University of Massachusetts Boston - Beacon Yearbook (Boston, MA)

 - Class of 1969

Page 1 of 232

 

University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection, 1969 Edition, Cover
Cover



Page 6, 1969 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collectionPage 7, 1969 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection
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Page 10, 1969 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collectionPage 11, 1969 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection
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Page 14, 1969 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collectionPage 15, 1969 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection
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Page 8, 1969 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collectionPage 9, 1969 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection
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Page 12, 1969 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collectionPage 13, 1969 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection
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Page 16, 1969 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collectionPage 17, 1969 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection
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Text from Pages 1 - 232 of the 1969 volume:

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Lt, ..,x'-----,,.. 4,.,..., '. , . , I 'X 'f - .-3 ' v K . '.'. 4 ' . ,.,v - L ' 1i'm 1. 451- 3 . .g.A ,M .- xi -.-f1- -.X and lv-vw' Q'-it I v L- if if-'JL' .L YI .J ' - 951 X 4 .Q ' NPN., .LI -.y .. . . . -1"-- 1' ', K x . IV, U .H 1 v f W FROM MACROCGSM TO MICROCGSM through the emergence and growth of the urban universrty UH1V6fS1ty of Massachusetts at Boston DEDICATION: To The Charter Class of the University of Massachusetts at Boston Every in-coming class becomes a new living entity through its individuals. We, the class of 1969, were challenged not only with forming a new student body, but also with laying the foundation of a new institution: the University of Massachusetts at Boston. For our class, tradition became irrelevant. The absence of an existing tradition enabled the class of 1969 to convert pure potential into meaningful innovation, and innovation, rather than tradition, has become our precedent for future graduating classes of the University of Massachusetts at Boston. II. You and the University: The idea of a university is a fascinating subject which has throughout history drawn the attention of men of thought. It is appropriate to have begun this convocation with some reference to the general conceptual frame of the University of Massachusetts in Boston. But now let us consider you, the students of the University, and your special role in this venture. First of all, while it is true that technically speaking you are freshmen, you are not the same as any freshman class at any other university anywhere. You are the student body - not the apprentices or the probationers falling comfortably under the wing of upperclassmen who will "show you the ropes". Perhaps it is not inapt to resort to an illustration that is only too familiar to all of us. You are not the beanie-bedecked fledglings dotting a thousand cam- puses throughout the land this September, you wear "HARD HATSM as the student body of a new, adventurous University with an urgent, compelling job to do. Building a new University - coming to grips with and keeping faith with a great idea - it is work for men and women with HARD-HATS not kids with felt beanies. Your hearts and minds, your energy and commitment are what we ask, nothing less. You cannot offer less if you are to be true to yourselves, if you are to build squarely on what has gone before, if you are to justify in your own eyes and acquire a meaning in your generation. Beanies symbolize the simple-minded kind of fun which is not wrong or bad, but for which there is no room in our adult, no-nonsense place and time. The "HARD- HAT" is the symbol of a proud man, heavily and happily engaged in his craftsmanship. competent, tough, important to himself and others. I have watched you these past few weeks, and I think you deserve the "HARD-HAT',g you donit look like a beanie crowd to me. The next months will tell you and tell me what you are made of. They will be months of work, crafts- manship, perseverance, enjoyment and self-justification, the values and the joy of building. They will not be months of beanie fun or beanie values, and you will be the winners for it. 19 r ' Q' 'L' 4 1 ,1 N . . l , , s , s 9 . 9 , ' lx -J 4 ' W, ' n JI Q 'r Q " f i v' I, i K , I .ry ..., uv- .-Dun.. ,I Kr . 1. If g 4 4 2 I - 4 I J or ' 1 ' .4 E i 8 . i '- ,.N,?,x,i , , um I ..L....- ,, A' -. .1 1, I Q11 'vs-,.5,..n A W 4 ""'0wQu,,w?f"'-v'-on-yn.-.....',. '.-amz V .I I 9 7..' 'F Q-Y' Q ,, f. ,, 4 ' 4 5'7" 1" J' I Q . M Y, I yf J ' ' I W f 4 1 K , Qifm, N fu . Q . 4 ... Wd? if I 1 lf' W 1 ,.' ' sf.-A I no - F' y I 'L we ,W wi 2 " an MQ. i ' '51 ' ei il "L -x if J""'.xv, Y' nl' S a 'Q ff" lf , , Z . '1 F . 43" x 09' ' ' ' li'-, na X - Q - ,sm f ? P,','fs 4 f nf bf 'Nap 0.. P RL. :Ci 3 Vik, , it if W 'iv V +V 4 s -W? if A 'xv' - , dr y.: -. ,' ,:-My 1 2,f.w- ' if N L43 Hag 32: ik w s I i' 3 9 ,, if In , In si V xx gg M3- 65 I I 4 7 ' ,mx , ff-W - . u-1. 'sy 'R x vu' 51 F 5-jg, fl YI QQ . . 44-1 fx A R ,ug , - 1 . vi Emi' 1" .1 mi g 1 , . 3 ,A 4 5 'vr if ' fx 1- am 'T' nz? 9' " "ffl ' ,A uf M., Aff e--4 .ng 5 Us we '87 35? if AQ. ffiesx mg 'A' 5 'V I' ,X ,.f .ff 'il iwlfi. NHl4'f,14sg '-'zu -,. 5 'W 'L 5... -fx: Y 1 E xg 9. K G K ,W 1 ia us ' -sn ' U. Al! Q K .4 'L 4 " 4 w- .' I ' A, 'i as UK... an 4 A gif ffm ft 1' 55. few' if Universi bo hail, oh tered and G1f.l1T1ll121tlQIfi W d were a about lobby tough Undaurited by frequently cone Qremernber also lane Harri- Central Stationv, inhabw ople who were still, even to pay their Gas bills, the stayed and became the at Boston. thefstudents who took the urban uniifersity and its city at face value. and dirty. Even the of the city. r that the citv. for the most part, is b y not beautifulg that instead it is buildings 'WhAiCd'1 UMB students acquired studentfand the Hard Hat, then, lay in the fO1'1ffl6I' student was snowed under by facilities +5 the Hard Hat perceived an in- . Within the dingy Walls and Without was studexitsythe dingy Walls became transpar- of the streets - of the outside in the streets of the city, that which the classroom. And because the people, the Hard Hat leamed to respect and appreciate icommended, not only for his realistic and also for his patience and acceptance of of growing pains, numercus though they years has ended, and though bat- flriulbs and paintj and mentally one who has survived! Q4 'iyou drunken tottering bum thru Christ in spite of all your filth and sordidness I envy you It the Very face of love itself abandoned in that powerless committal .to despairf, - William Carlos VVilliams 1 3 I yi i -1 '1 S i will ,,, w , .A 3 v ,1.1 , A 1 1 1 z .,i. .1.,.,. s ,My 1 1,1 1 A JK , M 4: . 1 1 fa 1 1 JZ 1 'HX M11 1 aww? I ."'?,-5151.1 Q f,I' ' 111 LN 1 1 1 v 1, " :kwa f f? , f I nf'-cy , Y, 1 I 1 .y I , 9L"':'. 1 .14 g ,, R! 4 'z '1 ff' -1? ' cr if , , 5' 1 A i iz ' DUNCAN BY THE SEA Oh! Duncan my darlin The world,s out of joint When they stick us down there At Columbia Point Oh! Duncan my darlin For us I despair How can We thrive In that pestiferous air? Oh! How Will We lecture How will we teach In that spectrum of spectres On that malodorous beach? With the garbage below Like Hell fires burning Not yet compacted Like much of our learning With Pan Am overhead Making a bloody great noise How can we instruct Our sensitive boys? But Duncan my darlin Man clings to hope S Even when struck gy C At the end ofa rope When God in his Wrath Shoves the tide in Q Covering the Cyclotron Covering the Gym When Columbia Point Sinks in its ooze What boyos will Sweat And quake in their shoes? Not you and I Duncan Of that I am sure For we are constructed Of souls that are pure It's the Trustees that will get it And especially that Canker Who' sentenced us there . . . Ioe Healy the Banker Dr. Tom Brown 1 f , I ' : , ffx 1 SY -' F35 if ?Q:,jfw iii 'WM ' e5. , 1 ., ,Z , , .qprm my . 9 --,Qf,,4 . .3 ii p ffffi ff. V' 4"f'1T?Q:'2.. :. -gs Q. ,L-f Ai.gfrj.f gh, ,em . be z cszwffssgwfwfijwfffflvmnj' f 'an 5' 4 if X 2 4 we gf, i N - V,q,. H K .1. . ,"'.'b, QQ 1 K . 4 ,N H., . mx- 5 1, 255,351 if q,,M MVN M THE mn- Interview With The Chancellor Interviewers: Linda Delaney and Leslie Holson Interviewer: Chancellor Broderick, tell me something about your education and your family. 'Where are you now liv- ing? Broderick: I'm living within walking distance of school, about five minutes awa on Appleton Street. We also have a town house on Isabella Street, but itis been in sort of a destroyed condition since September. The two carpenters that have been working for us are almost members of the family and the kids are true to form - they,re still clown- ing around. I: Where did you go to college? B: I did undergraduate work at Princeton and graduate work at Harvard. I taught about a dozen years at Exeter Academy in Exeter, New Hampshire, and from there I went into the Peace Corps, then to Lawrence University in Wis- consin, and from there to here. I: VVhat was your impression of the Peace Corps? Does your experience in the Peace Corps relate at al to your experience as Chancellor? B: Yes. Although there may not be a direct relationship between the Peace Corps and being Chancellor, the Peace Cor s is a tremendous experience, it's invaluable for any profession - for a teacher, an administrator, linebacker in business, a journalist. The Peace Corps is valuable for this job too. I was director in the Peace Corps in Ghana, and I had four constituencies to deal with. The host coun- .try,s government was hostile in its top ranks and friendly in its middle ranks, and the people were extremely friendly. And with our own embassy and the Peace Cor s in Wash- ington, coupled with our volunteers, no two of 'ffiese groups saw the Peace Corps in the same way. It was a fascinating kind of business to get involved in. It parallels here obvi- ously. You have the faculty, the students, you have the legislature in Amherst, all of whom deal with the trustees - let's not leave out the trustees - and all of whom have quite different views of what's going on at U.M.B., as you could guess. I: What is your concept of the urban university? How does the urban university benefit education in the twen- tieth century? Dealing with the twentieth century university involves thinking anew what a university is about, keeping in mind the opulation from which we draw, the society back to whiclh we are sending people, and the interests that are created by a eneration that is much less passive in accept- ing outmoded ideas. Although this applies to any univer- sity, it's simply truer of an urban university because of the source of students and the concentration of urban society. Every university should be rethinking the whole process of education, and not many are. U.M.B. is not enough, and I don't know of any place that is doing it adequately. The cliche on this whole topic is "relevance'l, and unfortunately it has picked up the connotation that it has to be immedi- ate. In this sense Shakespeare can't be relevant and james Baldwin cannot be irrelevant. But this is a false concept of what relevance is. The rele- vance of a liberal education has much more to do with the process of self-identity that a student is creating within himself. He therefore needs a body of intellectual experi- ences against which he can test himself. In this context it can be done quite as effectively with Roman cities as it can be with Detroit. The process of education, particularly the process of under- graduate education, is not the transmission of information. This can be done more effectively by T.V. and by large lectures. The real process of education is the experience that a student has of testing himself, in his present capaci- ties, against a body of material that is larger than him, that presents to him the kind of challen e that will ex- pand him. And the experience becomes reizvant if it takes a student where he is and gives him a new kind of chal- lenge in which he can fulfill capacities which so far had not been develo ed. If it is simply the transmission of in- formation - ang this is what one's college education is now - itis an ineffective process and is scarcely worth continuing. If it is a process by which a person grows in capacity, then you've got a relevant education whether you're talking about urban cproblems of air pollution or masculine and feminine en 'ngs in Roman poetry. But Roman poetry can be quite as relevant. I: Do you think a student from University of Massachusetts at Boston has a distinct advantage over a student from Amherst Campus? B: Not necessarily. Although Boston offers more with re- spect to fresh experience, the experience on a traditional of rural campus is a manufactured kind of experience and it does have value. There is something to be said for with- drawal. But if it is withdrawal without immediate return, or periodic returns, then I think it creates, not an unreal world, but new situations that are manufactured for no particular pur ose. These new situations become merely time fillers. VVlien you live in a city, you don't need arti- ficial time fillers nearly so much, there is reall too much going on for that. But I think education in both places can be good or bad, and location here is not necessarily the major determinant. I: Of what value, then, is the city to the urban university, and vice versa? B: I'll answer the second part of the question first. The value of the universiiy to the city is limited to two things: Ll educating part o the city's children and 2.5 changing the character of the schools. The emphasis has been on more forward-looking students. We have been attracting new, creative types to University of Massachusetts at Boston. As far as the city's value to the university goes - certainly in a cultural sense the proximity of institutions and cultural centers such as the Museum of Fine Arts, the theater dis- trict and the Charles Playhouse, is advantageous to the students at U.M.B. With the State House and Government Center, Boston is the place for gaining political aware- ness and becoming involved in political activity. Also, the city provides U.M.B. with an admirable mixture of ethnic groups for the student body. Alma Lewis found that there are 56 nationalities living in the city, and U.M.B. can freely draw from these. The pace of life in the city is vigorous. The dirt in the city is real. Granted, a bucolic campus has its values but I feel that education in 1969 has an awful lot more to do with being 3 blocks away from the Prudential and a street away from the slums. I: Do you feel that the university had developed as rapidly and aswell as it should have in its first 4 years of existence? B: There is really no such thing as a university's develop- ing as rapidly as it should. Actually, it is extraordinary how much has been done. The recruiting of the first class in a very short time, legislation in 1964 which was passed in 1965 - all of these things were done very rapidly. Naturally, U.M.B. still needs im- provement, but I feel the Imiversity has made an extraor- dinary performance in spite of its problems. I: What are the special problems that a new urban tmi- versity faces in contrast to well-established universities? B: Well, the site at Columbia Point is a special problem. It will be expensive. The universities content not to be urban can find sites more easily in the suburbs or in a rural district. The faculty too has been a special problem, there have been both advantages and disadvantages to teaching in an urban university. It takes a special kind of guy to come to a school as dirty and ill-equipped as U.M.B. has been. It takes a guy who is willing to put up with inconveniences and old facilities. On the other hand, some of our best faculty members have been excited by this university as a roject. It was a new experience, a new endeavor for a liot of faculty members who had taught at established universities. I: Do you think that U.M.B. students have been of inferior quality because their college board scores have been lower t an those scores accepted at other colleges? B: It is true that the college rofile of these students has not been so high as those of otfiler schools. Frequently these students have had mathematical and verbal deficiencies, at times based on the quality of their previous education and experience. Consequently U.M.B. has attracted himdreds of kids who ordinarily would not have attended college. Yet these students have a zest, a hunger for learning, which can make up for a good deal. Generally, their attitudes are more mature, more realistic because they have had to work hard to achieve. Take for instance the difference be- tween a student with high verbal skills and a student with low verbal skills. In college the first student frequently goes through the motions of leamin with little exertion, whereas the second student will make u for his lack of developed skills by the eagerness with wliich he strives to learn. Consequently, the second student will work harder and a proach his goals more realistically and maturally than tlie first. 31 ll I: How do you feel about the student apathy that seems to exist with respect to lack of participation in school-sponsored social activities, etc? B: I wasnit aware that apathy existed. The students' failure to participate in social activities doesnit strike me as apathy, it strikes me as a sign of choice. The people directly in- terested in an activity - newspaper, yearbook, bowling league, or something of that kind - use this activity as an outlet for their interests. The fact that other people donlt share the same interests doesnit mean that they are apathetic, but simply that they have made a decision not to become particularly involved. Defining this as a athy is a projection of the values of the activities in which one wishes everyone else to be engaged. So I donit acknowledge this as apathy. The iudgment is constantly being made as to what is worthwhi e. I: Over the past four years, a sense of communication be- tween students and faculty, and between students and the administration, has seemed to be lacking. What do you think are the reasons? B: There is always af lack of communication, but in fact there is really no such thing as a lack of the chances or o portunities for communication. The Dean and people like Mr. Sullivan have striven to keep lines of communica- tion open at all times, they have been receptive to students and have held open discussions with students. I: Do you have any specific plans for what you would like this University to become when it moves to Columbia Point? How large do you think the should be, and is there any particular area in which this school will specialize? B: I think itis hard to look very far ahead on these issues. I would not especially push for a particular area in which we will become highly specialized. I do hope we never grow larger than 15,000 because at that point I think a univer- sity loses its Hgovernabilityi' - if I can use that word. After 15,000 it becomes immense and diverse, and it would really be better to establish another university at that point. The plan that the faculty is now considering is that of a "college planv which will retain the notion of small, co- herent colleges, each of which would enroll approximately 32 2,000 students. Each will s ecialize in one particular area with a full ran e of liberal? arts. But each individual will specialize and know his own thing. One might specialize in Marine Biology, for example,- yet at the same time still receive a full range of academic training, so one could be a History major there too and not be confined to one area. I hope one college might become a Social Science spe- cialty. The exact nature of this would naturally depend on how the university grows, what sorts of people enroll, and what sorts of people the university itself will seek out. No decision has yet been reached. I hope we retain our identi- Hcation with small colleges, that is, I hope we continue to think in relatively small terms and not become a monolithic urban university. I: VVhat will happen to the Boston location after the Uni- versity moves to Columbia Point? B: Itis hard to say. 1'd guess that the University Would keep this campus and use it as an intown location for ro- grams housed here. There is, for example, a good dezfl of scientific equipment here, therefore, it might be left here and be used as equipment for one of our colleges. Con- jectures beyond that are impossible at this time. I: Would a graduate school be located on our present campus? B: I doubt it because our science center and our main li- brary will be at Columbia Point, and the graduate stu- dents as well as the faculty will have to be there. These buildin s would most likely form a small college which would In available for night school for a somewhat dif- ferent constituency. Still, it would be part of the univer- t. Y an 'dh sity: I don't think we'd want to set up a separate night school. I: What is your opinion about student protests, particularly those staged at U.M.B.? B: There wasn,t a lot of student protest at U.M.B. Student protesting, in my opinion, is nothing but healthy as long as it falls short of violence. Changes will occur as a result. However, when it arouses a great deal of opposition, many times goals become obscured and the point of the whole protest is lost. Nobody, including a protestor, has pure motives. It is my opinion that many times a protestor is more concerned with the excitement of the moment rather than with long-range goals. Some lprotestors will push a cprotest until they have a sense of fu Hllment in balking tra ition. A university can't protect itself against violence, if it em ts. It must call in the olice in order to protect itself. If the police are not calledp in, the community is left to be ruled by the least responsible people - the violent students. My particular problem as Chancellor at U.M.B. is that I don't know many of the demands of the students. I know that there have been differences of opinion concerning curricultun, but many of the gripes have not been com- municated to me. I: VVhat did you think of Friday Forum? Was it a success in your opinion? B: Yes, I thought Friday Forum was definitely a success, although it spun out a little too long. I: Did you have any regrets about the fact that students missed classes for a day? B: No, because there was probably more education going on in that forum than stu ents received all year. I thin the forum should continue throughout the school year. I: How about the Boycott? Did you approve of it? B: No, I did not. The students were not in their rights to stage a boycott. I think there could have been a meeting which would have avoided that kind of confrontation. I: Lastly, Chancellor Broderick, what were your impres- sions of Graduation, especially jim Smithls speech and joseph Healyis rebuttal? B: I thought yould never ask me that question! Graduation was spectacular, I loved every minute of it. I think David Iones should have spoken first, before lim Smith, because after lim Smithls pyrotechnics, David,s subtle, quiet speech was lost. I also loved joe Healy's good, honest anger after, being bounced around by Smith's speech. I: Didn't you like jim Smithls speech? B: Oh yes, I think it was appropriate, although I didnlt agree with all of it, especially the parts about the Trustees, letter and 1im's criticism about Amherst. Yet, the speech was still a legitimate interpretation of the facts and I en- I: Well thank you, Chancellor Broderick, for your time. B: VVhat, there,s no more? I was so thoroughly enjoying myself with the questions 'that I guess I lost track of the time. It was my pleasure indeed. END l l "The Covernor's staff stashed er, slashed the proposed budget L UNIVERSITY OF MNS AN URBAN! F x I SSACHUSETTS AT BOSTQN UNIVERSITY 4 I muse: mr il" fl gf 3 5.2 ,P L ly .vg t X Ad.: RN vi? ,, f "3 Qfff...w"y . . '41 4 1 1 lllnyff ' I :Q A ., ,V vw 'X ' M 'Ilia-.1 . i. Since you can't attend The Amherst campus, "go to Bostonn the letter said. To suffer in its soiled air and in its dirty streets, "Co to Boston and struggle every morning on crowded streetcars and highways that seem like parking lots. ' l l 37 Yet, as unattractive as the idea of a university in Park Square appeared, Over 1200 students came together in September of 1965 to found the urban Campus. A school at which almost every student commuted to class each morning from some part of the greater Boston area 39 F F Freeze Dui in T-The I.-lobby!!! For the past week' the city of Boston has been in the throes of sub-zero temperatures which have extended themselves into the lobby and library of UMass. The lobby in the main building in particular has been subject to the cold because of a defunct revolving door in the rear which is being tom out to install a fire door. The work on the door was initiated before the Christmas vacation. It was removed and a plywood barricade was placed around and topped off with a vinyl bag. Both are sadly and grossly incapable of keeping out the veritable hurricane which at this very writing is roaring across the lobby. This, coupled with the flu and grip and other assorted diseases, is making the plight of the freezing students and faculty an unhappy one to say the least. The question to be posed at present is why has the maintenance staff waited and stalled until now to remove the door? For the past two years fire inspectors have been urging the school to put in a new door and the staff is just now getting around to doing something. LUCKY US! The naswer lies in the fact that the staff had deteriorated under the former supervisor and the new, C. Spalding, is making a gallant attempt to save it. The work on the door was begun before the Christmas vacation. NO WORK WAS DONE AT ALL DURING THE PERIOD WHEREIN THE BUILDING WAS REALTIVELY EMPTY OF STUDENTS. The reason has been given that the door we need is in pieces in a warehouse. The stonecutter working on the granite must use water and it is freezing before he can utilize it. These are the reasons and we should see results within a week. l'm sorry I can't write anymore because my hands are freezing to the typewriter keys. I'm going out to huddle with the rest of the students in the lobby and wait. If there ever was an excuse for libido in the lobby THIS IS IT. flwff Usually to find unfinished classrooms and hallways crowded with more Workman than students L f WK ,A ,x,,, 1 .W 'X X M -x- .x' ' V . 4 xs- yaf ' X.- 'ai-' sf. T '3 v 4 tfl x nuts-xml ff X A. sn rl I Ve I Q . v V, Q A-.5 1 ,wx an 1 v xx: A Jw -N' Pm. ' , ,rw ., 2 'KK 1 1,9-.-. nf-an -Q .N 5.5 n , , nw .kay b . s 5 o 4- f"'if in .... M annul, Eta Lw-5 'W aww-M555 ,P r ' 191' To some, Boston remained a place of confusion and for four years they dreamed of Winter Weekends on distant secluded campuses. Others, however, adjusted to the rigors of city life and to these people, the majority, Boston became a place of beauty and excitement. Boston is A busy City yet tranquility can be found by any who seek it. 5, f my W . Q .N AM 5-s'?i V fr !""W't T. :wry . H .. if-44.-ds"'5-ui ...A 57? V QM! af' if X Y, fi 77. iw U Q I ! 1 4 Bill Beard Edwin Reichauer A city is a place Where people gather to develope and exchange ideas. Our location in the midst of an intellectual center en- abled us to come in contact with both ideas and the men behind them. 47 A. fbi A ,guy x pa. gw ' yi- vz '7 ue? ' W 1 5 gag A Q cw , Q " ,ya ,.,f ,,,3 ,x,g 5 19 , .,, 5 , fm 3 My if 5 ' Q 4 4 5534 in ,, 3 gg If if ig 4 im .QP F ll 'fi ,, , iw my flies- 5 -,pg Qfg,Q'?'if 8 .Bm 1' 1 -w ,Q 1 Q , 1 Q ix an ' x s 3 if ff w . n ,I-,, g if gf ' ' V' ,Q x 1.5 f f :S fl 1 A55 QQ 4 'S JFK ' " if W , , A-, f A city is also a place Where opposing ideas come to conflict. Conflict that sometimes leads to violent or non-violent reaction 5,5235 sux ssffsw' my mf- ,, 3 gp is-. .Q gl . ...Q W '- A .Q Q.:-nv --1 rs- - f.. manor- .' - 4? -1 F ,.,,,,. .-. 1 . -,,,-A - 3 ' ,- ." off? ..1m-u- an r7",'!5f 4 K6 4 Y in-v ' QM Y 1, .. was B x -K X., , , x mx 'V fifx ' . 4 l -'Z-E 'Q Ex . X A! ? " www' QM-. GMM Z4 iv L gf ff' L, f ,.xf?f,3i-4 , -'vi ' .,.,,. Q V , ..- 'f-Ff up ,f wx . 'ef f -2' 7,2 fi 'S ., 4 ' Xfgjgx ,bt 422 I . iff I-. ' 1 1 ' - , , X - , , -M wwf . ' Q. J iff? f L ' M' X. ,I v f, f, W f Www, -1 , M -v . f1,,,f,, Q , ' Q A I ' if ff ,HQ A 5 9 B ji ,ff - Q .CW f Q am V, V 3 , f . n -2 5 f Y: 44 4 1 , 3 2 -mi W, ,, xv, 3 bf .. x E .1 v 'I M' "1 I .lv b M My Rua L- ' ., ' W A fr " ff? , Stu ents Say Apartments It can be a big job ridding oneself of those high school preconceptions of college life. But students do adjust to the facts that college teachers can be human, that every coed isn't "easy"g that finals can be passed, that cheating isn't a millian dollar campus industry, that for every ten dollar noun in the student dialect there remains a four letter "high school" adjective. But at UMB, as at other commuting institutions, Harry High School clings steadfastly to the idea that the all important college years should be spent away from home. "Hell I'd love to live away from home," said a UMB sophomore, "but I can't even afford sixteen hundred dollars a year to go to UMass!Amherst. Even if I could my folks probably wouldnit allow me to go . .. they get shaky when I spend the weekend at the Cape." For this lower middle class Quincyite, commuting is a sorely accepted necessity, rather than a choice. And student financial records indicate that commuting to college may be a necessity for some 7076 of the UMB student population. Yet, over 300 UMB students have packed their bags and gained a new "apartment lease of life? These people of the "new generation" have, as one blue-eyed coed put it, "refused to wait for independence". Said another "apartment man", "When you can't hack commuting do the sensible thing . . .get a pad." There is good reason to expect an increase in the number of student apartment dwellers. Of the 128 commuting students interviewed, 94 would prefer to Are Great live in town, and 67 said they will move in before they graduate. Moreover, 47 out of 5 0 apartment students are generally pleased with life in Boston, and will continue living in town. Students see their new independence and the proximity to school as the main benefits of apartment living. Most claim that braking away from home is as rewarding as it is demanding. "Somehow," said D.B., "I get satisfaction from developing enough self-discipline to study regularly, eat properly, and keep myself out of trouble. I feel the sooner a young person realizes that mom isn't going to put meals in front of you forever, the better off he or she will be." Unlike the dormitory student, UMB apartmenteers are completely on their own. In addition to the responsibilities of complicated financial management, and the maintenance of a proper study atmosphere, the absence of dormitory or fraternity social contacts makes the UMB student a loner in a big town. According to a Beacon Hill resident, "There are times when you want to associate with people other than your roommates." But many are meeting people and doing things all over Boston. Northeastern frats, B.U. apartments, and secretarial school dormitories are commonly frequented by UMB students, who are at the same time befriending one another. There are special problems peculiar to the sexes. Girls confess that their greatest worry is safety in the streets or in their apartments during the night. This is quite a legitimate fear considering the fact that one third of the personal assaults, occurring in the Back Bay area between Mass. Ave and Arlington streets Cwhere most UMBers livel, were on women younger than 23. Understandably, most coeds limit their strolling the streets to daytime hours. "What does a girl do on weekend nights when she doesn't have a date?", asked a sophomore lass. Apparently, "no-date" girls are party hunters, movie goers, or window shoppers. Where a guy often uses his manufactured identification card to gain entrance to one of the local night spots C'Mustache", "Saxony" or one of those Kenmore Square "beer-and-broad joints"J, the fair sex generally refuses to stoop to illegal means even if the end is to "hook" a beer drinking Harvard man. What to do with one's recreation time is a petty concern, when compared to the problem of managing study time. Scores of students who appealed their academic dismissals were apartment dwellers. "The people who visit your apartment at all hours flunk out, are usually looking for a place to drink or are hoping that you are having a party. Most of these people are commuting students whose parents stand over them while they study, then later they come to your place looking for fun." Most students do complain that limiting social life to weekends is difficult. "Keeping a locked door," said Al, "can cost you many friends". As long as students 'feel the need to "flap their wings" and test their newly found identities, the apartment set will remain a part of UMB. Reprinted from the Mass Media 3 As our students took residence and greater in terest in the city, its poverty, and other prob lems became theirs also. a x fa awaf , 5,916 iff' , " Q J 1 Q- " f , Hx 'iff 1 , Qgx ff. ' Q gxk ,,,., Wg -,Q QQW . 3-. 5 . 1 ? 131' Tl A gw"5"" fs. S. xii. Ik. ' If ' J 1 XVNK: fi , . , . . H.-W. M. i wqswa.-ff .WI my Lwww 1 sf e wg. Y ' 'wi ' .fix ,gg ' V. ii vmxslizww-,-.,,,,f , 1' . 3 -4. Q 5. .. vvnmwq-ww , - - , , J ' l9'M0K't"' ,,. - 'V .- , ' 'F Q V? 9a ., , . 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Kiki-i"t' git' Q "QTY 4.3, .1 ., I s .q.,t , s .,3.- , xi , 'w .F 51 i - x 1 Q, v 'A nfl x . 4 g x viz 'av tisjli it - lv- ' Y ' V f'!Mi,.:'i , l ' C I 1.x-I ,b,.. . ki t VV- . , it-'A i 'Ps TMA Hi' , .1 l ,. -i -, 1: X l ' P713 gif- 1,1 J' W I f , w I I , V p 1 J , 'f5'Wherefr,is it written inthe Constitution, in what article br 'section is it contained, that you may take children 3f1'oiif1'thfeir,parents and parents from their children, and compelfthem' to fight the battle of any War in which the folly and. wickedness of the government may engage itself?-it ' f u i ,"Underp'what concealment has this power lain hidden, now for the firsttime comes forth, with a tre- mendous and baleful aspect, to trample down and de- stroy theu dearest right of personal liberty? Who will show me any constitutional injunction which makes it the duty ofthe American people to surrender everything valuable in life, and even- life itself, whenever the pur- poses of an ambitious and mischievous government may require it? "I almost disdain to goto quotations and references to prove that such an abominable doctrine has no founda- tion inthe Constitution of this country. It is enough to know that that instrument was intended as the basis of ua free government, and that power contended for is in- compatible With any notion of personal liberty. -"A free government with an Luicontrolled power of mili- tary -conscription is the most ridiculous and abominable contradiction and nonsense that ever entered into the head of man." u l ' . U - Daniel Webster i US Houseof Representatives u january 14, 1814 1 'K-Q I 1 41 K 1,11 1 H in-. 4 . 'st -Ev ' it 1 ,M ca, X 1 av, X -4 -1. 31 a XX, ? x 1 'inn K '. A x , . A y' 'mf 7 Q91 1 li-Qi ' 1 5 ,dan M . x l, 5 1 1. n 1 1 1 1 NW' 1 1 . 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K ":3.,f1fi4!,g:fw1-1-1 5 , Y 5 jiji-ul-J :.,,2?1g:5'-E,fij,i. 1 ' f ' ' 1, - 1 ' ' 1 1 1 1 , x -', jg3,:::1,1,1iffcflahgfigj - 1 I 7 I .Q11,.fl'15'1-V1 Hn',f!119'..-A ' ' , 1 1' 1 2.12231 f"-1'1-+'1'wj1v', f 1 1 ' ,1 ,3,'.,', ', -Q -, ' xt A ' ' 9 1 f 173' 7711: I 13ki51f.fp'f-21, 1 f ' 1 1 g 'lf 1 1" 'N1,,!fn 1' 3513 ,:f'f51vi'1i f 1 ' 1, "' f ' '1 '?Lyzx'l1-H1 'WI 1 ' ' 1 1 . 1: , 51..,'!iZi'.a!3f,Q1,f'9'ff1j ug' ' r ' f 1 11 It .if'..v'.,1.,,.g,1.z 1,1111 , 1 11, I 1 ,,?,,,.,11y,5.,13' ag., 1 f ' 1 v H, f'1""T9'7QZk"22 3133" 1 It 'r 1 " fa .1 1 . 1 1' FzM'1'3uM'w f I 11 H1 I ' "l'f11'V"WM ri Q Y I '1',i 1 'I 1 I 1 nl '. lu 11111 1 K 1, ,H 111,c,,3,,1Mjf51 1,31 1 ' 1 1 '11fi1s,7'f'1L11H 1, .-.,,,g- ' U.1.ui.g. ? 4 , J? wi' 'il ab' W 'F . ,' that further intercourse will lead to the unwanted birthg in which case, your only hope is that the mother will miscarry. Best Wishes Dr. Spock by Stephen Carter ef J 'X ' A we f '7 K ,st A I . K H 1 z agpwml fwvwd' "' AL," ,M ,,. me aw. 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" .,T,,5'n2:.x. ., 1r1','1.. y'.'v'3 3 vs ,:. . ,, , ,. -11 .mn , 7 f .' . fi, f K V 41 t 1.41. 2. 1121 hm' L.-p1 .1 X I ' VITN 1 1 .J'. L ,Q 1, -.1 Yet, often hampered by the Administration, Student Government led the struggle for the Copley site. 120 UI ,:v"" ' 4 44: fe 4,444 .rm wr 'f4.' 4 '44 . , 1 4 - 4 44-1 4 1 4 .4 , . 'v' 4,14 - .4. ,IX- ,4 .,-,i,4- A . 14 4v' . -- x44"44 - 4 Z . ,44 ,Ag 1 X 4 V. ,. 4 4 4 14 4 1' l"f .v Nm. l 4 w,g'44,4'44l ' 4 4 4 Y ,I Y . , 42 , . 4 wx, 4 4-4,7 ,A 14 '5'1".5fQ4 :" f 4 4 '43 ' 64 . 4 ,uc A I 44, , -,944 44 373,41- .'4'-14-1142 ' 4 Q' 24114 71"2!'i 'E ,44Ig,4N,E1,, 4 , .44 1, 2211? ,4 4 1. 44 , 'Q 'x 4 V' fQ24,.,-fi 4 'Q 4, bz'if'5'L'f41'f 1257: . '1-"LQ :4 .iw 4544.4 I ,--lA.- 'F ,4 -4 ,44 :4 ' 4:4, 4444 t4 4 ,4 4, 4 . 4 44: Aw . 1" " 4 I' 1,4 r' f i ' ' f 445 44 4 4 4 4 +',44g,,44.1. 4 444 -, '4' ' 'n 41 '14 ' we -, ,.4- r+ . r , 4., . r N 'L pi 4 . 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F 4 1 4,444.2 4 QV! 4 .fxl 44 1, 4. 4 4 , :a '4',. 4 54 .,3 .4 4 "hw l'41' 4 4 4 I 4 2 ml I-ff? , ,gwrl 1 F49 W, is , g qi 'wife' 'l As the year came to a close student unrest became critical. Chancelor Broderick called a forum to discuss problems which had become acute such as faculty tenure, afro- american demands and a proposal for a new univer- sity government. 124 '2."55' 'Q-1315533-5'+95f1 'lift A if, M 5 1 N mi E -unw- .wif l'.'1h?'ITv1' 1.f,1'H'lZ7J'.'lT'.JE9KB1Kd1mI!f1B-4Y.l'..!1,U' : 4 , 1.0. .N-.u w, x 144. 51 Flu '-1 f 1' W :ff 1 A I -W -I , . wi ,I-gmr. "W r . .x nf' .. .pgwe-gilig .. 1 ' . ' 3 5 ' x - .I ,4y',.1jk'dQ' 1 .Ml-V,-va ,JM .44 .N , J. Ha' "QF 1 ' 1 .1 5 K.. v' . " V Q, , ft, .F a. s .a 7 . . , . 7 , ,. -,.1 I full' I " . '4 JL- - l . 1 f,- , J- Jr ,,.,. , . ., -I T, 34 v W. ,. -tp. .I lx 1 A 'K' if .'.,-1, , ' . 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'ifwH'?:'1 Iv .I ,f'.,'I1Lig5,lIQi1I1 ww -1 1? ,I1L.Lg..ya.i-1422 9.'M.f,'ygli,:xi1: 2 1 ff f ,-1.5, IQ, ,fs15:',3wlq'l,'a?1w.- - we' T? 1-'JW' -1972: r'5E'f1'?'f5,: . .1 1 f'I:', 1 .15 11 ', I, , .1.rvb3mNm5wfww I - .I.-"'fzSs"If-Wir? !i51.y2'I jIV:fJw'Q11'1. 1 - -iigy ffngy 15'2f1lIgs4I,1,5Q11 gm ' 'gm ' 1 !l"'1f 1' I. 1 711.19 I ',."-"ff 1-if Hfijg 6? TAPS' :Inf-. I' ,.', II -,VII '13, f',f,III I 1151"-'L SY'f.f 'f1g11IE f , IIANEEIII. f"i,f1.l 15: ' u.. ' 1 i,qQ33If' ,gf ' jSIg'ffI'I:141 D x, " 3 an ,1 I ,1gg.1,1,,.. fi3',1SE2l?gi.kI'211?'Gr1 ZW. 1--:ff 49 A P' 11 II 4 1II Q , www -1 +1-1 eff, 'H 'ffeA?xQm1wv1 1,111 151.5- II I I . I11 ' 1 Il ,x:f:,1' . ,.". Tyra ,I I . ,1.-s.- ' 1,1 1, 1 1'--1" w."d.'I I-" V 1 cg I '1 1 'Q 19 1 I 1 XP i ,I :T 1, if 1 ., 3 Q" ,ku K, 1 .1 " km R. ,II 1. i. 1 . 1 5 n QI! 'Qs ' xi':Xlf" 1 XQVE' 1, A, 'ei ,,,,1 1 I N 1 1 J1pfMwfAfn-ww ...A 1 , .1-5 FJI- 15 MI :I -: I14 1.9. e 'xv . - v 1gg:.- '-1 s ,J ,- , 1 l'13'xI 4- -I 1 ,A ' r., rJlhwWWjw' ff.- . - ' . 11. 7' 1 V '1 1 , IK f ALI-II, -..1 -1 IfI.I ' .WI II I ' 7 ' s J, w11p,'4 .Ii ' 1, 1 751. 'V-1 ' 1. .p'f7fllq?4,13I1.. .'- IIIIII ',4x.,.p 4 .IPI ,rr . .1 I fu-Iv",4'fC'9 ,I .', ' jj . LYIQ. In -' . , 1.511 I 'g Ll"1"l, Igf 1 ' .T f ,,, ,I. -1 I II I II I I I X, I ,. . dw Ax: fy' " ' II ' '1 1 1 .L 1 1 1 I 1 11 1 1 1 -u I '. f A f Wwrsw- 1 .M .Nx. , W ,. "" .gffa . .A ,.,, W ' . QI- f. f I ' . A. 5 H N f v . 'I ' M :,.. MR f X. , ,. , l - sg, 4, N16 5.1. ' . H, ,,,, v.......,.f,- ,, . 2 " MW' Q , . 1 i. X 5, kwa lhldnp-ff lui? W Vfbfbmv k.1. . U L, k ' 1 4 y my "".,'.4' :iUffwr7mz,,,,g, :. N., W E 5 ' A . jg-.,,,,. '-- 1 Q--..,,,,., 71hv..,.- -Qiqgi 'L....,,v-- -. ' "W-..,,., Q , ""'hg, A N ""' - W, . 'W ,Q 5 1 --,.,.-..,,,.,, v "M -iN , .N -., it 1-5. , 5-Q , ,wwf ,ff ' FTW ,jj V-Q ' M .ac 2 ,-.,.,,, w X 1"Zf.f,x,-'aff "' . we ,fw"n-'ang--5 Z-ff 41" Ky- Mu, Q '-m..u,, MN -.. Q... M as M -K F' 1-hflv' WN f .. 1 ,lf-Q... ---...., Q... -..,, N -+-....,...Q., ff- MW---i A-..,,, A, n"'W"--Q.. .,,. --.,.., 'YW Georges Island 1969 -M-...,,, hi. v-, 129 l- -, '11 vr 1 I f 1 1 v 1 W wiifl, 7,f5fmQ Eff 'vaggfiffg Q ' 4 f 1 , 7 A 1 IO 1, j 4 f f 1 -num-mg,-1. 'S-W vm: ,Q WZ, vv . ikf Bag Q My Q., , NO. X 1, nu , Q.. A. u ,Ne ' f up W , -,f,, 1 'X' 7 iff wi Mx x k. 0 .X V, f 5 1 . .V K ,. . P . , I, f X., I , 1 .'K nf I -f. f'-'., -. -4 Y. ,,. , ,f5x,.- - ,-4 x.,y .i,f. X ,,1.K.!, Xxx'-xx fs' :XXX -,vmwxk 0 1 'L 5 X fm " , -'e . if A '4' gpg si , , f mf- 5 , A 'Q mg , wer!- Vi. nam ,- I I I , ,.:, .1 , . , ,, , 1 , , , 'rr ' 'f ' A I' ,' mf ""' , , -, ,A , ,, I , I ,V , A, v,. M . 4, H ,,' I 4, ,,-ff., ,,' , ' 4 ' 1 fri -1, ' A f X , Z4 Z4 , ivwwf? 2 21.1- ,.z 431 . 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However the strange before class on Monday morning. 143 or 52 I H 4 6 'g 'V ,MJ 1 Y' Q Q4 6. W 5592235 4 gg, 1 ' ' ' Wg ,W ,mf . 1 an Z W wif 'mlx ,f , H nz mf I-1 ' .YV , ' f f Q, 4 ,Mad QIQR can ' ffm 1 N Q' M mx . . f' -IB? 4, - I 4. f 41 f' BEACH PARTIE '7 N I s 5 Ji V If.. 'ffxmw f' X ,ug i f 'N A it ww . ' .rfb .I 51.1 I A . , 1. "fn uv -xvc, .44 s ..-i .1 ' fehaallf' 5 xys . 0 x M 'Q 1 5 N 1 1 'ss .xl 4. f as ""-N ,,v K X' we vp 'funny A, ff' R Q it . K, K . NJ , ,. .N ,M ' . , Q M. , Q M"'71' . N ' lf ' ' L A - ' af ,Q 5 G1 1. ,pfyz-,. 'Q my 1, 4,-1 - . ' W 15 ' S7 I , . sf ' An fx f?35,mv59-V-7"f2'w!K.f'+i2? pf-Q31 -E?"h - ' 4,-vi .l I ,, j' W , 4.. L 3 V ,. f .ff , Y 7, ' if 5 fit - K 5 9 lv... f L .g . ! , f ff V Z Jw- g ' , M Q . 119 h' 7' A , 'L 'R , , A 1.- : .-'A' ' x F' I -f f Q +4 " 4"1,,Z .ji li, . 5 '- . . VL . - , 2 W 1 ,, .,., , ' ff- . ' ' . - . -rw ' - L 4, X 5 ff ' M Q - A W . . Ji 'fm M Rig,-M we ,, ., H Q ., M 3.2 l N Q. A2 Y! 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Takesian Audrey E. Taub gw Karen Shackford Tedeman Robert Lewis Teel, jr Paul W. Theroux Cheryl S. Thomas ........,.g Michaela Tobin Paul S. Tobin Kathleen M. Tone 7-.. ,Ruin wmmxv. , ,V , 4142, 4, A' L ?xJ',qLf J ,mix rl. N ,gi Lana Vvgbb Lorna Vvelili Elaine Vvelch Gregory S. Weston Michael john Whall Walter Whalell ,gmif E Frank H. Wians, Ir. Nancy Butler Wilson Paula C. Wilson x Susan Wingert Neal M. Wolf Sandra Wolf 2. 3, 9 . 5 f- 3' B f ,Q Viv- 'ix . V, 'til wa H - :W 2-r Q' " 4 N, -Clin jj .' '7 Q D v 1 ,.'2,.v,L3 '. A I Robert W. York Philip Robert Zabarsky Robert Zaya Margery K. Anzalone john Beldekas Marc Bladd Lalia Brown Maureen Casey Paul Cedrone W ' ,W ' Virginia R. Comeau Ronald Eydenberg Robert Fellows Patte T. Ferrari 446 1 X, Richard Cuerenie SW?-!!'w ,i X Diane johnson Steven Gondelman Linda Glover ff! N, ff .-,.- , ' Rita Homin William Hourihan ' 'Q 5'5:1f-inn 537' - , .- -1 A ,. '- if . ?.xf1.a5s1S MF , A Arthur Mabbet Carole B. Mikelson 'Ii' 'S eww .un9"" -'-any James P- MHHH0 Judith Patterson Neil Raisman Frank Seegraber Jean Seegraber William C. Sliney Karim A- Stofti joseph C. Stokes Michelle Wattine Shelby Allen English 76 Forbes Avenue Northampton, Mass. Robert G. Anastas Government 14 jamaica VV ay Court Boston, Mass. Mafalda Altobelli Psychology 37 Clifford Street Framingham, Mass. Anita Andrews German 33 West Main Street Georgetown, Mass. Iohn Anzalone French 107 Chelsea Street East Boston, Mass. Margery Anzalone English 127 Western Avenue Cambridge, Mass. Nancy Ayers Psychology 33 Cliff Road Hingham, Mass. Ianet Babineau English 32 Parker Street Woburn, Mass. Virginia Babineau English 32 Parker Street Woburn, Mass. Carol Baird Sociology 186 Mystic Valley Pky. Arlington, Mass. Arlyn Baker Psychology 123 Damon Road Medford, Mass. William Barbeau Chemistry 4 Conant Street Salem, Mass. Cheryl Barcroft English 102 Concord Street Rockland, Mass. Kathleen Barker English 22 Harding Street Cambridge, Mass. 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Boston Dominic Magnarelli Math 27 Friend St. Clouster Robert Maloof Economics 64 Beechland St. Roslindale Eric, Maltzman English 55 Pine St. Malden judith Ann Manning Spanish 112 Farm St. Millis Mark Marbet Politics Concord Rd. Wayland james Marino Spanish 277 North St. Boston Terry Marsh Biology 26 Park St. Stoneham Elaine Marshall English 482 Geneva Ave. Dorschester john Marshall Math 6A Winter St. Everett Stephen Martin French 100b Myrtle Waltham Nicholas Martino 19 Berrywood Lane Beverly james Martin Politics 3 Lexington Allen Marzuzzi Politics 81 W. Eagle St. E. Boston james Masone Economics 26 Woodside Pk. Winthrop Resa Matl French 132 Caspin St. Dorschester Barbara Maxwell English 31 Baelon St. W. Mansfield joseph Mazuchelli Biology 65 Carven Rd. Watertown Ronald McCarthy Politics 6 Revolutionary Rd. Lexington Neil McCormac Politics 37 Buckman St. Woburn Elaine McDiarmind Soc. 34 Bridge St. Manchester john McEachren 21 Farrington St. Arlington Hazel McFerson Soc. 902 Albany St. Roxbury David McGowan Chem. 20 Lincoln St. Hyde Park joseph McGrath 29 jones River Drive Kingston Donald McHugh Economics 24 Melbourne St. Dorschester joan McIntyre English 18 Cainsville Rd. Dedham Richard McNiel Economics 38 Rybury Hillway Needham john McNulty Psyc. 12 York Ave, Watertown Michael NcNulty Biology 35 Hawthorne Rd. Milton Theresa Mederos Spanish 71 Nichols Rd. Framingham Sharon Meeks English 57 Pleasant St. Stoneham Samuel Meister Economics 109 Lovett Rd. Newton Irene Melamid Psyc. 39 Clark Ave. Chelsea Andrea Michael English 27 Ransom Rd. Brighton Carole Mikelson English 15 Harrison Rd. Canton Aileen Mintz English 15 Kimball Ave. Revere Kathleen Moley Psyc. 67 Davidson St. Hyde Park Michael Maloney History 116 Marcella St. Boston Rene Montague Psyc. 616 Concord Cir. Trenton N Lawrence Moore Biology 21 Pine St. Medfield Wendy Moore Politics 24 Perkins St. Stoneham Marie Moore English 9 17 Commercial St. So. Weymouth judith Mecci Psyc. 20 Cleveland St. Watertown Io Ann Mugnano Soc 209 Chelsea St. E. Boston Iustin Mulvey English 8 Howell St. Dorchester Alberto Muneo Spanish Columbia james Murdock Math 42 Gould Rd. Bedford Victoria Natalie Biology 54 Cambridge St. Revere Christine Neel German 366 Harvard St Cambridge Richard Nelson History 35 Ridgeway Dr. Quincy Deborah M. Nigro English 256 Coolidge St. Revere Estelle Noah Politics 65 Lincoln St. Dorschester Leo Nolan 3 Hillside Rd. Natick Lawrence Nolan English 189 Robbin St. Milton jurate Narkunas German 73 Grove Ave Dracut Stephen Nayes Politics 177 Haverhill St. N. Reading Manuel Nunez Spanish 1039 Winthrop Ave. Revere Francis OBrien Economics 5 Verdun St. Cambridge Lawrence O,Connel Economics 225 Main St. Cochituate Margaret O'Connor Psyc. 50 Clarkson St. Dorschester Kathryn O'Hearn History 272 Essex St. Weymouth Sharon O'Laughlin English 37 Bakersfield St. Dorschester Vincent Onorati Physics 48 Billings Pk. Newton C. Njidea Orajuka Biology Harry Ostrov English 97 Parker Ave Newton Ann Marie Pagliarulo Biology Terese Poparo French 86 Lowell St. Sommerville Anthony Parisi Politics 20 Hallmark Dr. Woburn Christine Parsons Soc. 23 Smart Rd. W. Acton Ronald Paison Economics 63 Howard St. Revere judith Petterson Politics 10 Hawkins St. Wakefield Susan Pearlman 22 Salisbury Rd. Brookline Gerald Perlstein Economics 60 Summit St. Revere Linda Pennacio Math 60 Vane St. Revere Ildeberto Pereira Spanish 328 Centre St. Dorschester Deborah Perkins Biology Water St. Wakefield Dianne Peterson History 21 jordan St. Brockton Susan Peterson English 27 Brooks Ave Arlington Richard Phinney LaGrange St. W. Roxbury Arthur Pierce English 12 Westland Rd. Watertown Phillip Piscopo History 33 Bernard St. Dorschester F ranziska Plendl Psyc. 170 Chesnut St. Newton Ellen Plumer English 94 Orange St. Roslindale Suzanne Podlesney Psyc 428 Washington Ave. Chelsea Gregory Polakow English 74 Walnut St. Somerville Diane Paretsky Psyc. 216 Clark Rd. Revere Barry Poftnoy Chemistry Chestnut St. Newton Robert Pugliese Kondazian St. Watertown Ann Purcell English 30 Martin Rd. Milton Alice Quigley Biology 47 Russel Winchester Neal Raisman English 21 Leonard Rd. Sharon William Rappa Psyc A 21 Raddin Grove Rd. Lynn Bahram Ravan Math Michael Ray Government Lawrence St. Haverhill Barbara Reade English Patterson St. No. Reading Robert Regan Physics 64 Holmes Rd. Dedham William Regan 91 Chandler Rd. Medford Suzanne Revoir 33 Lancaster Terr. Brookline Maureen Rice History 57 Blue Hill Terr. Milton Maria Riesco Biology Marathon St. Arlington Michael Riggs Biology Georgetown jeremiah Riordan Government 36 Biscayne Ave. Saugus Emily Rizzo Art Cochituate joyce Robinson Soc. 9 Tratter Ct. Boston Richard Robinson Psyc. Timson St. Lynn Edward Romar Government Bartlet Dr. Georgetown joseph Rossetti Economics 160 Vinal St. Revere Marc Rosenti Politics Elia Roumanic Politics Candice Rowe English james Ryan Biology Roslindale Regina Ryan Biology Stoughton Richard Scovel Politics japan jean Seegraber English 6 Thwing St. Boston Barlow Seely Politics 1429 A Cambridge Cambridge ' Mary Semeas Spanish 511 Somerset Ave. Taunton Barbara Shelby History 80 Ketstone St. W. Roxbury john Shea History 1629- Leesburg Tpk. Fallsburg Va. Mary Shea Soc. 61 Highcrest Terr. Roslindale Kathleen Sheehan English 33 Dunlap St. Salem Patrica Sheerin 28 Burn Ave. Quincy janet Shoemaker History 60 Melrose St. Boston Alan Sidman Biology 20 Basset St. Lynn S Carol Silverman Psyc. 19 Hansborough Dorschester Mark Silverman Economics 25 Resevoir St. Lawrence Stuart Silverman Psyc. 26 Bradlee Rd. Medford Robert Simontacchi Math 37 Lyon St. Dorschester Iames Simms Math 196 Otis St. Hingham Gail Sjostedt Math 153 Thatcher St. Westward Ieffery Slade Math 6 Nowers Rd. Lexington William Sliney Economics 19 Palmyre St. Winthrop Iames Smith Politics Gateway Lane Lynn James Smith 42 Maheur St. Dorschester Paul Smith Economics 9 Chilton Rd. Boston Russel Smith Economics 28 Ashland Medford Stephanie Smith English 145 Plymouth Ave. Quincy Celia Sniffen Politics 104 Peach St. Braintree Mark Snyder Politics 25 Embassy Rd. Brighton Phyllis Snyder Psyc. 10 Maurice Ave Lawrence Charles Spiewak French Cleave St. Rockport Ioni Stephens Spanish Lorna Steimach German 33 Myrtle St. Taunton Linda Steppen Soc. 18 Loring St. Newton Barbara Stima French 44 Elm Ave. Woburn Joseph Stokes History 267 Lake View A Cambridge Karyn Storti Government 123 High St. Reading Larry Strauss Math 1 james St. Malden Alan Strong English 56 jean St. Framingham Robert Strong German 58 Iohnsworth Rd. Roslindale Randall Sugarman Biology 61 Ames Dr. Stoughton Ellen Sullivan English 61 Scott Rd. Belmot ve Harold Sullivan Politics 1925 Mass. Ave. Cambridge Kathy Sullivan English 44 Woodbrine St. Newton janet Sumer Soc. 8 Aberdeen St. Boston Donna Sundell Psyc. 268 Dedham St. Newton Albert Sweeny Psyc 151 Hancock St. Dorschester Gerald Swerling English 57 Iacqualine Rd. Waltham Walter Takesian Government 26 Perkins Worcester Rosalee Tasjian English 275 Prospect Hill Waltham Audrey Taub Math 16 Bickford Ave. Revere Karen Tederman English 28 Lilly Lane Dedham Robert Teel English N. Andover Paul Thersux Spanish 24 Bay State Rd. Natick Barbara Thibault History 38 Utica St. Clinton N.Y. Cheryl Thomas English 15 Traing Field Rd Wayland George Tinker Psyc. 22 Bernies Rd. Newton Margaret Tobin 2075 Hillside Rd. Fairfield Ct. Paul Tobin Chemistry 150 Ithaca St. Mattapan Peter Tofuri 44 Holland St. Winschester Kathleen Tone English 10 Lowell Rd. No. Reading David Tracey Economics 11 Sessin St. Wellesley Harry Trask History Bancroft Rd. Cohasset Linda Tufe Psyc. 32 Constitution Rd. Revere Ronald Tulimarie Psyc 94 Knollwood Cir. Wym outh Monique Ulbrich French 154 Bigelow St. Brighton Allison Ullman Soc Box 336 Eastham David Vagos Politics 8 Arthur St. Beverly George Valantine Biology Arizona Terr. Arlington Michael Ventresca Politics Swampscott Paula Visalli English 177 Broadway Everett Frank Vitaglians Psyc. 17 Prince St. jamacia Plain Roger Wade Biology Vallarie Cir. Ashburnham Kenneth Wadocki History 257 Lincoln St. Lexington Peter Walgreen Psyc. 5 Puritan Rd. Hingham Susan Waldman Politics 96 Wilmington Ave Dorschester Anne Michele Wattinne Math 144 Avalon Rd. Woburn Wendy Way English 22 Chestnut Rd Brookline Lana Webb Government 11 Dean St. Dorschester Lorna Webb Spanish 11 Dean St. Dorschester George Widenfeller Government 201 Magow Ave Brockton Kenneth Weil Biology 25 Mason Terr. Brookline Eric Wells History 7 West St. Wilmington Gregory Weston Biology Quincy Michael Whale Philosophy 12 Everett Paine Bl Marblehead Paul Wheelock Psyc. 244 Shore Dr. Winthrop Robert VVhite History Boston Frank Wians Math 207 Cordaville Rd. Southborough Paula Wilson Soc. 34 Rexham St. Roslindale Susan Wingert Government 599 Heath St. Chesnut Hill Neal Wolf Psyc 10 Fidelas Way Brighton Sandara Wolf English 8 Astorie St. Mattapan Clifford Wong Math 56 Beach St. Boston Robert York History 30 Steward Rd. Stoneham Phillip Zabarsky Economics 14 Ellis Dr. Worcester Robert Zaya Economics 32 Ten Hills Rd. Sommerville Audrey Zullis Psyc. 24 Clark Ave Chelsea vd g r, ' .pw 1" 'X 'W 419' . , ,- as 'E ff 1 Q V1 L55 m f X : A ' , 5 5 . , 1 Q x A35 In . I xx A vm X' X . 1,7 1? ,. ,. S i if jf ,, R 1 K Pm , is 5 Q X Q ag i A A 1 i jf A 1 N1 . ti I ' -S X lm. "" Q .X 'Q fx, E. , Q 3 nl 'QM 19 ' u M 4 1 Q y Eff: I 5 'VW 'ill ' .A-'W f 'ffffit A X 7 'MQ Jw , -J ,' 2' l-11523 -:-1. ' 1 . .LQ 3 l .r . M, p ,3 ,M :9 ,Q f A S, h J! 'V wan fig F 10:2 B K aff? iw x -Q QL? mm .Q,15 EN Hg A Q V .V bm- I Kwan--..57' 2 4 ff STAFF 4 EDITDR IN CHIEF RALPH SWAINE LITERARY EDITDR LEASLY HOLSDN BUSINESS EDITOR BETTY LUCCA A PHOTGGRAPHY EDITOR IAMES CASCO LITERARY STAFF Natalie Basil Nancy Connors Sharon Deyaso Elaine Downs Regina Ryan Kathy Sheehan Paula Viscalli PHDTGGRAPHY STAFF Francis Fell Stan Kaplan Valintine Echo Dick Nathos Y r l The staff of Montage 1969 Would like to express its appreciation for the many efforts made in its behalf. We would like to convey our special appreciation to our advisor Dr. Roberts, Mrs. Evans, and Mr. Gerald Sullivan, Director of Student Affairs. We hope the graduates of 1969 will forgive us our late delivery in light of the enormous task of not only publishing a yearbook, but also creating a Yearbook Organization. 3 I 1 1 , i i i E z X X a , , i E s : i ,1 K+ x 0 5, 1. ,A ,V wuz 5 2 W. , ,un-', .5 4 . 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University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection, 1970 Edition, Page 1

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University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection, 1971 Edition, Page 1

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University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection, 1977 Edition, Page 1

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University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection, 1978 Edition, Page 1

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