Marist School - Guidon Yearbook (Atlanta, GA)

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INDEX. 1. FACULTY, 1910-1911 - - 7 11. EDUCATIONAL SYsTEM: 1. Catholic Education - 7 2. The Marist College - 7 3. The Mind - - - 7 4. The Body - - 8 5. The Heart - - - 8 6. Character - - - 8 7. Parental CO-operation 9 8. Homework - - - 9 9. The Campus - 10 10. Reports - - - 10 111 EXAMINATIONS: 1. Entrance Examinations - 11 2. Term Examinations ----- 11 3. Competltions and Monthly Examinations 11 4. Prizes -------- 11 IV DISCIPLINE: I. Its Meaning and Scope - 12 2. Punishments - - 12 V EXPENSES! 1. Tuition - - 12 2. Uniforms-Cost of - 12 3. Damages - - - 12 V1 THE STUDIES: 1. The College Department - - 12 2. The High School Department - 12 3. The Preparatory Department - 12 VII COLLEGE: I. Extract from Charter Amendment - 14 2. Day Classes ---- 15 3. Night Classes - - - 15 4. Scholarships ---- 16 V111 THE HIGH SCHOOL DEPARTMENT: 1. Our Rani: ----- 17 2. U. of G. Requirements in System - 17 3. Our System ---- 17 4. U. of G. Requirements in Work 18 5. Our Work ----- 18 6. Commercial Course - - - - 19 IX FOUR YEAR HIGH SCHOOL COURSE - 20-21 X THE PREPARATORY DEPARTMENT - - 22 XI ROLL FOR 1910-1911 - - - - 23-24 XII MILITARY DEPARTMENT - - 25 X111 DIPLOMAS AWARDED - 26 XIV HONOR ROLL - - - - 27 XV PRIZE LIST AND DIPLOMAS - 28-29-30-31 XVI EVENTS ---- - - 32 XVII NOTICES - - 33 XVIII ILLUSTRATIONS.

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FACULTY, 1910-1911 Very Rev. JOHN1 E. GUNN, s. M., D. D 1 rc1idml Rev. GEORGE S. RAPIER, S. M. ' Vi fc- I'1z'.rifl1.wl lJL'C'1flIllllli0ll Rev. FRANCIS V. SONTHEIMER, S. M L'0ll1.QLfc ljdflllfflllfllf Rev. JOSEPH F. DANGELZER, S. M. lmflifl, Fruurh Rev. NICOLAS M. WILHELMY, S. M. H00l'l'l'l'PilI4gf, ArillwlL'iir, l n.'urh Rev. JAMES A. HORTON, S.M. Euglixlz, H iflo 131 Rev. JOSEPH A. PETIT, S. M. Eigfhtb Grmlc, llhrfifrfiuf Rev. RALPH O. HEBERT, S.M. .S'cfUe11fh Grmfr Rev. PETER F. OUINN, S. M. Ezgqlish Mr. ARTHUR A. BEHRENDT Sixfb Grade Mr. RENE J. MARTIN Mzzthcmulifr, l n'm'h Mr. VINCENT REID Slxorflwand, 7jfpmuririug, Pvmnzmfhip Major EUGENE R. SCHMIDT Cozmnumlauf Mr. JOSEPH BEAN Pb-yfiml liirurlof' I

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II. Educational System Dinh! FOR A CATHOLIC, Religion is the primary 1. Catholic element of life. Education, understood as an Education. enriching and stimulating of the intellectual faculties, has of itself little moral efficacy. As such it does not form the conscience, impress the will or mould the imagination, the emotions and the affections as subsidiaries for the great aim of life. The National Educa- tional Association gave partial expression and exemplilication of this truth when it said that there is in the minds of the children and youth of today a tendency toward a disregard for constituted authority: a lack of respect for age and sti- perior wisdom: a weak appreciation of the demands of duty, a disposition to follow pleasure and interest rather than ob- ligation and order: and this condition demands the earnest thought and action of our leaders of opinion, and places im- portant obligations upon school autlioritiesf, The Associa- tion did not lix the responsibility for this state of affairs, nor did it point out the only trtie and adequate remedy: Religion. A school system that totally ignores religion is not only unreligious but irreligious. Failing to teach the young the fundamental basis of the infinite, it puts their whole life out of harmony with the greatest fact of human environment, the primary and the most essential. Religion only can adequately teach that fact: it only can give the principles of morality, purify the heart and guide and strengthen the will. Finally- and this is very important-the principles of religion, and the application of them to conduct, must be taught gradually and continuously, from the beginning, that they may be the vital force supporting the whole of life. Governed by these ideas, the Fathers of the 2. The Marist Society of Mary have founded a college to College. guide the young men of Atlanta through all the years of school life. to start the religious, moral, mental and physical development toward the perfect man. The Marist College was legally incorpo- rated in 1902 under the laws of the State of Georgia, with the power to grant diplomas and confer degrees. The Col- lege, taking the Catholic religion as the very foundation of its work, teaches the dogmas, the moral principles and the history of the Catholic Chtirch to its Catholic pupils, trains them to her practices and informs their lives with her spirit. No student, however, is denied entrance, privileges or honors on account of the religious opinions he may entertain. No inliuence whatever is brought to bear upon him with a view to undermining his belief. ln fact, none but Catholic boys arc allowed to study or even inquire about religious matters. With reference to things mental, this only 3. The Mind. need be stated-and, amid the confusion of views on the ends and means of education, should be stated: the aim is formation rather than informa- tion, development rather than knowledge. And so, the studies, which are merely the instrtiments used, are chosen, limited and given prominence, according to their peculiar tisefulness toward this end. The Mathematical and natural sciences bring the sttident into contact with the aspects of material nature and exercise the inductive and deductive powers of reason. Language and 7 .