St Louis University - Archive Yearbook (St Louis, MO)

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the manner termed intellectual. Education that is not incomplete must form the whole man, body and soul, and that to a definite endathe greater possibility of knowledge and love of and service to God. V Those are the two most significant notes of the true Catholic educa- tion, the formation of the whole man and that formation for a purpose not alone of this earth. lVlan's mind, man's imagination, man's emotions must be disciplined and brought into a single balanced whole, such is the very essence of the whole man. He must be able to live fully, co-operatively, he must be able to think clearly, constructively, he must be able to feel deeply, appropriately. True Catholic education is not a distillation of data, not a piece-work machine, it is a process of molding and forming, the blending of parts into an integrated whole. That shaping and blending must have a directive purpose, for purposeless education is merry-go-round- like. But the formation, though subsidiary, is no less important, men go to College for knowledge and for special training, but the knowledge is valueless if a man be not able to apply it, the training useless it there be no capacity for application. Catholic education, that is true education, is the meeting of men and minds, the clash and interchange of thought. Realizing that it must transcend the printed word of books, it goes to the association that produces living men instead of stagnating pedants. Realizing its purpose, it metamorphoses the student into one able to live in this world- and in the next. It inculcates knowledge and philosophy, the ability to View that knowledge in perspective and relationship. So it is that Catholic education draws its philosophy from the Church that gives it its name 5 so it is that Catholic education begins with begin- nings, works for the sole end of man worth working for, uses the only efficacious means at her command for the training to that end. Such is the philosophy of a Catholic education, the ends that motivate it. v THE SUPREME TRIBUNAL . . . in all discussions and problems concerning administrative policies of the Schools of the University is the Board of Deans and Regents, which convenes monthly.

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UU '05 K I , X v TWENTY-FOURTH PRESIDENT . . . of all the schools of St. Louis University is the Very Rev. Robert S. Iohnston, S.I., now serving his sixth year in that capacity. Qbhifmop y of LZ Gcuflzofic Cgdaocofiozz ATHOLIC education begins with beginnings. Because men are its sole railrori ofefre, it begins with an understanding of man, the l understanding contained in the answers to the first two questions in the catechism: God made me fo know HL'm, fo love Him, and fo Jerve Him in fhlir world, and io be happy wlfh Him forever in ihe nexi. Catholic education starts with that sound premise, and the very premise is the premise of its end. Men were not made for Progress or Service, for Science or Dollars. Dual-aspected man was created for God, and it is only when he draws nearer to God that he fulfills his purpose. Material body and spiritual soul are each intended for an asceticism that will lead man back to whence he sprang. To the modern this is meaningless cant 5 to Catholic education it is a main-spring. If one admits this definition he must see secular training for what it plainly is: so much stage scenery, the appear- ance of development without advertance to half the man it wishes to develop. R V If religion, that which gives a meaning to life and its living, be omitted from education it becomes an education of frustration. If God be excluded from instruction there results only a meaningless fragment of the world torn from its context. Religion and God-if College ignores them it becomes an ornamental facade devoted to training men to be useless, in v10v

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S Q, W REV. VINCENT L. IENNEMANN, SJ Ctopj, Treamrer of ihe Univerzriiy an REV. IOSEPH A. ZIMMERMAN, SJ Superinlendenz' of Buifdilzgf. R UM E GOUZQE Glmrc