The Washington herald., 1914-09-04

Immediately for business Years Of e1-
perience and observation prove that but
a very poor substitute for education can
be found In the almost exclusive de-
velopmsnt OF single faculty. The de-
tails OF business life can be learned
only by practice, and these once mas
tered, superior training makes itself felt
from the very outset
II is this superior training that COMA
ga offers to the students Of Washington.
The principal element. however. in the
training at Gonzaga-the one II empha-
sizes even more than her mental train
ing-is the character formation Of her
students, the training of the will and
heart without which true education IL
incomplete. An intellectual genius may
be moral monstroslty. Hence the sys-
TEN Of education at Gonzaga insists on q
thorough moral az well as intellectual
training. Washington. in his farewell
address. gave q wise warning when he
said: Let US. with caution, indulge the
superstition that morality can be main
tained without religion; whatever may
be conceded to the influence Of refined
education on minds OF peculiar structure.
reason and experience both forbid Us TO
expect that national morality can pre-
vail In exclusion of religious principles"
The Jesuit system Of education. then,
oAAAAS a. aNNSAOpAhEs oloN W 6Adcl NAlC
moral and intellectual faculties OF the
student, and sending forth to the world
men OF sound judgment. Of acute and
rounded intellect, Of upright and manly
conscience. And since men are not made
better citizens by the mere accumulation
OF knowledge, without q guiding ana
controlling force. the principal faculties
to be developed are the moral faculties,
Moreover. morality Is to be taught con-
finnnmalv. ~ he the nndaripinp
base, the vital force supporting and ami
mating the whole organic structure OF
education. It must be the atmosphere
the student breathes; II must suffuse
with its light al that he reads, illuminat-
ing what is noble and exposing what is
base, giving TO the true and false their
relative light and shade.
The success that has attended and at
tends the following OF this method con-
firms Jesuit educators in their loyal ad-
herence to a time-tested system. rather
than experimenting with socalled modern
methods which are new expressions for
older thoughts. The system of education
followed at Gonzaga develops latent men,
tai energies, rounding them into a perfect
whole. This is education, as distinguished
from mere instruction.
Two reasons have caused this system,
based on 100 years experience. 10 be high
" praised Dy eminent sCnOidIs, even nun
Catholics. % Efficiency in the teachers;
90 efficiency in methods.
The first is the guarantee II gives Of
great efficiency in the teachers, who are
prepared for their important work by at
least seven. and in a majority OF cases
by fifteen years OF training. Further
more, their whole life is spent IN the
practice and teaching of the higher pT.n-
Ciples Of morality. This spirit OF self
sacrifice and devotion to high principles
recalls the ideal teacher pictured by
Emerson: only the spirit can teach. Net
any profane man, not any sensual. not |
any liar, not any slave can teach, but only |
he can give who has. Tho man through |
whom the soul speaks alone can teach
piety. love, wisdom can teach |
But he who aims to speak as books cna-
BILE. as the system of fashion guides. and I!
as interest commands, merely babbI :: let |
him hush"
The second reason for the admiration |
of Lord Bacon. etc, is that our system !
secures what it is very difficult to attain, |
natural and efficient teaching methods
uniformly employed by all.
This is why 1t has for centuries formed
the greatest scholars and ablest men, as
1t does now. Thus, all can see. even in |
our own city. that the clergy formed by !
such a system are among the ablest in |
the church: that It forms the greatest