7U2 State Papers and Addresses

Such men will not appear automatically in response to the need. No magic,
no billions voted by Congress will produce them. They must be prepared and
developed beforehand. To the task of training young men for leadership of
this type, Loyola College is dedicated. Like the colleges on which the founders
of this Country depended for men to carry on the work they had begun, its
field covers the liberal arts and sciences. Its concern is the whole of man, not
merely his intellect or his reason or his memory, but all of him, to the end that
he may face life with courage, self-reliance, intelligence and a sense of responsi-
bility for his share of the world's work.

Through its Jesuit system of education, 400 years old, Loyola works un-
tiringly to discover and bring out every talent the student may possess. It
inculcates respect for the individual as a creature begotten by God in his spir-
itual image, and repudiates the doctrine that man is important only as a cog
in a vast, impressive machine known as the State. It places the quality of a per-
son above his ability to make money, and the love of mankind above the power
to exploit it.

Fortunate has the Nation been to enjoy the fruits of the early entry of the
Jesuit Order into the field of education. The splendid institutions of higher
learning conducted by the Order throughout the length and breadth of our
Country have been towers of strength. Of deepest significance, too, is the
thoroughly accepted fact that, while some other systems of education have con-
tained subversive teachings, never, now or in any previous hour of our Country,
has there been any question of the loyalty of the teachers and students of Jesuit
institutions.

In the Jesuit spirit, as the very foundation stone of their Order, true dis-
cipline is never a source imposed from without on a blind will. Rather it is a
power of self-conquest, within a man, based on solid religious and moral prin-
ciples. Government by the people and for the people has been possible only
where their education equipped them to exercise their rights intelligently and
to fulfill their obligations.

How different is the concept of "useful" education that is the boast of the
'•'modern" educator. It has been observed by one commentator that "modern
education is based on a denial that it is necessary or desirable for the schools
and colleges to continue to transmit from generation to generation the religious
and classical culture of the western world. " And why has this been done? The
conclusion of the commentator is interesting, too. He says: "We reject the
religious and classical heritage because to master it requires more effort than
we are willing to compel ourselves to make. We have abolished the old curri-
culum because we are afraid to face any longer in a modern, democratic society
the disconcerting issues of the nature of the universe, and of man's place in it
and of his destiny. "

The attitude of Loyola to modern education's quest for "useful knowledge"
is well defined in a bulletin issued by the College called "Training for Tomor-
row". It points out that the practical sciences have their rightful place in the
Loyola program, where they are taught for the contribution they make to hum-
an wefare. Religion and moral training are stressed here, it is explained, be-