Loyola University Maryland - Evergreen / Green and Gray Yearbook (Baltimore, MD)

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ized this long ago, and has always made efforts to land college- trained men for the team. “And his reason for this,” he says in a recent article, “is that the college man, by virtue of his superior intellectual training, is better fitted to cope with the emergencies of the game.” Scan the rosters of the leading nines, and you will soon perceive the truth of this. Mathew- son, Collins, Doolan, Barry, Plank, Bender — all the great vet- erans of today were trained in the college class room. They did not study the classics to enable them to become ball play- ers, but yet, see how much better off they are than the average man who did not have the opportunity of a college education.” From these few instances, and countless others that could be cited, we can see just how the classical studies are of direct utility in the varied pursuits of modern life. But even if their materialistic advantages were not so pronounced, they ought still be included in the college course, for the sake of the high degree of culture they inculcate. For, after all, the function of education is not merely to instill information, but it is to bring out (e-duco, to lead forth) the good traits of character, to develop man’s manifold powers, and to teach the intellect how to act. Financial success is assuredly not the only thing to be sought for in this life; the high-road of temporal pros- perity is not the only way to happiness. There is still another success, far nobler and higher — the success of knowing that one’s faculties of mind and will have been strengthened as they should have been; the knowledge that one has made the most of the gifts bestowed on him by his Creator. In this development of mind and character the classics have always been a very important factor, and, despite the hue and cry of our modern practical education enthusiasts, we may rest cer- tain that wherever real education and culture are to be per- petuated, there shall we find, as an essential feature of the educational system, the compulsory pursuit of the classical studies. August J. Bourbon. (26)

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developed.” Mr. Foster tells of the many and prolonged dis- putes between our country and England over the wording of our various treaties, and says that the greater part of the ill- feeling and trouble caused by these disputes could have been avoided if the negotiators of the treaty had possessed the capacity to express their intent in more precise language. Such is the statesman’s view of the question. Dean Hutchins, of the Law School of the University of Michigan, earnestly commends the study of the classics to the prospective lawyer. “Its value,” he says, “is that it fits the mind for the analysis of the intricate questions presented in the practice of law; it lends balance to the judgment; it so develops one’s faculties that he has them at all times under his control, and is prepared for every emergency; and lastly, it gives him a skill in the use of languages that will be of inestimable value to him in his preparation and interpretation of the laws and legal documents.’’ And so, in like manner, does Dr. Victor C. Vaughan, dean of the University of Michigan Medical School, advise the prospective doctor to begin his course with the study of the classics. “No one can become a student of anything,” says Dr. Vaughan, “until he first learns how to study, and this he does in the pursuit of Latin and Greek. Such a training gives the habit of close observation, of attention to detail, and an alertness of mind, all of which will be of great value to him, both in his laboratory and at the bedside of his patient.” And finally, Professor C. O. Whitman, of the Department of Science at the University of Chicago, admits the necessity of the classics even to those whose minds have a decided scien- tific tendency. “I have long held,” he said, “that a thorough knowledge of Latin and Greek is quite essential to the mod- ern man of science. In my own department, the ablest men are, without exception, men who have had a thorough classical education.” And so it goes. In every calling the value of the classics is appreciated, even where one would least expect it. In our great national sport, for instance, most of the real “brainy’ ' players are those whose minds have had the college training. “Connie Mack,” perhaps the greatest leader of them all, real- (25)

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Blithesome as morn, Free as the day, ’Tis beauty allured Far off her way. Swinging in springtime. Lingering ’mid bowers. Honey of clover, Perfume of flowers. Dells where the elflns Sweet nectar brew; Boughs of the forest Where turtle doves coo. Waters that glisten And glitter along; Zephyrs that blow Wild nature’s song. Sparkles at eyes. Shows on the lips. Bubbles and smiles. Dimples and sips. Ambrose Quinn, ’15. (27)