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

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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.

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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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I I I I we ' CB glinrdham Zllma matzr, what mzmurias Kath mall During the summer that intervened be- tween our third and fourth years, the Korean war broke out. All through the course of our college education we had been, in a sense apart from the world of reality. The academic community in which we were involved seemed to close out a large portion of the doings of the workday world. Korea served to bring us back to the grim world outside. We began to chafe at the necessarily imposed artificiality of the little world of 302 Broadway. Almost immeditely some of our number were called to active duty. Vinnie O'Reilly left for the Infantry. Bill Burke, a prime mover in student affairs was recalled into the Air Force and every now and then we would see him back at school. Bruce Heath was called into the Army and Lou Staiano was momentarily ex- pecting orders from the Marine Reserve. John Belson had us worried for a while. He succeeded in obtaining a temporary deferrment from the Marines, then an extension and then another extension before a heart murmur kept him out. Thus the Curved Horn had to junk three of their farewell editorials to their erst- while editor. The world situation evoked a change in our attitudes towards school. In the face of a pos- sible atom bomb attack, studies lost a bit of their all consuming urgency. Extracurricular activities experienced a bit of a letdown after last year's peak. We began to visit the chapel more often. We learned that the best insur- ance against sudden death was frequenting the Sacraments. For some, life was reduced to its simplest terms. We no longer worried about trivia or concerned ourselves too much about the whole world of academic detail that in the face of a 5g I Milf! '..f ' F 4 if f potentially dying civilization seemed to lose their importance. Others, quite naturally, be- gan to bury themselves in a mass of artificially important affairs, they sought escape from- the massive problems that were approaching. lssues in our lives were clarities as they never before had been clarities. Those of us who had not yet found ourselves were given ample time to do so. Major decisions in our lives were either hastened or put off as a re- sult of the outside world's cosmic decision. We were frankly worried about the future. Externally not too much was altered as yet. Aside from the formation of a University Selec- tive Service Committee, the posting of defer- ment and postponement advice and air raid notices on the bulletin boards, not much was changed. We were told to stay put, that if the government wanted us, they could easily enough get us. For the most part we were all too willing to continue as students but there were some exceptions. We felt sorry for the underclassmen, par- ticularly the Freshmen. Most of the class of 'Sl could expect to be allowed to finish their college education. Such was not the case with the underclassmen. We envisioned the school completely devoid of male students in a year. The Freshmen didn't seem to mind how- ever. The novelty of college life, the absorbing attractions of the whole gamut of activities in the School of Education and the demands of their teachers seemed to take their minds off the world situation. Like us, they didn't want to read the newspapers beyond the grim Jan- uary headlines. They were too much occupied with school life. Like all Freshmen from time immemorial, they were eager, enthusiastic idealistic young-