A Traditional Catholic College of the Society of St. Pius X

INTRODUCTION / OBJECTIVES / ADMISSION TO PROGRAM / REQUIREMENTS / CURRICULUM / FIRST YEAR / SECOND YEAR /

1ST SUMMER / THIRD YEAR / 2ND SUMMER / FOURTH YEAR

Introduction

St. Mary's College emphasizes teacher education as a powerful means to "restore all things in Christ." We are concerned with

forming good teachers who in turn will cooperate with divine grace in forming truly Christian children and youth.

The courses offered in education prepare students for teaching at the elementary level. The curriculum has been designed to meet the requirements for teacher preparation programs set by the Kansas State Board of Education.

Objectives

Objectives of the Teacher Education Program are to help its students to: 1) articulate a philosophy that reflects firm conviction of the important office of the Catholic teacher, 2) apply their liberal arts education in their professional work, 3) demonstrate effective skills in relating to and communicating with pupils, parents, administrators, and colleagues, 4) describe the historical development of education through the ages and particularly in the U.S., 5) exhibit knowledge about human growth, development, and learning, and plan activities that will promote the intellectual, moral, social, emotional, spiritual, and physical development of children and youth, 6) demonstrate well-developed skills in the areas of curriculum planning and methodology, 7) evaluate their own capabilities in managing a learning environment and use that information to provide quality instruction for children, 8) develop and practice high standards of personal conduct and professional ethics, 9) establish an on-going program for their own professional growth and development in the field of education.

Admission to the Teacher Education Program

To enter this program, students must have completed SMC's two-year Liberal Arts Program, and must have and maintain a cumulative grade point average of 2.50 or higher.

Requirements for the Bachelor of Arts Diploma in Education

The Bachelor of Arts Diploma in Education is awarded to students who, having received their AA diploma at SMC, successfully complete the Teacher Education Program earning 80 semester hours of credit in courses as designated below, with a cumulative grade point average of at least 2.5.

Curriculum Followed

Hours are given in parentheses after each subject. Subjects marked with an asterisk indicate courses that are taught every other year, as part of a two-year cycle which alternates topics of study in the same discipline.

First and second year electives are: Computer Science, Calculus, French, Spanish, and German.

First Year, First Semester

ENG 111 Grammar and Composition, or

ENG 113 Language and Rhetoric (3)

*HIS 111 The Ancient World (3)

LAT 111 Latin I (3) or

LAT XX Patristic Latin I (2) and

LAT XX Latin Prose (2)

MAT 111 Algebra and Trigonometry, or

MAT 113 Calculus I (3)

MUS 111 Introduction to Music (1)

PHI 111 Logic (3)

*THE 111 Apologetics I, Introduction to Theology (3)

*THE 113 Introduction to Sacred Scripture (1)

(Total 20 or 21 hours)

First Year, Second Semester

ENG 112 Critical Reading and Composition, or

ENG114 Principles of Literature (3)

*HIS 112 The Medieval and Renaissance World (3)

LAT 112 Latin II (3) or

LAT 224 New Testament in Latin (2) and

LAT XX Latin Prose (2)

MAT 112 Mathematics Survey, or

MAT 114 Calculus II (3)

MUS 112 Music History and Appreciation (1)

PHI 112 Cosmology and Psychology (3)

*THE 112 Apologetics II, Sources of Revelation (3)

*THE 114 Patrology (1)

(Total 20 or 21 hours)

Second Year, First Semester

ENG 221 Literature of Western Civilization I (3)

*HIS 221 Modern World: Protestant Reformation

and the French Revolution (3)

LAT XX Patristic Latin (2)

LAT XX Latin Prose or Latin Poetry (2)

PHI 223 Metaphysics, the Philosophy of God (3)

PHY 221 Introduction to Physical Sciences, or

CHE 221 College Chemistry I (3)

*THE 221 God and His Creation (3)

*THE 223 Liturgy I (1)

(Total 20 hours)

Second Year, Second Semester

ENG 222 Literature of Western Civilization II (3)

*HIS 222 Modern World: The Twentieth Century (3)

LAT XX Patristic Latin (2)

LAT XX Latin Prose or Latin Poetry (2)

PHI 222 Ethics (3)

PHY 222 Physical Sciences II, or

CHE 222 College Chemistry II (3)

*THE 222 God the Redeemer (3)

*THE 224 Liturgy II (1)

(Total 20 hours)

Summer Prior to the Third Year

EDU 331 Principles of Christian Education (2)

Third Year, First Semester

CMN 331 Public Speaking (1)

EDU 333 History and Philosophy of Education (3)

EDU 335 Child Development and

Its Educational Implications (3)

ENG 331 Literature of Western Civilization III (3)

HIS 331 U.S. History I (2)

LAT XX Latin Prose, Poetry, or Patristic Latin (2)

PHI 331 History of Philosophy I (3)

THE 331 Fundamentals of Moral Theology (3)

(22 hours)

Third Year, Second Semester

CMN 332 Persuasion and Argumentation (1)

EDU 332 General Methods of Education (2)

EDU 334 The Teaching of Reading (3)

EDU 336 The Teaching of Mathematics (2)

ENG 332 Shakespeare and His Sources (3)

HIS 332 U.S. History II (2)

LAT XX Latin Prose, Poetry, or New Testament (2)

PHI 332 History of Philosophy II (3)

THE 332 Theology of the Sacraments (3)

(21 hours)

Summer Prior to the Fourth Year

EDU 441 Independent Study in Education (2)

Fourth Year, First Semester

EDU 443 The Teaching of Language Arts (3)

EDU 445 The Teaching of Science (2)

EDU 447 The Teaching of Social Studies (2)

ENG 441 The Novel (3)

LAT XX Latin Prose, Poetry, or Patristic Latin (2)

PHI 441 Aesthetics (3)

THE 441 The Church and the Modern World I (3)

(20 hours)

Fourth Year, Second Semester

EDU 442 Student Teaching (6)

EDU 444 Seminar (1)

EDU 446 Thesis (3)

ENG 444 Literature for Children (3)

LAT XX Latin Prose, Poetry, or New Testament (2)

THE 442 The Church and the Modern World II (3)

(18 hours)

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THE BACHELOR OF ARTS PROGRAM

Saint Mary's College

200 East Mission Street

Saint Mary's, Kansas 66536

A Traditional Catholic College of the Society of St. Pius X

INTRODUCTION / OBJECTIVES / REQUIREMENTS / CURRICULUM / FIRST YEAR /

SECOND YEAR / THIRD YEAR / FOURTH YEAR

Introduction

The Liberal Arts Program at St. Mary's College is designed to enable students to think deeply and carefully about the most

important questions which men face. Topics for study include not only truths about the natural world, but also those of the

supernatural order. Students examine ideas concerning God and man's relation to God; man's duties to God, to his neighbor,

and to himself; and man's nature and his supernatural destiny.

Objectives

Objectives of the Liberal Arts Program are to help students to: 1) extend their intellectual interests, 2) train and discipline their

minds for the continual pursuit of truth, 3) gain a greater knowledge of the unchanging standards of morality, 4) understand the

decisive ways in which the Church has furnished the basis of Western Civilization, 5) read reflectively and communicate

effectively, 6) appreciate the contribution of the works of great writers to our cultural heritage, seeing in them the literary

expression of the eternal principles which form the Catholic City, 7) understand mathematics, along with its order and relations,

and gain facility in its use, 8) understand and use the scientific method, 9) increase understanding of the history of men as

carried down in documents, tradition and institutions, 10) appreciate the great works of art and music, 11) gain mastery of the

Latin language not only to appreciate the influence of the Romans on the course of Western Civilization, but also to facilitate a

more informed participation in the liturgy of the Catholic Church, 12) to understand the structure of thinking and the value,

source and limits of human knowledge through serious and deep philosophical studies, with a special emphasis on logic and

epistemology, 13) to know, love, and defend the doctrine and practice of the Catholic Church in the individual, social, and

political spheres, as the means to orient souls to their ultimate goal, which is God.

Requirements for the Bachelor of Arts Diploma

The BA diploma is awarded to students who complete the four-year course of study in the Liberal Arts Program.

After receiving the Associate of Arts Diploma, candidates must earn at least 68 semester hours of credit in the courses

designated below with a cumulative grade point average of at least 2.0.

Curriculum Followed

Hours are given in parentheses after each subject. Subjects marked with an asterisk indicate courses that are taught every other

year, as part of a two-year cycle which alternates topics of study in the same discipline.

First and second year electives are: Computer Science, Calculus, French, Spanish, and German.

First Year, First Semester

ENG 111 Grammar and Composition, or

ENG 113 Language and Rhetoric (3)

*HIS 111 The Ancient World (3)

LAT 111 Latin I (3) or

LAT XX Patristic Latin I (2) and

LAT XX Latin Prose (2)

MAT 111 Algebra and Trigonometry, or

MAT 113 Calculus I (3)

MUS 111 Introduction to Music (1)

PHI 111 Logic (3)

*THE 111 Apologetics I, Introduction to Theology (3)

*THE 113 Introduction to Sacred Scripture (1)

(Total 20 or 21 hours)

First Year, Second Semester

ENG 112 Critical Reading and Composition, or

ENG114 Principles of Literature (3)

*HIS 112 The Medieval and Renaissance World (3)

LAT 112 Latin II (3) or

LAT 224 New Testament in Latin (2) and

LAT XX Latin Prose (2)

MAT 112 Mathematics Survey, or

MAT 114 Calculus II (3)

MUS 112 Music History and Appreciation (1)

PHI 112 Cosmology and Psychology (3)

*THE 112 Apologetics II, Sources of Revelation (3)

*THE 114 Patrology (1)

(Total 20 or 21 hours)

Second Year, First Semester

ENG 221 Literature of Western Civilization I (3)

*HIS 221 Modern World: Protestant Reformation

and the French Revolution (3)

LAT XX Patristic Latin (2)

LAT XX Latin Prose or Latin Poetry (2)

PHI 223 Metaphysics, the Philosophy of God (3)

PHY 221 Introduction to Physical Sciences, or

CHE 221 College Chemistry I (3)

*THE 221 God and His Creation (3)

*THE 223 Liturgy I (1)

(Total 20 hours)

Second Year, Second Semester

ENG 222 Literature of Western Civilization II (3)

*HIS 222 Modern World: The Twentieth Century (3)

LAT XX Patristic Latin (2)

LAT XX Latin Prose or Latin Poetry (2)

PHI 222 Ethics (3)

PHY 222 Physical Sciences II, or

CHE 222 College Chemistry II (3)

*THE 222 God the Redeemer (3)

*THE 224 Liturgy II (1)

(Total 20 hours)

Third Year, First Semester

CMN 331 Public Speaking (1)

ENG 331 Literature of Western Civilization III (3)

HIS 331 U.S. History I (2)

LAT XX Latin Prose, Poetry, or Patristic Latin (2)

PHI 331 History of Philosophy I (3)

THE 331 Fundamentals of Moral Theology (3)

Elective (3)

(17 hours)

Third Year, Second Semester

CMN 332 Persuasion and Argumentation (1)

ENG 332 Shakespeare and His Sources (3)

HIS 332 U.S. History II (2)

LAT XX Latin Prose, Poetry, or New Testament (2)

PHI 332 History of Philosophy II (3)

THE 332 Theology of the Sacraments (3)

Elective (3)

(17 hours)

Fourth Year, First Semester

ENG 441 The Novel (3)

LAT XX Latin Prose, Poetry, or Patristic Latin (2)

PHI 441 Aesthetics (3)

THE 441 The Church and the Modern World, I (3)

Electives (6)

(17 hours)

Fourth Year, Second Semester

ENG 442 Literary Criticism and Research (3)

LAT XX Latin Prose, Poetry, or New Testament (2)

PHI 442 Seminar on Advanced Topics (3)

THE 442 The Church and the Modern World, II (3)

Electives (6)

(17 hours)

COURSE DESCRIPTIONS

Saint Mary's College

200 East Mission Street

Saint Mary's, Kansas 66536

A Traditional Catholic College of the Society of St. Pius X

The Kansas Board of Regents gave to SMC the power to grant the Associate of Arts Degree on Nov. 18, 1999

CHEMISTRY (CHE) / COMMUNICATIONS (CMN) / COMPUTER SCIENCE (COM) / EDUCATION (EDU) / ENGLISH (ENG) /

HISTORY (HIS) / MODERN LANGUAGES (LAN) / LATIN (LAT) / MATHEMATICS (MAT) / MUSIC (MUS) / PHILOSOPHY(PHI) /

PHYSICAL SCIENCE (PHY) / THEOLOGY (THE)

CHEMISTRY (CHE)

CHE 221 College Chemistry I 3 sem. hrs.

A study of the fundamental principles, laws, and concepts of chemistry.

CHE 222 College Chemistry II 3 sem. hrs.

A systematic study of the properties of matter, the chemical properties of the elements and their compounds, and applications

of basic concepts of chemistry.

COMMUNICATIONS (CMN)

CMN 331 Public Speaking 1 sem. hr.

Practice in the effective communication of thought and emotion in public speaking. Development of skills in organization,

reasoning, topic analysis, and delivery. Individual performances with evaluations.

CMN 332 Persuasion and Argumentation 1 sem. hr.

An extension of the public speaking course. Development of skills required in persuasive or argumentative speaking situations.

COMPUTER SCIENCE (COM)

COM 111 INTRODUCTION TO PERSONAL COMPUTING 3 sem hrs.

An overview of the microcomputer and Disk Operating System (DOS). Students gain a working knowledge of word

processing with Word Perfect, and with spread-sheets.

COM 112 Computer Science II 3 sem. hrs.

An introduction to database management systems and their applications.

COM 221 Computer Programming I 3 sem. hrs.

Computer organization; algorithm development; structured programming design.

COM 222 Computer Programming II 3 sem. hrs.

Further algorithm development and structured programming design; simple data structures; string processing; searching and

sorting techniques.

EDUCATION (EDU)

EDU 331 Principles of Christian Education 2 sem. hrs.

Independent study designed to impart basic understanding of the aims of education. Undertaken during the summer prior to the

third year. Readings include Pope Pius XI's encyclical, The Christian Education of Youth.

EDU 332 General Methods of Education 2 sem. hrs.

A view of the administrative organization and operation of the basic education programs of the school; an examination of

effective teaching methods and classroom management strategies.

EDU 333 History and Philosophy of Education 3 sem. hrs.

A study of the educational process, its formative procedures; its goal; the student and curriculum; the role of family, state, and

church. Foundations underlying the development of education in the U.S.

EDU 334 The Teaching of Reading 3 sem. hrs.

An introductory course in the content, methods, and materials for teaching reading. Students observe reading instruction, serve

as teacher aides, and teach a directed reading activity.

EDU 335 Child Development and its Educational Implications 3 sem. hrs.

An application of the principles of human growth and development to teaching. Exceptional learners and their educational needs

are studied. Requires classroom observation of student behavior.

EDU 336 The Teaching of Mathematics 2 sem. hrs.

The nature of the mathematical processes, curriculum, and methods and materials of instruction. Students also assist teachers

with mathematics instruction.

EDU 441 Independent Study in Education 2 sem. hrs.

Undertaken the summer prior to the fourth year. Independent investigation of a specific problem. A research paper is required.

EDU 443 The Teaching of Language Arts 3 sem. hrs.

Emphasizes content and methods in teaching listening, speaking, spelling, and writing. Students also assist classroom teachers

with these subjects.

EDU 445 The Teaching of Science 2 sem. hrs.

Methods and materials for teaching knowledge, processes and applications in physical, earth, and life sciences. Includes

assisting classroom teachers in science instruction.

EDU 447 The Teaching of Social Studies 2 sem. hrs.

Methods and materials for teaching history and geography. Students also assist classroom teachers in these areas.

EDU 442 Student Teaching 6 sem. hrs.

Directed and supervised student teaching at the elementary level.

EDU 444 Seminar 1 sem. hr.

Discussion of the successes and problems encountered in student teaching; strategies for making student teaching more

effective.

EDU 446 Thesis 3 sem. hrs.

The investigation of a special problem in a specific area. This culminating research project may be an extension of the study

done in EDU 441.

ENGLISH (ENG)

ENG 111 English Composition and Grammar 3 sem. hrs.

A review of principles of correct usage; practice in techniques that result in correct, clear, and effective writing; careful

development of essays written to inform, to persuade, to describe, and to narrate. Students also write an expository research

paper.

ENG 112 Critical Reading, Composition,and Grammar 3 sem hrs.

Continued review of correct usage; writing literary criticisms of exposition; argumentation; business writing; etiquette in personal

writing.

ENG 113 Language and Rhetoric 3 sem. hrs.

The course develops clear, logical thinking and effective expression. Students learn principles of organization, coherence, and

support, and gain practice in the methods of expository writing.

ENG 114 Principles of Literature 3 sem. hrs.

An examination of the content and form of a variety of literary works. Students learn to identify and analyze significant aspects

of plot, character, setting, and other elements usually associated with literary analysis.

ENG 221 Literature of Western Civilization I, 3 sem. hrs.

A survey of literary masterpieces from classical Greek to the early Christian writers. All works are studied in translation.

Authors include Homer, Sophocles, Plato, Aristotle, Virgil, Cicero, Old Testament writers, St. John, St. James, St. Paul, and

St. Athanasius.

ENG 222 Literature of Western Civilization II , 3 sem. hrs.

A survey of masterworks of Western literature from the early medieval period through the mid-seventeenth century. Authors

include St. Augustine, Dante, Petrarch, Machiavelli, Cervantes, Shakespeare, Pascal, and Moliere.

ENG 331 Literature of Western Civilization III , 3 sem. hrs.

A study of the major Western literary works from the mid-seventeenth century to modern times. Authors include Goethe,

Hugo, Pushkin, Flaubert, Dostoyevsky, Tolstoy, de Maupassant, Ibsen, Undset, de Saint-Exupery, Pasternak, and others.

ENG 332 Shakespeare and His Sources 3 sem hrs.

Shakespeare's life and the major artistic and intellectual trends of his time; readings from the sonnets and representative plays

from the tragedies, histories, and romances.

ENG 441 The Novel 3 sem. hrs.

A study of representative novels of the nineteenth and twentieth centuries.

ENG 442 Literary Criticism 3 sem hrs.

The premises and methods of criticism. Exercises in practical criticism; the analysis and comparison of literary works.

ENG 444 Literature for Children 3 sem. hrs.

A survey of literature for students at the elementary level. Identification and evaluation of factors involved in planning and

implementing a sequential literature program.

HISTORY (HIS)

HIS 111 The Ancient World 3 sem. hrs.

A Catholic perspective of events from earliest times through the eleventh century; a blend of ecclesiastical and political history.

HIS 112 Medieval and Renaissance World 3 sem. hrs.

A study of the barbarian invasions, the middle ages, the flowering of Catholic culture, and the Renaissance.

HIS 221 Modern World; Protestant Reformation and the French Revolution 3 sem. hrs.

An investigation of the primary causes, events, and leaders of the Protestant Reformation and the French Revolution; the impact

of these two major events on world history.

HIS 222 Modern World; Twentieth Century 3 sem. hrs.

A study of the events and causes from 1914 that led to the First World War. World War I and its results. The Communist

Revolution.

HIS 331 United States History I , 2 sem. hrs.

A survey of American history from the colonial period through 1865. Development of the new nation, the Constitution,

territorial expansion, and the Civil War.

HIS 332 United States History II, 2 sem. hrs.

America from the Civil War through the twentieth century, emphasizing urban development, business, immigration, and the role

of the United States in world affairs.

MODERN LANGUAGES (LAN)

FRENCH

FRENCH LAN 111 French I 4 sem. hrs.

Introduction to conversation, reading, and grammar; includes a view of contemporary culture and social customs in France.

LAN 112 French II 4 sem. hrs.

Continued study of French grammar. Selected readings of prose and poetry.

LAN 221 Intermediate French I 3 sem. hrs.

Grammar review; oral and written practice, and more intensive reading.

LAN 222 Intermediate French II 3 sem. hrs.

Development of greater ability in listening, speaking, reading, and writing. Expansion of vocabulary, idiomatic usage, and

grammar.

SPANISH

LAN 111 Spanish I 4 sem. hrs.

Introduction to the Spanish language with emphasis on everyday conversation; introduces culture of the Spanish world.

LAN 112 Spanish II 4 sem. hrs.

Continued study of Spanish grammar, with conversations, readings, and composition.

LAN 221 Intermediate Spanish I 3 sem. hrs.

Grammar review, oral and written practice, and more intensive reading.

LAN 222 Intermediate Spanish II 3 sem. hrs.

Development of greater ability in listening, speaking, reading, and writing. Expansion of vocabulary, idiomatic usage, and

grammar.

GERMAN

LAN 111 German I 4 sem. hrs.

Presents basic grammatical structures of German along with a broad vocabulary for conversation and for reading. Makes

students aware of everyday social relations that differentiate German culture from North American culture.

LAN 112 German II 4 sem. hrs.

Continued study of German grammar and vocabulary, with skill development in listening, speaking, reading, and writing.

LAN 221 Intermediate German I 3 sem. hrs.

Grammar review, oral and written practice, and more intensive reading.

LAN 222 Intermediate German II 3 sem. hrs.

Development of greater ability in listening, speaking, reading, and writing. Expansion of vocabulary, idiomatic usage, and

grammar.

LATIN (LAT)

LAT 111 Latin I 3 sem. hrs.

An intense study of Latin grammar, syntax, and vocabulary. Reading of literary passages illustrative of the basic rules.

LAT 112 Latin II 3 sem. hrs.

A continued study of Latin grammar, syntax, and vocabulary along with readings from elementary level texts.

LAT 223 Patristic Latin I 2 sem. hrs.

Various selections from the Latin Fathers, including St. Cyprian, St. Augustine, St. Jerome, and legends. Ongoing review of

grammar.

LAT 224 New Testament in Latin 2 sem. hrs.

Readings from the Vulgate with commentaries by St. Augustine and St. Ambrose; continued review of grammar.

LAT 225, 226 Patristic Latin II, III 2 sem. hrs. each

LAT 231 Latin Prose I 2 sem. hrs.

Selections from Caesar's De Bello Gallico; continued review of grammar.

LAT 232 Latin Prose II 2 sem. hrs.

Readings selected from Caesar, Pliny, Cicero, and other Latin authors; ongoing review of grammar.

LAT 233, 234 Latin Prose III, IV 2 sem. hrs. each

LAT 235 Latin Poetry I 2 sem. hrs.

A study of Virgil's Aeneid, along with rules of Latin versification; continued review of grammar.

LAT 236 Latin Poetry II 2 sem. hrs.

LAT 242 Lyric Poetry II 2 sem. hrs.

Readings from Horace; the hymns of St. Thomas Aquinas and other liturgical hymns. Grammar will be reviewed.

LAT 241, 243, 244 Lyric Poetry I, III, IV 2 sem. hrs. ea.

MATHEMATICS (MAT)

MAT 111 Algebra I and Trigonometry 3 sem. hrs.

A survey of topics in mathematics that includes numeration systems, algebra, trigonometry, and coordinate geometry.

MAT 112 Mathematics Survey 3 sem. hrs.

Topics selected include set theory, counting principles, probability, estimation, statistics, and game theory.

MAT 113 Calculus I 3 sem. hrs.

Mathematics that deals with continuously varying quantities. Basic concepts and techniques of differential and integral calculus.

MAT 114 Calculus II 3 sem. hrs.

Applications of differentiation. Integration and applications. Logarithmic and exponential functions.

MUSIC (MUS)

MUS 111 Introduction to Music 1 sem. hr.

Provides the students with a background in the language of music, listening skills, and historical perspectives.

MUS 112 Music History and Appreciation 1 sem. hr.

A survey of characteristics and styles of music from the Baroque, Classical, and Modern periods.

PHILOSOPHY (PHI)

PHI 111 Logic 3 sem. hrs.

A study of the art of defining and reasoning that guides the intellect in the orderly pursuit of truth; provides the students with a

tool for precise thinking.

PHI 112 Cosmology and Psychology 3 sem. hrs.

An introduction to the traditional philosophy of nature; an investigation of St. Thomas Aquinas' philosophical doctrine of living

things, including definitions of life and the soul. Matters pertaining especially to the intellectual soul are examined.

PHI 222 Ethics 3 sem. hrs.

A study of the concept, sources, and history of ethics, along with consideration of human acts: their ends, their norms, their

morality, their properties, and their consequences.

PHI 223 Metaphysics 3 sem. hrs.

The study of reality in its most general aspects. Answers questions such as: What is being? What are the general types of being?

How can there be many beings? What is required in order for there to be change? A quest for first principles that leads to God,

the source of all being and of all truth.

PHI 331 History of Philosophy I 3 sem. hrs.

A study of the development of philosophy before St. Thomas Aquinas (including Aristotle and St. Augustine).

PHI 332 History of Philosophy II 3 sem. hrs.

Study of the development of philosophy from St. Thomas Aquinas to the present.

PHI 441 Aesthetics 3 sem. hrs.

A study of the philosophy of art. Representative paintings and sculptures are used to consider what art is, and what the criteria

are of beauty and truth in art.

PHI 442 Seminar 3 sem. hrs.

Scholarly research on restricted topics. Critical reading and analysis of sources.

PHYSICAL SCIENCE (PHY)

PHY 221 Introduction to Physical Sciences 3 sem. hrs.

Examination of fundamental concepts from the physical sciences. Topics include motion, force, matter, heat.

PHY 222 Physical Sciences II 3 sem. hrs.

A continued study of the physical sciences that focus on sound, electricity, magnetism, light, and atoms.

THEOLOGY (THE)

THE 111 Apologetics I 3 sem. hrs.

An introduction to dogmatic theology that presents methods of proof and relates apologetics to Faith. Examines proofs of the

existence of God and the human soul. Emphasis is placed on the signs of Revelation, on proof of the historical value of the

Gospels, and on proofs of the divinity of Christ.

THE 112 Apologetics II 3 sem. hrs.

Examines the foundation of the Church by Christ; the marks of the true Church; the teaching and governing authority of the

Church; Faith; sources of Revelation.

THE 113 Introduction to Sacred Scripture 1 sem. hr.

An examination of Inspiration, the Canon of the Catholic Church, the Canon of the Old Testament, and the Canon of the New

Testament.

THE 114 Patrology 1 sem. hr.

A study of the Fathers of the Church and their works, beginning with the Apostolic Fathers and ending with St. Augustine.

THE 221 God and His Creation 3 sem. hrs.

A systematic study of God as He is in Himself, the Divine essence and attributes, and the Blessed Trinity. Also considered are

the purposes and order of creation, the origin of plants, lower animals, man, and the angels.

THE 222 God the Redeemer 3 sem. hrs.

Major topics include the Incarnation of Christ, the Redemption, grace, and the four last things: death, judgment, heaven, and

hell.

THE 223 Liturgy I 1 sem. hr.

An overall view of the development of the Latin Rite in the course of history of the Catholic Church, from the institution of the

Sacraments by Christ and the practices of the Apostles to the present. The notion and importance of sacrifice is stressed.

Embellishments of the liturgy as well as attempts to distort it are considered.

THE 224 Liturgy II 1 sem. hr.

A continuation of Liturgy I. What the lessons of history teach about the importance of the liturgy. How the liturgy ought to

develop and what steps can be taken to defend the Faith of the Church of Christ.

THE 331 Fundamentals of Moral Theology 3 sem. hrs.

A study of the bases of the moral code; motives of moral conduct; the means for living up to a moral ideal; and the rational

grounds upon which that ideal is built.

THE 332 The Theology of the Sacraments 3 sem. hrs.

An examination of the divine channels of grace, the seven Sacraments, their supernatural realities, their causes, their purposes,

and their effects.

THE 441 The Church and the Modern World, I 3 sem. hrs.

A profound and extensive study of the papal pronouncements about the role of the Church in the twentieth century, with an

emphasis on the Catholic social principles.

THE 442 The Church and the Modern World, II 3 sem. hrs.

Foundations of the political order in the religious, moral, and juridical aspects; the nature and the function of the state; relations

between Church and state; personal rights and civic freedom; forms of government and political systems; the international

order; the duties of Catholics in public life.

by Dean Barbara

Berfanger, Ed.D.

.....The Teacher Education Program.at

Saint Mary's College

The teacher education program at St. Mary's College was designed to

help "restore all things in Christ."

Teachers who complete this program are well prepared to cooperate with

divine grace in forming truly Christian children and youth. The curriculum

provides future teachers with the basic knowledge and skills that they will

need for teaching at the elementary level.

Friends of the College and prospective students might be interested in a

brief review of the courses offered.

REQUIREMENTS FOR ENROLLMENT

The first distinction in the way our teacher education program operates is its requirements for enrollment. To be admitted to

this program, a student must have completed the two-year liberal arts program at St. Mary's College and have

earned a grade point average of at least 2.5. Such a student has laid down a strong and broad foundation in theology,

philosophy, history, English, Latin, mathematics, and science. He has already shown that he is faithful to the practices of the

Catholic Church and that he can use his mind reasonably well. Other colleges in this region use the Pre-Professional Skills Test

to help them screen their applicants. No test results, no matter how high, could give us as much confidence in a student as we

can get from knowing that he is graduate of our own rigorous liberal arts program.

SUMMER STUDIES FOLLOWING THE SECOND YEAR

Another way that our program departs from the customary is that it expects the students to pursue their studies even during the

summer. Near the end of his second year at SMC, a student declares his intention of enrolling in the teacher education

program. His first course is carried out during the summer between the second and third years. He reads works that present the

basic principles of Christian education. The encyclical of Pope Pius XI, The Christian Education of Youth, heads the reading

list. Other books studied include Father Leen's What Is Education? and McGucken's The Catholic Way in Education. All these

help the student understand the aims of education and foster in him a desire to be an effective Catholic teacher. He keeps in

touch with the professor regularly by phone to report progress and to ask and answer questions. Then, when classes resume in

September, the student has four periods for discussion, submission of notes, and evaluation.

THE THIRD YEAR

Equipped with the readings of the summer, the third-year student takes on two other education courses. In History and

Philosophy of Education he looks at the past as a means of understanding the present. He sees how the principles of

education are founded on truths drawn from natural reason as well as from the Catholic faith. He examines the errors of false

philosophies such as naturalism, experi-mentalism, and communism in contrast to sound Catholic principles. The second course,

Child Development and Its Educational Implications, focuses on age-level char-acteristics and differences in children, and

on motivation, learning, and discipline. This course is not merely theoretical. The student spends time in elementary classrooms

observing children and their behavior. How the students enjoy this assignment! Their first "officially professional" contact with

children is an important step for them.

The elementary classrooms that our college students visit are right here on campus in the Academy buildings. Without the

gracious cooperation of the Academy, our teacher education program would not be possible. The Academy teachers have

been patient with the college students who come to observe, serve as aides, or do their practice teaching. Gradually, teachers

and their children benefit from the arrangement as the student becomes more and more capable of carrying out different

instructional tasks. This reliance on the Academy also makes our program different from all others.

DURING THE THIRD YEAR

Throughout the third year, the education courses make up less than half of the student's load. The other courses are Public

Speaking, Literature, History, Latin, Philosophy, and Theology. The student needs to be educated himself before he can

form others. During the spring semester of the third year, our future teacher becomes acquainted with general methods of

teaching, as well as methods of teaching reading and mathematics. In the general methods course he is shown how to: keep

records, plan instruction, organize time, present lessons, and manage a classroom.

Each subject in the elementary curriculum, however, has its own body of knowledge and particular requirements; and for this

reason the student needs to concentrate on specific procedures for specific subjects. He spends a great deal of time and effort

in learning to teach the crucial skill of Reading. He observes demonstration reading lessons. He studies the strategies for

recognizing words, the importance of phonics, and ways to improve comprehension. He serves as a teacher's aide during

reading classes, and toward the end of the semester, he presents a well-prepared reading lesson.

To teach Mathematics well, the student begins by considering how mathematical knowledge may be structured and how it is

arranged in a developmental continuum. He finds out how children learn mathematics and what techniques for teaching are the

best. He reviews textbooks and other mathematical material, observes mathematics lessons in the classroom, and prepares

lesson plans. By the time the student completes this year of preparation, he should have a fairly clear idea of the duties of the

teacher.

SUMMER BETWEEN THE THIRD AND FOURTH YEARS

Scheduled for the summer between third and fourth years is the writing of a research paper. For this project of independent

study the student selects a topic of education, reads the important literature on the topic, and then writes the paper. One

purpose of this course is to acquaint the student with literature on the subject of education, all of which must be evaluated for

usefulness. Students have reported that through their reading for this project, their eyes were opened as never before to the

perverted principles that drive public schools, and that are so antagonistic to a true Christian society.

THE FOURTH YEAR

As the fourth year begins, the education student delves into several more methods courses. In The Teaching of Language

Arts, he focuses on the three elementary subjects of Handwriting, Spelling, and English. As in every methods course, there

are lectures, observations, stints at serving as teachers' aides, analysis of textbooks, lesson planning, and model lessons. The

Teaching of Science helps the student understand what natural science is and how it aims at truth. Students in this class seem

to enjoy detecting scientific blunders in the modern textbooks as much as they do presenting their model lessons of

experimentation. There is also a course on teaching Geography and History. The geography segment includes a brush-up of map and globe skills. The history segment has demonstrations of special techniques of teaching; for example, the use of time lines and the different ways to structure presentations. Students are reminded that patriotism is connected to the virtues of justice and religion, and that as they teach history, they are to foster in children a love of their country.

Senior students continue to take courses in areas other than education, such as Latin and English. The final English course, however, fits well into the teacher education program, since it is devoted to children's literature. One of its pleasurable requirements for the student is to conduct story-time sessions with primary level children. This course is completed in six weeks, freeing the student somewhat for his intensive practice teaching.

STUDENT TEACHING

Student teachers are each assigned to one particular elementary classroom for nine weeks. They follow the schedule of the

Academy for the entire school day, except for Friday, when they return to the College for classes. For the first week of

practice teaching, the student usually performs light tasks and tries to accommodate himself to the supervising teacher's

procedures. For the second week he is to assume responsibility of teaching one subject. During the following weeks the student

gradually takes on more subjects until by the eighth week he is teaching every subject every day. On Fridays, in the College, he

attends a seminar in which the successes and problems of the student teachers are discussed. He receives encouragement and

suggestions for becoming more effective. This student teaching experience is invaluable; what is learned here could be learned in

no other way.

THE THESIS

The final way in which our education program is unusual is that it requires the senior student to write a thesis. This research

paper is based on readings and study of a specific educational issue. Some of the titles of recent senior theses are: "The Role of

the Teacher," "The Catholic Church and Education," "The Teacher and Discipline," and "The Relationship Between Parents and

Teachers." During the week of final examinations, the student makes a formal presentation of his thesis to the Rector and a

faculty committee, and then responds to any comments or questions. Once his thesis is officially accepted, he knows that he will

graduate.

Graduates who receive the Bachelor of Arts Diploma in Education at St. Mary's have reason to be proud of their

achievements. At the same time, they realize that they are mere beginners in the profession of teaching, and that there is still

much to learn. The program at St. Mary's College, so different from any other in the world, provides the initial formation for

teachers by preparing them both in the matter to be taught and in the methods to use. Upon our graduates rests our hopes for

an increase in the strength and in the number of true Catholic schools.

About Saint Mary's College...

QUESTIONS & ANSWERS

Transcription of an interview with our Dean, Dr. Barbara Berfanger

Doctor Barbara Berfanger, College Dean, with Reverend Father Ramón Anglés,

Rector, in the beautiful College grounds on Graduation Day, 1997.

Doctor Berfanger, B.S.Ed., University of Georgia; M.Ed., University of Maryland;

Ed.D., University of Maryland, also teaches Education and English in the College.

Ever since 1989, when Father

Anglés asked me to come to the

College and help him be part of a

miracle, I have been seeing the

effects of that miracle. Large,

framed group photos that line the

college hall are a constant

reminder. From the very first class

of the new College, four students

are now teachers at the Academy.

I see in other groups the faces of

young men who are now in the

seminary, faces of several who

have entered religious life, faces of

some who have married and now

have young families, and faces of

others who are studying at a

university.

Providence continues to direct

young people to St. Mary's

College, and I pray that they, too,

will discover here an environment

most favorable for their

intellectual and spiritual lives to

blossom. All too soon they will go

out in the world into positions of

leadership. By then, perhaps every

one of them might realize that he is

part of an unfolding miracle.

What makes St. Mary's College different from other colleges?

First, it is the only college where parents and students can be certain that authentic Catholic doctrine is taught. Secondly, unlike

most of today's colleges where students immediately become involved in a narrow study for some particular career, students

gain a general classical education. Here, young people will find a challenging Liberal Arts curriculum that provides a broad and

deep foundation for later studies or for any work of life. This is the best preparation for specialized studies. We hope that, once

equipped with understandings of timeless truths, our students will be able to take on the challenges of life with more wisdom

and courage than they would otherwise.

St. Mary's College is also unique today because its educational climate is completely Catholic. Our purpose is to form young

men and women not only intellectually, but also spiritually, morally and socially so that they know how to live in accordance

with the teachings of the Church. We want to prepare students to live their lives successfully here on earth so that they may one

day enjoy everlasting life with their Creator.

Exactly what educational program do the students follow?

Actually there are three programs. The one that has generated the most interest is the two-year Liberal Arts course. Students

successfully completing this program are awarded the Associate of Arts diploma. The second program is a four-year course of

study in the Liberal Arts which leads to a Bachelor of Arts diploma. Our third program is the Teacher Education course which

students may enter after having completed the two-year Liberal Arts Program. At the end of two more years, they earn the

Bachelor of Arts diploma in Education.

You mentioned that the two-year Liberal Arts program is the one that most students prefer. What courses would an

entering freshman expect to take?

A first year student enrolls in Apologetics, a course in Theology that examines proofs of the existence of God and the soul,

proof of the historical value of the Gospels, and proofs of Christ's divinity. He studies the foundation of the Church and sources

of Revelation. In Philosophy, he studies Logic first and then Cosmology and Psychology according to the teachings of St.

Thomas Aquinas. He also takes English Grammar and Composition and learns to write a research paper. In History, he looks

at the ancient world from a Catholic perspective. Then he moves on to the Medieval and Renaissance periods. He also takes

Mathematics -- either Algebra or Calculus. Latin is another essential. It helps one to appreciate the influence of the Romans on

the course of Western Civilization, and also to take part in the Liturgy of the Catholic Church more intelligently. The Music

course is intended to increase the knowledge of and appreciation for the great works of music. There is another Theology

course that meets just once a week and this year that is the study of Liturgy. Next year it will be on Sacred Scripture and on the

Fathers of the Church. Those are the courses for the first year students. They are attending classes at least twenty hours during

the week.

Isn't that a heavy load?

Yes, our students take more courses than what is considered a normal load at any other college. They can handle this for

several reasons. First of all, the people who come here are usually serious about their education and they know the importance

of studying. They are not working at outside jobs. They also live in the dormitory or with their parents, close to campus, so they

are spared from spending time commuting. So you can see that with these advantages and with good study habits they can

keep up with their class assignments. In fact, some students want to take on even more.

What other courses may they take?

There are elective courses in the modern languages and computer science. These are available if a demand exists. We've seen

interest in these courses swing from year to year. The French classes, however, are rather steady. There are always a few

students who want to learn French.

How does the program differ in the second year?

One difference is that during this second year, the English studies focus on literary works important to our Western Civilization.

Students read masterpieces that range from the classical Greek writers through the mid-seventeenth century of Shakespeare.

This is also the year when students enroll in Physical Sciences or in Chemistry. They continue with work in Theology, studying

God and His Creation as well as the Incarnation of Christ and the Redemption. In Philosophy, they have Metaphysics, which is

a study of reality, being and change. Then they take Ethics. Second year Latin consists of courses in translating both classical

prose and also works of the Fathers of the Church. The History sequence includes a study of the Protestant Reformation, the

French Revolution, World War I, and the Communist Revolution, all of which help the student understand the decisive role the

Church has played in Western Civilization.

What is required for graduation at the Associate's level?

In order to graduate, a student must complete all the courses in the program thereby earning about 80 semester hours of credit.

His overall grade average must be at least a "C."

Since the Bachelor of Education program of SMC is so important to forming traditional Catholic teachers, there is

a separate article describing it, which appears elsewhere in this issue. But, apart from the education program, can

you tell us about the third and fourth year studies leading to a Bachelor of Arts diploma?

There are several students currently following this program, which is designed to be completed by two years of study beyond

the Associate's level. This program is distinct from the Teacher Education Program. During their third and fourth years, students

progress to a more advanced level of knowledge in theology, philosophy, history, English, and Latin. Their theology studies

include Moral Theology, Theology of the Sacraments, and the Church and the Modern World. They examine the history of

philosophy, and then, in the Aesthetics course, they consider the philosophy of art and learn to evaluate beauty and truth in art.

For two semesters they study the history of the United States. Their study of literature exposes them to major ideas, works,

and authors of the last few centuries. They continue to gain mastery of Latin. The Public Speaking classes help them

communicate more effectively. If they wish, they may also take one of the modern languages.

We've been speaking of the courses offered at SMC; now could you tell us something about the students? First,

what is required of a person who wants to enter SMC?

The first thing the person should do is request an application from the College. He should fill out this form and write an essay

according to the guidelines given on the form. He should read and sign the rules and decorum observed at the college. He

should see that the health information form is completed. He needs to have his high school send us an official transcript that

indicates completion of twelfth grade. Usually the transcript contains ACT or SAT scores; if it does not, the student should

have his test scores sent to us. Then he should arrange to have two letters of recommendation sent to us. The first one, testifying

to his religious or moral integrity, is usually written by a priest who knows the applicant. The second one, testifying to the

student=s competence, is written by one of his former teachers.

Upon what criteria does the College base its acceptance of applicants?

We are happy to receive applicants who are of normal intelligence, who show promise of doing college work, who display

good moral character, who are interested in the goals of the college, and who want to study diligently.

Must a person have taken Latin in high school?

A knowledge of Latin is a great help, but it is not necessary. Beginners can enroll in Latin I, while those who have an

understanding of Latin Grammar and basic vocabulary can enroll in the seminars for Latin readings.

Does SMC accept students who have already attended some other college or university?

Yes, we do. Every year, students come here from other colleges. After they discover that their first college cannot give them

what they need, they want to start over at St. Mary's. Their records are evaluated, and if any of their courses adhere to

Traditional Catholic principles they may be accepted for transfer credits.

What happens to a student who is not particularly strong in some subject?

Our faculty members are concerned about specific student needs. Early in the term, they try to determine the strengths and

weaknesses of their students. Assignments and quizzes help to reveal areas that could use a little more enlightenment. With this

information, both the instructor and the student can focus on any deficiency and try to remedy it. Since contact between

instructors and students is so frequent, students can receive individual help and direction.

Where do SMC's students come from?

Our students come from widely scattered places in the United States. Among the states represented this year are: Florida,

North Carolina, Virginia, New York, Washington, Montana, Michigan, Hawaii, and as you might expect, Kansas. Then, there

are several from foreign countries including Canada, New Zealand, the Philippines and Switzerland.

It must be interesting to be a student at SMC and meet other traditional Catholics from around the world, but

really, why would these foreign students want to come such great distances to St. Mary's?

They are searching for an education that is not offered in their own countries. These are well-prepared students, each of them

above average scholastically. They know that all our instruction is given in English and that they must be proficient enough with

English to follow the lectures. Of course, after being here a while, even without remedial classes, their communication skills

improve noticeably.

Is there a greater number of men or of women attending SMC?

Sometimes the young ladies outnumber the men a bit, but on a whole the balance has been surprisingly even.

Do most of the students live in the dormitories?

Yes, the majority of the students live on campus. Each boarder has a private room; the furnishings are simple but comfortable.

Included in our boarding fee is laundry service and full meal service in our beautiful cafeteria facility that has been recently

renovated. The men are particularly fortunate because their rooms are conveniently close to the classrooms. In fact, they are

under the same roof so to speak. The men can even go to the chapel without having to go outdoors. The girls, however, live in

Loyola Hall which is up the hill from the College building so they get a little exercise walking to classes and to the main chapel.

Their advantage is that their rooms are close to the cafeteria. They also have a private chapel where they can visit the Blessed

Sacrament right in the building in which they live. Whenever I've had the occasion to drop by the women's dorm, I found it neat

as a pin. Different students take turns doing the cleaning jobs and I think they must compete to keep their surroundings

pleasant.

In all, being located in a quiet rural community, our campus provides an excellent place for study and intellectual growth. At the

same time, St. Mary's proximity to larger towns such as Topeka, Manhattan and Lawrence provides opportunities for many

recreational and cultural activities which the College students often attend in groups.

Are the students expected to follow certain rules of conduct?

The College has very clear rules that help students strengthen their Catholic character. These rules can be found in our catalog.

Anyone who applies for admission agrees to behave according to these guidelines. In general, they spell out the ways to

observe Catholic standards of courtesy, morality and honesty. For instance, alcoholic beverages, drugs, and rock and roll

music are forbidden. Students must sign out when they leave campus. There are certain times when they must be back on

campus. They are expected to dress properly, to attend all their classes, and to be prompt.

What helps do the students have for their spiritual life?

As part of the largest Traditional Catholic complex in the world, our students are so blessed here at St. Mary's. First of all, the

Holy Sacrifice of the Mass is celebrated every day. In the evenings, students and parishioners gather to say the Rosary. The

Sacrament of Penance is available at any time. There is Benediction on Thursday evenings as well as on Sunday afternoon after

Vespers. Every First Friday we have all-night Exposition and Adoration of the Blessed Sacrament. Students may attend Prime

each morning and Compline each evening. All the ceremonies of the Liturgical year are carried out here in a solemn manner.

Every spring students make a five-day Ignatian Retreat. Each Friday morning, Fr. Kimball gives the students a spiritual

conference. They also reap benefits from the courses that present truths of the Catholic Faith, in particular, Theology, Sacred

Scripture, Liturgy and Patrology. In addition to all that, the College Chaplain, Fr. Kimball, and other priests are available for

spiritual direction.

We've been speaking about the students, but we mustn't forget those very important members of SMC, the faculty...

Like the students, our teachers have come from widely-scattered points. I'm sure they all have a story to tell about how

Providence placed them here in this little oasis of a school that belongs to Our Lady. They know their purpose here is to form

good Catholics who can carry out their duties in society while keeping in view the eternal life. In September, at the opening

ceremonies, the teachers all make their Profession of Faith and their Oath against the errors of Modernism. Each one has

advanced degrees or some other significant preparation that qualifies him for his great responsibilities here. Most of the College

professors also teach some classes in the Academy. Their time is pretty well taken up with preparing their lectures and marking

student papers. They are stimulating to work with and I hope they can all be here together for many years to come.

We've mentioned the facilities when we spoke of student life at SMC, but what about library facilities? Is there a

Library for the College students to use?

We do have a Library on campus and we consider it a real treasure. Visitors are surprised at the large quantity of books --

over 60,000 volumes with especially nice collections of works on Theology, Philosophy, History, Literature and Biography.

These serve as a marvelous support for our instructional program. There are also many old and rare volumes. Fr. Kimball has

been directing the librarians for the past few years in reorganizing and processing the books so they can be easily accessed on

the computerized card catalog. To keep the Library updated is a never-ending job. Students enjoy studying in the Library. It

doesn't take them long to learn how to locate information for their research projects. If they happen to need material that we

don't have, perhaps in the way of periodicals or journals, they may use the libraries of universities that are within an hour's drive

from Saint Mary's.

Dr. Berfanger, one question that often arises in speaking with potential students is this one: are graduates of St.

Mary's able to transfer to other colleges to continue their studies?

(The Kansas Board of Regents gave to SMC the power to grant the Associate of Arts Degree on Nov. 18, 1999)

Yes, a number of our students have transferred to other colleges in order to pursue some professional program. Let me say that

transferring credits from one institution to another is seldom one hundred percent automatic and complete. The college that is

receiving a transfer student decides on which credits it will accept. Accreditation of the student's former school may be a factor

taken into consideration, but it is not necessarily the only one. The nature of the course, its relation to the applicant's intended

program, the grade earned, the student's Grade Point Average, even the personal presentation of the student, all can figure into

the acceptance of credits for transfer. Our students have had their credits accepted in this region at Washburn University,

Kansas State University, the University of Kansas and Baker University. Two of our graduates recently received their Masters' degrees in classical languages from the University of Kansas. Other colleges across the country have also accepted our credits.

One student who had just earned her Associate's here, transferred to a college in Kentucky that took all her credits and placed her right in the senior year. She skipped the junior year and graduated with a bachelor's in one year. That college recognized

that our students get the equivalent of three years' of study in just two. Her case, however, is clearly an exception. St. Mary's is not the college for a person who expects all his credits to transfer. Once we earn accreditation, transferring credits will doubtlessly be easier for our students. We hope and pray that it happens soon, but we can't lose sight of our purpose. What is most important for us is the correct formation of the student, that he leaves here with a solid education, one that includes for instance a good taste in literature. Does it really matter whether or not the secular university places any value on that accomplishment?

Last question: What do you see in the future for the College?

Of course I don't know the future, but since there has never been a greater need for a college like SMC than there is today, I like to think that our school will grow. Where else can young people go to absorb the solid Catholic doctrine they need to be able to stand firm against the false teaching of today's troubled world? Where else can they find conditions so favorable for cultivating their intellects, for forming right habits and for acquiring an enthusiasm for things that are true, good and beautiful? I don't know, but maybe for some, there are strong pressures to get started in training for a utilitarian occupation that puts them in the job market quickly. I think however, that once young men and women see SMC as a real help to their correct development

and to their search for truth and integrity, it becomes easier for them to decide to come here first. As word of the College gets

around, more people are showing interest in it. We have the faculty space and facilities for a larger enrollment if it please God.

Just as we owe our successes to Divine Assistance, so we confidently place our continued growth in His hands.

Thank you Dr. Berfanger.

To our readers: if you are interested in attending St. Mary's College, please contact us for an enrollment and

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