University of San Francisco - USF Don Yearbook (San Francisco, CA)

 - Class of 1971

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University of San Francisco - USF Don Yearbook (San Francisco, CA) online yearbook collection, 1971 Edition, Cover

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Text from Pages 1 - 402 of the 1971 volume:

C_Q£lCL X u SI 5 liGBeeinninG VMS ojnwitHOMt BReatH WithoutWifHOlAf LiGHf PeoPLc , AeiAHeR was Me Rea wor d foR He iHOUGHt Of was not ' ef+He PeoPLe StfiD "Let +HeRe Be oi600K” uffsaj TABLE OF CONTENTS FEATURE ARTICLE "Is Education What Education Is?"-------------------------------------1-400 The editors investigate the condition of education at a local Catholic university. THE ARTS "They Shoot Students, Don't They?"------------------------------------12—43 Is creativity the real threat to education? "Four Questions in Search of an Answer"-------------------------------14—16 THE PEOPLE "Nothing Personal".---------------------------------------------------44—93 Student community; University community; Community? "The Selling of an Athlete, 1971"___________________________________ 82—93 RELIGION "Look Down Upon Me, Jesus"___-____________________________________ 94—125 Can Christianity survive in the local university? THE YEAR "What Did You Do in School, Mommy?"_________________________________158—189 1971: What Happened? BUSINESS "The Learn—Earn Syndrome"________________________________________T92—221 The possibility of life—after—school. "MONOTONY: a fun game for 2 to 4200 players"----------------216a-h ALL OF YOUR PICTURES----------------------------------------------------------222-367 Seniors 222—323 Juniors 324—341 Sophomores 342—356 Freshmen 357—370Thus, it is not uncommon for public—school administrators to engage in repression of independent thinking by students, although the ability to think independently is presumably an important objective of education. At the Del Valle High School in Walnut Creek, California, the students produced a "controversial" yearbook last spring. It included a poem by Robert Danielson, a Seventeen—year—old star of the school baseball team, poking fun at school athletes who "don't reason" and "don't ask questions." Because of the poem, young Danielson was told by his coach that he would not receive a team letter and was not welcome at the presentation—awards dinner. The coach sought to mitigate this punishment by telling the faculty, "I like the kid. . .1 think he's pathetic, but I like him. If I hadn't, he wouldn't have played baseball for me for two years." Meanwhile, the principal threatened the faculty adviser, Mrs. Hildegarde Buckette, with dismissal; however, the principal and Mrs. Buckette reached an understanding whereby the yearbook would be subject in the future to "guidelines" established by a faculty committee. Administration wants the best for everybody, and all it asks is that individuals make their lives conform to the state. "The Greening of America" Charles A. Reich 13Is creativity the real threat to education? At a local Catholic university, creativity is treated as if it were. Residence halls are run like summer camps. ("Race you to the other side of the lake!") The students go to classes in amphitheatres where professors perform intellectual side shows. The buildings look like three-dimensional IBM cards. One is asked to sacrifice his individuality for the sake of order. His education tells him to make the most of his intelligence and then is slapped on the wrist when he does. He can do anything he likes—as long as the administration approves.In 25 words or less, fill in the following statement and send it to the Financial Aid Office. Dear Verna Webb, 1 When my scholarship and or loan application was I rejected I felt like ,In 25 words or less, fill in the following statement and send it to Harney Science Center. Dear Dr. Gorman, When I sit in your Chemistry class and see you on TV, it makes me want to ---------------------------------------------------------In 25 words or less, fill in the following statement and send it to the Housing Office (with copies to: Fr. Jonsen, Fr. Sunderland, Anne Dolan, Jimmy Tonna, Bernie Bolger, Colonel Schott, Kella Cooper, and Marilyn Bennett). Dear Cliff Hughes, Living in your dorms is like ------------------------------------ .H.'H . ,i - r. V u » '. it J l» ;m '. - CK it rt if M U K l! 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I I I 1 I I I I II I I I I 1 I I I I I I I I I I I I I I I I I I I I I 11 t I I I I I t ilWe don't know, of course, just where you happen to be at this moment, but chances are that you are in a man-made environment: a classroom, Gleeson Library, the University Center, the Green and Gold Room—where you have time to read. Glance about and you will see that almost everything surrounding you has been invented and designed by someone else, some person at some time engaged in a creative act, and the sum total of those acts makes up the world you live in. This applies not only to your physical environment, but your mental one as well. Your mind is filled almost entirely by symbols originally formed by creative persons. You have the opportunity of rearranging these symbols in some unique pattern never before assembled. This is what creativity is all about—this is what education could be all about. Therefore, get your head ready for a creative experience, a call to creative arms-the 1971 DON. To get you in the creative frame of mind we offer you the opportunity to share in the genius of Whistler. Here is his mother. Be creative; paint her as you see her. Love her.ft ♦ s» a ! WV « » r 7 £ p SDQ’ Qj ?» aThe imaginary antidiluvian educator fears, deep in his dull heart, all creativity, for "creativity is the enemy of education." Perhaps he is right, if creativity means only leaping spontaneity, the Dionysian dance, the wild imagination. But suppose creativity means something else: suppose it is the fruit of discipline, the flower of controlled mastery of mind over material, the emergence of Apollonian symmetry out of disorder. DaVinci's acute anatomical drawings, Einstein’s firm grasp of classical physics- these channeled mind and imagination toward acts, insights of highest creativity. Samuel Eliot Morison wrote of Columbus, ”the voyage that took him to the 'Indies’ and home was no blind chance, but the CREA TION of his own brain and soul, long studied, carefully planned, carried through by virtue of his courage, sea knowledge and indomitable will." Imagination conceived the great deed: only master of mind and heart CREA TED it. made it real. 22 Albert R. Jonsen, S.J. PresidentA Here on the Hill, are we twilight people, dying and in varying degrees of being buried; or are we participating in the eternally challenging excitement of being alive? Many may remain forever shadows of themselves and let the magic, beautiful treasure inside them die because they never struggle to free it. Others will struggle continuously to discover their inner reality and glean from life that which is meaningful. Creativity is not a special endowment bestowed only upon artists or those of genius; the capacity for creativity is possessed by everyone. If this capacity is not realized, one should examine carefully where he points the limp accusing finger. 23 Kathleen Gallagher Instructor, Women's P.E.The easy cry of a negative critic, projecting flatu ently. pollutes the hill once more. An educational experience is " creative" not only if it is unique and personal, but also if it is useful and purposeful, if it transforms and extends one's thinking, and if it gives new unity to one's total being. Such an experience is gained only if one actively searches for it through self-disciplined mastery of fundamentals, through intellectual enthusiasm, through free, yet critical, thinking and through unbiased communication with others. If the search is unsuccessful, do not look outward, friend, look inward. And wait for a fresh breeze. — Lawrence Murphy Ph.D"What do you think of that, Pierre?" "It is for to laugh. Ha Ha." -From an old story In a way, ha ha. Creativity is not a threat to education, of course not. And there is this and that to be said about the life in our dormitories, and the shape of our buildings, and the stupor on both sides of a lecture. Bad things, indeed. Sacrifice your individualism? Never. Make the most of your intelligence? Of course, every chance you get. And the devil take a slap on the wrist as well as a kick in the ass and a fart in the wind. And why ask the "A dministra tion "? But, ha ha, in a way. Creativity isn't the word. Freedom is the word. Creativity can mean something important, but it can also mean a put-down of "other people". Why should , saying I am for creativity, be automatically assumed against the shape and quality of all dorm life, campus buildings and dull lectures? would much rather defend freedom, because we are all responsible for our freedom, we are all obliged to be free. And why not be free to live as you like, in dorms or out? And why not be free to speak up to dullness? And why not be free to say, no more ugliness will be built here. Free to make the most of our intelligence, by being what we are, intelligent free men. Love among free men is as close to paradise as require to be. Be free, and be loving, and do as you like. Of course, this means we must desire the freedom of others as well as our own, and we dare not make bargain for our love. Invite your friends to exercise their freedom, and creativity will take care of itself. Pat Smith, Ph.D. English Dept. 25This is a book about creativity. This is a book about education. This is also a book about U.S.F. Everyone can see the connection between U.S.F. and education. After all, that is why we are all here. The trouble is that many people cannot see the connection between creativity and U.S.F. This is where the trouble lies. We must see that creativity is necessary for education and creative Education must be a part of U.S.F. As we indicated in the preceding pages, U.S.F. can, from all outward appearances, seem like a creative wasteland. But this is a deceiving picture. The opportunity to be creative is all around you. But don't look for it in the dorms, in the buildings or even in the curriculum. If creativity is to be found on this campus, it will be found within you. The following organizations are made up of individuals who expand education beyond the classroom and into broadcasting, publications, and dramatics. The need to express their creativity is the reason these organizations exist. 26KUSF Radio, operated and managed by students, provides the University Community with many services. Music is especially geared to the tastes of the students. The finest and most complete news service on the campus is provided by KUSF's news team. Sports coverage is provided during the football, soccer, and basketball seasons. Two years ago. under the leadership of KUSF. a new student publication, the San Francisco Scene, was born. KUSF broadcasts seven days a week throughout the residence halls, and will soon go FM to serve the entire city with news and information about University activities. o o 27sAn CRArtf foghocn et with Admin Aorndther horn Editor ..»c vice Presl-'barge of Student T crux o! the matter ' to be that the admin-on is willing to allow pen dorm proposal both result of the poll taken ne residence coordinat ble tile site vidnight to include a here o-hours type of opd use, but the preone inion on that sulnd-oeems to indicate tha'the the moment, the suppc to of open dorms have ter-satisfied by the actic this fourth floor UCteo-tingent. poll There has been soiter-trovcrsy over the -ted taken in the resident g One rumor flying was that one of ployees of the Ho’ partment took th hasn’t enough in the way of recreational activities. In the Poll 437 of the taken part in the visitation “experiment” and 47 said they had not. (For the benefit of these 47 who have no friends, it’s really quite painless.) The clear majority of the people stated that the “experiment” has made it more pleasant for them to live on Campus, and, in the long run. understand the complex interpersonal relationship between men and w'omen. the a rule, fait certainly bear. The future of the . visitation on the campu pret v bright, despite administrative hassles tl people like the RCC and ti and the PHRC have to gi through each time they ‘de cide’ something lines r - To The Don University of San Francisco feel that a University newspaper has the duty to keep its readers informed on major issues, be they on or off campus events. Given the preceding, feel that the Foghorn has fulfilled this duty acceptably. Not only has the Foghorn kept relevant and interesting issues in the mainstream of its news reporting (defoliation in Indochina), it has also initiated new areas of concern (the Welch Park editorial). It has opened the eyes of many students on issues of a national and world-wide nature (The George Jackson and Palestinian Freedom Fighters articles). It has refused to allow members of the Student Government to censor its content or stifle its publication. It is definitely lacking in Staff positions, but this is more a fault of the student body with its characteristic apathy than it is a drawback of the present Editorial head. also feel that to preserve the integrity of the newspaper itself, a system of remuneration should be devised whereby staff writers and editors will be paid for their services. H. Sullivan Editor, Foghorn To The Publications Council University of San Francisco I understand that the Student Senate has requested the Council to review the policies of the Foghorn. Therefore, I wish to submit to you a number of points which, from my point of view, appear to represent poor or irresponsible journalism. The Foghorn did not report on the opening faculty meeting of the year, to which they were invited. At this meeting, several officers of the University made important statements about University affairs. No mention of this ever appeared in the Foghorn. A news conference was held following the meeting of the Board of Trustees on Sept. 29, 1970. At this conference, the President of the University and the Chairman of the Board of Trustees made important announcements on matters of interest to the student body. A press release was also distributed. No mention of the meeting or of the press release was seen in the Foghorn. The University Senate met on Friday, Oct. 2, 1970. The Foghorn has a standing invitation to attend these meetings. On Oct. 2, several important items were discussed and passed. No report or commentary appeared in the subsequent issue. On Oct. 9, 1970, an editorial, written by the editor, expatiated at great length on the buildings planned for the space between the Church and Campion Hall. Since very few persons are privy to the plans for these buildings at this time, it was easy to ascertain whether the editor had spoken with anyone about them. He had not. It appears to me that responsible journalism involves editorializing on facts rather than on rumor. The Foghorn published of Sept. 9, 1970, an article which was published for the first time last year. This article by Mr. Michael Doogan contains statements which are false in fact and numerous insinuations about the personal character of the officers of the University. This article, while legally safe, I am sure, stands on the edge of "libel. . . undocumented allegations, attacks on personal integrity and techniques of harassment and innuendo." (Student Rights and Freedoms. IV.E.) Albert R. Jonsen, S.J. 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I ( cx ••••IT WAs FReooiG"-.. buJ'tV Wrk') H4feW au SxP -OSiotO)U)OOFARCXnTiDCu1tftOf uVvoaui ML tfRK£ %PlU AN touX 5r' TTttvsSOA S OuSr-coHUCHP 1£AOVfe!3 sotARO Re L- HltoD ©uxxfe HettooOttl icfcOc eACM oreescAicH THi cAT fcTrw 'his MftiO'AAios O- UPRlG HTSCX S5coOPe,RU»Wi £Hfe‘ QO t r Cx9ervVfcRfiOU_HGfe€jJ0 H L TTL BODp tSwHf TAB U GRCOUM H6.'sq AuMaotoir"Hftw iO' ■nGWrU ArCHfcRC K v roo HSnfep,ftss.e -TC. iV vft-s» CT ht Dooon v oas rftV Ou . v 8 u S R ch . VA£ cx-t ou-r(_60e u totrg VfeOPue F LOK£ D TO Sfc£. H M £'VuC l FLO ") XT oUAS Tfrt OUE "ABAtODCPfeX «AK£ 5-000’• SToRp ALU ovt A6AiM. BUT WHAT f OVT DOWMUV PAL.S epiTH, H fcAHELR Miuoke E.D AR ' bismuth A S f«Udd4(a fFDr ' Jerx)? TWE. .. Vv Ar A SCHHVXCK.' BU T I THUH, U E.A RFS rv,eu( Kaep we hms right.DAILY DON Karen Bosch Editor Vol. 6 September May I‘ 70 Hector Medina Susan Shodahl Yolanda 'l’chero Michele Bohr Cathy Murnhy John Murphy N E W S gene McCarthy MASON WILLIAMS MIME TROUPE MARSHALL. MeLUHAN Appearing in the University of San Francisco Memorial Gynasium this Tuesday night at 8:00 am The Activities Council of ASUSF presents tin-world-famous Mime Troupe in Harney Plaza this Thursday at l2noon. Tickets at SI.50 (general and $.75(student) availihlc at the following locations: ASUSF: 3rd floor Bow Office 10:30-11:00 today and tomorrow; commons and G G 11:00-1:00. S.I. Hayakawa, Pres, of SF State and semanticisl, will introduce Marshall McLuhan Sunday at 2pm. Books are on reserve in the library. Today- llam I2n M E E T I N G S Eco—Action anyone interested in leafleting for Proposition 18 "I he clean air proposition at the USE -ST. Mary’s game come to 11347 at 1:30 Computer Science majors: meeting to discuss the Core Curriculum in 11204 7:30 Military Science (Cadets meeting in H247 7:30 Peace Action group meeting in H247 Friday Main Mass of the Holy Spirit in St. Ignatius Church. Remember "The University Community that prays together, slays together.” Saturday 7:30 Peers meeting for pre -game hash, party, beer bust, orgy meet at Judah beach. 7:30 Cable C.ars leave school for BIG GAME. (Jo get ’em Dons. Support your team and make Lou Harris happy. fti mitotan h 34 Sunday 3pm Fr. Sunderland conducts his marriage class. All interested please attend. 10am Boats leave for SCT "S nge| Island picnic—maybe.u '■J si The Season 52 BURY THE DEAD BLACK COMEDY 0.0Xi OF JHecqc] ii ■ in sun ii jin CHICLE + To talk about creativity on this campus and not mention The College Players would do them an injustice. The personal creativity of each member is the life force of this theatre group. It is the hard work and imagination of the Players that gives the University Community such an outstanding theatrical season year after year. This year they started the season with a mind blowing experience called BURY THE DEAD. Next on the program was the Broadway hit Comedy of 1967 BLACK COMEDY. The climax of the fall season was the extraordinary staging of MAN OF LA MANCHA. The production was directed by Father James Dempsey, S.J. and starred Brian Dowling as Don Quixote. The Spring Season will include Goldoni's LA GUERRA, the San Francisco premiere of THE NIGHT THOREAU SPENT IN JAIL, and CHICLE, a play written by Jose Luis Leiva, himself a College Player. 38SPECIAL EVENTS COMMITTEE The Special Events Committee attempts to bring to the University events of cultural, artistic and educative value. It hopes to provide all members of the University community with opportunities to enrich and expand the education received in the classroom or a text. SEC strives to increase the educational experiences of the University community whether it be through lectures, concerts, films, poetry contests, or other media. Each SEC event represents a different level of experience, but each is a vital part of our education. 41Devlin BILL COLE Art Director MARSHALL McLUHAN LECTURE INTRODUCTION BY S. I. HAYAKAWA AT THE UNIVERSITY OF SAN FRANCISCO SUNDAY, OCTOBER 18, 1970 - 2:00 P.M. U S.F. 752 0955 MACY'S, CRANE 362-4566DICK GREGORY Comedian - Author - Lecturer - ActorUniversity life and community life are synonymous. Don't believe it. There are security guards with loaded thirty — eights; there is barbed wire over the fence. There are signs that say "faculty only,""residents only." "staff only"; there is a men's dorm, a women's dorm, and a Jesuit dorm—all complete with locked doors and visiting hours. There is bureaucracy; there is a structure. The institution demands conformity; it values property above personhood; it confounds ME! It's all very organized, very regulated, very neat, and very ugly. I need time and room to breathe. I want to be me, and 1 need freedom to find the me I am. In competition, cooperation, and community, I need to experience and to be experienced by the four thousand who are not me. We must all become together because. . .institutions can kill. University life can become community life in spite of the guns, the wire, and even the bureaucracy. If institutions can kill, people will do the shooting. If we fail to forge a community, "don't blame the bricks."one. 49The Office of Student Affairs seeks to provide for the general services, morale, welfare, discipline, and activities of students. Included among the services are the following: Chaplains, Financial Aid, Athletics, Housing, Career Planning and Placement, Foreign Student Advising, the University Center, Testing and Counseling, Student Health, Student Government, and the various committees, clubs, and councils that flow from these services. Ideally, whether you are an administrator or student, one would certainly approach the goals of this Office—morale, welfare, discipline, activities, religious life, and service—with great hopes, high motives, and firm determination. Attainable through the proper focusing and the correct procedural implementation of these goals are such important and humanly fulfilling values as culture, deep religious conviction, proper use of leisure, satisfying entertainment, personal growth and development, and, that magic word, community. One can see that the hopes of this Office and the hopes that most students bring to college are almost identical. But, if one is a realist, and "reality" is critical in facing life, we see that in all human efforts, we need not only great hopes but honest expectations, and there is a great deal of difference between hopes (the niceties of life), and expectations (what we know is either possible or inevitable). The reality of the matter about hopes in college, then, is that they are never completely attainable or attained. Not all the instructors are stimulating and exciting; much leisure time is either wasted or spent on trivials, inertia, indifference, and ignorance tends to undermine one's spiritual life, one's language, tastes, and tendencies often show absolutely no relationship to culture, gentility, or decency; suspicion, fear, misunderstandings, and lack of acquaintances and friends sometimes make "community" seem like an unattainable dream. But it is nevertheless true that hopes can be kept high, and some dreams can become reality because people accept the expectations of everyday living and work through them toward their goals and values. To assist students, in so far as it is possible, in their quest for the goals and values they seek is the very purpose of the Office of Student Affairs and of those adults who have chosen to be of service to young people in this area. Robert Sunderland, S.J. Vice-President for Student Affairsautomatic automatic Q56 What is the Community Involvement Program? CIP is an organization of committed students who fight to meet the needs of the real community outside the walls of USF. They also attempt to bring some meaning to their academic environment by integrating knowledge with reality to form the total educational experience. Students are actually able to witness through their own involvement how the tenets of knowledge learned in the classroom become social reality in the community. In turn, the community itself responds to judge the effectiveness of the program and genuine interaction is the result. The students of the Community Involvement Program therefore become image-makers for the university. In December, 1962, two students approached Dr. Ralph Lane with the idea of forming a group to do volunteer work in the Western Addition. The following Spring saw the formation of SWAP (Student Western Addition Project) with three initial projects: the Westside Health Center, Youth For Service, and the Bethel A.M.E. Tutorial Study Hall. From that auspicious start, SWAP grew to eleven tutorial and community projects the next year. Before long, SWAP became the largest campus organization with approximately 200 students signing up every year. There was a special field trip for the children in the various programs each semester. The Dodge Ridge Snow Trip was held in October and the Bar-49 Ranch Trip in April. Then in the Fall of 1968, the Steering Committee of SWAP voted to draw up a proposal to make community projects available for credit. It was felt that a turning point had been reached in the progress of the group and it was time to make SWAP more relevant to the community and students it was supposed to serve. It took until the following April before the new Community Involvement Program became reality under the guise of the Sociology and Education departments. Along with a change of focus, CIP also became more diversified in its endeavors. For example, the following represent an idea of the variety of programs available to USF students for credit: the Haight-Ashbury Children's Center, St. Anthony's Dining Room, the Adult Literacy Center, the Haight-Ashbury Drug Clinic, Traveler's Aid Society, San Francisco Switchboard, the Medical Center Convalescent Home, Helper's Home for the Mentally Retarded and ten recreation and tutorial project ranging from grammar school through high school. What are the plans for CIP in the future? The Steering Committee hopes to someday see Community Involvement as an academic major independent of any other department. However, plans call for gradual development into a major by means of first expanding courses and then establishing an area of emphasis within the Sociology Department. After a couple of years, it is hoped Community Involvement will show its immense value to the university and hence form into a major field of study. 57Student government at USF is dead. Even the name "student government" is a misnomer which seriously limits the scope and role of students in the governing processes of the university. The name implies that student government is concerned only with governing students when it should and must play a significant role in the governance of the university community as a whole. ASUSF Students want college to be actual "living" rather than preparation for living. Student government has traditionally been described as a learning process. It has often been portrayed as a training ground in which students could learn the problems and processes of our democracy, as a foundation for leadership positions in our society. This belief is responsible for the apathy of the general student body and "sandbox" politics on the part of many members of student government. I think most members of student government at USF will readily admit that sandbox politics has flourished and played a significant role at USF, simply because students were not involved in major policy decisions of the university. The aim of student government should be the potent involvement of students in the decision-mak- ing processes and formulation of policies of the institution. Student government should serve as a pressure group, and as a mouthpiece of the students. In order to be effective in this situation, student government must view itself as a detached entity from the administration. It can conduct some student services in an administrative manner, such as some of the functions of the Board of Student Control, but it must nonetheless remain autonomous from the administration. In order to play this role effectively, we must constantly remind ourselves that the administration and student government must play two distinct roles. We are now entering a new era of university governance. The traditional role of the student has changed dramatically in the last few years. Students are now included on most university committees and they have the same voting strength as the administration, though less than the faculty, on the University Senate at USF. This latest development presents both opportunities as well as challenges for students. The University Senate will now be far more student oriented than it has been in the past, concerning itself more with student grievances and student problems. At the same time, we will be challenged to find solutions to the problems plaguing the university community in the areas of finance, development, and modifications in the core—curriculum. William A. McQuaid ASUSF President 5859ACTIVITIES COUNCIL The constitution states: "The Activities Council shall coordinate and conduct the cultural, artistic, and social affairs of the Association and shall have responsibility for the planning and execution of all events sponsored directly by the Association." This year we tried to move in that direction by encouraging more quality events, acting as a coordinator, being a means of communication for all organizations, and by scheduling events free to the Association when there were openings in the schedule. Under the apt leadership of J.L. Broderick, the Activities Council has brought a wide variety of events on to the Campus. The main attractions this year included The San Francisco Mime Troupe's presentation of "A Man Has His Pride" and the New Shakespeare's rendition of "A Midsummer's Night Dream."ACADEMIC COUNCIL The Academic Council, composed of at least two representatives from each major department in the College of Arts and Sciences, as well as the College of Business Administration and the School of Nursing, represents the student body on academic matters to the administration and faculty. Each representative has the responsibility to be a liason between the majors of his department and the faculty, thus creating a line of communication through which ideas and suggestions can flow. Each year the Council takes THE ACADEMIC COUNCIL EVALUATION OF TEACHERS AND THEIR COURSES which serves a two-fold purpose of aiding both the professor and the student. Through the opinions of the student, the professor is provided with necessary feedback regarding his course and method of instruction. This year the Council representatives worked with their faculty members and majors creating the new core curriculum for the university. At the beginning of the fall semester, the Council members assisted the freshmen in arranging their schedules. Members of the Council have participated on the Educational Council, advisory to the President of the University on academic affairs and the Core Curriculum Review Board, the body which approved the new curricula. Through such activities the Academic Council hopes to increase student participation and responsibility in academic matters as well as further the exchange of creative ideas among faculty, students, and administration. 61The Emeraudes are a social service group of young co-eds interested in participating fully in campus life by promoting spirit and supporting student activities. They attend Mass with breakfast following once a month and plan activities such as parties, ushering at campus events, and get togethers with other clubs on campus. They again this year put on "Crystal and Ice," the winter formal which was a success and enjoyed by many students. EMERAUDES 62ALPHA DELTA GAMMA Alpha Delta Gamma, a national fraternity of 24 chapters, has been an integral part of the USF campus since its inception in 1955. Though relatively small, ADG once again was reported to be the only "100% quality national fraternity" by the "Intrafraternity Review." At USF, Alpha Delta Gamma is known for its spirit of brotherhood as well as its truly outgoing social nature. This tightly-knit fraternity sponsors such long standing popular functions as the sedate Sweetheart Dance and the bawdy Log Cabin parties. In addition to their weekly social activities, the brothers of ADG serve the USF community by publishing the WIRE, the student directory. Through ADG the advantages of a small national fraternity are fully realized and all feel a sense of accomplishment and brotherhood.Italia Nostra Italia Nostra is the newly formed Italian club on campus. Already it has grown to be one of the larger clubs. We have been asked what is the purpose of the Italian dub. We feel that Italia Nostra has a dual purpose: bringing Italian culture and way of life to our campus, and creating a family atmosphere among its members. Italia Nostra has called upon members of San Francisco’s large Italian community: a delegate from the Italian Consulate General has presented an entertaining lecture: films were provided by the Italian Government Travel office. Our authentic Italian Christmas dinner (Buon Natale) was a tremendous success. We are happy to be the sponsors of Giuseppe Paone, who is an Italian orphan. We strive to foster a lasting kinship among our members. We have had enjoyable trips to wineries and beaches, picnics. Italian family dinners, soccer and basketball teams, and other outings. A valuable asset of our family is the immense enthusiasm of everyone! CLUB Though nominally an ethnic organization, THE IRISH CLUB is open to all students, and has developed primarily into a social organization with the ultimate goal of spreading an Irish form of kinship throughout the entire University. In the past, it has provided students with a further choice in their alternatives for communal recreation by attempting to stage activities in the IRISH spirit in which the sole purpose is to obtain a joyful unity among students whether or not they are of Irish descent. As for community activity outside of the University itself, the IRISH CLUB annually attempts to make Christmas a bit happier for needy children by providing toys they otherwise might not receive.Underlying all the work, projects, activities, programs, and advice of the Foreign Student Office, the primary function is service. Obvious as it may appear, it is also a responsibility of considerable proportions. For, in dealing with foreign students with respect to their educational aims here on the scene at USF, we contribute and play a vital part, whether we will it or not, in their development. What is involved in service: or, more concretely, what do we do as a service? In many ways, through issuing immigration documents and other papers, advising on both academic and non-academic matters, and planning and coordinating activities like International Week. Most important, it is HOW we serve that really counts and determines the success of our work. We start with the student-his aspirations, his background, his capabilities-and then proceed together towards what is best. At the same time also treating the student with civility, understanding, patience and respect—as any individual should be treated. In this way growth comes about—constructive and responsible growth. There is leadership of the student involved. There is also learning on the part of the advisor. It is a mutual process. This is the mature way-the real way. All the services with the greatest courtesies are meaningless and misguiding if there is no honesty and genuineness in this relationship. There must be Honest Dialogue and a Genuine Effort if we are to accomplish our real purpose: the seeking and serving of truth. Towards this end we must be consistent and uncompromising. But we do not operate in a vacuum for we are part of a whole. For like individual—one to one—relationships, we must also relate throughout campus likewise as a consolidating example. 66 Violette Jacob Foreign Student Advisor HOW DO WE SERVE?the ideals and solidarity of insuring educational opportunity for Black people today, tomorrow and as a gift to posterity." Q Z s N tt We are living in a land where we are not free. It is our role to participate in the struggle for the liberation of our minds and bodies on this campus and in our communities. Brothers and Sisters, we are not free. a 69CIRCLE K Circle K is a national service organization through which college men can find a means of responsible student action in their communities and a more active involvement in the life of their campus. Circle K of USF was founded in 1967, and is currently involved in projects at Shriners' Hospital, St. Kevin's Parish, and Hanna Boys' Center in Solano. On campus activities include selling basketball programs at our home games, and keeping the library open during finals. Since one of the major objectives of a college education is to prepare a person for his role in the community, we feel Circle K is an extremely worthwhile organization because it works in the community and helps expose its members to the community, its problems, and assets—the community in which most members will later be active.A BLATANT BLURB ON HAWAII Landscape tones: a group of earth-forged islands in the middle of the Pacific; looming grey-green mountain ranges-perpendicular like fortress walls; a canyon of softened reds, browns, and blacks; cool, verdant tangles of ferns, avocado, guava—and other exotic trees-as well as vines and other growths; dry grasslands where cattle graze; and then—stretches of white sand beaches whose reefs form a black volcanic rock necklace around their respective islands. But what of the people of these islands? There are the natives: big-boned, muscular, tall and tanned-very like the Greek ideal as one writer described them. Then there are the immigrants from far away islands who have settled here: The Japanese, the Chinese, the Caucasians, the Filipinos, the Samoans, the Mexicans, the Puerto Ricans, and countless more from a countless number of other countries. Of what islands, of what people do I speak? It is Hawaii. If one perceived the uniqueness of this wondrous milieu, if one perceives the ideal situation for cross-cultural exchange, and if one perceives the great natural beauty of these islands, then one can understand how difficult it is for its inhabitants to assimilate into the culture of mainland America. This has been the task of the Hawaiian Club (Hui O Hawaii) at the University of San Francisco. It strives to welcome Hawaii's children to the university with a warm "Aloha!" At the same time, it says "Aloha" to the rest of the college community. It strives to express the Hawaiian spirit of togetherness: a oneness with earth and men. An acme of this striving is the Hawaiian luau which occurs every spring semester. Here we ask you to eat and drink with us—to sing and dance with us. We ask you to be brothers with us. Every gem has its flaw, Hawaii is no different. It is this distance between reality and the ideal that we Hawaiians at the university are trving to shorten. So we place a flower lei around your neck, kiss you warmly on the cheek, and say sincerely—"Aloha!"SIGMA ALPHA EPSILON Now in its fifth year of existence at USF, the California Sigma chapter of SAE has steadily advanced towards the fraternal ideal. As an active chapter of the nation's largest social fraternity. Cal Sigma has a rich heritage based in tradition and pride. A collection of unique individualists, guided by the precepts of fraternal brotherhood, make up its membership. The brothers participate in a variety of activities including: blood bank drives, intramural sports, programs to provide summer recreation opportunities for children otherwise unable, provide individual orientation as a service to the admissions office; besides sponsoring the infamous "Good Time Specials." Twelve 'little sisters' assist the fraternity in being worthy of the esteem with which it is held. With an active membership of over 35 brothers. SAE is becoming a tradition in its own right at USF.THE KNIGHTS OF COLUMBUS The Knights of Columbus is one of USF's non-fraternity organizations. This Catholic organization performs an unest-imable service for the entire City with its annually-held blood drive for the Irwin Memorial Blood Bank, co sponsored with the PEERS. Social gatherings are also an essential part of the KC's, as witness last year's halloween party. i 73... To actively support athletic activities by actively publicizing these events... ... To create and channel student enthusiasm... Education, the process of developing the whole man, does not stop in the classroom. It includes learning to get along with other men to accomplish worthwhile ends. In this regard we have brought people together with the hope of creating love between men-a brotherhood —which will give of itself and go forth to serve the University and the living people that comprise it. Brotherhood depends upon the development of love and trust between men of divergent backgrounds. It becomes a special kind of family with its own responsibilities and, more importantly, its own rewards. In short, it is aimed toward the goal of enjoying life through working and socializing together. Peers, while promoting their own brotherhood, also is interested in service to the school and increasing awareness among students. To attain these ends we publish the official calendar "The Year". Peers work extensively doing the advertising and publicity on campus, especially for athletic events at which Peers notably manifest their enthusiasm. It sponsors the blood drive and other charitable activities while organizing the Dance of Life and some of the best parties at USF. ... To increase student body interest and attendance... ... To realize the benefits arising from fraternal relationships...The president of any institution casts a high profile, whether for praise or blame—an advantage in yearbook dedications, a liability in a shooting gallery. Fr. Albert Jonsen is a good friend, and I know that he ENJOYS being President of U.S.F. He has the rare ability to be low-key even in high profile. The appointment came as a surprise. "After writing a book on responsibility, I now have to take some!" His training was scholarly but his instincts were always political. He relishes concrete problems: when studying anthropology he lived on a Navaho reservation. He saw crime and justice through weeks of riding in a patrol car in New Haven. He relates the problem of violence to the student uprising in Paris 1968 which he witnessed. He often cites a remark of Mayor Alioto to him, "The most important offices in America today are college presidents, mayors, and bishops." That's where the crunch comes—lofty visions of Christian service, democracy and wisdom only can get translated into people's lives in practical steps. Fr. Jonsen is an unabashed liberal. His politics is incremental not ideological. Glorious futures get constructed by today's procedures and squabbles rather than by the World Spirit. He has exciting plans for the University, but first he has to build a consensus. Politics is the art of the possible. He is a superb teacher—with undergraduates or alumni. If his medium has a single message, it is that intellectual clarity and humor humanize any situation. As a liberal president of a basically conservative institution, he is fortunate to have both. In short, he's a delight to be with. Explaining to me why he chose to study theology with his Jesuit classmates rather than in Europe when I faced a similar dilemma, he summed it up. "I believe education is best done in an atmosphere of friendship." Bill Spohn, S.J. 79Jv r 'r WkT-t wmmm piTHE SELLING OF AN ATHLETE 81 IS IT WORTH THE PRICE?"WHAT IT IS JIZ?" IT AIN'T U.S.F.! Basketball is a funny game, and playing it at U.S.F. makes it twice as funny. Basketball and education go hand in hand as far as discipline, concentration and developing your scope of understanding and patience. But U.S.F. being the educational institution that it is (?) I don't know if this can be applied. Comparatively speaking, between basketball and education, education holds the greatest priority. Schools pimp people for their talent, make money off of them, constantly pressure them to put out and do their best, but they don't worry about your academics. They just want to make sure that you stay eligible so you can keep making money for them. A person playing sports under a scholarship is under stress because he must finish his requirements within a period of four years, otherwise he has nothing to show for his four years of indentured servitude, as has been the case for so many brothers that have attended these schools. It's the man. Concerning all the coaches I have ever played under, they seem to be the same person with different names. Varsity basketball coaches turn Jekylls and Hydes. I just can't understand the things they do. Their techniques were basically the same with few minor changes. To be honest, I am not happy playing at USF. It's fouled up seeing how people can be so two faced and bigoted. How people only respect you because you play a sport and not because of what you are. It's fouled up the way people will walk up to you during the season and speak while at the same time they ignore the brother or sister standing with you. No I'm not happy the way I'm pimped for my talent, although it's sometime questionable if I have any, and can't get any assistance from the athletic office. Over the past three years I never thought it would be as disappointing and sickening as it has been. The only thing that has surprised me about USF is how it continues to get worse. You look at USF and ask yourself if you are happy here? I bet your answer would be "HELL NO!" Johnny Burks—Basketball 82ft mm.85I I I I I 88Player morale is a very essential and integral part of any team situation where the ultimate goal is to progress and work toward a common goal-victory. It is hard to specifically put a criticizing finger on the morale of the team. As a whole I was very proud to play with a group of guys who never gave up-even with fantastic odds stacked against them all season referring to an uncommon number of freak injuries, a rigorous schedule, and probably the toughest of all obstacles-a student body and overall school atmosphere that merely used the team as the butt of their jokes. It takes a rare athlete to keep plugging under circumstances such as these. Thus, the morale, to be frank, was dragged down as the season progressed by the attitudes of a very few who saw no purpose in certain moves both on personnel and coaching levels, and these cancerous attitudes spread almost unnoticed and unconsciously among the younger, more impressionable members of the squad. But, as rebuttal, at the Sonoma State game-second to the last of the season-the team morale was at its apex-a quiet, determined confidence exuded at half time after a dismal season and a 27-6 halftime deficit. I honestly believe any other team would have folded, but we made an unparalleled comeback and only lost in the closing minutes 33-27. As a result of a "flukey" blocked punt on our own goal line. The coaching of Coach Tringoli and his staff was as devoted an endeavor as I have ever had the pleasure to experience. Naturally, mistakes resulted in certain cases, but make no mistake about it, they were mistakes emanating from a fantastic desire to do what they thought best for the team in its entirety, and what better way can any of us learn, than by our own mistakes? Education and athletics are my whole being right now. It would be rather trite to dictate my views on education since I feel they are fairly universal-a necessary entity for a young person to prepare him or her to meet the world head on-intellectually, and probably more importantly, socially. I have a "thing" about the world and I wish education could stress it to a greater degree-just a mere congenial attitude toward people. I have learned this through athletics-1 treat black and white alike. If a white or a black brother pulls something that irritates me, I let them know about it with equal force. I don't try to befriend blacks just because of their color, either. If I see traits I like, I warm up to any person equally well and conversely, if I view traits that turn me off I have no great feeling of social loss for that person. I believe people have made their personal relationships too complex and too many are made according to what status or gain may be made by his particular relationship. I feel this has been the most important aspect of my education-learning what makes people tick and how to deal with them in perspective of my own value system and personality. Athletics is the greatest educating process in our society. It teaches one self-discipline and football, in particular, can ingrain deeply on someone certain patterns that can be universally paralleled with life's happenings! Nothing else has come close to football in teaching me how to be honest with myself in coping with the scene today. Steve Haag-FootballAs far as I am concerned, student non-support for soccer had a tremendous psychological effect on the team. Although U.S.F. has one of the best, if not the best soccer team, in the whole nation, the attitude of the school towards the team in general was negative during the last four years that I have been playing. Maybe, that is the reason why some of us do not always try as hard as we might. I just don't know! I, myself, being a foreigner (from Peru) feel very disappointed about the whole situation, but I think that a little bit of moral as well as enthusiastic support for a game that is not a traditional U.S. sport does not hurt anybody, does it? Education to me is very meaningful, for I feel that it everybody were educated in this chaotic world we would have a better chance for peace or, at least, problems would be easier to cope with. Furthermore, these days it is pretty tough to obtain a good job due to the inevitable competition and college is a must. I feel that U.S.F. is a very good school but, I think it could be improved with a little revision in its curriculum. Since I am a soccer player and therefore a natural fan, U.S.F. provided me with a place to enhance my knowledge and to play my favorite sport. The athletic program at U.S.F., I feel, is fairly good, but I must add that there should not exist any disparity among the different types of sports. What I mean is, I strongly feel that soccer should also be supported financially equally to the other sports, considering the fact that it is the sport that brings more prestige to U.S.F. than any other sport played here. I really hope this suggestion is considered! Carlos San Martin—Soccer A-VTHE IDEA OF A CATHOLIC UNIVERSITY The idea! And what's more a Jesuit one. Why does such a thing survive? What is the unique, if unexploited, advantage of such a place? Liberal education? perhaps. Prestige? Maybe. Snobbery? maybe that, too. But those could hardly be reasons that stand the test of years. And in these times. Who really believes that Catholicism, Christianity, is viable? It's an expensive way to keep Catholics separated, isn't it? And impractical. Well, Why is it? Because this is a place where certain things happen which can happen at few other places. One is free here to do a very strange thing. Something unusual. One is free to teach a class of students about Jesus Christ. And one is free to learn about him in the context of a university education. That's something that doesn't happen at every other university, no matter how wide the curriculum offering. Or, if it does happen, it is under the curious scutiny of unbelief. "Why study that?'' Maybe that unique advantage, the freedom for Christian dialogue in the academic forum, is unexploited. Perhaps requiring students to participate in that dialogue robs it of its vitality. Perhaps that curious scutiny of unbelief is only veiled, not absent. But the possibility waits, and the advantage grows, as we linger on the edge of hope, waiting for that smoldering hope to ignite from Christian dialogue into Christian community. 94 196 t 97100 UuMW AT? I SI WHAT! CHUST WCW? WHO?The University of San Francisco is a Catholic university. Although rather simple and plain, this fact has significance. The intelligent person finds meaning in what he does. ... What meaning lies within the formula and phenomenon: "Catholic university?" First of all, what is a university? Ideally, I suggest, the university is a community of scholars talking and working with one another, while students gain their education by being drawn into these discussions and projects.... The university believes that personal growth follows when the student's experience is confronted, amplified, challenged, criticized, stimulated and exposed to the myriad currents of contemporary thoughts. Notice that there are two essential elements in this brief description of a university: the first element is the goal of the university which is education in the fullest and richest sense of that term. The second element is the communal aspect of this education. It is precisely within the university community that the individual learns and grows and becomes more and more who he is. One of the great problems of universities today is that many of them have ceased functioning as personal and personalized communities. To the extent that an institution becomes depersonalized and ceases to exist as a community it also ceases to be a genuine university. What makes a university Catholic? Is it the fact that theology courses are taught? That there are priests and religious and chaplains on the campus? Or the fact that there are chapels and a big church building? All of these things are true of Yale, Harvard, Cal, and Stanford, none of which anyone would consider Catholic universities. My view on this matter can perhaps be best illustrated by a story recorded in an eighteenth century Hebrew book. A young man once wanted to become a blacksmith. So he became an apprentice to a blacksmith, and he learned all the necessary techniques of the trade-how to hold the thongs, how to lift the sledge hammer, how to strike the anvil, and even how to make the fire flow with the bellows. Having finished his apprenticeship he was chosen to be employed at the smithery of the royal palace. But the young man's delight soon came to an end when he discovered that he had failed to learn how to kindle a spark. All his skill and knowledge in handling the tools were of no avail. At least ideally speaking, "Catholic" adds the kindling of the spark to the blacksmithing which is the university. While the university as such provides development of the individual, the Catholic context gives norm, purpose, meaning, direction, and depth to this development. As the student learns to control nature and gains vocational proficiency within the university community, he is stimulated and challenged by that same community to learn self control and develop a sense of mission, of personal vocation as a human being and as the unique individual person he is.... U.S.F. is (or could be) a Catholic community, an "ecclesiola” or little church, to the extent that we are a community united by our common faith in the Good News of Jesus Christ. This union of faith, which implies hope and love, too, takes shape and is expressed and seen chiefly in the liturgy. Our liturgical functions-particularly our full university Masses-express (to ourselves and to others), nurture, celebrate, and help us to discover more profoundly who we are as a community. If we are to be honest, we must recognize that U.S.F. is truly and existentially a Catholic university only if it genuinely springs from and is sustained by a Catholic community. Immediately someone will protest: but what about the non-Catholics among us. How can we pretend that the Jews, the Protestants, the Moslems, Hindus, Buddhists belong to a Catholic community? And how about the deists, the agnostics, the atheists? A Catholic community that is faithful to itself and to the God of Jesus Christ whom it claims as its ultimate concern, can cut no one off. We neither force nor dupe the non-Catholics among us into some sort of Catholic net. We welcome you in all sincerity as brothers; we leave you totally free to be and to become who you are, to search for the truth, to worship and think and live according to your own personal convictions. Perhaps the key sense in which a university can be Catholic is in its finality, that is to say, its ultimate purpose. You know that one can pursue education and self-development for many reasons. Prestige, self-aggrandizement, security, prosperity and power are some of the common motives for obtaining a university education. Notice that none of these motives in itself changes the content or shape of what goes on in a university—it is the direction and utilization of the education which undergoes change according to one's motivation. For this reason, the "Catholic" element of this university takes on tremendous significance. If you genuinely and honestly enter into this community as Catholic-whether you are Catholic or not—you are committing yourself to a definite purpose and thrust in your whole university experience. Let it be declared clearly and without equivocation that the finality or purpose of a Catholic university is not self-aggrandizement or security, not power or prosperity. The finality and meaning of an authentically Catholic university is service! Yes, service, education for service, based on the belief that the destiny of man is to serve. The purpose of U.S.F. insofar as it is Catholic and religious is to enable each one of you to be alive to the challenge to serve and to be sensitive to the demand. The word "university" tells us what we are doing here; the word "Catholic" tells us why we are doing it. And that why is service of our fellow men: first by a serious and dedicated commitment to study and hard work to prepare ourselves to serve the human community, and secondly, a here-and-now concern for the problems and needs of the local, city, state, national, and international community... Injustice, unconcern, selfishness, prejudice, hatred, starvation, impersonalism-these problems cry out, not just for a solution, but for your solution and mine. A university can be called Catholic, then, when it springs from a community united in its common faith in Jesus Christ and when its finality is genuine service. When that spirit of faith, hope, and selfless love permeats it, it can be recognized as Catholic and be more authentically faithful to the presence of Catholic tradition and reflection which is one of its more evident components. In my view as faculty member and chaplain, this is the meaning of a Catholic university. And to this meaning I commit myself: a context of total openness and academic freedom for the ultimate purpose of service. 103And he said to all: "If anyone wants to come with me, he must forget himself, take up his cross every day, and follow me. For the person who wants to save his own life will lose it; but the one who loses his life for my sake will save it. Will a man gain anything if he wins the whole world but is himself lost or defeated? Of course not!" Luke 9:23-253 ' • “i am the resurrection and the life, whoevever believes in me will live, even though he dies; and whoever lives and believes in me will never die. do you believe this?” jesus christ(STOP!) You have just arrived at the middle of the section on Religion. In order to reap the benefits of a plenary indulgence, stop for one minute and meditate on how much these two blank pages are costing you. 109 IFor God’s Sake"To educate men to goodness, to a sense of one another, to a love of the truth"—in these words may be summarized the goal of the Theology Department of the University of San Francisco. The Department seeks to meet the spiritual need of today's student who finds himself in a rapidly shifting culture, the student who is searching for meaning, searching for the human, and searching for God and the possibility of comprehending the God-man relationship. The Department seeks to present the Christian option as viable and attractive in today's world. The presentation is made with attention to both the ecumenical dimension of theology and the activity of the Spirit in non-Christian religions. The theological enterprise must be carried on by relating theology to other academic disciplines—anthropology, sociology, philosophy, history, psychology. This endeavor to relate to other academic disciplines is reflected in courses now offered by the Department of Theology: Psychology of Religious Belief, Religious Experience and Modern Culture, Philosophy of Religions East and West, Sociology of Religion, Theology and Contemporary Literature, Cosmology and Theology. Theology is thus an academic discipline within the area of the humanities. Its courses form a significant part of the core curriculum whose object is the formation of an educated person aware of the traditions of his society and culture. Albert J. Zabala, S.J., Chairman, Department of TheologyOur gifts differ according to the grace given us. If your gift is prophecy, then use it as your faith suggests; if administration, then use it for administration; if teaching, then use it for teaching. Let the preachers deliver sermons, the alms-givers give freely, the officials be diligent, and those who do works of mercy do them cheerfully. Do not let your love be a pretense, but sincerely prefer good to evil. Love each other as brothers should, and have a profound respect for each other. Romans 12:6-10What human nature does is quite plain. It shows itself in immoral, filthy and indecent actions; in worship of idols and witchcraft. People become enemies, they fight, become jealous, angry and ambitious. They separate into parties and groups; they are envious, get drunk, have orgies, and do other things like these. I warn you now as I have before: those who do these things will not receive the Kingdom of God. But the Spirit produces love, joy, peace, patience, kindness, goodness, faithfulness, humility, and self-control. There is no law against such things as these. And those who belong to Christ Jesus have put to death their human nature with all its passions and desires. 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(,SJ!3tS ty ♦fk vi .wlir fk HUS.] 1bt yft l avt hint u«s what fk haf W . 6tammnq fk savX 1 am ♦fk IprX cf tfk IWx. " Arvf it was m rnu , -tfk 'Tibt ftuj"But the one who speaks God’s message speaks to men, and gives them help, encouragement, and comfort" 1 Corinthians 14:3 To try to access Fr. Joe Diebels, S.J., in words is very difficult for me. would have to say that his is Christian, and that while it is a tinted word these days, would define it in the dynamic and radical sense that Christ intended. Fr. Diebels lives a life of love and service to others. He offers help and understanding, not so much in the way of providing answers but rather in the way of lending support and direction to one’s own search. While living for other people, he is growing and searching for new directions and a better understanding of his own life. He has both the inquiring mind associated with youth and the mellowness which comes from age. Joe Diebels is quiet so as to listen to others, sensitive so as to see them, and happy so as to give them hope. He reveals the warmth and generosity of a true Christian as well as the providence of a man who can genuinely sense the real problems and needs of others. find it very hard to express in a letter such as this what truly feel in my heart for Fr. Diebels. can only say that when hear his name mentioned or when am speaking with him, feel good, feel happy, and feel really inspired by what he is as a man. Thank you for allowing me to speak of my feelings for Fr. Joe Diebels. S.J. feel that he epitomizes the other Jesuits working with the Campus Ministry, for they too are truly concerned about the wellbeing of others. Those reading this letter would most assuredly do well to meet Fr. Diebels. Tom Bressan JOSEPH DIEBELS SJ 124ALDEN STEVENSON SJ met Father Alden Stevenson nine months ago when he came to USF as an assistant to the Office of Campus Ministry. A t first he seemed to be a person ill-suited for the task because of his quietness, his reservedness, and his unaffected nature. In a short time, found that his quietness subtly gave way to a quiet wisdom, that his reservedness gave way to an ability to listen to others, and that his unaffected nature gave way more to an amazing awareness and concern for the problems and hopes of others. Fr. Alden is a realist in the sense that while he has very definite visions for the 70's and beyond he has reconciled himself to the fact that worthwhile social and political change will only come when individuals are willing to face up to the responsibility of changing themselves and are personally committed to meaningful change of systems which perpetuate violence, racism, and poverty. Like his personal and valued friend, Fr. Dan Berrigan, Fr. Alden has become revolutionary, and dare say radical, in his belief that the social and political institutions in this country, as well as the Catholic Church, must strive to make themselves relevant in a world of rapidly changing values, problems, and priorities. Failure to undergo this transition might ultimately bring about their destruction. Fr. Alden, in the course of his many years of traveling and living abroad, has seen the causes of peace, freedom, and justice give way to injustice, war, and exploitation by so-called Christian and democratic governments and institutions. feel that have been severely limited here in attempting to personify the person arxJ ideas of Fr. Alden Stevenson. sincerely regard him as a wonderful man, both as a priest and as a personal friend. Given the opportunity, am reasonably confident that you too would find him to be deserving of your admiration and respect. Peace in Christ, Dennis Haaf 125Curriculum revision is never an easy task. For the past four years the core curriculum requirements at the University of San Francisco were discussed and argued among faculty, administration and students. The result was a stalemate. However, in this academic year a major breakthrough occurred and, consequently, the University will have new curricula beginning in Fall 1971. What is meant by new curricula? In the past the core curriculum requirements were set for all students by the University. These requirements, regardless of the student's major, were common to all. They were intended to give a certain breadth in the liberal educational process. Although these requirements had served this purpose in the past, it was obvious from the debate of the past four years that they had become somewhat rigid and did not contribute to a flexibility necessary for a liberal education in the 1970's. It was also obvious that there was no single core curriculum which could lay claim as "best" and which would gain the unanimous assent or even a consensus of the faculty, administration and students. Although there was disagreement on a single core curriculum, there was substantial agreement in the University community to a commitment to liberal education. There was also a growing realization that the departmental structure, faculty and students cooperatively working, could be a satisfactory instrument for designing individual curricula whose purposes were a liberal, flexible and relevant education within the value oriented context of the University of San Francisco. The acceptance of this concept, the vitability of departmental determination of individual curricula for its own majors, was the key to change. Beginning with the Fall Semester 1971, therefore, the substantial portion of a student's curriculum will be determined on the departmental level. A study of the approved curricula sharply points out the variety of approaches possible among liberal curricula. Some of the curricula, for example, Government, History, Language and Theology, emphasize required areas of study but with a broad flexibility of course offerings. Other curricula, for example, English and Sociology, stress greater flexibility within the context of recommended subjects. Finally, those curricula, for example, Chemistry and Nursing, which have set requirements by the very nature of the disciplines, have also attempted to include a greater flexibility within their curricula. After reviewing the curricular proposals presented by the departments, it is my judgement that the departments, faculty, and student majors, have laid the foundation for educational excellence. However, only time will tell if the actuality matches the potential. It is my view that the new curricula will be successful in proportion to the effectiveness of faculty-student relationship in the advising process. If the faculty member and the individual student seriously plan together the courses to be taken; if the faculty member is mindful of the student's real needs; if the student is open to the experienced advice of the faculty member; then, not only will the new departmental curricula succeed but, and more importantly, the importance of the individual in a community of scholars will be realized. If this relationship is not established, then this curricular revision will fail. This is the challenge to both faculty and students! One of the assumptions underlying the curriculum revision was the fact that the University of San Francisco is a Catholic Jesuit University and, as such, has a significant interest in encouraging a Christian outlook AND in fostering meaningful human values. It was for these reasons that in the curriculum revision courses in Theology for Catholic students and Philosophy for all students were kept as university requirements. However, in these two areas the new course offerings will also emphasize flexibility of approach to man's major philosophical and theological problems within a Christian value oriented academic community. Curriculum revision is never an easy task. It will only succeed if the university community wants it. The curriculum is only a means. Its success ultimately depends on each of us working cooperatively. If the curriculum revision fails, we fail. If it succeeds, the University of San Francisco will be a better institution and we will be better human beings. Edmond J. Smyth, S.J. Vice-President for Academic AffairsThe 1971 Don has asked me, as Chairman of the Biology Department, to answer several questions concerning the role of the Biology Department in the educational process. I cannot answer these questions; I can only CONSIDER them. In fact, my colleagues and I have been considering the educational process in the past as undergraduates and graduates, and now as professional teachers and researchers. We will continue to consider the educational process as a dynamic mechanism: continuously subject to modification and influenced by many interacting factors. Education can cause a change in behavior, either subtly or dramatically; however, certain catalysts enhance the education process: awareness, responsiveness, curiosity and perserverence. These catalysts are important ingredients to any faculty, staff, administrator or student in an academic community. In our department. Professor Edward Kessel has combined these catalysts magnificently for the past 41 years for which the University honored him last year as the Outstanding Teacher of the Year. But these catalysts, though generically the same, are not specifically the same for all of our faculty. In essence, they should NOT be the same; heterogeneity is an invaluable asset to a department. New ideas, differences of opinion and compromise within an aura of open communication promotes the concept of academic freedom and a responsible attitude toward chance. The Department of Biology has oriented itself more toward ecology than any other discipline such as molecular biology. Why? There are many reasons but a major philosophical one is that ecology is more than just a popular cause; it is a way of thinking or an approach to complex situations involving many, many interacting factors. Within this framework, education as a process may be approached ecologically. Student, faculty, staff and administrator must interact by necessity. The nature and manifestations of these interactions must be analyzed and evaluated continuously not only in our relatively small world of Academia but in relation to all aspects of society. Robert Schooley, Chairman Department of BiologyThe educational process in chemistry remains traditional in spite of many efforts to change. On the average, chemistry departments have more requirements and prerequisites in their programs than other departments, and ours is no exception. The highly structured curriculum dictates the role of both the faculty and student. Chemistry is a complex subject which borrows from the other sciences and is in turn essential to their understanding. It is the role of the faculty to take this vast and rapidly expanding body of knowledge that has evolved over the past century and provide the beginning student with an orderly presentation of the fundamentals. As his knowledge increases, more advanced concepts are introduced with an occasional glimpse of the fascinating work being done at the frontiers. The methodology of chemistry, that is the intricate interplay between experimental observations and theoretical constructs, is stressed throughout the curriculum. When the student achieves a certain competence he is introduced to research and thus becomes an active participant in the processes which further expand our knowledge. The core curriculum in chemistry is constituted with the primary goal of insuring that the graduating senior is a competent, creative chemist. The major change made in the recent curriculum revision was designed to remove those courses which were not essential to the purposes intended and simultaneously provide more free time in the senior year for independent study and research. There is no denying that chemistry is relevant and interesting as we see it applied in our world today. The real challenge to the faculty is to make the process of acquiring the background necessary for its understanding and application interesting and to provide the motivation for the student to explore this sometimes very difficult science. Robert J. Seiwald, Chairman Department of ChemistryCommunication Arts Faculty see themselves as facilitators in the liberalizing process of learning. We offer opportunities to explore, ruminate and create; we lend the benefit of our experience, knowledge and expertise to our student colleagues and to our faculty colleagues. Departmental personnel number far more than a sample faculty roster would indicate. Among the creative, innovative, probing minds exploring ideas through both the speech and theatre curricula of our department are such people as: Dennis Higgins who is probing interpersonal relations; Larry Hecht and Dennis Travins who are experimenting with new techniques in the role of director-actor-teacher; Chris Brandmeir who conducts our widely respected forensics tournaments and Al Magwili who is pursuing a study in rhetorical theory and interpretation; Doug Amis who has produced a play; Jose Leiva who has written a new play and designed the setting for its production; Carla Dotto whose talents shine on both sides of the footlights; Thom Jackson who has made the role of the College Player president an exercise in effective administration as well as endurance. Our graduates continue to teach us. People such as Helaine Head, James Milton, Suzanne Collins, Barry Langberg, Jackson DeGovia, Mary Alice Mabee, Larry Luchetti, Al Menaster, Diane Martin offer us the resources of their present operations in the theatres and schools in the areas. Lone Mountain faculty and students such as Sean McKenna with his bead on modern dramatic form, John Pasqualetti with his creative flair in dance as well as costume; Jack Davis with his creative practicality; Nellie Castillo and Debbie Wilson with their performing presence. We in Communication Arts also rely on the talents of such as Physical Education's dancer-choreographer Kathi Gallagher; Doctor—Fencing Master William O'Brien; Psychology's Colin Silverthorne; Law's Robert Talbot; English's Drs. John Gleason, Pat Smith and Gene McCreary; Richard Simon in Instructional Media; Judith Wainwright, Reference Librarian, and John Allen, our Periodicals Librarian. We have guest artists in our department such as commedia-del-arte expert Carlo Mazzone-Clementi, Broadway director, A.J. Antoon and mime Noel Parenti, as well as Rick Davis our techincal director and designer, David Boyle our resident theatre technician, Tom O'Sullivan, with his interest in group communication, lovely Lee Mazmanian with her interest in contemporary communication trends, Stephen B. Earley, S.J., who has pursued a specialized study in homiletics as well as dramatic interpretation of literature. Belle Bloom whose interest is particularly in mass media and persuasion, Gabe Capeto who is a rhetorician as well as specialist in English as a second language, James J. Dempsey, S.J. who doubles as a theatre and forensics director and Jack Graham who works in the broadcast communication arts. Finally, I might add Bernadette Devlin, Lawrence Olivier, Martin Luther King, William Ball, Peter Brook, William Kunstler, Spiro T. Agnew, Marshall McLuhan, Richard M. Nixon, Cesar Chavez, the De Young Museum Society, ACT and Reverend Albert R. Jonsen, S.J. They also teach us. John J. Collins, Chairman Department of Communication ArtsThe educational process is a growing, unfolding and enriching of the person who is "being educated." The faculty of the school of nursing believes that professional nursing has a vital contribution to make to society and that the person who is to make this contribution needs all the resources, cultural, social, academic and professional which a college or university can offer. The nursing student must have the opportunity to interact with the larger college community in the give and take of today's professional and academic milieu. Unique to the school of nursing and underlying the philosophy that the learner must be involved in planning and actively engaging in the educational process is the way in which students and faculty work together toward their goals. Every faculty committee in the school, including the teaching teams which meet each week has its peer-educated student representatives who actively participate in the meetings. This also extended to the Ad Hoc Committee for revising the school of nursing curriculum as part of the overall Core Curriculum project. This has resulted in a drastic change which permits more electives, strengthens the science content and reduces the required number of units for graduation from 134 to the regular 128 required. An exciting project in which the faculty and students are now engaged is a Federally funded research project whose purpose is to describe and analyze the perceptions of nursing students concerning the professional curriculum as they see it and as they would like it to be. These perceptions will be assessed in terms of the intellectual and non-intellectual characteristics of students who are evaluating the program. The success of these students will be compared with those in a similar program in another institution. This project, extending over four year and a possible fifth for follow-up will, when completed, be the first in the history of nursing education to have followed a group of students from pre-admission through and after graduation. The winds of change are blowing up here on the hill-top and professional nursing is meeting the challenge to prepare for the ever-widening field which is opening up before it in the field of Health Services and Health education today. 134 Sr. M. Geraldine McDonnell Acting Dean, School of NursingThe Economics Department is small: only seven full time faculty teach in the day division. This has permitted good rapport among faculty and students and allowed students to participate in departmental decisions. Recently, the core curriculum has been revised so that students may enjoy a large leeway in planning their course schedules. A foundation of 22 units in theory and history is required of majors, to be supplemented with 6 units of mathematics. In addition, majors must complete 9 more units of upper division courses in the major. At the time of this writing, it is expected that students will complete a course in English composition. Otherwise, aside from University requirements, the student's program is of his own choosing. It is the feeling of the Department that this curriculum should provide the foundation in Economics which will enable the student to address himself intelligently to the many areas of analysis and policy in contemporary affairs which hinge upon economic issues. 135 Dr. Frederick A. Breier Department ChairmanThe English Department has as its assigned role the promotion of both the understanding and love of literature and of the practice of good writing. The Department seeks to accomplish this awesome goal by a variety of means and a variety of members. Most recently, we have adopted a new curriculum that eliminates all required courses. This is a departure from traditional educational structures, but the decision was made carefully and after much consultation with faculty, administration and students. It allows the option of a tailor-made curriculum for each student. As a corollary, of course, it puts a greater stress on the duty of faculty members to advise their students well concerning curriculum. Just as a variety of students with different goals in mind gave the impetus to curriculum change, this change will be implemented by a varied English faculty. The members of the department come from different backgrounds and schools, and they jealously guard their reputation for differing styles of teaching. Some give formal lectures, some direct-informal discussions, some use records and films, some combine all these approaches to the classroom. Whatever the means, the goal is the same, and we are confident that this goal is within our reach. E. Stackpoole, S.J., Chairman Department of EnglishICASTLES My many masks, shirking the reality of what I am and who bounce between the loved and the lonely, biding time with handfulls of hope. So many false-starts, so many different almost's, and I am wondering where the real is... The capacity I once had for building castles, and the bits of glass reflecting the laughter onto the sand out over an ocean of yes and give and real... I have let them touch me, let them roll over my body with their warm seeds, suffocate my sex, because I believe...and I believed they were real. But when the swelling dies and the sweat dries back to skin I want someone here with me... I am a woman, individual, unique-a friend and enemy—no different... Momentary lapses of one-ness. the dreams that go in the morning, cannot satisfy but only expand my need... (Fragile truth, that sheltered me, could you not exist in the world I wake in? Could there be a laughing audience?) And I am fighting a battle- against hardness against a closed heart against the invulnerable stone woman. And I am fighting a battle against emptiness, aloneness, and the dark void. And I would have changed my world, renewed my smiles with the fiber of womanhood. The times I thought I saw the sandcastle, and I opened and shone and broke through the storm... Then, to mirror a lie. There is that void, recalling the physical, the warm, the man, and I search for the vast beyond shallow... and they have left me too tired to hope too broken to run. And I cannot run anymore with my eyes closed, not caring, groping, not seeing, not even looking-for. And I remember the words of someone who touched me; fading in the hollow, the pitiful silence told me try. And I will hesitate to encounter and believe, to watch truthful eyes turn away, uncommitted. Michele Grgas SECOND PLACE SEC Poetry Contest 138The Department of Fine Arts is not a regularly constituted entity. It has grown through the efforts of one instructor. Most of the members of its Faculty are teaching part time, and they do so because of their belief that no student should graduate from this University without having been exposed to the Fine Arts. The Department has grown in offerings and needed "material." Thousands of dollars have been spent for books, transparencies, projectors, etc. Some of our courses that were started in the Evening Division, are now offered in the Day Division with an attendance of 100-145 students. We have actively participated in the decisions of the Core Curriculum and while required courses in Fine Arts may not be listed, we believe that all our colleagues are aware and convinced that our students should benefit from the harmonizing influence of this subject. The students themselves have been so convinced for a long time. We expect that the pressure of demands and the freedom afforded by the new Curriculum will help the Department grow so that it will be enlarged so that it be permitted to offer courses and a major as a regular routine. We believe that no student is well educated unless he has been exposed to and has some acquaintance with the great monuments of past and present time. A large part of our knowledge of all eras comes to us from Literature, Architecture, Sculpture, Painting, Music, etc. It comes from the Arts. The artist is the interpreter of his age, most of the time he is its leader. We find that during the times of crisis and great stress, humanity turns to the Arts as a refuge, a shelter and a place of consolation where it can recover its equilibrium and maintain its sanity. That time is here now. Luigi Sandri, Chairman Department of Fine Arts 139The role of the Department of Government "with regard to the educational process at a university, a Catholic university" can be stated in the objectives and philosophy of the Department of Government. "Wholeheartedly subscribing to the Credo of the University of San Francisco and its commitment to a theological humanism, the Department of Government views the components of politics to be normative, empirical and prudential. Such a view of politics assigns to the political scientist a threefold task: to study the realities of politics, to formulate goals—values, norms or ideals which the community believes or ought to believe, and to construct bridges from the realm of reality to the realms of goals. The fulfillment of this task requires the methodology of the discipline to be pluralistic, combining philosophical speculation with historical inquiry and empirical research. In other words, the student of politics must be made aware of what was, what is, what ought to be and what can be or is feasible. Such an approach to the study of government will enable the student to make prudential judgments on political issues, avoid simplistic solutions, and direct politics realistically toward ethically desirable ends, for politics is the never-ending struggle to reduce the gap between the real world and the ideal world through prudential action. Political science must recognize the moral dimension of man, as our Founding Fathers did, and be concerned with ideals and values as well as make value judgments. It must be concerned not only with political institutions and techniques, important as they are, but also with enduring things such as the standard for order, justice, liberty and the common good." As to the role of the student in the educational process, the student is at the same time the subject and object of education. To be truly liberally educated he must involve himself fully, reading critically and challenging what is presented to him, and above and beyond what is required. He cannot be educated except through his own efforts and initiative under the guidance of his professors. Furthermore, he must be involved in the decision-making process for a university encompasses the interrelationship between the faculty, administration and the students. He is an important part of the educational mechanism and therefore his ideas, suggestions and opinions ought to be heard and given respectful attention. The final decisions, however, must rest with those of greater maturity, knowledge, experience, and permanence. A. Smetana, Chairman Department of GovernmentThe History Department believes that the proper understanding of history, which is essentially an understanding of man through his thought and experience, should be an integral part of everyone's liberal education. The Department therefore conceives of its basic role as providing the means for historical learning for the undergraduates of the University and the comprehensive training in historical study for its majors who comprise either the first or second largest number in the University. Our program of study is characterized by the richness of its offering and the excellence of instruction. The Department's faculty is, I believe, the strongest in the University whether measured by its teaching prowess or its record of publication. It is also a versatile group. Besides the standard courses in United States, European, African, Asian and Latin American history, the department regularly presents courses in social, intellectual, urban, diplomatic, church and religious, local, minority and national history. The principal area of specialization of each historian is as follows: F.L. Beach (U.S. Social—Intellectual and Urban), Fr. Robert Burns (Medieval), Donald Campbell (Asia Modern Europe), Monsignor John T. Ellis (Catholic Church), George Lerski (E. Central Europe), A. Lincoln (20th century U.S.), Fr. John McGloin (California the West), Fr. Edmond Smyth (Historical Method), Elisabeth Gleason (Renaissance—Reformation), W. Michael Mathes (Mexico Latin America), Gerrit Groen (Africa), and James Shand (Germany Modern Europe). Our new curriculum aims at insuring a broad liberal arts education for our majors, and it along with the Department's continual attention to its students makes the History faculty—student association a meaningful and pleasant one. Frank L. Beach, Chairman Department of HistoryThe major programs offered by the departments in French, Spanish and Latin—as well as majors offered in German and Italian, in cooperation with Lone Mountain College-have the following objectives in common: a) As terminal programs they lay the foundation of competence in a specific language and in the application of the science of linguistics to the study and teaching of a language; they introduce the major, by historical and critical study to the major authors of a language; and by designated electives, they give a general knowledge of a foreign religious, social, political, in short, cultural tradition, and an elementary comprehension of its share in the development of the modern world. b) As preparation for further study, the major introduces the future graduate students to the procedures and techniques of research and professional writing; and it prepares them for credential programs of which the goal is training primary and secondary foreign language teachers For the non-majors, we provide the courses satisfying the language requirements retained by certain departments in the college of Liberal Arts and Science, and we cooperate in interdepartmental programs by offering courses which may be taken for credit in majors of other departments (e.g.. Comparative Literature) or as requirements for certain degree programs (e.g., Reading Courses in French and German). The current program is strong in the range and quality of courses offered in the established majors. There is a good balance between linguistic and literary studies. The Department of Modern Languages is staffed by five Ph.D.'s, by two holders of European doctorates, and by six M.A.'s. Of the thirteen instructors, eight are native speakers. All other members of the department have traveled and studied abroad. The Department of Classics is staffed by one Ph.D (Harvard) and by two M.A.'s (Oxford). The instructors in both departments are devoted to teaching, keenly interested in their students, and available for individual help and counseling several hours a week. Giacinto Matteucig, Chairman Departments of Modern Languages and Classics The Mathematics Department offers a program leading to the Bachelor's degree with a major in Mathematics. The program is designed to prepare its majors to go on either to graduate studies or to jobs in industry. Solid courses in the areas of analysis, algebra and the theory of numbers, geometry and topology, logic and the foundations of mathematics, and statistics and probability guarantee that the student will be well prepared for an interesting and profitable career in his chosen field. The modern trend toward the axiomatic treatment of all branches of Mathematics has been carefully introduced into all courses offered to the Mathematics major, but the great contributions of classical Mathematics have not been neglected. Mathematics is a most enjoyable field for those who have a taste for it. John E. Fischer, S.J., Chairman Department of MathematicsMost students only come to know the Philosophy faculty from the required courses they take. Consequently, they might never suspect the diversity of interests and variety of backgrounds possessed by the professors who teach these fairly straightforward courses. Let me introduce them to you so that you may become acquainted with one of the largest, and I think, most interesting departments in the University. Take Professor Brusher, for example; a veteran of almost twenty-five years at U.S.F.; the author of a logic handbook and especially skilled in noting the fallacies in modern communications. There's Professor Moran, a Toronto graduate, medievalist who was most instrumental in bringing Ettienne Gilson here for U.S.F.'s honorary degree. Bill Spohn, S.J., is going on to his Theology studies next year but in two years has had greatest impact on our department through his interest in the ethics of non-violence and his experimental work with an introductory class. His partner, Kerry Koller, is from Notre Dame and he blends his interest in the philosophy of religion with his extra departmental enthusiasm for pentacostal prayer meetings. If the department has had a pied piper it is undoubtedly Robert Rahl, S.J., who has in a short year charmed hundreds of students with his easy manner and led them through the Tolkien Trilogy. When Robert Rahl goes to Rome to continue his theological studies he will be difficult to replace. Another professor going on to more literary endeavors in the East is John Kiley, the tall, red bearded teacher of Aristotle's ETHICS who has successfully combined poetry, Far Eastern thought, and Einstein's physics in his diversity of writings. Still another much published professor is Robert Cunningham who moves through ethical situations to legal analysis and helps give direction and leadership to the department; an especially valued colleague and friend, he may pass you on campus on his bike for he is also a long distance cyclist. Fr. Albert Smith, S.J., also labors hard and effectively in the administrative workings of the department; a Harvard graduate, convert, metaphysician, he is the distinguished leader of two parts of the Honors Humanities program combining backgrounds in the history of science and contemporary religious thought. Father McMahon, S.J., has rounded out a teaching career presenting his Ethics classes with questions he encountered in his stint as a marine chaplain in World War II. Father Wilson Aldridge, S.J., combines classics and Ethics in our University and introduces freshmen to the problems and methods of the pursuit of wisdom. Father Daniel O'Sullivan, S.J., one of San Francisco's own St. James' parish boys from the Mission District, continues the tradition of distinguished Jesuit teachers in the department. Dr. David Everall, professor emeritus from City College, has enlivened our department with his good humor and his ri h experience in teaching beginners to philosophize as well as introducing others to the intricacies of symbolic logic. Dr. Helmut Girndt, from Germany, integrates Sociology and the teaching of Fichte, Hegel and Marx as well as contemporary phenomenology and existentialism. Father Andrew Woznicki, from Poland via Toronto, Canada, produces an educational radio program on Polish affairs and culture besides analysing the metaphysics of Aquinas and Heidegger. Mr. Jack Gordon, one of our own graduates, brings the analytic tools of Wittgenstein to bear on the problems of man and language while also finishing his Ph.D. at Berkeley. Fr. Geoffrey Bridges, O.F.M., uses his Franciscan training to explore the questions about God and his pastoral concern to work for peace and assist in student causes. These are my friends and fellow teachers who put their learning and personalities into the civilizing dialogue which promotes our collective pursuit of wisdom. Desmond J. FitzGerald, Chairman Department of PhilosophySLs.The university should function on behalf of the culture in which it exists. It should provide in the student the knowledge, attitudes, values and techniques that have cultural relevancy or currency. The university should not be merely a residual institution, to maintain things as they are. Its task is to play a constructive role in the appreciation of the fact of change in modern culture and the meaning of social change. Of paramount importance is the creation of minds which can cope with problems of living in a rapidly changing world; an ability to deal with ambiguities and uncertainties of the future. Providing for value orientation is another task of education in a society which emphasizes things, technology and processes, in which values are apt to be confused and conflicting. The purpose of the Physical Education department is to develop and impart to the student a scientific understanding of man as an individual, engaging in the motor performance of his daily life and in other motor performances yielding aesthetic values or serving as an expression of his physical and competitive nature. Our program in Physical Education is concerned with contributing to man's understanding of nature and himself. It is concerned with the development of aesthetic appreciation. These objectives are achieved (and indeed can only be achieved) by the devotion of those who teach our courses to the concept that these objectives are of primary values. It is the task of the faculty to analyze the social trends, to discern the problems society is facing, to speculate on the consequences of change, and to project goals and values. Because social change is so rapid and radical, and because many blind consequences lie hidden, tradition is a poor guide. The recent explosion of knowledge seems to have disestablished many truths that were considered perennial. "Traditional truths" are not always applicable to the realities and the needs of modern society, except in a sense so general as to be unachievable short of a lifetime of study. Further, modern social analysis seems to indicate a greater break with tradition, and therefore the transmission of outdated wisdom is irrelevant. The faculty is active in the area of research in exercise physiology, studies are in process, and those published concern the heart and exercise, reconditioning cardiac patients, and muscle fatigue. The Women's Physical Education faculty is active in dance workshops (e.g., modern, jazz, and Afro-Haitian dance) and provides expertise in individual and team sports. Unless those using the curriculum have some part in determining it, not only will it be meaningless but, subsequently, it will meet increased resistance from those using it. The student, therefore, is obviously central to the educational process. If the student is not allowed full participation, we produce individuals who have been implanted with a set of perceptors to view things and a vocabulary for describing them, and who will end up defending compromises and accommodations. George H. McGlynn, Chairman Department of Physical EducationIn an academic program something more should be accomplished than extensive coverage of a field or a mere amassing of factual knowledge. Our goal as teachers is the development in students of the insight into the unique interplay of theory and experiment that characterizes a physicist's view of nature. Our program shows the student the way to become educated during the next fifty years. Our faculty is well aware that there is more to a physics program than transfer of information, and each works diligently toward the goal of developing the student as a competent and thoughtful scientist. There is a continual interaction of teacher and student that createsthe kind of atmosphere that is most effective in developing the talents of our students. The atmosphere is one of dignified achievement through individual labor and mutual exchange as opposed to one of survival through intense competitive effort. J. Clifton Albergotti, Chairman Department of Physics ■The role of the faculty of the Psychology department is to contribute to the attainment of the goals of the Psychology department. Three such goals were stated in our "Study for the Future." (1) to allow the student to gain a fuller understanding of his own psychological processes and those of others for greater personal, social, intellectual, emotional, spiritual and moral development; (2) to help the student to thoroughly understand the basic principles of human behavior as well as the principles of animal behavior; (3) to aid the student to gain knowledge of psychological theories and methods to apply in his chosen vocational field or to use as a basis for advanced study in a graduate program. Besides aiding psychology majors to attain the above goals, I feel the faculty should be available to students for individual guidance and discussions, and to participate with them in meetings and committees organized to advance general educational and cultural aims. For me, education entails becoming aware of what civilized man has done and what he has thought, and then developing the ability to think critically and constructively about these things so that he may help to advance both himself and his society into new areas of development and accomplishment. All of the members of my department have completed or almost completed, doctoral programs in their area of specialization which fall into six areas: experimental, clinical, social, developmental, statistical, and physiological. My own area being developmental, my desire is to encourage an understanding of the developmental processes so that a student may better understand himself and others and actively strive for higher, more effective levels of functioning. I would like to see a student as actively participating in his own education as possible. By this I mean that he becomes intellectually involved with the ideas that are being considered, both in his classes as well as in the larger community of campus and society. It is hoped that his college experiences will provide him with the knowledge and the tools with which he can make an active and significant contribution to his fellow man and society. I am very much in favor of the core curriculum changes. They are basically an attempt to shift a far greater amount of responsibility to the student for his education than he had before. As a result he may tailor his program to his specific interests and needs and hopefully become a more involved, active participant. As to how they will affect our department, the major changes are at the upper division level. Formerly there were several required courses. Now there will be only one required upper division course, a senior seminar, and the selection of the remaining courses will be left to the individual student. He will, therefore, be able to select more courses in the specific areas which are of greatest interest and usefulness to him. It is hoped, as mentioned above, that this will result in a more involved commitment to one's own education. Harold T. Bevan, Chairman Department of PsychologyThe Department of Sociology offers its students a relatively open ended and diversified program consisting of three major areas of concentration: Sociology, Anthropology and Ethnic Studies. This program equips the students with theories and ideas about society, social processes, conceptual models and social problems and exposes them to the manner in which these phenomena operate in society either within the classroom or in the field. Since the Department attempts to balance academic sociology with the realities of society, there are field trips and placements available to the students through University Institutes and courses with individual faculty members. Such an example is the Intersession field trip to the Navajo Reservation in New Mexico and Arizona during which fifty-four students experienced and learned about the culture and life style of the Navajo Indians. In the classroom the students can also find diversity. In some courses the traditional lecture is used; in others discussion and field research and observation are used. For example, students have participated in the Transcultural Research Program in which they have conducted research, written scholarly reports and achieved a high level of skill in behavioral science in the process. Through exposure to these two distinct methods of teaching, the students are able to develop different kinds of skills. In the faculty of the Department there is an unanimity of interests in teaching and in the continuing intellectual development of the students. The faculty see the need to make the students more responsible for their own education. Thus they encourage the students that these decisions cannot be made without consultation. They emphasize the need for counseling and encourage the students to seek them out for advice. This develops a good rapport between the faculty and students. Through such communication the students and faculty in the Department freely exchange ideas and suggestions which aid in the development of the Department and its program and stimulate continuous discussion on how the Department can become more creative and challenging to its students. Jack H. Curtis, Chairman Department of SociologyThis FRIDAYKent State: four deaths at noon 161And on the lighter side...Sonnet for a Nuclear Age If you'd not bore me. be reticent please; Do not surfeit me too soon with your views. For if we say all, we have all to lose In this too conscious, articulate age. As nature performs her rites in season. Never rushing the rhythms of the year. Let us not quicken the tempos we hear In our many-mooded, intervaled passion. Then shall we be honest and part full-spent Leaving no mean reckonings or regret. Though our time bids us to be desperate. We shall fool the system and live, content To flame for a moment like polar lights In this brave brief interlude between nights. -Carol Hatch SECOND PLACE SEC Poetry ContestOld-fashioned ? Sure. But then being old-fashioned is sometimes the most up-to-date thing of all. 166OIL SLICK COVERS PACIFIC BEACHES 167168169 EUGENE MC CARTHY VISITS USF. DEMOCRAT AND POET WHO ONCE RAN FOR PRESIDENT SPEAKS HERE.MARSHALL MC LUHAN, MEDIA MAGICIAN, TELLS A CROWD OF GLOBAL VILLAGERS WHAT IT'S LIKE TO BE FREED FROM THE TYRANNY OF TYPE. S.l. HAYAKAWA, SEMANTICIST AND PRESIDENT OF S.F. STATE INTRODUCES THE MAN ABOVE. 171172 to see, to hear, to understand, to remember. 173174BERNADETTE DEVLIN. THE RADICAL IRISHWOMAN FROM PARLIAMENT. SPEAKS TO FOUR THOUSAND AT USF ON FEBRUARY 21, 1971. RICHARD MILHOUS NIXON, PRESIDENT OF THE UNITED STATES, (see photo at left) DID NOT SPEAK ON THE SAME OCCASION. 175WELCH HALL BEFOREA MEMORIAM THOMAS MORLEYPHILIPPIC IN ASH-GRAY “And I thought, now, perhaps, if someone else sees am, I might become myself." T. S. Eliot me as I really I He gazed, a little dreamily, at the arthritic winter sun Waltzing its way toward the end of day. His thoughts danced to a portrait in his mind; He saw her again at the top of the step, bouquet in hand. Clutching Spring. It had become a game to him, this seasonal waiting: morning into evening. Spring into Winter. He had made the most of his days and had lost so many summers. Winter breathed heavy in the air as he climed the last stair. A glass of wine in the evening always set him well. He would not argue the aesthetic points of being; the world was filled with insidious poets packing the universe into a phrase, conjuring isolated moments into the sundust days. Experience allowed a single truth: “Situ et tempore." One is. One becomes. One was. One builds his truth and feeds on fiction. Those who would not understand were but ill-positioned moments in ambiguous time. But what did it matter? These palpitations of the race led always to that same last, laborious sigh: “There is, after all, only God and I." This reverie, too, was his alone. It was his final fiction. II Had his dream been her reality, their fiction would have been most true. (They would summer in the South of France, in orchards, summer—golden, in the light of a thousand citrus suns. What had not been, they would compose in a setting which allowed for such imaginings. They would stroll beneath a Carthusian collonade—passed some ancient vendor and his cart—and watch the corymbose fade, with the day, into its own perfume. He would not see that uncertainty—a tangible abstraction then-hung like her song on a pallid moon: What you have wanted you have gained too soon. Nor would he notice the vendor's song, confirmed in an aquiline stare. "Ces allees et venues, Ce reve perdue." Ill Her comings and goings were neither his end nor his beginning. Being was never anything more than her, though always something greater than her own definition. She had smiled as he related his only fear; he would not compose a life in parentheses. She had arranged the Spring flowers in a plaster vase and, turning from his opaque facade, left them all behind: left him to re-create the flower in his mind. The scent of amaranth lingered in the wine. Jeff Bailey FIRST PLACE SEC Poetry ContestSentinel in Japan, 1945 The snow is melting On the jagged hills. April is smelting The heaped white ore And it spills Fluently down to the shore. Once more. Black ridge lines appear Like haunted strokes of a brush Freely used by an austere Artist silently aware Of the elemental hush Of eternal prayer Prevailing up there. But still brooding over all, Miyoko's white cone Gathers its misty shawl In the morning; A haughty chaperone Ever scorning Springtime’s adorning. The stirring rumor Of peace and freedom soon Does not suit its humor. In its icy prison it would keep Forever its festoon Of frozen crystal, deep In sun safe sleep. DAVID M. KIRK 180181Professor (Warren J.) Coffey was killed Friday night when his car was struck by a police car at Geary Blvd. and Parker Street. San Francisco Chronicle Mon., Dec. 21, 1970 Writing about a close friend-the closest of friends—so recently crushed out of existence, requires a certain self-mastery and distance. I am afraid I do not now have these; but perhaps I can give a few impressions. The best that we see in people we often see only in glimpses, anyway ... Imagine for a moment that the workaday world has worn away and one has called on him in the late afternoon or evening hours: It is astonishing what a LISTENER he becomes for one... Warren attracted to himself the best, the most able, the most vivacious—and sometimes the most stricken—of students, and he was a marvelous listener. A colleague has recently told me that Warren GAVE HIM CONFIDENCE IN HIMSELF. I understood that immediately. Those who were with him, talking quietly or vivaciously, sometimes at home over tea or a beer or wine amidst the scrambling of his many children, sometimes over strewn books and term papers in his office, were likely to come away feeling more hopeful about themselves. He seemed to confirm the best that there was in one. It amounted to a gift, his way of BEING THERE for a friend, young or old. There was in him, as he listened something very quiet, aware, almost tender. He was nonetheless a clear-headed noter of the facts, not extravagant, not flamboyant, wary of solemnity—and aware, so often, of the funny incongruities of life. He knew how to receive people inwardly, and they sensed that it was so. I've never heard him in classroom; but the capacity for a special kind of listening must have been there too. I find it hard to think of him as "lecturing." In the English Lit. survey which he gave for years—and under him it seemed particularly to have flourished—his way of presentation could not have been smooth, but must rather have been an active groping for ideas, a sort of listening to them which must have drawn the student into its orbit. Such meetings on the grounds of ideas must have been very much like the encounters we talk about today. These would not exclude encounters in good laughter. His own laugh was deeply interior, sometimes almost noiseless, an almost silent explosiveness that seemed to start at the surface, mouth widening, head slowly drawing back, face gradually wreathing as the sense of funniness broke through to more and more private depths, deep, eruptive, many-layered, irrepressible. He made good company for one. Warren was not an easy cause-joiner or signer of petitions. But otherwise reticent and even possibly painfully discriminatory, he sometimes gave days to the disinterested gathering of facts and the composing of many-paged letters when he was convinced that a student or a fellow-teacher had been treated unjustly. Not too many years ago a colleague without tenure—a very intelligent and productive and highly personable man—was being released for reasons that seemed to be mostly political. I do not know how many made their protest known, but Warren did write a strong though closely-reasoned letter of demurral. Unfortunately, it proved to be unavailing. But in a more recent instance, Warren, who was by this time Chairman of the Lay Faculty Welfare Committee, helped to fight through a case involving another untenured teacher who was being fired, again in the most questionable circumstances colored even by the use of a private-eye! To the honor of USF and Professor Coffey and his committee, the evidence, obviously flimsy, was repudiated and the firing revoked. He became a highly respected and a very busy man on the campus, sought out for all sorts of committees. His election as the first lay secretary of the Senate is a good index of the respect and liking his colleagues felt for him. Yet busy as he was, he always had time for one. And time, apparently, for enormous reading! I cleaned out his office recently with the help of his oldest child, 14-year-old Sam (named after Dr. Samuel Johnson) and a teenage friend: books filled the shelves and lay piled along three walls and on the desk. The verylatest competed with the classics. Over the years you discovered that he had read most of the books you mentioned and could bring in allusions from a great many you would somehow rarely find the time for. He read, and he wrote almost copiously. His reviews of books (he also wrote movie reviews for a time—see the pages of COMMENTARY) were often total assessments of writers: Evelyn Waugh, Flannery O'Connor, etc. The reader will find them informed, intelligent and witty. And now one of the short stories he wrote is appearing in the current issue of the Antioch Review after some bickering over the title. I asked Katie (Mrs. Kathleen M. Coffey) to reread to me over the phone the last sentence of a letter she has just received for him from one of the editors: "Please (it said) send us more funny prose!" A brief novel of his which he completed a few days before his death is now being circulated among the publishers. It will reveal more of his funny and sometimes poignant writing. That was the way he felt about things. I should add that a number of short pieces may be included with the novel to make up a volume. He was using his sabbatical to good purpose, partly financed by a "Younger Humanist Fellowship," one of the awards of the National Endowment for the Humanities. Warren Coffey, an official of the fund has just written Katie, was one of the eighty "selected in rigorous competition" from over 400 applications submitted from the entire country. Irving Lowe 183PAUL J. HARNEY, S.J. The date was May 31, 1970; the place was San Francisco's Civic Auditorium; the occasion was the One Hundred and Eleventh Commencement of the University of San Francisco. The spotlight was on Father Paul J. Harney. Father Albert Jonsen, President of the University, stepped to the podium and read: In grateful tribute! In 1944 Father Harney came to the University of San Francisco, a very small school. His career has paralleled its growth. Teacher, Dean of Men, founder of the Department of Education, Director of the Summer Session, Director of the Graduate Division, member of the Board of Trustees, Academic Vice-President—these are the positions he has generously and successfully held. His dreams for this Jesuit University, his dedication to their realization, his sense of humor and constant concern for individuals are a part of the traditions of this Institution. In 1970, on his retirement as Academic Vice-President, the University of San Francisco publicly thanks Father Paul J. Harney for his contributions in the past and looks forward to his continuing service as the first Chancellor in the University he loves and has served so well! As the last word echoed across the broad reaches of the Auditorium faculty and students stood and spontaneously applauded a man whom they had grown to respect, appreciate and love. This extended ovation was not a polite remembrance but a tribute from the heart for a priest who had given his life to the service of the University of San Francisco and to the cause of higher education in California. Today we are gathered here at the altar of sacrifice to pay our final tribute to this distinguished educator and cheerful priest-friend. Each of us have our personal memories of acts of kindness or deeds of worth. But, I think that the readings selected for this mass summarize the thoughts of many of us. Father Paul was a man of deep, child like faith who forty-two years ago generously responded to the call of Christ when he entered Sacred Heart Novitiate as a Jesuit Novice. He placed his youthful hope in God and lived that hope and faith in a life of joyful love. Now that God has called him in a final act of obedience, Paul can exclaim with Isaiah: See, this is our God In whom we hoped for salvation: The Lord is the One in whom we hoped. We exult and we rejoice That he has saved us. With the same faith we can take consolation in our sorrow and respond with the words of revelation: Happy are those who die in the Lord! Happy indeed, ... now they can rest forever after their work, since their good deeds go with them. Many are the deeds which Father Paul brings with him. The positions of service he held in this University are only a small indication of his contributions. For Paul, these positions of responsibility were only a means to serve faculty and students; to be of help not only with professional competence but even more with friendly and personal concern. But the University of San Francisco was not the only beneficiary of his good deeds. For over twenty years he contributed to the Accreditation Boards of the Northwest and Western Associations of Schools and Colleges, The National Catholic Educational Association. For the past fourteen years he has served on the Accreditation Commission of the California State Board of Education as a contributing member and distinguished Chairman. To each of these tasks he gave himself and many are the institutions which are grateful not only for his fairness but more importantly for his encouragement. 184We shall miss Father Paul Harney; we shall not soon forget this warm hearted Irishman with the twinkle in his eye and the smile on his lips. We shall miss his sense of humor for he was a cheerful friend. But, most of all we shall not soon forget the priest whose daily mass was the source of his strength and joy. For Father Paul Harney saw in his priesthood the preparation for his reward. He had understood deeply the words of Christ. He who eats my flesh and drinks my blood lives in me and I live in Him. And therefore, despite our loss, we can be joyful for Paul Harney who will live eternally with the Christ whom he loved and served so well! Edmond J. Smyth, S.J. 14 August 1970 Homily delivered by Edmond J. Smyth, S.J., at the Requiem Mass for Paul J. Harney, S.J., on August 14, 1970. We, the editors, feel that today's sophisticated yearbook sometimes can overlook the real and intense feeling of students toward life that makes existence relevant and meaningful. Therefore we present the MOODS of USF. 186r Mr. Clarence H. Baumhefner Mr. George T. Cronin Mr. Adrian J. Falk Mr. Vincent I. Compagno Mr. Christian do Guigne III Mr. Mortimer Fleishacker. Jr. Mr. George B. Gillson Mr. Marco F. Heilman Mr. Jack H. Howe 190 I Mr. Reed O. Hunt Mr. Roger D. Lapham, Jr. Mr. Edmund W. Littlefield Mr. T. Kevin Mallen Mr. Ernest J. Loebbecke Mr. Marshall P. Madison Mr. Loyall McLaren Mr. Thomas J. Mellon Mr. George G. Montgomery Mr. A. E. Pontmg Mr. Donald J. Russell, Chairman Mr. Leslie B. Worthington 191The problem facing today's university student is of prime importance to the future of the university itself. Can a student be free to learn, to pursue learning for its own sake? Or must he bow to the servile, to allow the pressure for success in society and in business distort his career as a student? What is it that we are about? Is learning or earning the object of our career here? 192 Cleekmethods and characteristic Sl,the fac,u ty . f,rst, to introduce the students to the basic qivina his cnllpriP OYno •« ° problems °f their disciplines; second, to assist the student in lifp as iaioM « P€r,®nce an appropriate unity in relation to some conception of civilized me as well as his own private ends. I conceive a liberal education to be a mix of general truths, of creativity, and activities which lead to right action. In this, a Catholic University, there is the added dimension of Faith and the normative ultimate end—salvation. My part in the new core curriculum has been to encourage the widest possible diversity of degree requirements among the Colleges and Departments. Hopefully, our Students will no longer have to defer or suppress their extra-theoretical interests, but will be assisted by the faculty in their desires to improve society. . Thu ctnrient oarticularly today's student, must come to terms with the Aristotelian The student, 7. instruction and others by habit." He has the precept that we ® bujlding of his own curriculum-one that provides him a responsibility to snare political action, administrative internship, apprenticeship balance between those by which |ead to doing or making, in the fine arts, i.e., Lloyd D. Luckmann, Dean Colleges of Liberal Arts and Science the anxiety groups nay provide information al network00 mentioned by ALL WORK STRIC 195HISTORICAL SOCIETY PHILHISTORIANS 196TRI GAMMA Tri Gamma is U.S.F.'s nursing sorority. Its goal is to give nursing students more information about their field of study. In addition, they are known for their singing. Hours have been given in the past year toward entertaining the elderly with their many melodies. As a sorority, they also plan and carry through various social activities.Sigma Theta Tau is the only national honor society of nursing in the United States. Chapters of the organization are established in collegiate schools of nursing which are approved by the national accrediting body. In October of 1969, the University of San Francisco was granted a chapter of Sigma Theta Tau, a distinct honor for the university as well as for the School of Nursing. The first initiation ceremony was held on May 2, 1970; 52 charter members were inducted. The purposes of Sigma Theta Tau are to: 1) Recognize superior academic achievement; 2) Recognize the development of leadership qualities; 3) Foster high professional standards; 4) Encourage creative work; and 5) Strengthen commitment on the part of individuals to the ideals and purposes of the nursing profession. Membership is open to junior and senior students enrolled in the baccalaureate nursing program, to faculty members, and to alumni. Candidates for membership must demonstrate superior scholastic potential, and desirable personal qualifications. Sigma Theta Tau is an academic rather than a social organization; it is seen as an educational force, standing for the best in nursing and making tangible contributions to the school and the profession through its help in the preparation of leaders. Sigma Theta Tau holds four meetings during the academic year; two of these are of an educational nature. Last November, the organization sponsored a dinner meeting at which two guest speakers discussed the issue entitled, "Exodus from the Hospital: Is the Baccalaureate Nurse a Dropout?" In February, another dinner meeting was held; two speakers were again invited, and the discussion subject was "Can Nursing Survive the Cost of Cure?" The organization plans to sponsor more activities which will be of educational benefit to its members. Officers for the year 1970-1971 are: Terry Furlow, President; Veronica Pack, Vice •President; Barbara Clifford, Recording Secretary; Theresa Teter, Corresponding Secretary; Alberta Yalon, Treasurer; Miss Lexie Woodruff and Mrs. Carol Moss, Counselors. s©ir 198PHI BETA CHI 199IF YOU HAVE BEEN READING ALL THE PREVIOUS DEPARTMENT STATEMENTS ALOUD, PLEASE TAKE A FIVE MINUTE BREAK AT THIS TIME AND DO THE EXERCISES PRESCRIBED ON THE NEXT PAGE. 200os possible (kissing gourami}. Pull bock in o light smile (fighting betto). Relax by (lapping lower lip against upper one, carrying the whole jaw upward. then letting it fall (beached guppy). There's more 201OMICRONGAMMA PI EPSILON Gamma Pi Epsilon is the National Jesuit Honor Society for Women. It was organized to honor women students who have distinguished themselves in scholarship, service, and loyalty to the University and to promote all the various activities of the University, especially those concerned with the welfare of women students. It is not a service organization, but its already busy members sponsor several campus activities. This year its activities included an informal reception for honors freshmen with other students, faculty, and administrators which was co-sponsored by its male counterpart Alpha Sigma Nu. The highlight of the Spring semester was the initiation of new junior and senior members. A new endeavor this year was an informational program on career and graduate opportunities for women students. 203In each and every Computer Science departmental meeting, our majors are represented by two student representatives with full voting rights. When topics of special interest to our majors, as determined by two student representatives discussing the previously published agenda with their fellow students, come up, an open meeting is held. In the past year, two such open meetings were held-both on the topic of deciding the core curriculum for a Computer Science major. Majority votes at such open meetings have, to date, been those positions advocated by the department as a whole. Minority positions were also made possible in a number of cases by structuring our curriculum so that many alternative choices could be made. In short, student participation in departmental matters is rather broad and meaningful. Secondly, each course in Computer Science has a two-hour laboratory period associated with it in order that learning can both be conducted in a more informal manner and that it can be applied to specific cases. All of our lab periods are taught and supervised by our undergraduate majors. This constitutes one-half the total hours of teaching in the entire department. Thus our majors share with their faculty in the ultimate sense in the educational process. A weekly meeting of all T.A.'s and faculty is, therefore, an exciting and relevant activity. In the past such meetings have not only produced insights and ties, but have led to the consumption of quantities of delicious beverages. Thirdly, our department's self-image includes the goal of exposing all USF students to the rewards and dangers of the "Computer Revolution" and the goal of preparing our majors and minors not only to participate in creating the "Revolution," but to guide and shape it. Since over one-third of the student body at USF takes a Computer Science course, and their majors range from art to zoology, we attempt to individualize instruction in our service courses on a major basis. Thus, in Computer Science 50a the history majors do one set of labs, while right in the same lab, the physics majors are doing a different set of labs. Finally, the activities of our faculty and majors have led to a number of past and ongoing accomplishments (and failures). My second book on programming acknowledged five of our majors for their part in writing it. Dr. Szabo currently has 20 students in Computer Science courses working on a research project for RCA. Dr. Peddicord and his students are interfacing USF's computer to a virtually unlimited number of television sets to possibly permit individualized instruction. Mr. Ledin and his students succeeded in putting a piece of software, Algol, on our computer that RCA itself would not attempt. Mr. Kelley and his students have aided a hospital and other institutions in meeting their automation needs. Dr. Hoff and myself and four of our majors have the contract for integrating 8,000 elementary school children in San Francisco public schools by using the computer to continually reassign them "on paper" until an optimal assignment (determined by the community) is found meeting all the value judgments, legal facts, and many individual needs. James N. Haag, Chairman Department of Computer ScienceNow, what was your question? 205Education is the process of developing and refining the individual's potential to comprehend, to discriminate critically and to respond effectively within moral and ethical parameters which maximize personal liberty and satisfaction. In advanced areas it necessarily involves a narrowed focus; however, even the most technical and esoteric specializations can only be fully educative when they are pursued in their proper perspective as one element of a broader experience and understanding contributing to and enhanced by that more universal awareness. Military Science is by its nature an inter-disciplinary profession. It includes a core of specialized expertise which is significant and effective only when based on the broadest liberal foundation. In practice it involves areas of social science, psychology, ethics, communication arts and virtually every other realm of development available to the student of a liberal sectarian university. Approximately half of the credits required for completion of the Military Science curriculum are awarded for courses completed with other departments. Of the remaining courses, taught within the department, over half are of such broad and liberal content and application as to enhance the overall capability and understanding of the student whatever his primary field of endeavor. The role of the Military Science faculty conforms, possibly more than in other departments, to the primary semasiology of EDUCATION. The faculty seeks to lead the students to develop their own potential, to form their own conclusions, to perfect their own special capabilities. Accordingly, teaching techniques emphasize the seminar and conference while minimizing the lecture session. In corollary, the student seeks his own development, refines his own concepts, practicable, stimulated and counseled rather than taught and moulded. His responsibility is to be critically receptive—not to accept blindly but to inculcate habits of intelligent inquiry for truth. The faculty are, of course, all experienced professionals in the field of the military arts. Through the medium of periodic turnover, they are qualified to provide the most current and realistic expertise in the more technical areas of the course. All are specially trained as instructors, and all have at least a baccalaureate degree. Current projection provides for all Military Science instructors to have a minimum of a Masters degree within the next five years. This is in keeping with the concept that the military art must, even as it attains higher degrees of development, remain in the proper overall perspective. In addition to advanced university studies, all members of the faculty have graduated from one or more advanced military courses, including in some cases military courses at graduate college levels. The average professional experience varies widely, averaging approximately ten and a half years, in all cases providing a throughly qualifying professional background. The liberal basis of the Military Science course lends great significance to the current dynamic reappraisal of the core curriculum at USF. Minutes of the board meetings were reviewed by the faculty and voted on as individuals. While no effort was made to present a departmental "front" or influence voting, I believe all voting members declared in favor of the currently accepted core. As Professor of Military Science, I favored it enthusiastically. It gives great flexibility to the several departments while ensuring a Christian and liberal approach to education. This is the approach we believe in within our own department, and it ensures the background we desire in our graduates. 206 Francis L. Williams Colonel, Field Artillery Professor of Military Science207 We feel that Scabbard and Blade contributes to the educational process in that it adds to the social dimension of man. K» O 0O209Inthr e may be dead.The student career In what sense Is student life a "career"? It requires from 16 to 20 years of a person's life. The amount of money spent on education in America ranks it as one of the country's big industries. A person certainly must think his career at U.S.F. is important if he spends 4 years and thousands of dollars here. But what happens here? Does education happen? That is what people come here for. But, when they leave, is that what they have experienced? How can we answer that question unless we know what the experience of education is, and what it is not. Education is not recognized by a certain amount of effort or work. In fact, education has nothing to do with work. Education is concerned with leisure. Since wisdom is the ultimate goal, it may well take its example from the Divine Wisdom "ever at play throughout creation" (Proverbs III). Education then seeks, not the difficult, but the good. And the Good is delightful. Our aim then must be that contemplation which invites illumination, the highest way of knowing. As long as we measure "success" or "failure" in education we are distinguishing it by effort and not by goodness. An experience of true education cannot happen when teachers and learners are preoccupied with the future: "getting a degree, getting a job, making money." Only when these false images of education as a means have been discarded can real education penetrate the mind. When education, knowledge and wisdom can be the objects of our search and research then this "career" will assume its proper personality. Aristotle explains, "Only those arts are called liberal or free, which are concerned with knowledge; those which are concerned with utilitarian ends that are attained through activity, however, are called "servile." Nothing less than a return to the liberal arts is needed. As long as servile pursuits capture the imagination and dominate the efforts of the university's members, work, effort and ennui become the university's lot. When wisdom is the object, then delight is the result.I believe the faculty views itself individually as important contributors to the collective well spring of the University. Theirs is the job of distilling the essence in each specialized field from the vast and rapidly growing fund of received knowledge and theory, and organizing it into courses both suitable and palatable for students. This has been considered the central function of the teaching university. But just as distribution and consumption have replaced production as the central focus in the business economy, the learning process now demands more attention. I believe the educational administrator has several main jobs: 1) . To do all possible to facilitate the wishes of the faculty in the delivery of its service. 2) . To "dig" student perceptions of relevant education and to service their procedural needs as they move through the University. 3) . To effect the best match possible between teachers and students, between those delivering the various levels of knowledge, attitudes and skills and those receiving it. 4) . "To make a mesh of things" or more specifically, to maintain that overview needed to lead faculty dialog concerning present and emerging trends to the end that curricula and teaching methods are such that students will be encouraged to work to their capacities. 5) . To encourage growth in faculty and students by attracting resources to do both. Since Business Administration is an applied professional field synthesizing knowledge from both the sciences and liberal arts, we need a diversified faculty. At present, we have 4 doctorates in industrial or social psychology, 2 in mathematics, 2 in economics, 2 in business administration and others with advanced degrees in law, business and accounting, sociology, and political science. This fine faculty enables us to offer majors in business administration and a minor for those wishing administrative preparation for any type of organization. I have encouraged numerous faculty and student meetings on the subject. Given the core requirements of our national accrediting agency, the American Association of Collegiate Schools of Business, we chose the route of maximum student freedom to select courses. To learn chiefly.. To prepare himself to be a well functioning member of society. The classroom, books, laboratories and the library are central ingredients. Extra curricular involvements are valuable too. A wide variety of activities should be available including discussion groups and feedback channels regarding problems in educational structure, function, or goals. 212 William J. Regan, Dean College of Business Administrationt 'No grades, no ringing bells, no inflexibility' 213Delta Sigma Pi, an International Professional Fraternity for students of business and economics, is the oldest and one of the most respected fraternities on campus. The Brothers are involved in every aspect of university life. Their social program is well rounded and includes various affairs ranging from the Rose Dance, which is the "Social Event of the Year" to our annual Orphans Christmas Party. The Brothers offer the students of the University such renowned people as Edward Gelstorpe, and were jointly responsible for the presentation of the American Management Association Conference. They are also active in the intramural program of the university as well. All in all. Delta Sigma Pi continues to maintain its prestige and high standing in fostering the idea of a well-rounded and deeply involved fraternity of the University of San Francisco. 215MONOTONY This game can be played by as few players as two (2) and as many players as 4200. The object of the game is to get an education. However, at the end of four (4) years a buzzer will sound and those players left on the board automatically lose. Each player is to be given a scholarship. National Defense Loan, or 6528.25 dollars in cash. Should the players' GPA fall below 2.0 and or his bank account below $47.50 ($51.00) he will be forced to forfeit the game and will have to go directly to San Francisco State without passing GO and without receiving his diploma. This amount is based on present tuition rates. F.O.B. the Bursar's Office and does not include $20.00 graduation fee, $3.00 per each Drop and Add, and any library fines the player might incur while playing the game. 216Cut on dork lines. Told on doited lutes. Posit £ and D inside. C. Pasie A inside- C. Iflldl g$fg m Glfcgf lBvoanvgw 03b39knN oao (3NO)t :3 1Md 2M3S dawis liNm sbfkvd (□9 WOi S93SV31N1 dl) SNyur 3901 MW miti aaix£3w snolivnoo nw 3 3NH JJfl dS ©019 Zioixv nO tf) 3A o • 3 W IM'yjca fe7d0%)3Nr7 siki -DNknv xno  CHANCE award: 7 FREE TICKETS TO COLLEGE PLAYERS production of "MAm AND THE GRimCH [ To Giu_ Theater CHANCE So; win ”t ttDANCE OF LIFE PART 3 Gojo ARMENIAN WALL r COMMUNITY 1 CHEST donate $3.8 MILLION TO OWNER Of "PEOPLE'Q PARK WEST" tSen S MOVE to Q- Q CHANCE YOU ARE FEEL1N6 SICK 6010 GOVY 140o _CHANCE YOU LOSE FLU EPIDEMIC So To SLATERS (LOSE 2 (two) turns) "community CHEST YOU RECEIVE 1 (one) USF SCHOLARSHIP MGVE TO"ED" WD PAY DOUBLE. -4 “CHANCE “1 TRUSTEES APPROVE I CO-ED dcrms: KISS. NEAREST IBEROFOPPOSI1E' ''), I O J CHANCE A 'SF WINSQ IG GAME» collect £4750 FROM P.E. MAJOR IMMEDIATELY TO YOUR LEFT Th£N GO TO LQYOLA FIELD_| "CO OY ELEVATOR CLOSES ON YOUR FOJT ON I Fl.UC Go To 3rd Fl- UC Collect i 3. Refund FOR LOST FOOT. ° 03-LLOa“As we look buck over the course of four years, we realize that the university is a living, growing entity—never stagnant, forever in transition__" 217IF YOU HAVE BEEN READING THE PREVIOUS PAGES WHILE LOOKING OVER A FRIEND’S SHOULDER. YOU SHOULD NOW DO THE EXERCISE PRESCRIBED BELOW. IF YOU DO NOT HAVE A FRIEND. PROCEED AT ONCE TO NEXT PAGE. THANK YOU. For chin muscles, open your mouth slightly and jut the lower jaw forward in front of the upper jaw, then let it return easily to its natural alignment. Don't exaggerate; take it easy.Professional education, including the training and preparation of elementary, secondary, and junior college teachers, school librarians, educational counselors and administrators has become an established segment of the University since its adoption in 1948. Operating mostly on a post graduate professional level leading to teaching and advanced credentials and to master's degrees in a variety of specialization, it has in recent years attracted many undergraduates into preliminary training prior to the bachelor's degree. This development has been largely due to the arrival of coeducation and a program preparation for the elementary school teachers. A highly trained and experienced faculty with long term affiliation with the Department and the University has provided strength and stability to the programs offered in Education. Experimentation and innovation have been carefully and effectively conducted. The city and suburban public school districts provide the training laboratory for teacher trainees and advanced professional interns. Abundant success has brought enthusim for the profession of teaching. The USF Department of Education has moved into the areas of greatest educational need—the ghetto schools and the neighborhoods of deprived youth. USF students eagerly participate in the tutorial and supplementary educational programs of these communities. Graduate programs preparing administrators and counselors, trained to deal with the challenges of the modern urban society, attract and equip the potential leadership demanded to help resolve the many faceted problems of contemporary educational life. San Francisco and its environs provide the setting for the day to day learning experience. The University provides the leadership and the incentive. Edward J. Griffin, Chairman Department of Education 219EDUCATION Where is it taking place? 4 walls, classroom Used to be that education outside the walls was an "original sin" TEACHING What is it for? facts, memory Used to be that teaching people to be able to learn was an "original sin" TEACHERS What are you doing? "educating", "teaching", "philosophizing" , "speaking out" 220 COME WITH US221I JAMES RICHARD AHERN "Oh Jesus, grant me strength, bless my parents and reassure them that their son goes into the world a happy man." 224 LARRY ALSTERLANDDOUGLAS K. AMIS "The great secret is not having had manners or good manners or any other particular sort of manners, but having the same manner for all human souls." JAMES SCOTT ARMSTRONG "Punctuality is the art of guessing how late the other fellow is going to be." RICHARD SIDNEY BABCOCK ALBA F. ARNONE "It's the little things in life that count." KATHRINE AVISON "To my parents and friends who truly made this the first day of the rest of my life." 225MARGARET AVALOS MARY ANN BALIAN SISTER MADONNA BOLTONNORMAN BARTON. JR. CATHERINE LEE BARRETT '7 have several more lives to live, and cannot spare any more time for this one. —H.D. Thoreau JUDI ANN BASTEDO 227228RUSSELL A. BERTETTA "It's getting to the point where it's no fun anymore." -Stephen Stills SAADI M. BDEIR PATRICIA BIESHEUVEL JUDY BERKES "Every man beareth the whole stamp of the human condition." -Montaigne WILLIAM STEWART BESSER "If man was perfect he would no longer be a man .... mahalo nut loa, Mom and Dad." "The road to success is always under construction." "And when the night is cloudy there is still a light that shines on me-Shine until tomorrow.... Let it be." —Lennon and McCartney No Virginia, there aren't any 229ROBERT H. BREAULT " can take freedom as a goal, only if can take freedom as a goal for others as well." -Sartre KATHRYN R. BREMNER "The moment for an awakening and a turning no longer seems out of reach." -Rainer Maria Rilke JOAN MARIE BONFILIO "Give me a U... " "The flower looks up high to see only light, and never looks down to see its shadow. This is a wisdom which man must learn." MONICA BRADY "The best and most lyeautiful things in the world cannot be seen nor touched, but are felt in the heart." KAREN BOSCH Take time." 230TERRANCE L. BRITT THOMAS V. BRET "Once I had brains and a heart also; so. having tried them both, should much rather have a heart." -L. Frank Baum THE WIZARD OF OZ GREGORY BRENK "Happiness is what it is all about." "In every task the most important thing is the beginning. " -Plato THE REPUBLIC MARY ELIZABETH BROK " . .that I may listen, care, and give twice of what have received." God bless my parents for a most precious gift!" 231DONALD PAUL BUCHER "Don't sweat the small stuff." JAIME AZANZA BUENAVENTURA "Magpakahirap na ngayon upang sa a ting pag-gising ay maraming kinabukasang haha-rapin." RAY BROGINE WILLIAM BRUSHER "And sometimes we look to the end of the tale that there should be marriage-feasts, and find only, as it were, black marigolds and a silence." -Azeddin El Mocadecci CAROLYN ANNE BRUUN “Time... yesterday is but today’s memory and tomorrow is today's dream." -GibranWILLIAM BURRUS JOHN CAMPBELL MICHAEL BUSKEY PATRICIA ANNE BYRNE "Give of yourself until it hurts, then smile and give a little more." MARY CALDWELL "To Mom and Dad - cuz only the strong survive." CHRISTOPHER V. CARA "How can make you understand why travel to a distant land far from the home love.” 233. . in hope of what we must become." "go to sleep and softly slip inside dreams never dreamt, a world never wept for." ELLEN CARENBAUER KATHERINE NADENE CARROLL SANDRA L. CASAZZA "For reason, ruling alone, is a force confining; and passion, unattended, is a flame that burns to its own destruction." -The Prophet ■ "We thrive on laughter, but give through our tears." ELEANOR CARMODYPATRICK CHAMPEAU, S.M. KENNETH K. CHANG "My cup runneth over with love for my girl, parents, sisters, brother." PETER JAMES CIOLINO KENNETH J. CHRISTOPHER "Give me a 'C'... I am armed with more than complete steel-the justice of my quarrel." 235 SISTER JEAN MARIE CLAMPITTALLEN L. CLAYBAUGH "People who matter don't mind; people who mind don't matter." SEAN CLAYMORE "Don't belabor yourself with imaginings. Many fears are born of fatigue and loneliness. " JOSEPH F. COCCELLATO "Life is to be lived and felt. And anyone who touches your life personalty, makes some impression on how you will live yours." 236WILLIAM J. COLE HARRY COX CARLOS COELLO 'To be awake is to be alive. have never yet met a man who was quite av ake." -Thoreau MADELINE COLICHIDAS "11 you walk thru the rat's ma e to the professor's off ice often enough, your grades will jump an entire letter." MARY E. COLEMAN "Give me a 'K'— What lies behind us And what lies before us Are tiny matters compared To what lies within us." JORGE A. COLAIZZO -Emerson 237JOAN SUZANNE CONSTANTINO ANTHONY COTURRI "Quand on veut fortement, constamment, on reussit toujours." —Napoleon GREGORY A. CORREA "Living is not an end to itself, but a means to happiness. ALOHA andMAHALO!" MICHAEL JOHN CORRIGAN "Be happy while you’re living, for you're a long time dead." -C.L. Brandmeir PAUL L. COOL "No man is entirely worthless. He can always serve as a bad example-" —Edger Buchanan JOHN HENRY COURTNEY "May all mankind recognize its God-given humanity and capacity for love." MICHAEL COVARRUBIAS "It's not whether you win or lose-it's the point spread." 238DONALD JOSEPH CZERKIES "Stand up world; you are dismissed." MICHAEL A. CULLEN "Thanks, Mom and Dad; perserverance paid off." ISABEL CUADRA "We are here not to get all we can out of life for ourselves, but to try to make the lives of others happier." TERRY ALLEN CREAGER "Man is a gaming animal." -Lamb 239JANICE ELIZABETH DELANGE "Owning everything. have nowhere to go." -Leonard Cohen TRACY JOHN DELEUW LAWRENCE R. DAMATO "Che sara. sara.' VINCENT PAUL DANG "Now can really help to make the world go 'round." ADRIAN DA SILVA 1 MARGARET B. DAVIS "An unbelievable trip! 240L AWRENCE DOLAN M. "Love means not ever having to say you're sorry." PETER H. DEUTSCH '7 respect faith, but doubt is what gets you an education." LAWRENCE THOMAS DINEEN "Leisure is time for doing something useful." -Richard Saunders JOHN S. DIGIACINTO "My most humble thanks to Dad and Mom whose love has made this possible." DENNIS RONALD DIRICCO "Anything is ours providing we are willing to pay the price." -Vince Lombardi 241BRUCE ALEXANDER DREIER " looked for my soul, my soul I could not see looked for my God, but he eluded me looked for a friend and found all three." MARY E. "BETH DRISCOLL "If you look for the bad in something, you can always find it." -A. Lincoln Exhibitionist. CHARLES EAGLETON 242 SUSAN CLARE EDSTROM "Instruction ends in the schoolroom, but education ends only with life." — F.W. Robertson SR. MARY ELLENE EGAN i KATHLEEN L. EIVERS .. the thing, perhaps, is to eat flowers and not to he afraid." -e.e. cummings WILLIAM EMPEY "To breathe deep the sound the smell the feel of water. .. To l e inside never again the same." -PLEASE TOUCH "You inherit Si00.00, advance to Ed Quinn." E. CATHERINE EIRWIRTH "There is nothing holier, in this life of ours than the first consciousness of love" -Longfellow JOANNE ELKIN "To my mom and dad whose love, perserver-ance and guidance made this day possible." 243PATTY EIMOS THOMAS T. ENGLISH KATHLEEN M. ENGLISHJANET MARIE EPIDENIO "It is well to give when asked, but it is better to give unasked, through understanding. " -Gibran JANICE ESOLA "Alone we find solitude, together we find love." WILLIAM G. ESSIG "I'm opposed to millionaires, but it would be dangerous to offer me the position." -Twain ALLEN ESTES, JR.GARY A. FIAMMENGO "Don't hate the black, don't hate the v hite. If you get bit, just hate the bite." -Sly Stone NANCY FIGONE JOSEPH E. FANUCCI "One might almost go so far as to say that a nice, likeable person can't say or do anything utterly stupid." — Robt. Musil THE MAN WITHOUT QUALITIES CATHY FELDTMAN CAROL FAMBRINI PAUL K. FARLEY "It's not what have to say-it's what feel. And can't put that into words to people don't know." 246CAROLE ANNE FOUTS "Giving is more joyous than receiving, because in the act of giving lies the expression of my aliveness." -Eric Fromm PATRICIA A. FRATES "I do not fear tomorrow, for remember yesterday and love today." —E.A. White SHARON ANN FILIBERTI STEVEN DAVID FREED "An investment in knowledge pays the best interest." NANCY ANN FOLEY -Ben Franklin "Thank you. Mom and Dad. And. .. now on to the real world." 247 RICHARD JOHN GARCIA LEONARD GANDUGLIA "Which way shall go, which way shan't go ... I think I'm going out of my mind!" -Moliere, THE MISER JOHN GALLO WILLIAM J.N. GARCIA "Build me a son, O Lord, who will know thee-and that to know Himself is the foundation stone of knowledge." -Gen. Douglas MacArthur "Give me a Y" JAMES T. GANCOSCHARLES GAVIN I JUDITH LYNN GARVEN "If the teacher is indeed wise he does not hid you enter the house of his wisdom but rather leads you the the threshold of your mind." -Kahil Gibran GERALD GAVIN "The sea, the sea, the open sea, the blue, the fresh, the ever free." KAREN GARDNERMICHAEL A. GERALDI "Once in a while, along the way, someone was good to me." MARIANNE GIACHINO "Man must not tie a ship to a single harbor, nor life to a single hope." ELVIRA SETZER GERMINO "It is a great thing to know the season for speech and the season for silence." -Seneca 250I ( I i i i MARY G. GILCHRIST RICHARD GOEHEL MARLENE GOLDSBERRY 251✓ CAROLYN GOODWIN "Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts." JENNIFER GORMSEN ANNE GREENSTONE '7 am proud to be a member of your fellowship. Dr. Dooley." SU2ANN M. GOSANO "Thank you. Mom and Dad. JAMES MICHAEL GRIESMEYER " guess we know ourselves a little better." CARL R. GRADY LEWIS GUDMUNDSEN "Mutuality, causality can make a difference-beginning here at U.S.F." KURTGUEHRING "If all Mankind minus one were of one opinion, mankind would be no more justified in silencing that one person than he... in silencing mankind."GRACIAN P. GOYHENETCHE VALLI ANN GRODZICKI " am not now that which I have been." -ByronYehstadayawmytrbleseemedsofahaway.STEVEN GUSS " was gratified to be able to answer promptly, and did. said didn't know." —Mark Twain FERNANDO GUZMAN "You are you, and am I, and if by chance we find each other — it's beautiful." -Peris DANIEL GUNTHER "If we choose to be plagued by big nightmares, we are entitled to offset them with equally big daydreams." -Ecotactics 255J "He who is not busy being born is busy dying." —Bob Dylan TIMOTHY HARRINGTON WILLIAM J. HANEY "The question is asked in ignorance, by one who does not even know what can have led him to ask it." —S.K. BRUCE HALVERSON GWENDOLYN HARRISON "Free at last, free at last. Thank God, Tm free at last!" —Martin Luther King, Jr. KEVIN JAMES HANLEYMARCINDA HAEDGE HELEN MARY HAFNER KATHERINE S. HANSELL "One may err in many ways, but be right in only one: it is easy to fail, but difficult to succeed. " -Aristotle MICHAEL B. HANSELL "There is no freedom on earth or in any star for those who deny freedom to others." —E. Hubbard 257SANDER SUNAO HAYASHIDA "Those were the days my friend.... The days of wine and roses." VINCENT L. HEINZ "When through one man a little more love and goodness comes into the world, then that man's life has had meaning." -DelpJOFFRE E. HENDERICK "He is only advancing in life, whose heart is getting softer, and his spirit entering into living peace." —John Ruskin I CHARLES E. HENRY "This is my fourth bolter an I'm still trying.... Punch out before it's too late." -Me THOMAS HESLIN DANA HENDERSHOTT "Thank God for life. When the world depresses you, smile. There is so much to be thankful for." DARRYL C. HENNING "It is a far, far better thing do than have ever done before." —Dickens TALE OF TWO CITIES TMC INDISPENSABLE SHORT SKIRT A ii'oil tklrt l» In .1 college glrl'i outfit. The drtlgn given wilt jintwer foi .1 rain ikltt. j golf tklrt.oe x tklft to bo worn e ory Uy In ClAW.TIMOTHY HETTRICK DONS RAY HICKS "A fool takes no pleasure in understanding but only in expressing his opinion." — Proverbs VIDA MONICA HOLGUIN "Would it embarrass you very much if I were to tell you. . . . that love you." —Joan Baez MARY HIGGINSELIZABETH M. HOLSTEIN TZEYUAN HUANG "All my gratitude and love to my parents and friends who helped me get through." ALBERTO T. HUEZO RANDOLPH HUGHES TAMI THOMPSON HUNT CYNTHIA HUFF "Never forget life is a feast and most poor bastards are starving to death" —Auntie Marne 261PATRICIA ANN ILACQUA "Not forever can one enjoy stillness and peace. But when the grass has been burnt by the fire, it will grow anew in summer." KATHLEEN ELIZABETH JENKINS "The fears we know are of not knowing." FLORENCEIROZ 262 ■ STEVEN LOUIS ISOARDI "No man upon earth shall be brought to the end of his days unwounded by sorrow" —Aeschylus ■ JUDITH ANN JACINTO "A man cannot leave a better legacy to the world than a well-educated family-1 hope can do honor to your legacy. Mom and Dad."RICHARD STEPHEN JOHNSON "Improvement makes straight roads; but the crooked roads without improvenient are roads of Genius." -William Blake KRISTYNE JEUNG "hey, that's no way to say goodbye" —leonard cohen CHRISTOPHER JENNINGS "Receive what cheer you may; The night is so long that never finds the day." -William Shakespeare MACBETH KAYE JOHNSON JAMES THOMAS JOHNSON "All sunshine makes the desert." -An Arabian Proverb SISTER MARY ELIZABETH JOHNSON .. be of love a little more careful than of anything else..." —e.e. cummings264 MARY LOU KALIN WAYNE EDWARD JOHNSTON MEHETTIE JONES "The day has come when can no longer fancy myself free-l have time only to be free." MARCIA ADELE JONES "I've never been able to push the clouds away alone. Help me-please. THE ENP OF (ONSOOMESS I,Ea»M |$ A EAR -Rod McKuenROBERTA KEENAN "Looking back helps us to go forward with a sense of purpose." —Rod McKuen DAVID KANTER " have nothing to say SISTER KATHLEEN KEARNEY cyVIeoW” BETH YVONNE KAY "Celebrate Life-for with every mood we yield only a yes" —A. Alger PETER HOWARD KATZ "Men must not only know, but men must act." —W.E.B. DuBoisJOHN J. KENNY CHRISTIANA KELLY "My teachers could easily have ridden with Jesse James for all the time stole for me." KARIN SZARVAS KIDD "An end will never be In a life of lyeginning ... In a life of beginning Unknown will be an end." "Between midnight and dawn, the past all deception, before the morning watch time is never ending." JANE ANNE KILCLINE "One need only believe strongly enough in the desirability of an event for it to happen" -J.W. Spanier 266LINDA ELLEN KILLAM "The mind of its own place and in itself can make a heaven of hell, a hell of heaven." -Milton RICHARD JOSEPH KING ELISABETH KIRCH SUSAN KIRCHOFF "When you drink from the stream remember the spring." —old Chinese proverb MICHAEL J. KISSINGER "Marriage has some pains, celilyacy has few pleasures. No reasons explain marriage, but a thousand that explain love." KATHERINE KLJUNAK "E very one has his secret sorrows which the world knows not; and oftentimes we call a man cold when he's only sad." -Longfellow JUDITH ANN KNIGHT "Ready am to go, and my eagerness with sails full set awaits the wind." -Gibran 267WILLIAM KOPPE NICHOLOS A. KOSTUROS "If you're going to do something, do it well." KARYN ANN DIANE KOWALSKI KOWALSKI "Little creature, form'd of joy and mirth. Go love without the help of anything on earth." -Blake "At atejarse, le vieron llorar caminante, no hay camino, se hace camino al andar." —Antonio Machado BETTY LOIS KRAKOW '7 am not afraid of tomorrow, for I have known yesterday and love today." JOSEPH KRZESNI ROSEMARY LAMB 268A 1 jl f9M MmW LARRY PHILIP LAMPERTI "He v ho has a why to live for can bear with almost any how." -Nietzsche ADRIENNE MONICA LANDRY "Burdens and sorrows of the past. Confusion and excitement of the present. Aspirations and hopes for a brighter tomorrow.. VIRGINIA LASLUKA ANDREW PO-MAN LAU MICHAEL E. LAUDERDALE .. and so there ain't nothing more to write about, and am rotten glad of it, because if I'd k no wed what a trouble it was to make a book, I wouldn't a tackled it and ain't agoing to no more." -Mark Twain EDWARD J. LAUER 269DENNIS LEE STEPHEN LEVISON "Happiness-the ultimate goal we strive for." GAIL LILLIE LOURDESPATRIA LINATO "To my Mother, my Father-whose hearts are full of love and sacrifice—‘Thank You'." ALOYSIUS J. LINDERMAN "Everyone wishes to have truth on his side, but it is not everyone that sincerely wishes to be on the side of truth." ROSEMARIE LEMENI "Thanks so much. Mom and Dad." CHRISTOPHER RICHARD LIBERTY "All work that is not joyous is wretched." 270SUSAN LOUISE LIVINGSTON " sltall pass by this way but once... if there is any good I can do. let me do it now-for shall not pass this way again." 271JAMES EDWARD LOWE LINDA M. LUCIA "A loving heart is the truest wisdom." —Dickens MAUREEN LYNCH SANDRA BENEDETTI LUNA "Two are better than one because they have a good reward for their toil. For if they fail, one will lift up his fellow; but woe to him who is alone when he falls he has not another to lift him up." -Ecclesiastes 4:9-10 272 PATRICIA A. LYNCH " grew not necessarily erect. bent sometimes but never to the lowest branch." —Rod McKuenPATRICK LYNCH r "Life is the necessary sacrifice for reaching a goal... Thanks Mom." KAREN MAGUIRE '7 was lucky to touch a rising, stirring world; a reckless world filled with curiosity of life itself..." —e.e. cummings EVAN CHARLES MAC GIBBON "One must be fond of people, and trust them if one is not to make a mess of life." ANNE G.MAHONEY "Learning without thought is labor lost; thought without learning is perilous." —Confucius MICHAEL O. MALIGIE "Thanks to Mom and Dad and my wife, Mary, without whose help it would not have been possible." 273GERDENIO "SONNY” MANUEL, JR. "Joy is the most infallible sign of the presence of God." —Teilhard de Chardin MARY MARALDO "Things you meet first in life are bridges you weren't going to cross until you got there” —AnonymousF THOMAS SHIGERU MATSUKI "Thank you, my parents, who made this possible. An obstacle conquered, and yet another lies ahead." RICHARD MATGEN "Answers make you wise but questions make you human." ARLENE MATTEUCCI "You've got to have a dream, in order to have a dream come true. Thanks. Mom!" SHERRI C. MAURIN "The world stands out on either side. No wider than the heart is wide. .." -Millay LILI MARIKA MAZUREK "Grow wild according to thy nature... Let not to get a living be thy trade, but thy sport." 275 -ON THE LOOSEPATRICIA MARIE MC GINTY "All who joy would win must share it-happiness was horn a twin." -Byron KENNETH MCGUIRE KATHLEEN ANN MCGENITY "Champion the right to be yourself; Dare to be different; live your own life; follow your own star." WILLIAM PETER MC ELROY. JR. "I will get up and go forth, and see those successes and transformations which thou speakest of." -Miguel de Cervantes DANIEL PATRICK MC CARTHY. JR. "Once again another famous San Francisco landmark quietly passes from the scene." —Herb Caen BRIGID ANN MC CORMICK "Love" MICHAEL L. MCGUIRE "Earth belongs to the living generation." —Jefferson SHARON MCCARTHY "Thanks for everything. Mom and Dad." WILLIAM MCDEVITT SUZANNE MARIE MC DONNELL "Thank you. Mom and Dad.Liberation Now! CHRISTINE ANNE MCGREEVY "Let today embrace the past with remembrance and the future with longing." -Gibran DEVIN MC GILLOWAY "If you think you'd like to win but can't It's a cinch you won't If you think you'll lose, you're lost!!" -Christian Barnard 277SISTER KATHLEEN MC INTYRE "Give me a 'K'... The measure of one's love is to love without measure." MICHAEL F. MC MAHON "Some people think they are going to come back to this life; know am going through once." -W.C. Fields HECTOR M. MEDINA "Give mea'Y'... Despite the distant and obscured sun, I feel warmth to grow, mature, experience and become..." WILLIAM A. MCQUAID "Great works are performed not by strength, but by per-server a nee." —Sam Johnson MICHELE MC NAMARA "I'd rather sail away Like a swan... A man gets tied up the ground He gives the world his saddest sound." -Paul Simon NANCY MC INTOSH "With all its sham and broken dreams it is still a beautiful world. Strive to be happy." 278 JOHN MC NEILL "When a man is wrapped up in himself, he makes a pretty small package." -John RuskinBaby girl elephant (weaned). Guaranteed of a good family. Shipping weight, 1.400 lbs. ✓ CARLOS MEJLAMARTHA MENDIOLA "The longest journey is the journey inward" -Markings LINDA MENHENNETT "The first hundred years are the hardestJOSEPH F. MERRIT NADINE AIMEE MIGNAULT "He who remembers the benefits of his parents is too occupied with recollections to remember a single fault." -Beranger MARSHA LEE MODESTI "Coming into Los Angeles, Bringing in a couple of ki's; Don't touch my bags if you please Mr. Customs Man." —A. Guthrie CHRISTINE MOORE 281CLARE MURPHY "Thanks to all who have helped me during my stay at USF." MELMURCHINSON ELLENA MARIE MULLEN "Give me a 'U'. Thanks, Mom and Dad, for making this possible. " 282MURPHY eates you-betide him lot recognize ■ ammatsW o d MARK J. MURRAY PATR CK JOSEPH GAIL P. NAKAGAKI MURPHY "Fare.. BRENDA JOY MORTON "If you smile at me, I will understand-that is something everyone does in the same langu-age. -Crosby Stitts MARY ELIZABETH MOORER " do not fear tomorrow for I have known yesterday, and I love today." MARILYN ETZEL MOROSl MARY ELLEN MORLEYNOREEN NAPOLETANO "Thank you to the most wonderful parents." MARI NARAGHI NANCY NEBELING "Thanks, Mom and Dad. ANGELA M. NEVILLE "The body travels more easily than the mind... We have not really budged a step until we take up residence in someone else's point of view." -John Erskine DIANE NEURURER "You are today where your thoughts have brought you; you will be tomorrow where your thoughts take you." -James Allen MARGO NELSON "Whatever women do they must do twice as well as men to be thought as good-Luckily this is not difficult."WENDY NEWSOM RAYMOND NICHOLLS KATHLEEN JOY NICHOLS "The subtle bird of change Has gently winged over me And in his shadow leave." SUSAN L. NIX Your mouth says a lot about you.JEANINE E. NORDEEN MICHAEL O'BRIEN KATHLEEN OBAR '7 believe... God made a world for each ... man and in that world which is in us, we should seek to live" -Oscar Wilde MAUREEN ANN O'CONNELL "To be a garden without walls, a vineyard without a guardian, a treasure-house open to passers-by." —Gibran 286ANN B. O'FLAHERTY "Never be afraid to give of yourself. Only a life lived for others is a life worthwhile." TIMOTHY OERTEL CATHLEEN ANNE O'DAY "Time sure flies when you're having a good time" THOMAS PATRICK O'CONNELL "Mom and Dad... You've got to be kiddin' this drunken Irishman." PATRICK M. O'FLAHERTY "Attempt everything-and what you can do. do it well."KATHLEEN ANN O'NEILL '7 leave no trace of wings in the air but am glad have had my flight" -R. Tagore CLAIRE OKAWA MARY ANNE O'SHEA "Seek and follow one thing only-to learn and discern between good and evil." -Socrates CATHERINE TERESA O'KEEFE PHILIP C. OTTERSON "Now must become all that promised myself would be." -Bernadette JANICE OGI LARRY 0. OTEY "When in doubt, stand back and punt." 289"Love is the most universal, formidable and mysterios of cosmic energies." -Chardin '7 asked for all things that might enjoy life was given life that might enjoy all things." LOUISE OTTOBONI MARC PAIVA MARILYN ANNE PALLA MADELEINE MARIE PALACIN "Look down upon me, Jesus; you've got to help me take a stand; You've got to see me through another day. can't make it any other way." -James Taylor CYNTHIA L. PAIGE "If I believed there were no God I'd have to face the possibility of no me'' -Rod McKuen "I look at the world and notice it's turning... With every mistake we must surely t e learning " -Beatles ANDREA PARSONS, Thanks,. from my mother. PEGGY B.K. PANG "Thank you Mom and Dad. Better a heart full of love than a mind filled with knowledge. " STEPHEN J. PAVLOVICH "Give me a 'C'... ! One half of the world cannot understand the pleasures of the other." "Happy is the man who finds wisdom, and the man who gets understanding!” -Proverbs "Hot Bananas! FLOYD DAVID PARMA MARGARET ANNE PATRICK 291JANE PETRICH "It's hitchhike a hundred miles; I'm a ragamuffin Child. Pointed finger. painted smile." -Paul Simon MARJORIE JEAN PERRY "Participation in the exciting world of inquiry and discovery is in fact its ov n reward" -DeBakey "Thank you. Mom and Dad." -TennysonROSEMARY PEARCE KATHRYN SUSAN PERATA "Man is not made for defeat" —Ernest Hemingway THE OLD MAN AND THE SEA WINSTON P. PEARCE CONNIE PETRUZZELLA "Love is the only satisfactory answer to the problem of human existence." —Fromm STEPHEN PELLERITI JOHN L. PETRINI, JR. "Do under others as you would have them do under you." 293 RONALD VINCENT PINTO PAUL R. PELLATONJIM PUALOA TEDPSARRAS "Dum Spiro ... Amo. PAUL J. PUCCI "Try when your arms are too weary ... be willing to die so that honor and justice may live..." -Impossible Dream "Thanks, Mom and Dad. EDWARD HARRY QUINN "Pay hospital fee $100. ADVANCE TO MARK SCHACHERN" SUZANNE M.QUIGG "You have to make the good times yourself. Take the little times and make them big times and save the times that are all right for the ones that aren't so good." 294RICHARD V. RAFFO ANN FITZ RANDOLPH MICHAEL REDLING "Mom and Dad, 'For this bless you most: you give much and know not that you give at all. -Gibran EBRAHIM RAZAKZADEH "A sense of honor is the just balance of all the faculties of life." HAMLET ' j] A Note 1 5 4 Take o»c before study! ZA i Take 3 JEANNE RAPP 295JAMES FRANCIS REGAN "Out of the world of fantasy and into the world of reality marches the student." THOMAS J. RISKAS, JR. "Behind every great fortune, there's a crime." -Balzac THOMAS C. REILY "Give me a K. .. The survival value of human intelligence has never been demonstrated." MANOLO RIVERA MALCOLM RIORDAN RONALD RENARD JOSE I. RIVAS "To Marta, Ana Lorena, Grandma Ana Joaquina, Mamas Berta and Elisita. To all my teachers and friends. Thank you for making this possible." JOSE R. REYES, JR. "Sleep your way through success." 296ROBERT C. ROBIE "On the whole, would have rather gone to Berkeley." FRANK A. RODENZNO "THANKS MOM, THANKS DAD." KAREN ROEDIGER "To put meaning in one’s life may end in madness. But life without meaning is the torture..." -"George Gray" by Edgar Lee Masters SPOON RIVER ANTHOLOGY CHARLES RODONDI "My deepest gratitude. Mom and Dad for turning an impossible dream into a reality." RUDY B. RODRIGUEZ "The best portions of a man's life are his unremembered acts of kindness and of love. Thanks." NANCY IRENE RONAN "Happiness is a heart full on sunshine, and of good will—a heart full of love." ROBERT C. ROHAN "Questo vaT e stato la pena solo perche di Roma." CAROL ROSENBLATT 297LESLIE ANN ROSS " thank you god for most this amazing day." MICHAEL ROBERT -e.e. cummings ROSSI LESLIE ROTA MARY R. RUSSELL "While faith makes all things "What you would lie, possible, it is love that makes be really." all things easy."ANN RUSSO DON RUSSO MARY ANNE RYAN MARY MARGRET RYAN "Many thanks Mom, Dad. Auntie Car, Unde A and Unde Mac. love you all." '7 left home at 17, and thought my father the stupid• "If the best things in life are est man in the world-boy did free, how does one explain an he get smart." education." "Celebrate the doing right and the being right of your heart." —Rilke PATRICIA RYAN VALENTINO SABUCO LUIS SALAVERRY ESMARO C. SALINAS "With all things and all beings, we shall be as relatives." -Sioux Indians "The good and noble things in life are won by those who act rightly. Thanks Mom and Dad." 299ANN SAMBUCK "In the day of prosperity there is a forgetfulness of affliction." JOHN SANDERS "Decision-examine all the facets. Pray, act, and never look back." MICHAEL SAN GIACOMO "We must learn to walk before we can run; we've only just begun." -The Carpenters CARLOS SAN MARTIN "Life is nothing but a game, one has to play it right to score." LAWRENCE SAXTON "Faith may not move mountains, but it can get you over them sometimes."DANIEL M. SCANNELL MICHAEL JOSEPH SCANLON, JR. YOLANDA SCACCIA "So happy, so fresh are the days, so sad they are no more. Muchas gracias." "For this, for this Do wear The rags of hunger and climb The unending stair." -Patrick KavanaghTHOMAS J. SCHMITZ MARY SCHOENDORF MARIAN SCHRADER STEPHEN SCHUBACH "The true business of people should be to ... think about whatever it was they were thinking about before somebody came along and told them they had to earn a livirtg." —R. Buckminster Fuller PAULETTE SCOLARI GERALD SCULLION CHRISTINE SCOTTI "And let today embrace the past with remembrance and the future with longing.” -The Prophet 302MARY GAIL SEFFENS "Each of us has happy memories but there are new days to live." KWISOOK SEO JOCELYN SETO "For so much. Mom and Dad, my love and thanks." PANKAJ SHAH ANO] GENEP 303 SUE E. SHELTON RICHARD SHEARS JO ANNE SHEEHAN "Everything that lives, lives not alone, nor for itself." "Safe upon the solid rock the ugly houses stand; Come and see my shining palace, built upon the sand." -Edna St. Vincent Millay ANN SHUMWAY SUSAN ANN SHODAHL "The truth is that life is delicious, horrible, sweet, bitter, and that it is everything." —Anatole France PATRICIA SIEMION DENISE SILVA MICHAEL SILVESTRI "Each day is a beginning. "Do not pass go, do not Each day 1 am new." collect $200." -from TO BE ALIVE 304PAUL CHRISTIAN SIMETEYS "Merci beaucoup Maman et Papa." "See me safe up: for my coming down can shift for myself." -Sir Thomas More BEATRICE MARIE-MADELEINE SINONCELLI JOHN D. SIMUTIS "A learned blockhead is a greater blockhead than an ignorant one." -Benjamin Franklin POOR RICHARD 1734 JEAN S. SLAUGHTER "We know what we are, but know not what we may be." -HAMLET CLASSICJOAN SMITH MAUREEN ANN SMITH SASONGKOSOEDARJO "All that v e love deeply becomes a part "Thanks to my mother and of us." father" WILLIAM SOLARI "Amen." ALICE MARIE SOLIS "I am spring, and Tm just starting out to paint the world." -Myles Connolly - 306JOSEPH STELMAK ‘'One of the best things a man can have up his sleeve is a funny bone." CHARLOTTE SPENCER "Love is not a substitute for living, it is an amplification." —Rod McKuen SISTER VIVIAN STRYMECKI KAROON SURBSUK "To travel hopefully is a better thing than to arrive, and the true success is to labor." -Robert Louis Stevenson ROBERT SUTTON M.J. SUSSMANMARY LYNN SVERCHEK RITA SWING " believe dreams sooner than statistics." -William Shakespeare EENY MEENY SHIRLEY U. TAN "For to him who is joined to all the living, there is Hope." -Ecclesiastes 9:4 308 DEMETRIO JAMES TEHERO "Success is counted sweetest by those who n'er succeed." -Emily DickinsonTERESA NORALES TETER "and miles to go before sleep." —Frost CAROL THOMAS SUSAN MARY THRIFT .. to know Him, the power of His Resurrection and the fellowship of His suffering." MARGO ANN THIELE "If only may grow: firmer, simpler-quieter, warmer." -Dag Hammarskjold MINEY CHARLEEN THRIFT JIM TOLLAINDAVID TOMPKINS "Look at me now. LAWRENCE DAVID TREBER "The people who get on in this world are the people who get up and look for the circumstances they want, and, if they can't find them, make them." -George Bernard Shaw LINDA DARLENE TONELLI "and we're a mystery which has never happened before, a miracle which shall never happen again." -e.e. cummings BERNICE MARIE TONEGATO JAMES A. TRAIL BARBARA TRATAR 310MARIA TRIPODES "If only may grow; firmer, simpler-quieter, warmer." —Markings MARK TURCK "Whosoever would be a man must be a nonconformist." -Emerson CONSTANTINE TSOUKAS "A ship should not ride on a single anchor, nor life on a single hope." -Epictetus GEORGE DEAN TURNER. JR. JOAN TROUTE 311MELISSA VAN CLEVE PAULA R. VIGLIONE "A special thank you to my mother for helping to form my dream into a reality." CARLOS VILLAMIZAR GERALDINE S. WAGNER "This is the time of King Arthur when violence is not strength, and compassion is not weakness." -CAMELOT Sr. MARY STEPHANIE WALSH STOP NAIL BITING "Adventure is not in the guidebook. And Beauty is not on the map. Seek and you shall find." -ON THE LOOSE PAUL VORSATZ JAMES D. WAHL "With just enough of learning to misquote." -Byron PEGGY WALSH "I've got to be more sensible-tomorrow." -C. Schultz 312PAUL WALTI I f I I MARILYN WARD .. And how shall the soul of a man Be larger than the life he has lived?" —Edgar Lee Masters DEBORAH WASKOWIAK PATRICIA CLAIRE WATSON "Never measure the height of a mountain until you have reached the top. .. then you will see how low it is." —Dag Hammarskjold 313LESLIE L. WATTS TIMOTHY WEHRLY "You are what you think you are; and you are what others think you are." -Charles Dumas ROBERT WEBB, JR. BARBARA A. WEBER "Thanks to my family and a "You can have every-friend, made it all the way thing if you let yourself DIANE WAXER to the end." be-hope is wide." SHANNON ANN WEITZEL ELIZABETH WEN "You'll never grow old 'n you'll never grow poor, if you look to the rainbow, beyond the next mom!" —FINIAN'S RAINBOW KATHLEEN WENTWORTH "One seed can start a garden One seed can start a sea One dream can set us free." 314 —AnglundCYNTHIA A. WERMES "Never forget; the nurse is a change agent armed with systems analysts DAVID WHITE "Better to be hung tht ill wed." -Shakespeare GARY WILFERT ANN WICK STORM WILLIAMS "Those who contemplate the beauty of the earth find reserves of strength that will endure as long as life lasts." —Carson MICHAEL REX LYNN DIANE WOLFGRAM WILSON VICTORIA MARIA WITHERS "Wisdom ceases to become "The !yf so short wisdom when it becomes too The craft so long to "Excuse me while 1 kiss the self ful to seek other than lerne." sky." itself." -Chaucer -Jimi Hendrix DONALD J. WHITTAKER -Kahlil Gibran ALEX WONG PETER WONG PRUDENCE JEANNE WOODS "If you could lose all you have loved, you have not loved enough." LAURA MARY WORTHINGTON "Jade mountains shall stand. Red rivers will run And I will go out and chase the sun." —AxtonROGER R. WUNDERLING "With much appreciation. " BRADFORD W. YULES "Though I’ve belted you and flayed you. By the livin Gawd that made you. You’re a better man than I am. Gunga DinI" -Kipling 318 GREG WYMAN DOROTHY RITA ZANOTTI "A good captain never gives up the ship-Thanks, Mom and Dad. ’’ YUKIA YAMADA H.L. ZAVALA JESUSA YUJUICO ENEA ZOLEZZIDENNIS 20UZ0UNIS JILL MARGARET ZWASKA "Live as though you would die tomorrow-Plan and work as though you would live forever" —Old Bohemian proverbSENIOR ACTIVITIESawrr. lurt »"eef. Gardenia Ton ty- Jr Sm Fikks. CM.foawe fYihiii Q ScMnc W.IM,.,a CUb 1234; ASUSF Sanau 4. hw daw Pno«M. Cwm M» etr, 34. Don. Id.tot (mt iiW Ameneen Co It. on and IMwwm 4: Nw 4 Am. CUct Kwm«it« Ad Hoc tWw Suw, Cwmm 3. Oam t I at 3. AadM'i Mom. Mol 4. SWAP 2 MarMdo. Mary Petrdenr. CMdcrnU SNAC 334 Nuramp . Melon Horace Opptn. Utah Iron MactranpMo. 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Cr Hrtor Town, OamodaU 2 34; Voun, Ra( bl Ham 34 PhdUuorune 2; fmban 1234; TomtU 4; Whot Who a Ameneen CMUpn ad Umrantoet 1 PM. Card OPTSd'sCTA 734 PMoatch. Suphm J Waaowda, CM .forma Ccononrta PM Alpha 1 2. S-pnr Alpha EpMon 34. CMMa K 34; Baifcaibad 1. BA4 Paarta. Wwalon P Sm Franomo. Cr Accotmtm, PaMaun. PM B. Sm Francnco. Ca Cowputa. Some PMUwti. Suphm ParaU. Kathryn Sutm Sm Frandieo. C Name, Pfmadmt'i Heno. Bod 1234; S nj Thao Tar 34. SNAC 234 SNAC 1 234. Own Repreamlebue 4; Spate Thau Tar 34; Dam . Honor Rod 1; PraetdarCt Honor Bod 2 3 Prlanow. Raymond F. Mnp . CM.form Omnwml SCTA 3 Pi Spno Alpha 4. Demi Honor Roll 34 Pbtn ..Vne Teccme. Wadurpton Oannaain SCC 1. Cnban 24. Stadmt Abroad 3 Patrar. Jehn L. Jr. Santa Barbara. Ca. Prychoio , Paaw 2 34 WMco-a M 23. Soph, mom Qaaa BapraamtrtrM. Jmror CUm Nandint. Non BatlBanff Com ol 4. CmxU K CUb 3 «N'. Who m Amancm Col toot ad Ummrattat 3 Pauwuada. Conrra Sm Frandtoo. Ca. Haior, In CUb 12. Dam'a Honor Bod 234 SCTA 34 Ptoto. Ronald Vatemi h" kmSoc’ Hnoarr PrKtado. Kadi Urn Ann M«Nr .C4. Hr tor, Ptarrat. Tad Crate. Sooca. 1234 f hUd fUn 1 1" A«. Hawa.. Pd.WM Sdmea Don 23; Hawntm CUb 12 34. Prat Mtmi 34. BSC 34 Seabbmi and Bin . 34 (W.PMJ. Oal, Oty. Ch PoMHM Setmeo Banpao 2 34; Scabbatd and BUda 34 InMt Orb 2. IntranwMt 34 CwMSuimnaM Sm RMaM. Ca. Inn, Cnbart 1 2 34. Pmndml 4; SNAC 234; 221 CUb 34 Own. Cd Itrdmwd Cl tv. CrMcrn.. Hinpy A3I' 1-2 34 RMfatlo. Jaw Sm Frmenco. CM. Mm. SoeMow VoBjlh for • W Anm ft Horror Aofl 7 h. Am Fii SCTA 234; m£ Or Md. 0 3 BOC Sprm, Bad Bdt Sm F.awenco. Ca Barah adah. IhrMim TMwa . trm OpambonM Mwpmm Brpan. Jamat France Sm franoKo. CM.forma Aecomtw, SpaeuAtl BawbMl 1. Dam’. Lnt 2 34; Invanwrah BaAay. ThomatC Brno. Navada PraAUd Alpha S.»"T Nr 34; Ormemt. Thao CM 234; Prmrdant 4; Dam't Honor Roll 12. RA 4. CreU K 234; Tmatwar 34; SCC 1-2. Bwclafr Orb 4 Ronartf. Ronald Montamv. Ca. F ranch Reyae. J ta B Jt. Ma U. FUlippmat (eonomKI Nwi prt. CUb 1 234. Vdo Prandmt 3. Prrrdcot 4; IntarnabonM Baiabont CUb 1-2 Acadarmc Corned 4 Bw m. MMcobn Smu Barbara. Cr Pweholo«y Rrtfctt. ThoataiJ Jr. Firm or Rrrrt. Mr I Oranadt. Nk«ww Bworr. MmMo Ootarnmmt Ptyeholo,, SIC 34; IRC 34. Fhd pm. CUb 34. Ptrcholaf, Orb 4 RobM. Robart C. Smu Cum. Ca. Ptychcdofv In . CUb 2 34; Peychoiofr CUb 2 34 Icolofv Act on 4. Urpe Brf 1-234 Rodffno. F.aafc A. Sm France . Ca Hrownp Si Ula. Soctoff 34. MntoncM Soe MTV 34; BaaUBud mvamwMt 34 Bodon . Otartai South Sm Fronenco SpactMnl Bodnpru. Rrdr B. Vacando. C. Spam Socear 12 34. Ooa 24. IAI 123 Boa .. Katm Obvt HatMtti. Ca BnolofT Waamam B.MopcM Soewtv 12. Ecolop. Action 4 Rohm. RobwtC. Dmmr.Cola.ado Icmowci InlrawurM FooOtMI. BaaUtbad. Bnd CUb; W Vaa. Mtroad. Roma RoombUtl. Carol "hnw. Ca. Nmtn, Rom. latha Aon Smu Ana. Ca. Nwrtaap Utdait bn 4; S-pnr Thau Tar 34; Brdrm CU6 4 Bonm. Nancy Irma VMUto. CaMonra Hum Sudani Sanau 3. Bardmu Comal 3. FmnMant 3; Bandmlt Coord-vrl.nj Corned Oiaratm 3. Corned on Sir dmi AM no 3. SCTA 234. UMt Orb 1 2-34. SNAP 12;Uw'i Jrdoa, Conamiua 7. 271 CUb 34. Shdaoi Com 4; Actum Haad Bandmt 4; Who’t Mho m Amor dm CoffapM and lUrmnidac 3. Buchan CUb B U. latirf Napa. C forma SooM WMfnr RaMdmct Corned 3 RA 34 Rot . Mi Sm Franctico. CMiforma Pro Mad Brtaa . Maty B (I Cameo. Ca Maihamaiia Ptttdmft How BoB 12. Oran . UM 2 Roan. MchaM Beban Bmio. Ann Mana Alamada. Ca. En .di WMeornt TVaah 34; data Comal 2-3; Iri CUb 2. Sacraur, 4, SCTA 2; Vice PtaaMml 4 Rutao Don Sm Francttoo. Cr Vx-dof, Bttrb 1234 Bym. Mrry Ann. Sm F.mUtco, Ca. Ha tor, Birm. Mar, Merparat Frame. Ch (n . Brm, Paincta (I Cam to. CMrlorma S uco. VMmtmo Golf 34 SMmat. Etmrro C Sm Franoaco. Ca («no«ci Sambuch. Ann Ut ma. CaMerma Urrara, Stnpacomo. VAchrM J Sm Franoaco. Ca Aceontm, Span Mm Vom, Raprbfdana 12. On4rai CUb 23. Scabbed and Bad 34. V-ca PrandanI and Rad matta. 4; Dn onprnhad MIHrry Sa ml 4. Dam't Honor Bod 1-334. IniranrrMt 4 Sm Mattm. Cartac A lima. Parr Economde Soeea. 12-34 Srtton. laaranc Sm Franetaeo. CM.for.-a In - SCTA 34 Screen. Volanda lou.ta Pacific Crow. Ca Span - Sophcmora data Corned. Amor Orti Sacracrry Trartrrrr ASUSF Sreralary 4; Aeadem.i Corned 34. Act root Cornell 3. fntraMn 34; Comta-etaa of o utrra for Modern la-,..p» 3; Mho l Mho a Amor dm CofU l and IMntrata 4 Scanlon. MehaM Jowph . Oakland. Ca Poat-cM Soanu In CUb 14. Pi gme Alpha 34. Scabbard and Blade 34 Scanned. Dan Sm Franoaco. Ch ( • In Oob 234; Don ( car 4. Sooho more Oaat Corned Gnddon CUb 3; Saiuo. data Bapracmiabra. Codi pvarara 34. SCTA 234. Traaarrar 4; Fubhc-fy CUram 3. UC 34 Homo Comm, Com—ttm 73; Who’i Who ta Amar-cm CtHapm and llnnarMUac 4 ScdanMI. Jam Sm Francoco. Ch (nd Schachant. Mark C farm.n on Melt n Motor, Schlff, Ircdla Klanta . Orapm PoMoM Sconce SchmtU.Mary Unn, SmGMmM.Ch Schoandorf. Mary Sm Jena. Ch EnM Schrader. Martm Oat land. Cr Nrran, Schradar. Whom M Nr,no. Ch Brorwu AOrtm..».6o. Schrboch, Tltphn. SMI IWr’c-lv. lit Economm Scolrri, Pauirtu Sm Franoaco. Ca ln«lnh Scold, dtntm. Patadrna. Ca PtychoUn Sudani Abraad 3. SWAP 2 Scrdran, Ga Md Saffmr.Mwy Cad Sm Franoaco. Ca. Motor, Imaordec 12 34; Vwe Prandmi 4 SCTA 34; PottOo Puff Fooibed 2 3 In CUb Vtcr Pratidant 4 Ktnaeoktao Saotd. Korea Acoombn, Sato. JocMr Sm Franoaco. Ch B.Mof, 9 .haU| Sm Franoaco. Ch EnM Shean. Rohard Sm Franoaco. Ch Mmory ShMion. SoaE Sm Jeaa. Calrlonua Mathometdi Math CUb 73. S tta Kadpa Bptta 2 34; Ptandmi 4. Dam't Manor I Ml 1; Prandmft Mona. Lnt 2 Shodahl. Stun Ann MonoUU. Hano. SoooUf, Piai4a.l t Mona. RoU 1 334; Oa » Dan 4 »untnoy, Albo Amt Inraraoat. Ch SoooU Patnoa ■aUaraa. httftm on BraU Sira, Oanaa twramamo. Ch PtychcUrr Gamma FI Eptdm 34; Ultte Solar cd SAE4 Sirattn MehaM Sm Franoaco. Ch Ma amaida A 41' 12 34 Barabad 1 John O. CarmdhaM.Ch ♦B3 234. M . dub 73; 322 BaNo. B-chard V. FraOmtMPiycftdopy Snoncotk. Baalnt $ n FranciKO. Cl Mtdtcn langiagat _______ C Math CM t 2-3; IKE 2-3- Don S- Mraty Smitft. Jmi Oaty Gey. C Smlift, Joan Daly Off. C . Hnloty-Englnh Inafc Club 34 VMk.Mwwbw SwBumlno.CblwM OytKIi. Mmw Solan, wv tod.. Cl 1 Soto, Al.t. Mm Wataontill . Ci So-Wan ho. Oik toino bv.Ko«tKoft| . Chorion Son Fwwm. Ci SCTA34 a. Co Jo»0h Son Iiokhco.C Strymac S.W. Vuian Oanga. CaMoam Serbauk. Kkoo. SocWOfr Marketing Piychotofv -M J. Suttm, Robon Search . Miry lynn s—g.Rit Oonmy. CoMorn.i Rtudtnc Count.I 2. Vic to dont 3. RCC 3. Comm F Epadon 34; $tC 1-2-34; YRt 34 Taitano. Mane ColHomt Nurwtg En nh San Frandeco. Co Phyeiei FoMban 1-2. CIP 3; Academic Courted 4 SPS34 T n, Sh-l-lrr H MonJ . h.liwnn Tong. Ann tooraiag no. f no g, Hanoiun C ab 1 2 34; Randan 234 KUSf 12-34; ScMtrd M It. 34; Rfud nc Council 1; Onll Tm 1-2-3: «ho'« Who In Amenton Col Wg»l and Umnilin Tatar. Tarou Nor aim SanRataot.C . Niaut S «ma Than Teu 34 CorreapondiAg Socrttary 4. Oaan i Hanoi Real 1-2-3; SNASF 2 34; SNAC 2 34 ThM. htorgo Arm P » Alto. Co. Wa SWAP 1; drift Chib 2. SNA 1-2-34 Thomaa. Caaol IWrt •(«-,. Co. Nunng Thedl. Swan Mary LoaColoa. C . Sociology .Oautd OoklonO. Ca Peon 2 3. Shi CM 244. In CM 2-34 Tomagaio. Baanri Man Son Francaaco. C Oaani Honor Re 1 2-34; SCTA 4; Secretary 4 (My City. Co. PtychcJogv In CM 12; Shi Oub 1; (-01 0001 2-34 Tran. Jamaa A. Son Fiancltco. Ca. Trabaa. lamtnco On id San TrandKO. Ca. San Frandaco. C Troute. Joan Stock Ion. Cn Ttouhaa. 0. A thorn. Oaoco Torch. Mark Fnano.C B«rogy - Pra Mrd Ccrtoge "n». 3; Ecology Taoch m 3; Ccotogy Action Vic Preudmt 4 Tutor. Oaooga Dean Tumor. Jail San FranciKO. Ca Financ Vn Clove. Met mo SWAP 2; E-ben 34. 721 CM 34 SNAC 1-2 34 Soodogy Oornun o tft A rode ant Council 4; M 4 f d Acodareac Council 3. S«u «0M Sonata 4; Comma f Eptrkn 4; FTaeidanlt Honor Ron 3. CIP 34; Oveeraity Sanato 4; Commit on Student R Hl Si Fr domt 4; Non Reedenti Council X Oooartmontal Commute tor tft Study 0 tft Fu tur 3; Educabond CouucJ 4 Vi ona. Paula R. Sacramento. Co. Vrilonuror. Cartoo San Frandaco. Ca Vorwtr. Paul Burtotgam . Ca 1 4. Economica • O. San Mateo. Ca EBE; T ! Thai , Sijma Phi E caftan Wahft. 1i.Ur Mary Staphame lYahft. Paggy San Fiancltco. Ca Walti. Paul San Franc.KO. California Ward. Manlyn Patoi Vardat Ettataa. Ca Wathontah. Oaboraft s n Bruno. Ca Ration. Patricia Clair Son FrmciKO. C . Emaraudaa 2; SCTA 4 Warn. Latin I San Trancnco. Ca Buunaat Adminiatration Nuning Ergtoft EngMi Hiiaoty Hu . Dun BarkaOay. Ca Webb. Robert . Santo Ana, Co. PotHkol Scnnc Junior Year in Spain; Oub Mnpano amariemo 4. Varuty Foot MO 12-3 Wabbae. Barbara A. Frevto. Cat 1 cum Mining Em bon 2-34; Oou Socratary Trao turar; USF Student Nuraai Traaaurar 3. RacordMtg Socratary CSSN Wr.u.1. ! frttno. California tnift Oub 1-2 Wan. ClitaboOt Wonmortft. Kathleen San Francneo, Ca Couamaaom SonHor ASUS Senate J. Vouog Re pubicana 1-2-34. Prandant 2. Sod tary 1; St. leaa Lae Sodecy 2-3 SWAP X XUS 3 Club i Council 2 Warmai. Cyndu A. San Franc—oo. Co Tn Gem—a 34 Nurung Wtetuhor. Domid J. Son FranciKO. Ca. WMfett. Cary la Puana . Ca Butman Adm—tretKm Wtlhama. Ann Wichilrom Pftoamx. Arlrcna Ibotogy Rift Toom 2 4. Captain 34; Daon i Honor Roll 2 Bidogv Wiatomt. Mchoel J. Son FranciKO, C . Oorommuat Kntgftll of Coluieton 34. Intra—unh 2 34; Grdron Chib 34 RUtOft. Lynn Diana SanlrandKO. C EngFaft SCTA 34; hrift Oub 24. Shi CM 3; Welcome Weak 3. Sooftomor CUu Council 2 Bridge Oub 3 YtiCften. Vrctorta Moru Pttnbu-a Co WoMgram. Macftaol Re. dear I aka M.pUindi. Co Wong Ala . San FranciKO, Co Son trancnco. Co MotftomatKi Maihamotm Nurang Comm. Co SEC X Tn Wvndarirng Rogir R Son FranciKO. Ca Accounting Kmfit ol Cotombul 3; ton 3 Wymon. Crugory Son Fiancltco. Co Vomodo. Yuk.0 Kyoto. Japan Buunoai Ad-in YeAet. Bradford Who. Son Joto. Ci SooHogy Soccer 4. Readmit Count J 2. R.fte Oub 3 Traaaaeat 3; Ffultmtortom 34. Sophomore Councd 2. Dam t Mono Roll 34. Peer! 34; Hnpancr Amarrcano CM 4; Oon 4. htvanemah 1 2-34 Zanotb. Dorothy Rita San Am ! mo. Co Nunmg Tn Gatema 2 34. Cmtma Pi Eptrion 34. ViC 4. Sigma Thau Tm 34; Rtadtnh Coundl 3; Faculty Team Reprteontibv 2 3 Prutidml't Honor Roia 123; Buchaya Oub 4 2 r a. Ml Scolttdata. Ancona Biology Zohcc. Enaa Sftulry San Francneo. C . SNAC 1 2-34 Nurung Emfta. All Morgan) Mad.ton. Wltconpn Nutamg 323Dennie Andre George I Ken Antonich Margie Aranas William Arbonies Joanne Baldocchi Ken Balestrieri Nancy Barrett Mario Andrade James Ahl Gerald Abrev Kathleen Aina James Barry Valerie Anderson Margaret Anderson Roosevelt Alexander Timothy Barry William Barulich Eva Alminiana Charlene Almodova Loren Allen Joseph Alioto Catherine Allair Susan Bash Russ Bevans Clare Bermingham John Benoit Joanne Bellow Margaret Bcoson Beck 325 Bandy DebbieBrussone Richard Tom Kathy Bruton Brown Bob Bucchianeri Bernadette Blanchard J. L. Broderick Cathlyn Blake Thomas Bressan Nova Bevel Jean Buchanan Marilyn Buckley Shelton Bunn John Burks Kathy Byrne Marie Blanco Tom James Joann Blank Blood 8lum Dan Tom Vincent Cahill Call Callan Oebbie Boyco Anne Bouey Rebecca Botkin Jim Boeddckcr Patricia Bohan Gary James Camozzi Campisano ButlerRose Casares Mary Tcrosa Castelan Alex Castellanos Glenn Castello Antoinette Cava Ron Centurwall Roberto Casamyou Simon Chan Mark Carbone Kathy Cann Christopher Cara Anne Carton Stephanio Chapralis Philip Carter Roger Carmody Gordon Cholune Lynne Carter Claire Carter Karen Carrillo Terri Carney Fatima Choi Carla Cimino Margaret Choo Marina Chiappellone Arthur Cheu Kitty Chiles Cheso 327 Corutti GillCrowe Steve Joseph Crockett Mary Cunningham Bill Curran Michele Dana Guy Daste Al Cowley Joseph Costello Celeste Cozzoli Kevin Coyne Veronica Corvi Jasmine Claridad Rosalie Ciochetto Chris Cinquini Su Corominas Michael Connolly h. i Romeo David William Coats Janet Cobert Cindy Colby Diana Colombini Joe Colombo AnneMarie Gerald Mary Bill Paul Philip Daze Deis Delaney Delucchi Dennis Derdcvanis Davidson 328Duffy Michael c 2 Nancy Eiswirth Cathy Eaneckson Daniel Dwyer James Dunne Christine Errion Guili Duca Philip Devine Mary Dovay Greg Derieg Donna Ervin Nancy Driscoll Norris Evans Frank Drago Christine Dillon Sharon Eveland Dennis Donovan Connie Doherty Paul Dissing Michele d'Ottillie Alan Downey John Everett Joanne Farnie Pam Farris George Farrell Mena Farakos Laurence Fedora Alberto Favela Fanciullo 329 Elwell R' Marilyn Fravol Lynn James Forrer Al Fernandez Margaret Forbes Mary Feehan Mary Fonseca Saundra Flewellon Mara Frediani Michael Freiling Patrick Galos Anthony Goraldi Gary Gibson Stephen Ferreboeuf Maureen Gilmore Cynthia Forry Robert Giuliana Charlotte Fifer Mark Gladden Roxann Figari Michael Graham Chris Fischer Therose Grange 4 A Gormino 330 FlournoyKathleen Hardin Charles Russell Hayes Kay Hermann Charles Hcarne Lou Harris John Harless Patrick Hines Martin Hamilton Christine Greefkens George Greco Steve Gray Dave Hoffman Jean Halligan Janet Holtz Catherine Grundman Claire Haggarty Bob Hritz Carlos Guadamuz Robert Gunther James Hagarty John Gutierroz Anthony Hubner Cheryl Jackson Cathleen Ingraham Jeanette Hunter Kunio Itami Anne Jacobus Susan Jacobs Hung 331 Herbert CeciliaBarbara Kilmartin Mary re S Michael Killcn Bill Keyes Kevin Kelly Sister Marcia Kinces Mike Kcllor Kirk Johnson Brent Jameson Joanne Johnson Marianne King Mary Keating John Kirauis Susan Jones Everett Keating Brooke Kirby Carol Kamalski Geoff Kayahara Barbara Kavanaugh Christine Keane Michael Kissinger Linda Knox Karl Koshlap John Kotlanger Potor Kowalsk Cathy Krieger Kay Kupka Lounibos 332 Ao.-io Kathy Lenihan Jeffrey Lim Shui Leung Clark Leslie Mary Leonard Michael Leonardich John Lennon Barbara Levine Walter Lonli Richard Lapice Greg Kuver Bill Lightner Aloysius Lindemann Peggy Lagomarsino Jackie Lippitt Ed Lawson Madeline Lavelle Jim Lawronco Joe Lazio John Little John Lopez Anita Loco co Ann Lounibus Pat Loushin Joan Lubamersky 2 M 3 Livingston 333Bernard Martinez Robert Thomas Martin Kathleen Martin Dolores Marr Rosemarie Maring Anne Maloney Stephen Martinez Judy Maligie Bernard Lustig John Lusardi Mary Lucero Laverne Mau Merit Mahoney Kathleen Maynard Pamela Lyau Nanette Magrath Diane McCarthy Bradford Lyle Brian Lynch Christine Lynch Mary Magee William Magidson Jeannette McDonald Michael Mckenna Tom McLaughlin Patricia McLean Gerald McQuaid Kevin McNamara Tricia Meade 334 Mclncrney ui|eyyJoe Moock Catherine Ann Morton Mary Muller Maryannc Morris William Mulvihill Anne Murphy Terry Monger John Murphy Karen Meyer Kathleon Mendelsohn Cal Mendonca Carmel Navarro L. J. Moloney Jerome Mitchell Kathleen Meyor Linda Milne Anna Miller Sophie Miranda Jackie Minor Dave Minner Margo Nelson Sister M. Melanie O'Brien Gerry Norman Darlene Nousse Ralph Notor Beth Nolan William Nichols Nevis 335 Murphy NancyPasol Russ Pierre Ozortdo Margaret Overend Oonna Parton William Panek John Padour Nadcne Ong Rosemarie Pegueros Gerri O'Connell Patrick O'Brien Michael O'Brien Bruno Poguese Kevin O’Meara Marlcen Pclligrini Corinne O'Connor Louise Peters Jean Petrini James O'Donnell Linda Pietraczyk Maureen James Richard Edward O'Hara O'Hara O'Leary Olson Edward Len Jeanette Paulette Pike Pilara Piombo Pirio PetersonTheodore Quock Stephanie Lorry Richardson Robert Rindler Jose Risso Randy Royco John Roster Janet Rodrigues Thomas Rodgers Terri Rodelto Drew Robinson Lynn Purvines Ted Pollock Nolly Pun Diane Provasi Richard Proaps Sister Jeanne Preston Joseph Preston Gregory Porter Pamela Ritts James Realini Meg Reedy Leon Radomile Carol Quinn Kathy Re Gary Polizziani Gustavo Ramirez- Ceballos Phil Rapoport Ron Pieces Vic Pocorobba Rizzo 337 Anthonyc £ Sien Joe Kathleen Shea Helen Silk Michael Schnautzer Karon Schimmel Patricia Margaret James Seybold Schweifler Schubach Albert Jane Ed Sakuda Rutherford Russell Ray Ellis Silmon Bradford Smith Susan Smith Matt Schibler Jitvitaya Sanguanpiyapand Terry Schallert Bob Smith Christopher San Miguel Stephen Sans Renee Saraceno William Schaedler Sharon Schaffer Louise Janis Shari Deanna Pamela John Spiritosanto Stagnaro Stevens Stolfa Stone Storm Sparks 338 SchmiedlMichael Tamblyn Rosemary John Torpoy Nancy Terry Robert Torrey Gloria T raverso Michael Talbot Isaac Sugihto Bart Sullivan Larry Strick Susan Takeshita Greg Tachirea Harvey Sullivan Stan Tsukamoto Kathy Tupa Peggy Sullivan Michael Sullivan Jim Tabilio Mark Swendsen Jeanne Swanson Bob Turner Blanquita Vargas Peg Vandermuelon Edward Valentine Richard Valentine Gail Umphross Jacob VanRuitcn Uhrig 339 DonnaWilton Wilner Daniel c •Q o cc Michelle Williams Chester Williams Patricia White David Whitfield Tom Whito Susan Welker Dan Wilson Charles Velasco Laurie Vaughn Joseph Vaughn Phil Wittman Bill Weissich John Wondolleck Carolyn Vondcrhoid Anne Weisnor Clifford Wong Virginia Wong Rozanne Wood ■i Carol James Lorraine Kenneth Michael Wallace Walsh Warner Wayland Weber Stephanie David Bobby Wayne Kenneth Woodfork Worfork Wright Wright Yeung Wong 340 ueieijMPatricia Betty Anna Maria Bruce Youkel Yuch Zabala Zimmerman June Richard Edward Anne Zolezzi Caballero Savid Fryor 341♦ ♦T Paul Abravomitz Connie Adams Frances Aguirre Mika ha la Ah Chon Thomas Ahern John Aimo Mark Akamino Richard Alesci Tom A essandri Ken Allen Greg Alvarado Rosemary Alvaro Kathy Anderson Sharon Anderson Beverly A rata Barbara Armanino Robert Arosteguy Donna Ashizawa Owen Aurelio John Avakian Dianna Bacci Daniel Baldocchi Joanne Ballestrasse John Banchero Debbi Baranek Dolores Barringer Ronald Becker Michael Belli Liliana Benoit Melanie Benton Nancy Bettger Thomas Bidegary Suzanne Bisazza Valerie Bixby Kevin Black Arthur Block Deborah Bluitt Kathy Blume Charles Boatman Michael Boeno 344Daniel Bonnet Susan Borras Gene Boscacci Michael Bracco Darlene Brasesco Mike Braun Dan Brevier Connie Brock Mary ee Burger Sheila Burke Bill Burket James Burton Phoebe Butter Milton Byrd Cheryl Callahan David Campbell Lester Can dee Lawrence Cannon Sheila Camion Frank Capurro Jeon Caramatti Janet Carbowo Joanne Cardani Fern Carraway Cathy Carroll Thomas Carroll Francois Casabonne David Casha Julie Castelli Don Castro novo Patricio Cava Susan Cecconi John Celedon Daniel Chadbourne Micheline Chang Carrie Chavis Edith Chin Christina Chong Joseph Choy Mary Chun fit 'p» 345r 346 Pete Cifelli Margaret Clark Ginnie Cogbill Gory Cohn Michael Cole Mary Collins Loretta Colosimo Katy Colwell Michael Comfort Sharon Cotter Patricia Coulthard Barbara Creedon Mary Creely Anne Criu Shanna Cronan Davia Crowder John Cuneo Bruce Cunningham Eileen Curran Marylou Curran Tim Curran Joseph Curtin Roberta Cutino Diane Davis Mary Davis Roberta Deaite Lucy Dechene Denise Della Santa Patrick Dempsey David Devencomi Phyllis DeWall Stephen Deyerlo Ann Diaz Vicki Dieringer Kevin Dineen Margaret Dolan John Oombrink Thomas Donahue John Donohue John DonovanI Dan Dougherty Brian Dowling Bill Downing Judith DoytO Len Dreisbach Donna Driessea Joseph Dungan Elizabeth Dunk in Sue Ellon Dunn Victor Duran James Eaquinta Gerard Ehrmann Christopher Emerson Sandy Espinoza Audrey Evers Micheline Eyraud Steve Fegur Christopher Felix Stephen Ferreboeuf Bro. Gerald Ferris Paula Fielding Michael Fit ice L yon Filmor Ellen Fin an Emile Firpo Kevin Fitzgerald Mary Fitzgerald John Fitzsimmons L inda Flenaugh Mary Pat Flynn Roger Fontenot Richard Foppoli Eric Forneret Jeanne Form' David Foster L ynette Francis Nancy Freeman David Freitas Shaina Friel Bill Fusco 347 348 Janet Ga eno Terrence Gallagher Marie-Prance Galut Sr. Avehna Garcia Jerry Garibaldi Louie GaraMdi Jeff Garrett Pan Garrison David Georgi Greg Giangregorio Marie Geraldi Dennis Giannini Pam Giavia Joe Gianforte Bill Gicseker Jennie Gillespie Margaret Gillum James Gilmore Suzanne Gioana Jane Gnecco Bill Gocke May e-Lynn Gon Melody Gong Oscar Gonzales Patricia Gormley Mary Jean Gorsuch Kevin Gorton Richard Grady Deborah Graff Rita Graham Robert Grant Paula Groton Brenden Gray Michael Grazio i Oreste Grel i Thomas Guilfoy Maria Guillen Jose Guevara James Guy Gwen HaddenRonaldo Hofalia Patricia Hale Catherine Harrington Michael Harrington Brenda Harris Lorraine Harris Barbara Harrison Mary Hartfiotd Claire Hass Ron Hatch Margaret Haun James Hayes Patty Hayes Kathleen Hegerhorst Ed Hoisch David Hendershott Sr. Mary Kathleen Henningscn Robert Hickok Martha Hilken Steven Hoff E thel Holee Conrad Imhaus James Jackson Dave Jacobs Vatata Jenkins Joanne Johnson Jeff Johnston Bob Joyce Norma Jweinat Stephen Kane Bill Kelly Suzanne Kelly Karen Kcntor Pattio Kerch Susan Kern Brian Kiornan Lyn Kneis Janet Koch Andrea Ko vale sky Debbie Kraus 349Kay Krueger Spent K wang Gary Kwock Dorothy Loi Franklin Lau Daniel Lawson Lynn Lcandor Eric Lee Steve Legnitto Sue Lehigh Jean Lem Charles Lenatti Linda Leonardi Anthony Lewis William Lichtenberger Dorothy Lindemann Renee L indemann Tommie Lmdsey John Lister Carolyn Long Christopher Lorenc Gary L osada Damilia Loupy Debbe Low John Lucido Catherine Lulay Mia Luluguisen Mark MacMillan Anne Madden Daniel Maguire Theresa Mahoney Louise Malione Eileen Malone Jeannette Mangan David Martinelli Shir He Marymee Suzanne Moslach Jim Matteucci Michael Mazgai Debra Me Adam 350Patrick McAllister Brenda McArthur Mary McCaffrey James McCann Donna McCarthy Bruce McDermott Lynn McDermott John McDonnell Kathaleen McEntee Philip McEvoy Ellen McGillivray Cecilia McGowan Eileen McGowan Tom McGrow Edward McGuitk John Mdnerney Michael McKenna Virginia McKillip Margaret McLean Rita McManamon Steve McNally Melinda McNeese Dana Meier Lawrence Menard Joanne Mcrjano Jeonnie Merrick John Metros Dorctta Me trier Shirley Meyer Tom Michelet ti Michael Migliore Kevin Miller Kathleen Miller Michael Miller Sr. Gloria Marie Miller Chung-Kong Mo Josette Mo!toy Michele Montesclaros Anne Mooney Bernard Mooney 351f Pamela Moore Rosalyn Moore Beatriz Morales Michele Moran Rich Morgan Donna Mori James Moriarty Dennis Morris Michele Morris John Mulhern Dcbie Muller Earl Mumaugh Barbara Murphy John Murphy Sheila Murphy William Murphy Lyn Murray Mike Neilon Jim Nelson Theresa Nelson Barbara Nicco Roberta Nicco Patricia Nicholson Dennis Nolan Suzanne Nolan Janet Nork Chris Northern Michael Norton Ingrid Novello Stanley Nowinski Mercy Njnez-Borja Andrea Nutter James O'Brien Patrick O'Brien Patrick O'Connor Susan O'Hara Chrissy O'Keeffe Deborah O'Leary John Oliverio Dave Olivo 352 4 I'V-’ Paul Orleman John Parrish Debra Parun Christine Pastorek Shirley Payne Dona Peake Nanci Pellegrini Vince Pen nisi Rita Peril to Douglas Phason Laurence Phayer Dwight Phillips Joe Piasta Gail Picchi Ugo Pignati Linda Pike Bob Pile John Pinelli Margaret Piper Jean Pina Charles P acek John Pobuda David Potts Sean Prendiville Greg Pribyl Paul Prichard Suzanne Puts Edward Ouesada Connie Raggio Judith Randolph Eugene Ranghiasci Bruce Ravel a Susan Reetz Timothy Reilly Michael Renaghan Carolyn Reynolds Peggy Rhein Antonio Risianto Kelly Robertson Dan Robinson 353354 Elizabeth Robinson Alfredo Rodriguez Cathy Roster Bruce Rountree Ellen Rowley Elaine Ruggert Rosanna Ruggeri Jerry Ruhland Deborah Ryan Marsha Ryan Pat Ryan Chris Saler Marc Salmon Mar tie Santos Duane Sartori Joseph Schieffer Chuck Schipper Thomas Schwarzgruber Ernest Scosseria Kathleen Scott Deborah Seid Monica SeLegue Sandra Shaffer Marie Shea Bro. Christopher Shean Peter Simoncini Carla Sinerchio Laureen Smith Laurie Smith L inda Smith Reginald Smith Sidne Smith Nena Snow Jeannette Solts Tarik Soudani Lonetta Spears Frances Spitale Vivian Dianne Stark Terry Stem pc I Patrick StephensI I 3 3 Robert J. Stevens Candice Stevenson Mike Sullivan Walter Sullivan Luisa Susin Charles Sutter Andy P. J. Szabatura Tomiko Takeda Tad Tassone Ray Taylor Sylvia Tempo Mary Thuoncr Maria Tinley Elizabeth Tompkins Terrence Tompkins Sandra Tonelli Carol Toothman Bill TownseH Dave Tresmontan Denise Truett Frank Twohy John Umekubo Mike Underhill Sandra Vatpu tic Denise Van Horne John VanSinden Rob Von Dor Lioth Marlene Voeste Karl Vorsatz Bonnie Vriend Kathryn Wacek Joanne Watchie James R. Wells Cathy Werner Curt White Robert White Donald Williams Linda Wimtnt Margaret Wind Diane Winter 355 Sr. Mary Jo Wise Mary Wiss Janet Wolfe Adrian Wong Jerry Wong Philip Wong Doreen Woo Bill Wright Glenn Wright Sandra Yaeger Gayle Young Jeanne Zarka Andy Zois er 356Katherine Abriam Oebi Adrian Denise Aherne Kathleen Allen Catherine Allgood Mary Alma Jose Sylvia Alves Karl Anderson John Angcli Jay Arcellana John Archdeacon Harumi Arima Gregory Baccari Richard Balostrori Linda Barconey James Bari Geraldine Barrett David Barry Debby Barry Gary Barton Martha Bauer Ellen Beacom Michael Beals Susan Beck David Beilstein Catherine 8cltramo Nancy Bennett Pat Bennett Peter Bennett Valerie Biancalana Leigh 8ianchi Richard Blue Rain Bongolan John Boro Anne Bowler Mary Laura Boyle Barry Brady Mary 8raunreiter Maria Elena 8ravo Claudette Brooks 358Kevin Brown Nyia Brown Sieve Brugaletta Diane Brumng Lynn Bruschini Cecile Buckley Gregory Buonocore James Burke Chris Bush Gary Byrd Jeanne Cahn Jeffery Calhoon Laurie Call John Callahan Anthony Canmstbaci Steve Cannon Claire Carew Diane Carey M. Teresa Carnciro Oamel Carr John Caruso Dora Casares Mary Casey Paul Casias John Cavallero Phil Cazahous Jim Cheatle Victoria Chen Vivian Chen Chris Chew John Chitmon Donna Chong May-Chian Chong Evelyn Choo Carol Chnstophe Jack Cochren Robin Collins Gino Colombo Mary Ann Comfort Margaret Conti 359 Robert Conti Connie Corman Elizabeth Correos Theresa Cosgrove Violet Coturri Denise Crowley Richard Cunningham Sheila Cunningham Marilyn Currier Janet Cuthill Sheldon Cypin Kathryn Dailey Thomas D'Angelo Paul D'Anna Michael Darcy Vicki Dau Greg Dawidczik Pamela DeCarvalho Ida Del Carlo Mary DeMartini Richard DeMartini Rinaldo DeMartini Eric Dempster Rebecca Dorichsweiler Elias Diabis Mario Dianda Edith Dillon Bernard Dolan Joanne Domccus David Donati Susan Donch Daniel Donovan Dennis Donovan Mary Donovan Gary Dorighi Deborah Downing Rick Drinnen Dan Dumont Karen Dunn Mabelle Dunn 360Karen Edwards Steven Eigenbcrg Roy Ek Leslie Elliot Frank Ercoli John Erickson Judy Estruth Joseph Fairwol! Mary Fallon Sandra Felix Michael Felts Dolores Ferguson Jim Flageollet Barbara Flaherty Bridget Flanagan Daniel Flynn Henry Fong Thomas Forsyth Margot Fourio Therese Fox Bonita Franklin Suzanna Franzi Potor Freiling Carol French Raymond Frink Ellen Froehle Barbara Fugate Robert Fyles Carolyn Gage Lynn Galeotti Patrick Gallegos Cathy Gardner Paul Gaspari Thomas Gavin Debbie Gaylord Karen Gee Kathleen Gee Martha Genta Michael Georgi Marc Gerard ?4' 361r Rhonda Gilland Greg Gillen Sandy Giuliani Paul Giusti Deborah Glosson Charles Glynn Valerie Gomes Benjamin Gonzales Victoria Goodrich Chris Gowans John Grandsacrt Robert Graul James Green John Greene Grogory Gress Elena Grijalva Wanda Grycz Gilbert Gugliolmi Stephen Gustafson Frank Gyurguik Bonnie Haag Salim Habib Robert Haddon Rosemary Inserto Gary Isoardi Richard Hagarty Jim Hailey Annette Hall Colleen Halloran Geri Hally Tia Hamel Martin Hanson Robert Harmon Robert Harrison Glen Hart Marie Hartloin Brad Hatfield Sabina Hathaway Monica Hauptman Ruth Hausmann 362Marilyn Havey Kathern Hayden Roman Hayes Kathy Healey Mary Lynn Hegstrom Jules Heinemann Toni Honderson Gail Heppell Sue Herrera Steven Hess James Hickey Oianne Hill Richard Hilliard David Hinkley Mario Hinojosa Stephen Holm Craig House Lee Howe Kathy Hughes Roseanna Hughes Robert Hurd Yu Hwong Virginia Ingram Rogornnld Jackson Nancy Jay Oscar Jimenez Barbara Johnston Chris Jones Peter Jones Kathy Jordan Petrina Joseph John Kabage Denise Kakures Robert Kawand Janet Keane Michael Keating Bob Keays Howard Kees Jr. John Kellcghan Anno Kelly 363364 Robert Kelly Colleen Kendall Mark Kenney Linda Kilmartin John Kinncar Teri Kipp Kathy Klemens Marguerite Knuepfer Kelvin Ko Mary Jo Kolenda Daniel Kossick Carolyn Kristensen Michael Ladrech Tere Lamb Susan Lamp Nancy Lautze John Lavaroni Susan Lawrence Sarah Layman Darrell Lee Denis Lee Maria Lee Rhoady Lee Patricia Lessard Marvalyn Ligon Dave Limcaco Steve Limper Roger Loh Linda Lomele Francine Long Jim Longo John Lonzo Linda Lord Lawrence Louie Steve Lovotti Alison Luke Beverly Luke Roy Luna Judith Lynch Kevin LynchJohn Maatta Loretta Magnani Alfred Marchesi Joseph Marion Cecilia Martinez Sonia Martinez Yvonne Mason Vincent Matarrcso MaryAnne Mathews David Matson Margaret Matson Richard Mattingly Robert Mayer Anita McAndrew Claire McCaffery • Janice McCrea Maureen McDermott Kerry McEvoy Stephen McGee Rosanna McGinty Margaret McKenna Robert McKenna Michael McLaughlin JoAnn Modbcry John Meissner Patricia Melendez Monique Mendoza Janice Menke Sue Mercer Peter Meuel Sue Michaud Alan Mildwurm Phillip Miller Gary Minardi Cynthia Mink Rosario Miranda Tina Mocn Robert Mondin Martin MonFredini Richard Monje 365Dennis Montes Lisa Moon John Moore Patricia Mork Ruth Morris Jeffrey Moy Todd Muenter Daniel Mullin Bernard Murphy Margaret Murphy Bonnie Murray Mark Murray Ann Murrin Lynn Marie Murrin Patricia Nachin James Naleid Wanda Nangle Robert Napoles Pat Nebeling Michael Nelson So-Ying Ng William Nork David O'Brien Timothy O'Brien Margaret O'Connell Bruce O'Millian Anne O'Noill Huan-Gie Ong Rick Onerato Harry Ozols Jan Panziora Joseph Parry Raymond Pasquini Julie Pavlina Linda Pecchenino Vinotte Pcnnisi Irene Pereira Paula Perelli—Minetti Michael Perez Danka Pctrovic 366Jim Petrovich Mary Jo Pettus Claudia Petty Mary Ellen Philipp Lawrence Piatti Matt Pierce Richard Pilara Richard Piombo Gil Podolinsky Patricia Polenskc Thomas Pong Michael Pontius Deborah Poschin Loretta Potts Stephanie Prcm Robert Preston Jonathan Price Michelle Price Dennis Quinn Joan Quinn Ana Quintana Deanna Raawe Cindy Rankin KerryAnne Ransel Joseph Readman George Reed John Reiter Brenda Renfro Linda Rey Susan Reynolds Mike Richards Jackie Rittenhouse Brenda Robinson Donald Robinson William Roche Nancy Rochford Michael Rodriquez Regina Rogel Etienne Rolin Christine Rollcy 367368 Gary Ross Dionisio Rossi Carol Rossman Nancy Rubin Linda Rupnik Richard Ruttc William Sable John Saich Mark Sal Haney Steve San Filippo Jeffrey Sanchez Richard Sanchez Garrot Sanford Robert Santi Elizardo Santiago Cathy Scarpa Willian Schaefer Sybil Schroiber Jean Schweifler Nancy Schweigert Christine Scott Gregory Scott Richard Segalas Tom Seivert Marian Scnor Christine Sepersky Potor Shallish Frank Shannon Mehram ShoikHoleslami Mark Shustoff Kien—Hwa Sien Robert Simon Kathy Slakey Hattie Smith Philip Snodgrass Florentino Somera Ed Soo Hoo Michael Souers Gary Souza Thaddaeus SpackMichael Spadoro Steven Stocks Jerry Stone Steve Strieker Joanne Sullivan Richard Sullivan Tim Sullivan Larry Sutter Trish Tachclla James Takeuchi Liang-Jan Tan Anne Tassone Maurine Taubman Yolanda Tehero Monica Terschurcn Eulalia Thomas William Thomas Josephine Thrower Marie Timms Bradley Tissier Patrice Townsend Cynthia Tracey Colleen Tripp David Trombino Shirley Tufts Sue Tunstall Allen Vacura Ellie Valdes Egbert Vallecillo Raul Vasquez Joe Ver David Vera Ronald Visconti Carole Walsh Mary Wasson John Waters Jr. Gary Wayno Nancy Ways Susan Weeks Nancy Wegmann 369Susan Wolls Joseph Wornor Michael West Mona White Marie Whitermore Tony Wightman Honry Williams William Williams Dorothy Wilson Julie Wilson Karen Windsor Linda Wiseman Elizabeth Ann Wogoc Edward Wong Frank Wong Kim Wong Mary Wong Jan Woodall Mary Woodfork Carolyn Wright Harry Yeo Pak Yee Douglas Yep Henry Yep Judy York Kimberly Yoshida Vincent Zuardo 370On page 12 we asked the question, "IS EDUCATION WHAT EDUCATION IS?" and we return now before the end of the book to tell you that we hope we've answered the question incompletely. Because if we claimed to answer the question completely, we would be lying, and then we could not expect you to believe anything else printed in this book. But as it stands now, we do not claim to have the final word, and for that reason, you are free to hold and cherish as true anything in this book. By the same token, you have the privilege to discard anything in these preceding pages as false and horrid. We have intentionally returned in these last pages to our beloved leit motif, THE EGG. It symbolizes all that is full of life, though slightly cracked.In September, the Senate couldn't allocate funds for service scholarships. It was a critical month for THE DON: the editors resigned for personal financial reasons and so it seemed THE DON was "done." But creativity and service are priceless; they carry with them their own enriching value, their own attraction. We seized the opportunity and the responsibility; and began a quiet revolution. The university will experience a new book-not a catalogue of people and places, but an artistic expression of the idea, feeling, and personhood of education. We expected the Publications Council to trust us, and they did. In these times at this university, trust is rare. o 372373 ■vJERRY GRANTZ ASKS ALL THE RIGHT QUESTIONS OR HOMAGE TO THE SOCRATIC QUESTIONER Everyday the sun came up. And everyday millions of bells rang In millions of alarm clocks everywhere. Millions of people arose And rushed to various destinations. Until he came along and said, "Why are you rushing there"? And they answered, "Because we woke up." "And why did you wake up"?, he said. "Because the bells in our clocks rang." "But why did they ring?" "Because the sun came up." "Well, why did the sun come up?" And there was silence. No one could think of an answer. And inside themselves everyone had a strange feeling. That they were living lives Without questions. They never realized what questions were Until they ran out of answers. And everyone asked himself Why the sun came up Every morning. No one could answer. But no one forgot the question. Because each morning The sun came up And still no one knew why. No one was the same As he was before The question came. 374Sentimental letters conclude traditional yearbooks. But our book is not traditional and our feelings are not wholly sentimental. We began working driven by the hunger to be creative and to present the truth; in a sense we've had our fill. The 1971 Don has been read, experienced, and perhaps even judged. As Jerry Rubin would say, "Do it" and that's what we've done. If it's not exactly what you want, it's because you didn't care to "do it"!378 BROUGHT TO DAN SCANNELL HOWIE CHELUNE BILL SHORT CHARLIE FRAGA SONNY MANUEL ED HEISCH CAROLYN MAY KATHY GEE JOAN SULLIVAN RICH MORIWAKI NANCY PARTMANN NANCY BETTGER GUY DASTE NAN KOTY JEAN TONTI PHIL McEVOY PHIL RAPOPORT PAT LYNCH ED HARRINGTON ROBBIE COMAN BILL COLE RUDY RODRIGUEZ ROBERT RAHL, S.J. SCOTT MORAN ELI BILL HANEY ANDREW DACHAUER, S.J. and one photo was taken by BARRY STENGER OJ 'vl oT 380 1 EflRBOCR HOUSE 922 Oak Street Kansas City, Missouri 64106 Litho in U.S.A. by members of Lithographers and Photoengravers Union—Local 235

Suggestions in the University of San Francisco - USF Don Yearbook (San Francisco, CA) collection:

University of San Francisco - USF Don Yearbook (San Francisco, CA) online yearbook collection, 1968 Edition, Page 1


University of San Francisco - USF Don Yearbook (San Francisco, CA) online yearbook collection, 1969 Edition, Page 1


University of San Francisco - USF Don Yearbook (San Francisco, CA) online yearbook collection, 1970 Edition, Page 1


University of San Francisco - USF Don Yearbook (San Francisco, CA) online yearbook collection, 1972 Edition, Page 1


University of San Francisco - USF Don Yearbook (San Francisco, CA) online yearbook collection, 1973 Edition, Page 1


University of San Francisco - USF Don Yearbook (San Francisco, CA) online yearbook collection, 1974 Edition, Page 1


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