Merrimack College - Merrimackan Yearbook (North Andover, MA)

Page 93 text:

A .a r- . ..k.. ,, . as , 5 Svpfw , Jlw 6 THE CLASS OF 1953 As the sophomores advance one more step in their academic careers, it is with mixed feelings that they look back on an admittedly trying year. Specializa- tion always requires more concerted effort on the part of the student as he strives to find his place in his chosen field. Confidence in Merrimack and in himself has been the greatest auxiliary in his struggle for achievement. The sophomores started their second year at Merri- mack with characteristic determination and resource- fulness. It was their initial task to form an orienta- tion committee to welcome the new freshman class and to acquaint its members with Merrimack pro- cedure. The committee, made up of the class officers and their assistants, performed their pleasant task assiduously. Their own introduction to the college was brought back to them vividly. As classes for a new year resumed, they became more eager to express themselves in the terminology 5+ . M7953... of their obviously advanced courses. There seemed to be more emphasis on intellectual activity this year. But then there was always a younger class to help, and the sophomores with customary beneficence set aside their books long enough to entertain their charges at a combined sophomore cotillion-orienta- tion dance. This highly successful affair was the prin- cipal social function of the sophomore class, although the students managed to take part in the activities of all the clubs of the college throughout the year. While leaving a record worthy of praise and chal- lenging emulation, the sophomores are not satisfied. Rather do they forge ahead with higher aspirations. T he most difficult part of their college life is behind them. They have eamed the right to enter into a year filled with a better balance of work and play. After completing two years at Merrimack they have become such an intrinsic part of the college that they want to live its teachings in their future lives and in the remainder of their academic careers. inf., ,I , 1 ., 1 . l1 1:n.'1zs tfyxazvmumum-. xxx-Q-an rw-vs.: -111 .lu nw ul-nuxnwn. asv-wx. f ug-9s1....u .un.:n5lgu1.a.L.a.1-szsnannn. ne. ..Qan.nn....use-.xnr nun 'xx

Page 92 text:

Kin I ras, Gerald '52, and Geraldine Connolly, flourish their as they march -in triumphal pomp down an gaudily costumed revellers. The Mardi Gras, by the Glee Club, was the climax of th festivities. g and Queen of the Mnrd' C The informal Cotillion in their ' O'Leary Sceplres aisle of planned e 3 year s sophomore year attracted a large numb er of the Juniors. No class has been more active in promot' mg and attending the social side f l ' 0 co lege life. L -,x .. .,, N lx 1 , A . 87

Page 94 text:

sf '? 1 6' It was the onus of the Sophomore Orientation Committee to supervise the adjustment of the incoming Freshmen to their new environment, in accordance with the tradition of the college. Wearing badges marked Orientation Com- mittee, they made certain that the Fresh wore their Regs : blue hats with a yellow M and blue and gold badges with names, nicknames, and home towns. Any violation of regulations was punished at a student In a classroom in the Science Building, Sophomores take notes on a lecture. From such a picture as this upper- classmen have been seen to recoil with dismay. The various expressions register attention, daydreaming, resig- nation . . . a typical lecture scene at any college. Regula- tion attire-shirts, ties, suitcoats--with neatness in all things, preserves the decorum demanded by college disci plinary laws and traditions. N41 tribunal. Thanksgiving was to see the removal of restric- tions, but when the Frosh won a tug-of-war with the Sophomores, restrictions were removed instantly. Reading from left to right, the members are, top row, A. Arcidiacono, J. Ouelletteq second row, J. Morin, G. Wernlers, J. Kasheta, J. Laurenzag bottom row, S. Kerns, J. DeCarolis, J. Greene, and G. Longley. The only real value of any education lies in its ability to form character. The essential purpose of a Catholic educa- tion is to build enduring character around a nucleus of realistic, necessary Christian principles. At Merrimack we have tried to follow the patterns of education outlined by the Holy Father in his encyclicals upon Catholic educa- tion and the concept of a truly educated man. 'TC' -I 1 a.