Loyola University Chicago - Loyolan Yearbook (Chicago, IL)

Page 13 text:

,,. Vw gk M , k 0' wg xf: 4 ,g Q AJ '4- my I W , L4-'A h ' . W ' , v 5 fi, 61 I ' W ,.-.ea I A 1 I . -F .f' , I, iw f I , 1 w MA , I ' 3 I .'6.Jg,w . I ,YAY wwf -, , ..1' 1 v ' . ,uf 4,1 ff ytff -. g- mu- ' :iff-R' - V . . - ., ...mv - - if 1 K Q' 1 ' ah , ' A- A .-. - no-.N 4 W 4.4 I .1 .wi 'M' 34.2-W ,pw A 'Mfg Q l I iw A b s,' , A - ,., , . . , , ' , ' I L, .N 5 'H . 'li 'ul M 'Z V 1 if Q ' .A 'Q' 4 4'!vKw- ,MLK lr .M . . MW' - ' nlkf 1 W 1 .A H D N A 'f- 1'ffY 'Wc-4. 2,1 4.1 , 1 , - ' :K

Page 12 text:

f- -ew 'fi 'ffj-M cu? 1. na-2.'5Q'. 2,415 ':,- 9 WR. ' 2'.'.-.' X td! L nl 'xx fp ' ' I x , . v , , J I XL- I N F I A 46,9 ,T lf? , , if an V -v ' i k-Tk 'riff it if' .:. if V rd ' A4 '1 ', f 'X' I, If qi . W 5 AA r ' i Nanci 'I i 'X , A 1 y . L g ' ' Q H' 3 6, ' f - ' X ' ,dkfv 'P' . ' , K 1 W X x XX- v A I K ' 4 nw ' . 1 - U' I if xi ' ff Ji ' Dx X 1 ,A gl. P . Y 1 ' ,- I fs 1. I at is I x ' 1' ..-6' . -. - ,.',,i 1 N' ' - x ,- . s ,- ly, A f N LIJ L. X. X .f ,ra .-,x -fi' ' Ass f lf- , .fg.?'f1.x lf? K I s Q' - Y f .. Q' -,if ',-.... -S wf'--f NN. 'FL'-Q: ,jp-V - , j i' 4' AL- 11- . '4-, e is - it c 3'e rom 4'-'.'-'.1fJ..'. , Y ' ff.3J7:yzi',-'f5'rfZ4'!13 X . ' , I l 13, -1 . f' 'j - 111, - I-mf ., - -M - , -- tl .,?:2f.'::.,- I '...'--sw 1 -fi-if .yi frfrvil 1- ff - ggi-g23j'gA l ' l 1 Q y' 1 Q ' .-4 - .lm ,.. -J, -5. l lfrf if If l. . 1 '---1. Sis-QWNFZ 'l 'i L. 5ml'i'?i . at L.'4'5l 1:55-fill 'LW 1:'Ta'LS5 'Ya' ,, :.f:r- f ' ' , P' y H ra.. 2 gl.: -2: sfrw -1 fa mei' .11- A 1- 1 a f fi f 4 e roue 'Ill il! ? fi ' il 0 1 l 1.' 'i 3 1: 5 sf fafflf' I, 'lf 1-ivtil 'T . i 7 ' 1 i . .- l P 4 , il ' . ,n . 11 i . ZH, 1 . i 4 - 1 .- . I ,,,. .A it 4 :D ,Jyfh 14 N. .-,,4 I y 1 4 . , I l T: :. 2 4 l I-. -Writ. .2.55'.gl'- WS 13,4 J-' 0 gf T 4 1 . V ' -I 3 L -' .' '.- ... if I gf f- ', 'L L, , J 1 K , , ii A I' n -4 - - - f ----'D-' 1 f-- - Li ' e- . , my-.tp -Qi-- , - ... - ---H-H .zlllfkn-ii '- 1 ffil .-.' .ii ,darn-P- ... 1 ..i- . f if -- 2-fr' To F-.R is -Q ' f - ,. -Q L- -- -- f. 'rw-aug-W-rw e- f'-J' '- ' i 5f?537Qf? 1 '-Fi' ' ' H .- : M ' ' 35 ' 5' A ' -n-fc4'5 -- -'-'--- 11. 'fiiirfl' i. '. ' .JJ 'rv - ,i ' '- 'lu ' I -' 'J-f-1-57 ' --I - V ' 1' . A . -1 -' ' 4 vi' . f--f'wY'f:n.'-H'f.5'- ' W . avg.: . , Vi- wv vws , f L ,ui , 1 'flu 15,-v .1,,N, 5 F . n . . - I I. 1 V . r-'-. J 1-1. 4 Q: .-fn , ' I 'v ' QL-Q ' ' lg -,f-Q. L-ggi -' ' V ff ' 3? -6 17' 'E ' '1 A 'Qfio-I6 ' I ' - '- I - U'-.fl .Q ' Q5-,-011 SMI -' -s .,. 3,5 ' .' ,af A 4 I l,'A Iggy: --J.. ' ' .' - T-ffiiff' .I V, ,'. , f 4fx!, , - fix-l' L, 1- e ' . 544- ,-, '--.,,. . :l in 'liz' -I t .ng if in xr. , N . -VA. -- , W im -,J,,gf- , . . 41' N .V - .., ' ' sg- ', -.-1 J. Z x ' ' :L 4- '1 . '1 1 , a a , I? 1 , , -. 1 1 ' f l 'I ' A X .., A ... . g V I -., .1 'r .uh J? .,:.., 4 , .-4'-.r 1. .-?' fx :I 4rf':Q,..ls, . 4 rw Xl- .--- -U55 ff v ' ' 1 ' 5 '-v R ,,, ag. . f 4- . 5 J 'u,a'.1, J n',7Y ,A ' . A ,O ta .1 f la. 4 'u an A v- f ' N Q 4' I 43:1 yi be- ri' , '-ff ,-AGN7' v 5 J' Sf 6 1. n Tj ,sv P f ,S If H-,:7..T,g .'Q'ig:g7 .- ,. r--- .- -Q 1 -Tf -J 1- .' - I .A vi,TI'f ' .-' . 'TF' s1:3',,7' Y '- f -' 8. .1 Y .. 'il' ' , 44' ' .,,'.-f, .A ang- if-p, f 1, , i .1 'J-fa'-ftt.1v gf.-if - , . az'-. :NHL -V-1 y -.- -in V If - J' . f . -frsnfz. ' :Vin 7 ' .1 -v.-1'-45 .' f. i 1, Q Ilfiilf' '-:. x fi. I U' 1 . .U rl X, : x ' '19 .. - V' AT kg-'V,!A .I , . Ii X' TS ' -,I A. N -'x When the jesuits began to found schools of their own, they in- herited the best of the three types of school-education then in ex- istence. These three types embodied the ideals of education that existed before the founding of the Society of jesus. In studying and utilizing the best qualities of each of these types, the Jesuits were able to preserve the old traditions in their system of school-education. The first type of education grew up in Greece during its best period, during the golden age of Pericles. Its aim was the develop- ment of the individual, with as large a completeness as was consis- tent with harmony and balance. Called a cultural education, it flourished until the rise of the Roman Empire and then gave way to the Roman principle in education. It was again revived with the Renaissance in the Fifteenth century. For in the groves and market places of Athens some of the greatest minds ever known to a civilized world walked among youths, teach- ing them to live and to think. These men-Aristotle and Plato and their heirs- laid down the principles upon which we base much of our modern philosophy. r'gl':fg f L '1- 9-- -- ' '. V- ' c L' fr.. '.. 'M 1 - ff- ' ' jf'-QV 4'-' 45' Q ,, yy f A iflx T Q . . Ul f. ' ' N-'iT' J ' 2 X . U- f-,V I w .H 5-t'A4,I'. lv .f ff 'X - A r 3 -:. f. elif--ff...,b msg., -- a- ,, E'--gag-' rl-,iQi'N: Fix- 'lu 1,,.4l2'--, .lk , J' fa? X s - f f f

Page 14 text:

gIf'0lflfL ike 52 00