Marquette University - Hilltop Yearbook (Milwaukee, WI)

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16 or 3V t- t ' nuns. x- 3h make it possible for teach- ers to teach. I help produce the conditions and environment under which faculty and students can get together. Besides meeting for- mally with student leaders, Raynor meets and talks with other students infor- mally as he walks around the campus. From this in- formal Hpulseetaking Ray- nor feels that M.U. stu- dents are far from apa- thetic. HI think they have a tremendous interest in get- ting a good education, Raynor says. They come here to learn. It takes dedication, Marquette tas a Jesuit institutiont wants to mold the knowledge, attitudes and values of stlidents so that they may solve problems in terms of real human consideration, so

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10 YEARS of ENt-IANCiNq pRiVATE EdUCATiON AT MARQUETTE: tATI-IER jOI-IN p. RAyNOR,s.j. He walks briskly, wears an easy smile and has a ready handshake. There are many facets to the man Who has been president of Marquette University tor the past ten years but Father John P. Raynor, S. 1., stands out as a strong advocate of in- dependent schools. The independent sector in this coun- try is essential, Raynor says. He believes independent schools strengthen the American education system because they give public schools competition and because they give students a choice of education. Fr. Raynor acts his belief in indepen- dent schools. Among many other organizations, he is or has been a member of the Wisconsin Association of Indepen- dent Colleges and Universities and the Education Commission of the States. HI have to diminish my involvement in the day-tovday activities on campus so that I, as chief spokesman for the university, can explain to the public what Marquette is about, Raynor says. Marquette's president understands the value of money and support for an in- dependent school. Students receive a $10,000 education for about $2,000, he says, because Marquette attracts a great deal of help from contributors. Marquette is one of the few independent schools Which has balanced its budget during each of the past four years. Raynor looks to the next ten years with three general goals in mind; protection and maintenance of the quality of educa- tion Marquette already has, enhancement of its academic quality and continuation of efforts to attract support. Raynor obviously likes his work. He speaks proudly ot the Jesuit tradition of ucontemplatives in action. Raynor be- came President of Marquette in Septem- ber, 1965. Born in Omaha, Nebraska, 51 years ago he entered the Society of Iesus in August, 1941. He received his BA. and MA. at St. Louis University and came to Marquette in 1960 after receiving his PhD. in education from the University of Chicago. Raynor taught in the education department, worked as assistant to the dean of liberal arts, assistant to the Vice- president of academic affairs and as vice- president of academic affairs before becoming president of Marquette. Although Raynor does not teach any courses now, he enjoyed teaching educa tion courses. 111 think of myself very much as an educator, Raynor says. In my own way, 1 15

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that they may convert thought to action in a God- centered value oriented context, Raynor wrote in 1973. Marquette's greatest pchievement, from Ray- nor's viewpoint has been to maintain a uclear vision of itself as a Catholic Jesuit institution. We're different from UWM and other schools, Raynor says proudly. nThe Jesuit education is differ- ent. It attempts to bring faith and reason together. Building up and reno- vating about 75 acres of urban campus, securing top-level North Central Association accreditation, increasing the number of trustees from three Jesuits to 29 Jesuits and laymen and involving community leaders in Marquette are major accomplishments of the past ten years that Raynor mentions. Balanc- ing the budget and in- creasing alumni interest in Marquette are other major achievements. But, of all these accomplishments, for Ray- nor, the most pleasing is Marquette's place in the community. I get my greatest pleasure in seeing people freely associate them- selves with educating our students, Raynor says. 17