Haverford College - Record Yearbook (Haverford, PA)

Text from Pages 1 - 176 of the 1964 volume:

C ff i c LH u ' K ' T V. Y. . hs - ■y,—- :Mr -: . ■ ■■ if- , 1 l %i . .- , 7 ■T- S., . • - h ' - ' ' ' i 5 ffi -, - ' : . ■ ' • w?,. •-., J X A i , -. X ' ! ' «•. . ' | - ' Ll --. V ■ ' V- v -f ' . ' VS . .1 i|t :J .■; | ' : I THE 1964 RECORD HAVERFORD COLLEGE HAVERFORD, PENNSYLVANIA Editors Faculty Extracurricular Joel Sunderman Eric Lob Alan Williamson Paul Hopper Lawrence Salmen Eric Lob Rick Van Berg Frank Popper Richard Luke David Olton Christopher Glass Eric Lob Christopher Glass The RECORD Staff wishes to thank Mr. Fred Olsen, publishers representative, for his help. Athletics Photography Business Advertising Drawings Cover A ' £ ' Jl , V ' V [V V i j What will you do, God? I am afraid. — Eilke 22 November. 1963 Administration 7 Faculty 14 Class History 37 Seniors 40 Extracurricular 92 Athletics 123 ADMINISTRATION Scholarship gives Haverford College its passion- ate, blood-stained veneer. The reality behind this necessary and fulfilled pretention is the Corpora- tion of Haverford College, an American enterprise whose measurable products are words, graduates, and information. This organization ' s function within national context is mostly intangible : Haverford is one of America ' s great psychic broad- casting-stations of symbolic environment and thought. Essentially its residents exist in an intel- lectual orientation sequestered from the. typical corporate world. Although the College maintains a variant of corporate structure (Board of Man- agers, President, etc.), the implications of Haver- ford ' s corporate hierarchy are metamorphosed by its supei vision of the phantom material, education. The College Administration must relate our fluid world of metabolizing minds to the more congealed sensibilities of non-Academe, that coeval kingdom between Railroad Avenue and the intellectual Eden-groves in Bryn Mawr. Only radicals will attack the Administration for Janus-facing two worlds. The College needs its buf- fer between the innocence of scholarship and the unchecked opportunism of the Main Line. The Administration serves as material underpinning for Haverford ' s educational venture : faculty and students operate within a structure that articu- lates them and symbolically guards their status. Within this situation, members of the Administra- tion receive indivdual evaluation from the College community. The Adminisration offers for judg- ment unbelievably diverse collective experience and achievement. Co-operatively they could con- verse in Japanese about the application of inor- ganic chemistry to ping-pong tables on patrol boats beached at Naples. As partial result of this broad capability, few people can reasonably con- sider the formal management of the College monolithic. The atmosphere of this management, however, is decidely friendly. The Administration customarily shows Quaker independence in its decisions. The usual official directive to the College community is signed by just one of several people. The one person is, perhaps with consultation, responsible for the decision involved. This condi- tion represents a rather unequivocal division of authority. Education in America has become the only na- tional institution that forges the parameters of its own integrity. Other social structures (Army. Church, Government, etc.) experience external philosophic and political pressures. Undergraduate education now responds, with respect to its meth- ods and principles, chiefly to the level of scholarly achievement in graduate schools. M.D., L.L.B., and Ph.D. candidates are Academe ' s front-line troops and they determine the training that hordes of collegiate reservists receive. Haverford ' s Adminis- tration acknowledges this chain of educational causality by preserving Haverford as a preparatory school for graduate education. This status seems ideal for the College. Universities in general must subconsciously preen students for the graduate facilities located on campus. In this situation, many institutions through grandiose myopia have under- graduate facilities inferior to their graduate ones. By contrast, Haverford ' s relationship to grad- uate education now is similar to the situation of a first-rate prep-school facing colleges. The natty slogan a concern for quality shows that the Haverford Administration likes the idea cf hand-crafted, forward-looking scholars. Recently- added collegiate bureaucracy suggests, however, Haverford ' s regrettable swerve toward the environ- ment of a thorough, apotheosized Military Acad- emy. The men who, in effect, sail the S.S. Haverford into the future occupy Roberts Hall. With their deathgrip insistence on Quaker officers and a chart-room filled with inner light, this Adminis- tration guides its vessel through endless fund-rais- ing, continually avoiding the perils of foundation grants. The College ' s pre-emininent captain, milk- chocolate in name, is substantial in action. Com- petent first mates choose for him the ship ' s yearly hundred-odd apprentice seamen. One admiral from Japan keeps planning-apparatus, naught-ical com- passes, and foreign-sounding speeches in his cabin. He repeatedly announces his tactical conclusions to the seamen, who generally never learn what cosmology he is using to chart their course. Below decks, a diligent stewardess aids her Southern labor-force toward fulfilling someone ' s vision of a troop-canteen. The learned crew, on watch along the railings of the ship, bounce their opinions off the superstructure ' s armor-plate and hope that some ideas will pierce to the ship ' s internal guidance- system, installed Icng ago by Rufus Jones in metaphysical collaboration with George Fox. But, under continual kamikaze-attacks by liberals, the Administration ' s bulkheads do not fall. Neither does the Administration fire anti- aircraft responses at the student-pilots who harass it. The Administration, like a battleship, is a standing target, while its opponents have flexibility of approach and can drop bombs and leave. This military situation is analogous to gants ' annoying a swimming lion. The Administration ' s deferise, like the lion ' s, has been partially to deny the im- portance of the criticism it receives. Somehow the kamikaze-attacks seem necessary expressions of students who want to smash their bodies on their intellectual aircraft against the world. The Admin- isrative battleship or lion is influenced by these attacks, but rarely forced to negotiate significant self-change. What piques the attackers (and this is an undeniable shortcoming in the defenders ' posi- tion) is the defense inability to counter as decisively as it is attacked. Inevitably, student- pilots and student-gnats are more clever and limber-minded than their targets. Any serious in- tellectual-radical will force himself to assimilate enough education and verbal technique to make this so. This truth (which liberals may hotly dispute) does not in itself suggest which side contends justly. If it is granted that either in- telligence or intellectual achievement is associated with moral truth, then hardly anyone can assert the moral correctness of Haverford ' s Administra- tion pitted against the mental weight of faculty and student protest. An educational environment forces respect for scholarship, and this is one reason campus liberals are listened to much at all. These liberals are, almost by definition, intellect- ually capable, although it must be recognized that not all the most liberal r scholastically superior of them oppose the Administration. Conservative forces in power at Haverford do not generate enough intellectual wattage to answer liberal objections knowledgeably. The liberals, too, do not want intelligent opposition to their ideas (though liberals seem perversely grateful to find refutation) as strongly as they seek the corrective action their ideas demand. The liberal position toward the Administration is, to quote one liberal, If they (Administration) do not change or get out, they occupy a position indefensible on intel- lectual grounds, and the ultimate result of this condition will be a decrease in Haverford ' s stature as a college. Further argument insists that Quaker piety (but not pietism) has largely disappeared at the College, and that Friends wish to continue in power here mainly for reasons of personal expediency and doctrinal pride. Haverford ' s aca- demic environment would, by this argument, not deteriorate as a result of withdrawal of Quakers from the Administration. Liberals contend that, if appointments to central authority at the College were made on the basis of individual competence, without reference to religion, the number of able candidates for the College ' s administrative posts would immeasurably increase. Haverford would be less restricted in its choice of leaders, and there- fore enjoy more competent administration. Wails and platitudes greet suggestions to the Administration that Friends relax their absolute control of Haverford ' s Corporation and Board of Managers. The Society of Friends has groomed Haverford as its own son, and in return it seems to demand the gratitude of alliance and control. Such protective, possessive exercise of self-assumed social power is perhaps part of the Quaker tradi- tion. A history professor at William Penn Charter School once contended that Quakers held political control of Philadelphia for one hundred twenty-five years after they ceased to be a voting majority; he argued that they accomplished this control by means of their continued position of financial dominance over the city. This argument seemed to indicate that it was a tradition for Quakers to cling to social institutions established according to principles of the Society of Friends. The ques- tion whether Quakers reahze that their achieve- ment in Haverford College will be enhanced, rather than harmed, by a lessening of their clench on the College at a time when it does not profit from their monolithic control, is likely to decide the educational importance of Haverford College in the future. J. B. Sunderman Until last year there was no question who was the most unpopular figure in the Haverford com- munity. Almost any student would have nominated Aldo Caselli for that distinction. If this role has now been usurped by a more appropriate candidate, Mr. Caselli unfortunately still runs a close second. Disliked by many students and feared by all, he is resented primarily for the seemingly unreasonable decisions that issue from his office and reflect his absolute power over matters financial. Over the years this refentment has fostered an unwarranted view of Mr. Caselli : he is thought of as an inscrut- able alien who commands maliciously from on high. This legenary monarch of Whitall is supposedly a living exponent of injustice and tyranny, as the name he is sometimes dubbed reflects : IL DUCE. Few are willing, in the adamant self-righteousness of petty complaining, to grant that there may be more to Aldo Caselli than their prejudices admit. In his administrative capacity Mr. Caselli has the thankless task of controlling the financial operation of the College. Any project involving money, whether it emerges from the table of the Board of Managers, from a student organization, or from any other source, must pass through the Comptroller ' s hands, where it is pragmatically evaluated in terms of the financial state of the College. Given Haverford ' s chronic financial di- lemma, it is imperative that plans be cut and channeled to conform to the practical situation. Mr. Caselli does precisely that, in true European style. He has managed to run this college on a proverbial shoestring, shunning the principles en- shrined in the American committee system : low efficiency and high waste. With such a centralized system it is axiomatic that various factions will be dissatisfied. But t is equally undisputed that the business world is characterized by a perpetual cut-throat struggle for success or at least for sur- vival. It is Mr. Caselli who mediates between this world and our quasiutopia, and we fare quite well by him. But the nature of his job, due in part to the Administration ' s impressive talent for fund- raising, and in part to the incessant destruction of College property by unidentified students, de- mands that internal financial policy be conducted with the same standards of stringency. It is easy to see how people who are not acquainted with such methods will be offended by their impersonal coldness. Yet Mr. Caselli is hardly misanthropic; the spontaneous warmth of his Mediterranean spirit is obvious to all who know him. The accusation that he dislikes students is not only incorrect, but quite irrelevant to any criticism of him ; our new Dean of Students thinks himself the friend and perhaps the father of all students . . . Mr. Caselli certainly expects a lot of the stu- dents. As Comptroller he invariably sees all the adverse and for the most part immature mani- festations of their character. When constantly confronted with expensive repairs due to destruc- tion of College property and nobody willing to stand up and assume the responsibility, he has little choice but to blame the entire group. This is heartily resented by innocent and guilty alike. In this light it is not too difficult to conceive why Mr. Caselli thinks the students are immature. But of course, he belongs to an unenlightened generation of bourgeois ethical principles and can- not be expected to understand that to throw food or destroy property is not to signal immaturity, but only to exercise inalienable rights, manifesta- tions of freedom and individualism, which have nothing to do with intellectual character. What is more, he adheres to the taboo belief that each individual is a member of society and must there- fore conform to certain standards of decorum and assume responsibility for his behavior. If Mr. Caselli is critical of student shortcom- ings, he is equally cognizant of academic merit. Because of his administrative position, he does not often come in contact with students on an intellectual level, but if sought out, he is exceed- ingly happy to share his knowledge. Those who have attended the Italian Opera courses in the Arts and Services program are well aware that Mr. Caselli is more than a college administrator. Few people realize that our Comptroller is a prolific and enthusiastic contributor to the intel- lectual productivity of Haverford. Mr. Caselli has an innate passion for teaching and discussing his culture that can only be understood if one realizes his personal commitment to the humanities. His 10 love for art, literature, music and history is evi- denced by his extensive and profound knowledge of these domains, and the enthusiasm with which he evokes them. In the diversity of his talents, in his sensitive approach to art, and in his amusing philosophic SAVOIR VIVRE, Aldo Caselli is a Renaissance man PAR EXCELLENCE. It is rare that a non-professional interest in art will result in scholarly investigation, but this is the essence of Mr. Caselli appreciation. One corner of his living room is piled with books of the to be read and studied category: this pile is in a constant state of flux. The remarkable gamut of subjects and languages is an indication of the breadth of his studies. He is extremely competent in discerning the general from the particular. This talent is put to good use in his approach to the humanities, which spans the boundaries of lan- guage and form in an attempt to examine the similarities and differences of artistic creations i n their historical context. He has a list of publications that is extra- ordinary in size and scope for a business adminis- trator. During the years he lived in Egypt (1933- 38) he was deeply impressed by the wealth and delicateness of Islamic culture. He learned to read and speak Arabic, and furthered his previous knowledge of Islam, its history and its influence on European development. He has translated a book on the topic from Italian into English, and prior to 1938 wrote over 40 articles on Islam for Italian newspapers, magazines, and journals. Mr. Caselli is also a literary critic and writes articles for some of the leading American journals ; his latest review is in CRITIQUE (Fall, 1963), on S. Pacifici ' s GUIDE TO ITALIAN LITERATURE. He is a student of aesthetic theory and is espe- cially interested in Croce and Ruskin. His rela- tionship with Italian literature is intimate. Dante, of course, is one of his great favorites ; when dis- cussing a problem, he can immediately produce from memory an appropriate passage from THE DIVINE COMEDY. The warmth and understand- ing with which he reads poetry is indicative of his deep love for the beauty of his native language. His appreciation of the French language is almost as great. It is natural that he should admire Cha- teaubriand, who so well understood the magnetism of Italy. Mr. Caselli ' s familiarity with European art is no less thorough. It is astounding with what detail he can describe developments in painting and the connections between literary and artistic move- ments. But it is perhaps his knowledge of music and, in particular, of opera that is best known at Haverford. His courses concentrate on the bio- graphical details of the composers and librettists as well as on the operas themselves. In this way he dramatizes the important relationship between a society and the operas it produces. He has just completed a cross-reference dictionary of opera which will be published in Italy this year. His first-hand experience in the organization and operation of institutions of higher learning in both Italy and America has produced several informative studies. One appeared in 1960 under the auspices of the Istituto Italiano di Cultura and the Catherwood Foundation, and another will be published by the University of Wisconsin Press. As for the future. Mr. Caselli is contemplating a study of Samuel Morse, who not only invented the Morse code and the electric telegraph, but was a painter as well. Mr. Caselli ' s philosophy of life nicely comple- ments his humanistic endeavors. His is a world of culture and refinements ; his interest in the human- ities is highly personal. Although not his career, they are his first love. He indulges in art, music, poetry and history for pleasure ; they have become an essential part of him. And he writes about his interests with the same passion with which he teaches or discusses them. He is not pedantic or pretentions, but original and unassuming. More- over, he enjoys arguing and is always ready to consider new ideas and new approaches to prob- lems. In commenting on life in the United States or, more particularly, at Haverford, his wit and pragmatic cynicism are strongly colored by his sincerely humane Latin spirit. He is a keen critic of Haverford, but he also loves it very much. Such a man is a wonderful asset in our community. It is unfortunate for us that our view of Aldo Caselli is so tainted with the narrow-minded criticisms often levelled against him. Jonathan P. Kabat 11 A Report to the Class o f 1964 on Haverford Today and Tomorrow I greatly appreciate this opportunity given me by the editors of the RECORD to set forth my views on some aspects of the future of the College. As members of the graduating class you are familiar from your own personal experiences with the Haverford of the present. Many of you, as well as Haverfordians as a whole, are wondering what effect our plans for enlargement may have on the Haverford of the future. Before indicating some of the aims and trends of the Haverford of tomorrow let us look at some of the significant developments during the past four year period, which coincides with the undergraduate life of most of you. In the first place, just prior to your arrival as freshman in September 1960, the Board of Managers had made three basic decisions concern- ing the improvement of the College ' s facilities. These were the construction of a new, modern building to house the Chemistry, Mathematics and Physics Departments, the renovation of Sharpless Hall to accommodate the Biology and Psychology Departments and the building of a new dormitory for 130 students to relieve overcrowding and per- mit a modest expansion of the student body. Un- fortunately for your class, you have had the use of Stokes Hall for only your senior year, while Sharpless ' renovation and the construction of the dormitory have merely been inconveniences. Other physical changes which took place nearly three years ago and from which you have derived more satisfaction were the opening of the Henry S. Drinker Music Center and the Computing Center in Hilles Hall and the laying of a new, dry brick walk in front of Founders! Important personnel and educational changes also took place during the same four year period. To note some of these which you may have taken for granted, when Professor Craig Thompson was appointed new librarian, it was expected that he would spend most of his time on the Library rather than very limited periods, as had been the case previously. The Department of Biblical Litera- ture was changed to the Department of Religion, reflecting the broader new interest of the College in that important field. The hiatus in offerings in religious thought resulting from the imminent retirement of Professor Douglas Steere will be filled by an additional appointment in the Depart- ment of Religion, and the Philosophy Department now has three full-time philosophers. 1961, with the appointment of a third man in the Psychology Department, the College was able to offer courses in the three chief areas of social psychology, experimental psychology and in per- sonality. A full-time American historian was added to the History Department. These personnel changes, as well as others, have added breadth and strength to the College ' s offerings. Constant curricular changes have added strength to the educational program. Other significant changes, which ostensibly appear disconnected but are likely to have a lasting impact on the College, are the increasingly numer- ous and important foreign contacts of faculty and administration. Philip Bell ' s teaching at Makerere and Professor Hare ' s appointment at the Univer- sity of Ibadan, Nigeria, may result in arrangements whereby our students may study or teach at these universities. Dr. Archibald Macintosh ' s leading role in the African Scholarship Program of American Universities has resulted in our student body ' s being enriched by African students. The Three- College faculty seminar and undergraduate course on China and India have aroused interest in non- Western studies. The two most important developments in the past year, however, particularly in terms of the changes these will bring about, were the approval by the Board of Managers of the policy on Expan- sion of the College and on Aims and Objectives of the College. As members of the Class of 1964, you are fully aware that the question of increase in the size of the student body has been discussed during your entire college life. You are also aware of the fact that the Board agreed in January 1963 that the College should look toward an increase of approximately 50 °o to about 700 students in ten years. During your four years in College, the stu- dent body has remained relatively stable. In your freshman year, total undergraduate enrollment in the fall was 466. With the planned increase in enrollment next fall for a total of 500, it is natural to wonder what effect this and continued expan- sion will have on the future of the College. A fact often overlooked is that in the prelim- inary and prolonged discussions on the question of expansion, it became apparent to the faculty, the administration and the Board that planned growth of the College would result in a better College in the future. In the first place, numerical growth of the College would enable the smaller departments to increase the number of their facul- ty members. From the of view of the educa- tional standards of the College, much would be gained by having more than one or two members in a department. There would obviously be far less disruption in the teaching schedule when a professor is absent on sabbatic leave in a depart- 12 ment of at least two members, than of only one. It also would stimulate faculty members intellect- ually if they had colleagues in their own field with whom they could talk. Diversity of approach within the same discipline, which is possible with more persons in a department, would also be to the students ' and the College ' s advantage. Further- more, growth of the College which would permit growth of the faculty would provide a greater breadth of educational program, particularly within new areas of knowledge. Many upper level classes with a minimum number of students would be improved by more students. In larger classes where more students would adversely affect the quality of teaching, new sections would be pro- vided. Furthermore, it seems clear that a larger student body does not necessarily mean the abandoment by the College of its objective of stressing the importance of the individual. In fact, I am convinced that the plan to develop two separate living areas as the College expands in size will result in greater emphasis on the individual. While being a member of a larger whole, each student will also be a member of a smaller, com- pact unit. The Board of Managers agreed that ex- pansion should take place by developing two such living areas and should not exceed the rate at which such accommodations could be built and plans developed for the absorption of the new students into the College as a whole. The Board further specified that expansion should not exceed the supply of mature and effec- tive students nor the rate at which an adequate number of able faculty could be obtained and the required facilities and operating expenses satis- factorily financed. If sufficient finances are not available to reach this goal in the period specified, expansion could be temporarily halted along the way. Assuming, therefore, that expansion will im- prove the quality of Haverford in the future, what are some of its other aims and objectives and prob- able trends ? Haverford College tomorrow, as today, will have as its basic aim helping its students to become men of high character, sound learning and deep integrity, motivated by a spirit of service and with courage in the right in accord- ance with the Inner Light that is in every man. It will offer an education that is liberal in the sense that it frees its participants from any pre- judice in which ignorance or too great specializa- tion may imprison them. As part of this liberaliz- ing education it will expect its students to be famil- iar with each of the three main branches of knowledge - the humanities, the social sciences and the natural sciences, and to become familiar with significant elements of some non-Western culture. I would expect the Haverford of tomorrow to adopt the thesis of the Committee on The Col- lege and World Affairs, on which I have been serving, that liberal learning must include study of the varying and constantly changing cultural conditions of men, especially in other cultures than our own, and that the similarities and con- trasts thus revealed will illuminate the nature of our own society and help us to understand better both ourselves and others. While the recent building program has em- phasized new facilities for the sciences, this does not mean that the College has adopted a policy of strengthening the sciences at the expense of the social sciences and the humanities. In fact, the appointment of a special Board Committee to consider ways and means of improving and en- larging the Library indicates a deep interest in the latter two branches of knowledge. In the Haverford of tomorrow I would antici- pate greater emphasis on special programs for individual students and more flexibility in the requirements for graduates. A student may have a greater number of possibilities of enriching his normal academic program through such things as an honors thesis program or interdepartmental honors. Other students may find it possible to graduate in less than eight semesters because of advanced placement credits, summer work or both. Likewise, I anticipate a liberalization of credit for off-campus experiences either at other institutions in this country or abroad or in such activities as the Peace Corps. I would also expect an increase in coordination and cooperation of academic and non-academic activities with Swarth- more and Bryn Mawr. Finally, as in the past, I am sure the curricular offerings in all of the departments will reflect the improved preparation of our undergraduates, the impact of new areas of knowledge and the constantly shifting emphasis within the various disciplines. For example, the addition of an elec- tron-microscopist to our Biology Department next year recognizes the significance of this new area of knowledge. The development of a new course in numerical methods for students in engineering and the sciences will take advantage of the com- puter laboratory and make extensive use of its equipment. In the final analysis, the motto on Haverford ' s seal is still the goal of Haverford of tomorrow: Not more learned but imbued with a better learning. Hugh Borton President Haverford College 13 t ' ' ' ■ . ■«. , M '  ' If ' - FACULTY HAVERFORD: EPIPHANIES ACADEME In the last few years, the end of an era has arrived, somewhat awkwardly and undramatically, at Haverford. Whether the occasion was a stu- dent ' s suicide or the latest news from Mississippi, those in the facing benches found that Friendly evasions of theodicy seemed to expire somewhere in a five-foot hiatus of dusty floor. In an unfortun- ate last class before retirement, a respected mem- ber of the Old Guard distinguished true tragedy from the work of certain decadent Southern novelists, while the students, the third genera- tion to discover that there was more sex, more blood, and less affirmation in Shakespeare and in the world. than Victorian positivism was able to account for, callously stared out of the window, hardly bothering to conceal their boredom. Rasselas had gotten tired of the Happy Valley; the en- cysted Haverford of NON DOCTIOR SED MEL- lORE DOCTRINA IMBUTUS, where moral com- placencies preceded inquiry, was no more. The Board of Managers of course refused to issue a death certificate. In the meantime stu- dents and administrators respectively begot the embroys of a gradeless, hyper-individualist Eastern Reed and an impersonal, rule-ridden Little Prince- ton. Thus the present Haverford is a school in transition, rather unsure of its own identity. Its working atmosphere, I would theorize, is the crea- tion of a meeting of minds between the facul- ty and a substantial se gment of the student body over three basic values: a radical ethical individualism, a sceptical and rigorously intellect- ual outlook, and a high valuation on strong, even if narrow, sense of purpose and professional orien- tation. The result of this atmosphere is that academics at Haverford take on some of the qualities of a quest for the Holy Grail; professors deliberately set nearly impossible standards, and then grade students on the degree of their failure to meet them. The principal virtue of this system is that it challenges, and consequently refines, the intellectual powers of the committed and able student more fully and also more quickly than any other system. The inadvertently self-defeating aspect of this system lies in the fact that its inexhaustible demands leave the student who is striving for a rigorous, integrated intellectual view of life confused in the sheer mass of specialized data. Further, they can easily render the ideal of the experimental life, so dearly defended against outside pressure, a purely theoretical matter in the life of the conscientious student. One of Haverford ' s greatest virtues lies in the fact that the student is exposed to his teach- ers at close range, both in small classes and in informal student-faculty encounters. He is fur- ther presented, in his relations with faculty mem- bers, with both a wide range of disciplines and outlooks on life and a wide variety of approaches to the relation between teacherand student. Hav- erford is unusual among American colleges in that it produces no stereotyped method of teaching ; thus the student, who in many other ways may feel pressed into a rigorous academic mold, is in this respect at least abnormally free. He can al- most invariably find some professor whose ap- proach to teaching is highly suited to the stu- dent ' s particular abilities and temperament. This fact is made possible by Haverford ' s size, and made necessary by the tension between individualism and professionalism in Haverford life. Four different approaches to teaching are very common at Haverford (I am speaking here pri- marily of the humanities, with which I am most familiar). There are the austere lecturers, who see teaching as consisting in imparting a par- ticular body of knowledge, and who view the relevance of this knowledge to the particular student ' s intellectual development or practical life as the student ' s own business, not theirs. They would tend to be cold and distant with students, and relate to them only on a classroom-lecture basis ; in evaluating students, they would prefer intellectual mastery of a complex subject mat- ter to premature forays into original thought. There are the easy-going professors, who tend to form informal relationships with all of their stu- dents, and to stress emotive response to material rather than intellectual analysis. Such a professor is likely to be more concerned with broadening his poorest student ' s practical insight into life than with fertilizing the analytical powers of his best student. There are the Graduate- School- Type, or GURU, professors, who are likely to care little about the majority of their stu- dents, or even about their classroom teaching it- self, but rather conceive of teaching as a personal task directed toward a small elite of brilliant students, and as consisting not merely in teaching specific subjects, but in guiding the student ' s entire development as intellect and as human be- ing. There are, fourthly, the Professor-Enthusiasts, who are entirely concerned with their students as individuals, and seek to teach them a view of life or at least to provoke them to personal self-exam- ination. They conceive of teaching in a strictly Socratic sense, and frequently use their subjects as mere springboards for teaching about Life. These portraits are admittedly sterotypes. 16 and capable of infinite variation. The important point is that Haverford. as a result of tensions within its academic attitude, not only includes but actively encourages all four approaches. This diversity enriches the intellectual life of the com- munity immeasurably, even though for each par- ticular student one or more of the particular ap- proaches which exist here may be useless or even harmful. Complaints against the Graduate-School- Type professor, one might observe, are particu- larly common ; however, his usefulness cannot be denied, even though he may have no beneficent effect on most of the students who encounter him, if the College is considered as in any sense designed to produce the swiftest and most fruit- ful intellectual development in the already excel- lent student with a strong sense of purpose, as well as to stimulate and bring out the possibilities of development in every student. Haverford could not exist if all of its professors were like this, but it would be greatly improverished if some were not. I must note, in passing, that the individual faculty portraits which comprise this section of the RECORD were consciously selected in terms of a balance of attitudes toward teach- ing, as well as in terms of the more obvious bal- ances. A further, and less constructive, result of the inner contradiction between Haverford ' s individual- ism and its professionalism has been commented on so vociferously, by faculty and students alike, in recent months that any account of academics at Haverford must deal with it. This is the ac- cusation that something in the Haverford sys- tem saps the student of enthusiasm and personal involvement, both in his academic work and in his personal life. Tremendously excessive polemics have been issued on this subject; after all, there are students here for whom, after three or four years of grueling work, academics are still a source of intellectual excitement, and vitally involved with their larger personal spiritual goals. But the very terms in which the accusation is so often advanced reveal its lamentable truth. Much as one may shudder to hear some of one ' s fellow stu- dents in meeting take a public mind-bath in a cistern of social and ethical cliches, the very simple-mindedness of these utterances betrays a failure to connect the analytical processes of the classroom with the realm of personal aspirations and values. The truly pathetic cases of dissoci- ation of sensibility at Haverford are not the coldly analytical hyper-specialists who win Wood- row Wilsons, but those students who find it necessary to put their guts out on the table in Eng- lish class, or to get up in Meeting and mouth such meaningless platitudes as We tend too often to forget that academics are not an end but a means. Because, plainly, academics ought not to be merely a means but a criticism of ends; true sensitivity is always self-critical, and if a student finds it necessary to retreat from a cold, dry, hostile academic world to a coddled potted palm of sensitivity which would obviously die in the hard light of analysis, his liberal education has failed to create him a sense of the necessary con- tinuum between intellect and emotion. Neither of Haverford ' s basic values, its rigorous intellectuality and its stress on individualistic, ex- perimental search for meaning, can be sacrificed to the other; yet the conflict between the two of them seems to leave all but the students who come here already strong in both intellect and self-knowledge at best confused and unsatisfied. Haverford can be savage to the highly talented student who is still uncommitted, in search of a direction, while it is all-too-easily mastered by the plodding, materialistically-oriented future business- man. To some extent these defects are congenital to an institution devoted to two divergent sets of values ; but to some extent a better balance or integration is possible, and the attempt must be made. Haverford, as a college in transition, must learn how to change without vitiating the good qual- ities of its tradition or of its present atmosphere. It must first realize that it is no longer in a spirit- ual sense a sectarian college, and that the present Quaker stranglehold on the Board of Managers and the Administration must inevitably weaken the College ' s chances for dynamic leadership. The in- delible mark which the Society of Friends can leave on the secular Haverford of the future lies in the tradition of intellectual rigor and individ- ual freedom; to ignore this core, and to preserve the literal dominance of Quakerism and especial- ly of its puritanical tendencies for profane reasons of social pressure and expediency, is to destroy Haverford College. Neither material expansion, nor a continued social and particularly academic lib- eralization, need injure the values of the present Haverford, if conduced with discretion; but, in my frank opinion, every increase in bureaucratic authoritarianism, in supervision of dormitory life, in stringency of such disciplinary regulations as drinking rules, is a signpost on the road to hell. Haverford ' s task is to liberalize without losing intellectual rigor, to expand without becoming impersonal, and to shed the narrow, encysted pat- tern of its sectarian past, without losing the bal- ance of intellectuality and individualism which is the core of its tradition and of its present identity. Alan Williamson ' Now really, Mr. , that ' s an extraordinary statement, isn ' t it? So begins the typical Satterthwaitean parry, which makes many s+udents enemies at first sight, while it leaves others with the impression of having encountered the paradigm of an intellectual rigor all too rare amid the emotional and intuitive flabbiness of the humanities at Haverford. In the classroom, Alfred Satterthwaite does not suffer fools gladly. His approach is that of a fastidious and even sarcastic intellectual aristocrat. If his sarcasm often clears the air for more coruscating discussion and provokes the student to greater precision of thought and expression, it can also have the deleterious effect of stifling the groping or ina ' -ticulate sudent who might have valuable contributions to make. Mr. Satterthwaite ' s talents, indeed, are far more suited to the small seminar than to the large class, where his contempt may lead him to squander class time on moralistic digressions and irrelevant anecdotes. In the seminar, however, not only his keen analytic mind but also his peculiar gifts for precise formulation and catalysis come into play, stimulated by the opportunity for direct and extensive intellectual battle with the individual student. To be perfectly frank, however, Mr. Satterthwaite is a truly great teacher, if at all, only in a limited, but perhaps all too rare, sense. For him, the real teaching takes place outside the classroom. He tends to choose his small circle of student friends from among the academically and creatively talented ; and al- though this coterie is limited, he spends virtually unlimited time and energy on its members, and treats them on nearly the same basis as his friends and colleagues. The kind of friendship Mr. Satterthwaite extends to his student acquaintances is one of the most valu- able experiences made peculiarly possible by Haverford ' s small size. For those who have belonged to his circle, the many evenings spent in the Satterthwaite study have been as rewarding an element in the educational experience of Haverford as anything in the strictly academic program. The atmosphere CHEZ Satterthwaite, the all-pervasive odor of woodsmoke and sherry, the serenity which is an almost artistic projection of an imperfect but resilient agnostic truce in cognizance of chaos, has become for these students an anchor-point in the frequently confusing intellectual and human flux they encounter, particularly in their first two years here. This is largely the result of Mr. Satterthwaite ' s belief that informal contact with students affords him the opportunity to influence the growth of the individual student as an entire human being as well as an intellect. It is quite clear that Mr. Satterthwaite envisions this as a kind of educaional experience for himself as well, both on a strictly intellectual and on a personal level. It is, for him, a means of keeping his mind open and constantly re-examining his own opinions and convictions. He respects even intellectual positions which diverge violentjy from his own, so long as they are intelligently supported. This does not mean that he lacks strong commitments of his own. Indeed, his very desire to involve himself personally with student friends springs from moral convictions concerning his role as a teacher. Although he does not assume intellectual superiority ovei his proteges, he feels that his wider experience with human problems enables him to give the student an objective, yet highly sensitive, perspective on him- self which the student, in his youthful subjectivity, can seldom attain by himself. He never shies away from the self-imposed responsibility of helping the student as best he can. even with the most delicate or dangerous personal problems. His personal life, both as agent and as advisor, is intimately bound up with his critical study of human situations analyzed in literature, to a degree rare in academicians. Yet for all the shrewdness of his psychological insight, his moral position tends to be conservative, sometimes even to the point of puritanism; it is never, however, based on uncriticized prejudice, but is rather rationally de- duced from a keen sense of the responsibility of all for all. It would be unfair to stress only the intellectual nature of Mr. Satterthwaite ' s personal involvement with students. His willingness to devote himself, with deeply felt concern, to their problems and to their individual growth, is the product of an innate generosity which quite transcends even his own rigorous sense of moral responsibility. Those who know him for any length of time become increasingly aware of the spontaneity with which he assumes what others might see as burdens on the privacy of his family life. And, for all the theoretical rigor of his moral position, it is consistently tempered by charitable for- giveness toward the shortcomings of others. 18 Finally, a word must be said about Mr. Satter- thwaite ' s intellectual position, about the commit- ments which drew him into literary scholarship as a profession. As has been suggested above, he sees literature almost entirely in terms of the light it casts on immediate human experience ; the work he really enjoys, as distinguished from his formal academic obligations, is the analysis of works with strong psychological and moral significance, as, for instance, Donne ' s poems, or THE BROTH- ERS KARAMAZOV. As a Harvard Comparative Literature Ph.D., Mr. Satterthwaite is greatly concerned with par- allels in theme and event between works of various ages and cultures. However, his search for echoes is not merely that of a connoisseur, but rather reflects a concern for historicity, for both con- tinuity and change in the literary treatment of certain central experiences in Western culture. In dealing with particular works, he is more con- cerned with the psychology of plot situations than with overall symbolic and structural pat- terns. Unlike certain critics with less rigorous analytical minds, however, he sees this as a weak- ness in his own approach, and, far from resenting attempts to systematize ' a work, he is very receptive to structural interpretations. In his con- cept of criticism as a discipline, he is intensely concerned with style: he tends to value precision of formulation even above originality of thought. In line with his concern with literature as directly relevant to life, he is unsympathetic to works which are more concerned with recreating the texture of experience than with commenting on it: hence, at times, his seemingly irrational hostility toward Twentieth Century literature. Alfred Satterthwaite finds Haverford ' s size and atmosphere particularly congenial to his approach to teaching. And, conversely, the maintenance of Haverford ' s superiority as a small liberal-arts col- l ege demands the special capabilities of such a professor as Mr. Satterthwaite, however unpopu- lar his approach may be with many of the students who encounter him. Richard Wertime Alan Williamson 19 20 One of the few exceptions to the unmerciful and irrevocable judgments which students pass upon ' the faculty ' , is Gerhart Spiegler, whom few students think they know well enough to praise or damn. Unlike those faculty whom we know well, and those for whom we have no hope what- ever. Mr. Spiegler meets us in class and out with an unmistakable honesty and yet remains a mys- tery. This disturbing man brings to Haverford an intriguing history which has clearly left its marks. After a fundamentalist upbringing and an un- doubtedly dashing undergraduate career in Ger- many, he came to the University of Chicago to study history and philosophy of religions ; then, for some reason, he was induced to become Haverford ' s religion department. Here, where student and faculty walk shoulder to shoulder, alike distin- guished and often indistinguishable, was an un- avoidable challenge to the traditional European ways, and this challenge has been met with a willingness and success notable even in this little paradise. In his involvement with us, Mr. Spiegler has brought us to a closer involvement with the ques- tions and decisions of man as an intellectual. In his classes, we must always decide whether to be quarrelsome (That ' s absurd!) or accepting (That is Absurd), much as he seems to be deciding whether to try to convince, or to ask acceptance. He clothes himself in the thoughts and feelings of the thinkers he teaches, becoming a real disciple of each in turn, yet always prepared to criticize later from his own unique position. There is in this method a gentle seduction: he would like to make us too disciples of each philosophy, giving us the EXPERIENCE of an ideology, not just its mere arms ' -length knowledge, so that our defense of it against his critique might be the believer ' s defense, not the skeptic ' s detached quibbling; for much of what he teaches has its meaning only when be- lieved. Gerhart Spiegler appeals always to the whole student, not conventionally to the intellect when in the classroom, to the residual man when in the ' informal places ' : it is not enough merely to think in the classroom, or merely to be amiable elsewhere. It is understood that the effort to understand, to participate in meanings, is inseparable from the serious student ' s life as a whole : only in so far as we understand what we are and how we have come upon the pr esent are we truly men. His aim, then, is surely not to teach us THINGS, but rather to teach us ways of meeting others, our history, ourselves. In his classroom, the intellect must itself stand up against, and not merely criticize, life: we ask whether the idea does justice to experience, and often whether our experience does justice to our possibilities as men. Each individual participates in each class from his unique vantage point, for the individual in his unique awareness is the only beginning, and the only end. we can grasp. And in looking back upon a class, one can see that Mr. Spiegler has 21 elicited from each the kind of insight each is best prepared to give, has coaxed from some a first statement of a vague intuition, and has somehow skillfully woven a precarious unity at the last moment. Beneath these doings there is an understanding between student and teacher, subtly pointed to only in the breach, that work will be assigned and done because of its potential value to the stu- dent as man, and that it will be done. If class is to be a dialogue, in which the crucial things hap- pen between students and teacher, then we too must know at very least the language of the day, I and Thou, the Encompassing: ultimately empty or not, these are the frames for our speech, and we must have them at hand. Above, we wondered why G e r h a r t Spiegler came to Haverford; guessing that he might very well have come just to see what it was all about, we wonder why he has stayed. The answer can only be that he sees here one of the increasingly few opportunities to teach ways, not things. Only the continuing honest response of the whole stu- dent can justify his staying here, for if it is things that are to be taught, they can be taught far more easily at a cosmopolitan graduate school: his being here is a faith in us, as ours is a faith in him. To those who have taken courses in religion, Gerhart has been an unusually competent teacher; in some of us, he has stirred a new ambition, too, or revived one nearly dead, for his involvement, knowledge, and impressive articulateness in our foreign language have shown us an enviable stand- ard of scholarship. But what is most remarkable is that we have seen ourselves and our indecisions in this tense man who lives his indecisions day by day. Perennially suspended between college and university, he weighs with us the academic career, and seeks its true rewards : a religious man study- ing religion, he asks us what relation we would have between what we think and what we are; a European in America, he views us critically, yet he is one of us. And we think of him, as of our- selves, not as someone who IS somewhere, but as someone GOING somewhere : his tremendous en- ergy, and the possibilities to which his thoughts point, convince us that despite his sincerity we know but a part of him. We begin to realize that if he remains who he is, we will never know Gerhart Spiegler as we know those who have yielded to the contradictions in themselves, and have become simple monophony. Nor, we realize, will we ever know ourselves in that way unless we too give in. But we also begin to see a greater knowledge of a more human self emerge in the meeting of people who dare to in- volve themselves totally. And we remember Gerhart as one who better than most makes Haverford what it uniquely should be, and shows us the excitement and joy of living dangerously with ourselves. Eric Lob 22 George Kennedy graduated from Princeton and went to Harvard for graduate work, where, as a consequence of an interest in paleography, he re- ceived a traveling fellowship to study Quintilian palimpsests in London and Rome. Eventually an article arose from his studies, hut, hy the time of publication, he had realized that it took a special patience and aptitude to spend great amounts of time for no discernible purpose in the study of minutiae on the off-chance that some key might be established later justifying the time spent, and his interest in paleography waned. At Harvard, Kennedy was greatly influenced by Wer- ner Jaeger, who convinced him of the importance of considering literature and history in a common context and encouraged him to do a study of Greek rhetoric, a study which eventually resulted in a book, as well as an article elsewhere in the RECORD. There is an increasing number of classics stu- dents at Haverford. This increase is due in part to a national revival of interest in the classics, and is due in part to the cooperation of the other departments in giving credit in their own fields for work done in the classics. In part, how- ever, the increase is traceable to the attractive- ness — intellecual and personal — of the two men comprising Haverford ' s Classics department. With Dean Lockwood, who taught Howard Comfort at Haverford, and Wally Post around campus, Haver- ford presents a strong contingent of classics schol- ars. A personality cult is not sufficient to save 23 the classics — nor is there any need at this time to save them, sprung Aphrodite-like from the mal- content r(f. of a mechanistic universe — but in a college like Haverford where some de- partments are weak, others in flux, a department offering a lasting tradition is attractive to some, who, all things being equal, might have majored in something else. Too, the Classics department vigorously proselytizes to win its few converts each year. George Kennedy runs the Classics 19-20 course, a history of Greece and Rome, which has around 89 students and is the second-largest course in the college — next to Freshman English. The end of the course is two-fold. It is designed, first, to pro- vide the non-specialist with what might be his only disciplined look at the achievement of the ancient world and partially to define the at- traction-repulsion inherent in one ' s relationship with a world where one must acknowledge, in opposition to the glory and the grandeur, the animalism that was in Greece, the lust that was Rome. The course is also designed as propaganda to aid the regenerative and reproductive powers of the department, and is aimed at Freshmen and Sophomores in keeping with the propagadistic determination to indoctrinate the young. Out of say 80 students, some two last year majored in classics as a direct result of the 19-20 course, and, from a subversive point of view alone, the course was viewed as a success, although the expenditure in time and effort seems proportionate to that required to get a few Negro children into a southern school. Kennedy is confident that a history course featuring a reading list of Homer, the great tragedians, Aristophanes, Thucydides in the first semester, and the likes of Livy, Cicero, Virgil, Tacitus, Seneca in the second will be able to hold its own. Kennedy ' s small classes occasionally get out of hand, taken over by the Bolsheviks in our midst. In a period of lamentable decline in his Homer course, the chariots of Achilles and Hector became Volkswagens. His gestures occasionally go far beyond the duty of the professor. He once tele- phoned me before an exam, which I was due to flunk, to tell me he had raised my grade on an essay and, thus, he announced, to spur me on to an all-night stand. Kennedy shares the latent snobbery of the department and the conviction that classics men go to a different heaven than other people. Comfort, for example, in the midst of a learned essay defining the nature of a study which considers at once the political, economic, social and artistic history of a culture for some reason seen as classical introduced the thought that his field included the study of circumstances evoking emotions too deep for tears, or some such thing, and, to date, although modestly ac- knowledging the possibile reminiscent quality of the phrase, has been unable to bring himself to retract it. George Kennedy, himself, feels that the difference between Greek and other languages is defined by the first sentence in his Greek primer, h H CK a anc i- T ' v ' , the soul is immortal. He has heard that the primers of other languages begin with more trivial utterances. Although known as a liberal, Kennedy is by no means consistent in his position and does not seem to want to be. Often his liberal point of view is more pedagogic and therapeutic in intent than philosophical. He is in favor of the limited elective system at Haverford, and wishes he, him- self, had been urged to take more courses unrelated to the classics, deploring the gaps in his knowledge with the happy confidence of a man who never expects actually to hear the call to take calcu- lus and natural science. He is, he says, experi- mental by nature, but he is probably so more by training. He is willing to see some experimentation with the grading system. He is very disturbed by the 10-13 percent of the student body he thinks is concerned with grades to the decimal point. He has come to favor either four courses per semester or obviating the forty course requirement for graduation, because he thinks it is true 4hat the student is hounded. What is important ulti- mately is not his specific position on various issues but his general conviction that Haverford should be able to take advantage of its small size and be flexible. George Kennedy is not an eccentric man, but he does have highly individualistic opinions. One of his ideas that has been ill-received by his profession is that there is in most civilizations such a thing as a classical stage, and that the field of classics in the West should reject ethnocentric- ity and broaden its base to include a study of all classical civilizations — Indian and Chinese, for example, as well as Latin and Greek. The future western classicist might, as I understand it, have a good knowledge of either Latin or Greek and then a knowledge of the language and culture of at least one other society not directly in the west- em tradition. Bruce Tulloch 24 Harry W. Pfund ' s sound, distinguished yet un- stentatious teaching represents part of the groundwork of Haverford ' s environment. He pre- serves for his students the advantages, but not the faults, of disciplined, systematic instruction. Professor Pfund approaches literature by means of close examination and mastery of texts, but his ideal of criticism discards attempts at nine- teenth-century thoroughness. Literature represents to him the inforn.ed study of individual works, their relation to each other, and their synthesis within traditions. He is concerned also with the development of literary criticism, and the various perspectives it has detailed toward German writers. Though he sometimes inspects philological and cultural implications of literature, his chief inter- ests remain works themselves and different inter- pretations of them. In his lectures. Professor Pfund emphasizes the history and chronology of literature. He discusses literature in terms of precise statements and re- liable generalizations. A sober, reasoned mastery of literary history and of specific works character- izes his approach to criticism. In his home near campus, Mr. Pfund conducts classes that are schol- arly, apolitical analogues to former President Roosevelt ' s fireside chats. Professor Pfund ' s dignity and authority are especially impressive in lecture. He sits behind a cardtable covered by a fringed cloth, several filing-folders of notes, and a block of books. Students occupy a semi-circle of furniture in front of him. They listen, take notes, discuss the text, and see at various times dozens of volumes from his upstairs library. His three-hour classes are interrupted once by refreshments, and paced by half-hourly chimes and by a cuckoo-clock. Very rarely lantern-slides divert part of an evening. Mr. Pfund is committed to education of the individual. He teaches books and critisism as req- uisites to cultured life. In his comfortable Whitall office, he typically greets visitors with his brief- case open beside him and his desks stacked with books, spines facing him. His overcoat, cluster of mail, and dossier of transcripts are nearby. Filled bookshelves follow two walls. On these shelves, and in his home, Mr. Pfund collects mostly hardcover books ; his library of German literature seems func- tionally complete. His attention to significant de- tail in choice of books reflects his general principle of careful selection of essentials. In discussing lit- erature, he does not hurry comparisons or force syntheses. In his courses. Professor Pfund ' s pre- cise manner and Olympian wit illumine life and literature for his students and show reasoned con- sistencies between art, fancy, and existence. Through his cordial teaching, his vision of these connections remains for many students a perma- nent discovery. Joel Sunderman 25 The 1959 yearbook said, On this campus, where almost no one does what anyone ELSE is doing at ANY time, the task of trying to make some sense and intelligible order out of random occurrances must be considered impossible. How more impossible is it to condense four hundred and sixty different individuals into some typical, if not quite real, Haverford student? Whoever the typical Haverford man is, he is something like an intellectual: mentally quick, alert, sharp-witted, critical, and certainly very verbal. He works hard though inefficiently. He is conscientious, competitive, self-driving, and am- bitious, and of course he is bright! He prefers theory, abstraction, and broad generalization to fact, rote learning, and the discipline of detail. Above all else, he wants to be certain that what he thinks about is significant and relevant. In contrast to other college men, the Haverford student is much more reflectively, if not phil- osophically and idealistically, inclined. He values the world of thought much more than the world of action. It is through self-knowledge rather than through action that he seeks his identity. Prag- matic comprises, economic values, . manipulative power and political machinations and complexities scarcely appeal to the Haverford youth. It is through intellectualism and a cultivated coolness that our typical student gains both power and security in his relations with others. He is not afraid to complain, to be sharply critical of any- one and everyone, even of himself, to argue with the most high or even the alumni! More often than not, his words are used like rapiers; his in- tellectual thrusts are refined, pointed, clean, crisp. Students have a marvelous way of using humor and sarcasm to carry on an attack. Their letters to THE NEWS and their frequently epigrammatic comments in Meeting reveal a penetrating wisdom, a sharpness of insight, that is unexpected in most young men. But our students are also studiously irreverent, calculatedly cynical, fearful of senti- mentality, unusually inhibited and restrained. They plan to become lawyers, medical specialists, labora- tory researchers, and scholarly professors, but not commanding figures in industry, driving young junior executives that lead United Fund cam- paigns, nor charismatic politicians. The typical Haverford youth is not a highly masculine assertive male with a deep sense of vital- ity and aggressive drive — marked by dash and adventurousness. He wears his beard almost shyly! He is sensitive, not quite tough, and perhaps more passive, if not less self-sufficient and emotionally independent than many other college males. He is not an earthly, socially initiating, tough-mind- ed, aggressive male of strong passions and au- THE HAVERFORD STUDENT OF 1964 thoritative dominating stature. Nor is he the a- nonymous organization man or the mousey bureau- crat on the way up. Conscious of himself, if not centered in himself, perhaps awkward around others, he does sense a distinctive identity, though he may not know what it is. He is thoughtful, intense, sincere, honest, but too criti- cal of himself. The Haverford student doubts himself in a way many college males do not. He doubts his ability, his values, his feelings. These doubts, not unusual in entering freshmen, become magnified in his early college years as he finds he never does quite well enough. He forgets he compares himself to an unusually talented group of young- sters. What often appears as insufferable vanity ( The College is so good, it can only get worse. ) is only an unconscious defense against a deepen- ing and, for some, devastating lack of self-confi- dence. By identifying with the imagined reputation of the college, he justifies himself publicly, al- though he continues to blame and deprecate him- self privately for not fulfilling his or the college ' s expectations of himself. This obsessive self-doubt breeds guilt and depression; it leads him to ques- tion the worth of his education, of his decision to come to Haverford. He thinks of leaving but can think of no other place as good where he can do better. And since he values doing a mediocre job in an excellent college more than doing an excellent job in only a mediocre college, he re- luctantly stays on. Students do not want Haverford to be any less demanding than it is. They don ' t respect gut courses, although it is clear that given a demand- ing five-course system, they need some. The typical student comes to the college open to the facul- ty ' s intellectual standards ; he accepts many faculty as intellectual models, but he too seldom finds that he develops the level of competence both he 26 and the faculty hold him to. To achieve, a student may turn his great ambition and his suppressed capacities for action and self-determination to other areas of concern, particularly extracurricular, but without ever abandoning his basic value in the importance of academic achievement. The Haverford youth is much more intellectually mature than many others his age. But this is not enough. He remains discontent with the academic way of life as his only model. He finds it produces tension, worry, competition, loneliness, and only a partial sense of wholeness and fulfillment. Even Haverford ' s most brilliant seniors (of whom Haver- ford has many more than it is willing to recognize in its awards of departmental and College honors) poignantly express their sense of incompleteness, their sense of alienation from their own emotional and impulse life. They publicly chastise the College for its intransigent and felt punitive demands; they frequently seek to flee the stern career de- cision they have earlier staked out for themselves by flirting with courses and occupational possibil- ities far removed from their vocational interests. In private, they wistfully wish they felt certain that the intellectual ideal they plan to follow in graduate school is the way for them. While basically neither an ebullient and dy- namic extrovert nor a sexclusive and monastic introvert, the Haverford youth of today does seem to be more preoccupied and less playful than those youths of former years. He doesn ' t smile in response to a friendly hello as frequently. Stu- dents say of other students, They aren ' t very friendly. They aren ' t unfriendly either. They just are not with you. Feelings of isolation and loneliness hover close by on the fringes of aware- ness for many. Sucli feelings are always with youth, but they seem to be more frequently ex- pressed today than yesterday. It is easier to feel lonelier on the campus nowadays anyway. Students feel more bottled-up, more pressed upon, less free, less caring about others. They seem to feel un- comfortable in close intimate emotional relation- ships. Friendships are more instrumental and con- venient than bonds of respect and devotion. Love of a woman is not with carefree abandon, but with a stylized tentativeness. The typical student dates only infrequently; he feels his energies ab- sorbed by more pressing duties. Nor does one sense in the student of today that same loyalty and devotion to the College that many alumni seemed to feel when they were students. The College is a place to pass through, not a community to which to become too attached. To experience intimacy not only with one ' s own thoughts and more pre- EXDUGLAS HEATH cious feelings but also with those of another does not seem to be as highly valued. Certainly many students do not have the time and leisure for spontaneity and play, they seldom seem freed from the ever-present shadow of guilt over a paper left undone, an exam yet to take. Perhaps our typical student reflects the temper of an age (or of his faculty) that values intellectualism, ac- celerating specialization, and continuous measure- able achievement. He finds it it safer to play it cool, rather than to allow himself to become en- twined within the emotional life of another person or within the grips of a belief. He remains an observer, not quite willing to commit himself. Paradoxically, the Haverford man ' s reluctance to allow :himself to be drawn into dependent rela- tions with either his friends or his faculty only screens a deeper and less conscious wish to be so involved, to be given affection and respect, con- tinued reassurance and guidance. A student ' s most bitter source of dissatisfaction with his college is that it is not motherly enough! He things (un- realistically so?) its administration wilfully does not understand him, its faculty is indifferent to him, and its cooks don ' t feed him properly. A Haverford student consciously values his free- dom and autonomy. He prizes the lack of group and social pressure to make him into that which he is not. He values personal integrity and in- dividuality and the opportunity to express what he is, although he may not know what he is. He knows that he does not have to appear what he isn ' t — except to appear, if he can ' t be, an individualist knowing what he is. But once he lets you know him, he is, in fact, the real person he is trying to appear to be. He turns out to be a delightfully shy and warm person almost at home with his intellectual talents but less sure what to do with his more sensitive and affectionate feelings. 27 GENIUS LOCI MARCEL GUTWIRTH The first thing we are compelled to say ahout Haverford is soothing to the local pride — and since the second thing I mean to say is not, let us have it out at once, and then dwell on it for a reassuring moment or two. Haverford has a GENIUS LOCI. This is no small tribute to a college, large or small, young or old. The place has character, and it is a character which manages to mold successfully the generations that pass through it, to permeate the many operations — intellectual, administrative, janitorial — which go into an education. Perhaps the most important element in the Haverford milieu is, quite simply, the physical environment: the quiet beauty of a landscaped English park closed off from the blatancies of the suburban sprawl. In the quietness, of course, lurks a threat, of a diminishing vitality which indeed mars our idealized community. Men who loved nature and cared for their fellows, men like Edward Woolman, a manager, Albert Wilson, a professor, toiled with their own hands to enhance our pleasure in the Nature Walk. Men like Arnold Post poured the same loving care into the thought- ful management of their dahlias as they did into the ordering of Greek aorists in their students ' minds. The knowledge that there is that of God in every man may make at times for a sloppy kind of permissiveness. When it is buttressed by the testimony of trees nobly spaced, as by one who knows nature ' s business and man ' s place in it, it gathers a kind of grandeur, from the surge of nurturing love — compounded of strength and grace — which such an achievement bespeaks. The sense of beauty, alas, stops at the bound- ary of nature. By some tragic flaw in the Quaker tradition, where man is concerned, drabness takes over. This drabness, lavished upon our living and working arrangements at the College, spills over into the minds of students and faculty alike. The spirit of Philistinism is the summation and con- summation of the Haverford education. I am sorry to say. This is the reverse of the Quaker coin, the negative inheritance, the incubus which those few of us who care cannot seem to manage to shake off the student ' s back. Great virtues exist side by side with the atrophy of the sense of beauty, with the adamant prosiness of the Haverford mind. There are impressive feats of intellect, and nowadays an awakened sense of CAUSE, of social obligations running beyond the respectable channels of action — AFSC, the week-end work camp, — skirting, in fact, social disruption and courting jail. Such is the positive Quaker inherit- ance. There is also, rather unexpectedly, and extraordinarily, a truly Saturnalian release of in- ventiveness, grace, and vitality one night in the year — on Class Night. Wit. music, and dance, an outpouring of creativity of soul. mind, and body sometimes occurs on that one occasion which leaves the faculty limp and envious at the thought that so much youthful spirit lurks in the rigid husks that lend themselves patiently to the classroom procedures on every other day of the year. 28 The soccer field too, the stage, the orchestra pit manage to capture their share of the student ' s vital commitment to the arts — so all is not lost. Perhaps in fact the student makes a shrewd investment of his vital energies for those occasions which call upon him to ACT. In that sense the Haverford education is successful heyond its own wildest dreams. Art is a DOING, and there may he poetry enough for a husy, uncomplicated soul in the geo- metric design searingly carried out of a goal shot by Hogenauer from a ball passed by Brinton, who himself received it from Oyelaran at the other end of the field. But the failure implied by the gap that forever yawns between intellect and sensibility, the fact that these young men seldom allow themselves to be fired by what they come to know, or want to know that by which they are moved, must not cease to disturb us. The same man who strides through his equations like a Caesar faces Emma Bovary or John Donne with the countenance of a sullen juvenile. He will be quick to criticize Julien Sorel for self-centeredness or immaturity, he can come to life to Marxian or Freudian implications of a character ' s actions, and will stalk the life out of any Myth or Symbol hapless enough to fall under his gaze — but to seize the grace, the beauty, the wit alive in a work of art, to wrestle with the Angel is not much in his line. To invite him to do so is to court embarrassment. To expect littl e knots of students to gather under the shade of our oak, beech, and elm, worthy of any Arcadia, and to fall out over the merits of a poem or a novel or a painting, to clash over Picasso or Bacon, for instance, is sheer naivete. Haverford harbors Con- cerns, it does not nurture Ecstasies — or Agonies, for that matter. It has seldom been given to me to see a student so much in love, for instance, that it made a difference. Is love itself a thing of the past? of the future, let us hope, for certainly almost none of my students speak of it, when it comes up in a book or a poem, as something of which they know. In sum, the Haverford man is able, he is serious, he is concerned, he mostly has a berth awaiting him in the tangle of interlocking bureaucracies that has come to represent the World. But can he skip? can he caper? does his heart beat faster as beauty brushes him by? can he love, or does he merely prate gravely about duty and concern? Has Arcadia marked him with her grace, as well as shaped him with her care? This is the question upon which hangs all the rest, this is the one blessing to pray for, if the envious Fairy has stayed the wand from which it was to flow. Fay 29 30 This guy is subversive. He teaches mathematics without numbers. A few ordinal numbers, to be sure — Theorem 1, Proposition 8, Lemma 1 — but none of the regular kind that you add and subtract with. Locally finite coverings, homotopy lifting properties kernels, cockernels, and images, homo- morphisms, isomorphisms monomorphisms, and homeomorphisms, and canonical p-dimensinal vec- tor bundles, but no numbers. ( A great many Greek letters though, especially xi.) The graduate school is advancing on the cradle, it seems. Filters and filter bases are in Prof. Husemoller ' s calculus courses, and soon there will be differentiable mani- folds for freshmen. To terminate a class discussion on Banach spaces, he puts on the board a simple Math 16 integration and looks for volunteers, find- ing none. That ' s the trouble with you guys — he glowers, too much theory. Textbooks are almost as rare as numbers. Prof. Husemoller nourishes his classes mainly on notes dittoed in purple or magenta, typed or neatly hand- written. A characteristic festival, therefore, is the collating party. Students file around a table bear- ing pages of notes set out in piles, take a page from each pile, staple them together, until one of the pages is exhausted. The rite ends with the dis- tribution of the remainder for scrap paper. Other institutions : the occasional pilgrimage to Princeton, home of all the mathematicians who have spaces and theorems named after them ; sending students to that other fountain of knowledge, Bourbaki, the pseudonym of a band of Sorbonne mathematicians (Question on a math hourly: Who is N. Bour- baki? ) who have written a kind of encyclopedic textbook of all modem math. Go look for it in Bourbaki — you need to know about twelve words of French. Notes are OK for students, but class lectures flow spontaneously. Diagrammatic proofs, defini- tions, and examples materialize rapidly enough to satisfy the most voracious blackboard. Students puff to keep up the pace. Sometimes they succeed. ( Hot dog. Now we ' re really going like gang- busters. ) In Mr. Husemoller ' s official policy state- ment, This course is going to go briskly. Concern for this forward momentum and for the course material allows no energy to be diverted to more mundane considerations. Regarding a completed blackboard, the professor muses, Well, I ' m not sure : there may be a letter or two missing here, but I think that ' s approximately right. Or faced with specific challenge: A ADHERS to B . . . What? . . . No, that ' s a French word. It ' s spelled that way because it ' s French. The conventional impedimenta of education are likewise casually approached. Class time is for teaching, so that all exams are take-homes. We ' re supposed to have a couple of hourlies in this course, so I guess we ought to have one before Christmas ... I forgot to make up the exam. Well, you ' ll get it next time . . . Huh? no, they ' re not graded yet. You ' ll get them back eventually. What are you guys worried about? You ' re all passing. Most of you are passing. The distinctive snicker — hu-hu- HUH, a rising triplet crescendo — might appear here. It appears on occasions like the assignment of a paper and a take-home hourly due the same day, or a true-false exam with the cheerful com- ment, We could get scores in the minus numbers on this one. The crunching all comes off with uncomprehending innocence and blithe good spirits. Democratic process decides that classroom ex- planation is sufficient — OK. Is everybody happy? [frown] Say yes. For those who still would say no, rescue is available not through any diminution in briskness, but through liberal opportunities to clear up difficult points in Prof. Husemoller ' s office. In class there is thoroughness and rigor when necessary, but not solemnity. OK. Here ' s what a topological space is, gang. . . . If the fiber bundle B is not locally trivial, then what is its fate? The informal definition gives a good intuitive grasp: A group is a place where you can add and subtract. Husemoller ' s math is the straight stuff: no handmaiden of the sciences he. The materials are open and closed neighborhoods, m-skeletons of simplicial complexes, injective, surjective, and bi- jective functions, maps and atlases, manifolds (A manifold is an equivalence class of atlases.), func- tors — even forgetful functors — and Zorn ' s Lemma. The way to work with them is in the most elegant, most flexible fashion possible. How do we prove this? Well, we could use plain old brute force and bang away at it with hammer and tongs, but instead we just Zorn in on it and POOF, it ' s well-ordered. Novel ways to think, new perspec- tives on things and relations in the abstract emerge : high fun for the pure mathematician. Some students want their exams back, and sci- entists at times crave to learn something they can use in the lab, but on goes the theory, casually, at double gangbusters velocity. Because it ' s good for them, and they like it. Man thinking hard and enjoying it — what else do you want from the liberal arts? David Yaffe 31 One can best approach Bradford Cook as a teacher of literature. He has a scarcely-disguised contempt for teach- ing elementary French, which he seems to take out on the hapless novices in French 11-12. But those who weather the course emerge with a good foun- dation in the language. His attitude is that he has better things to do — and he does. Mr. Cook has that curious — and, I believe, rare — talent for getting better as the material being taught becomes more difficult. If some stu- dents, even most, find his aesthetic approach a somewhat ENSAISISSABLE PROTEE, it is because he derives his analytic perspective from the work of art at hand, rather than imposing some pre- conceived critical construct on that work. In better language, he resists the temptation to catalog. This does not mean he lacks respect for literary criticism as a discipline ; he simply insists that manipulating the ideas one can find in a work of art does not, by itself, constitute the whole of oriticism. Nor does he believe that every CHEF-D ' OEU- VEE is full of great new ideas PER SE. The function of literature is to make concrete, to struc- ture, human experience: and the how of it is, I think, more important to him (at least on a purely critical basis) than the what and the why. The raw materials of great art are, after all, available to ' most everyone. This can be seen in his sense of language. More than most professors at Haverford, he gets down to the grass roots of writing — the way in which words are put together, to make a phrase, a sentence, an entire style. He emphasizes the craft of literary construction as a means of better seeing into the artist ' s imaginative conception. In doing so, he never lapses into pedantry or a scientific- kal dissection of language for its own sake. This, in itself, is quite an accomplishment. Mr. Cook is not without his prejudices. He open- ly detests Cocteau and Wagner (no connection of the two implied) and thinks that Conrad, on the whole, was a lousy novelistic technician. Some such dislikes, he admits, are entirely irrational: others, merely intuitive. He will sometimes defend his position — Montaigne is NOT tedious, really — with the slightly irritating assertion that, being older, he understands things better. These, I believe, result more from an excess of virtue than from any deficiency: Mr. Cook is toughminded — even, at times, to the point of sheer intellectual obstinacy. He insists on think- ing for himself, which leads him to judge critical performances, both of students and of the pros, severely. As a scrupulous examiner of literary art, he dislikes what he labels the Freshman English tendency toward grandiose expression of the com- monplace : he is simply NOT INTERESTED in what you have to say in the abstract about life, death and love. Mr. Cook equally dislikes literary jargon — polarity, dichotomy, juxtaposition, objective correlative and the rest. But this is not a form of snobbery; he commits himself to an intellectual position on a book, and once having done so, he believes himself in the right — until intelligently proved otherwise. He WILL yield before a forceful argument, even though he might not want to. He is not dogmatic. Mr. Cook is something of the old-style do-it- yourself teacher. His class-room sessions usually begin with a menacing BONJOTJR, MESSIETIRS! that can chill your blood if you ' re not prepared. He lectures infrequently: instead, he tells you things about Gide or Proust or Stendhal — the distinction inhering in his informality. He is not impressively authoritative either in his manner of speech or in the way he goes about his business; if he were, he could never put over his method of approach. He fragments his talk with collo- quialisms, anglicisms, repetition — all of which reflect an energetic mind willing to spend con- siderable effort to come to grips with a work of art. If he seems to grope for the right expression more than other, better-polished lecturers, his grop- ing often leads to areas of suggestion and mean- ing which the feUcitously-tumed phrase, would gloss over. That is, he values fulness of compre- hension more highly than precision of statement. And most importantly, he also makes the stu- dent think for himself. Mr. Cook prefers giving shortpaper assignments (the topic is almost always 32 left up to the student) which may be incorporated into class discussion. His special-vintage PETITS EXPOSES enjoy a certain notoriety among Haver- ford ' s few chronic French students — in presenting one, you can ' t get away with much sloppy think- ing. The familiar OUI, C ' EST JUSTE, MON- SIEUR, MAIS . . . is fully Socratic in both its destructive and constructive powers. He insists on the student ' s developing DU GOUT IITTERAIRE — plain good taste, not so much in what one likes or dislikes, as in one ' s solidly critical reasons for such predilections. To put it in the vernacular, Mr. Cook will kill you on a paper that fails to establish a clear critical posi- tion and to stick to it. This, then, is more or less Bradford Cook as a teacher. He is even more elusive as a person than he is as an aesthetician. Scorning the petty politicking of the academic game, he can bring to bear on students and colleagues alike an almost bitter idealism that sometimes borders on the down- right misanthropic. He believes that Haverford is, in general, a rather sloppy academic community: he hates the self-scheduling exam system, never tolerates late papers (an issue on which he is, to say the least, adamantine), despairs of the lack of dedication in many students, and seems to feel a pervasive absence of conviction in the entire community. And yet he is willing to offer a constructive hand to students aspiring to be writers, and to others who simply have problems. He risks being a teacher in the broadest sense: he will indulge in moral preaching if he thinks it is needed and the student worth the carriage. He refuses to vegetate in the sequestered atmosphere of Haver- ford; and his display of vitality, if even at times seemingly an outburst of intense frustration, can jolt you into an uncomfortably wider perspective on things than this college usually affords. One could add a great deal more. Suffice it to say that studying with Brad Cook is more than just another meaningful Experience — it ' s an adventure. Richard Wertime 33 34 For all his considerable talents as director and playwright, it is virtually impossible to conceive of Bob Butman devoting his life to any career but teaching. Simultaneously a rationalist and a Christian, Bob is a passionate believer in the possi- bility of a rational mode of behavior through which all human problems can be resolved. For him, the characters in HAMLET, or any other tragedy, meet their doom because they fail to learn, or learn too late, how to deal with their problems, not because they face inherently in- soluble conflicts of motive and value in their souls and in the world in which they are forced to make choices. Yet for all Bob ' s ethical optimism, he remains the perfect antithesis of the soft-minded ivory-tower positivist; for him, ethical truths are significant only in terms of immediate human situations, and cannot be learned in the abstract, but only through direct or vicarious experience. Bob ' s concern for the unique individual, the unique situation, along with his off-beat psychological shrewdness, can too easily be ignored by the more naive among his critics, to whom his worldview might appear merely pat, anachronistic, and sophistical. It is true that his personal bias some- times limits him, especially in evaluating and interpreting works of literature, critical objectivity not being his greatest virtue ; but if he is limited, he is limited by a fundamental intuitive way of viewing situations, never by rigid dogmatism. He lives in a world in which doctrinaire truth easily becomes a lie when mouthed by the spiritual dead, while a lie can become truth when employed to revitalize a human being ' s sense of his own identity, of the moral meaning of his acts. Discovery through experience is, for Bob, the continuous central event in life; thus it is easy to see why, for him, teaching is the supreme art and the core of all arts. He teaches in many ways, some of them orthodox, others less so: he teaches literature on an apparently academic basis: he criticizes the work of budding playwrights: he becomes a personal friend, confidant and even amateur psychoanalyst to his students; he forces a student to steal from his wallet to prove the superiority of his argument on money as symbol in human relationships: he tears Mr. Reese ' s bleachers, considerately left to clutter up the Roberts Hall stage, to pieces with his bare hands to demonstrate the lost grandeur of passion. Last, and perhaps most important, he directs the pro- ductions of the Drama Club. He is concerned with the educational value of these productions for the participants even more than with the artistic quality of the final performance. Mr. Gutwirth, reviewing HAMLET, praised the Drama Club as affording the creative, emotional self-expression he feels tends to be starved by the Haverford system; but Bob ' s view of the educational value of drama is far deeper and more complex. For him, drama affords the participant the opportunity to enter into a realm of experience and feeling beyond anything he has encountered in life, and then to see this realm in its true psychological and moral nature, focussed by the mind of the artist with a dazzling clarity unattainable, but always to be striven for, in practical life. HAMLET was not only a success as education, as all who were involved in it can attest, but a success as art as well: in the eyes of many who saw it, both faculty and students, it was the most exciting aesthetic event on campus in many years. The production here, and the later performance at the University of Pennsylvania, were a personal triumph for Bob, a public triumph for the College, and an affirmation of the educational role of drama, for both participant and spectator, at Haverford. Yet, strangely enough, the attitude of the Haver- ford Administrative and Establishment toward Bob Butman and the Drama Club still remains ambi- valent. The College creates financial red tape, and meticulously charges for every Drama Club use of College equipment : the Council partitions Students ' Association funds more as a reward for personal nastiness and Machiavellianism on the part of the sponsoring professor than as support commensurate to the degree that the particular activity enriches the cultural life of the College. In one ' s more para- noid moments, one might wonder if this is not at least in part due to personal conflict between an Administration which has tended increasingly to see students as cogs in an authoritarian academic machine and a professor who, though scorning iconoclasm-for-iconoclasm ' s-sake, insists on the ex- perimental life, and individual responsibility, as the foundation of liberal learning in the widest sense of the word. Alan Williamson 35 36 A HISTORY OF THE CLASS OF 1964 In September, 1960 Haverford College drew one hundred nineteen chunks of protoplasm into an existing social amalgam. The College fed itself diversely a nd well. For months the Admissions Office had behaved coquettishly toward some stu- dents (Haverford ' s maneuver early in 1960 was to encourage certain persons ' application. ) About May, the College sent final invitations -for the approaching four-year proceedings. Old guests were writing comprehensive farewells, and the academic organism needed unprocessed minds to etch in its enzymatic atmosphere. Most approved applicants wanted exposure to Haverford ' s scholar- ly chemicals. With confusion, courage, or serious purpose youth arrived here with illusions of what they knew. Their species of self-deception con- trasted Bryn Mawr entrants ' preoccupation with future experience. While Haverford men prepared to launch intellectual offensives, Bryn Mawr frosh projected visions of wild loves amid years of casual, exciting education. Arriving students at Haverford remained for months unknown quantities to each other. Minds that knew the ropes of high-school faltered in nets of new experience. People who never had engaged in intellectual combat discovered that their brains needed training analogous to the physical tech- niques artistocrats would have to learn in order to live in slums. Freshmen were unconsciously stimulated toward knowledge and maturity by a desire to confront Haverford ' s environment in- telligently. Students ' sense of loneliness, isolation, and depression balanced against the false elation of offering opinions in long, innocent discussions. Personalities metamorphosed in the melting heat of refutation and soon fused their thoughts into less vulnerable alloys. Some persons ' emotional sin- cerity occasionally enabled them to inject ques- tionable perspectives into the minds of others. But a squad of atheists, wits, and cynics quickly took intellectual police-action against all naivete and simple-mindedness. Everyone brandished some shield of callousness toward the environment ; those students who arrived here mentally hardened often molted their chitinous ideals for a more fleecy shell, but never lost their ram-rod sensibilities en- tirely. A complete semester passed before plodders clearly distinguished themselves from epicureans. Bryn Mawr was largely undiscovered by the Class of 64 during Fall, 1960. In the Spring, Haverford entrants gradually structured into their lives vari- ous proportions of enjoyment and academic devo- tion. Students set adrift numerous girls back home and oriented magnets of affection toward the lodestone of Taylor Hall. New Haverford pilgrim- ages started for nearby Gothic Canterburies : any foreign knights from Penn, Princeton, or Colum- bia found wandering these shrines were ruthlessly driven to other grails. Academic goals now seemed to youngest Haverfordians mere surrogate pas- sions : Haverford freshmen reached the perspective Bryn Mawr minds had brought to college. Simul- taneously, in Freshmen English, students explored the terrain of literature and experienced hundred of thousands of patterns of electrical impulse in their minds. Perhaps never did the boot-camp of Freshman English have more capable instructors than during 1960-61. After their tutelage, and tempered by gentle grace learned at Bryn Mawr, the Class of 64 departed idyllically to homes or apartments from year one of academic war. 37 The final months of 1961 brought many vernal adventurers disappointment. The awe and glory of midnight tutorials were extinguished forever. And Bryn Mawr returnees seemed to paste on new smiles limned symbolically from the covers of a summer issue of VOGUE. Academic problems weighed some Haverfordians toward despair, and social disappointments struck others. The Class of 1964 lost several intent travelers even before it reconvened. Those students who returned drank Green River and Four Queens and kicked flaming tennis balls down the hallways. Sports cars ap- peared as evidence of a search for thrill and diver- sion. The intellectual climate festered in nihilism and lack of organization. Students looked at the stars of their past through barren branches and did not want to walk forward over the frozen ground. Psychiatrists and other fingers of Fate filliped undergraduates on, though their general lack of confidence in Academe was complete. Even so, for a modest contingent of the Class, this traumatic era hardly existed. In late Spring, 1962 a statistical mass of Sophomores learned the inherent social importance of the MOT JUSTE: probably no man of the Class of 1964 will ever forget the terms in which a Bryn Mawr girl has said she loves him. In 1962, plans for a new science building impressed students that laboratories and classrooms in which they studied would no longer exist. Likewise, relationships between people were conceived or dismantled, illustrating by spiritual analogy that whatever is structural can be taken apart. As fresh- men, the Class had abstracted human and material considerations from its conception of the College ; students had considered the academic environment a fixed challenge, a target with an immutable bull ' s eye of requirements. By 1962, however, Haverford ' s hiring and dismissal of professors revealed educa- tion, from the student ' s point of view, as a good- natured contest among degree-candidates and fac- uly, with the Registrar keeping score. After September, 1962 the nature of the Col- lege itself changed at least as fast as the external characteristics of its upperclassmen. Juniors in the sciences anticipated two years in which to improve acquaintance with their academic fields; humani- ties men looked forward to reading six to eight thousand more pages of great literature, and learning how to criticize it. The Class became staid and sedate : even its members in Founders Hall curtailed ostentatious display. Occupants of crowded Lloyd suites dreamed of expanding from their wooden environment to the concrete paradise of Leeds. Notions of Bryn Mawr disappeared behind a screen of meaningful relationships, with an increasing frequency of Haverford marriages. Prospects for College expansion, and the arrival of new administration, caused the Class of 1964 in part to sense itself among the last of a noble breed. After Lloyd experience, many people greet- ed the all-senior Leeds environment enthusiasti- cally. Some Classmen as seniors continued to live in the language houses, in Scull House, Founders Hall, or even in Barclay. Leeds divides sociologically into two entries of suites and two floors of singles. Each area is a self-contained world of telephone-call lists and 38 swimsuit advertisements taped to cinder-block walls. The singles boast the best beards and mus- taches, the finest ping-pong players, and the greatest concentration of chem majors within the school. 6 Leeds, wallpapered with Hamlet posters, is a cribbage and yatsi (game played with five dice) center. The downstairs lounge harbors Friday bridge contests and meetings of the First Floor Leeds Stockholding Company, Seniors smoke cigarillos ( gars ), listen to Ray Charles on station WHAT, and discuss price move- ments of their shares of Banner Industries, Perfect Photo, and Chemway. There is someone awake and someone asleep in Leeds singles every minute of the day. Birthday and beer parties have replaced the all-night poker games, race-track visits, and push-up practice of former years. The singles this year do not have a television set. Toothpick- models of complex three-dimensional spaces, hi-fi arrangements, and charts of input matrixes and eigenvalues lie scattered on various desks and shelves. Seniors in Leeds singles travel little between floors ; the ground floor in particular represents a group of ten roommates. The two Leeds suite entries are separate so- cially from the singles and from each other. Residents in these four-man apartments are more restful and contented than singles ' dwellers. The north block of suites is site for big parties, dart games, a little poker, and much TV. Bright rugs, monogrammed beermugs, plugged-up rifles, and the ubiquitous Leeds fire-place create for 203 Leeds an atmosphere of hunting-lodge and squire- archy. Neighboring students sit here with cocktails and look out on weekend Walton Field track-meets. In the south suites (numbered 101 through 104) peace-walking newspaper-work, talking, and yatsi (the five-dice game) are non-academic concerns. Dixieland jam-sessions and infrequent Orchestra parties interrupt a general quiet. Students there insist they do not work with the devotion of their intellectual predecessors; however, current Leeds 104 men feel unity in the entry ' s studious environ- ment. In its weeks before comps, the Class of 1964 worries slightly about studies but takes almost no actions to fortify its knowledge. Seniors with graduate-school or employment plans no longer are concerned exhaustively with performance at Haverford. A number of students consider their final semester a temporary relaxation that has to end in an explosion of academic commitment. They want to graduate to get out; if they lack a determined future, they concentrate on the Peace Corps or marriage as an alternative to the draft. No one is sentimental about leaving the College : there is measured good-feeling and appreciation toward the intellectual and personal advantages of Haverford ' s milieu. The most extreme retrospect one hears is that collegiate experience has been a challenge met and overcome. Accordingly, the intellectual merit to the Class of 1964 of their Haverford years was that the pace of instruction was respectably brisk, a tempo that if remembered and practiced by the Class into middle age, will enable them to die intelligent and accomplished men. J. B. Sunderman 39 Richard — plumber and tech- nician, so enamoured of the his- tory of man that he intends to learn enough to end it. Bront is a polygot : no point our proving it — a poet ; refer to a plump sheaf of verses, produced by a mind like a slender steel sieve. Unlike Goethe, he took care not to write nearly so much as Vol- taire, but, though not so amusing, his stuff is at least as confusing. He reached his majority here and seniority, all in one year — one in four. My God! What to say about Jack? Aye, there ' s the rub. I could tell you everything and still leave a lot out. Maybe a list? ... no. You wouldn ' t believe he was that busy. If I told you he was a great guy, no one would know what that means . . . except us — anyone who knew him, that is. I guess that ' s just about the whole campus. At least an awful variety of people passed through his room each week. That says something. We just liked to talk to Jack. Of course some had business to talk about too — like WHRC or the Meeting Committee. And he had a long history in library crosses and Student Council affairs. Some liked consolation on history papers. Some just need advice. And we ' d save a seat in the dining room for him. We ' d help him type his papers. Or we ' d run some of his count- less errands. We liked it. Because he made us very happy we knew him. The Road goes ever on and on Down from the door where it began. Now far ahead the Road has gone. And I must follow, if I can. Pursuing it with eager feet. Until it joins some larger way- Where many paths and errands meet. And whither then ? I cannot say. Still round the comer there may wait A new road or a secret gate ; And though I oft have passed them by, A day will come at last when I Shall take the hidden paths that run West of the Moon, East of the Sun, J. R. R. Tolkien, Lord of ihe Rings 40 Richard P. Van Berg Paul T. Hopper Homer B. Wilcox, HI John A. Williams 41 LIFE said that Haverford is sound prepara- tion for the business world and maybe that ' s why Chas. Stewart came here, but the hurdle he has faced in lieu of an Exercycle has not fazed him. His frank skepticism has enabled him to observe the local show without putting on one of his own. Chas. starts and ends his day with time to spare, thanks to his belief in the value of sleep. To put his belief into practice, he naturally wastes no time during- those few short hours when he is not sleeping. The business world is clearly not going to catch Chas. napping, but perhaps the corporate Exercycle should regulate its own winks; Chas. is prepared to take advantage of every minute. The paintings on the wall were by other family members, but Ron ' s furious academic activi- ty sometimes threatened an output vast enough to cover the walls in a more discursive and less lyric vein. But Ron never let quantity eclipse quality, as a self-styled intellectual and former neighbor can ruefully attest from the evidence or conversations on the philosophy we both were studying. Ron ' s understanding of the QUID of his read- ing was accompanied by a rarer insight: he knew why he was reading it. Historical, political, and ethical insights were applied in practical programs, both on campus and in the larger community to which our college belongs. He arrived fully grown, and all that remained to add was the polish. Ron did not confine himself — if that is the right phrase — to political and social activism. He was also a good friend and neighbor and a cheerful companion, athlete, letter-writer, and, because he had so much to do, an example of how to live well in spitf of being busy. Charles V. Stewart Ronald M. Shapiro 42 Everything that lives is holy, Life delights in life. E. Daniel Larkin James F. Bundy 43 Olasope O. Oyelaran Blake I think I ' m going to flonk out of this place in about ONE WEEK — nally I am. This after Ola ' s Saturday night in the libe. (But not alone . . .) And who skips breakfast to perfect that AENEAD? (It ' s a well-known fact, of course, that an empty stomach cures indolence.) A hindrance to this self-discipline (firm — albeit judiciously timed) was many a conversation along the way. These could only be enjoyable be- cause of that irresistible charm — aided by in- credible facial expressions. Fine insight into human character and priceless tact were Ola ' s secret. Be- sides, he was one of the few people who stood up straight when talking to you! Out on the soccer-field he was the Big 0. Who could forget the famous I ' ve got it! gesture — arms back, face stern, timing and balance per- fect. With him behind you the going was great; but what could you do against a Steam-Roller? . . . There will be much to remember : the quiet tea-breaks after dinner ( Did you put on water for me? ), the late-night pillow-fights, the frequent calls to Bryn Mawr, the wimping-circles out on the lawn, cricket, the snow , . . . Keith Brinton The Keither made a science out of studying. And what ' s more. He enjoyed it. But, T. G., this enjoyment was only part of a great unbridled en- thusiasm he displayed toward a wide range of ex- perience — from well-bound books to the game of soccer (two years a starting varsity wing), from authoritative knowledge on the construction of footwear (Bass mocassins were the parameter of his pedestrian life) to the joys of skiing, from a carefully brewed cup of tea to a carefully cultured head of hair (the fruits of a summer in Europe). This enthusiasm was all the more remarkable for its unselfish side. The Weens could get as ex- cited about someone else ' s academic triumph (or new pair of skis) as his own. And then, of course, there was the Keither of the Sly Tongue, the master of the shaded mean- ing, who wondered half-aloud whether those guys with the machine-guns had seen you . . . , and who muttered those frustrating overtures which he punctuated so brutally with that never-fulfilled ellipsis — the slam of his door. Anyhow, this GRAND ENTHUSIAST made life interesting, if not downright fun, for those who knew him. 44 Tlie StingRay surged ahead, pressing him deep into his seat, putting an intolerable pressure on his arms . , . they grew numb . . . but as he parried and lunged they were all right: a hit! — Aw, Sterrett, why did you have to wake me up? . . . ' Hey, it ' s time to go eat! Ya comin ' , Ola? (Take off the record, Keither). Say, Horse, we got- ta go birding tomorrow; I got a big term paper due, three pages. Tonight we gotta go watch the trains. Aw, c ' mon, you don ' t really want to study! All right, Sterrett — see if I ever buy any more food for the room ! . . . Keither, WHEN are you gonna learn to keep my bedroom NEAT ? Well, aren ' t we being CUTE ! What do you mean, what am I doing in college ? My courses, Mr. Sterrett, necessitate 148 pages of notes per week at the very LEAST. Well, fellas, I hate to break this up — but I ' m going to bed. 9 :45 PM. Much of Guillaume was response. Reading, Pa., ( the cultural capital of the world ) had bred him, but he was a true son of Haverford. His Achil- les ' ankle; narcolepsy; tremendous library; predic- tion of syzygial conjunctions ; Russian ; every course at Bryn Mawr ; his bedroom — all were signs of his response to Haverford ' s challenge. William A. Shafer Timothy S. Sterrett Hey, Keither! Where ' s your Shakespeare notes from last year? Horse could honestly say that he never procrastinated ; he simply had a mul- titude of interests which occupied most of his time. Who else in the class was a Licensed Bird-Bander? Who else made bird-feeders out of old desks, and typing tables out of bird-feathers? Only Stubbs could do that. Only Stubbs would. Originally a science major, Teem relegated biology to his hobbies and turned to English. The extra time he thus gained went to good use : still more letters out to Oberlin ; sleep ; a non-profit taxi service ; the cocoa-break. The worthy elements of Stutter ' s old life did not disappear, however, but lent respectability to his new one: his devotion to his dad ' s trains and to the wicket; that wicked angle-spike : those wet-weather boots ; his irrational teetotalism . . . One eye set firmly on Tasmania, the other on his academic deadlines — this was Cheval. However he turns out, Timmer ' s hell will always be when the sedge is wither ' d from the lake, and no birds sing. 45 And I was green and carefree, famous among the barns About the happy yard and singing ' as the farm was home, In the sun that is young- once only, Time let me play and be Golden in the mercy of his means, And green and golden I was huntsman and herdsman, the calves Sang to my horn, the foxes on the hills barked clear and cold And the Sabbath rang slowly In the pebbles of the holy streams. Dylan Thomas Fern Hill 411 lip - iiSTj- IH 46 . . . Are you out of your mind ? . . . Take Astro. 11? That ' s a GOT (meaning ' gut ' ) . . . Sociology 14 and Spanish? . . . They are also gots — jost sheety! . . . And the Bufferin? . . . (sniff, sniff, sniff) . . . Carrying it host in case . . . (sniff). 0. 0. 0. (colloquially called ' Femi ' ) was a very unusual guy. Finding Howard ' too gotty ' , this ambitious Nigerian trekked northward to Haver- ford. Why Haverford? ' It was listed above Howard in the Catalogue of American Colleges. So Femi moved a few cautious steps up the alphabetic ladder. The foul smell of rotten eggs ' that marks out every Chem major could always be detected around Femi. He takes it with him to Med School. Femi enjoyed bull-sessions (usually about ' symbiosis ' ) kept a neat catalogue of BMC Fresh- men (neatly indexed with ' vital statistics ' ), and played some soccer. A tireless worker. 0. 0. 0. is destined to cure all of Nigeria. Olufemi O. Ogundipe John W. Eisele Evan M. Fales 47 The job is not ours to finish ; but neither are we free to take no part in it. Donald Ratajczak J. Doug-las Spaeth w t 48 Had we but world enough and time . . . Comes a plaintive cry one late, late evening, for a moment drowning out the ever-present organ music of J. S. Bach . . . Too much to do and too little time to do it! Flanked by twenty-nine un- matched socks, two buffalo skulls, his hi-fi, an MG, and a beard, R. S. Munger Jr. girds himself for the biannual ritual of gently removing himself from the academic sling. Three hour exams, three term papers, a project course -- these will be interrupt- ed only by the production of HAMLET, sixty hours of work at EPPI, numerous trips to Bryn Mawr, and assorted rubbers of bridge. Mungs ' one concession to the crass, material- istic outer world is that he is a chemistry major, a promising Golden Mean between the hobo and the millionaire. The world, however, is unlikely to force Bob ' s hand . . . For the soul walks upon all paths, and the self is a sea boundless and measureless. Robert S. Mung-er David E. Lerner Why must there be limitations on humans? Why can ' t Lerns do philosophy in addition to chemistry honors ? Why can ' t he have a Lotus Super Seven? Why can ' t he do publicity for both the Drama Club and the Second American Eevolu- tion in the middle of midsemesters? Why can ' t he live on an island by himself, yet meet lots of people ? Well ... at least he can have a finger in every pie. He can sing in the glee club (for a while) ; he can be on the Honor System Committee (but Dave, on my honor, there was a meeting last night) : he can own a Ford (even if two pistons came through the hood) : he can do publicity for the Drama Club (can I borrow your car. Bob) ; he can get all of those papers in (he can, he can, I think). Of course there are always project courses in chemistry. Of course there is always that path to BMC around the corner. Of course there is always that damn bridge game going on. Of course NYC is only ninety miles away. Of course there is always Dave Lerner. Why must there be limitations on humans ? 49 William A. Macan, IV We hear the name, William Alexander Macan IV; its possessor must be destined for distinction, perhaps in the law, perhaps in business. Then we see him, bleary-eyed, coughing- on the smoke from his ever-present Marlboro, totally disorganized, be- moaning the fact that he hasn ' t started his Ec paper. Why did I have to choose a major that requires facts? We know that, with his intel- lectual capacity and his facility with words, he will overcome. We see him again, adding his bass voice to the Glee Club or Octet, or giving a speech to the freshmen on the Honor System. But it is in class that we find the most evidence of Bill ' s distinction. A conservative with interwoven radical tendencies, he usually manages to get more class discussion per minute than anyone else on campus, and at the same time to elude professors ' attempts to pin him down long enough to prove him wrong. The more we look at him the less we are sure of what we see, the less sure of just where his distinction will lie. Yet that it will come we have no doubt. His talents and his pride are too con- siderable for it to be otherwise. 50 He came to Haverford in search of Truth. Ha! A four years ' search Left Ward in the lurch. He looked for himself In books on the shelf. He sought Identification, Some possible Justification. Now future becomes present, Poet turns peasant. There may be more of God There in the sod. Stephen A. Ward John A. Gordon George W. Couch 51 Nothing worse than the cold cry of snow. Kenneth Patchen Charles W. Morrisey Joel B. Sunderman Gatsby believed in the green light, the orgias- tic future that year by year recedes before us. It eluded us then, but that ' s no matter — tomorrow we will run faster, stretch out our arms farther . . . And one fine morning — So we beat on, boats against the current, borne back ceaselessly into the past. F. Scott Fitzgerald 52 Distinctly praise the years, whose volatile Blamed bleeding hands extend and thresh height The imagination spans beyond despair, Outpacing bargain, vocable and prayer. Hart Crane For the Marriage of Famtu! and Helen the Alan B. Williamson Richard A. Wertime This is the outline ; but it would be the days, the evocation of the days . . . the green days. The tasks, the grass, the weather, the shades of sea and air. Just as a piece of turf torn from a meadow be- comes a GLORIA when drawn by Durer. Details. Details are the giant ' s fingers. He siezes the stick and strips the bark and shows, burning beneath, the moist white wood of joy. For I thought that this story, fully told, would become without my willing it a happy story, a story full of joy ; had my powers been greater, we would know. As it is, you, like me. must take it on faith. John Updike Pigeon Feathers 53 Stuart Y. McDougal Bernard J. Berman irony of violent birth ripped from profound involvement pain transformed to levity or simply good old joie de vivre rising gaily on the toes questioning who questions him We are right, he said, and the others are wrong. To speak of these things and to try to un- derstand their nature and, having understood it, to try slowly and humbly and constantly to ex- press, to press out again, from the gross earth or what it brings forth, from sound and shape and colour which are the prison gates of our soul, an image of the beauty we have come to understand -- that is art. James Joyce CiaconficL % nffT v n p xs.fiwL 54 John Wertime. John T. Wertime. Ahhh, yes! The Grand Nord. The Werts. First of the modern Nordic Dynasty whose realm reached from the Quaker Room to the play- ing fields, or almost. The Werts was a three-year intramural dilettante of more than moderate suc- cess. Yes, that was the Werts, but how about . . . , well, he really seemed to like the ascetic confines of a closet-like French House single and the long morning- walk to breakfast ; and his clothes were Ivy League (at Haverford — imagine) ; and he could divide the campus into Goodies and Baddies pretty definitively — confidentially, of course ; and he had the most amazing line for the most amazing line of goods: . . . very fine Persian antiquities special price for a friend I ' m selling at a loss . . . (yeah). So you knew the Nord, but . . . well, the distinction of John Wertime lay elsewhere : esoteric erudition — that is to say, not too awfully many history majors take a year off to study Pharsee in Iran and come back to take up Arabic (and Pharsee II) at, say. the University of Pennsylvania. And John could study like a madman, anytime. He was ever so quiet. But if you knew him, you liked him. John T. Wertime To punt is to forget it , to put out zero. The effectiveness of a punt is inversely proportional to the amount of time or inensity one puts into his work. Although this concept was one of many fac- ing Jack when he entered Haverford, Jack let it be known that he wanted to be his class ' s recipient of the Punter , Haverford ' s answer to the Oscar and the Phi Beta Kappa key. Jack was immediately listed as an also-ran when it was discovered that he would attempt a major in Chemisti-y under the austere tutelage of such moldy figs and scared cows as Messrs. Walter, Dunathan, Chesick, and MacKay, not to mention the flower of P. Chem., Lean Cadbury. But Jack ' s perseverance is mirrored in these unequaled achi- evements : He has logged a questionable 2597 hours soaking up the beneficial rays of the sun, an enormous accomplishment, since this was done in a five-day week. Furthermore, as the sun set in the West. Jack could be seen picking up blanket and shades, to head for the Coop, Roache and O ' Brien ' s, or an uncalled-for number of Z ' s. Thus, in the wake of this record we nominate Jack for Punter of the Class of ' 64. John R. Smoluk 55 What a show! muses Rich Luke of a Sun- day morning, and oddly enough for Haverford, he is right. After abortive experiments with dateless- ness, berets and noodle soup his freshman year, it was his pleasure to mix Lis, Ray Charles and the Skrat in unpredictable but always interesting ways. The unprotesting noises of departed roommates of the next two years, plus the brief and best efforts of Max, were counterpointed — often drowned out — by the heavy thuds of soccer balls, golf balls, fourteenth-century Swedish boots, longnosed ora- tions on the Two Cultures as exemplified by the Clete, garbagey but basically appreciative private tube-sessions, boomerang summers in Denver, and finally the big move to the Leeds singles. Without, at present, knowing for what he deserts all this bliss, the Varsity C leaves behind him redoubled buddies at Pembroke, countless snowball triumphs— and tragedies — and an appalling number of former classmates ; yet those he leaves and those he is still to meet will not easily forget his sharply infections brand of humor and his uniquely relaxed approach to life. Richard F. Luke Robert F. Richardson Bob came to Haverford straight from the New England prep mould. Under the slings and arrows of outrageous fortune, he soon emerged as Bos- ton , one of the most enjoyable masters of darts and conversation that the venerable Tenth has ever produced. A clear, sharp thinker, his project as a senior is the editing of a vast amount of data on The Punt into the first informative treatise on the subject. The chapters include The Punt De- fined , Strategic Employment of the Punt , How to Increase the Length of Your Punt , and Punt- ing: A Way to a More Satisfying Reality . The Ap- pendix includes Suggestions for Speed Reading and A Guide for the Preparation of Research Pap- ers . Undoubtedly, the result of his inquiry will be a book that will outsell Hymarx. One thing is for sure — if Broadway ever needs someone to play The Most Happy Fella , they know where to look. 56 He came from Pittsburgh four years ago, modestly, with his pencil, bar-bells and determina- tion, and from then on those of us who thought a good afternoon at the tube or maybe a slight bit more exercise at the pool table sufficient physical strain for any man were occasionally annoyed by plaster dropping from the ceiling at resonant fre- quency with Barry ' s pushups. He seemed incor- rigible. What could we do but hope that an ex- posure to the fine arts would result in the abandon- ment of such masochism and the cultivation of the more dignified and quieter mental calisthenics. But alas, the boy was destined to follow Einstein and not Plato. Things haven ' t really turned out so badly, though. Having the equivalent of an answer book to all math and physics problems has been rather convenient, and listening to a mellow clari- net from time to time is a welcome tranquilizer for frayed nerves. In fact, most of us have to admit that Barry ' s really a great guy all around, and if his wrestling record isn ' t quite up to his academic record, well, it ' s only because he ' s too modest to be good in everything. Barry D. Seagren Peter W. Scherer Pete is probably the only man ever to go through Haverford without studying past mid- night. He also holds the record for evading that culinary disaster euphemistically called breakfast. Haverford ' s greatest sleeper? Certainly. In his few waking hours, though, he accomplished more than most bleary-eyed Haverfordians. He was a capable student and a fine natural athlete excelling in both baseball and diving. An exhausting schedule (sleep, eat, eat, sleep) did not allow him to partici- pate in such strenuous endeavors and he was ulti- mately forced to shift the scene of his athletic encounters from the Haverford pool to the Ardmore pool hall. His great love was the trumpet, and it took little persuasion to get him started in any- hing from drama club to dixieland. The future Medical School. The immediate future? Another forty winks. 57 HARBINGER the close-cut hair growing out a well-worn trail to 33 who cares the judge thankless job done well no fully grown hair in the breeze. what is art planning to do . . . always In days of old when nights were cold And people had nothing to eat, An Estonian boy fled as a ploy To hide in a Bavarian street; But then he thought, when the war was fought. The living was rather too slow. So with address changed (it came to be Ames), He is known today as Ho. Ilo came, as we hear him proclaim, An ambassador of Iowa State ; Though one may mourn the far-flung corn. The humor is in general great. And his pipe strikes an air, a subtle flair, A London scene at night. With trench coat dry, and beret awry. By evening he is quite a sight. Track and chemistry, ducks and polygamy Have built his structures sound; But in Customs ' realm, he took the helm. And led all the freshmen around ; A hick metropolitan, a true cosmopolitan, A fellow of mid-western trim, A friend, a joker, advisor, experimenter, Not many the likes of him! Arthur S. Wood Jacques H. Transue 58 Ilo E. Leppik Peter W. Lucas Consider a particle P, of wave length L, mov- ing through a field, H. The path of Pj, can then be described by a series of loci: Barclay 310, Lloyd 23, basketball games, 4008 Spruce Street, Sharp- less, 221 Founders, 305 Bryn Mawr Avenue, and 24 Leeds. One can also look at P ' s interactions : cross country, glee club, Karen, Plymouth ' 55. But all this, though it points to a future in physics, only suggests the warmth and friendliness that marked an interaction with Pete Lucas. 59 Edward J. Smith, Jr. Neil A. MacMillan Go East, young man. So he did, leaving the lure, love, and life of Colorado behind him. A self-confessed geographical distribution student, he may have wished he were redistributed leptomorphically, but most of all, longitudinally. Why he was at Haverford, nobody knew, least of all Ej ; but though severely tested by some of his inmates, he still held to a belief that man was lovable, and life essentially worthwhile. It doesn ' t take long to realize that everything, from his painting to his poop-sheets, reflected the fact that I like it here. His day-to-day life was an unbelievable mixture of activities — trying to see that Reese ' s singing geese appeared at the right place at the right time in the right apparel; decorating for dances at which he never appeared because of a telephone engagement in Colorado ; being a candidate — the only candidate — for class secretary; adding both quantity and quality to the senior teams ; or merely humming mournful melo- dies to his guitar. But the East couldn ' t hold him — the West boasted Muffie, med school, and mountaineering. Go West, young man. The first two years were years of the grind. The hard pushed pen and challenged mind. Seeking the way of the Oak leyf trail. He pursued math as the Holy Grail. But with a change of venue appeared a new self. Here endeth the seclusion of a poor little eK. Violin and voice, gal and guitar, Founder of Yatze, Leeds football star. He compounded math with the study of psych, And the attainment of excellence above all did he like. With sundry pursuits his days were rife. And the summation of all — a new outlook on life. 60 Don J. Reinfeld Don is a cello — figuratively speaking of course. Not that he ' s exclusively music-oriented. He does head the orchestra, it ' s true, and plays, what else ? the cello in it with great understanding. But his is a well-rounded character: francophile, sometime pipe smoker, classics scholar, wine con- noisseur, whirling dervish of the instructional ten- nis class, and occasional journalist. Don has spread himself thin across the broad front of Haverford life. If he had done nothing more than wear his bow ties to dinner, he would stand out in his class- mates ' memories. But he did much, much more. Don is author of two books: PICTURE BOOK OF THE AMERICAN PRESIDENTS and. most recent- ly, 101 MATHEMATICAL PUZZLES. When he pitches into a paper with his shovel, his style is schmaltzando. Possibly seeking Erato ' s inspiration, Don moved in from Scull House senior year to live in Leeds near Drinker. He ends his four year per- formance here on an upbeat with full harmony of good feeling. David S. Olton Speak to me . . . Hello Zang . . . Saturday at Annapolis . . . What do you mean she won ' t let you goi Judas Priest! I wouldn ' t let it bother me ... I wouldn ' t let myself get tied down like that . . . Hey Yaf, Dolts . . . Written your Sydney-paper yet? . . . Very fine . . . I ' m about to bomb off to the psych lib . . . to work on Oscar . . Taj Mahal, men ' s room . . . Yes, Dr. Reese . Sunday night at ten o ' clock . . . We ' ll be there . Good enough . . . Hello, may I speak to . . . How did you know? ... (45 minutes) ... By by, now. ' May I have information in Los Angeles, please ' ... Do you have the number of the Coliseum? . . No, just interested. His was an individuality not to be disturbed by circumstances. He thought nothing of appearing before the Residence Halls tribunal to defend a parking charge on the Blue Goose, even if the fact that he had no insurance forced him to go incog- nito. It surprised no one to see him, tuba-wrapped, lead the H.C.V.M.S.A.F.D.C, into the dining room. No Southerner but Dave would fight to integrate the Main Line barbershops. Then again, along more usual lines, he commodored the sailing team, blithe- ly accepted subscriptions for the News, and bashed over the perplexities of the psych department, when he had planned to be studying its subject matter. But there was a change in the individualist, as he came to rest on supports not entirely within him- self. Lo and behold, no man is an island. 61 David L. Yaffe Christopher C. Glass STRANGER: It must, then, be possible for ' that which is not ' to be, not only in the case of motion but of all the other kinds. For in the case of them all the nature of difference makes each one of them different from existence and so makes it a thing that ' is not ' , and hence we shall be right to speak of them all on the same principle as things that in this sense ' are not ' , and again, because they partake of existence, to say they ' are ' and call them things that have being. THEATETUS : No doubt. In contrast to the process of mechanization, the work of the artist consists of an unprejudiced search for expression that symbolizes the common phenomena of life . . . We have begun to under- stand that designing our physical environment does not mean applying a fixed set of aesthetics, but embodies rather a continuous inner growth, a con- viction which recreates truth constantly in the service of mankind. Gropius, Scope of Tola! Architecture Eric Lob 62 what ' s beyond logic happens beneath will; nor can these moments be translated : i say that even after April by God there is no excuse for May r;; (While you and i have lips and voices which are for kissing and to sing with who cares if some oneeyed son a bitch invents an instrument to measure Spring with? e. e. cummings Unscathed by two years at Georgetown, an- other beetle-browed Robinson wandered into Haver- ford in the autumn of ' 62. The artist in him was to be equally unaffected by the charities of Louis Green and the exigencies of Wallace MacCaffrey; Peter instead chose a tempo of life marked by the contemplation of the finer things ; Bryn Mawrters, the impossibility of knowing everything, and the family lives of the ground crews, bartender John O ' Brien, and Tony of the Comet. Peter ' s way was, and is, to postpone assignments and then to live them — truly no one had ever read DON QUIXOTE before! His academic style relives weeks of pain in an evening creativity — a bedroom strewn with books, ashtrays piled with butts, and a livingroom filled with exhausted friends, the constant mid- wives of his labors. The little blue car he drives is much like its master — darting impulsively to and fro, freighted with friends, and always available to others in need. Peter leaves us, to go on living, un- scathed by two years at Haverford. Peter S. Robinson 63 Well, he ' s tall, wears dark-framed glasses, and his hair is sort of light brown . . . You couldn ' t miss Bob, always ready to wel- come you to an evening of barely suppressed hilari- ty in the south wing, or abusing his capable brain in a soccer wimping-circle. Sustained by the habit- ual two cups of coffee. Bob held the Glee Club to- gether and warmed a chair behind the circulation desk. Whatever Bob did, he did with distinction. Eeliable but never predictable, he was a friend of the first order. After a year of Penn ' s white shirts, fraterni- ties, and inebriation, Andy discovered Haverford. Despite the grind, he still found time to sing, and made two nondescript appearances on the Haver- ford stage. Notoriety was earned begging quarters for corsages ( just think what the girls will think ) and applying the Socratic method to or- ganic chemistry. Dedicating his academic career to philosophy (for fun, profit, or conversation), he ' s since been seen with Plato, Kierkegaard, and Guin- nesses, secretly preferring Bach (Oh, Dr. Reese, not another Thompson piece I) Heath classes, and Meyer ' s dark ... A summer with the Arabs (the romance of Port Said, a fine exquisite blend of Durrell. Conrad, and Nasser . . .) added a deep wanderlust but respectability beckons . . . medicine, and perhaps, as a dream, teaching the gentle art of medication. Robert H. Bates Andrew B. Dott, III 64 Two misconceptions led to Dan ' s decision to come to Haverford; the first, that Haverford is the best small-man ' s college in the East ; the second, a solemn promise from an unidentified Scot that good soccer players don ' t have to worry much about grades at Haverford. Dan was relieved of the second misconception late in his sophomore year, when he ran into seri- ous engine trouble. Twelve months with the Rich- ardson Scale Company proved a welcome and profit- able vacation, and Dan came back to Haverford with a fresh outlook on academics. Casting about for cultural opportunities, he found one in a small, little-known corner of the library — the entrance to Haverford College ' s sewage system. Disappear- ing down this gateway in his free hours, Hogenauer engaged in extensive excavations which led to one of the most significant archeological discoveries in the twentieth century: now, only one year later, the New Science Building is open to the public. Hoagie has a special quality which has helped him in a rather uncertain career at Haverford : his ability to face difficult problems calmly. So far he has used this talent brilliantly in scoring goals, tak- ing exams and avoiding nightwatchmen, and it will surely serve him well as an engineer. Daniel 0. Hogenauer David T. Bates Furthermore, brethren, I am convinced they never meant it to be this way always. Therefore take cheer: in seven months ' time we ' ll be able to force syntheses HONESTLY, according to the natu- ral paces of our individual lives. 65 Like most American and Canadian boys, I went through the routine want to be a cowboy stage, and like these same youngsters, my visions of far-reaching mountain ranges, cattle herds moving across lonely treeless plains, and the dreamed-up smells of sagebrush and horses and barns were con- sistently thwarted by the big iron-gated school- house. But unlike other more normal boys, I was un- able to shake these visions loose. Richmond Hobson, Grass Beyond the Mountains Daniel C. Smiley John B. Tomaro One must not respect the opinion of other men more than one ' s own; nor must one be more ready to do wrong if no one will know than if all will know. One must respect one ' s own opinion most, and this must stand as the law of one ' s soul. Democritu s 66 . Phillip L. Henderson Georg e A. Sarg-ent, III Es ist schrecklich, auf etwas zu warten. Sie schuttelte den Kopf. Das verstehst du nicht. Es ist nur schrecklich, nichts zu haben, auf das man warten kann. Remarque, Drei Kameraden You ' re a nut, he laughed. Aren ' t we all? One kind or another. Mickey Spillane 67 Tigger; a Friendly Tigger, A Grand Tigger, a Large and Helpful Tigger. a Tigger who bounc- ed, if he bounced at all, in just the beautiful way a Tigger ought to bounce. A. A. Milne The House at Pooh Corner Robert M. Shuman Daniel N. DeWilde And yet it sometimes seems to me I did get born and had a long life . . . and wandered in the towns, the woods and wildernesses and tarried by the seas in tears before the islands and peninsulas were night lit the little brief yellow lights of man and all night the great white and colored beams shining in the caves where I was happy, crouched on the sand in the lee of the rocks with the smell of seaweed and the wet rock with foam or sighing on the beach softly ... no, not happy, I was never that, but wishing night would never end and morn- ing never come when men wake and say. Come on, we ' ll soon be dead, let ' s make the most of it. But what matter whether I was born or not, have lived or not, am dead or merely dying, I shall go on doing as I have always done, not knowing what it is I do, nor who I am, nor where I am, nor if I am . . . and be alone a long time, unhappy, not knowing what my prayer should be nor to whom. Samuel Beckett M alone Dies 68 John lifted one hand from the wheel in a casual salute as he drifted the yellow Morris Special around the right angle at the Dean ' s corner and sped down the Leeds ' straight towards the field- house chicane. He took the checkered flag, and, after a victory lap around the perimeter of the parking lot, whipped the Mon-is into a parking slip, where it stood panting after its workout, on four of the same tires Jim Clark uses — or is it Graham Hill? Like every good driver, John is a man of habit. His four years as driver-in-residence have seen the inauguration of habits such as the pre- dinner sour hour, from which developed the wee nip before German class as an aid to better pro- nunciation. Playboy on a budget, John managed to parlay another habit, the job, or rather posi- tion at EPPI into goodies such as a VW and a grand tour of Europe. Getting paid for doing noth- ing comes naturally to Our Man from Philadelphia, who majors in Engineering in his spare time. If a thing can be engineered, Ellis is the man. It usually pays to read the instructions — John does. John R. Ellis Frederick G. Carson The morning sun flooding into the book- strewn room reveals a fully dressed sleeping figure with TIME magazine covering his face. Rick was up late last night writing a paper that ' s now slight- ly overdue. He puts on his shoes, found under a newspaper nearby, and surveys all that he has done, which takes only a few seconds ; he finds it to be good, for he has rested. Flashing a chesire-cat- like giin when questioned about his last night ' s ac- complishments, he strolls off to the class of his choice shortly before noon. Rick ' s style for study, like his agile soccer footwork, is a combination of confident expertise, good-natured fun, and quick resolve. The pressures of academic life apparently never weigh so heavily that he can ' t take a few minutes off to strum a couple of unrecognizable tunes on the guitar. While some people are impatiently eager to snatch their brass ring. Rick rides indifferent to and slightly amused by the hasty throng. He ' s look- ing for metal more valuable than brass ' ( ' an ex- ample of mataphor) ; the only trouble is, a man ' s got to rest more than once a week ' - (- literary reference suggesting an exalted stance). 69 John C. Aird Robert C. Riordan The football program pretends to tell All About Aird. We shall not try to summarize the man whose romantic inclinations, infectious competitive spirit, and almost childlike inquisitiveness have earned him the respect and friendship of Haver- fordonians of nearly every persuasion. It is certain that the jaunty Johnner will live, as his heroes of the Old West, a legend in his own time, homesteading only long enough to ask the few questions which have made him famous in Fordland, and then pushing on, his words echoing ' behind him: I ' ve got things to do; people to see and places to go. When you combine the ideas of whistles at night, the presence of gypsies, the fact that the doctor has an interest in preventing his stepdaught- er ' s marriage, and the dying allusion to a band, I think that there is good ground to think that the mystery may be cleared along those lines. Sir Arthur Conan Doyle The Adretilure of the Speckled Band 70 Nothing I cared, in the lamb white days, that time would take me Up to the swallow thronged loft by the shadow of my hand, In the moon that is always rising, Nor that riding to sleep I should hear him fly with the high fields And wake to the farm forever fled from the childless land. Oh as I was young and easy in the mercy of his means. Time held me green and dying Though I sang in my chains like the sea. Dylan Thomas Fern Hill Lawrence F. Salmen Robert M. Snow ... he had a youthful belief . . . that the medical profession as it might be is the finest in the world ; presenting the most perfect interchange between science and art; offering the most direct alliance between intellectual contest and the social good. (His) nature demanded this combination: he was an emotional creature, with a flesh-and-blood sense of fellowship which withstood all the abstrac- tions of special study. He cared not only for ' cases, ' but for John and Elizabeth, especially Elizabeth. George Eliot Middlemarch 71 r 5V ' « lSit2 SAn lufifl ■ ' ' tSaB nfl i ' ¥ Sk - - i V ' S mM TTirrim ;t2 |SP fc;- t JA p ' wSr fe - ' f m T ? s • - ' - ' - S ' J ii- il: -: ' ' 4 ui £■ 1 1 ■ 7? P ! Wflp i ' f. rfU; ff- --- iBK ' ?! . ' lBrft ifjR ' i Sl BSfi ' 1 ■- _, .■ ' f- - T-«  1 have been a stranger in a strange land. Genesis 49:4 v; ■ ■■ r r h ' : s?;4JS ? £SS ijsai ; v I. Norman Pearlstine R. Max Bockol From the shores of Long Island we were able to save, For posterity the fable of Dangerous Dave. He came on the scene with this hair and these boots, That shook dear old Haverford to her very roots. Dave basted the image and set up another, Because to conform he just couldn ' t be bothered. A relaxed easy manner and the broadest of grins, Gave Dave ' s many friendships a place to begin. But out of the west rose a threatening cloud, It seemed Poli Sci had our David cowed. He met in fierce battle the dread Harvey Alfherman, And found that the brute was really quite human. So now off to med school goes our budding young physic. Same hair, same boots, but the grin is more quisic. David N. Silvers Monroe R. Sonnenbom He had two selves within him apparently, and they must learn to accommodate each other and bear reciprocal impediments. Strange, that some of us, with quick alternate vision, see beyond our infatuations, and even while we rave on the heights, behold the wide plain where our persistent self pauses and awaits us. George Eliot Middlemarch 73 William C. Ings Michael P. Todaro The uncertain Rhinie became part of the ingrown group that Bill Ambler selected to inhibit Third-floor North, and then moved with the rem- nants of the group to the citadel of Fourth-floor. After two years in the granite-pile came exile at Scull ; when madness threatened, he made a last- minute escape to the normalcy of a Leeds single. His room was a dumping-ground for yester- day ' s newspaper and last week ' s butts, but once in a while it emerged again as a spotless interior from a PLAYBOY photo. He was WLBG Good Guy in gold vest and ratty straw hat, until he changed into Brooks Brothers for an evening in town. End- less goofing off was followed by a sleepless orgy: writing fourteen Spanish briefs, researching a paper for Phil Bell, and taking five finals ; after- wards he would collapse, but the work was done and done well. In one mood, he went docilely to classes, speculated on philosophy, and burned the candle at both ends in the Newsroom ; in another, he did a wild twist, plotted Bads , and stomped out in The Beast for parts unknown. To the few who had the privilege, he was a firm friend; to most, he was distant and unseen. But from thesis and antithesis comes syn- thesis, and so with Bill. Squeezed between a book and a bottle, his innate determination has taken form ; the un-baked freshman is now the golden scholar-gentleman. Life is but a series of moments . . . it is a rare moment that we lire. ' Sherwood Anderson Endowed with a high consumption function (particularly for imported real wines and weekends in New York) and an almost perfectly inelastic de- mand for speculative growth stocks hidden some- where way over the counter, Mike can usually be found negotiating some new perfectly safe, inor- dinately lucrative stock market deal. While at heart a theoretical economist viewing mundance materially oriented affairs with understandable ap- probation, Mike still often finds it difficult to pass up those once in a lifetime opportunities that seem to develop at least twice a week. Hey fel- lows, the little man is going short again, it ' s time to buy in. However, beneath this capitalist exterior resides a sensitivity and deep regard for the eco- nomic betterment of less fortunate peoples. Mike soon hopes to contribute personally to programs for economic development in African nations. start with a self-effacing gentleman. Add a good cigar and a cold beer and get a contented grin. Replace these with a Chinese dictionary and a rat race to the U of P and get a harried but superior smile. Toward evening, add a dab of Jade East, with perhaps a horselaugh from Bill Ings, a sport- coat that costs more than it ought and wait for a suave blush. Administer Bryn Mawr and exotic little restaurants until a hearty laugh is obtained. Remove any spots of regret with a little concen- trated Confucius. Lull with Baroque strains and dreams of endowed Harvard chairs. Subject result- ant to intense rational organization. Makes one John S. Major. Larry is very quiet — until he opens his mouth. When he does, he adds a new twist to volume : he sets it to music. This brings joy to the Glee Club, for Larry is the tenor soloist. There IS a slight acoustical disadvantage in bringing such a voice into the confines of a Lloyd suite without any volume control, but you have to be careful to dis- tinguish between aural irritation and envy as you moan and cover your ears. Almost as distinctive as Larry ' s voice is Larry ' s Dream. Although he is mostly from New Jersey, (he has a Florida address too), his heart belongs to the Deep South. If there is a spare Loui- siana plantation still left some years from now, Larry ' s savings will be spoken for, and he will sit down on the pillared front porch (blond hair im- peccably combed as always) to reminisce about Things Memorable during four years at Haverford. Barring matriculation, commencement, and other prosaic milestones, the most memorable of these will be the Great Florida Expedition of Spring of 1963, which set out in the faded gray Cadillac with (among other things) a javelin champion and a Japanese diplomatic attache aboard. And a few other dimmer images will come and go as we leave Larry there : pillow fights, wiestling matches (in spite of furniture), the only coal fire in Lloyd, a Bryn Mawr girl here and there . . . John S. Major R. Larson Mick 75 The one on the left I met in Sweden, says Henry, popping in another slide. The mountain we climbed is just in back. Not bad. Not bad. No, says Henry, bouncing around a little, filling up with air and gritting his mouth into a smile. No, she wasn ' t bad at all. And we think we know what he means, but we ' re not exactly sure. Because there ' s an enthusiasm jumping in- side of Bibbs that rarely finds outward expression (trying to touch the ceiling), all hidden within a placid exterior that suggests nothing short of com- plete self-control. To prompt respect for the one For d, anyway, who hasn ' t problems to throw up on anyone that can stomach them. Perhaps it ' s his self-honesty that ' s so inhib- iting, that won ' t let him really go, except spon- taneously (singing madrigals at 4 a.m.) : no ping pong, guys, I have a history exam tomorrow, so what, come on, let ' s play. So Hank spent a year in Scandanavia and now he has a shiny motorcycle and someday he ' s going to go somewhere and have an adventure. Anyway, fortunately or unfortunately, he ' ll want to do the right thing. And if he fails, it ' ll be every- one ' s fault but his own. Mike was elected tweed of Riverdale Country Day School in 1958. Suffice it to say that he is no longer oriented toward the tweedy, for by the end of freshman year clothes and the other material aspects of existence had become superficial. Extra- curricular activities (or more precisely, a will to power) became the focus of college life. Winnning a seat on the Council was paid for by losing a course to Louis Green. Sophomore year the Spring met the Hornblower, and by the end of the year was quickly moving toward the realization that the extra-curricular life was about as meaningful as the tweedy one. Junior year the stress was on grades, Marge, and forgetting to go to the Dean ' s for supper. Mike is probably the only student in Haverford ' s history to be admitted to the Founders ' Club by accident. A project on Campus and a year of grind, however, had the effect of evoking doubt as to the real importance of either grades or Marge. The logic of a year ' s leave in which to find himself seemed irrefragibe. A year of soul- searching seems to have brought Mike to the reali- zation that Marge and grades were and are no more insignificant than everything else — except staying out of the army. Henry G. Bibber Michael H. Spring 76 I am my own bishop, archbishop, and pope. Rev. Andrew Q. Morton Church of Scotland Jay Melvin Schamberg, which, literally trans- lated, means Jay Melvin Schamberg, is indeed a strange and wonderful thing. He is infamous for his logical mind and sensuous lips, and in his Hav- erford career, Jay has been able to raise a limb over the entire field of academic pursuits, for the finer things in life, which, unfortunately, he has not yet found. Though he searched for them after jun- ior year, he ended up milking cows under the star of David. In the freshman period-of-adjustment. Jay completely corrupted his roommate. His careless beard left females helpless on their knees before him. His primitivism threw up light all over the amenities. His crudeness was disarming; his com- mon sense, frustrating ; his self -honesty, lovable. Jay ' s future holds one possibility in its right hand : to conquer the world. If he fails, he will die. Jay plans to die in a sailboat. Hail TREFR! Jay F. Schamberg- Christopher P. Kaufman Chris was not particularly happy at Haver- ford his freshman year. He soon saw his western style threatened by the glibness and complexity of the Haverford scene. But he returned, and spent the next two years with roommate, Steve, deliberat- ing world problems and reflecting upon la condi- tion humaine at the expense of his work. Some- where in that second year he was discovered by Christine, and except for her, Bryn Mawr still re- mained as incomprehensible as the New York sub- ways. If asked, Chris freely admits to being a music major, although he seems to regard music, like ath- letics, simply as a source of enjoyment and expres- sion. Having survived this liberal education, he hopes to enter the Peace Corps, where his quest can find a new mold for another two years. After the junior year. Chris surprised friends by taking a year off. He went to Europe, for fun and for a change Now back as a senior, he re- gards Haverford with affection. And Bryn Mawr has lost her veil of mystery (little advantage ac- crues to her thertby). He still carries his unassum- ing and usually cheery exterior, though it often belies a certain doubt and seriousness within. 77 Eliot P. Williams Stephen J. Dallolio J. Bruce Ruppenthal James O. Donaldson, III 78 Bang! His arrival on ca mpus was noted by those wanting to know the origin of his nickname. Soon it was learned that he played varsity-caliber basketball and shot golf in the 70 ' s. In the course of his athletic career here he was elected Varsity Club president and the captain of both the golf and basketball teams. Eliot ' s fine coordination and com- petitive spirit sparked the basketball team for three years. And if this were not enough, his facial ex- pressions usually frightened his opponents into submission. Bang is not a scholar, but he is an educated man whose strengths are common sense and basic understanding of principles. While he did not allow it to interfere with pressing- work, he did have a good time. His well-timed kidding has deviled coaches, classmates, and janitors for the last four years. Never has Eliot regretted the hours spent playing bridge, watching the tube, or writing to Sue. The time spent at the last diversion became progressively greater as time went on. With her help, Eliot should be very successful in the business world. Bang is quite a man. Everybody up for the kickoff. Wow, sixty yards! Good work, 36. Interception, and a touch- down for Haverford ! Number 36 again. Oh, what a game! Once again Big Dais displays the tena- city which, coupled with his considerable ability, has provided the backbone for Haverford football and baseball. He is one of Haverford ' s most valu- able athletes, but Dais is more than just a jock. One of his first acts at Haverford was to take out a four-year subscription to Bryn Mawr. An as- siduous student of the B.M.C. picture books, he became a Spanish major to enhance his status as a Don Juan. As a Don Juan and big brother, Dais endeared himself to so many Bryn Mawr lovelies that some form of transportation became necessary. He acquired the white Sting Ray which spends most of its time parked in front of Rhoads. Steve studies too, for he is med school bound. Normally as steady at the books as he is on the field, he occasionally finds himself in hot water, like the time he had to write thirteen papers in Spanish in five days.- All in all, Steve has made good use of his years here, and in the process has left his mark on Haverford. He stands up and hands his black and red blazer to the girl beside him. He picks up a cricket bat in his padded hands and walks slowly toward the center of the pitch, a white-clad figure with bulky pads strapped to his legs. He sits carefully in front of the three stakes, peering at the bowler. There is a flash of red and then a loud crash. The two batsmen exchange places twice. Bruce is off on another high-scoring inning. Ambitions for a career in medicine require that studies cannot be neglected, but when its ' s time to relax Bruce ' s interests are two-fold : Cricket and How was your biology class, Bruce? Great, thirteen girls and 1; three times a week! Any of ' em potential dates? Well, I ' m checking into two of them. Friendly, precocious, cheerful — and part of the upper eighth entry family (of eleven people) which includes The Horse, The Bear. The Animal, and The Chipmunk. Bruce will be re- membered as someone who continually came through with less fuss than most and who always seemed to leave you in a little better frame of mind than when he met you. One fall day in 1960 a certain blond-haired, blue-eyed, fair-skinned young lad relocated him- self at Haverford. He was unathletic, unorganized, and totally incoherent after 11 :30 p.m. Yet it must be confessed that his character did have some as- sets. For example, his mind possessed an amazing capacity for retaining factual knowledge, much of it worthless. His mannerisms were for the most part predictable; that is, until his Irish temper coupled with a unique sense of humor satisfied it- self on the pretentions of others. And predominant in this character were elements of dignity and pride as evidenced in his appreciation of the finer cuisine, his gentlemanly approach toward the op- posite sex, and his tales of the Kentucky Horse- show. He enjoys the fascination of his work. The Chem lab is his playpen. There can be little doubt that this interest and dedication will remain with him, and will enrich the medical profession. 79 Harry C. Stulting Murray S. Levin Harry is one of the few whom Haverford has educated well but not really changed. He came to Haverford a devout Southern nationalist and still is one, despite his Northern accent. He has strengthened his defense against the attacks of Messrs. Cooper and Levin with an alliance with fellow-traveler Chris Jacobs. Harry regrets leaving the sunny Southland, and can often be heard wistfully whistling the Florida State Alma Mater, Setting out in search of the forms in philosophy, Harry found nicer ones in Narberth. Completely Steered out of philosophy, he decided to relax by majoring in History, and now spends nearly all his time playing cards (3 x 5 ' s) and carrelling (no. 33). Harry is in mourning for Elizabeth I, Eaton by Florida roaches. Harry remains a proud individualist and an unyielding perfectionist. Never asking favors, al- ways ready to do them, Harry has shown some what friendship can be. Haverford ' s Russian-American expert, Murray has combined study of two great civilizations with a keen interest in many campus activities. News- papermen, athletic, disc-jockey, political analyst, and sometime poll-taker, baker, and philosopher, Murray was an excellent American representative on his tour of the Soviet Union in the summer of 1963. At Haverford. Murray never passed up good talk. And he never passed up a chance to meet people and make friends : his sincere interest in others has earned him the respect and affection of all who have had the pleasure of knowing him. Now, Murray looks to a statesmanlike career. Behind him are four years that point strongly to a life of joy and success. 80 Christopher Jacobs The lawyer has become shrewd ; he has learn- ed how to flatter his master but his soul is small and unrighteous. His condition, which has been that of a slave from his youth upwards, has de- prived him of Tightness and independence. When the philosopher draws the lawyer into upper air, and gets him out of his pleas and rejoin- ders into the contemplation of justice and injustice and of human happiness and misery in general — when that little legal mind is called to account about all this, he gives the philosopher his revenge ; for dizzied by the height at which he is hanging, he being dismayed and lost, and stammering broken words, is laughed at, Plato Coop came to Haverford, saw the wisdom of Socratic ways, and stayed to conquer — in his own warm, albeit aggressive, manner. A sound mind in a large body. Rich has acquired knowledge and friends in four years, as a member of Ernie ' s tallmen, sports editor for the NEWS, mentor of the phil club, and occasional marriage counselor, critic, and social drinker. Rich has made an impressive mark here. We say keep your eye on that boy. Richard M. Cooper % m 81 John A. Zangerle I know we ' ve been talking for an hour and a half ... I still have plenty of time to read the rest of the hisory so don ' t worry . . . Yes. I ' ll take you and your room-mate to the wool shop tomor- row . . . Wait a second, I think that was Bryn Mawr rolling- out, maybe I can still . . . What? . . . Damn, there went Ardmore — sounds like a big one. Listen, Louise. I ' ll call you tomorrow after- noon. K? This is going to be a real horror show . . , Only done half the reading and I can ' t keep my eyes open . . . Don ' t see how I can get through this exam . . . Three exams and two papers in two days is carrying things a little too far. How did you do on the exam Z? 88 . What time do you want to get up tomorrow Z? 8:15, or I ' ll miss breakfast and German again! . . . Turn the alarm off will you, I can ' t make it besides it isn ' t worth it. And. in the isolation of the sky, At evening, casual flocks of pigeons make Ambiguous undulations as they sink Downward to darkness, on extended wings. Wallace Ste Sunday Morning Donald R. Moore The worried look at exam time, laughter and shaving cream, the warmth of his companionship — there is a humanity about John, that combination of serious reflection and good-natured humor, which indicates his knowledge of the art of living among Adam Spiegal Da locrum melioribus. William W. Malandra When Zarathustra was thirty years old he left his home and the lake of his home and went into the monutains. Here he enjoyed his spirit and his solitude, and for ten years did not tire of it. But at last a change came over his heart, and one morning he arose with the dawn, stepped before the sun, and spoke to it thus : You great star, what would your happiness be had you not those for whom you shine ? 83 Jonathan P. Kabat Thomas A. Reed John S, Chamberlin Obmittamus studia, dulce est desipere, et carpamus dulcia iuventutis tenere, res est apta senectuti seriis intendere. Velox etas preterit studio detenta, lascivire suggerit tenera iuventa. from MS. of Benedictbeuern, Twelfth Century. 84 LE LIEVEE ET LA TORTUE Rien ne sert de courir; il faut partir a point. Le lievre et la tortue en sont un temoignage. Gageons, dit celle-ci, que vous n ' atteindrez point Sitot que moi ce but. Sitot? Etes-vous sage? Repartit I ' animal leger. Ma commere, il vous faut purger Avec quatre grains d ' ellebore. Sage ou non, je pane encore. Ainsi fut fait: et de tons deux On mit pies du but les enjeux. Savoir quoi, ce n ' est pas I ' affaire, Ni de quel juge Ton convint. Notre lievre n ' avait que quatre pas a faire; J ' entends de ceux qu ' il fait lorsque pret d ' etre atteint II s ' eloigne des chiens, les renvoie aux calendes Et leur fait arpenter les landes. Ayant, dis-je, du temps de reste pour brouter, Pour dormir, et pour ecouter D ' ou vient le vent, il laisse la tortue Aller son train de senateur. Elle part, elle s ' evertue ; Ella se hate avec lenteur. Lui cependant meprise une telle victoire, Tient la gageure a peu de gloire, Croit qu ' il y va de son honneur De partir tard. II broute, il se repose, n s ' amuse a tout autre chose Ou ' a la gageure. A la fin quand il vit Que I ' autre touchait presque au bout de la carriere, II partit comme un trait : mais les elans qu ' il fit Furent vains : la tortue arriva la premiere. He bien! lui cria-t-elle, avais-je pas raison? De quoi vous sert votre vitesse ? Moi, I ' emporter! Et que serait-ce Si vous portiez une maison ? L.Vre VI, Fable X Jean de La Fontaine How often might a man, after he had jumbled a set of letters in a bag, fling them out upon the ground before they would fall into an exact poem, yea, or so much as make a good discourse in prose ! And may not a little book be as easily made by chance as this great volume of the world? Archbishop TiUotston Never any trouble finding Big Jay. Head to- ward the biology department ' s quarters and he is bound to be there, muscling his frogs or counting fruit flies. You stand hidden in a comer of the room observing that future surgeon at work. Clad in his white Good Humor frock with a rubber hose (he likes to think of it as a precursor to a stethoscope) sneaking from the right pocket. Dr. Coblentz strikes an imposing figure. Deftly his hypodermic penetrates a rabbit ' s cardiovascular cavity — oops, if that damn animal hadn ' t cried out, I wouldn ' t have dropped the needle. But suavely Coblentz picks the slightly bent and dulled apparatus from the floor and successfully completes the operation. After removing his Casey face mask, the doctor steps over to speak with you. To your question regarding overspecialization in col- lege, the successful surgeon replies, You should get a broad liberal education : that ' s why I only took 97% science courses. On that note he scur- ries out of the room. Jay M. Coblentz 85 Rabbi Judah, Rabbi Jose and Rabbi Simeon were sitting together. Rabbi Judah praised the Roman government for the splendid markets, bridges, and baths they had erected in Palestine. Rabbi Jose kept silent. Rabbi Simeon retorted that they had done so for their own benefit, not for the land ' s sake. A disciple incautiously reported this, and a Roman spy informed the government. An edict was issued that Rabbi Simeon be executed. Rabbi Sim- eon and his son hid in a cave for many years and spent their time there in mystical and sp iritual pursuits. Following a change in administration, the edict was annulled. So they emerged. Seeing a man ploughing and sowing, they exclaimed, ' They forsake life eternal and engage in life temporal! ' Whatever they cast their eyes upon was immediately burnt up as a re- sult of their enormous mental powers. Thereupon a Heavenly Echo came forth and cried out. Have ye emerged to destroy My World ? Return to your cave! ' So they returned and dwelt there twelve months until their minds had grown accustomed to the idea that people should engage in material labor as well as in spiritual work. Babylon Talmud (paraphrased) David G. Cook Michael J. Cook — Got the records? — Right ! — Fleetwoods tonight? . . . Good. Check the papers today?: drivers west coast. That ' s us! What are we waiting for ? Hit the road ? Shopping today : new D string: Pep Boys for that timing-light: got to give her a tune-up. Scott ' s 25, cheaper ' n D.C., better put 50 cents in. Mmmm . . . wonder if we see RL? . . . OK you goat, not now then, but better hit Penn Fruit : does Wishniak go with rum ? fpick strum all day long, hit the sack ' fore 11 comes around: date tomorrow) — Well, how ' re we going to get the bread so ' s to keep the motor turning get the new Beach Boys ' albums as they come out? We ' ll go down there — teach the natives how to weave straw mats, sit on the porch in lounge chairs, sipping Tahi- tian punch watch the sun rise and set. Govern- ment officials can call me on Tuesdays for profes- sional consrultation. Can ' t beat the Foreign Service. William B. Snyder Lewis W. Birmingham Progress of an Individual in Knowledge Cambridge : April, 1826 Every cultivated man observes, in his past years, intervals of mentality — and is accustomed to consider the present state of his mind as the re- sult rather of many periods of singluar intenseness than of a perpetual and equable expansion. Corn grows by jumps . . . Whoever explores his recollection of those periods will find that by some casualty or some study he had arrived at one of those general ideas which not only epitomize whole trains of thought, but cast a flood of new light upon things inscrut- able before : after waiting mostly in the vestibule, had picked up unawares the Master Key, whose wards and springs open every door — and the sur- prised adventurer goes on astonished from cell to cell, from chamber to chamber, gratified, but over- awed at the unexplored extent and opulence of his possessions. Ralph Waldo Emerson, age 22 87 Few have known so little, or done so weU. Michael S. Nelson Michael P. Nevin Allen C. Rogerson 88 Edward S. Andrews Four years of expanding- horizons : learning, meeting-, seeing, doing. Years of adjustment and change, years of increasing maturity. A wonderful group of men in the English department, who help- ed when times were tough, who guided an awaken- ing development. Wonderful friends in the Faculty Secretary ' s office, where life-long affections were fprmed. A keener insight into the problems of ad- ministration in Roberts, Whitall and Founders. The greatest guys in the world among my undergradu- ate brethren. A sense of responsibility to wife and family, love of a job well done. Readiness to accept the responsibilities of work in the business world, realistically. That is what Haverford left me, a much better man than when I came. 89 Jay E. Vinton Michael McKeon J. Timothy Cummings James W. Van Cleave, III Tenon K. Dodd Thomas E. Lippard Bruce A. TuHoch J. Morrow Jones Robert E. Elmer John C. Shoemaker Darien A. Gardner Robert M. Haymond Ruffin K. Harris Theodore G. Standing, Jr. Charles L. Strang Jonathan J. von Ranson Peter P. MacDowell Stephen C. Kurian Ralph D. Phipps Harry M. Robinson, III Frederick L. Wightman Steven A. Wolin John K. Holland Lee S. Kanes Garrett E. Mitchell Ross L. Wademann David M. Jackson Charles D. Lewis, III Edward C. Filstrup Frank J. Popper DeWitt Whittington 90 Jonathan R. Crum Robert I). Schofield 91 EXTRACURRICULAR 92 From time to time we set the grindstone on automatic pilot and strode purposefully to the recreation deck. Other times, we let the steward- esses take over the controls, but that ' s another story. Passengers in Collection who looked up from their reading matter or the nap they were taking to listen to the speakers — did not hear a pleasant Scandinavian stewardess telling them what to do next ; despite this glaring lack, however, certain forms of entertainment were available even on Tuesday morning. Served cafeteria style, but sel- dom with any choice. Meeting took on a new hue of devotion under the clever schedule which was announced at year ' s outset. The power of positive thinking. Thursday as a real restorative. Sometimes pleasure came before what Mother had told us our business would be in coming to Haverford. Times like newspaper and yearbook deadlines. The men in these deadlines were com- pletely destitute , like souls in purgatory, they relied on vicarious payment from a treasury of merit. Not judged as they deserved, but as need and mercy dictated. Good old George. Others, corrupted, rich, and triumphant, ran the concessions which they patronized. These activities and the welter of Council committees controlling them were coordinated from the den of a new administrator, bland as the inside and outside colors of a well-known soup. The world beyond the grindstone acquired, willy-nilly, a pilot. Or was it a tinker? What wouldn ' t we have given to know the answer? Having escaped one framework only to find ourselves in another, we were constrained by an urge resembling wanderlust to step outside the cage for a breath of fresh air and like that. Nature walk, duck pond, the less formalized functions of the stewardess training school. As spectators and performers of art and sport, we were more dis- tinguished by enthusiasm than virtuosity: and hence enjoyed it more? A firm answer to this tremulous question is expected any minute ; a team of dedicated scholars has worked out the relevant parameters for pre- cise quantification of the emotional variables in- volved. I ' m taking the program down to the Com- puter Center now. I shan ' t be gone long. — You come too. Paul Hopper 93 Fortunately, Haverford ' s social life during the past year was in no way to be confused with the rowdy, bawdy, raucous free-for-all atmosphere usually associated with the Ivy League, the Big Ten, and U. Va. In fact, this year Haverford ' s social life was not even up to the sinning going on at the William Jennings Bryan Bible Institute. Thanks to a nationwide recruiting effort on the part of the administration, and the liberal administration of saltpeter and depressants in the food, even the opening picnic with Bryn Mawr seemed unable to encourage sex to raise its ugly head. Customs week was marked by a new high in the number of incoming Freshmen who failed to find dates, and the week was capped in fine style by a depressing mixer with Bi-yn Mawr and Swarthmore guaranteed to encourage at least half of the students present to hang it up and go into the clergy. The college was also fortunate to make it through October, like the other eight months of the school year, without a significant social suc- cess. Sophomore Weekend showed incipient signs of spoiling an otherwise splendid record of monas- tic existence when the class of ' 66 produced the intriguing idea of a dance based upon a gambling ' casino. Fortunately, however, the idea was poorly executed and only a few profligates came to the dance. A social committee party for the following weekend could only muster about fifteen couples. October was marked by a mixer with Beaver College which appeared to arouse the inner lust- ings of a fair proportion of the campus since the dance was well attended. Chastity, however, was well-preserved since virtually no one bothered to follow up the mixer by asking for dates. The Social Committee, perhaps seeing the error of its ways, was careful not to schedule another Beaver mixer, perhaps in fear of another success. In November, there were two Social Committee parties, both notable failures from a sinning point of view, and a mixer with Bryn Mawr which seem- ed to produce more tangible results than any other social event of the year since a few dates did seem to follow from it. Swarthmore Weekend, in typical Haverford fashion, was noted for its low attendance and loss of money. Socially, December did not exist at Haverford. January followed suit. Freshman Weekend, the 14th and 15th of Feb- ruary, saw the production of Bryn Mawr ' s Fresh- man Show on Friday night (a production in every way suited to wearing the crown of infamy passed on from terrible Bryn Mawr Freshman Show to terrible Bryn Mawr Freshman Show), and a dance of sorts on Saturday. The dance was poorly attend- ed and lost money. A mixer was scheduled with Bryn Mawr for February 22. It did not occur. Neither did any- thing happen socially the following weekend. Mercifully, for the sake of those few social reprobates who refused to say die. Junior Weekend arrived in early March. Class Night (see elsewhere in the Record) was a success of sorts. The dance 94 Saturday night, as dances go, was a good one and much enjoyed by those who went. It too was poorly attended and lost money. The remainder of March passed without a social event of note. Spring passed in much the same way, but with a significant difference from previous sprines. This year there was no longer the corrupting influence of a full-scale Tri-College Weekend as there has been in the past. From a social of view, something was saved this year by the Art Series concerts and the Movie Series. These, however, could not really be re- ferred to as Social events. The year was also marked socially by the resig- nation in late February of John Cobbs and Tigger Shuman, co-chairmen of the Social Committee. Both Cobbs and Shuman admitted that the Social Committee had not done nearly enough to promote social life at Haverford in the previous year. Cobbs, however, also said that he did not greatly enjoy the job of pandering to a group of effeminate celibates. Shuman was somewhat more vitupera- tive. In the spring the committee was taken over by who found that he had to start at the bottom and rebuild the entire social structure from scratch. Good luck! At pre- sent Haverford still remains the retreat of pale learning, an unsullied citadel of withdrawal. John Cobbs 95 I wonder why I ' ve been asked to write this art- icle. Is it to save the time and energy of some poor overworked student? Maybe so — but they know their man : I ' m overworked too. but the naive wonder of seeing my words in print has never left me, and I am caught. But what can I, a faculty member, say about student musical organizations? I don ' t know their inner workings, or who the bouquets should go to. If I try to name names, I will put my foot in it: I leave that to others. Yet I do see, and marvel at, the results of the work of these organizations. I remember the joy of being involved in them in my own student days. And I feel now. as then, that what they are doing is very important indeed. Important why? Because certain audiences, sometimes not very large, are entertained or edi- fied several times a year? Yes, but it is much more than that. For one thing, making music is some- thing one can put one ' s whole self into, body, mind, and soul. This is a delight, it is satisfying; and it helps one stretch one ' s faculties and grow in all directions. Nerves, muscles, thoughts, feel- ings, all are used to capacity. One feels fully alive, fully human. Time as an ordinary dimension is forgotten and one lives in an intense present. This is especially true when the music one is performing is good music. And most of the music played and sung at Haverford is very good music. Look at the list of works sung or played in 1963- 1964 - Bach ' s ST. JOHN PASSION, Shostakovich ' s SYMPHONY NO. 5, Schuetz ' s CHRISTMAS STORY. Faure ' s PELLEAS ET M ' ELISANDE suite. Petrassi ' s CORO DI MORTI - that ' s only a sampling, but it gives an idea of the quality and variety that prevail. Just to hear such music as this is a noble experience, and actually to help recreate it is to have the electrifying sense of participating in a masterpiece, joining one ' s self to the structure of a bold and heroic thrust of human imagination and feeling, which thereby becomes also one ' s own. And when one is working in a group toward this re-creation, in sound, of a great idea, one is also dramatizing the ideal human situation — a working together in friendship and harmony toward a common end, a universal order. Many college studies are doggedly solitary. Musical per- formance in a group brings people together, and may bring them into the real friendship for which mere proximity is frequently, in college, the in- adequate substitute. In music one is no longer alone, but has joined with others in the struggle against inertia, chaos, and despair, and in the great cosmic dance wherein each has his place yet all are one. As the music becomes part of one ' s own nerve structure, one becomes in turn a part of the nerve structure of civilization, a guardian and transmitter of man ' s vision of order, beauty, and strength. Thus this kind of participa- tion is a real part of education, not to be regarded as mere extracurricular activity. This past year has been a good one for both 96 Glee Club and Orchestra. The Bach ST. JOHN PASSION performance in March stands out as a pinnacle, with its use of musical resources of the community as well as the colleges, its complete- ness, and its unusual use of both large and small choruses. In this, as in the Schuetz CHRISTMAS STORY in December, the Heinrich Schuetz Sing- ers — the select smaller Bryn Mawr-Haverford group — especially distinguished themselves. The modern music concert in April was another important presentation. It was notable for bring- ing fine, little-known music to the community, and for including- the choruses of four colleges, being, in this, reminiscent of the Schuetz Festival of 1956. Add to these events trips to Mt. Holyoke and Vassar, and you have a Glee Club year of more than ordinary interest. The Orchestra had a first — a concert away from home, with the M.I.T. Orchestra at M.I.f. The challenging program included symphonies by Schumann and Shostakovich, some of the most difficult music the Orchestra has yet done, and they did it very well. There were two home con- certs, too: the first one, in the fall, included the Bruch VIOLIN CONCERTO played by Barbara Dancis; the second one, in the spring, included two first American performances (in one of which I felt a rather special interest). The Orchestra, having been cited last year for the greatest con- tribution to the extracurricular scene, was appar- ently spurred on by this to its most spectacular year yet. Small informal groups contributed a lot to Havei-ford, as always. The Band brightened football games with their unforgettable Lassus Trom- bones , the thread of connection of which with the mighty Orlandus Lassus of yore I am still en- deavoring without success to trace. It then emerged from the Thanksgiving chrysalis as the ever larg- er and more confident Brass Ensemble, which looks like a group to watch. The true-voiced Renaissance Singers sprang Josquin and Janequin on startled but pleased audiences at unexpected times and places, and worked up some Bach as well. Folk- singers, as usual, abounded: the Philadelphia Lawyers won second prize in a huge hootenanny in the city. (But still no home-grown jazz at Haverford. Why?) Student compositions again enlivened Parents ' Day and Collection. Only chamber music seemed to decline ; I and other supporters of it were too occupied with other things, and few Haverfordians made the Monday night trek this year to work with Madame Jambor at Biyn Mawr. Still, it ' s an amazing record of musical accom- plishment for a college of less than 500 with only three music majors. Bouquets to all of you, Haver- ford musicians. But of course you ' ve already had your reward, in the doing: and you will never forget the intensity and beauty and highly focused life of what you have helped create. John Davison 97 The Haveiford Student Peace Union and the Emergency Civil Liberties Committee have con- ducted an interesting program of action and edu- cation this year. Early in October, the Subversive Activities Con- trol Board held hearings for alleged Communists. These hearings aroused the interest, and occasion- ally the indignation, of a number of students. As a result, a small party of Haverfordians listened to the sessions of the Board in Philadelphia, and picketed the proceedings later. To organize for this action, the Haverford Emergency Civil Liberties Committee came onto the campus political scene. Since then, the Com- mittee has made available an important legal brief by Mark Lane concerning the assumed guilt of Lee Oswald. Also, the Committee supported the collection of food and clothing for the destitute miners of Hazard, Kentucky. The Student Peace Union pursued a more thorough program this year. The group sponsored Charles Walker of the AFSC to discuss nonviolence and peace action. The second lecture, by Derk Bodde of the University of Pennsylvania, stirred and angered many in the audience of 30 that attended. His subject was the United States ' war in South Vietnam, over which he felt concern as a student of Asian history and culture. Professor Bodde built an argument from standard newspaper sources and government despatches: yet this meagre and doubtless partial account of American atrocities and injustice sufficed to set off planning for a demonstration against US Vietnam policy. The demonstration materialized on Oct. 30, when President Kennedy came to Philadelphia to celebrate the local Democratic arrangement and confirm its mechanisms. The numerous SPU activists were joined by demonstrators for racial equality and social justice, in scarcely disagree- able cooperation. Here are excerpts from the SPU statement distributed to the general public at that time : The US keeps Diem in power, for it is clear that without American aid his government would collapse. The cost of his support amounts to one and one-half million dollars a day, which pays for concenration camps . . . Diem, a Roman Cath- olic, has ruthlessly oppressed Bhuddist leaders, who represent the overwhelming majority of the population. Still, the US Department of Defense describes Vietnan as a ' religious country . , , with free choice of worship. ' It is cruel deceit to send American soldiers to their death believing that description. There has been considerable effort to suppress information in the US on the types of warfare used by our troops in Vietnam. (We object that) the ' defoliation chemicals ' are far more dangerous than the ' common weed killers ' they are described to be. Chemicals used include white arsenic, which eats human flesh. Napalm jelly gasoline dropped from US planes devastates whole villages without warning. Calcium cyanamide has killed cattle as well as destroying leaves. With the military coup in South Vietnam, indignation with the politics of the regime has died down, and support for projected SPU actions such as a picket at the local division of Vertol, which manufactures helicopters for war in Viet- nam, dwindled. A number of SPU members have begun organization to send medical equipment to the Liberation Army in South Vietnam, however. The other big action of the semester was a collection of food and clothing for the striking miners of Hazard. Kentucky. After a speech by Berman Gibson, leader of the strike, on the terri- ble conditions workers suffer in Kentucky, a group of Haverford and Bvyn Mawr students formed the Hazard Miners ' Aid Committee of Haverford and Bryn Mawr Colleges. They canvassed the local communities and brought in close to 1000 pounds of clothing and some money. This contribution, along with some collections from other eastern cities, was carried to Kentucky by the Teamsters. Two Haverford students accompanied the supplies and helped distribute them over the Christmas vacation. Joe Eyer Russ Stetler 98 h ri- This year Haveiford students again partici- pated in a program of tutoring for junior high school and high school students in academic sub- jets. In its second year of institutionalized opera- tion, the tutorial project offered tutoring to stu- dents in the Ardmore and Bryn Mawr communi- ties as well as to students in Philadelphia. This represents a departure from the previous year when about thirty Haverfordians tutored only in Phila- delphia. In 1963-64 about twenty-five students from Haverford tutored in Ardmore. and fifteen others tutored in Philadelphia. The tutorial project provides one to two houis of tutoring each week to high school and junior high school students who have expressed a desire for help. It is aimed at all levels of ability and requires only that the student not be able to afford paid tutoring. Haverford sudents who participated ran across a variety of problems and situations which proved both challenging and enlightening. Those who tutored in Philadelphia may have become better acquainted with the family life of deprived urban communities. They may have acquired a better understanding of the educational and psychological problems of children who have not had the re- sources so often taken for granted and who have not been taught many of the basic academic skills. In Ardmore. Haverford students may have met with the more subtle difficulties of living in a segregated, lower middle class, suburban commun- ity. Here, too, they may have met with basic educational and psychological problems in the community. But the experience was bound to be frustrating, and perhaps even disillusioning, in addition to being challenging. Throughout the year, the pro- blem arose of how much was actually being ac- complished. The problems of communication be- tween the tutor and the student were considerable. The interest of the tutees quite often seemed to be lacking, and what many had thought were the purposes of tutoring seemed to be so distant that there was little hope of noticeable progress within the year. In the last analysis, though, the tutorial exper- ience must be remembered and evaluated in terms of each individual siuation. It must be remembered as the intensely personal activity it was. And it will assume further meaning as continued partici- pation in such programs reveals new problems and conditions to be dealt with. Jim Bundy 99 For three days at the end of the first week in February, over two hundred civil-righteous under- graduates assembled to discuss the status and pros- pects of the Second American Revolution. They slept, ate, talked, argued — always together, and always about civil rights. Friday saw John Hope Franklin invoke history as he convoked the conference. Later the same evening, bigot-turned-journalist J. J. Kilpatrick ranted about the biological inferiority of the Negro race, while on his right James Farmer sat in thin-lipped silence, his face darkening with anger. When he replied, however, he routed his antagonist. After an intermission, Rev. Vivian faced Wil- liam Worthy across an ideological abyss, while the audience trickled out the doors of Roberts; this most important discussion was largely unat- tended, a situation reflecting the complacency of the self-confident conferees. Quite early the next morning James Foreman showed his limited intellectual horizons and the even more limited vocabulary with which he des- cribed them. Robert Hill of the NAACP salvaged that organization ' s reputation with some confer- ence delegates by advocating thorough social re- organization : not merely Advancement for Colored People. Bill Higgs, a Congressional advisor on Civil Rights legislation, talked on his interests. The Justice Department was thereby unofficially and ably represented. Seminars occupied the afternoon and gave delegates their much hoped-for opportunity to ' ' J 100 express THEIR opinions while the official speakers graciously looked on. The reasons, history, and nature of racial prejudice were discussed. Is there a Negro class-structure and, if so, why, and what should be done (Socialism?) was debated in the Ely Room of aristocratic Wyndham Hall. Should one sit in the street, or take brasher steps to remedy current social problems? What should the President have done and what should he do, if anything? How can Negro eco- nomic conditions be improved if the level of Negro education is uniformly below that of the rest of the population, and if Negro housing is also in- ferior? How can they apply pressure if they are denied the vote? Is the vote worth having at all since there are only two political parties, and essentially only one in the South, where Negro problems are most serious? The humorist behind The Premise gave a solo performance that could only be funny if given by a Negro. Whites in the audience squirmed uneasily until they saw that Negroes were laugh- ing. Then they did too. Later: tea and cookies. After church Sunday morning, William Zinn spoke effectively. Then delegates left Campus. The Administra- tion seemed immensely pleased with the confer- ence. A few weeks later the Freedom Singers took over Roberts. And there was a flurry over the existing housing for kitchen help. Now that the conference is over — now that it was a success for us — what is to happen next ? Robert Manoff 101 , Philosophy Club The Philosophy Club comes to be when lovers of wisdom gather to toast the muses and hear a talk in praise of the God- dess. When the talk and questions are over, the club passes away. It op- erates without a budget, without officers, and sometimes without mem- bers. Visiting speakers this year were Mikel Du- frenne ( The Death of Existentialism ), Adele Spitzer ( Plato ' s Theory of Art ), Robert Paul Wolff ( The Concept of Political Loyalty ), and Charles Hartshorne ( The Ontological Argument and the Findlay Para- dox ). 102 Drama Club In order for a college of Haverford ' s size to produce successful shows consistently, it must possess a core of dependable and capable people augmented by a number of interested, but less dedicated, people. The talent and enthusiasm necessary for the strenuous schedule of the coming year first appeared in An Evening of Comedies, four short comedies, ranging from Chekhov ' s deli- cate The Proposal and Sutro ' s A Marriage Has Been Arranged to the raucous farce by Shaw, Passion, Poison, and Petrifaction and Albee ' s avant-garde The Sandbox. From these plays came Munson Hicks. Terry Van Brunt and Howard Bush. These actors, with Jane Bobbins and Wendy Westbrook from Bryn Mawr College, set the stage for one of the Drama Club ' s most ambitious under- takings, an uncut production of Hamlet. Not only did this production have available these tal- ents, but also the backing of the English depart- ment, the fertile mind of Chris Glass as set de- signer, and the capable hands of Bob Munger and Eoian Fleck. The planning, spearheaded by the ubiquitous Bob Butman, extended over a period of six months, and, although the assassination of the President forced a postponement of one 103 performance, the three day run drew a record crowd. Two months later, as part of the celebration of Shakespeare ' s 400th anniversary, we were asked to put on a one-night performance of Hamlet at the University of Pennsylvania. This perform- ance was, in many people ' s minds, the best per- formance in the recent history of the Drama Club; not enough can be said of Munson Hick ' s portrayal of Hamlet. The Drama Club has, of course, its many trials and tribulations. The greatest of these develop from conflict with the business and administrative departments of the college. There are numerous examples of this. For instance, the Drama Club by the college, which seems the height of ineffi- ciency if it is understood that the Drama Club is a nonprofit club organized for the sake of art, is given a budget by the college, and then fined Similarly, Bryn Mawr College Theater is charged for the use of equipment that was bought to be used also on their stage. Furthermore, the people that are trained by the Drama Club are placed in a position of having to do other stage work for the college free, or else be fined if they don ' t. The Drama Club has been described as having no formal coherence and operating clandestine- ly with no real existence as a club. But, al- though the Drama Club has blatant disagreements with the college administrators which can prevent proper discharge of its functions, it obviously pos- sesses ability. It receives its impetus from Bob Butman ' s devotion as director. It is the only or- ganization on campus capable of realizing and maintaining a self-supporting status. Therefore it would seem that the Drama Club should be estab- lished as a separate and self-sufficient entity, in- dependent of the college and organized on the lines of the Bryn Mawr College Theater. Since this very independence would help to further develop interest and ability, the Drama Club intends to work towards this end. Robert Munger 104 105 s c ? :ip 106 There IS a way to do visual arts at Haverford. To begin, decide whether you are athlete or aesthete, since these are mutually exclusive in the Haverford program. If you opt for art, be of stout heart, for you must journey to Cornelia Otis Skinner Drama Workshop, 1.5 miles distant on the Baldwin campus. And take along a candle and a ball of string, so that you can find your way through the tortured passages of that venerable building to the intimate workships below. If you survive these preliminaries, you can look forward to a rewarding afternoon with Fritz Janschka or Paul Dioda, to paint or to sculpt. Under the sparkling eye and coarse mustache of the indomitable Fritz, the student is given rein to make his own mistakes and to profit from gentle but incisive criticism. Behind Fritz ' s sympathy for students of all abilities stands a philosophy which recognizes each aspect of the visual arts as a reward in its own right. At the beginning we are concerned only with sheer representation, likeness, and we honestly pursue technique as technique; art will come of its own accord. Neither the sculpture nor the painting course has any significant structure, partly because of the discontinuities which characterize the pro- gram: the instructors cannot demand or expect an enduring interest, for the program could not minister to such an interest. Nor would the facili- ties at Skinner be adequate for the numbers of participants that a sustained program would draw. However there are signs that the visual arts may someday attain a respectable position in the liberal arts curriculum. In an atmosphere which is osten- sibly dedicated to creativity, it seems anomalous that all creativity save witticisms in class and brilliant theses should be relegated to a distant basement; and if the Haverford (bryn mawr) in- tellect is as insecure and defensive as some suggest, it might well grow in stature with the opportunity to express and satisfy itself with eye and hand. Let us pray that the great winds of expansion will not merely pile more dead leaves round the crumb- ling walls of Skinner, but will give Haverfordians the chance to study art from within as well as from without. Christopher Glass Eric Lob The REVIEW is — or, at least, has been dur- ing the past four years — one of the more suspect of subsidized student activities. Underlying most criticism of it is the general notion that creative writing at Haverford lacks the studuent interest to make such a magazine worthwhile. The fact remains, however, that there ARE a few students dedicated to writing; no one pre- ends there are many. Presumably the Students ' Council budget exists to stimulate investigation of particular disciplines, including those of con- fined interest. Creative writing, as well as drama and music, should be among them. The Review alone, of all the aesthetic efforts made at Haverford, is wholly uncoached by a professional in the field - and, indeed, the very nature of creative writing lends itself least to organized instruction. This does not mean that individual writers fail to seek advice; they do seek it, both from one another and from members of the faculty. Some students protest that the end results are, at best, amateur. This is to be expected; the con- tributions must be seen as stages in the process of individual growth, as well as works complete in themselves. The writers, too, are aware that they fail somewhat in their effort to measure up to professional standards. The REVIEW now has both a respected con- stitution and a responsible editor-in-chief. If its editorial board has certain predilections in taste, these are at least exercised honestly toward the goal of printing a good magazine. To protect against the formation of a dominating clique, po- tential contributors remain anonymous, as far as possible, until after the final selection of material. Student critics, perhaps, believe too readily in their own critical powers, and often condemn the magazine indiscriminately. The Review remains open to these persons, and to the rest of the stu- dent body, to exercise such powers constructively. Richard Wertlime 107 Many Haverford students do their drinking at a bar midway between Haverford and Bryn Mawr. It is a convenient place to stop for a beer and hamburger on the way back from Bi7n Mawr late at night, and it provides respite from academic and other pressures all the time. It is a friendlier place to linger at than a diner where one feels guilty dawdling over a cold cup of coffee for hours, and its atmosphere is infinitely superior to that of an antiseptic student union. Alcohol flows through the system, and one relaxes, a not unremarkable phenomenon, simply a pleasant experience, but for this reason many students tliink of the bar as exciting. It is. on the contrary, a quiiet place, where, as a rule, nothing eventful happens, except possibly good conversation. It is. sadly, not true that minors are served at Tenth, as any student in search of a gay student haunt who has wan- dered ino the bar without proof of age will testify. There is a good dart-board, as well as a jukebox full of Irish favorites and a few concessions to important modern influences, and an erratic pin- ball machine. On Friday afternoon, the bar is crowded with people who have just been paid, and Haverford students mingle with them, giving the impression that they, too, do honest work. Students occasionally bring study lamps to Tenth, their desire for beer and companionship balancing out the necessity for study. Set up in a back booth, the lamp is frowned upon but ac- cepted. Bringing in a typewriter causes one to lose status. Bruce Tulloch 108 A Reading Of The News Hopefully, the NEWS helps to form and circu- late student opinion. Hopefully, it is of some help to the College in doing here what needs to be done. Oh, yes, it also fills in Mom and Dad as a substi- tute for unwritten letters, and informs alumni who care what goes on at their alma mater — it used to inform all alumni — but this will not do for the resident Haverfordians, a newsless com- munity on the day-to-day level. What more the NEWS does (or tries to do) for them, the College (not to be confused with the Corporation), is to bring out budgets. Board of Managers decisions, plans or lack thereof for food and for expansion — the inner workings that shape Haverford ' s fu- ture. Not by wiretapping, but by asking questions where they need to be asked. Through the perverse art of journalism, which includes a definite pragmatic strain ( Oh, that hurts. Awful big hole in page 3. Quick, find a big picture for page 3. ), the answers or lack thereof, evaluations of them, and the rest are put together into a newspaper. In the process the pressure of the deadline and the desire to get some bag time before the rigors of the next day ( Why is it 3 a.m.? ) encounter the Right to Know and the Aspiration to Do Good. Students devoted to the latter, who revel in the creative joy of writing and the masochism of doing headlines all night, who make of the Newsroom a combined clubhouse and sweatshop, find in the NEWS a most flexible medium. The synthesis that they forge is their selection from the multitude of ways a paper can do its job. The shortage of time with which they work ( No time, no time! Too late to make dessert. ), in which they are not unlike other extracurricular functionaries, nor too unlike big- time journalists, spurs them on to just finish up. ( It may not be good, but it ' s done! Done, done, done. ) That it ' s good to be done one cannot deny. (Retired editors have nothing to do but write yearbook articles.) In the end it ' s not just done, but good too, hopefully. David Yaffe 109 110 In its second year of existence, the Art Series has continued to bring a variety of high quality entertainment to the Haverford campus. The high- lights of the Series were the appearance of the Modern Jazz Quartet in January and the presenta- tion of Pirandello ' s SIX CHARACTERS IN SEARCH OF AN AUTHOR by the Circle in the Square Theater in February. Earlier, the Struc- tures Sonores demonstrated versatility and good musicianship on unique tubular instruments of glass, and the Weavers, although they seemed tired, rallied up an enjoyable program of folk music. As of this writing one program remains to be given by the Amerita Orchestra in April. Clearly, the problems concerning the Art Series rest not with the quality of entertainment, but with the processes of scheduling and program selec- tion. The principal scheduling problem, by which we are threatened with the prospect of no presen- tations after February in next year ' s Series, can easily be avoided in the future by more careful planning. In the more vital area of program selection, the problem consists of a rather indefinite locus of authority. The decision to substitute the MJQ for Cannonball Adderly. while not obviously wrong, did suffer from a poor sense of timing, and to this day the mechanics of the decision have re- mained an enigma. Mr. Caselli is to be commended for his crucial role in the inception and success of the Art Series, but it should be remembered that the basic financial support of the Series comes through non-refundable student subscription in the unit fee. In financial and practical matters the business office should have the freedom to choose between alternative selections of the Art Series Committee, but the preferences expressed by the student body through the Committee should be followed whenever possible. Hopefully, the adop- tion of an open-book policy by the business office and the institution of a student opinion poll will help to clarify the relative positions of the student body, the Committee, and the business office in regard to the selection of programs. The program had a clever cover design by Tom Bonnell: a monk and some Gothic lettering. As at most gatherings in Roberts, the curtain faced us purply long after the announced show time. Hence the color of some of this prose, with its cheerful bluish tinge — so mimetic of the prose of Class Night itself. Somebody gave Paul Breslin some brilliantly funny lines to rant lines, lines, lines. Too bad only the REVIEW board could fully appreciate them. What does Paul have against Shakespeare, the German Romantics, and Expressionist rhetor- ic? What does he have against quality? What does he have against Haverford? Do these ques- tions suggest a syndrome ? The soph play started as a hilarious sequence of non-sequiturs. Then came a hilarious situation, a small Quaker penitentiary, with John Cooper as Dean of Prisoners — not a play, but very funny all the same. Come to think of it, the action of the frosh plot was also a bit Worm-eatin ' . The intermission was something of a letdown. The junior show was as discursive as a bull- session, and the plot had a similar movement. The evil spirit created by a misguided scientist steril- izes and murders the students. Sheesh, It made in obscenity what it missed in depressing content. Nuff sed. The music, situation, and choreography of the senior play stood out. It also moved, and fluently. The music of Rob Riordan and Chris Kauffman was Fantastick. Don Moore ' s plot parodied Faust- Job, with God (Alan Williamson) pinning His hopes on one college man. Max Bockol, as a Dean of Students in league with Satan (Hank Bibber), won the acting cup. Satan does not trust his bumbling servant to corrupt virtuous (because bumbling) Harold Brooks (Joel Sunderman), so the Lord of Lust intervenes in person. The play was better and funnier than the others because it was irrelevant, a lesson learned after three years of Message acting. The clapmeter and the judges agreed that this was the evening ' s cliMax. 112 More than other faculty plays of these five years, this year ' s (the work of Messrs. Kosman and Chesick) utilized the tableau technique to great advantage, partly by showing the change four years work in all Haverford tableux. It was pretty funny. Dean Lyons played himself, revealing considerable talent. His good intentions, however, do not render him innocuous, a point ground fine by the senior play. The fact that the sophomores and (allegorically or something) the juniors also felt called upon to comment at length on the new Dean of Students is evidence that his duties and his success in per- forming them form the major topic of student discontent this year, replacing or sidetracking such standby food for dyspepsia as finances and residential accommodations (Lodging; Food: Gas— as the laconic road signs say). Our malaise is occasioned by a suspicion that this man, who wants to help us, does not know us well enough to justify the incautiousness of his unsuccessful efforts to do so. His attempts to solve our prob- lems and handle our complaints have shunted to him some of the resentment they cause. Turning resentment into satire, Class Night offers no solutions. But there may be some bene- fit from the perspective in which the Haverford condition is seen. Paul Hopper 113 Radio Haverford has had its ups and downs. In the 1920 ' s WAQ8 set the nation ' s second-largest transmitter on the rubber-covered basement floor of Sharpless. After the carbon mikes and horned- gramophone had been sold to private interests (WAQ8 was a commercial station, but Quakerly commercial), the college was left with the small, but dying, Haverford Radio Club (whence, WHRC), which regarded receiving KDKA ( to say nothing of competing with it) as a major accomplishment. Soon after the second world war when Haver- ford suffered an influx of technical geniuses, the college went back on the air as the now-familiar WHRC with 1 1000 of the former broadcast power — limited to some of the dorms on campus and, if the grass was wet, the Rosemont railroad station. A few technicians and some 500 relays (all superfluous) later, several madmen tore the still- sparking remains of WHRC — 690 on your dial — out of the third floor of Union and. with a good deal of help from the Italian bloc, installed — yea, are still installing — the bright, new WHRC 630 on your dial — with only 500 ex- traneous pilot lights, considerably quieter than relays. Unfortunately, while the programming has im- proved immensely since 1950 (even since 1960), the audience is no larger, but even smaller, as the wise flee from Barclay and Lloyd to the greener and wetter, but unwired, fields of Leeds and points south. To combat this trend, to reach out to Bryn Mawr, and to infiltrate the Main Line, the station is now trying desperately to go modern. While Haverford will probably never again be the biggest thing in radio (or anything else, for that matter) on the entire east coast, the re is the challenge of WIBG (AM and FM — etymology and transmitter origin upon request), and what ' ford could ever let a chance like this go by? Richard Van Berg 114 w H R C 115 Movies are better than ever . . . especially on the wide screen! After two years of exposure to some of the finest foreign and American films, the typical Haverford student continues to approach the cinema with the same mental attitude with which he thumbs through a comic book. He is annoyed when the film he is watching demands that he take it seriously as an art form or that he overcome the cinematic customs of earlier film-makers or of a foreign culture. His life is simple: there are those activities for which he receives a grade from to 100. and those ac- tivities in which he receives no grade. He resents the demands of the former situation when they disrupt his essentially insensitive approach to the latter situation. His strongest defense in resisting this compli- cation in his life is to look for deviations in the films he views from a norm he has inherited from Hollywood and the foreign film reviews in TIME. The person who would self-righteously con- demn anyone who downgraded an imaginative work in the classroom because it did not conform to certain limited contemporary standards uses such phrases as good for its time or simply out- moded to characterize such classics of film humanism as Potemkin and Grande Illusion. The first question asked by the new dean of students concerning the film series was: Now, is this thing for culture or for entertainment? If the film series can continue to function in its present form a point may be reached when the new dean — and possibly even a significant num- ber of students — don ' t believe the the two are mutually exclusive in the field of cinema. 116 117 The Rhetoric of Collection (A Brief Handbook for Speakers at Haverford) Collection is a subtle exercise in quick-witted- ness. Visitors have not always recognized this. Some are disappointed at not receiving the pro- ceeds of the plate (you should negotiate your honorarium in advance). Others feel irked at the extended announcements which precede the intro- duction. They fail to understand that this is a crucial part of the game, analogous to the bidding in bridge, the only way the audience has of com- municating with the speaker before he leads his first syllogism. For example, an announcement about registration for winter sports (Haverford is after all not in Vermont) is a way of telling the speaker that a good segment of the audience is not yet committed to his point of view and that he cannot expect easy sledding. References by the Dean to Haverford-Swarthmore rivalry (since no one is allowed to go to Swarthmore, its exist- ence must be regarded as hypthotical) are a way of suggesting the fierce combativeness of the stu- dent body; the speaker in reply might venture a colorful digression on some great American mili- tary victory. President Gilbert White ' s immortal announcement that any sudent who found himself in trouble with the authorities as a result of May Day activity at Bryn Mawr could rot in jail was of course a pointed reminder of the anti- Communist, anti-Freudian hard-line doctrine which has been such a source of strength to the College — and is expected of visitors. After the introduction your first task is to win the attention and good will of your audience. This is well done by pointing out that you have long waited for a captive audience. You will notice that a student is stationed in the balcony just over the clock. The most sophisticated and blase member of the senior class is annually elected to this office. Fix your eye on him : he controls the speed of the clock by means of a foot pedal, and if you succeed in interesting him he is empowered to stop the clock entirely by draping a coat over it. On either side in the balcony are four students holding large pieces of cardboard. These contain lists of scho- lastic arguments and Aristotelian fallacies. Since Haverford offers no courses in public speaking, the students pay very close attention to collection speakers ' techniques. You may expect to be queried afterward (at Luncheon ) about your use of PETITO PRINCIPII and AD HOMINEM argu- ment. For the close of your speech you have the choice of two devices. One is simply to keep going as fast as you can and hope you make it until the bell rings, when you can point out that there is a great deal more you could say if your time were not up. Another approach is the famous question period technique. If you have been fortunate enough to arrive the night before it is usually possible to hire for a modest fee a student intelligent enough to memorize a question and deliver it from the floor. You can then continue, quite truthfully, with the words I ' m glad you asked me that question. The audience will laugh, and the artificiality of the occasion will thus be disguised. Beware, however, of employing faculty members for this chore, as they are apt to try to improve the questons. George Kennedy Professor of Classics 118 So on we worked, and waited for the light, And went without meat, and cursed the bread Edward Arlington Robinson 120 l7 m •B f li- f ■Hea ;fL- ' H 4 A T H L E T I C S 122 123 At the heart of the Haverford soccer team is one man, Jimmy Mills. This is not surprising in itself: what is surprising is that Haverford should have the extreme good luck to possess such an exceptionally able man, for there are not many in the world like him. Jimmy has played soccer almost as long as he can remember. Fellows, he is sure to counsel before every game, the game of soccer is played more up here than down here. This is an essential part of the Mills soccer philosophy — that a cool head guiding careful feet will outplay mere physi- cal training every time. Yet he does not neglect physical training; indeed, he counts on it heavily and expects cool play to be a direct result of not having to worry about fatigue. For him the state of physical condition is a mental state as well, imporant off the field as well as on it. Your mind ' s more alert, Jimmy would remind us; you ' ll do better in your studies. Then he would reminisce a bit about his playing days, about that exuberant feeling of power and self-sufficiency which bespeaks a body in top shape : On my way to work, I felt like jumping every fence I came to. Training was an organized matter then as it is now; skill, on the other hand, came in free time, during those hours working with a ball against the end of a building — hours put in after work. It is these hours, not hours of playing or coaching, which attest the fact that soccer is in the blood. The result of Jimmy ' s devotion to soccer ap- pears in the response he gets at Haverford. His devotion awakes a devotion in his teams — a devotion not to the win-as-one-may attitude, nor to what is often the over-submissive etiquette of sportsmanship. Rather, it is a devotion to the game itself, to the psychology of the game and to rules whose true function is to make the game a better one. Only a man as immersed in soccer could bring such an understanding about. Behind the burr and the Olympics jacket there is an honesty and an earnestness which even people who know him only casually seem to feel. Beyond devotion from his teams, Jimmy Mills wins admira- tion from all who know him. 124 The scorebook registers two victories and five defeats but tMs record belies the significant suc- cess of the ' 63 Ford football season : a success because the victories were dramatically earned and the defeats were educationally rewarding; a suc- cess because the team competed with a positive determination, the old adage that reward is meas- ured not whether you win or lose but how you played the game. evolved with these men to read whether you win or lose is how you played the game; a success because the faculty and student body attended each contest and praised the efforts because of, or in spite of, the outcome ; but fore- most, a success because the season was of pivotal importance to the future of Haverford football. The why success this season question is difficult to answer, but certainly one reply is Bill Docherty. In his first year as head coach Bill brought fresh enthusiasm to the squad. He and his assistants, Ernie Prudente and Carmen Falcone, 125 invoked discipiline in their strategy and training-, and bespoke confidence in the ability of their players. This ability demonstrated itself sporad- ically throughout the season but eventually reached fruition in the struggle with the Garnet. It was an ability recognizable in Letts ' pass catching, Murphy ' s generals hip, Primack ' s running and re- ceiving, Fox ' s offensive and defensive dependabil- ity, Lawrence ' s tenacious participation, Dallalio ' s power bursts and extra-point efficiency, and Cap- tain Aird ' s leadership and competitive defiance. The highlights and heartbreaks of each fray made the season successful. Judging from this initial success the future must hold many winning seasons. Haverford 6 Haverford 6 Haverford 13 Haverford Haverford 8 Haverford Haverford 21 Wagner 51 Dickinson 12 Johns Hopkins 6 Hamilton 58 XJrsinus 32 Wilkes 14 Swarthmore 8 i Late in the afternoon of Saturday, November 16, 1963, several hundred spectators lined the Class of ' 88 field where the Ford soccer team struggled to overcome a stubborn P.M.C. souad. Owners of a 5-1 league record, Haverford had to win this game to retain its chance of taking the Middle Atlantic Conference divisional champion- ship. The Fords had played adequately during the regulation 88 minutes but they were unable to do better than a 1-1 tie. As the ten minu+e over- time began, suspense was high on both the field and the sidelines. Then, with just two minutes gone, center forward Dan Hogenauer took a per- fect pass from Jim MacKinnon and drilled a hard shot within inches of the post into the goal. The score signalled the beginning of a brilliant exhibi- tion of soccer, as the Fords passed and dribbled around their opponents at will. Another tally was added when co-captain Phil Henderson pu+ his foot to a soft liner from twenty yards out tha slipped under the crossbar, and yet another when Hogie repeated his earlier performance with a second hard and well-placed shot. The three over- time goals gave Haverford an apparently easy 4-1 victory. The P.M.C. game was not the first instance in which the 1963 team suffered from erratic play. Only two weeks earlier, Haverford had toyed 128 with Ursinus and managed only a 1-1 tie before scoring three times in the closing moments of the game. The 3-0 victory over Lehigh was a similar story, with all the goals coming in the last twelve minutes of play. But the Fords knew how to play consistently well, and nothing speaks better of their ability than the defeat of powerful and prestigious Penn. The line took good advantage of its opportunities, with Hogenauer and Rick Carson each taking a turn at placing the ball beyond the reach of the Penn goalie. The defense continually harassed the ivy league line and never once allowed a clear shot to be taken, while Dave Felsen unquestionably turned in his finest job of goaltending as he charged time and again into the mass of fighting players to seize the ball. Flawless judgement and quick reflexes gave him a richly deserved 2-0 shoutout. Other seasonal high points were marked by the 6-0 trounce of Stevens; the 9-1 crunch of Muhlenberg; and especially the close 2-1 defeat of defending divisional title-holder F M, in which Ramsey Liem led the cause by scoring both goals. Although the final 7-3 record is the best that Haverford has seen in a decade in a sport where the size of the rival schools makes the competition unusually tough, there is a certain unforgetable ignominy in losing to Swarthmore. Except for a 129 picture-perfect goal by Sturge Poorman, Haverford could do little right, and the loss was a disappoint- ing finish to an otherwise excellent season. The 6-2 conference record gave the squad a third place in the fourteen team league. Records do not tell the whole story of the work that went into making the season a success- ful one. Neither Phil Henderson nor Dan Smiley had played competitive soccer before coming under the tutelage of Jimmy Mills, while Dan Hogenauer was only a sometime player on his school team. Eight members of this year ' s squad were on the team of two years ago that never won a game. Jimmy ' s insistence on playing the brand of soccer that he has played and coached for fifty years and his contagious love for the sport finally paid off for this team that might have had trouble being even mediocre under a different coach. The post season individual honors were many. The Haverford College soccer trophy was shared by co-captain Ola Oyelaran, whose flashy style of play, great speed, and booming kicks made him a standout as center halfback, and Dan Hogenauer, who from his center forward position set up as many goals as he scored himself. Other awards are listed below. 130 SEASON SUMMARY Princeton 5 HAVERFORD 2 HAVERFORD 6 Stevens HAVERFORD 2 F M 1 HAVERFORD 3 Lehigh Drexel 2 HAVERFORD HAVERFORD 2 Penn HAVERFORD 4 Ilrsinus 1 HAVERFORD 9 Muhlenberg 1 HAVERFORD 4 P.M.C. 1 Swarthmore 2 HAVERFORD 1 Goals : Haverford 33 Opponents 13 Season Record : Won 7 Lost 3 ALL-PENNSYLVANIA, NEW JERSEY. DELAWARE TEAM Dan Hogenauer, center forward Dan Smiley, left halfback MEDDLE ATLANTIC CONFERENCE. SOUTHERN DIVISION First team: Third team: Dave Felsen, g. Rick Carson, lo. Dan Hogenauer, cf. Phil Henderson, vh. Dan Smiley. Ih. Ramsey Liem, li. Ola Oyelaran, ch. INDIVIDUAL SCORING Hogenauer 9 Fales 1 Liem 8 Henderson 1 Carson 7 Smiley 1 Poorman 4 Vernon 1 Brinton 1 131 CROSS COUNTRY Competing- in the relative obscurity of nature paths, back road, and drainage ditches, the Haver- ford thin-lads modestly amassed a 7-4-1 record, their best in many years. Tremendous depth and lack of an outstanding runner on the squad made for close and hard-fought victories. In only one meet did a Ford harrier finish better than third, while almost every victory saw the whole Ford varsity cross the finish line in front of the opposi- tion ' s fifth man. Freshman ace Howie Stine proved to be the team ' s strongest runner, with sophomore Bob Hillier and juniors Bob Woodward, Eob Simmons, and Fred Weil close behind. The team ' s senior contingent — captain and once great Mike Nevin, Pete Lucas and Hank Bibber - suffering from the effects of old age and the Haverford grind, an- chored the team. Freshmen prospects Doug Neal and Vance Senecal had occasional moments of glory, making no one ' s position on the team secure. After a painful defeat at the hands of PMC ' s well-conditioned cadres, the squad settled down to the task of giant killing. A dispirited Temple and an over-confident Lehigh fell victims to the tenacious Ford attack. Spirits rose with the hope that Swarthmore ' s long-time domination of dis- tance running might be threatened by the resur- gent Fords, but the Ford attack met disaster on the precipitous slopes of Swarthmore ' s Crum Woods. The cross-countrymen finished off the season with a creditable performance in the MASCAC cham- pionships. 132 RECORD PMC 17 HAVERFORD 43 HAVERFORD 17 Moravian 46 Lafayette 25 HAVERFORD 32 Johns Hopkins 21 HAVERFORD 34 HAVERFORD 28 F M 28 HAVERFORD 23 East. Baptist 32 HAVERFORD 28 Lehigh 29 HAVERFORD 26 Temple 33 HAVERFORD 24 Muhlenberg 37 HAVERFORD 28 Lebanon Valley 29 Swarthmore 15 HAVERFORD 50 MASCAC - 6th 133 If enthusiasm and that intangible called team spirit can be any substitute for a winning record, the 63-64 fencing team was one of the best in recent years. The first hint of something new came when some fifty-five students turned up at the organizational meeting in October. Even after the us ual dropouts, the Fords were left with thirty- some members on the roster, though the majority were inexperienced freshmen. It was just this lack of experience that seemed to threaten the season to come ; there were only two seniors on the squad, and a freshman standout of the previous year, Bob Feinland, was lost through a knee injury. The traditional loss to powerful Princeton (this year 23-4) did not auger well: but when the fencers pulled out two league contests (both 14-13 squeakers over Lafayette and Muhlenberg), things were looking better. Sabreman returnee Bob Elmer was showing up strong, as was first year foilsman Dennis Carson. But those first two wins were the last in a season of almosts : 15-12 losses to Lehigh and Temple; 17-10 to Drew, Stevens, and Hopkins. Elmer was the most consistent winner as Carsin ' s pace slackened. Captain Bill Shafer and foilsman Bert TJmland had either feast or famine — some days winning three of three, other days losing all. There was still hope for a good showing in the Middle Atlantic Championships. Bob Elmer, with an 8-4 record for the day (good enough for fifth place in individual sabre competition), and Shafer at 7-5 in epee, were the only two Fords with win- ning records as Haverford finished seventh-and- last over-all. It was encouraging, however, to see a fencing team that enjoyed fencing as much as this one, a team that never gave up — even when the opposition had come up with that fourteenth point out of a possible twenty-seven that meant victory. There were even some interested spectators this year, and thanks to Freshman Weekend one of the meets was favored with a genuine CROWD. Bill Shafer Haverford won the Middle Six Conference in 1958. Haverford lost all eight matches in 1963, and echoed the same hollow record in the season that has just passed. Next year ' s squad should have only the virtue of consistency in its favor — unless, of course, there is a change in attitude on campus, and all those who should feel a respon- sibility to college wrestling do, in fact, come out for the sport. Because there is really a lot of talent on campus, enough to put on a good show for any opposition, enough to win back another Hood Trophy Point for the Fords. But the talent stays in the class- rooms, or quits, and there are few teams bad enough for us to want to challenge anymore. The team ' s morale this year bumped into really hard rocks when one team-member backed out of a Saturday meet and jumped into the arms of an ivy-colored college weekend. What was bother- some was not so much the act of indifferent irre- sponsibility, but the fact that the team spirit had fallen to the level where members were willing to throw up a match for the sake of a big date. The reason? First, a small squad, just large enough to fill the varsity positions, not always : a team with such little experience that no aggressive- ness could hide the fact that each Saturday we were about to lose. Let ' s get out there and do our damnest, boys; remember to stay off your backs, boys. And the twenty Haverford fans would never have to worry about sore throats. Wrestling has a small squad because they en- gage in individual sport — there is just no one except yourself you can throw the blame on for a loss. Few students on campus are willing to ac- cept this pressure and responsibility. In addition, wrestlers must stay in top condition, practice each day, and recuperate after bouts. Who wants to do this as member on a team that gets no results? Hard work is not the complete burden, because the season is interrupted by Thanksgiving, Christ- mas, and mid-years; but, next year there will be no matches before Christmas. And then Dave Reinheimer will be back: the happiest surprise of of the past season. If Fred Weil, Dave Elliott (who knows more about wrestling than anyone else on the team) and all the Fords who have wrestling experience are willing to put out in 1965 and to show the enthusiasm of a Joe Reinhardt, a happier report will be justified in next year ' s wrestling summary. The sad thing about students who stay with their books, or who quit the sport, is that they don ' t know what they ' re missing. The seniors on the 1963-64 squad have all wrestled for four years, and one of them never won a match until near the end of his Haverford wrestling career. But they ' ll tell you that the experience was worthwhile and that it will always be fun to look back upon. The tougher it was. the better. Retrospect lasts a lot longer than four years. Mike Spring I The spirit of the Haverford mermen remained undaunted throughout the 1963-64 season as meet after meet was lost due to a lack of depth despite school record-breaking performances in eight of the eleven events. The team was weakened by the graduation of freestylers Leonard and Carroll, but their loss was more than compensated by the con- tributions of newcomers Dave Wilson, Eli Brettler, Bill Lyon and Bob Gillingham. The 2-6 record of this year ' s squad reflects an improvement in the competition rather than any weakening in the skill of the swimmers. The team ' s two co-captains, Dick Adelmann and Stan Young have been re-elected for next year. Sophomore Young led the team in scoring for the second straight year and set his name to two new college records while improving his record on a third to stretch his string to five college records. Junior Adelmann swam the anchor on the record breaking freestyle relay team. There being no seniors on the team, the future looks bright for an improved season with all men returning for swimming ' s fourth year at Haverford. Dick Adelmann 138 p 1 The 1963-64 Fords were a Cinderella team. After winning only two of their first twelve games, they turned around to wallop PMC and F M by 20 points each and then smashed Swarthmore in the Hood Trophy Game, 54-45. Capt. Eliot Bang Williams di rected the Ford offense and in each game drew the toughest de- fensive assignment. In the victory over Swarth- more Bang played the greatest defensive game of his career and led the Fords in scoring with 15 points. Four other seniors also contributed to the Fords ' court efforts. Rich Cooper started at forward all season and often ignited the Ford offense with a variety of shots. Chris Kaufman was averaging more than eleven points a game when an ankle injury sidelined him midway through the season. Murray Levin and Don Batajczak were valuable substitutes. The team ' s late-season success were due mainly to its two sophomore big men, 6-6 Hunt Rawlings and 6-5 Marshall Robinson. In the PMC victory Hunt and Marsh dominated both boards and chip- ped in 30 and 17 points respectively. Against F M they again hauled in more than their share of rebounds and together tallied 34 points. In both games they were helped by the third soph starter, Till Saylor, who won a starting position on the varsity after beginning the season with the JV. Soph Dave Felsen saw a lot of action in the backcourt and developed into one of the most exciting court performers seen here in recent years. Against Johns Hopkins Fels made six steals in one half. During the season JV standouts Dave Kane, Dave Kotten, and Mike Bratman also played with the varsity. With this fine crop of sophs and fresh- men. Coach Ernie Prudente and Ford basketball fans can look forward to several very good years. The Fords ' very early victories came against Dickinson and Delaware Valley. The Dickinson game was tied at 56 at the end of the fourth quarter, and Haverford won in overtime, 65-62. Ford scoring was paced by Rawlings, Kauffman, and Felsen with 17. 14, and 10 points respec- tively. Against Del. Val. the Fords rolled to an easy victory 84-59, as five players hit double figures. Warren Horton ' s Junior Varsity team enjoyed the sweet taste of a double victory over the Garnet and added another win over Ursinus. The in- dividual high point of the JV season was Marsh Robinson ' s 42 point performance against Drexel. Rich Cooper 1 Eleven returning lettermen and some promising frosh point to the resurgence of Haverford ' s base- ball team in 1964. Led by co-captain Rob Riordan and John Tomaro, the diamond Fords seem to have passed their last building year and are ready te roll. Last year ' s entire starting team returns, hav- ing four victories to remember from last season, including a 15-13 win over powerful Drexel and a 3-1 victory over tough Philadelphia Textile. The strength of the Fords this season is found in the infield. Dave Felsen. Dan Murphy, Rob Riordan and Dave Fraser have looked good to date, and, should help be needed, frosh Sturge Poorman seems to be able to fill in anywhere very ade- quately ; and letterman Ed Harshaw returning from a year ' s absence, will also be tough to keep niit nf the lineup. MVP John Tomaro handles the plate smoothly. The outfield from 1963 also re- mains intact as Hunt Rawlings, Al Letts, and Bob Snow are all returning. Rick Fernsler im- pressed last year as a freshman and may see more action this season. Both the infield and the out- field pack a sting at the plate. The success of the Ford nine in 1964 hinges, however, on the pitching staff. The ace now ap- pears to be soph Hunt Rawlings, who is backed up by flame-throwing Steve Dallollio and crafty John Aird. Freshman Don Urie has shown good speed and control so far and should be a valuable addition to the mound corps. If the staff holds up, and it should, this year ' s edition of Ford base- ball easily ought to post a winning record. Bob Snow 143 SiSJrfBE r ■• 144 William Carvill introduced cricket to Haver- ford students in 1836, but interest here in the game waned, and by 1840 had disappeared. Re- introduction of cricket in 1856 was followed by founding of two rival cricket clubs within the college. These two, the Delian and Lycaean Clubs, were open only to upperclassmen. During the Winter of 1857, irate rhinies formed the Dorian Cricket Club, and the following Spring they upset the Lycaean Club in their first joint encounter. The asture Delian Club fell victim to the upstart Dorians in their first contest with them in the Fall of 1858. The Delian and Lycaean Clubs formed the Uniteds in a final effort to defeat the Dorians, but this venture failed; the Uniteds lost, and the Dorian Club survived to become the Haverford College Cricket Club. On 5th month 7th, 1864, Haverford played a match against thje University of Pennsylvania. The Ford Cricketeers scored 89 runs and soundly The 1964 season will be Coach Norman Bram- all ' s thirty-eighth at Haverford. During his tenure, tennis has been one of the more winning sports in Haverford ' s intercollegiate athletic program. The 1963 team finished with a 7-4-1 record after 1962 had seen the first losing tennis contingent in twenty years. The caliber of Haverford tennis is never likely to equal that of the 1947-50 teams which won four Middle Atlantic Conference championships, defeated Swarthmore four years running without losing more than one match in any meet, and battled on even terms with schools like Penn, Princeton, Navy and Virginia. Nevertheless Coach Bramall should expect to hang up better than even records for the next few years. For the second time in five years Haverford may be represented by a team devoid of senior members. Four juniors who filled the number 3, 4, 5, and 6 positions on last year ' s team will form s defeated Penn. Since that time, Haverford Cricket Clubs have toured England and Canada and played Australia ' s XI on Cope Field. Haverford ' s original match with Penn was the College ' s first inter- collegiate sports jiarticipation. This year marks the centennial of intercollegiate competition at Haverford and the centennial of the Haverford- Penn cricket rivalry, the oldest intercollegiate ball- game rivalry in the United States. Under the seasoned direction of Howard Comfort, the Cen- tennial XI, captained by J. B. Ruppenthal and managed by W. B. Yelon, will oppose Philadelphia Textile I nstitute, the Alumni, Maryland C. C. Cor- nell, British Commonwealth C. C, and the Uni- versity of Pennsylvania. Tim Sterett the nucleus of the squad. Captain Jim House, Steve Kasser, Howie Pancoast, and Rick Bazelon are ably supported by the best freshman crop in the last four years. Doug Meikeljohn and Dave Koteen are excellent varsity prospects. The two remaining varsity posts will be filled by them or soph Steve Wertime and the team ' s lone senior member Don Ratajczak. The 1964 Fords are faced with the perrenial problem of Ford tennis teams — lack of an out- standing no. 1 player. Again Bramall ' s boys will have to rely on depth to pull them through. The difference between the no. 1 and no. 6 men should be very slight. A young varsity and a strong J.V. lineup in 1964 point toward continued winning ways in the next few years to come. Jim House 145 IP ' ? Although hopes are high, this year ' s track team is faced with extensive rebuilding problems. Fifty percent of last year ' s team — responsible for over fifty percent of last year ' s point total — has graduated or dropped out of Haverford, while there are only eight returning lettermen. The situation is all the piore serious considering that last year ' s team won only the Albright meet, and that by only one point. Captain Ramsey Liem, who finished fourth in the M.A.C.T. F.A. pole vault championships last spring, should dominate the event this year. He will also second returning senior Chris Kauffman in the broad jump. Kauffman, a versatile one-man track team, is expected to participate in the high jump and the javelin throw well. Other high jump- ers include Marsh Robinson and Bob Richardson, while Mark Coleman and Mark Slotkin will com- pete in the javelin throw. Max Bockol should dominate the shot put, while Coleman and Robin- son are expected to throw the discus. Chuck Lawrence, last year ' s M.A.C.T. F.A. champion in the 100-yard dash, will be hard to beat in this event. He will also run the 220, assisted by freshman Bob Martin. Martin is ex- pected to dominate the 440, closely followed by Stu MacDougal and Do Leppink. The high and low hurdles will be run by Leppik, Vance Senecal, and Tom Trapnell. Freshman Doug Neal should do well in the 880. assisted by Pete Taylor. The mile and two-mile events will probably be dominated by Bob Woodward, while crosscountry stars Howie Stine. Bob Hillier, Sam Hopkins, and Rob Simmons will assist. Unlike last year ' s team which could boast a Stu Levitt or a Chuck Powers — the present team has no outstanding individual athletes. And like last year ' s team it has little evenly distributed depth. As Captain Liem stressed at the opening of the season, the success of the track team this spring will depend on the sustained concerted effort of all the members of the squad. And perhaps, as in the case of the cross-country team this fall, an overall homogeneity and enthusiastic willingness to participate will result in unexpected success. Rob Simmons The sailing team has now received official word from the athletic office: it is to be considered a minor sport, i.e., the least important on campus. Regardless of the quality of a sailor, he is still a member of a minor team, receives a minor letter, and is to be considered by all as a minor athlete. But this situation, official or unofficial, has existed since 1953 when the team was organized under the fatherly wing of Roy Randall. As a result, the current problems exist largely because nobody has ever bothered to lift this protecting wing and to observe the creature that was once cowering under it. The beast has changed, the dogma still holds. However, this is a minor injustice, not worth worrying about. last spring, the team did quite well, and ob- tained a berth in the Championships for the Middle Atlantic States. There was a weird sensation at the championships. Cornell, Rutgers, Army, Navy, Haverford? . . . somehow, we just didn ' t belong. To an extent Haverford deserved to participate. Sailing is a sport of individuals, and the standings of a team can be established or lost by one or two members. The team as a whole has never been significantly above average. But it has had several outstanding members, and can anticipate more. Even if the sailing team represents a minor Haverford sport, a few of its members far surpass the qualities of minor athletes. David Olton The Haverford College golf team suffered a slight set-back with the graduation of John Cole, last year ' s captain and third man on the squad. However, returning for the 1964 season are four lettermen, captain elect Elliot Williams, Kinloch Nelson, Clyde Lutton, and Richard Luke. To fill in the vacancies. Coach Docherty has a number of interested freshmen and sophomores from which to choose. Several of these newcomers stand an excellent chance of landing a birth (sic) on what appears to be possibly the strongest golf team in recent Haverford history. Last year ' s squad amassed a reasonably impressive record of seven wins and six losses, including an 11-7 victory over arch- rival. Swarthmore. This coming season promises to be more impressive than ever, with the possi- bility of a better than average showing at the MAC tournament and the probability of another Hood Trophy victory. Rich Luke 147 MCMLXVII - f Jk VI ■rf ' • : T V IV John C. A.rd — P. 70 Football 1,2,3,4 (capt.) ; Baseball 1,2,3,4; Voidball 3,4; Glee Club 1,2; Social Comm. 2; Customs Comm. 4; Code 4 David T. Bates — P. 65 WHRC 1,2,3,4; SPU 2,3 (ptes.) ; Glee Club 1,2 Robert H. Bates — P. 64 Glee Club 1,2,3 (personnel), 4 (pres ) ; Customs Eval. Comm. 1; Collec, Speakers Comm. 2; Curnculum Comm. 3; Internat. Club 1 (sec); Ardmore Tut. Proj, 4; Class Social Comm. 1,2,3 Henry G. Bidder — P. 76 Glee Club 1,2,3; Drama Club 1,2; Madrigal Singers 2,3,4; Council 3 (sec. pro tem.) ; CrossCountry 1,2,3,4; Track 1,2; Class treas. 2 R. Max Bockol — P. 72 Track 1,2,3,4; Football 2,3; Orch. 1; Class Night 4 (Best Actor); Kosher Fat Rat 2; mono 3 Keith Brmton — P. 44 Soccer 3,4 (J.V. 1,2); Glee Club 1,4; News 2; Curriculum Comm. 3; French Club 1,2; Calligraphy Club 3 Frederick G. Carson — P. 69 Soccer 1,2,3,4; Class Night 2,3,4; Darts 3,4 Jay M. Coblentz — P. 85 Glee Club 1,2,3 (sec. -treas.) 4; Final Exam Comm. 2 (chair 3,4) ; BBSFG Comm. 2,3,4; Collec. Speakers Comm. 2 Re- spons. Code Comm. 4; Class Night 2 Michael J. Cook — P. 86 Glee Club 1,2,3; Meeting Comm. 1,2; religious-school teacher 4 David G. Cook — P. 86 Glee Club 1; Class Night Comm. 2,4 Richard M. Cooper — P. 81 Basketball 3,4 (J.V. 1,2); News 1,2,3 (alumni), 4 (sports); Phil. Club 1,2,3 (sec), 4 (pres); Caucus Club 1; Poll. Sci. Club 2,3; Calligraphy Club 3; Collec. Speakers Comm. 2,3; SFG 2,3; AIESEC 3,4 Stephen J. Dallolio — P. 78 Football 1,2,3,4 (Ada Steffan NX ' right Cup); Baseball 1,2,3,4; JV Basketball 1; Spanish Club 3,4 James O. Donaldson, III — P. 78 Chem, Club 1,2,3,4 (pres.); Bridge Club 2,3,4 (pres) Andrew B. Dott, III — P. 64 Glee Club 2,3 (lib), 4; Drama Club 2; Class Night 2,3,4; Cricket 2,3,4; Swimming 3; Tut. Proj. 4; Collec. Speakers Comm. 3; Tri-College Coord. Comm. 3 John W. Eisele — P. 47 Orch. 1,2,3,4; Mountaineers pres 3,4; Fencing 1,2,3 Christopher C. Glass — P. 62 Glee Club 1,2,3,4; Schuetz Choir 3,4; Drama Club 3,4; Record 4; WHRC 1,2; Spanish Club 1,2,3; COSA 4; Dorm. Comm. 4 Phillip L. Henderson — P. 67 Soccer l(JV),2,3,4(coc3pt ); Baseball 1,2,3; Voidball 4 Daniel O. Hogenauer — P. 63 Soccer 1 (Alumni Trophy) ,2,3,4; Cricket 2,3,4; Swimming 2; X ' HRC 2; Class Night Comm. 2; Sen.ice Fund Comm. 2 Paul T. Hopper — P. 41 Cross-Country 1 (JV) ; Review 3,4; Record 4; Honor System Comm. 2; Curriculum Comm. 4; French Club 1; German Club 2,3 (sec); Lesezirkel 2; Chess Team 4; SFG 1,2,3,4; COSA 4 William C. Ings — P. 74 ' News 1,2,3,4 (copy ed ) ; AIESEC treas 3 Christopher Jacobs — P. 81 AIESEC 2,3,4(pres.); Glee Club 1,2,3,4; Phil. Club 2,3,4; Poli. Sci. Club 1,2,3,4; Rules Comm. 2.3,4 Jonathan P. Kabai — P 84 ' Orch. 1; French Club 1,2 (VP 3,4); Opera Club 3; German Club 1,2 Christopher P. Kauffman — P. 77 Track 1,2,3,4; Basketball 2,3,4; Class treas. 3; Glee Club 1,2,3,4; Madrigal Singers 2,3,4 E. Daniel Larkin — P. 43 Civil Rights 1,2; SPU 1,2; Tut. Proj. 3,4; log splitting 2,3 Ilo E. Leppik — P. 59 Glee Club 1,2,3,4; Track 1,2,3,4; Cross-Country 1,2,3; Cus- toms Comm. 2,3,4 (chair) ; Customs Eval. Comm. 2 (chair 3,4); COSA 4 David E. Lerner — P. 49 Glee Club I; Class sec. 2; Honor System Comm. 3,4; Drama Club 2,3,4; Wrestling 2(JV manager 3); Class Night 2,3,4; Chem. Club 2,3,4 Murray S. Levin — P. 80 WHRC 1,2,3,4 (chief engineer); News 2,3 (assoc. ed.),4; Basketball 3,4(JV 1,2); JV Baseball 1,2; Caucus Club 1; Poll. Sci. Club chair 1,2,3,4; Russian Qub 3,4; SFG 2,3; Final Exam Comm. 2; Rules Comm. 3; Service Fund Comm. 3; Customs Comm. 2 Eric Lob — P. 62 Glee Club 1; Dorm. Comm. 2,3; JV Fencing 2; Psych. Club pres. 3; WHRC 2; COSA 4; Record 4; Swarthmore exchange 2 Peter W. Lucas — P. 59 Track 1,2,3,4; Cross-Country 1,2,3,4; Glee Club 1,2,3,4 Richard F. Luke — P. 56 Soccer 1(JV),2; Golf 1,2,3,4; Record 4; Bridge Club 3,4; Class Night 1,4 William A. Macan, IV — P. 50 Glee Club 1,2,3,4; Oaet 2,3,4; Tennis manager 3,4; Honor System Comm. 3,4 (chair); Dining Hall Comm. 1,2; Final Exam Comm. 3 Neil A. Macmillan — P. 60 Orch. 1,2,3,4; Glee Club 1,2,3,4; HCVMS AFiDC 3,4 John S. Major — P. 75 Fencing 1,2,3,4; Glee Club 1,2,3,4; Schuetz Choir 3,4; Dining Room Comm. 2,3; Exchange Coord. 3,4 Stuart Y. McDougal — P. 54 Arts Council pres. 3,4; Class VP 2; Swimming 3; Track 2,3,4; Class Night 4 R. Larson Mick — P. 75 HCVMSiAF DC 3,4; Glee Club 1,2,3,4; Octet 3,4; Class Night 1,2,3,4; BBSFG Comm. 4; Collec. Speakers Comm. 3,4 Donald R Moore — P. 82 Carnegie Institute of Technology 1; News Assoc, ed. 2,3; Film Arts Society 3,4; Council 4; Social Comm. 2,3; Art Series Comm. 2,3; Phila. Tut. Proj. 3,4 Robert S. Monger, Jr — P. 49 Drama Club 1 (Production manager 2,3; pres 4); Class Night Comm. 1,2,3,4 (director) ; Wrestling 1; Glee Club 1; Chem. Club 2,3,4 Michael S. Nelson — P. 88 ' Glee Club 1.2; Customs Eval. Comm. 1.2; Customs Comm. 2; Spanish Club 1; Drama Club ads 2; Record ads 3; News business manager 3.4 Michael P. Nevin — P. 88 Cross-Country 1,3,4; Track 1; Soccer 2; Swimming 1,4; Drama Club 1; Glee Club 1,2; Class Night treas. 1; WHRC 2,3; Tut. Proj. 2.3.4; Voidball 3,4 Olufemi O- Ogundipe — P. 4 ' Internat. Rel Club 3,4. Chem. Club 3.4; Cricket 3,4 David S. Olton — P. 61 ■ Glee Club 1.2,3; Orch 1,2,3,4; HCVMSlAF DC capt. 2,3,4; Civil Rights 3; Brass Ensemble 1 (manager 2,3,4); Sailing 1,2,3,4 (commodore) ; News circulation manager 3,4; Record ads 4; JV Soccer 1 Olasope O. Oyelaran — P. 44 ' Soccer 1,2,3,4 (co-capt ) ; Cricket 1,2,3,4; Internat. Rel. Club 1.2 (treas ) (pres. 3.4); Glee Club 1; Customs Comm. 2; French Club 2.3.4 Number after name indicates page with senior photograph. I Norman Pearlstinc — P. 72 News 1,2 (news ed.),3(ass(x:. ed ), 4 (ed. -in-chief ) ; Council 1; Class treas. 2,?; Wrestling l,2(co-capt. 3,4); WHRC 1; Record 1; Customs Comm. 2,3; CoUec. Speakers Comm. 2; Art Series Comm. 3; Football 2 Thomas A. Reed — P. 84 Glee Club 1,2 (lit.); French Club 1 (pres. 2,4); Junior Year in France 3; Tut. Proj. 2,4 Don J. Reinfeld — P. 61 Orch 1,2,3,4 (pres.) ; Dinnig Room Comm. 3 Robert F. Richardson — P. 56 Glee Club 1,2,3; Sailing 1,2,3,4; Track 3,4; Rules Comm. 2,3; Social Comm. 4 Robert C. Riordan — P. 70 Baseball 1,2,3,4; Football 4; JV Basketball 1; News 3,4; Class Night 1,2,3,4; Glee Club 1,2; WHRC 4; Phila. Tut. Proj. 3; Art Series Comm. 3,4; Voidball 3,4; Customs 4 J. Bruce Ruppenthal — P. 78 ' Glee Club 1,2,3,4; Swimming 1,2,3; Track 1; Cross-Country 1; Cricket 2,3,4 (capt.) ; Class sec. 1; Class Dance Comm. 3; Class treas. 4; Swarthmore Wknd Dance Comm. 4; Parch Test Coord. 4 Lawrence F. Salmen — P. 71 Glee Club 1,2,3 (personnel); Octet 2,3; Class Night 2,3,4; JV Soccer 1,2,3; Tut. Proj. 4; Record 4; Council 4 George A. Sargent, III — P. 67 Glee Club 2,3,4 (publicity) ; WHRC 2,3,4; Football 1,2,3 (manager 4); Track 1,2; Baseball manager 3; Swimming 3,4; Voidball 3,4; Class Night 1,2,3 (script) ,4; News 3,4; Social Comm. 2,3 Jay F. Schamberg — P. 77 Judy 3,4 Peter W. Scherer — P. 57 Orch. 1,2,4; HCVMS AF DC 1,2,3,4; Swimming 1,2,3 Barry D. Seagren — P. 57 Wrestlmg 1,2,3,4; Orch. 1,2,3,4; HCVMS AF DC 1,2,3,4; SFG 1,2,3 William A. Shafer — P. 45 Orch. 1; Brass ensemble 1,4; HCVMS AF DC 1,2,3,4; Fencing 2,3,4 (JV 1); French Club 2,3,4; Qass VP 3; Class pres. 4; Student Affairs Coord. 4 Ronald M. Shapiro — P. 42 Class pres 1,2,3; Council pres. 4; Baseball 2,3; Service Fund 1,2,3 (chair) ; Customs Comm. 2; Tri-CoUege Coord. 2,3; Community Rel. Comm. chair 3 Robert M. Shuman — P. 68 ' Football 1,2 (manager 4); Glee Club 1,2,3 (lib); Track 1; Drama Club 1; Social Comm. 1,4 (chair); Voidball 3,4; Class Night 1,2,3,4 David N Silvers — P. 73  Tennis 2(JV 1); Dorm. Comm. 1,2,3,4; Class Night 1,3,4; Collec Speakers Comm 2,3; WHRC 1,2; Customs Comm. 3,4 Daniel C. Smiley — P. 66 ' Soccer 2,3,4,5 (AllPennjerdel I ; Mountaineers 4,5 (sec. -treas, ) ; Meeting Comm. 2; Glee Club 1,2,3; Class Night 4,5; WHRC 1,2; Voidball 4,5 Edward J Smith, Jr. — P. 60 Glee Club 1,2 (frosh business manager) (business manager 3,4); Mountaineers pres. 3; Class sec. 3,4. John R. Smoluk — P. 55 Glee Club 1,2,3,4; Chem. Club :,4 (sec treas ) Robert M Snow — P. 71 Football 1; Baseball 1,2,3,4; Glee Club 1,2,3; Octet 2,3; BBSFG Comm. 1,2,3,4 (chair); Class Night Comm. 1,2,3,4 chair); Art Series Comm. 3,4 William B. Snyder — P. 87 Spanish Club 2,3,4; Glee Club 1; JV Soccer 1; Photo. Club 1,2; Poli. Sci. Club 3; Granny ' s Speed Shop 2 Monroe R. Sonnenborn — P. 73 News 1; Drama Club 2; Honor System Comm. 2; Service Comm. 2; Council 3 J. Douglas Spaeth — P. 48 Football 1,2,3,4; Wrestling 1,2,3,4; Baseball 2; Class Night 1,2,3,4; Dining Hall Comm. 2 Michael H. Spring — P. 76 Glee Club 1; News 1 (alumni), 2 (assist ed.), 3 (assoc. ed.); Wrestling 1,2 (co-capt. 3,4); Council 2; Class Night Comm. 1,2; Tougaloo exchange 3,4; Founders Club 3,4 Timothy S. Sterrctt — P. 45 JV Soccer 1,2; Cricket 1,3,4; HCVMS AFaiDC 2,3,4; Bird- banding 1,2,3,4 Charles V. Stewart — P. 42 Student-faculty Rel. Comm. 3; Collection Speakers Comm. 4; Damage Assessment Comm. 4 Harry C Stulting — P. 80 Glee Club 1,2 Joel B. Sunderman — P. 52 German Club 1,2 (pres.), 3,4; Orch. 1,2; Arts Council 2,3; Review 3,4; Record 4 Michael P. Todaro — P. 74 AIESEC 2,3 (pres.); JV Basketball 2 John B. Tomaro — ■ P. 66 News 1,2,3,4; Collec. Speakers Comm. chair 4; Football 3,4; Baseball 2,3,4 (co-capt); Glee Club 1,2 (publicity); Honor System Comm. 4; Class Night 1,3,4 Richard P. Van Berg — P. 41 Civil Rights Comm. 1,2 (sec.-treas. 3,4); SPU 1,2; Review 3,4; WHRC 1,2,3 (station manager); Record business man- ager 4; COSA 4; Caucus Club 1,2 (sec.-treas.); Tut. Proj. 4 Stephen A. Ward — P. 51 Glee Club 1,2,3,4; Schuetz Choir 2,3,4; Customs Comm. 2; Drama Club 2 Richard A. Wertime — P. 53 JV Tennis 1,2,3; News news ed. 1, assoc. 2; Review 3,4 Homer B. Wilcox — P. 41 Fencing 1 ; Soccer 3 Eliot P. Williams — P. 78 Glee Club 1,2,3,4; Basketball 1,2,3,4 (capt); Golf 1,2,3,4 (capt); Varsity Club sec.-treas. 3, pres. 4 John A. Williams — P. 41 ' WHRC 2,3,4 (station manager); Council sec. 3; Meeting Comm. chair 4; COSA 4 Alan B. Williamson — P. 53 News 1; Glee Club 1; Chess Team 1,2; Arts Council 2,3; Review 2,3,4 (ed.) ; Drama Club 2,3,4 (sec -treas.) Arthur S. Wood — P. 58 Customs Comm. 2,4; Customs Eval. Comm. 2; Glee Club 1,2, 3,4; HCVMSacAF DC 1,2,3: Orch. 1,2,3; Schuetz Choir 4; Council 2, (treas.) 3; Art Series chair. 4 David L. Yaffe — P. 62 Glee Club 1,2; News 1, news ed. 2, assoc. ed. 3, managing ed. 4; Curriculum Comm. 1,2,3 (chair), 4; Meeting Comm. 3,4; Civil Rights Comm. 1,2,3,4; Phila. Tut. Proj. 4; German Club 1,2,3; Founders Club 3,4 John A. Zangerle — P. 82 Sailing 1,2, vice-commodore 3,4 Abbreviations SFG (subfrcshman guide) ; COSA (Comm. on Student Af- fairs) ; HCVMSdAF DC (Haverford College Varsity March- ing Society Si Auxiliary Fife i Drum Corps) 157 FOOTBALL SQUAD: front row L. to R. Hsu, Riordan, Stevenson, Spaeth Rein- heimer. Aird (Capt.), Fox, Primack, Murphy, Slotlcin second row: Sargent (Mgr.), Brown, Baker, Ar., Ambler, Jaxtheimer, Van Brunt, Urie, Tomaro, Baker, Ac, Lawrence, Shuman (Mgr.) third row: Prudente (Coach), Remhardt, Schofield, Bowers, Szydlik, L«tts, Ulahan, Case, DalloIIio, Spencer, Saylor, Trap- nell. Watts out of picture: coaches Docherty and Falcone SOCCER SQUAD: front row L. to R. MacKinnon, Haberkern, Liem second row: Hanson, Hogenauer, Fales, Vernon, Clifford third row: Mills (Coach), Smiley, Carson, Brinton, Martin fourth row: Felsen, (Dyelaran (co-capt.), Henderson (co-capt.), Kane, Poorman, Eisenberg, Berrien (Mgr.) CROSS COUNTRY: front row L to R. Simmons. Weil. Hillier. Nevin (Capt.), Lucas, Bibber second row: Brenninger (Coach), Woodward, Seneca!, Stein, Neal, Hopper, Hoffman, Higgins (Mgr.) FENCING: front row L. to R. Falls, Umland, Feinland, Carson, D. second row; Gordon (Coach), Shafer (Capt.), Major, Cottrell, Liechty WRESTLING: front r ow L. to R. Carson, Seagren, Spring (Co-Capt.), Weil, Reinheimer second row: Morsch (Trnr.) , Cordi, Reinhardt, Pearlstine (Co-Capt.), Fretz, Spaeth, Richards SWIMMING: front row L, to R. Hoover, Young, S., Brettler. Liem, Pierce (Mgr.) second row: Grossman, Wilson, D.. Adelman (Capt.), Pleat- man, Gillingham BASKETBALL SQUAD: front row L. R. Koteen, Klein, Slotkin, Kane, Stevenson, Hardy second row; Saylor, Ratajczak, Kauffman, Williams, E. (Capt.), Cooper, Levin, Felsen third row: Horton (Coach), Morsch (Trainer), Bratman, McConnell. Rawlings. Robinson, Sinclair, Crane. Prudente (Coach) 158 Compliments of the Class of 1965 Compliments of the Class of 1966 159 PLUMBERS SUPPLY CO. INC. LA 5-0864 535 Lancaster Ave. PLASTERING FIREPROOF SOUNDPROOF NO DIRT NO FUSS optgummi SON INC. EST. SINCE 1906 Concrete - Stucco Acouetical Plaglering For Offices • Dene ■ Recreation Roomi FREE ESTIMATES Midway 2-0547 205 CRICKET AV. 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CALL WAWA TODAY! ?hn . o°ice i32T ' ' MTRSTON ' ' streIt, pStt S Keep Partying ' cause You Only Party Once To The Class of 64 From the Class of 67 HAVERFORD TAXI SERVICE MI 2-0859 MI 2-0860 MI 9-7077 Serving Lower Merlon and Haverford Townships stands for the finest in dairy foods too Abbotts MILK-ICE CREAM DAIRY FOODS 163 BLU CO MET DINER Bryn Mawr. Pa. J. W. BICKERS TREE SURGERY BIG TREE MOVING PRUNING CABLING FEEDING CAVITY WORK UGHTNING ROD PROTECTION LAwrnc 5-8846 1039 LANCASTEH AV BRYN MAWB KEYSTONE DISTRIBUTING COMPANY Conshohocken, Pa. PATRONS Ellinor Collins Aird Albert T. Aladjem Miriam K. Bazelon Mr. and Mrs. John T. Carson J. 0. Donaldson, M.D. Mr. and Mrs. Andrew Dott Louis J. Finger Carson Glass Mirian M. Glass Thomas B. Harvey Charles E. Holzer Jr. Arnold Janowitz Bernard V. Lentz Dr. H. L. Levitt Mr. and Mrs. Connell L. Luke R. Pearlstine Dr. Hans Popper A. Hunter Pritchard Jonathan E. Rhoads Mr. and Mrs. Charles A. Riordan Arthur S. Roberts Charles A. Robinson Mr. and Mrs. Winston E. Scherer Laurence Shuman Dr. Herman B. Snow Jerome J. Sonnenbom S. Emlen Stokes, M.D. Mr. and Mrs. H. N. Van Berg Mr and Mrs. Reginald D. Wood Mrs. John A. Zapp Jr. Compliments of the Class of 1964 166 Compliments of P. DI MARCO AND CO. INC. MARI NAY DINER INC. Contractors Ardmore, Pa. Rosemont, Pa. Compliments of TENTH ENTRY Meeting place of Haverford Alumni | IP , fe ■ Iy-lItord TcT v - ' ■ - MMt