University of Massachusetts Lowell - Sojourn / Knoll Yearbook (Lowell, MA)

 - Class of 1973

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University of Massachusetts Lowell - Sojourn / Knoll Yearbook (Lowell, MA) online yearbook collection, 1973 Edition, Cover
Cover



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Text from Pages 1 - 184 of the 1973 volume:

ill I ■i 3ml ■ •• •.. •- In the midst of winter, • I finally learned . that there was in me an invincible summer. Albert Camus ' .••• " .•• " • ;«? i E Sfc J ' ' ' ' • " . ■« ?■ ' • -V ■« . ' ••• • ' ••• • i ■ ■ . " •• • •, LOWELL STATE COLLEGE THE KNOLL 1973 DEDICATION Consciousness August 13, 1838. If with closed ears and eyes I consult consciousness for a moment, immediately are all walls and barriers dissipated, earth rolls from under me, and I float, by the impetus de- rived from the earth and the system, a subjective, heavily laden thought in the midst of an un- known and infinite sea, or else heave and swell like a vast ocean of thought without rock or headland, where are all riddles solved, all straight lines making their two ends to meet, eternity and space gambolling familiarly through my depths. I am from the beginning, knowing no end, no aim. No sun illumines me, for I dissolve all lesser lights in my own intenser and steadier light. I am a restful kernel in the magazine of the universe. Henry David Thoreau (selected from his journal) If the purpose of education is to render the learner more " human, " then Dr. Liggera has suc- ceeded as a teacher. In his class, I first learned the relationship between gambolling con- sciousness and education; I learned when to sep- arate the bound text and the unbound life— and when to relate them. And cultivated within me was the talent to discern between humanity and pretense. Thus, I dedicate the Knoll, 1973, to Dr. Joseph Liggera. Robert J. Kanellas Editor A consciousness of education ... a consciousness of life 10 11 12 13 14 15 16 ... to expand the definition of consciousness, one might include participation in an activity which, in some way, complements a student ' s academic in- terest or provides momentary abandon from the inevitable glare of the candle. STUDENT GOVERNMENT ASSOCIATION kneeling: Dave Thomas, Peter Albert, Jonathan Briggs, William Dorfman, atop desk: John Bassett, Raymond Hanley, Frank Talty, seated left: Joe Camara, Kathy Lisien, standing left: Barbara B. Lary, Bill Beard CULTURAL COMMITTEE Paul MacMunn, John Bassett, Paul Peterson, Chris Sharron, George O ' Keefe 18 $ I V ADVOCATE STAFF seated: Shelley Townsend, Paul Peterson, Sally O ' Brien, standing: Chris Hyde, Peter Carbone, Kyle Barry MENC Roger Botelho, Charlene Lorion, Alan Ventura, Nancy French, Scott Dowty, Chris Sharron, Michael Welch 20 ■ V OUTING CLUB Chris Smith, Dave Clark, Kathleen Fogarty, Jonathan Briggs, David Purinton A lv ' • " - H rilfl Hf • 1 LSSNA Jackie Keegan, Donna Floyd, Linda LeBrasseur, Nancy Beaman, Edie O ' Rourke, Linda Jenkins 22 MATH CLUB seated; Ann Gafney, Carole Carr, Lois McLaughlin, Diane Azygian standing; Dr. Winslow, Holly Sykes, Michelle Dargie, Dr. Gravina, Donna Upton, Dr. Schmidt, Dave Thomas, Tom Gagnon ATHENAEUM SOCIETY seated; Donna Paleologos, Leonard Favreau, Nancy Lewis standing; Evelyn Laurie, Janine Nalezinski. Sam Kourkoulakos, Elizabeth Noel, Yvonne Laurie, Dorayne Passler 23 SIGMA KAPPA EPSILON SORORITY kneeling; Ellen Vurgaropulos, Pat Manning, Lauri Abril, Anthe Matses, Olga Natsios, Jody O ' Hearn, Sandie Foley, Kathy Conway, Elaine Lenoux. standing; Sheila Elston, Shirley Hedrick, Sue Crocker, Claudia Foisy, Debbie Denomme, Roberta Lee, Pat Gray, Gini Roper, Cheryll Daly, Denise Hall, Diane Montminy, Elaine Baribeault. 24 PLEDGE CLASS, SPRING 1973 front; Donna Thyne, Brenda Floria, Pam Waldron, Maryann Kelleher, Sue Mulligan, Susan Parigian. Cathy Gilbride, Janice Miele, JoAnne Doherty, Gloria Paradis, Susan Ashe, Bernie Coyle, Kathy Abcunas rear; Barbara Peterson. Maura Sullivan, Mary- Beth Fleming, Linda Sheridan, Annie Barrett. 25 Front Row; Denis Denomme, Mike Cameron, Don Hanks, Mike Page, Steve White Back Row; Tom Dufresne, Jack Genakos, Dave Barrow, Gary Fadden, Bill Dastau, Gene Rogers, Bill Oliver. MA A Bill Lekas, Tom Keegan, Leo Foley, Edward Finnegan, Gene Rogers. 26 INTERNA TIONAL CLUB Dr. Mario Aste, Margaret Bruzick, John Canney, Barbara Lary, Joan Lalikos FRENCH CLUB seated; Suzanne Morin, president, standing; Margie Freeman, vice president, Diana Leight, social chair- man, Ruth Moore, treasurer. 28 Spring Cleaning 29 SENIOR CLASS OFFICERS AND REPRESENTATIVES Seated; J.W. Bassett, Shelly Townsend, Cathy Stowell, standing; George O ' Keefe, Pat Whittaker, Chris Hyde, Mary Beth Leavitt, Sally O ' Brien, Ellie DeMaria, absent; Dan Hanks, Leo Healy JUNIOR CLASS OFFICERS Denise Bergeron, Chris Sharron, Carol Carr, Jeannine Boucher 30 SOPHOMORE CLASS OFFICERS Mike Arth, president. Sue Pas- quale, representative, Cindy LeDonne, treasurer, Maura Sullivan, secre- tary. FRESHMEN CLASS OFFICERS Dale Merrill, treasurer. Dan Rey- nolds, president. Sandy Landry, representative. 31 Br ' wL " • H ■ m »J 1 ' ' 4BJW.I , A " . i 4 A §1 1 I , ' .• i 1 ■ -, ' " -. i • " " • ; J ' | rAI I ■■ t ' " ■ ,? hp » ■ iifep i|L " H K|Hh9% £ ■ ! SB 33 Hard Times by Charles Dickens Book The First SOWING " Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in Life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle upon which I bring up my own children. Stick to the Facts, sir! " The scene was a plain, bare, monotonous vault of a schoolroom and the speaker ' s square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster ' s sleeve. The emphasis was helped by .the speaker ' s square wall of a forehead, which had his eyebrows for its base, while his eyes found com- modious cellarage in two dark eaves, overshadowed by the wall. The emphasis was helped by the speaker ' s mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker ' s voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the speaker ' s hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse room for the hard facts stored inside. The speaker ' s obstinate carriage, square coat, square legs, square shoul- ders — nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was, — all helped the emphasis. " In this life, we want nothing but Facts, sir; nothing but Facts! " The speaker, and the schoolmaster, and the third grown person present, all backed a little, and swept with their eyes the inclined plain of little vessels then and there arranged in order, ready to have imperial gallons of facts poured i nto them until they were full to the brim. Education comes from within; it is a man ' s own doing, or rather it happens to him — sometimes because of the teaching he has had, sometimes in spite of it. 34 There has always been it seems, a great amount of brow-furrow- ing and hand-wringing whenever the subject of education is brought up. Academicians regularly disagree about what can be taught, how it should be taught, and if it should be taught. Are attitudes and values, for instance, a teachable commodity, and are they to be emphasized, or are facts and certainties the only real business of the classroom teacher? Most educators will agree, though, that learning is not mere memorization. It .is knowledge of the self, and of the world in relation to the self. It is a sorting of significant symbols, a differ- entiating and shuffling of ideas and perceptions, and an ordering of meaningful associations. Finally, it is constructing one ' s own reality, and then changing it again and again to accomodate new ideas. Neil Postman and Charles Weingartner, co-authors of Teaching as a Subversive Activity, say that " the ability to learn can be seen as the abiltiy to relinquish inappropriate perceptions and to develop new- and-more- workable-ones. " Anything that makes this process easier, then, could be called education — but only because a better word hasn ' t been discovered yet. Jacques Barzun (Teacher in America) 35 I ■n it .Jj ' - v, «r f 1 Let us imagine for the moment That this naive gaze is a brief contemplation Of self and society. Head Start Christmas Party. This is, indeed, A very noble and benevolent gesture. But to What end? The child, divest of her Burger King Crown, Is stationary in time and space; festive abandon for the time, is Set aside. That people are responsive to my needs, but With what frequency and intensity? 1 feel ' ithin me, a slow development of security and Positive self concept (Head Start, you know) but will These feelings continue to be validated in the school For which I am being prepared? It seems dubious to me that this spirit will survive Environmental shift; that is. ornate cafeteria to classroom. The remarkable paradox is the fact that the same people Control both environments. 38 39 40 41 I 1 X 45 46 47 jfc RING Wl DAY RING DAY RING DAY fQU,d«L. . ,- , .«.,. COLLEGE PARH mm nr itii a in T»«..r 450ut CH£«P ) i«f VI ffJf Si JW « 48 49 50 51 52 53 54 - »» » » «. 55 56 57 58 59 60 61 62 63 Katherlne McDonnell March 17, 1972 Required Courses sZ c« 1 x« -a . £ « C% t£ •« jA« __ J sVH CC ]3 st al eu f " fa ld -Ut.r s?n 7,iz C, utkjcu. e. UtAste- . £ ' ie tJ ■w $ r _ l ?t4 GUsOCsb -fat -€_ " 2 ? o!jZs( -pv un L? -f- s K ce 7 Hhg V ItftlAt " -j ig. t u a£ jJP- -frcje. ££« V ' Oc Vf ■ jttiOi fot t,a ' -» -Y4A i U tuc - i, ' fe, ? LlU u i -r JfrtJZ. i i ' id i v v Ge ICluiA ' y. VLU- W 65 Various unpleasant connotations have always been assoc- iated with the word " required. " Rogct ' s College Thesauru s ' s synonyms for it as something " necessary,. " " demanded, " " vital " or " essential " all express extremely negative meanings. Therefore, when the term is applied to, a subject as austere as education, it takes on a mi h mo re rigid formality. Lr — --- The so-called " required courses which are imposed upon me as a stdent at Lowell State College each semester are, fi. most importantly, " necessary " credits for graduation. Secondly, the school " demands " that I complete them, since the subjects are considered " vital " if I am to be truly educated, with a liberal arts background Thirdly, it is that the college offer these courses for its accreditation. Hence, I have become almost a " victim of a victim " in a highly bureaucratic structure. I cannot entire- ly blame this college for forcing me to meet its requirements a The school ' s requirements belong to a much wider spectrum - the requirements which society imposes on its educational y.- institutions . in order to foster uniformity and adaptability • I I Postman and Weingartner, in their book Teaching as a Subversive Activity , define educational requirements as: " systems of prescriptions and proscriptions intended solely to limit the physical and intellectual movements of students - to keep them in line, in sequence, in order. " (p. 152) ' jfig. required subjects are considered to be so essential in our 66 71 Aft HA society, I cannot understand why they cannot be completed by the senior year in high school. College students should, ideally, be allowed to pursue relevant material of their own ii ££ LLJd " e-m ' facfi u d c choice , for their individual courses of sxuay. U :,, ' - ' ?; ' " ? ' ■■ ' Oft, • ' . " -.; ' ' ' ? ' •■C6-OL 2r " ' Speaking from my own experience, I believe that many of dxl,.„ tc si y iAi - „ the required courses I was compelled to take during my fTFs ' t two years were a complete waste of " Lime;-. I did not object ■■£ , ' ' ' ' =J ■ C 2 c £ so much to the course material per se, itywas the way I was supposed to " accept without questioning " that I have always resented. I must discount the required English courses, since I did not consider them to be distasteful. (Hence, pursuing relevant material is essential f r the true intellec -ual stimulation of the student.) However, subjects such as Eiology, American Government, and Intermediate French, were merely review courses of material I had just covered the previous year in high school. These courses could definitely be helpful to anyoneunterested in one of the three fields, or possibly to a student who has been away from school for a long time. Yet I cannot remember offhand any of the " relevant material " which I supposedly assimilated. I consider the information that I encounter in a course to be relevant only if it is subject matter which I am truly interested inj it does not merely have to be knowledge for utility ' s sake, which I will make use of " later on in life. " This implies individual tastes that cannot be fostered by distasteful required courses. I have found myself following 67 2. ■ _ ' . ; j. — c ■■ ' Postman and Weingartner ' s " Vaccination Theory of Education, " since the boring courses were ones I had to take, and when I had completed them I was then immune from going through that particular drudgery again. Elective s supposedly are those courses which the student actually selects himself, after he has signed up for the four required ones. In actuality, elective s turn out to be a choice for the easiest " A, " since the required sub jectS f _ are looked upon as difficult or boring. Electives have Joecua - - Ce Mc -y td, Im . ■ few and far between for me. Having cho ' sen ' the " Education program (which in real lty chose me; no longer can one be a V - , U ' h f- teacher if he merely has intelligence and desire I am Ai j ■ ? u. am J further limited in course selections.. Various courserequire -ments must be met so that supposedly I can become an able " teacher. I disagree with the theory implied by my second definit- ion of required courses - that they are inherently good. No one has the right to tell me that a subject is " good in itself " unless I myself find it so. Shakespeare is a req- uired English course, only because Shakespeare is considered to be the master of English Literature, and to be truly educated, one must really know thelauthor and his works. Hence, Alexander Pope ' s " Whatever is - is right " philosophy; as expressed in his " Essay on Man " applies to education. HvGn on the college level, subjects are merely handed down, ■ year to year, that are considered as relevant as reading, 68 3. C ' .-v writing, and ' rithmetic are in the primary grades. Required courses are obviously distasteful entities. They truly de-humanize the student, plugging him, as a minute cog,, into the vast machine called society. Required courses leave little room for individuality, inquiry, or intellectual stimulation. In reality, it is these three qualities which s the machine is trying to break down from lack of use. wtlA £ ' -f Ideally, all required courses can s ' omeday be eliminated. ?Ut Students may then be free to develop their individual abilities and preferences in the classroom setting. All courses will subsequently be both relevant and inherently appealing, since the decision will be up to each student whether or not to pursue the subject matter. The mechanized aspects of society, have hardly succeeded in completely stripping man of his individuality What better place to start a reverse process than in the institu- tion in which it all began - the " necessary " , " vital " ,, and " essential " classroom? 4. ( r 69 Dear Kathy: You were lucky. You always liked some literature. And you always had a notion of how good things could be, which got you sometimes slumping along bitterly and rightly angry about how things are. Yet think of all those upright people, students and teachers, who never gave themselves a chance to become personally involved with a form of knowledge and so cannot feel committed to the experience of learning. Whether it ' s learning to write essays for " expository analysis " or learning anything, you can ' t learn if you don ' t care. No one can make you care. Kathy, how could you have cared about that essay — cared enough to make it more than the competently done assignment it was? After all, didn ' t you feel powerless? Or am I just theorizing? The situation you were in as a student-writer, on that subject of " required " courses, even though you chose the subject, even though you were so independent as to realize how irrelevant it was that I ' d agree with your point — the situation defeated, or made extraordinarily hard, caring. No one can make you care. Institutions can get in the way. Bypassing the clutter of bureaucratic rationalizations, can ' t we validly account for certain requirements on the basis that, to put this complex point generally, any form or " discipline " of knowledge has its own language, its traditions of discarded and acknowledged truths, its own ways of creating and testing insights. In brief, the nature of knowledge itself requires some " required " courses. (Maybe you ' re right, high school is the place for finishing all requirements. But I ' m not so sure; it depends on the high school, depends on the person.) So how can we start to think 70 seriously about revising curriculum? We ' ll be distracted by rattling bones in egotistical closets unless we hold on to a sense of the nature of knowledge, yet where concern ought to start is with people, people as individuals. What can he or she learn? What does he or she care about? The answers won ' t, I ' m sure, breed anarchy. Dr. Stein Dear Dr. Stein: Reading over what one has written a year ago is humbling yet enlightening. There is always something that could have been said more effectively, especially if the writer is expressing a personal opinion or philosophy, and the readers are apt to question, to be skeptical. This was my initial reaction to submitting the essay on " required courses " for publication in the yearbook. After all, I ' m not the same person I was a year ago. I have developed new ideas, experienced more, and consequently have a much wider base from which to form opinions. This especially relates to my feelings concerning the educational process. I still agree with the basic premis I developed in the essay for Expository Writing — that required courses are of no intrinsic value to the student, and may in fact serve to alienate him or her from any type of meaningful college educational " enlightening. " I feel even more strongly about the 71 issue after my apprentice teaching experience at Andover High School. At this progressive institution, students are not considered to be computers that must in some way be intellectually conditioned, en masse, to meet college entrance requirements. Teachers appear to make a genuine effort to realize that each student is an individual with unique skills and preferences. Therefore, the English Department runs on an elective basiis, whereby the student chooses the course, from over twenty offered each semester. Whether it be Poetry and Drama, Media, Writing, a Literature course, or even Independent Study, the student at least makes the decision himself concerning which of the many and varied aspects of the subject he wished to pursue. It is a vast improvement over the traditional and structured English I, II, III, and IV that I suffered through in high school. The system appears to work very su ccessfully, possibly because of two factors: the students have a say concerning their own curriculum, which is truly innovative on the high school level, and they now enjoy the learning process because they are now dealing with the subject of English in a personal way. At the same time, so- called " skills " are developed in a particular area. How can Lowell State College then tell this prospective freshman that he or she is required to take a course in English Composition? In this case, isn ' t college sanctioning a form of regression? Education today can be considered intellectually deadening rather than in- tellectually enlightening. Since the schools are a central conserving force of the culture, acquiescence rather than originality has been stressed as a major objective. From this evolves the absurd justification for required courses. 72 My views may appear to be extremely cynical and pessimistic, yet I guess that the mere fact that I am going to make education my life ' s work reveals some inherent optimism that I refuse to admit too freely. Besides, some of the best teachers I have encountered here at State have been the greatest cynics and " prophets of doom " regarding educational institutions. The only hope for education, as I see it, must come from within. Due to the many relevant discussions concerning these issues that developed in our methods class, and the truly " learning " experience which I encountered while student teaching, I ' ve developed somewhat of a positive perception towards student- teacher interaction. We must somehow capitalize on these two very basic assets of a constructive educational process — teachers who are genuinely in tune with the needs of individual students and are not incriminated by administration or the outer and even more powerful " System " , and students who realize their potential for action, whose minds have not been fettered. Only then will required courses become obsolete — when a group of interested students and a teacher proficient in the subject and serving only in an advisory capacity will meet together on a seminar-type basis, to become mutually educated. You ' ll probably consider this to be merely a kind of illusory " pipe dream " , but then why are we all so very much involved in this game if we see no hope whatsoever for its future? Kathy 73 74 75 76 77 78 79 80 I .T; P ■ ' 82 83 84 85 86 87 88 89 90 91 92 93 A RULE OF THUMB OF REVOLUTIONARY POi mr M " «TU« HMMMPOSSIBU THE TASK Of MAKINC REVOLUTION MAY S f ,d THE MEANS OF MAKING THAT ARE ALWAYS NEAR AT HAND 6( eeeru • • In mmntt lh» | »( Km back to lha larm and ir»« «i m » •• ».... u. t.. It ELDRIDGE CLEAVER FOR PRESIDENT 94 95 There is an intrinsic value in athletics. It is not victory; it is not defeat. It is, instead, a schematic development resultant from the coordination of mental and physical functions. For the most part, this intrinsic development is absent at Lowell State College. But the conditions of this environment are not unique. The emphasis on victory is a universal (degenera- tive) college phenomenon. From the financially subsidized mid-western basketball team to the solitary Lowell State College wrestler, the demanded output of expertise is victory. Let us consider, for the moment, the attitude of defeat. By this time you have, no doubt, reacted in some fashion to the nude athlete on the opposite page. Cast aside any adolescent inclinations and study the picture. What story is told? Permit me an interpretation. I see competition; I see a ruggedly contested battle; I see a dejected " loser. " But what is the substance of the loss? It is the absence of the occasion to celebrate defeat of the Other. Victory, then, is a relative term. One has accomplished nothing unless he, in relative terms (usually recorded by means of a " point " system) has overcome the Other. What is the inherent degeneration of this schema? The athlete in the picture has recently performed, to the best of his ability, an acquired skill. The act of competition has served to develop his expertise, hence, tune the coordination of mind and body to a finer degree. But, this does not satisfy him; the Other has won. He cannot face his own image and be satisfied; the Other has won. The hours of training, the acquisition of physical and mental discipline mean nothing to him now; the Other has won. The experience of physical pain stimulates repugnant recollection; the Other has won. My contention, very simply, is that comulative points acquired over a predetermined period of competition should not affect self-esteem. The Other is an instrument to which one applies his skill. If one performs well, regardless of the relation of cumulative points, he has, in a real sense, won. And winning is the realization of the coordinative function of athletics. 98 99 102 103 f 104 a : v ! . m «t: , t $ HM ■ t HH £ « „ - ■ 106 107 109 •, - A - • Av ' rflR - ' - ... " ..--rr-.--: 110 Ill ..».-» m SO ' Jk fe " — ■Am . m h i 1 gSSfc te ' ■■ ' % i ■ I • «£i y I wfc Lauri Abril Peter Albert Diane Anastas Kathy Andraktos ■■fc Diane Arzigian Joann Balsamo Christina Barretto Kyle Barry Janelle Bartels John Bassett Martha Bassett Donna Beaubien Sylvia Bedrosian Susan Berube Sharon Boldeia 113 Cathy Bohs SfiiiiG ■ n i ■■• Patricia Bowker Kenneth Brown Mary Jane Burns Paula May Calderone Robert Cameron Christine Caples Christine Carlsen Natalie Catalani Carol Cerullo Diane Chutchian Denise Ciardi Joanne Clark Joanne Clarke Doris Clegg Barbara Clogston 114 Sandra Comeau Bill Cooke Leonard Coulombe Mary Anne Crowe Kathleen Crowley R ichard Cunningham Patricia Curtin Susan Curtis Helen Dailey 1 William Dastou Jean Davis Roberta Day Louise Deignan Janet DeLuca Eleanor E. DeMaria Christine DeMatos Gregory Depp 115 - ' ••:., ' ralifiQ nabH inuD ' j.: ) bicdoLH ! Kmdo.fi zivfiC lo)8bG nieilliW : y ' fft W 1 I Osi nd an ,n A lu a Karen Der Apkarian John Desmond Jo-Ann DiCiaccio Patricia Dicker Ellen Dolan Marjorie Doucette Elizabeth Dougall Robin Dowling Jeannie Dray Thomas Dufresne Ruth Dugan Deborah Durant Teresa Durkin Ann Elie Susan Elward 116 Yvonne Eriksen Martha Fadden Janice Faerber Brian Finnegan Judith Flanagan Marjorie Freeman Elaine French Nancy French Ann Gaffney Patricia Gage Linda Gagnon Kathy Gallagher Marcelle Gamache Patricia Garcia d Kathleen Gardner Catherine Gendron William Gendron 117 H ri)ibul •: sganniH nzh8 nnA ■ (i.ci--. n i ahopisM citBji bniJ igsD BhhiB i iO bivfiQ inO hbM IIbH 32I 13Q i M 3V£ " lO JlA VJlfi alJzcabitiH uluzl Jane Gibbons Jill Gidge Gary Gilardi David Gilbride ■ Joyce Gilfeather Diane Glynn David Grand Mary Grant Brenda Grassello Art Graves Myron Hagler Denise Hall Gail Halloran Raymond Hanley Paula Hardcastle 118 Gail Hatem Leo Healy Sharon Hessian Carol Heyl Martha Hickey Shirley Hingston Lois Hobbs Geraldine Hoell Jan Holland Denise House Christina Hyde Paula Jennings Sandie Johnson Linda Jones Jacqueline Jozokos Cynthia Marie Judge Linda Kapeckas 119 Y3)biH BflnfiM lyaH loiisJ ylssH o J Orl flel boH aniblfiiaO % oH zioJ gniH vahirfB ol 3ibnfi2 «§ninnal bIub " r b (H BniiahiO 32uoH sainaQ ootosdi anihupoel eanol BbniJ . :HKnv cbJ EbnL rfJo J . of{ Susan Kondra Mary Leavitt f Joyce Kayajanian Jacqueline Keegan Thomas Keegan David Keirstead Linda Lebrasseur Jane Leczynski Roberta Leonard Kathleen Lisien Ruth Lisien Christine Lowrey Robert Lussier Kevin Lynch Christine Maloof 120 Voula Manelas d Pat Manning Maureen Manzl ti John Mangan Mary Martel Marianthe Matses Elizabeth McCarthy Jean Matthes Elsie McDermott Theresa Mawn Kathryn McDonnell Michael McCaffrey Kathleen McGulgan Karen F. McGuirk Kathleen McNamara Mary Ellen McNulty 121 Joanne Duggan bmM psM $OUtM nsaiuBM ' gninneM ) i 3i ' t1fi3oM taisrbih r nw£M B2t i diislA n£3l 3ffJnehfiM jkxH3 - ' ■ ' : jM .3 n 12 W1B - jfl L ; J M «i iliM Bibasi .. ,. butHiit i ;- .y,. ]■ ' |fpoM BionJfil rmlrlJisX ,; ' Jaaift©M n wnoifl . ' msiiliV majeW bIuuI Maureen Michaud Mary Mignault Wanda Milik Sandra Mitropoulis Ann Molda Gail Montgomery Paul Montiminy Patricia Mooers Deborah Moore Suzanne Morin Bronwyn Morrissey Kathleen Morrissey Lynn A. Murphy Maureen Murphy Paula Najem 122 William Nickles Dale Nyder Diane Oatway Sally O ' Brien Michael Ogonowski George O ' Keefe Deborah Oliver Donna Paleologos Margaret Parker Deborah Olson Pamela Pepe ■ Edith O ' Rourke Joseph Pepin Mary Ann Perham Pamela Perillo Marilyn Perkin 123 Paul Peterson } bsdoiM nshH ' O yHb2 O anfiid ♦b H $IbQ avnuoyi v. ' siO riBiodaQ i dfnodaG , ' 0 agioaO i dqszol aqal BiamBl egifiM i ennoQ -llh3 ! fibme nkSa Q nnA ibM I dd»a Rita Piazza Christine Power Sharon Premo Pierina Procopio Kathleen Quinn Ann Regan Debbie A. Retos Maureen Riberdy Kathryn Rouine Joanne Roy Anne Salerno Cathryn J. Scarelli Karen Schelling Linda Sheldon Mercedes Sheppard 124 Karen Silliter Patricia Skane Cynthia Smith Janice Stonehouse Catherine Stowell William Sullivan Lesley Sweet Mary Ann Szymaszek Louise Tacy Virginia Thomas Henry Tousignant Shelly Townsend Linda Uttaro A Tom Valorose Alice Veloze 125 Charlene Voyer Richard Warner IlSW " 1 im2 Btri. ' . mA yieM ' 2 dfcsJ illiW J BbniJ T vlbriS naH »6«8 riT jjinigitV ;rD ■IbV moT j- !iW dl ' j ' l I l: iW vj)3 ! : xtJiErnsS IfiariZ zbooW b ' alcbnilloW arid " jiniW vl 3 nszu ' d ;rQ rigiaJ BfifiiQ oiD d), ' ■ Carol Weir Patricia Whittaker m Peter Wilkinson Elizabeth Wilson Trudy Winters Jane Wolfindale Richard Woods Sheryl Zemaitis Jane Esslinger Margaret L. Parker Sheila A. Gorman Donald Hanks Charlotte Santamaria Kathy Crowley 126 Susan E. Smith W wEb Diana Leigh Deborah Bozek Rosemary F. DeRosa Sandra Foley Jean E. Hosford Nancy Brayton 127 rf«o8 !| WKm 128 The Roman poet Lucretius provides the motto for Lowell State College — " Vitai lampada tradunt " — of which our college president is so proud. However, Dr. O ' Leary ' s luminous torch has been shrouded recently in the chiarscuro of the times, during which new emphases and new demands have compulsively burst upon the scene of higher education. It is painfully clear to some, from the perspective of this winter ' s student council, that Dr. O ' Leary gets low marks with regard to the establishment of broad participatory college govern- ance. In a recent study of nine Massachusetts state colleges, Charles Ratto concludes that students wanted either minority or equal participation in the various policy items of instruction, personnel, physical plant, business and financial matters. Students wanted complete autonomy with respect to issues relating to student life. O ' Leary has held tenaciously to a set of policies which seem at once impractical, outdated and arrogant. He is seen as the last of a breed which clings to sacred anachronisms. But I suspect it has not been easy for him to follow this path. Pressured on the one hand by students and faculty for greater participation in college governance, O ' Leary has been aware too of his obligation to the Board of Trustees and the taxpayers of the Commonwealth. It is a moot question to ask which segment should have the greatest say. From a practical standpoint, more of the important decisions should come from within the halls of academia — but O ' Leary has recognized the need to appease all parties. The length of his tenure at Lowell State College attests to his success in this precarious balancing act. I have known Dr. O ' Leary to be receptive, sometimes grudgingly, to all members of the college community. At least he has given us his ear before unceremoniously rejecting this proposition. He has given us as much as he thinks he can while reserving for himself the important prerogatives of his office. He has been relatively constant and predictable in such matters, and perhaps that is virtue enough in these troubled times. As there is fire hidden in wood, so too does there exist in Dr. O ' Leary the dynamic flicker that has accompanied his long and honorable service to the Commonwealth and to thousands of college students. During his term he has presided over an expansive building program, which has seen the college community grow in size and prestige. Shortly Dr. O ' Leary will step down as president. He will have witnessed the growth of Lowell State College from a sleepy little normal school to a mature and vital public institution. One of Dr. O ' Leary ' s greatest contributions has been his desire to surround himself with a superb faculty, of which we are all justifiably proud. Truly they have passed on the torch of life. It is my belief that Dr. O ' Leary will be remembered for providing the fuel for this most significant lamplight. — Paul T. Peterson 129 " No man is good enough to govern another man without that others consent. " Lincoln 1854 Daniel H. O ' Leary is Lowell State College. He likes to think of himself as our father and protector of our interests. Unfortunately, in protecting our interests he also determines what they will be. One would think that with the lowering of the voting age, the drinking age, and all the other statutes which have given 18 to 21 year olds full adult legal recognition, Dr. O ' Leary would realize that the students no longer want, and cannot accept the paternalistic attitude and practices forced on them by him. .. A college is a governmental institution with all the accompanying patronage, buearcracy, and staid irrelevance. Lowell State College is no different in these respects than other institutions of this sort, but, it goes one step further. Daniel O ' Leary is president. The fact that Dr. O ' Leary has been Ruler of L.S.C. for 23 years is not a ' feather in his cap, ' as he would lead you to believe. It is more of an indication of how highly developed the elitist status and power structures are at Lowell State College. More importantly, each of those years mark the further entrenchment of the most despicable form of a bureaucrat — one who feels his seniority is empirical proof of the validity and righteousness of his actions. L.S.C. is a stage upon which Daniel H. O ' Leary proves and enhances his own personal power and prestige at the cost of the audience (yes, L.S.C. students are in fact an audience to this man). As Dr. O ' Leary himself told me, " You cannot expect a college to be run as a democracy ... it must be administered by an intellectual aristocracy. " ! ! ! As a graduating senior I must give up my struggle against this heinously powerful man. This is done with the sincere hope that my fellow students who must remain at L.S.C, will find within themselves wisdom and fortitude great enough to give the people of the Lowell State College community, the power to decide on all matters which will affect their lives now and in the future. Raymond A. Hanley 130 L PEOPLE RULE? — m WILLIAM JENNINCS BRYAN. (W THE ADVOCATE February 13, 1973 O ' LEARY BARES ALL Or EVERYTHING YOU NEED TO KNOW ABOUT THE STATE OF THE COLLEGE In an exclusive interview with the ADVOCATE Friday morning, Lowell State College president Dr. Daniel O ' Leary offered an informal " state of the college " assessment, as well as a look at LSC ' s immediate future. Of chief interest to members of the LSC community is the current status of the proposed merger between State and Lowell Tech. O ' Leary informed the ADVOCATE that specific provisions covering the LTI Research Foundation and the Dormitory Authority are being added to the merger legislation of January, and that a more complete version of the legislation will be published in about a week ' s time. O ' Leary said that provisions call for a college merger not earlier than July 1 , 1 974, and not later than July 1 , 1 975. There will be a year of transition following the merger before the colleges are totally integrated. (Secretary of Education Cronin will speak on the merger and on public education in Mass. at Lowell State College ' s Little Theater, on Thursday, Feb. 22 at 10 A.M. All members of the college community are invited to hear Cronin ' s address. O ' Leary added: " I will probably be expected to serve as president during the transitional year. A new Board of Trustees will probably take over on July 1, 1975. At the first meeting of the new Board of Trustees I will request them to launch a search for a new president, and to shift me from presidential responsibilities into another position in the university, either as Chancellor or Professor of History. Then, I will serve until my retirement a year and a half later. When I retire I will have completed forty-nine years in state education with twenty-five years as college president. " The average tenure of college presidents nationwide fell from 7.4 years in 1960 to 5.5 years in 1969. Dr. O ' Leary is the senior college president in Massachusetts, public and private sectors. There is an air of expectancy on campus as the wheels of expansion begin to gain momentum. Specifically, students and faculty are looking forward to the occupation of the Nursing-Science Building, having already begun to utilize the new dining facility. O ' Leary announced that construction on the new Music Building may start by summertime. It will be the last building expansion of O ' Leary ' s term of office. Bids for construction of the $5 million Music complex were put out on February 8. The building will occupy land which is currently the Faculty Parking Lot and the English Faculty Center, and will extend from Rolfe Street to Wilder Street. The five-story structure will be ready in two years, according to O ' Leary, and will include an elaborately-designed theater for orchestral performances. To provide much-needed parking facilities, O ' Leary hopes to blacktop a portion of the Athletic Field, without destroying the baseball diamond area. Additionally, many of the houses along Wilder Street will be torn down to provide parking spaces. Students will face a parking shortage, when the land between Broadway and the dining area is taken over for landscaping. O ' Leary feels the students will enjoy their new Student Union which is scheduled to open in September, which he describes as " very attractive " . Also in the Fall, all of the faculties that are located in wooden houses will be moved to the new library. The facility is designed to house half a million books; as the LSC library has only 100,000 volumes, there will be plenty of space on the top floor for the required office space. To keep pace with the physical growth of the college and to begin to adapt to administrative structure of LTI, O ' Leary is going to request the Trustees to restructure the college administratively. He proposes four undergraduate structures — the College of Education, under Dr. Shannon; the College of Music, with Dr. Gildea as Dean; the College of Nursing, under Dr. Barker; and, the College of Liberal Arts, with Dr. Foy as head. Dr. Foy would serve concurrently as Academic Dean. With respect to his relations with the students, Dr. O ' Leary admitted that he has had a " few friendly confrontations over issues and request which I have vetoed. " The most recent of these confrontations concerns the SGA ' s retaining of a private lawyer. The college ' s lawyer, Morris Goldings, supports O ' Leary ' s contentions that a retaining fee given to the SGA lawyer is not in concord with the intentions of the legislation which authorizes student government fees. Citing Section lb, Chapter 73, O ' Leary said " ' All receipts from student activities shall be retained by the president of the college in a revolving fund, and shall be expended as the president of the college may direct in furthering the activities for which the fees were derived. ' I want to make it clear that I ' m responsible under the law, but as a matter of course I ' ve always given them as much leeway as possible. " Dr. O ' Leary said that, in general, faculty-student-administration relations seem to be much more pleasant. " We seem to be getting along famously, " he said. " Maybe because they ' re looking forward to my loss, or maybe because the climate nationwide is much more serene now (on college campuses). " Dr.-O ' Leary closed the interview by alluding to Robert Frost ' s words, " Good fences make good neighbors. " He doesn ' t want to infringe on student or faculty rights or responsibilities. He sees no clouds on the horizon. — Paul Peterson 132 SHVCV MMNk SGA Meeting O ' Leary Council Meet By Barbara B. Lary At the council meeting of February 14, 1973 a motion was passed to have a letter sent to President O ' Leary, Mr. Dunn, and Mr. Andrusaitis inviting them to the next council meeting which would be held on February 21, 1973. This was done and last week Dr. O ' Leary and the other distinguished members of the administration attended the Student Council meeting. One of many topics discussed at the meeting was that of the SGA hiring a lawyer. Dr. O ' Leary had vetoed that request when it was first brought to his attention. When asked his reasons, he told the council that he believed, in his judgment, the hiring of a lawyer was improper use of Student Council funds. When asked why the Salem State SGA had been allowed to do this, Dr. O ' Leary stated his belief that the president of Salem State had acted in poor judgment on this matter. Dr. O ' Leary then went on expanding on the issue of the lawyer. He read a letter written to him by Mr. Goldings, who is the lawyer for the Board of Trustees, stating that a lawyer hired for an unspecified time for unstated purposes — could be illegal. If the lawyer was being paid for services rendered, then that is allowed, but not the hiring of a lawyer on a retainer basis. In answer to Dr. O ' Leary ' s statements, Bill Dorfman told the council that the lawyer was being hired for a specified number of hours to work on negotiations of faculty and students with the Board of Trustees plus anything else the council wished him to do. Mr. Dorfman believed that this matter was proper use of Student Council funds. When Dr. O ' Leary was asked about his refusal to meet with the Student Council lawyer, he told the council that he felt that would be a way of showing his recognition of the lawyer. Besides which he would want Mr. Goldings present which would mean that the Student Council lawyer would have to be paid for the time spent at the meeting. Mr. Dorfman replied to the above by telling the council that Dr. O ' Leary had refused to meet with the lawyer at any time. But later Dr. O ' Leary said he would meet on the condition that Mr. Goldings, Dr. O ' Leary ' s lawyer, was present and that the payment to the council lawyer would not be from the council funds. The matter of the Bookstore was also discussed. Dr. O ' Leary was asked to comment on the purchase of the artwork with the profits from the Bookstore. He explained that the Bookstore was run by a corporation the Board of Directors ' members being Dr. O ' Leary, Mr. Mann, Mr. Pannis and Mr. Dunn and that the profits were the property of the corporation to do with as they saw fit. The corporation had decided to buy artwork to have some beauty at the college. When asked why books for the library weren ' t bought instead, the answer was again that the profits were the corporation ' s property. Referring to the prices of books at the Bookstore, Dr. O ' Leary told the council that they are set by the teacher ordering the book or by the publication firm. The discussion then moved to the SGA Bank Account (Private Fund) and who should have control of those funds. Dr. O ' Leary said that he would still allow the council to control the account but that he wanted an audit of the account done by someone and a report sent to him. Mr. Hanley then made his views known. He said that he believed that since the students were collecting money they should have full say in the usage of that money. The SGA bank account holds the receipts collected from the students activities. Dr. O ' Leary restated the fact that the money was still received at students activities and its usage is subject to the approval by him - Dr. O ' Leary. Mr. Dorfman also commented on this matter. He said that he since we the students were collecting the money for the state activities, we are therefore state employees and should be paid by the state for such duties. Dr. O ' Leary just repeated his previou s statement referring to the fact that the President has full controll of the funds and that he, had allowed the student Council to handle the money as long as they were doing it properly. Dr. O ' Leary was then asked by John Tierney, President of the Salem State College SGA his opinion on the May 1969 decision by the board of Trustees concerning student councils. 134 Dr. O ' Leary said he would not discuss that decision and then left the meeting. Later Mr. Tierney had the chance to explain that decision to the council. According to him, the SGA was officially recognized as an independent governing body with advisory capacity to the Board of Trustees. He further explained that he believed that this would include the handling of funds as the council saw fit. After the meeting with Dr. O ' Leary and the members of the administration present had ended, the Student Council resumed matters on the agenda. Mr. Joe Camara had a motion on the floor pertaining to the duties of the Ass ' t Treasurer ' s position. He wanted the council to pass the motion that would allow him to see the financial books and statements (the council had previously ruled he should be allowed to see the books). He claimed that he was not allowed to see the books and felt he had to bring it up to the council once again. Mr. Dorfman ruled him out of order. Mr. Camara also made a motion that the Hampshire House Music Company be paid for instruments bought by the MENC. This was passed where originally it had not been passed. A quorem count was taken twice while Mr. Camara was appealing his out of order motion and the second time it was found that there were not enough people to allow for the meeting to continue. Although the meeting is over, the questions raised by the meeting are not all answered; such questions as: Is the hiring of a lawyer a proper expenditure of Student Council funds? Are the prices set by the Bookstore truly those given by teachers and publication firm or are they established some other way? Who controls the Student Council funds? Is a budget signed by Dr. O ' Leary legally the property of the Student Council or can he still control it? What effect does the May 1969 decision of the Board of Trustees have on the governance of the Student Council? What would you like the Student Council to do for you? What purpose do you see that Student Council and Student Government Assoc, serving on this campus? EDITORIAL Don ' t Cloud the Issue With Facts The Power— Where Does It Lie We have all heard just about enough of the problems concerning governments here at Lowell State College. It is time to clear the air and allow the students to know and understand what is going on. The major issue is: Who has the final say on anything that happens at Lowell State College. Do any of the various committees, councils, senates, governing bodies or advisory boards have any say on what goes on at L.S.C. Do the faculty and students have any voice at all. After careful observation of the goings on between the powers of the school this year it is quite evident that the person with the final say is the President of the College, Dr. Daniel O ' Leary. This fact was established by Dr. O ' Leary himself when he told the S.G.A. last month, ' . ' What do you expect me to do, run a democracy? " Now let us first make an attempt to understand what the various organizations on campus are supposed to do. The Student Government Association: Control of $35.00 fee. The College Senate: Control of Courses School Requirements. The President ' s Advisory Committee: Problems concerning the specific college itself, not covered by other organizations. These groups all have a say in what goes on at L.S.C. except that no matter what their decision may be, even if it is unanimous, it can be vetoed by Dr. O ' Leary. What the S.G.A. is attempting to do is distribute the powers of the O ' Leary Aristocracy more evenly amongst the subjects of The Kingdom of Lowell State College (i.e. us). The secondary problem in the S.G.A. stems from the fact that the SGA hired a lawyer to try and bridge this gap between students, faculty and administration and bring the power down from one person to a group of people. Right now Chapt. 73, Sec. IB of the Mass. State Laws governing education states that Dr. O ' Leary must have the final say in all matters. This is what the S.G.A. wishes to change through a lawyer. The S.G.A. could only hire this lawyer with the approval of the head aristocrat (Dr. O ' Leary) and naturally this request was denied. The S.G.A. hired a lawyer anyway over O ' Leary ' s veto and other complicated conflicts ensued which have been written about in past issues of The Advocate concerning Bill Dorfman, Ray Hanley and Joe Camara. It is important however that the students and faculty look beyond these S.G.A. power struggles and heroics and look at the issues without the clouds. President O ' Leary has been President of Lowell State for 23 years, he tried to be the father of L.S.C. and look out for everyone ' s interests; although his views may be ideal to him they are not fair to the people of The Lowell State College community. If he did have our best interests at heart he would end his aristocracy and set up a democracy. When the question is asked, " Does the S.G.A. have any power? " The answer really is no. No one at L.S.C. has any real authority because no matter what conclusions and decisions are reached b,y the S.G.A., the College Senate or the President ' s Advisory Committee, they in reality mean nothing unless Dr. O ' Leary approves them. Hopefully more people can now see the basic situation at Lowell State now. Who should have the right to govern L.S.C, the thousands of students and faculty or the one man who ' s been doing it for 23 years? It ' s time for the students and faculty to end the atmosphere of apathy around here and get involved with their school, after all " A house divided amongst itself cannot stand. " The Board of Editors 135 Faculty Plea — Rehire Bill Wright (While Dear Fellow Faculty Member: In a letter of June 11, 1970, Mr. William Wright was notified by the President of the College that his contract would not be renewed for the coming academic year. Since the non-renewal of Mr. Wright ' s contract seems likely to have the most serious implications for the College, including perhaps accusations of unethical professional practices and racial discrimination, we believe you should know of the circumstances under which Mr. Wright was hired and what his activities have been prior to his termination. Last fall, the President met with a group of students and faculty members concerned to bring a greater number of minority group students to the College. The President agreed at the time to hire a man who would help recruit such students and oversee their progress this coming fall. Subsequently, Mr. Wright was hired as an instructor in the Behavioral Science Department for the academic period beginning February 1, 1970, and ending, as do the contracts of all non-tenured faculty members, on June 30. His duties, or so the President informed him at a subsequent meeting of students and faculty, would consist in teaching one course in the spring and working with the Dean ol Admissions as a recruiter, and counselling minority group students on campus. In the fall, he was assured, he would act as an advisor to the students he had helped recruit and to those minority group students who had previously been admitted to the college. Acting on this assurance, Mr. Wright began the work of recruiting. His task was a difficult one for several reasons. In the first place, he found that many of the young black students he spoke to were apprehensive about coming to a college in which so little was available to them in the way of housing, financial aid and social Addressed to Faculty, Includes Students) opportunity. Mr. Wright was entirely candid with these students. He did not say that their apprehensions were unfounded, but he did promise them that he would work with them and that working together they might, with the help of others, resolve these problems. Partly on the strength of this promise, Mr. Wright recruited some 25 students, a number deliberately kept low so that he and other interested faculty members could manageably help them succeed in their academic work. There were, however, other problems. On the basis of their college board scores and high school records, a number of these candidates seemed to the Administration to fall within the " high risk " category, a fact which Mr. Wright acknowledged. To be sure, he had tried to recruit minority group students with higher scores, as well, but recruiters from other colleges were able to make more attractive overtures to these candidates and they were naturally more inclined to accept admission into those schools in the area that are more prestigious and heavily endowed. For this reason, Mr. Wright investigated the available candidates most thoroughly, speaking not only to them, and their former teachers, but to their families and clergymen, this by way of determining whether they were sufficiently motivated to perform satisfactorily on the college level. The candidates he did recommend were further screened not only by the Dean of Admissions, but, in some cases by the Chairman of the History department, and by the President, a procedure which involvL ' d many delays and differences of opinion, but one to which Mr. Wright patiently acceded in spite of the soitietimes contradictory guidelines that were established in respect of eligibility. After most of the candidates had been accepted and admitted to the College, or were well on the way, Mr. Wright addressed himself to the problems of housing and financial aid. He received assurances from the Administration that entering women would be accomodated in dormitories, and that accomodations for the entering men would be found at Lowell Tech. But, in spite of repeated inquiries by Mr. Wright about the progress the President was making at Tech, such accomodations are still not forthcoming. Mr. Wright also enlisted the help of students, faculty members and the clergymen who lend their services to the college to establish a Fair Housing Committee to seek off campus housing, this apart from private efforts to secure housing for the students he had helped recruit. He imagined he would use the summer to implement these efforts, and, in fact, has attempted to do so, in spite of his non-renewal. At the same time, his efforts at securing financial aid were also hampered by the limited amount of funds available for this purpose and what seemed to him the disinclination of the Administration to seek other available sources of assistance, though here, too, he had hoped to use the summer to help secure such aid. In the course of these efforts, Mr. Wright won the respect and confidence of every student and faculty member who chose to work with him, to say nothing of the respect and confidence he enjoyed among the students he had recruited and the black community who were heartened by the apparent desire of the College to fulfill its responsibilities in the area of race relations. For this reason, Mr. Wright ' s notice of non-renewal came as a complete surprise to him and those of us who had come to know him. He had received no prior warning that his performance as a teacher and recruiter was in any was deficient, nor was he told that his academic credentials were out of order. On the contrary, he had taught a course in Social Problems to what seemed to him the satisfaction of his then department chairman; he had worked cordially and cooperatively with his immediate superior in the Admissions Office, and he is a doctoral candidate at Boston University. Not only was no reason given to Mr. Wright for his termination, but upon enquiry he was told by the President that he would not be legally harrassed by Mr. Wright or any outside agency to which Mr. Wright might choose to appeal, though Mr. Wright had in no way provoked this response or implied at that time that he would seek such avenues of redress. In fact, Mr. Wright applied within the college to the Faculty Grievance Committee, members of which granted him a preliminary hearing, but were afterwards told by the President that they had no jurisdiction in this matter. There seems to be little doubt that in recommending the non-renewal of Mr. Wright ' s contract and in refusing to give him a reason for his non-renewal, the President is operating within the letter of the law. What seems much less certain, however, is that in doing so the President is being at all responsive to the spirit of the Editorial Trustees ' regulations and the recommendations of the AAUP which insist that non-tenured faculty members be notified within a reasonable period of time whether or not they are to be rehired. But much more important, there remains the problem of the students Mr. Wright recruited partly on the strength of his promise he would be here to help them. At last count, of the 35 students he thus persuaded to come to the College, only 1 1 have decided to come, and they share the feeling of those who have decided not to come that Lowell State College is insincere in its proclaimed intent to offer minority group students the opportunity to pursue a college education. Some of us share the feeling of these students that firing Mr. Wright shows that the college administration is not serious about its commitment to an adequate program for minority group students. Others of us feel that the non-renewal of Mr. Wright ' s contract has come about because of the tensions and misunderstandings which are bound to occur whenever a body such as ours decides to take its first tentative steps in the direction of redressing the racial wrongs of the past. But all of us believe firing Mr. Wright was a mistake. We ask you not only for the sake of Mr. Wright, whose SOME GO OUT position has been tragically compromised by the President ' s failure to keep his public promise, but for the students he recruited as well, to join us in urging the President to reappoint Mr. Wright. Your signature on the enclosed letter, which we hope you will mail to the President, seems to us a significant gesture you can make towards reassuring minority groups in the Commonwealth that the college is, in fact, desirous of achieving a measure of racial equity, and that public institutions of higher learning in the Commonwealth are not the bastions of racial hypocrisy which minority groups will otherwise take us to be. So that we may know how many faculty members are responding to this request, would you send the enclosed postcard to one of us, indicating that you have written Dr. O ' Leary. Since we are not at the college, please use our home addresses. We appreciate your interest in this matter, and hope you share our sense of urgency about it. Sincerely, Harold Bakken, History Athanasios Boulukos, English Kenneth Klein, Physics Richard Lyons, Philosophy Diane Ostrofski, History Betsy Woodman, Art On this page are listed the names of ten faculty members fired by, or to put it more professionally given terminal one year contracts by Dr. O ' Leary. The reasons these people were fired are unknown. Dr. O ' Leary has by his power granted him from the Board of Trustees no legal committment to reveal any reason for dismissal, and in the face of faculty, student and legal redress has clung tenaciously to his right to silence. One member at a hearing on his dismissal asked that the reason for his firing be made public and was told that the reason would be told only if he would sign a statement promising not to sue Dr. O ' Leary. The general reasons for dismissal are poor teaching evaluation by fellow department members, insufficient progress towards completion of doctoral work, or moral undesireability. These reasons as far as the Advocate has been able to ascertain do not apply to those people who have been li d. However, all those listed have been vocal on campus and all have had differences of opinion with the President or have taken sometimes unpopular stands with the administration. The Advocate has been told that several of the faculty members listed plan to bring complaints or suits to the American Association of University Professors, and the American Civil Liberties Union. The Advocate has begun interviewing fired faculty members and we intend to try to give substantiated reasons for their firing. The students have a right to know why faculty members who seemed highly competent and sensitive to student needs have been let go. It is our firm hope that these firings will not prove to be the result of the capricious vindictive misuse of power. Susan Hayward Robert Gerst Frank Lyons Robert Laydon Betsy Woodman Ken Cline Bill Wright Robert Sinibaldi Pat Mogen Athens Boulakas 139 As President of the College, I hereby request a vote by secret ballot of all students and faculty of the college on the issue of permitting 32 selected police officers from the Northern Middlesex cities and towns to attend classes in the humanities and law enforcement at no cost to the Commonwealth in one classroom on campus from March 30 - May 1. This program in continuing education sponsored by the college for the past four years has been distorted by activists who threaten violence damaging to public order and to the image of Lowell State College in the community. As President, I- resent the following lies and demand that they be either withdrawn or proven by the publishers: " President O ' Leary says that he is willing to risk a war on this. campus to insure that the Police Academy stay. " " It is no accident that the Nixons and O ' Learys support troops and police which are necessary to keep things the way they are keeping people illiterate, ill fed keeping black people and Puerto Ricans in the ghettos " The anonymous publishers of this libel claim " most of us agree that the police should be kept off campus " . I doubt that statement. I doubt that any law abiding and reasonable intellectual objects to continuing education for pol ice officers. I request that this question be put to the test of reason and justice. Police are people. They have the same rights to freedom from threats and to equal educational opportunity as any other individuals and groups in a free society. I hereby designate Wednesday, March 18, 1970 at 11 A.M. for voting by secret ballot open only to full time Lowell State students and faculty on the quest ion. ,; Shal 1 32 police officers be permitted the use of one classroom on campus without molestation or interference by others for the period of March 30-May 1, Yes, or No. 140 S.G.A. Resolution: " Move that the Student Council inform Dr. O ' Leary, Dr. Guidon of the Division of State Colleges, Dr. Cataldo of the Board of Trustees, His excellency Governor Sargent, and the great and General Court of Massachusetts that because of his consistent insensitivity to student requests and his overall incompetency in the office of President, We, the Student Council of Lowell State College, demand the resignation of Dr. O ' Leary and request that the College Senate pass this resolution at their next meeting. " Proposed by Dennis Taft Boycott Resolution: " That All College Senate reaffirm its resolution of December 10, 1969, regarding outside groups and urge all students and faculty t " boycott the " referendum " on the subject on Wednesday, March 18, as an inappropriate technique, by-passing the regular constituted institutions and procedures for decision making at this college; and that the academic Senate appoint a committee to inform the electors at the voting place of the questions of procedure and principle involved. " College Senate Resolution " that the Student Council vote to boycott the referendum of March 23 in conjunction with the College Senate. " S.G.A. Resolution O ' Leary Says " Yes " To Police " As President of this College, 1 feel that the action I have taken regarding the presence of the Police Academy has been more than fair. I have twice offered the Student Government the chance to hold a referendum regarding the question. Both times they took the position that they would boycott the referendum. Now, having exhausted the means of compromise, by the legal power 1 hold, 1 wish to make it known that the Northern Middlesex Police Academy will be accorded the courtesy of the use of one room to hold their classes. " President Daniel O ' Leary Memorandum From The President: Memorandum from the President: " Whoever willfully trespasses upon land of premises belonging to the Commonwealth, or to any authority establishment by the General Court for purposes incidental to higher education- -or whoever, after notice from an officer of any of said institutions to leave said land, remains thereon, shall be punished by a fine of not more than fifty dollars or by imprisonment for not more than three months. " ♦Chapter 362 of The Acts of 1969 amended the Trespass Law of Chapter 266 of the General Laws to read: 141 Nixon Outlines New Peace Proposal On Oct. 7, 1970 President Nixon disclosed to the American people his new plan for peace in Southeast Asia. Foremost of these proposals was that of a " cease fire in place " for Indo China. This proposition is made to accomplish one goal— to end the killings involved in this war. Although this proposal may seem far fetched, in the President ' s own words, " an unconventional war demands an unconventional truce. " In his program for a cease fire Nixon stressed the importance of supervision by not only the concerned parties but also by an international committee. In effect this design would halt the increase of all methods of warfare. The President expressed his hope that the proposed cease fire would create a mood to end the war in Viet Nam. In the second section of his program President Nixon suggested an Indo China Peace Conference. This conference would serve as a continuation and an implementation to the Paris talks. The recommendations of the peace talks would be accepted by the United States. Referring to his previous withdrawal plan, Nixon stated that U.S. forces in Viet Nam have been reduced by 165,000 men. Looking to the future, he promised that " by spring this number would increase to 265,000 men. " The withdrawal procedure would continue until negotiations could be made for its completion. The fourth point of Nixon ' s program included a search for a " political solution for all of South Viet Nam. " In referring to North Viet Nam ' s demands of the right to " exclude whomever they wish in government positions, " the President stated that in this search for a political solution, the will of the South Vietnamese people would be the primary objective. In concluding his five point program, the President demanded the immediate and unconditional release of all war prisoners. The atrocities involved in war must be relinquished and those who have been captured must be released and sent home. The President said that through these proposals the door would be open for peace in Viet Nam. The cease fire in Vietnam and Indo China set a premise for " a beginning to the end of war " and " the beginning of a generation of peace. " 142 ,. :■ — - Ml I % J %i Acknowledgements and Remarks The Knoll, 1 973 is the product of laborious efforts by a few, volunteer undergraduates. They are: Assistant Editor Christine Barretto Layout Editor Kyle Barry Copy Editor Kathy MacDonnell Photography Editor Hank Tousignant Business Manager Martha Bassett Faculty Advisor Dr. Robert Stein Production of the book would have been impossible without the conserted efforts of Joseph Donovan, Field Representative for William J. Keller, Inc. Many thanks, Joe. We must also acknowledge the cooperation and generosity of Joseph Madden and the Dremas clan at Parkway Photo, Merrimack Street, Lowell. The Knoll is indebted to George O ' Keefe, student-editor liasison and Al Stuart, a remarkably talented photographer. In its conception the 1973 Knoll was intended to be a far more striking statement of educational theory and its application and misapplication at Lowell State College. Time was not kind to us, however. As a result, you have before you, a rather diluted representation of designed intent. Our hope is that that which we had conceived originally will be realized by subsequent staffs. A yearbook should be a record of observations and interpretations of the university or college scema, experienced by intelligent, aware learners throughout the undergraduate period. To revert to the trite, adolescent design evident in some preceding books would rape this intent. To be sure, there are certain biases evident in this book. This, we contend, is license granted to those who sacrificed leisure and applied initiative to produce a yearbook. Had there been more contribution to this effort, other points-of-view would have been recorded. In closing, we pay final regard to Dr. Joseph Liggera. We trust dedication of this book was appropriately administered. Robert J. Kanellas Editor-in-Chief 144 mm wM.j.KeLLeR 9


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