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Page 12 text:
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done as regards his own training. University heads may also realize, some day, that any system which altogether ignores God or denies his existence will deprive the student of those supports of truth which he most needs. But, until this felicitous day arrives, the majority of American colleges will continue to turn out young men and women who, if they are not agnostic, will represent an unhealthy degree of skepticism. Nevertheless, through all this turmoil, the Jesuit colleges were upholding the theories of a liberal art s training by virtue of their formula for education, the Ratio Studiorum. This plan neglects none of the keystones of a true education, classical literature, philosophy, ethics and religion, yet is sufficiently flexible to easily adapt itself to worthwhile modern advancements in the arts and sciences without sacrificing its essential form, or its championship of the timeless fundamental truths. It is obvious that such a logical, all-embracing system of education is, indeed, a challenge to all other existing systems. Finally, we wish to express in our dedication a hope. This hope springs from the fact that there are many Catholic colleges in the present-day world which defend the liberal arts tradition, and from the increased respect which modern educators are giving to the liberal arts principles. We do not hope for a sudden and complete revision but for a gradual return to sane methods. Perhaps, religious training which is of the utmost necessity in any true scheme of education will receive its recognition along with the other members of the liberal arts curriculum. It is not beyond hope or crusade. Eight
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Page 11 text:
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countless generations. The system of Catholic learning makes the student familiar with culture, teaches him to think, instructs him in the clear perception of his position in life and the obligations which it entails and, lastly, fulfills the primary end of education as an aid to the salvation of his immortal soul. Such a system fulfills the highest of ideals. Further, we hold that the Catholic liberal arts college is a challenge. For example, the plan of education used in Jesuit schools has been practiced in Europe for four hundred years, and for at least one hundred and fifty years in America. During this time, many radical innovations in the field of pedagogy have had the spectacle of their introduction matched only by the completeness of their failure. Particularly, in America has condescension to materialism and so-called practicality reduced learning to a chaotic state which would be ludicrous were it not that the subjects for these experiments are human beings and not some species of guinea pig. Colleges of higher education have been turned into vocational schools, schools of domestic science and academies for the propounding of the unnecessary. There were men who even believed that the knell of the four-year college course had been sounded. Now, in some of the more authoritative guarters, the cry has arisen for a return to the old ways and methods. What is really meant is a return to a well- planned program of education which takes into consideration every side of man ' s complex nature. Educators may, again, realize that a student beginning his college career is hardly the one best-fitted to choose just what should be Seven
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