JESUIT SCHOOL

So it regards every element of creation as worthy of study and contemplation and capable of endless exploration.
The education in a Jesuit institution tries to create a sense of wonder and mystery in learning about God's creation. A more complete knowledge of creation can lead to a greater knowledge of God and a greater willingness to work with God in his ongoing creation. Courses are taught in such a way that students, in humble recognition of God's presence, find joy in learning and thirst for greater and deeper knowledge.

2. The total formation of each individual with a community : God is especially revealed in the mystery of the human person, 'created in the image and likeness of God.' Jesuit education, therefore, probes into the meaning of human life and is concerned with the total formation of each student as an individual personally loved by God. The objective of Jesuit education is to assist in the fullest possible development of all of the God-given talents of each individual person as a member of the human community.
In Jesuit education, particular attention is given to the development of the imaginative, the affective, and the creative dimensions of each student in all courses of study. These dimensions enrich leaming and prevent it from being merely intellectual. For these same reasons, Jesuit education includes opportunities through course work and through co-curricular activities which help all students lo appreciate literature, aesthetics, music and the fine arts.
Education of the whole person implies physical development in harmony with other aspects of the educational process. Jesuit education, therefore, includes a well-developed programme of sports and physical education. In addition to strengthening the body, a good sports programme helps young men and women learn to accept both success and failure graciously. They become aware of the need to co-operate with others, using the best qualities of each individual to contribute to the greater advantage of the whole group.
All of these distinct aspects of the educational process have one common purpose; the formation of a balanced person with a personally developed philosophy of life that includes ongoing habits of reflection. To assist in this formation, individual courses are related to one another within a well-planned educational programme; every aspect of school life contributes to the total development of each individual person.
Since the true humanness is found only in relationships with others that include attitudes of respect, love and service, Jesuit education stresses and assists in developing the role of each individual as a member of the human community. Students, teachers and all members of the educational community are encouraged to build solidarity with others that transcends race, culture or religion. In a Jesuit institution, good manners are expected; the atmosphere is one in which all can live and work together in understanding and love, with respect for all men and women as children of God.

3.Value-oriented Education : Jesuit education includes formation in values, in attitudes, and in an ability to evaluate criteria; that is, it includes formation of the will. A knowledge of good and evil, and of the hierarchy of relative values are necessary both for the recognition of the different influences that affect freedom and for the exercise of freedom. Education takes place in a moral context: knowledge is joined to virtue.
Personal development through the training of character and will, overcoming selfishness, lack of concern for others, the other effects of sinfulness, developing the freedom that respects others and accepts responsibility, are all aided by the necessary regulations of the institution. These include a fair system of discipline manifested in Intellectual rigor, perseverance of studies and conduct towards others that recognizes the human dignity of each individual.

4.Men and Women for others : Jesuit education helps students to realize that talents are gifts to be developed, not for self satisfaction or seif gain, but rather, with the help of God for the good of the human community. Students are encouraged to use their gifts in the service of others, out of love for God.

5.A particular concern for the poor : Reflecting on the actual situation of today's world and responding to the call of Christ who had a special love and concem for the poor, the Jesuits have made a 'preferential option' for the poor. This includes those from lower economic strata, the handicapped, and all those who are, in any sense, unable to live a life of full human dignity. In Jesuit education this option is reflected.
Jesuit Institutions do not exist for any one class of students. Saint Ignatius accepted institutions only when they were completely endowed so that education could be available to everyone. He insisted that special facilities for housing the poor be a part of the foundation of every institution that he approved and that teachers give special attention to the needs of the poor students. Today, although the situation differs greatly from country to country and the specific criteria for selecting the students depends on 'circumstances of place and person', every Jesuit institution does what it can to make Jesuit education available to everyone, including the poor and the disadvantaged. Financial assistance to those in need and reduction of cost whenever possible are means towards making this possible. Moreover, Jesuit institutions provide academic and counselling assistance to those in need of it.
The Jesuit institutions provide students with opportunities for contact with the poor and for service to them both within the institution and outside through service projects to enable these students to learn to love all as brothers and sisters in the human community, and also in order to come to a better understanding of the causes of poverty

6.Excellence in formation : In Jesuit education, the criterion of excellence is applied to all areas of student life; the aim is the fullest possible development of every dimension of the person, linked to the development of a sense of values and a commitment to the service of others which gives priority to the needs of the poor and is willing to sacrifice self-interest for the promotion of justice. The pursuit of academic excellence is appropriate in a Jesuit School, but only within the larger context of human excellence.
A traditional aim of Jesuit education has been to train Leaders. men and women who assume responsible positions in society through which they have a positive influence on others. In today's understanding the 'Ignatian world view is not to prepare a socio- economic elite, but rather to educate leaders in service.

7.Teaching Staff and Administrators : As far as possible, people chosen to join the educational community in a Jesuit institution will be men and women capable of understanding its distinctive nature and of contributing to the implementation of characteristics that result from the Ignatian vision.

8.Parents : Directors, Headmistress, Teachers and Administrative Staff In a Jesuit institution co-operate with parents, who are also members of the educational community. There is frequent communication and ongoing dialogue between the home and the school. Parents are kept informed about the school activities; they are encouraged to meet the teachers to discuss the progress of their children. Parents are offered support and opportunities for growth in exercising their role as parents, and they are also offered opportunities to participate in advisory councils. In these and other ways parents are helped to fulfill their rights and responsibilities as educators in the home and family.

Though primarily intended to give Catholic education to Catholic pupils, the School is open to all without distinction of caste or creed. The Catholic pupils are given a course of religious instruction. Value-education is compulsory for all. Through religious and moral instruction, we try to cultivate in children good etiquette, holiness of life and dedicated service to humanity.

On the basic assumption that all children belong to one human family, the school lays stress on fostering communal harmony at all levels. With this stress the school hoes to contribute its share towards building up a harmonious and non-violent Indian nation.

Due attention is paid in the school to physical education and games. Physical training and inter-house games are part of the school curriculum and are compulsory for all.

The Sports Authority of India has adopted the school for identifying and nurturing talent in games. It has appointed trained and experienced coaches to train the students in basketball and hockey. Besides large playgrounds, the school has a swimming pool.

The school Assembly is conducted in the morning, Primary School on Tuesday The object of the Assembly is to train the children in citizenship and leadership. The school is divided into four Houses: Bhabha, Loyola, Nehru and Tagore. The House System generates a spirit of healthy competition and a sense of loyalty.

While English continues to be the medium of instruction for all classes, there is one section in each standard in the High School with Kannada as the medium of instruction. English will be the first language in all the classes where English is the medium of instruction. Kannada and Hindi will be taught as second and third language respectively.