Marist School - Guidon Yearbook (Atlanta, GA)

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!-4 4 1 COLLEGE

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3. Instruction. 4- Physical Training if to study or even inquire about religious mat- ters. l Instruction is an instrument of education, not its end. Acquirement of knowledge ls 'only'a secondary result: the end aimed at is mental development. Studies, which are merely the instruments used, are chosen, lim- ited and given prominence, according to their peculiar usefulness towards this end. The mathematical and natural sciences bring the student into contact with the as'- pects of material mat-ure an-d exer-cise the inductive and deductive powers of reason. Language and History effect a higher union. They are manifestations of spirit to spirit, brlriging into widest and slrbtlest play the w-hole mirnd of man. This is especially true of the Classics, which will always be kept in the rforemost 'position as a means of culture. But tlhe for-ming of the mind is to the Cath- ollc the development of only 'part of the boy. The 'body too has its sanctity, its purpose and perfection. Bodily training is as much the aim of education--taken in its real sense-as is mental training. 'Its fostering is as mag- nificent in results as its neglect is banefui. Among the overlooked benefits arrived at through physical tra.in'in'g are: the developing of the much needed power of physical endu- ranceg the acquiring of erectness of figure and gracefulness of carriage tgalned in early rather than in later lifejg the improving ' of the powers of ex- A- pressiong the ln- crease of executive intellectual activityg the strengthening of the moral nature. And, as military drill is incomparably the best instrument for -imparting these benefits, accomplish- ing its end without strain or spasmodlc effort, but equally and gently, it is made an integral and obligatory part of the system. Soul and sense must both be guard- edly cultivated to their fullest bloom. . r 4 .

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5. Pohteness. Character. 6. Parental Co-Opera- tion. Blft this does not sumce. The boy must be a gentlemlan, not stlfl wlth the forms of etiquette, but, as Cardinal Newman suggests, attractive wlth an unceasing watchfulness to avoid 'palning others unnecessarily. 'He must be polite to all, to his masters, to his school- mates, to strangers, always, he must be refined in manners, neither loud-mouthed and quarrel- some in play, nor boisterous and disorderly in work. ' , Lastly, but above all, the formation of charac- ter, the increase ot the sense of responsibility and the capacity for independent action, must be dellnltely kept lfn view as the great aim of all schooling. 'Character will hav-e more to do with the boy's usefulness, success and happi- ness in after years, than wlll the extent and adequacy of the school bulldlng an-d plant, bodily development or intellectual training. By all means, these important matters must not be neglected, but due formation of charac- ter and the independence of the pupil are of more consequence than all of them combined. It ls clear, however, that edu-cation, even thus com-plete on the 'College slde, must Inevi- tably fail, lf lt have not the constant co-op- . 6 ' '