University of Notre Dame - Dome Yearbook (Notre Dame, IN)

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Uniuersity — Administrdtion Trustees officers of the Board Alfred R. Erskine James D. Gallery Clement C. Mitchell President Treasurer Assi. Treasurer Rev. Charles L. O ' Donnell Rev. James A. Bu Chancellor Rev. John Boland Secretary twenty -three

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Uniuersiti] Officers Uniuersity — uAdministrdtion i Rev. James Quinlan PrclicI of Discipline Rev. James Galligan Manager of Employment Rev. Joseph Burke Director of Studies livenly-livo I ( I ' .iUKk MiBride Rev. John Boland Brother Florence Ki- ' is r«i Secretary Treasurer

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Uniuersity — Administrdtion Arts and Letters ' T ' H[E ultimate purpose of education is the preparation A of men for the problems of life. Man is a creature of diverse powers and varied capabilities. The elements which contribute to life, for which he is preparing, are numerous and complex. Hence, education to be true and complete, must take into account the whole man; it ought, as far as possible, to regard all the factors of which life is composed. It is through a Liberal Educa- tion alone that this important function may be attained. This process alone, by developing and exercising all of man ' s natural powers produces a solid foundation upon ev. m. A. Carey which any specialized intellectual superstructure may be built. It proposes through a study of life in all its activities and relations, to enable man not only to live, but to live well. That life embraces first, the world of natural things, as known through the natural sciences; second, the rational world — men, conventions, institutions, etc., grouped under the social sciences; third, the collective activity of men, past and present, recorded in his- tory; fourth, the concrete forms of human expression contained in the world ' s literature and art; finally, the constant tendency or effort to what Cardinal Newman described as the comprehensive view of all branches of learning and their respective values and relations — philosophy. Not to know these things and their relative dispositions, is in the words of Newman the state of slaves and children. Ability to appreciate and to cope with the problems and situations which they create is the distinguishing mark of the liberal man. The [unique process which produces this mental development, the ' system best adapted to realize in its fulness the purposes of education, is that which has withstood the test of time — a liberal training. twenty-four