect manner some of the benefits that the graduate has assimilated as part of a logical, well-presented course. The College man has guidance, the self-made man has none: the practice of comparing a self-made man with an unsuccessful gradu- ate is easily shown to be illogical. The difference between the two is the difference between a man of strong character making full use of what little he has, and a man of weak character making no use of his advantages; how unfair it is then to compare the two to the disparagement of education. Education is not an absolute key to success, but we claim this for it, that other things being equal, talents, industry and the like, and barring unavoidable misfortunes, the man with an education will advance more rapidly and farther than one who lacks his advantages. Within the last several months a truly phenomenal event has been witnessed Philosophy or by the reading public,—a history of philosophy has obtained a the History place among the best sellers! As a result, the intelligentsia are of Philosophy? endeavouring to solve whether humanity has suddenly become philosophical, or whether philosophy has suddenly become human. Another recent consideration of significant importance which might concern us, is the ascribing to philosophy of the much-discussed wave of student suicides in the American colleges. Š It is not our intention at this point to associate the above ideas and assert that the book in question has brought about the suicides,—we fully comp rehend the absurdity of such a thought. However, these ideas lead to a reflection on the two methods current by which philosophy is being studied, and culminating in the question: Which is of the greater educative value, Philosophy or the History of Philosophy? Philosophy, which is said to give the finishing touches to a college course, is con- sidered to be the most essential part of it; consequently it is necessarily of great import to study this science in a manner which is most productive of results. If the student is taught one system which can meet the demands of all occasions, which is optimistic, and which never contradicts itself, then he has a firm ground beneath him; but if he is taught all systems he has much more ground beneath him, but none of it is firm. А mere study of the various philosophical systems thrusts upon the immature mind of the student the task of — for himself between what is good and true and worthy of adoption, and what is fallacious and demands condemnation; and when it is remembered that the mature minds of the {2}
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