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

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Vincent F. Beatty, S. }. President of the College Besides the teaching faculty, whose human qualities are explored in the article beginning on the page opposite, a college also needs human and humane administrators. These three Jesuits met both requirements. They are all here enshrined in somewhat more for- mality than was their custom, but such is the memory of the mighty. Aloysius C. Galvin, S. J. Dean of Studies J- 10

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trospection, he comes to a realization of his utter in- social order is unattainable. It educates a man politically— not in the techni- ques of electioneering so much as in the fundamentals prerequisite to any sound political society. Through the pursuit of the liberal arts, a man attains the intel- lectual freedom for which he longs. The way is opened also for the further freedom of democracy, for democracy cannot flourish where thinking is stilted and unimaginative. Democracy thrives on vitality and withers in an atmosphere of mental inactivity. By adequacy, of the existence of an omnipotent being, and of the necessity to offer Him homage. A liberal arts college has value because it edu- cates a man in his essential properties, socially, politically, and religiously. A liberal arts college educates a man socially, for it gives him the techniques of proper speech. It shows him how to communicate with such clarity of thought and precision ot language that no nuance of his mes- sage is lost. In so doing, it provides the seed of growth in knowledge, without which true progress in the . Exchange of ideas, as in senior honors seminar in modern ethics, is essential to liberal education. if spreading before a man the vast treasure of human ex- perience, a liberal arts education stirs the depths of the human personality and incites the mind to action. It enables a man to use his initiative and to procure anti make safe his freedom. A liberal arts college educates a man religiously in that it causes him to reflect upon human history, to become aware of his own status and his own ultimate meaning, and thus to arrive at a sense of spiritual sig- nificance. L oyola College— for ill or well, our college— is a , liberal arts college because it offers the advantages I have been enumerating. Each year in the course of a student’s life, the college demands participation in programs which seem to have no pertinent practical use. It does so because it, if not the student, sees in them an invaluable asset to the human personality, a spur to manly initiative, a resource of spiritual treas- ure which (Otherwise might not have been tapped. Whether it be a concentration on literature, on sci- ence, or on philosophy, each in its own place and turn plays its unique part in evolving the liberal arts graduate. “The liberal arts graduate”— strange as the words may sound in our ears, they describe us. What does it mean lor us to be, at last, no longer “students” but “graduates?” Upon reflection, we see that the days we thought would never end were days which could not have lasted, however much we might have desired their endurance. They were days of becoming ac- quainted with what it means to be a man; but they were also days in which we were becoming men, and in the glare of a June sun we reflected that, after all, we had done nothing but become acquainted with ourselves. We also realized how little and how great an accomplishment that had been, were grateful for the opportunity, and resolved to be in future that which one might have hoped we would already have become. Fall Honors Convocation is important part of liberal program, since it di- rects attention of students to their goal. Convocation of 1960 was ad- dressed by Msgr. John Tracy Ellis, who spoke eloquently of liberal ideal. |j jjfyjjf KtiHf SF

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To the public, a college faculty is a list of names; to critics, it is a list of degrees; to itself, it is a community of scholars; to its students, it is a perpetual enigma, constant source of amusement, and only hope of salvation. OUR Teachers Were by Dennis Smyth After interviewing many students, certain things seem to hold true for all teachers. Every teacher ® is dull, boring, pedantic, aloof and detached from the students, and hence from reality. All teachers, however, have some traits which set them apart from this uninspiring category. It would be impossible to do justice to all the eccentricities of four years at Loyola; some of the more outstanding personalities, or at least better remembered ones, will serve to illustrate the many and varied charms of Loyola, of which we can fondly say, along with Steele, “. . . to have loved her was a liberal education.” M ost students will agree that they have never met a more well-organized person than Fr. Davish, who heads the Theology department. Indeed, Father is so well organized that even Univac must pale be- fore him. He knows every student by name, books overdue, accumulated fines, and home phone number. This, together with his campaign for better student themes and the indexing of the index, keeps him very busy. He is ably assisted by Fr. Lawler, whose robust and ruddy personality bombarded the sophomores with Christian teachings. Fr. Schaffner was busy this year taking pictures and lecturing on color slides of a large church nearby. Fr. Galloway read nursery rhymes in class to bring out some point that has never been quite clear. PEOPLE Fr. Davish brings organizational wiz- ardry to bear on the first Cardinal Gib- bons exhibit, prepared by John Feller. 1 1 continued