Marquette University - Hilltop Yearbook (Milwaukee, WI)

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The FIGURE of a man looms steadfast on the horizon of knowledge, his shadow cutting a path across the infinite universe of thought before him. In that figure is a store of wisdom and understanding, from which that shadow derives its intensity and sense of direction. It is the figure of a knowing man, and the shadow of a university teacher, at once beckoning, guiding and pointing to truth, charting a course across the infinite universe of thought to knowledge and wis- dom. His students embark upon this journey through the sphere of thought, and as a teacher, this man becomes a co-producer of the knowledge and wisdom which result within them. In possessing an understanding of the learning process, he aids the student in adjusting to the learning climate, and in part, creates it. He acts as a motivating force in actualizing that student's capacity and desire to learn, to embark upon this search for truth and to probe into the depths of this universe .Se , . of thought to find it. He plays a cooperative part in the attain- . ing of learning by pointing to that end, to truth. Once a student is fully launched upon this search, the student to apprehend and understand the full contour of that universe of thought and its bases. He aids the student in dis- cerning its great and small features and their inter-relation- ships. He indicates its signs of danger and worth, and directs the student to perceive its illumined aspects and its shadows, its visible and hidden beauty, the harvest to be reaped and that to be sown. He points to the possibilities for cultivation, nourishment and growth in intellect. But most important, he helps the student to perceive the scale and relevance of these truths to the one Truth. He helps him to realize with St. Thomas that learning is the path to truth. He helps him to see that wisdom, related to setting all things in their proper order, is the end of that path. He is the living example of a truth which he endeavors to impart to his students, one found in Aristotle's belief that each thing is mostly that which is principal in SK it. And with man being mostly intellect in his nobler reaches, devotion to the intellectual contemplation of I X 'IW W university teacher continues to chart his course. He helps the Q ff ll?-QQ f 7 '- I truth is the way for him to reach happiness in so far as le 'E 1 is T happiness can be reached in this life. - H ,. J, Thus it is that the university teacher fulfills his ob- jective, that learning takes place, that through the co- N f - operative effort of teacher and student, his students

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DEDICATIG if Q455555' ' SINCE the foundation of the Society of Jesus by St. Ignatius of Loyola, the spirit and tradition of the Society could be hopefully looked for in the person of its Father General. It has been the duty of the Very Reverend John Baptist Janssens, S.J., in his role of Father General, since his election in 1946, to direct the efforts of 33,732 Jesuits in their undertakings as priests, educators, missionaries and scientists all over the globe. Likewise his is the responsibility for the education of 600,000 students en- rolled in 2,000 schools which are under the direction of 759 different local ad- ministrations. His function has been to preserve the tradition of the Society, to see to it that the day to day government of the Society is carried out and to encourage the spirit of the Ratio Studiorum. Included in this wide scope of supervision and government is Father J anssensl solicitude and concern for the most populous of all the educational institutions under his jurisdiction-our own Jesuit university of Marquette which warmly assures Father General of its loyalty to him and to all that the Society stands for in seeking the salvation and perfection of souls, and the defense and spread of the Catholic Faith. On the 400th anniversary of the death of St. Ignatius last year in an address to all the members of the Society, Father Janssens wrote, '6With anti-intellectual- ism, indifference and mediocrity everywhere prevalent as motives of action, the ideals of scholarship, civic duty and sanctity which prompted St. Ignatius and his followers in undertaking the apostolate of education, should be foremost in your actions. On July 31, 1956, Father Janssens had still another message to convey to the Society in an address to the Loyola Congress of Jesuit Alumni. . . . a thousand other tasks present themselves, urging you to work for the good of mankind. You must fuse those human and supernatural qualities which make you excellent Christians and at the same time worthy citizens, so that as a result you may effectively work at an authentic, apostolic activity? This twenty-seventh Superior General of the Society holds the pivotal position between the Pope and all Jesuit provinces. Father J anssens presided at the General Congregation of the Jesuits last fall. The yet unpublished outcome of this Con- gregation will bring forth still another proof of his encouragement to Jesuit work everywhere. He is the overseer of Christ's energetic young army -the same army that helped to carry Christianity from Canada to the Orient. As an added honor to last year's celebration of his golden jubilee, we are proud to dedicate the 1958 Hilltop to the Very Reverend John Baptist Janssens, S.J., Father General of the Society of Jesus.

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become knowing beings, and are aided in obtaining fitness for the world. Thus each day this man faces them in his role as a teacher, and in their roles as students they are taught in the light of their capacities to become knowing men. The teacherls very person, his attitudes, ideas and ideals, have an immeasurable influence upon his students. It is not ,rtgg lL solely as a teacher, but as counselor and citizen, perhaps asm' - f'li , , , X writer and moderator, that he faces them. And as such he plays H N an important part in prompting character and personality de- ' l Q' S' ix velopment. He stimulates and challenges his students, aiding them to move ' closer to becoming self-determined, mature and free persons, capable of as- certaining their own futures. He offers them experience in responsibility, challenges their maturity and tests their capacities for self-determination. He inter- weaves moral, intellectual and spiritual considerations, thus kindling their desires for knowledge and wisdom with reason and faith. As a cooperative instrument in the cultivation of the intellect and in the develop- ing of knowing men, he aids the student in coming to a better understanding of himself as well as of others, and in the acquiring of the skills and techniques that can be used in the attaining of knowledge and wisdom. He helps the student to be- come fit for this world and the next, and in so doing he is instrumental in effecting the influence exerted by university education as pointed out by John Henry New- mall. Thus it is that the teacher aids in raising society's intellectual and moral tone and in cultivating its mind. Thus it is that he has a hand in -M purifying the national taste, in supplying true principles and fixed aims ' - to popular enthusiasm and aspirations. Thus it is that he is influential in giving enlargement and sobriety to the ideas of the age, aids to facili- tating the exercise of political power and in rehning the intercourse of jf l private life. Certainly Henry Brooks Adams expressed the teacher's 3: role in saying, The teacher affects eternity- he can never tell where his influence stops. x , i I f x The figure of that man will continue to loom steadfast on the hori- zon of knowledge, and his shadow, cutting a path across the universe of thought, will continue to beckon, and guide and point to truth. And as long as that shadow continues to fall, other figures exemplifying the same wisdom and understanding will be culti- vated and developed, partly as a result of the efforts and influence of the man in the role of JN a university teacher. N