Marist School - Guidon Yearbook (Atlanta, GA)

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II. Educational System nicole aiu FOR A C.-XTl'lOLlC, 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 Nationallllduca- tional Association gave partial expression and CXCI11plll1C1ttlUl1 of-this truth when it said that there is in the minds of the cluldren and youth of today a tendency toward a disregard for constituted authorityg a lack of respect for age and su- perior wisdom: a weak appreciation of the demands of dutyg it disposition to follow pleasure and interest rather than oh- llgation and orderg and this condition demands the earnest thought and action of our leaders of opinion, and places uu- Dhortant obligations upon school authorities. The Associa- fljinhdicl not hx the responsibility for this state of affairs, nor did it point out the only true and adequate remedy.: Religion. A .school system that totally ignores religion IS not only nnreligious hut irreligious. Failing to teach thc y0l1t1S' file fundamental hasis of the Tniinite, it puts their whole life out Ofiharmony with the greatest fact of human environment, the llflltlary and the most essential. Religion only can adequately teach that factg it only can give the principles of morality, Dlttlfy the heart and guide and strengthen the will. 1'mally- and .this is very important-the principles of religion, and the Zltllftcatioii of them to conduct, must he taught grailllfllly Yflld Continuously, from the heginning, that they may be U10 Vlifll force supporting the whole ot 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 rel1il10l15. m0l'2ll, mental and physical development toward the Pcffect man. The Marist College was legally ll1C0l'D01'ated ln 1902 under the laws of the State of Georgia, with tl1C DQWCY to Hfilllt diplomas and confer degrees. The College, taking the Catholic religion as the very foundation of its work, teaches the dogmas, the moral principles and the history of the Catho- l1C Church to its Catholic pupils, trains them to her Dl'Z1CtlCC5 and informs their lives with her spirit. No student, h0WCV6l', IS -denied entrance, privileges or honors on account Of the T'3l1g10l1S opinions he may entertain. No influence vvhiltevifl' is hrought to hear upon him with a view to undermnung his ielief. ln fact, none hut Catholic boys are allowed to studY 01' Oven inquire ahout religious matters. XVith reference to things mental, thi? 3- The Mind. need be stated-and amid the confusion. o . I views on the ends and means of edugzatgots, 1- Slmllld he stated: the aipi is formation rather than in or. UOQ, development rather than knowledge. And so, the Siufllesf Wl'l1Cl1'ZI.I'C merely the instruments used, HFC CUOSCU, llmlfed and given prominence, according to their peculiar useftlll'1CSS toward this end. .'Tl1e lilathematical and natural scienCC . lllmleontact with the aspects of material nature and exercise The inductive and deductive powers of reason. Language and only f 5 hring the student 5

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I II ll III 1V V VI. VII VIII IX X XI XII XIII. XIV. XV. XVI INDEX lil FACULTY, 1911-1912 .... .. 3 EIIUCATIONAL SYSTEM: 1. Catholic Education ..... .. 5 2. The Marist College .... .. 5 3. The Mind .......... .. 5 4. The Body .... ... .. 6 5. The Heart ........... .. 6 6. Charaeler .............. .. 6 7. Parental Co-operation .... .. 7 8. Homework ............ .. 7 9. The Campus ..... .. 8 10. Reports ............... .. 8 EXAMINATIONS: 1. Entrance Examinations ................., .. 9 2. Term lixaminations................ ...... . .. 9 3. Competitions and Monthly lixaminations ...... 9 4. Prizes ......... V ...................... Q ....... 10 DISCIPLINE: ' ' 1. Its Meaning and Scope .... 10 2. Punishments .......... 10 EXPENSES. - 1. Tuition ............. 10 12. Uniforms--Cost of ..... 10 3. Damages ........ . .. ... 10 THE STUDIES: ' 1. The College Department ...... 10 2. ' The High School Department... ... 11 3. Tne Preparatory Department... .. . 16 THE HIGII SCHOOL DEPAR'l'MEN'l': 1. Our Rank ......................... 11 2. U. of G. Requirements in System .... 11 3. Our System ....................... ... 11 4. U. of G. Requirements in Work .... 12 5. Our Work ...................... ... 12 6. Commercial Course ............ 13 FOUR YEAR HIGH SCHOOL COURSE .... ...14-15 THE PREPARATORY DEPARTMENT. .. ..... .. 16 ROLL EOR1911-1912 ............ .... 1 7-18-19 MILITARY DEPARTMENT .... ....... 2 0 DIPLOMAS AWARIIEII ....... ...... 2 1-22-23 HONOR ROLI. ...........,.... ............ 2 4 PRIZE LIST AND DIELOMAS .... .... 2 5-26-27-28-29 EVENTS .................... ............ 3 1 ILLUSTRATION s. ' '

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Iiistory effect a higher union. They are manifestations of spirit to spirit, bringing into widest and subtlest play the whole mind of man and are therefore more insisted on. This is especially true of the Classics, which must always be kept in the foremost position as a means of education. With this distinctly in view, Marist College has the usual courses of studies and conforms fully to the standards now prevailing. QSee pages 10-163 The staff is composed largely of university graduatesg men of learning teaching even the grammar grades. The profes- sors in the High-school grades use the departmental method- one professor to one subject and not to a class. The classes are limited to twenty-tive pupils, generally having less than that number, and the tcacher's attention is therefore neces- sarily given to each individual. But the forming of the mind is to the Cath- 4. The Body. olic the development of only part of the boy. The body too has its sanctity, its purposes and , perfection. The training of the body, but in due proportion, is as much the aim of education--taken in the full sense-as is the training of the mind. The fostering of it is as magnificent in results as the neglect of it is baneful. Among the overlooked benefits arrived at through physical training are: the development of the much needed power of physical endurance: the acquiring of erectness of tigure and gracefulness or carriage tgained in early rather than in later Iifej 5 the improving of the powers of expression: the increase of executive intellectual activity, the strengthening of the moral nature. A-nd as military drill is incomparably the best means for imparting these benetits, accompishing its end without strain or spasmodic effort, but equally and gently, it is made the most important part of the physical training. Military discipline pervades the school day from assembly in the morning till dismissal in the afternoon. Besides, three times a week, a period of 45 minutes is give-n to military drillg and all under a Commandant, exclusively occupied with the supervision of the military. Added to this is the gymnasium training given twice a week, for 45 minute periods, in a fully equipped gymnasium, and under another specialist exclusively engaged as physical director. This military and physical train- ing is made an integral and an obligatory part of the Marist system, and is incorporated in the curriculum Apart from the obligatory exercises, Marist Col'ege gives its pupils exceptional advantages for recreation and athletics after school hours. lt offers a large campus and a fully equipped gymnasium in the heart of the eity, and within easv reach of the boys of Atlanta. It has apparatus for handball. baseball, tennis, basketbal'. etc. It provides an experienced coach during the afternoon hours, who sees that the boys ob- serve other rules in addition to those of the games. Finally, members of the faculty constant'y take part in the after- school recreations, and by mingling with the boys, surround them with the safeguards and the atmosphere of home. Thus Marist College sees that both mind and sense are gradually cu'tivated to their fullest efficiency. But this does not suffice. The boy must be a 5. The Heart. gentleman, not stiff with the forms of eti- quette, but as Cardinal Newman suggests, at- tractive with an unceasing watchfulness to avoid paining others unnecessarily. He must be polite to all, to his masters, to his school-mates, to strangers always, he must be rehned in man- ners, neither loudmouthed and quarrelsome in play, nor bois- terous and disorderly in work. Lastly, but above all, the formation of charac- 6. Character. ter. the increase of the sense of responsibility and the capacity for independent action, must be delinitely kept in view as a great aim of all schooling. ' A