Fordham University School of Education - Grail Yearbook (New York, NY)

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So now we had completed three years of Catholic Higher Education. Our Junior year, from one point of view, was our most produc- tive. We spent more time in school, partici- pated in more school activities and were,much more industrious students than ever before. This period of great activity may have been very significant in our lives, and then again, if it was activity merely for the sake of activity, it has been pointless. To be of value, activity in human beings must be an indication of essential change, and not only of change but of growth. ln Junior year most of us grew and in many ways. Some more than others, some differently than others and some grew not at all. We were faced with all of the great and seemingly great problems that all young people encounter. Some of us solved them and emerged after three years at Fordham, knowing who and what we were, where we were going and how to get there. Others of us did not find ourselves then and some of us do not now know exactly and in detail how it is we must work out our salva- tion. But eventually, we will know and will work it out. In our third year, major emphasis was placed on extracurricular activity. Whether this part of our lives as students has particu- larly benefitted us, we do not know. lt may be that it was a source of the greatest personal de- velopment we experienced at Fordham. lt may be that it constituted the greatest part of our education at Fordham. lt has most been a detriment to our class work at times. During third year we were often told by our teachers that too much extracurricular activity harms classwork. ln the extreme cases this was ef- fectually demonstrated on our report cards. lf we have succeeded in growing a little it has not been through our efforts alone. The influence for good that our classmates, asso- ciates and teachers exerted upon us cannot ever be accurately evaluated. Wi tile we cannot assign individual credit to particular classmates and friends we are aware of the great benefits that have been conferred upon us through our association with particular teachers. Not only in class but in extracurricular activities, official conferences, and in unofficial conversations, we are the ones who have been the receivers of much of value. A few of our teachers stand out above the rest in this respect. Among those we encountered of this group in third year, the most outstanding, perhaps, was Father Day. Quiet, reserved, yet capable of extremely witty flashes of wry and whim- sical humor he early demonstrated his interest, affection, and desire to help us as students. Through him we came to know ourselves more truly, humbly respect a glorious nature God had given us, through a knowledge of man's intellectual mistakes of the past, come to know some true methods of solution for present day problems. ln Philosophy classes one often un- consciously experiences contempt for the minds of those who have failed to reach a solution to a problem which, when explained a priori, seems to be ridiculously easy. ln Father Day's approach to Philosophy, the prob- lem was important as in reality it is. The great mystery of being was the focus of attention. Thus through this kindly and extraordinarily patient Jesuit we came to know something of the wonder and glory of being, of man, and of God. Dr. Glasgow was quite a different experi- ence for those of us who came into contact with him. Knowing us often better than we knew ourselves, he demanded much and gave much to us in return. As Thalians, we went through Purgatory every time we put on a play, and emerged knowing the drama as we had never known it before. This we can say of Dr. Glasgow, he knew people and he knew drama and he knew how to make people know drama Nothing further can be said of a good teacher. So if you will forgive our misplaced lines, dra- matic ineptness, and lack of imagination, Dr u Now where did we leave off? And I quote from Faust lf W-35 fhl5 3-WBYH .,5,2- . ai, -

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On the thirtieth, the Glee Club rounded out its packed calendar of activities with its an- nual Spring concert at Xavier High School. Highlighting the program were the perform- ances of Marisa Petraroja at the piano and Pasquale Amato on the violin. The weekend of May ll, l2 and l3 wit- nessed a frenzy of activity on the part of var- ious members of the School of Ed. On the eleventh and twelfth, the Thalians presented their major dramatic contribution of the year in Collins Auditorium. Arsenic and Old Lace was the first three act play the Thalians staged since Angel Street , in i9-47, and it was roundly applauded. The class of 'Sl figured strongly in the supporting roles, leaving the leads to other personalities. John Jordan, Hank D'Angelo and Ray Connolly contributed much to the performance, and without the technical assistance of Marjorie Cummerford and her cohorts of the stage crew, nothing could have been accomplished. Immediately following the Thalian Produc- tion was the Annual All School Affair spon- sored by the Student Council. John Martin produced an awesome array of talent included in which was a bagpipe virtuoso lJoe Brady, borrowed from lonal and a wild animal trainer, lHank D'Angelo, borrowed from the Talians.7 Following the floor show was a dance, and John Kelly displayed eminent satisfaction in watching the more than two hundred couples circle the gold fish pond in the middle of the floor. For the first time in three years, the aflfair made money. A good time was had by a . Toward the end of our Junior year, dem- ocracy in education reasserted itself. We con- ducted our student elections. ln the ensuing hurly-burly we witnessed the usual interesting developments. The class politicians who had long lain dormant reappeared on the scene to announce their candidacy in these annual popu- larity contests. Nobody paid much attention to their speeches, buttonholing, plots, and counterplots, and in the end, those who most wanted the various titles got them. ln this traditional American process, there were the usual arguments, recounts, invalida- tions and votes for Miss Scanlon for Student Council President. Q ln the elections for the Student Council, we saw some of our student leaders lose their badges. This development disconcerted every- one but the ones who had lost them. Due mainly to the eleventh hour appearance of a deus ex machina, dignity and the proper values were at length restored to this august body in its darkest hour. The happy students celebrated this victory of truth, justice and political purity to the strains ofa specially composed marching song the authors of which, through innate modesty, chose to retain their anonymity. Devi- ationism was defeated and we proceeded on to the end terms and vacation. ,c ..- . : 5 1' I 5 I . .5 T115 : THA ge L14 . , .J 3 fm, E: 5 ' 731-9 A- . X X901 5 i -1 .X s . 5 X X. .-,U PX was ,Sig S S rf Q J senic it and Al X1 x Q, . ,q OH fl if lf? HSBWIF A .rffjk-,Ny it A NU ULD f' I L 10561, b, LA 1 F fee - H KESSELRI FE - ff - S .- -N ' tm., Nc T'-C 4 riff LO Ld FIA V t- L, 1 I ' Q i FQHUHAM -X ff 4 X t : lWlvE,, H - if : SIU - Int 'ts 1: V M '5E11,,0l ' - , :num af ll and UPQIL, me , I 54 ' ,if ' if ' aoulrmm. Q 1,50 11111, l If ,JSM . ,H ACT l' c - Q fha mf.: 1' IL 5 i 5: l 'ln '1s' leV g Wil ,H f 3 ' 'f u J : .. Ca Qffb . - 4 - s r ,j,ZLiM,,, rfflef' Qbalb if 'Z-A F' 'If af-pf.,,if 'r' -.. Um I I 1 I 1 I J f J f f Qjfa .1 gwffvfvmfz- QW. mvjlx cpm 'pu,,,bI, W, p

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1 5 Q Rl w . is rf is QSM y f . W filth' ik +5 -M.. v ' - W Xtbgggigkx - .1 f -jg, 'gg 1N1iQ:-ex-,exe 1 C aff gi , ii 0 l. 8 xfwy og, L M of -ll XX, . . ph, QSO X Sy ! it ,. xl aeg-i t , J RJ. . l l Q- 0 .ff fr fl- , f-f l i. a . . fr A .0 fy, if , 51 QQ-5,1 X ff f t V 11,. j 4' Y I Y. ji , i i Q , rig ,N f f .Qt A j is if a A fi' -is i W M F' x if - ' l ll K 5' if' - , ei! l 47' I S .1 'Q X N' 0 ri ll 'Y' ill X lll N A' S lj Xi' A i ' X l l A ' X N if GV l j Af, ' l Q X M,-t' y E, KN! 1 E j f weft' lli l jllllx mf 793 A l g A. ll All 13 1 i ll . l nj I lx ll l :V .4 i W l l i X' l ff Glasgow, we'll forgive your shriveling denunci- ations of our dramatic ability, your alarmingly outspoken and true estimates of our ability, and your loveable crochetyness which we thoroughly enjoyed and perhaps profited from. In his Education classes, Mr. Leo l. Kear- ney taught us much about our chosen profes- sion. As moderator of the E.S.O. he taught us much more about kindly interest, enthusiasm, and effort on our behalf. Comparatively few of us were fortunate enough to experience his teaching in class. Most of us knew of him only as the ever present, ever unassuming main- spring of the E. S. O. lt was through his efforts that we Evening Students knew what college life could mean and for this we are profoundly thankful. Mr. Lane was a young man. All the vitality and effervescence of youth was- in him, com- bined with the wisdom, insight, and circum- spection usually associated with gray hair, falling arches, and hearing aids. He made Sociology a subject entirely devoid of sterility and bookishness. We came to know society as composed of living entities- rather than sta- tistical abstractions through his lectures. As moderator of the basketball team, as guest speaker at Philosophy, Interracial and Social Service Club meetings he shared our activities. He was one of us, at all times, and at the same time, above us. We knew him well and re- spected him more highly than we respected more awesome teachers. He too required much of us, and for him effort was easy. All of us know Mr. McAloon. As the seer who alone knew the intricacies of our academic requirements and as the absolute authority who decided our fitness for graduation, Mr. McAloon had a profound effect upon us. But much more than this, he demonstrated in his Science classes a sincere willingness to help us. As Registrar, he was our guide, counsellor, and judge, as teacher, he was the source of much information, guidance, and aid, as a person, he was a friend. Not much can be said of Mr. Sullivan. How do you define a true Christian? What is the essence of Christian charity, good example, patience, humility, wisdom, geniality? That is Mr. Sullivan. Thus we finished three years of Catholic college education, We spent the last few days dreaming of Senior year and Roland Palange, pen in hand, sketched his interpretation of gwe long-awaited and longed-for Graduation ay.