Lehigh University - Epitome Yearbook (Bethlehem, PA)

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Prologue: a view of the year, the university, and its people The way to get at the nature of an institution, as of anything else that is alive, is to see how it has grown. -A. G. Keller Keller ' s statement seems an appro- priate point with which to begin the introduction to the 1962 Epitome, be- cause in a sense the Epitome is an attempt to picture Lehigh and its stu- dents in the way it and they have grown. It is hoped that in this way we can understand the nature of Lehigh, its men; particularly the men of the class of 1962, who wherever they go and whatever they do, actually are and always will be Lehigh 1962. In his time Keller was a famous teacher and sociologist at Yale, yet his statement applies today. It applies to the 1962 Epitome. The Epitome is also a chronicle, a summary of a period of time. Some are devoted to history for history ' s sake; to them the record is the thing. Herein we present the record of this time. Some are interested in the past because it is quaint and almost like fiction; twenty years from now this book will seem like fiction we promise you. And then there are others who look at the past for help to understand the present and the future. Each interest is good, but it is to the last group that we commend this book and ourselves, for certainly we need and will need help, we desire and request understanding. If this sounds like maudlin senti- mentality, then we are sentimental. If it smells of the catch-phrase of a gingoistic educational paraphrase of the King ' s English then we are gingo- ists. If it seems dis-jointed, disor- ganized and incomplete, then we are disjointed, disorganized, incomplete. If we seem like the face in the crowd, the organization man, the kid in the gray flannel suit, the b-bopping, twist- ing, hard-drinking, fast-living material- istic, clauventistic, tom-cat on a hot tin roof, then we are all these things. We are what we are, because we are, and perhaps we impart a little of ourselves to Lehigh when we leave. Table of Contents IN MEMORIAM 22 ADMINISTRATION 24 THE COLLEGES 34 HONORARIES 56 SENIORS 78 ORGANIZATIONS 132 ATHLETICS 182 RESIDENCE HALLS 226 FRATERNITIES 258 THE COMMUNITY 323 SENIOR DIRECTORY 352 ACKNOWLEDGMENTS 367 INDEX 368 STAFF 370

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knowledge is capable of being its own end. such is the constitution of the human mind that any kind of knowledge, if it be really such, is its own reward ... it is an object in its own nature so really and undeniably good, as to be the compensation of a great deal of thought in the compassing, and a great deal of trouble in the at- taining. John Henry Newman DEDICATION The dedication of a yearbook often is nothing more than a personal whim of the editorial staff of that yearbook. We believe that a yearbook dedication should be more than this, in that the yearbook is the personal possession and integral part of everyone connected with a university. Our dedication, we hope, expresses greater feeling on the part of the whole university. There are very few men who can look back at their life ' s work and see the development and produce of an institution dedicated to learning re- vealed before their eyes. A man who has devoted himself to such an institution,- who has devoted much thought, and gone to a great deal of trouble in the attaining as Cardinal John Henry Newman put it in his work The Idea of a Uni- versity, is known by his fellows and associates as deserving much more than this meager presentation. Perhaps, how- ever, this dedication becomes more significant because it is presented on behalf of the student body to a man whom we do not know well, yet respect and admire for his work to make the knowledge we desire more attainable. We dedicate our 1962 Epitome to Dr. E. Kenneth Smiley, vice president of the university, with our sincere best wishes and appreciation.

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Founder Asa Packer endowed Lehigh with the charge to provide young men with a sound basis for successful living and to in- sure leadership for the complex industrial civilization of the future. Judge Packer fore- saw the imminent technological explosion and sought to prepare men for the resultant need of scientific knowledge. But he also saw that the consequent human problems would require an increased understanding of man and his world. Thus, his vision blended the benefits of a liberal education with those of scientific knowledge.