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

 - Class of 1971

Page 1 of 216

 

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



Page 6, 1971 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collectionPage 7, 1971 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection
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Page 10, 1971 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collectionPage 11, 1971 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection
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Page 8, 1971 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collectionPage 9, 1971 Edition, University of Massachusetts Boston - Beacon Yearbook (Boston, MA) online yearbook collection
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Text from Pages 1 - 216 of the 1971 volume:

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QIAJJQ gf yzdassacfzzseffs af Z 0511012 413 R+ gg, ff ' Q ,jf-,j.. u "Q . .vu , 6 'X 1' F:--Q.: in the darkness of the night only occasionally relieved by glimpses of Nirvana i see through other people's windows . . . wallowing in a morass of self-despair made only more painful by the knowledge that all that i am is in my own making . . . when everything around me even the kitchen ceiling I has collapsed and crumbled without warning and i am left standing alive and well . looking up, wondering why and wherefore . . at a time like this which exists maybe only for me it is none the less real . . . if i can communicate in the telling of the buried of my soul anything that is gained even though the words i use are pretentious and make me cringe with embarrassment . . . let me remind you of the pilgrim who asked for an audience with the Dali Lama he was told he must first . spend five years in contemplation' after the five years he was ushered into the Dali Lama's presence, who said: well my son - what do you wish to know so the pilgrim said: i wish to know the meaning of life, Father so the Dali Lama smiled and said: well gny son life is like a beanstalk - isn't it e - Keith Reid ' it 1 Q . 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W , f- f 4- gslfy A ' fig. li- . WML: M .T lt ' '-I--ZiV"'?.11,' -. 1, ' 2 I . E - V--43 gg' A 1 use ' s li I i ,. I ik I ,,, fl lx .P4'rXx AX! l"1 ..f , wx. ,,-ff" 4 ""l'?w:e-'x.f.. ,W-' A 'N' .1 . 'X Y. , Q :jj f ,f Y 5 ,X 1 XX , 3X x, lx . ,-fx Z?-., Maxim I, QQ., -.. X. ,umm Q ......L'l'fflL""' Fil- fi fs Ng, L 'N x X X Q. -nn Zawya zwf, bjljyml wI!fy0U u mafe us Quyg u mafe as cry, fef us wfezz fo fue, fef us wfen fo age .? Y "v f1 vv 4 ' I si p. 1 . , I 1 Q we 4, Vw Rlf x, , 5. f ia ll E-. , ' 4 -3- .fM'4 ff I up F Ur-Us .Mi X ing ,UA IGI Q fnow webe come avfmy way, welfe cfazzyzlfzy 0Qy fo 0Qy, fu! Ief me, wfere 06 ffe CAIKAQI2 pky .? - Cid! cgfenans When we began this venture we strongly believed that the unique faculty at UMB would contribute a great deal in making our yearbook one centered around the University as a whole, rather than one centered merely around the Seniors. However, as so often has been the case, our expectation proved greater than the realization. The following minimal re- sponse represents those members of the faculty who were able to find the time to contrib- ute a little bit to our cause. We would like, on the one hand, to express our thanks to these gentlemen and scholars and, on the other hand, our dismay that those others of whom we requested assistance could not find the time to reply. THE STAFF anim - P , ,tw 1 " W9 " 'FUQ' "in "HHH-If ,jun-.-n"" AUX, 'NNlf"' ,asv-fr ,Ani win 'Y Comfortably ensconced in their plush headquarters at the "grand hotel," members of the German Department have been conferring congenially with one another this year - over glasses of beer and cold-cut sandwiches - about the state of German affairs at their university. Of course, the primary goal of the department is to expand, to acquire new "Lebensiraum." We are a young and rapidly growing department whose development, unfortunately, is being inhibited by unfavorable outer cir- cumstances, namely: an insidious cutback in the language requirement. Our attitude towards this problem is, as it has always been, unpreiudiced and tolerant: we do not wish to destroy our adver- saries, rather, our desire is to peacefully, but relentlessly, overcome all opposition. With this humanitarian goal foremost in our mind, we have begun to undertake those steps that we consider it is necessary to take in order to coerce those who oppose us into a state of agreement with our plans. As the structure of the preceding sentence would indicate, we are tolerant of nationalistic characteristics divergent from our own, yet feel that the power and peculiar beauty of Germanic syn- tax should be brought to bear deliberately upon those languages surrounding it. lts influence can be nothing but a beneficial and edifying one, a fact to which students already exposed to training in the language can readily attest. Without destroying either purity or integrity of its purpose the depart- ment feels that it is now appropriate to offer certain of its upper level courses in translation. Although its members are somewhat more reluctant to offer the optional second year language course in trans- lation, it would appear wise to do so since no other alternative reveals itself to us at the present time. It would seem advisable therefore to woo the opponent into believing temporarily that our expan- sionist program has been abandoned. Such a state of affairs does not exist, as careful investigation of our secret plans of atta . . . action will show. .4 15 -- ' 1- f A -. -W -' 1 .. I ..,,, , y ,. ., K 4- ,K s - , ff' Q , ,Q -H s'.:9fY'f?ii"'i'Qi ' --- A ' A' if 'rf 1 rs' A ,, ' A' .,.. , .- . W " ' -N .sf r f Y. . . , 4. .. V -V V- x -- f s rf f .1 V . 9- ,n - W, 3 4, A VA f v V f .- 'fr Q-mt ,W OJ A , Ax I :MM I n,"'fM"i ff'f'W"w"- 'F 1? wry-Q-er 5317 'P :J ,,,.",,, -W' ""J,,.,.f- Meri- we -.-1,1-'.i...:'fm .im W. . Q Q' H M N ' V A ' X , '?' N ' A "" 39,5 'P-my AM ' " ff., , . H G Q "'4 ..--K, -40, V My Q ' "" A' 5 f , CTW .N mug IuE,g dy .,,. I f"'.d5':"..,.?g,g,,,.,2+wn: -at t W , fy ,Q www Q . E g nf. . W . ,WN ,ativan M -- 45' 1- uf' 'iv' if "' '6. H' M ..-ann " M Wi ',gW'v,'-bla.. .af 1' 'H 1+--W-We '. -u-,.--f H . 'S Q.. ge' ,m,,,, ...., N... W- A M - "' " ' ' "'7' " "' 'J .1-vw ' .y ... .....,. fs ' .3 'K I "'0"h1 x M Q M ,Ny pw- gy rm. mage, Mlawdmm J my 3 .M " , -, ,p ' -iv--T' ' K li 5 ' I' . ' ,,,' Wm----...!ls - W " 1.3, , -bm .,. ...r ' 'I ' .Miha-...""""' J' "' - " -nf ui' -. " ,wg .4 5 ' -,..vyF,:'-'inn-f .- I M ' A Y ., 4 " n- av . V ' ,,, was l T.,-A lou..- ,, V Q 0 aw- www dk gg... Q, 'V U, 1, --.4-nu-.-...QL - W", Q ,w ,-,...., ,,... "wif, -as 'utr - 4. A' fi' , ,Mya El . ...- f 'S "' ' K - - " - ' -as ' 'Z ' . -- 'ah' " . my V , 1, xg -Z: : -iinfoli tg.. 'O-iv. , ' -QOL . -- ' .. - 4- ' - Mr- ' 1. ' - " --fr '54 ,.." - N... V, ... x.:mm A I Mr," QU. , it . M R : ' 4. as , LR.. A F - :-A ,ap i 1 'QM I ' ,A Q11 -'M -A wp 1 gill' 1 fa ""' ,. T A -.. . - - s- A ---' t .. Q- W ni ... W, ,... .. 145 gm, ' , V: A -3--'T - ... '- 51-cg .. xt "' Q ' " . 4 ' s- -- - -' ' ' ' " A, H. .9 1't7w,.,: al .. 4-if 51-..-Ak mu- t -Q' Q -'Ai - M... , .Mgt-n.'.'.. ' V 'i Q. -ff' ,,,.. 'fs ,,,u-" N' 4 'I' ' ,,,-..,..9" -v-- 1 'S-wah ' -I ,,. . N.. -ww X , .4- 3 N -E Q4 A K- 4. W -.. .,,. 5. 1-J. ,, 9-ai :Q :. Q W - ' f 'eta ' - N .90 . i .--an-,, d tw - 0 4? .' -Vp.: - 4. - 1- at-' .x .ffw M, , lb ' ' .v- -ate V V-. - i .ff 5-Q P . , - .. x -..S- - ov- 7 ,,t"" ,,,,v ' "iQ First, our upper level courses in translation give us an opportunity in a most disarming and innocu- ous fashion to attract and hold attention of a much wider university audience than ever before. Ap- parent defeat changes into success as students unwittingly step across the invisible barrier of our ter- ritory. Once we have laid hold of their enthusiasm, we intend to stake our permanent claims upon their interest. The second step in our plan of action is concerned with the problem of language courses. We natu- rally feel that for the true betterment of the university race, a student should gently be required to participate in a full two-year language learning program. It is here that we can truly lay the seed for endless generations of German students to come. And it is only in such a purely Germanic environ- ment that the students can reach full maturity in his endeavors. He will attain fluent reading ability and become closely acquainted with an exciting culture different from his own: this contact will influ- ence him, widening not only his own horizons but the borders of the German Department itself. In the New and Enlightened language laboratory where modern technical science offers its many facilities and, where interesting and painless experiments have been carried out on him, the young student of German grows in his awareness of the meaning of foreign culture in his life. He is even brought to the point where the German Department alone no longer satisfied him: he wants to go and visit the Fath- erland itself! Thus, our ultimate goal has been achieved! Through our students, we have extended our borders to include a whole new world of experience. Dishearteningly however, the two year expansion program has been recently sabotaged by hostile acts of bodies attempting to encroach upon our holdings. The plan has not yet been discarded, - our purpose remains strong. To be sure, this plan will be implemented upon fewer students. A few tears have been seen to drop into several mugs, cradled in Teutonic hands. But as a whole, the De- partment remains optimistic in its outlook and convinced of the value of its cause. We have lost "Raum" in one area, hopefully to gain "Leben" in another. We stand firm and eagerly look forward to exploring the gains made through our new program. Perhaps "reunification" will be possible. Per- haps the growing interest of students and the appreciation of our plan will bring us our long-wished- for "Lebensraum." GERMAN DEPARTMENT S. S., Professor : .-4-. -4 ,. 4 , . ,gm-ff . - , ,M gy.. , A 2 ! G. Q X 'lu , Z3- iunf- N W M Wilt' JF"'B5 rig' .Q , im' ' si ,- --to increasing Though not official, the following statement represents the philosophy of the Art Department at this time but is made in reference to the program we hope to offer at the Columbia Point campus. Our program now is limited by practical restrictions common to a young department in a young uni- versity. We look forward to the time when easing restrictions and healthy growth will have brought studies in the history and practice of art to what might be called "full bloom" . . . unfortunately, a few years after the Class of 1971 has departed. The primary thrust of the Art Department will be fas it is nowj directed toward under- graduate, non-professional training in the history and practice of visual art. Thus we are building a curriculum which will be structured and conducted in order to provide: QU elective work for non-maiors fwho will continue to comprise the greater portion of our enrollmentjp C22 a liberal arts discipline for those who maior in art, but for whom the baccalaureate will be a ter- minal degree, and Q35 a sound lif modest, foundation for those students, fewest in number, who will choose to continue their education on the graduate level. It is likely that the Art Department will embark on a graduate studies program as faculty assign- ment and facilities permit. Certainly, the presence. of able faculty and research materials or equip- ment would suggest the implementation of such a program at some future date. Even so, this Depart- ment should find graduate studies on a priority level following those listed above. Our curriculum will also reflect a growing commitment to interdisciplinary programs, and - on a give-and-take basis - to individual courses designed for the special needs and interests of students maioring in other disciplines within the University. In addition, we hope to be appropriately involved in non-degree-oriented continuing education offerings. fThis depends, of course, on availability of facilities and teaching faculty. Such a program might be conducted by qualified second-year gradu- ate students - which would seem to be a practical, desirable approachj The growing popularity and importance of all the arts would suggest - if not demand - a focus on broader educational responsibilities now and in the future as against a time past when these studies were shaped and offered to a privileged or talented few. ' We see our role in the University in these terms, and our program as one which must be responsive interest in quality of life and its erlyi,ronment. -lf ., W, ..,,-'mf 1-M .,,, .iw The ltalian faculty is very proud this year to have ioined the ranks of the established departments. From an initial enrollment in 1965 of 50 students the figure has climbed steadily to about 125 Fresh- men this year. In 1969-70 a major program was approved by the Academic Affairs Committee, after a petition signed by about a hundred students, and a considerable amount of faculty discussion, had alerted the university community to the fact that a desire and a need existed among the students for Italian studies. ln June, 1971 our first four maiors in Italian will graduate. Prof. Vito R. Giustiniani, distinguished ltalianate at the University of Freiburg, German has ac- cepted a position as Chairman of the department effective September, 1971. Since Prof. Giustiniani is a philologist, and Mr. Antonio Carrara is earning a doctorate in Comparative and Medieval Phi- lology, and Mr. Gerald C. Volpe has studied the Neapolitan and Sicilian dialects, there is hope in the department of creating a linguistic nucleus which could serve the university well in the near future. ln addition to Prof. Guistiniani, Mr. Laurence Kabat will be coming to us from Columbia, after writ- ing a thesis on Foscolo's theories on translation. ITALIAN DEPARTMENT Gerald C. Volpe, Chairman ,af s 43-, Q' +1 '!lf7.s.T"'!-vfilifiw-Q 4-193 h 391, 'against ,pm Ml' The relation of the Theatre Arts Department, now a year old, to the University poses at this particu- lar time an interesting question: Is the study and practice of the theatre as art a professional or aca- demic exercise? Some of our colleagues devoted to the defense of Liberal Artsdom profess uncertainty and con- cern about this. We ourselves, at any rate, are quite sure. Collectively, we have taught courses in sev- eral disciplines in academe, and have worked outside not only in the professional theatre but on vari- ous iobs ranging from docking to newspaper reporting. But in the end we found ourselves agreed that the theatre meant most to us because for us plays reflect truths about people - "hold the mirror up to nature" - better than books can do, or lecturers, or, for that matter, better than playscripts do when merely read. Theatre has the advantage of stimulating thinking when it is most involved with acting. The theatre is Hrst and last a place in which to learn to live. Thus the study and performance of theatre belongs in the University, and have not some of those who express doubts about this es- sential art tended to forget that several lively epochs in the history of man - Greece after Marathon, England after the Armada, France in the l7th Century, Spain before her decline - are immediately and dramatically revealed to their respective theatres? It sometimes seems to us that in this country our businesslike, utilitarian approach to things - in- cluding the liberal arts - has crippled our imaginations, and it is to the imagination that plays make their appeal. The iob of the Theatre Arts Department then is to bring the excitement of performance to the classroom, and the discipline of study to the theatre. We are convinced that working on plays and studying them closely in terms of performance makes a more appreciative, more integrated, more knowledgeable person. ln this first year, our theory has been borne out in the practice of our students. THEATRE ARTS DEPARTMENT Robert Evans, Professor 5 a Louis E. Roberts, Professor I think some attention should be given to the quality or the tone, of the relationships that should prevail at UMB among students, faculty, and administration. For the most part, I think we can say with satisfaction that much has been accomplished in this area, the success we have had no doubt being due in large part to the newness of the university. There is an openness - much more than is usually acknowledged, or perhaps even realized, by the students - that many other universities would find it hard to match. And this has come about as much by the intention of faculty and admin- istration as by student pressure. Indeed, and I speak from the experience of my own department, there seems to be a stronger commitment to student participation on the part of the faculty than there is a real desire on the part of the students to participate. There is every reason to believe that the good beginnings can be utilized and maximized to bring about a "community" in the fullest sense, but there are some dangers to be overcome. And foremost among these dangers, as I see it, is the readiness on the part of the more articulate, or at least vocal, segments of the student population to escalate every difference that arises to the level of a "cru- sade" against the malevolent oppressors Cusually the administration, sometimes the senior faculty, at other times the whole facultyl and in defense of whatever individual or group that happens to fit the role of "victim" at that particular time. This is unfortunate if only because that stance gives rise to an atmosphere of suspicion and animosity, even at times to a kind of community we should be trying to create. Please note, I am not arguing against a reasoned criticism of actions taken by the administration or by anyone else. I think I have made it clear from time to time that I do not agree with some of the de- cisions taken by the administration, particularly with reference to recent personnel controversies. But the criticism should be reasoned, the adversary should at least be given credit for being in good faith until there is clear and definite proof to the contrary. If students can resist the temptation to rush to the barricades whenever the cry of persecution, political or otherwise, is raised, issues and contro- versies can be resolved before they reach the point where they are destructive of the network of rela- tionships that must be created and maintained if we are to function as a university community. SOCIOLOGY DEPARTMENT Gordon C. Zahn, Professor , ,,.,4 -fi M v -.1 ,l 1 ' 'M-wang, . , ' 'U 4- " 4. ' 'T W' 'V' . 'Q ' "' .z ""3""" f-ft sqm'- wrvryg, M ,. .ae-we-vw. aw - ,. 'I , W ...mt H--. 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W -4- r 'T' 1-gi 1 I The Politics Department prefers its chosen name to the more common "Government" or "Political Science." We feel that we are interested in more than government insitutions, we feel that we do not confine ourselves to the scientific method but draw on philosophy and history as well. We have grouped our courses into four fields - American politics, comparative politics, interna- tional relations, and political theory. Of our introductory courses, the survey of American politics falls into the first field, that of 20th century political ideas falls into the last field, and social and political analysis cuts across all four. Our upper-class courses in American politics are concerned with political parties, public opinion, the legislative, executive and iudicial branches of the national government, the federal system, and state and urban politics. We also have one course on the politics and sociology of ecology. In the field of international relations, we offer an introductory survey fwhich has been taught by a man who is going on leave as Senator Edmund Muskie"s foreign policy advisorl. We also have cours- es on American and Soviet foreign policy. Our theory courses include a survey of Western political thought, the study of socialism, and Amer- ican and Chinese thought. V Each semester we offer two seminars. One is in the field of practical politics and so far has been taught by such people as Barney Frank of Mayor Kevin White's office, Vice Chancellor William R. Hamilton, former advisor to Mayor Collins, and University President Robert Wood, former under-sec- retary of the Department of Housing and Urban Development. The other seminar is given by mem- bers of the Department and has concentrated on such various subiects as Rousseau, the politics of education, the realist tradition in international relations, presidential leadership, and iudicial review. We also have provision for honors students to write a senior thesis. POLITICS DEPARTMENT George Goodwin, Jr., Chairman if ,i.- -sf .. W E- f5a,f..' J W , M 1 ' - " 2. 'V ...j w ,P jvy 1-'QQ M' ff? fa., ,T -.wg.f.a-w1Z': 4 ' im' if q+5.f'g.,.-"rA5,, Xl .5 ' .- ,gb 6... , 5J"'iV fe 'ZZ' is ' " 'vii - .. W--cv., The Department of Sociology and Anthropology is centering its efforts upon three areas: Q11 strengthening and developing a sound curriculum through a reappraisal of existing courses, expan- sion and diversifying course offerings, Q21 providing a variety of options for learning and training in the disciplines of sociology and anthropology in response to student interest and plans, and Q31 the continued recruitment of a highly competent faculty. The Department has enrolled approximately 310 maiors in Sociology and 40 concentrators in Anthropology, in addition, the department provides instruction for approximately thirty percent of all students enrolled in the University. These students now have an opportunity to select courses from a list that has more than doubled in size within the past year. The growth of the Department from eight in 1968-69 to 22M full-time teaching faculty in 1971-72 enables it to make a reasonable response to the demands for its courses as well as to in- creasingly diversify and enrich such courses. However, this growth is not commensurate with student demands, nor does it meet all departmental needs in an urban university. During 1970-71, the Department sponsored the experimental program in the "Library and City Child", played an active role in the New Breed of Teachers Program, and, through activities of its faculty, made important contributions in planning for the Columbia Point Campus, community educa- tion and needs, College III, the Academic Affairs Committee, the Graduate Council, the Teacher Cer- tification Program, the University Senate, and conceptual, organizational, and structural develop- ment of both Collegel and ll. The faculty is active in scholarly research and publications. Several have published books, articles and reviews in professional journals. Some hold important positions in national and regional profes- sional organizations. Both activities help to enhance the stature of the Department itself. E. its Q QT' 'Q .1 'ww' -. 'I' 'ff .7 'n...,..5 - . u '.9afr'xE 0 . . , ' - -' .A 'W--Q www 2' W. ... ,, , ,it ,Q V' - -L K 9':-'X-Q. -. 14, .. -.. 3 I ' .. 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A new program in sociology and urban social service will be initiated in the fall of 1971. lts focus is to provide opportunities for students to see how theoretical concerns are tested and translated into concrete practical experience or situations through part-time field placement in social agencies. ln ad- dition to the SUSS program and traditional liberal arts offerings in our disciplines, interested students will also be able to enroll in a sociology of corrections sequence in the Fall of 1971. Plans are being made for the separation of Anthropology from Sociology by 1972 into an inde- pendent Anthropology Department. These plans include .course development and faculty recruitment, seven members of the 1971-72 faculty will be Anthropologists. Dr. David Landy is the Director of An- thropology Program. The Anthropology Club is undoubtedly one of the active clubs within the Univer- sity. It has sponsored several field trips of special interest to sites in Massachusetts and Rhode Island, guest lecturers, film discussions, and several of its members attended the annual meetings of the New England Anthropological Society. The formation of a Chapter of Alpha Kappa Delta, the National, Honorary in Sociology, and a new Sociology Club should be completed in the Fall of 1971. During the 1970-71 academic year, the Department operated under a new constitution which, among other things, facilitated broad participation of student maiors in the committee structure ofthe Department. SOCIOLOGY DEPARTMENT James E. Blackwell, Chairman l Ggan cemr jJ7r00Qr1k:'f Suppose you had enioyed a settled, ordered, comfortable four years at college, the classes with- out flaw, the schedules without error, the friendships and even the love affairs without tension, the cafeteria without monotony. Suppose that the world outside had not intrudefd on the customary busi- ness of learning and that we all could have stayed cozy-in the engaging intimateness of the lobby of 100 Arlington Street. Suppose the books in the library did not disappear. Suppose the elevators worked. Then graduation would have been a tearful parting from a world that never was, and tomor- row would never hold the charm of yesterday. Do not sell this scenario short. It has a lot of appeal, even as I write, perhaps as you read, it lulls us into wishes that could easily grow into daydreams that could envelop us with wistful dew. Maybe some of you know older people who remember their youth in these terms, our society has normally aspired to make the college experience as unreal as possible. But, God knows and so do we, the scenario does not deal with your four years here. For each member of the Class of l97l that time has been a separate experience, and no one on the outside can recapture the individual's sense of the crowded orientation in Sawyer, the first term of Western Civilization, the battle over our future site, the Common during demonstrations, the decision on a marriage fa negative decision being as traumatic but less persistentj, the first iob and the most recent iob. Your individual share of these experiences is unique as each of us is unique -- they will be re- Hbvwmsq Y 49' Wm -as gram lived by each of you because they cannot be escaped, and because, in the amber light of memory, they will seem less wrenching than they do now. At the same time, each member of the class of 1971, and each of us who has worked with you, has had a shared experience here. Our rented buildings, urban swirl, busses and subways, shared apartments - all are part of the life of a new institution that is discovering itself while it has tried to help you discover yourselves. We have lived together in a time of national reassessment as ambigu- ous as twilight until it shows itself to be dawn or dusk. We have lived in a troubled region that has not yet dealt adequately with its problems. We have worked together in a university changing less ra- pidlyfmore rapidly than the society around it. We have never been too far from the center of the storm made by war, inflation, recession, urban blight. ls it proper to hope that something in our expe- rience together at UMB has given us the continuing habit of viewing the storm with sensitivity shar- pened by the university and seeing the university with eyes trained to acuity by years in the storm? Storms pass. Elevators get fixed. Love affairs never happen without tension. And there will always be problems for sensitive eyes to see. Your four years in a university may, should, help keep you clear-eyed about the difficulties of creating a better society. CHANCELLCR FRANK L. BRODERICK .5 iiiliiii smwmvfft -A 95 A 11:1 i' 'ii 'W . . in-asf" 'L' 'lf at - 'G ffl 1 1 I 4 A ,Q F' 1 E, I E 3' .25 Q ,Aiwa 'ig mi' 7: ' ' 1 qw' , ,K .M 4 V ,E A A - 4 v ,Q 'V is 4 I f 4 1 1 E I I 4 f ff 1' f .V .'x 1. ' 4 Q I 1' ' A 4 ,Q ra 45 1 , f Q C 2 ! Q X: ,Lg 4 may -4:-' ., 74 V Q N -'mam ,pf ,, . . .V M, V A QR ' . wx Y 2,7 jjreszknf + ' jeogerf Qoaf if . f 4' ff ffff' Q Q NK. K ,,. v 7 ina s gf il, fn' N" 5 48 ,lf ,W--3:1 - 3, 2:9 Sk F 6 vi in ' ,.,, , 5 X J 1-wx .M fn' II' ,X I Q, 2'Xj.f:ff,l ,all ry fit' L px ,.,,,. J.. . .LH ,. ' - 13:7 . V 1, 4. 4-: 4 ' '-211523 V' 5,1 , , an V9.9-Ex 1'-A., ...gm 1 3. 'Nu- xk' 'U' ut'9" X 1' .1 2 fi at 4 V 1 " 'A I Q ' 'ik ,yearn 9 -fs.-X .,- l 1 2 1 I li I - I I ! .- 3 3 Y 4 A ,iwf ' in 0' 'il . I if , '! - . 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"i,,.,,, -M I ffff Y 4 A Q3 187 ,Wg .ki - Qzranz' Kerman WWW 305 55110 Ugery THE CIRCLE IS UNBROKEN Seasons they change while cold blood is raining I have been waiting beyond the years Now over the skyline I see we're travelling Brothers from all time gathering here Come let us build the ship of the future In an ancient pattern that iourneys far Come let us set sail for the always island Through seas of leaving to the summer stars Seasons they change but with gaze unchanging O deep eyed sisters is it you I see Seeds of beauty ye bear within you Of unborn children glad and free Within our fingers the fates are spinning The sacred binding of the yellow grain Scattered we were when the long night was breaking But in the bright morning converse again - Robin Williamson 0122122912 Gem ezzf f'w .sf I in 'fs 4 Q N - 1 1'H ,-I '42 fl. 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X 1' 'K sv- ' , 2.1Q.2:f'1:v:iiv'14sE- "i1iW.- - .X M X v 1 M 1 , - -s.wmfefw,fSm QQ- .-: ,'. 5 -my , x., 1-, , , A Nl , mv f ' , 1 ., 'r-qfhji' ,K1.-,1,:1'm-m2::g,fzlgz..-mst' . .-his zN,usQbf- :x5- ix .AR ' . ' ,MA ' 4-.-1:-f.--w.'45gA ., . -:arv:f'.v, fwffeii-iff?-.sy -X v.a.f,+f'?F.:'- f If- x: -. rtasxw, - f ' Q - y,,gv,1 :ffm 'scu m .swzfugf-,F?sv':i-ASGHMRTQH. PM Wsfwkir v1a'f,1- f N ... ,Q '455-y, , '?5:EWi" A.-. 'ft5'lf"h ' v J " " "'f'i ' ' .. ' .-, ' . 1 y AMES www' me N-.W , T ,, L, ,s n .40 5, . ,Q .75 V. 9, ,. 3' , , n f 7331 , ' -' fr, -- ng Q 'A ' Q- '416MivL'. 1' 7 '.Z,T.da,.,--"""""'-N-F' -A-an A owar Goo! Jfofoyralofy Crjogfor -1,9 u . 5 s L wagi,-M 1 ,V u :f,w:.f3.'.'.1f.1,' g W, I, -J nm.xf1,,x if214'Y-2:f5i9fMM-:QM 1 I' :EV ,if kr U ,, , , '34, ,V 4 9' D I f, R Q A f fps , X. ' J ya GW, 9-Jgofoyrapfy fjogfor 5. . M, ,Ni ji W -P , he 'X ........ ............L.... 4531 ,Zipif 'R 5 . f-1 xfif 53.5 . ,,.t K .Q E. , n NS .5 x 3 WGFIQDH 95,425 SWIG Edwllf 806:f0I' 1 1 27. G7 Nj .bill .V Q 4..2,,,,sr Swmxmwnwm 'K awww ihlim euzln aefmkrane Bzferary 50fI:f0I" 206 AF TERMA TH Oh, l suppose this yearbook could have been finished a lot sooner, regardless of the giant Roc that stole the staff's signs. In fact, l've Iain here in this room very quietly every fifth day of the month's second week in hopes of catching the Roc in an unexpected visit. Eventually, when the Roc finally did arrive, my anticipatory-factor blew completely out of proportion, uncontrollably sky-high even, and I rushed out from beneath the desk to accost it. The Roc was unbelievably tttoooooo much. With wildly decorated eyeings, it nodded for me to speak. At being displaced as an upperhand man, I choked up: "EErrr - what have you done with our signs?" The Roc's eyes shifted - diagonally! - but I didn't know which slant I was supposed to pursue. Being somewhat optimistic, I gazed up, obliquely of course, but the Roc's eyes lumped upon my chest, in a seemingly frustrated manner. I as- sumed that I had glanced up the wrong directional-diagonal. Thus, pessimistically posi- tioned, I looked down, and sure enough, its eyes went back into their pockets ffor you see, he had pouchy eyes Proceeding, I noticed little clues as to where the signs could be, though nothing was really articulately designated. "AAhhhaa," I sortof-sighed, "you have left little clues as to where the signs could be!" I felt absolutely presumptuous about my findings, Egotistically ensconced, I didn't notice the Roc's absence. Yes indeed! I hadn't even noticed, now that I had found myself. Thank you, Mr. Roc, thank you . . . FIC PIC PF Privately,lthis yearbook, thusly, is additionally dedicated to: SMILESI . . . crazy, crazy people fond not the retarded type? . . . Mrs. C. Veenendall and Mr. J. Marvin . . . Mrs. A. Evans and Mr. P. Delaney . . . Switzerland . . . Dreams and Nightmares . . . N.E.M.C .... Procol Harumfthe Stones! the Stooges!Alice Cooper!Soft Machine!John and Yoko!Dylan!Todd RJ Brian Wilsonfthe Beatles fR.I.P.l!The Fabulous Fecesfand anyone else in the whole wide world who adores MUSIC . . . Brendon "Bear" . . . Mario and Rick . . . Mothers Q- maybe, . . . perverts fwhich means in some respects: Everybodyj . . . Hesse and Mann and Dostoevsky and Mr. L. Dhority . . . also, Jean Genet . . . Marty and "Twinky" . . . 149 Park Drive, Apt. 24 via Jim and Jack . . . B.L.S. and Ka- lamazoo, Michigan and Bethel, New York . . . Time and Space and the Doors of Percep- tion . . . and my lady, Miss Donna . . . - Curt N. A HEAPING BAGFUL OF THANK- YOU 'S TO: Mr. John Marvin, our invisible adviser, Mrs. Anne Evans and her compatriot, Mr. Sullivan and his signature, Mr. Paul Delaney, the jolly ole Taylor Yearbook Co. representative, the George McClean Photography fond etc.J Studio, Quinones Photography, Mr. "Murph" and the Vantine Photography Studio, the mighty Mass Media and their many photos, and anyone else we might have forgotten. Bob Reitano, our dedicated Business Manager, Miss Marsha Silverman, avid consultant and typist extraordinaire, Jim O'Neil and Aris Deligiandis, ace photographers, Brad Ortins and Danny Cardinale, photographers, Jim Godbey, Mario Ernesto Espinola, Rick Quiroga, and Miss Donna, who were a helpful family, Leah Henson and Mrs. Francie Cook, who somehow assisted, and, Keith Reid, Robin Williamson, Cat Stevens, and Donovan, for writ- ing incredible lyrics and songs. CREDITS: fMost off Yearbook designed, composed, and photographed exclusively by: Curt, Kevin K., Marilynn, Howie, and Kevin C. "Camino Real" section photographed exclusively by: Don Whitehead All artwork, designed, drawn, and painted by: Curt and Miss Donna. THE END... I X ,L .1 ig 2- cvfi J! XF 'xx W is :: rl f V E2A fi 207 208 President Wood, Chancellor Broderick, faculty, students and parents: I would like to congratulate my fellow students, including myself, for finally being able to be here in this auditorium. Today is a very happy day, one that is celebrating our academic success. It is too bad, though, that as of tomorrow, more than half of us will be adding our names to the list of unemployed, again I must include myself. Most of us came to school with the idea that after graduation we would be walking into a highpaying iob - that we could afford to be fussy, and pick and choose the occupation most suited to our own special interests. We were led to believe that a college diploma ensured occupational success. Now, instead, we are grabbing at the first opening that comes along, and not too many have come along. Well, what happened? Do we blame this current lack of iobs on the so-called economic depression? Sure, that is probably the main reason. But, let's look back on some of those interviews we've all been through during the past few months. The application says "list special skills." But, somehow the employer iust doesn't care if you can name and ex- plain in chronological order, the events leading up to the Civil War, nor does he care that I can translate Plato and Homer. Somehow, somewhere along the line, there has been a confusion as to iust what is im- portant and what skills should be valued. For the skills valued by society definitely differ from those val- ued by the university. UMB offers to its students a liberal arts education rather than a highly specialized one. This has its dis- advantages, especially in today's society which favors the skilled technician. However, it does have many advantages. The big problem is that these advantages are internal and ideal - they can't be measured in terms of money, which is the manner in which most people measure most everything today. Basically, though, the liberally educated person has a broad background. Through the core curriculum at this school, which requires courses in the natural and social sciences, math, and the humanities, we have been exposed to a great variety of subiect matter. Through this exposure, we found which area interested us most, with the result that many of us during our first two years changed our maiors with each new course we took. This changing of one's mind is not confined to school only. If we look at the occupational world we see people constantly changing iobs. Ten years ago the person who did this was frowned upon and called insecure and unstable. Now, changing iobs is generally accepted as man's continuing effort to reach a more satisfied life. Hopefully, the man with the liberal education is better equipped to make those transitions. It is easy to restate the accepted facts that a liberally educated person has a better basis for further learning -that he is better able to truly enioy his leisure hours, and that he can more easily be trained for any specific iob. But, the most significant advantage of a liberal arts education is, in turn, the most difficult to explain. It gives the student a sense of accomplishment, an inner feeling that he is an educated person. For myself, I feel that I have learned something, little as it may be, and insignifi- cant as it may be fnot to me, for to me it has been very significant, but to others, and, as long as I know that I have learned something, I have no need to convince anyone else. Yes, I may be unemployed, and when and if I should get a iob, l'll probably earn far less than the technically skilled person - but, I have the inner satisfaction of knowing I have had a good education. After all, isn't that what counts? For, one has to be able to live with himself, and have a good opinion of himself, before he can live with others, and contribute to society. Miss Christine M. Mullaney National Honor Society June 4, 1971. . . I 12? saf me 066012 fo wrzlfe a 5122209 sfozy, 2 mayge 122 ffe enof gecame a S012 yy 759 CUOFUG 5009 569912 F90 Q 0129 MP9 1229 - me ive faiflfzy fzzrns 122 fryzln fo pass ffem 012 . . - E175 27-aezbf


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