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Page 25 text:
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Glecson Library on a Sunday morning — the mark of progress. 21
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Page 24 text:
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Divinity of purpose may seem distant and even obscure in the maze of ordinary courses and classes: for he Christian religion is not a philopher’s stone which turns all dross to gold: it is rather a magnet which gives all a sense of direction and purpose. USF does not offer its Christo-centric curriculum as a panacea, a cure-all, or an answer to every question; it offers it because, if properly used, it can give the best hints and suggestions as to the direction in which truth lies. However, proof for this must not be sought by examining the percentage of truth found in this school, or in its degree of applicability. Truth, which is the main business of the school, is an experience; it can be eased and enlightened by the sensible accumulation and interpretation of facts; but it can be achieved only through experience and life. This, in theory, is the unique feature of the university; in practice, however, it is often clouded-over. The teacher who is merely competent; the student who wants only the easiest teachers; the courses which are “watered-down;” the apathy and disinterest — all of these combine to pollute the purity and stagnate the school, too often seem to make USF just another school whose only distinction is the fact that its teachers are Christian. It would be wrong to pretend that the mere fact that USF is a Catholic university means that it is right in all cases, that all of its teachers and all of its subjects are the best of all possible teachers and subjects in the best of all possible schools; it would be wrong to apologize for its failings and backings by cloaking them under the guise of religion; it would be wrong to take the one word, “catholic,” and use it to solve each and every problem. But, nevertheless, in spite of the human element, in spite of human failings, in spite of the great problem of financing the school, it must be always remembered that, in San Francisco, USF has a special uniqueness. Its uniqueness is not extrinsic, but is rather the prime matter which determines the special form which the school takes. 20
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Page 26 text:
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The complaint is often heard, that a school year book is of no interest to anyone not directly connected with school. This is too often true; indifferent photographs of students and student events are placed between hard covers, and the result is called a “year book.” Another extreme equally as fruitless is the yearbook which attempts to make its every sentence an oracle, and sets itself up as a censor and monitor of society. A synthesis must be reached, if the yearbook is to be a functional success: it must combine the virtues of the two extremes and omit their vices. The Don has attempted, with this present copy, to be both a source of happy memories and a gad-fly for a few thoughts. Its staff has presented USF as it was, and is, and will be. They have interpreted events as they have understood them, and strove to amuse as well as to entertain. They were not so serious as to be unable to criticize their work, but were not so flippant as to see their work as a joke. If they have succeeded they have shown the reader of USF that which Keats calls “a shadow of a magnitude.” 22
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