Ignatius College Preparatory, San Francisco, CA: Success & Discontent: 1. The decade of the 1. SI and in the nation. William Finnegan, SJ, took over from Fr. Ralph Tichenor, SJ, as principal, and under his five- year tenure the school finally built its gymnasium. He was succeeded in 1. What happened in the world of Science Fiction between 19? There are 20 hotlinks here to authors, magazines, films, or television items elsewhere in the. This page is about Jack Dalton, one of the premier horse freighters of the Alaska-Yukon Gold Rush era, Jack Dalton opened up the Dalton Trail for prospectors and traders. Explanation of the facts from the lyrics of We Didn't Start the Fire song. Please note that some of the sessions in the Lucky Thompson discography are of enormous historical significance and have been reissued so many times that it is. Fr. Robert Leonard, SJ, who had served the school as vice principal for four years. Another institutional change occurred at SI when the high school and USF formally parted ways by the end of the decade, incorporating as separate institutions. Despite the new gymnasium, administrators felt pressure to move — pressure from USF, which wanted the Stanyan Street structure for its own plans to expand, and pressure from a growing student body eager for a modern campus. The decade was marked by a string of athletic victories that made SI the athletic powerhouse of the city. The baseball team brought home league crowns in 1. Tournament of Champion wins in 1. AAA in 1. 95. 3, 1. AAA with league victories in 1. Coaches such as Jim Keating, Rene Herrerias and Pat Malley were the heroes of the day. SI strove to be an island of tranquility in this decade, as world events, such as the Korean War and the Communist witch- hunts, led by Senator Joseph Mc. Carthy, swirled outside the school’s walls. However, many young people in this decade felt a growing unease with the established institutions, and that unease surfaced at SI from time to time. Academics. The Separation of the Schools. Fr. Rooney, SJ, the Jesuit Education Association director who inspected SI in 1. His report praised SI as “unquestionably one of the outstanding Jesuit high schools in the United States . He also found disturbing the shaky financial ground upon which the high school stood. He cited the “substantial deficits,” and pointed out that USF, which in past years had been supported by the high school, was not, in turn, SI’s benefactor. He warned that if USF and SI were ever to separate, the high school would be in financial straits. The following summer, SI Treasurer Edward Zeman, SJ, informed parents that the school would raise tuition to $1. The school also began taking seriously the notion of separation from USF, something that had been initially discussed at the turn of the century. As USF’s and SI’s missions became more specifically focused, this split seemed a natural thing. In fact, the two other province schools that had started as combination college- high schools — Loyola and Santa Clara — both had broken off their preparatory divisions years previous, Bellarmine in 1. Loyola High School in 1. The reasons for those separations were (as Gerald Mc. Kevitt, SJ, wrote about the split between Bellarmine and SCU) “as numerous as they were obvious.” In his history of SCU, Mc. Kevitt noted that “as late as 1. United States that still retained . A memorandum dated November 1. Laurel Hill site (now the Laurel Village Shopping Center), costing $4. Masonic Avenue car- barn property, costing $7. This second site would allow the SI Jesuits to separate from the USF community “by the erection of a faculty building on the present High School site.”3. In 1. 95. 5, the Jesuits of both schools, who were still living as one community in Welch Hall, took the first step toward canonical separation when they received a letter dated August 2. Jesuit superiors from Fr. Vincent Mc. Cormick, SJ, American Assistant to Fr. Janssens, in which he conveyed the latter’s decision that the two communities should eventually be so separated.”4. SI learned in 1. 95. Sunset District on which the San Francisco Unified School District had planned to build a high school. When the district abandoned its plans, the Jesuits at SI expressed interest in the rolling sand dunes between 3. Avenues and Pacheco and Riviera Streets. USF President John F. X. Connolly, SJ, approached Mayor George Christopher for help securing the property for SI. On August 1. 1, 1. Mayor Christopher wrote to Joseph A. Moore, president of the SFUSD Board of Education, encouraging the sale of the “surplus land” to SI and adding that “to this moment, no use has been found for this site.” He also warned that San Francisco was in danger of losing SI to another city “unless we are able to cooperate with the University of San Francisco in securing a new location for this time honored school.” If that were to happen, he added, “the burden of taking care of its student body may fall on the shoulders of San Francisco taxpayers.”5. While SI would not purchase that land until 1. In the meantime, USF and SI prepared for the eventual move by formally separating on July 1, 1. Jesuit communities after receiving permission from the Father General, thus ending a 1. Carroll, SJ ’3. 1, became president of St. Ignatius High School and rector of the 4. SI Jesuit community. Raymond Allender, SJ ’6. SI President Anthony P. Carroll, who had taught at SI from 1. Not every Jesuit was happy to see the two schools part ways. Daniel Peterson, SJ, librarian at SI between 1. USF in 1. 95. 9 during the separation. He recalls his teacher, Fr. Ray Feely, SJ, coming into the classroom, shaking his head and complaining. He thought it was a terrible decision, but I suspect his was a minority opinion.”The Preparatory Department of the University of San Francisco. For many years, SI published a Catalogue (also referred to as the Prospectus, though it bore no official name), offering a listing of the school’s philosophy, organizational structure for the following year and the awards given and student names from the previous year. Ignatius High School as the “Preparatory Department of the University of San Francisco, Founded October 1. Conducted by the Jesuit Fathers.”As for its “Educational Aims,” the school offered this in the way of a mission statement: “To mold manhood, to develop the entire man, mind and heart, body and soul; to form as well as to inform; “To train the mind to analyze rather than memorize, so that it may distinguish truth from error; to strengthen the will that it may have the grit to practice virtue and reject vice; to cultivate the heart that it may love the worthwhile things; “To instill culture; to stimulate ambition; to disdain mediocrity and develop leadership; to train citizens for times and eternity; “To maintain high academic standards; to encourage research; to present the technical phases of various fields of knowledge, yet to integrate and make vital education; to present the current and complex problems of modern life, yet assisting youth to solve these problems with principles as eternal as the God that promulgated them — the eternally vital principles of truth and justice; “To instill into youth the neglected doctrine that morality must govern economics and politics, and that modern ills cannot be cured merely by shifting economic systems and changing political structures: pointing out that every system must be administered by men over men, and that selfishness, greed, dishonesty and lust for power are moral evils which cannot be eliminated by civil legislation but only by moral restraint; “To rivet to the minds of youth the truth that all hatreds, whether of class or race or creed or foreign nations, rot civilization, and that, irrespective of one’s belief, the sole and ultimate solution of economic, political and social ills was epitomized by Him Who said: . To help guide the young men toward this goal, the Prospectus included sage advice in a section entitled “Methods of Study,” listing these six steps: 1. Have a fixed period of study each day. Study in a quiet, well- lighted room. You cannot concentrate in the face of distractions that come from the blare of a radio or the conversation and laughter of other people. Plan your study according to your needs. Aim at understanding what you study. Knowledge must be digested and assimilated like food before it becomes a part of you. Review what you have learned. Memory is an elusive thing and sometimes plays tricks on us. Everyone studied religion, public speaking, Latin and English. In addition, they could choose three from the following: U. S. Students could also sign up for a typing course. These courses resembled those at Jesuit schools throughout the U. S. For this education, students paid $1. The school advertised its policy “not to exclude any Catholic boy because of his inability to meet tuition requirements.” To help meet that promise, the school offered many students financial aid including eight named scholarships established by generous patrons and organizations. Students continued to compete for 1. These included the General Excellence Award, the Sodality Award, the Sanctuary Award, the Shakespeare Award (for the “best portrayal of a piece from Shakespeare”), the Freshman Elocution Award, the Sophomore Oratorical Award, the Gentlemen’s Sodality Debating Award (given to the best debater in the public debate between representatives of the senior and junior classes), the Fathers’ Club Debating Award (given to the best debater in the public debate between representatives of the sophomore and freshman classes), the Senate Debating Plaque, the Martin Latin Award, the Washington Essay Award, the Science Award and the ROTC Awards. Three Greats: Fr. Spohn, Warren White & Fr. Becker. Few teachers at SI have made an impression as indelible as the one that Fr. Richard Spohn, SJ ’3. An exacting teacher, he knew what he would be teaching on any given day during the year, and he had a cabinet filled with home- made demonstrations to make concrete the abstract notions of physics. He set off rockets, shot a miniature cannon and recreated famous experiments, inspiring many students to choose careers in science. Bob Hunter ’4. 8, who was a student for Spohn’s second year at SI, noted that “it was tough enough taking both Latin and Greek, so no one wanted to take physics. But he was a great, great teacher who not only knew his physics well, but could teach it well.
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