St Andrews Seminary - Mapav Yearbook (Rochester, NY)

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A , N verb N, , ,.Jf,, i ' ,seg ,. C 'ssl erxvfj iiii as X 'Ee' . we A f'i-522' Ez WW. are if ' rw, lfsvftmfwf f Q. V . ug , uh . .Qggx V V -,fb ,UM ff iv.,-,. My elf' 4' 1 f - fr ,N ,':-fkfiiki 'V 'arf' 'lf-1, fqiif 332 'Eggs f ' af' Fourth Eclogue, -which describes the coming of a saviour of man- Singh f N kind under the image of a divine child, who is to restore the -.zifxvifld golden age, is read and studied by the student. ,522 H1 5' The Odes and Satires of Horace, afford not only pleasure, but much wisdom and sound philosophy to the student. The Ars Poetica of Horace is a oetical e istle to the Pisos, in which 'ff '35 l . . P . P . 1 My ,, Horace commun1cates his sent1ments on the subject of poetry, 3355, fi .741 acquainting the student with some of the primal laws of poetry. i gtg, i n To the priest the Latin language is of tremendously more '. 'gfdgk value than to any other, Philosophy and Theology, clothed in the Ages, ,, languages of the Latins, are means by which the terms of revela- Ei X tion are made clear and intelli ible, b which the riest obtains , ' Q .N e . ig y P f-4' 'swf- ' ' a complete knowledge of h1s faith. Q-yi 4, Since the great organization of the Catholic Church has spread '. '.gE,e itself throughout the world to every nation, Papal encyclicals, rygii bulls, and briefs, which must be communicated between Pope, Ti' 3y,,l 1'. bishops, and priests who speak different languages, a common 1 -X, language is a necessity. ' , ,mil Xfii As soon as one receives subdeaconship, the Roman breviary is placed into his hands to be recited. every day of his life. The 1, e entire liturgy of Holy Mother the Church uses the Latin language K it , as the medium for the conveyance of its thought. It is only when l Wg IC a priest has a fine knowledge' of Latin that he can recite these W ' - . . - ff ' golden Latin prayers of the Roman breviary and Missal d1gne, .ygfxfhi i if decote ac devote. 'iii r X - 'CQSI The langua e of Cicero and Horace, thou h it no lon er lives Q1 . - g . g f .gf as a language, yet lives and breathes as a l1v1ng teacher of the V i y minds of all who befriend it, teaching them how to think quickly, '95, how to think accuratel , how to think concisel and lo icall . ' it 'V?j ,, GERARD AMANN, '30, ,W-A R 51 '1i:.i'Y:Tx i . 53:2 xy, mpg, 'gg 'El f 'g,W,,g Ma-'P+ tl.- W The baubles, the treasures, and pleasures, Q Y' The tinsel, the trappings, anti wrappings, V 1' pf' i D Of mortals are trarzszerzt. 0. my N.. . 'ii3 l7' ' , Our hopes, and our fears, and domgs, P3 - 'iff ' Our joys, and our tears, and ruirzgs, fxlifgx Must pass the Omniscierit. Yip 'mp John M. ofseime, '31, . i xi' Q f . fha!- imiillv ,i xlib 5 - 1 l57,,:gi'-L'1,'fff'lvi' 431k fi'-S-ig, ali' QV .1 . gud! ' if 1' i 'E' ' 1 .ii Da . T ' S nf s as S s nov r 'lip 5? ' , I-1, k:Qz , .M , limi-ggi ,14 ' 'Ig , :Qi 'Q -, j ' Q -'Zi U . ' as wgmgi huh L !?,'IgJl 21 0? - S GE 5 'jlfwy L if's2il'w,., ' - . gi- . -gg ,f 'F sixty-seven

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, 'X ' ff-53 it . ,, A,., ' -'alfa Eli J::E,V.,-i gags- -. '.:, 5, Ai- N ? mlm My fer. ff 7 W? 4-stflfd' NM- wif. L- E . EQ ' . 5 A T Q ' fi 35 -T ..f5.':. 551. g y , X-,Jive 'T -1 --.af iss fyxzgww Qs yeah jflanguage-,ZX gllrinng mean er N this age, when learning is no longer. an indication I Assay? 53221 of a man's worth, when even education is judged fi-65' according to its litness as a means of obtaining 5 , ll wealth, it is of little wonder that there are very many ,QQ QM j Q N ' ' who object that the study of Latin is profitable since 't the value we derive from the study of Latin is not an imme 'iate gtk, gjflqgb one, since the language of the Romans has become a ead W language. ' 'fa Though it be true that this mother tongue of Cicero is dead, yet it continues on as a living teacher of the minds of mankind. S60 Though the value derived from this language be not an immediate , Agp' one, there is, however, an ideal educational value. To learn and QQ, , memorize facts is not education, but rather to train the mind ow Rib, '71 Q' to think quickly, accurately, and precisely, that is education. ow, Q3 43,60 if we wish toimake our bodies strong, healthy and active, do we Q ,if go about acquiring this condition? Do we not engage in athletics V to .develop .and train the body? just so must we. develop and train the mind by engaging in mental gymnastics, using. our Latin ' 'Jewel' books as the gymnasium. Eor the translation oi a Latin sentence f , Sf, -- Q into English or of an English sentence into Latin, which req ires lam.. V QQ, sound judgment, and active thought, and strict application o the mind is always strenuous mental exercise. Hence, the fre uent if ' it s repitition of this process of translating is bound to develop allleen, 2' sf accurate, and concise mind, an invaluable advantage to one regard- less of his state in life. f- The De Bello Gallico of Caesar, if we wish to acquaint -R Q Q ourselves with the cultural values of Latin, is not merely a descrip- . 2415 53 tion of many battles fought and Won, it is a historical document, 1 ti the earliest description of life in Northern Europe. Reading this M 32, account of the Gallic War will set the reader thinking how dis- f Ex 'QR M cipline, for Caesar's troops stood for discipline, conquered u dis- A L ciplined enemies, and comparing the discipline of this far-f med Caesarean army with that which he must have to combat viotori- -----,gflwgf i ig- ously the undisciplined enemy of a good life. ,p The Latin student next acquaints himself with the orat r of orators, Cicero, who familiarizes 'him with Roman politics. ow 'QM valuable are the' richly ladden pages of literature, the Pro Archia n gl Poetica with its forceful arguments readily convince us. Q , Now, Vergil is introduced to the student who now reads the Qi Aeneid, amasterpiece in beauty of expression and thought. The Te f??2wW if' ss ' 2 sta f ,Ji V FL .1 ' Wi M6 f 'QxiF'v3:. ati? u Vw .,, , E-235 ' 'i g2V,, . -' 5 .' 'L S Q:-Q ,.,,i ip, ,,, , T , 5 .I L, N , ,.,.,, s v s oo Wim A ,ML . ,, , .- . T N 'N szxtyfszx

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S 2 fax r 2 is: :ze . 9, -- , ...jllga :ff inf -V 251: hw, l ,.:L i1 Pi' TiFx?,w: e W A ..4g,fii,1 'il' W Q l-A ga: ,,e'15-' ,-. ., 1- ' y s W Q. ' A .. :gf E fr' M Sig? -sir ' , Sf? lc. ' la' A- 1 I ' fi f . J 9 r , x Z x N - . f!Qf JL, Qgg-JXNZ1 A '-A-fr,p .gf ,J AK4 'Q-ZAJW f ,fryllihfg-'A' I , N :sip ,7-I 0 - .,, - 5: p . N, 1. U' I .xv av.: 9 Q11 s ligilh-:A 4 xl i , C, R235 'E -1' X5x- Rl ' fl 2 f f N a,-Mft fy ggi' he 4 wma qyiiff . , .fzffl X if drama, that very powerful means of swaying pub- U .ggfgyfg llc opinion, has for nearly three thousand years been 1 ' -'if f undergoing changes, until now we have our present '23-f .L day drama acted on an elaborate scale before a large ofmiltgy 3 ,ffi-7,. WA ' amusement seeking crowd. -gg, ,ZEN We attribute the origin and early development of the drama ,fA f Q dff, to the Greeks. They were a religious people and it was around ,Nlij their deities that the Greek drama originated. The torch of fostering the Greek drama was passed from F ' 9 , Greek to Roman hands and for a long time the seed of the Greek P6 ggi l drama did not bear fruit at Rome. However, when the Roman ' JW-e senators preceived that it influenced public opinion, the future of the Roman drama was assured. .fi lgxgig, The Roman mind however thirsted for action and thus A p 3'ga,'x,i gladiatorial combats and races vied for popular approval in place I I N of the Grecian comedies and tragedies. A ipiglvg While Rome was yet a world power, Jesus Christ, VVho 5 l Q influenced the drama more than the Roman Seneca or the Grecian ff M ' Thespis, came into the world. The greatest drama ever enacted Q jf fi is the Holy Sacrifice of the Mass which was first acted on -X v' gg Ca1vary's heights and is now acted every day upon our altars. ,gg The Catholic Church has always fostered the religious dra as. :Rif f . . feng: These dramas fell under three classes: the miracle plays w ven F 4 J .ff .' , about some incident in a saint's life, the mystery plays dealing 9 ximjf . .. . . . . . - qlQo. 125. a with some saying or episode in the l1fe of Christ, and the morality - 'if' ,A play personifying some virtue such as humility or goodness. ,za During the thirteenth century, we find the religious drama W, firmly established in England under the supervision of the work- ' . Q ingmenls guilds. Butat the time of the so-called Reformatio we 'if 'lllf see the last bit of religious drama fade out of the pictur in . . , ,-gi? Sy. W Engliiloqviiiever although its ideals were not so high, the drama still H P' had a future in England. The greatest English dramatist, William ' X fl If . Shakespeare then arose saving the English stage from ruin. nd N. . from then until now much advancement and development has een , seen in the English drama. G f-3,5 - l Thus we find that the responsibility of preserving the drama K 'Sig fell under three heads. Greece, Rome and the Catholic Church Q , f 'SX which still fosters many religious plays such as the famed Pajsion 7 'ogiqgi K- 1- ' A ' J ,QQAJW play at Oberammergau. I. EMMETT MURPHY, 3 . W ifsfisiifw. .6 fm... - V. A-if . , -4 gf. ., 4--Q5 NVE AFFQX N V. , if R535-4 ' Y f W. . Q 4.4 ? w,14.+i6:e X 'N ii 55555.45 J, f f-,. 3 wr AWP, 09 .- - ,lv :As YW new V N- .. ayyfpgijjer im Yi' gggwejgag X 2.2124 A X , Xe-'Z' -:..,,, QQ. .j,e!flW,fLei3. fA.W5iV'kxS ' xbhg Lal, .' S ge 'vffw - . U ' ' sixty-eight hi fi 'I