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

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intense specialization. It seeks to develop the entire man, corpus et anima, instead of this or that facet of his intellect. Through the centuries the value of this traditional and persistent purpose has been outweighed only by the efficacy of its operation. When Loyola was founded in 1852, it became a part of this time-tested institution, Jesuit education. The College accepted a vast inheritance of learning. In that respect it was not a new school, but merely another locus of a great organization, already lauded as a leader in its field. This was the heritage of the in- tangible Loyola; its material wealth was more modest by far. Humble beginnings on Holliday Street Two adjoining dwellings on Holliday Street in down- town Baltimore were rented to provide the first housing for the young Loyola of the East. The initial sixty-nine students were soon joined by more, and in 1855 the College was moved to new quarters on Calvert Street. This building was used exclusively until 1922, when the present site at Evergreen was purchased. At that time only the Tudor residence stood on the campus. As a result, some students pursued studies at Ever- green, while others remained at the Calvert Street location. The College soon inaugurated a building program, and by 1929 the Science Building, the Library Building, and the Alumni Gymnasium were completed. This terminated the transition from the old structure; Loyola was permanently established in north Balti- more. At present Our Lady’s Chapel of Evergreen is under construction on the campus. The edifice will serve as a memorial to those who fought and to those who died in the Second World War. During the years, Loyola has undergone marked changes in its physical appearance, but this alteration has not been mirrored in its basic curriculum. The course of studies remains essentially unchanged from that followed during the time of the Very Rev. John Early, S.J., the institution’s first president. Aside from modifications and additions necessitated by the rapid advances made in science and technology, such subjects as English, religion, philosophy and the classics still serve as the skeleton which supports the Loyola THE REVEREND MATTHEW G. SULLIVAN, S J. As Dean of Studies, Father Sullivan supervises the vast and complicated machinery of Loyola ' s educational sys- tem. He came to Evergreen as assistant professor of English and Latin in July, 19 2, and was raised to afiilt professorship in the following year. His additional dulies as director of the Veterans Administration Guidance Center at Loyola, the first in the State of Maryland, pre- pared him for appointment as Dean of Studies in Jan- uary, 19M. method of education. These courses are to be noted among items of the early curriculum and are included in the requirements for all degrees today. The con- tinued emphasis placed upon these subjects through the EVERGREEN

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LOYOLA OF THE EAST Firm in her convictions, Loyola trains the complete man ... a Citizen of Two Worlds. Loyola develops the complete man by training his faculties — his mind, his imagination, his will; by instructing him in right knowledge, by making him at home in the arts and sciences, by preparing him for service to his country and his fellow man, teaching him his rights and duties as a member of society; and by inspiring him to right living, making him aware of the obligations of his immortality, and setting before him the teaching, the example and the divine beneficence of Christ. Loyola aims to train a man for success and for possible greatness; but whatever a man’s worldly achievement, Loyola’s training insists that his design of living include the fulfillment of his obligations toward God and his own soul, prepares him thus to be, in the best sense, a Complete Alan, a Citizen of Two Worlds. Alyles Connolly reprinted from “America” THE VERY REV. FRANCIS X. TALBOT, S.J. A foremost proponent of modern Catholic thought, Father Talbot ivas editor 0 America magazine before he assumed the duties of the President of Loyola College in December, 19U7. His genial enthusiasm soon pervaded all campus activity. Father Talbot expedited plans for the prompt construction of the chapel and steadily pushed them for- ward; ground was broken less than two years after his arrival. During the same period. Father completed his latest best-selling book in the North American martyr series. However, affairs of office seldom caused him to forego a weekly Student Council meeting or major basket- ball game — reason enough why his ready smile has be- become an important part of the Evergreen scene. T his is indeed Loyola: its education and its aims. Those of us who have known and loved Loyola are keenly aware of its influence on our lives. We have come to know God and His works, man and his. We see the universe in its true perspective, not with the aberrated vision of a materialist or idealist. Ours is the foundation-stone of a successful existence — truth. But Loyola’s system is not new; it is not the product of modern educational psychology, but the culmination of over four hundred years of experience and success. The Jesuit order began employing its educational system, the Ratio Studiorum, at its inception during the Counter-Reformation. This “Plan of Studies” is a striving for a broad cultural foundation rather than for

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FACULTY HOUSE PERSPECTIVE College’s history points out again the primary purpose of the College, the inculcation of a general cultural background in its students. In an effort to acquaint the student with this culture and with truth, thirty-two credit hours of philosophy are required in order to be graduated. Many take issue with this policy because of an improper understanding of the stipulation. Are there any more important questions to be answered by the college student than those which philosophy embraces. ' ] Iost education today prefers to avoid a consideration of logic, truth, God, ethics, and valid thought. The student must decide these issues for himself, i.e., he must choose a set of answers from the conflicting beliefs and ideologies of the ages. Loyola makes its greatest gift to the student by presenting him with an integrated system of philosophy. The student thus receives a sure knowl- edge of truth, the essential postulate of all legitimate knowledge and inquiry. This is ample reason for the inclusion of any number of philosophy courses in an undergraduate program. Every student, however, must turn at some time from the atmosphere of his college and set out to put his beliefs at practice in the world. Any graduating class is reluctant to leave its alma mater, but it departs with the knowledge that it will forever bear the imprint of her teachings and her Weltanschaung. A Loyola graduate is at least consoled by a feeling of safety in having acquired a proper sense of value, a reason for existence and a purpose in life. It seems only proper that we should have paused to preface a consideration of the unseen elements of his education and of the growth of the college to which he has given and from which he has received. His is the possession of the traditions of his college and of the many years which preceded its founding. The external factors of a college career are the less enduring of the values derived from his education. He shall always remember that he has been given a goal to attain, and because he sees the universe in its relation to its ulti- mate end, that he has been given the means to attain that objective — wisdom. Ave Clique vale! ROBERT P. ARTHUR, S.J. Dean of Men PAUL J. GIBBONS, S.J. Assistant to President CATHERINE H. McDONALD Registrar