Loyola University Maryland - Evergreen / Green and Gray Yearbook (Baltimore, MD)

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lohn Hennessey, in four years at Lo- yola. has felt and grown with the people he has influenced. Perhaps not too many people know him, but he has left his mark on Loyola. One of his achievements is that of creating spirited math majors. The Math Club, though the size of the budget doesn’t show it, is one of the most active organizations on campus. The Ev- ergreen Science Journal, in which he had a large part in formulating, is visual proof of his desire to put Loyola on the map. In recognition of this and of his ac- tive role on the Student Life Commis- sion, the 1970 Evergreen presents John Hennessey. EVERGREEN: Tell us something about yourself before you came to Loyola? HENNESSEY: I graduated from Ford- ham Undergraduate School and attend- ed Purdue University Graduate School. After two years and a summer, I received my Master’s Degree. Then, 1 got tired of the Midwest and tired of being a teach- er’s assistant. You don’t have complete control of your classes; it’s pretty much like running problem sessions and that’s about it. So, having been impressed with the caliber of the Math Dept., 1 came to Loyola. EVERGREEN: What are the differences and or similarities between Loyola of 1966 and Loyola of right now? HENNESSEY: The most significant thing is that people today are being more open to problems of the college and peo- ple. They’re examining everybody’s point of view, where before the thinking was more along the lines which stere- otyped a person’s thinking according to his dress. I think the college is now much more capable of handling the more hon- est point of view; their channels are more open than before. As far as the students are concerned, I think the Student Government has be- come a focal point of student power. Be- fore, it was a matter of students in small groups dictating and making their re- quests known. Now there is a much more powerful structure set up for the stu- dents. EVERGREEN: In the midst of a con- cerned generation, Loyola students ap- pear tragically apathetic. What is your response to a statement like this? HENNESSEY: I think the problem is really being pin-pointed by the fact that we now have dorm students who have to live here 24 hours a day. Before, it was basically a commuter college. People didn’t expect much more from it than an academic atmosphere and a small amount of extracurricular activities. As soon as the residents appeared, you have the problem that it’s a 24 hour deal. They now have to have a certain amount of so- cial life and things other than academics pushed down their throats. The college has to provide these things and are real- izing the enormity of it. The students realize that they can’t get away with just going to class and going home. It’s be- coming more and more evident that this is a hard thing to swallow, but people are beginning to do something about it. EVERGREEN: How significant is it now that we have laymen for Deans? HENNESSEY: 1 think a lot of the benefit has been derived from the fact that you have people like Mr. Lavin who have ex- perience and have been trained along these lines. Therefore, you basically have someone who knows what he is 6

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This book is dedicated to Mr. John E. (Dirty Jack) Sweitzer. He is a man, etched into the memory of Loyola’s seniors, who represents for those whose knowledge of him is limited, the typification of what this Loyola year has been. For those who know him well, of his accomplishments for Loyola, of the type man he is, he represents that standard of being toward which Loyola should strive.

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doing. This is why they’re successful. I wouldn’t rule out the possibility of re- placing any of them with Jesuits. The only demand I would make is that they’re experienced and have a certain amount of competence in this line. EVERGREEN: What do you think of the student-teacher relationship? HENNESSEY: There should be a definite relationship between the faculty and stu- dent, and it shouldn’t be one of almost a peer attitude. The students should real- ize that this is a faculty member. Like- wise, the faculty should respect the stu- dent. I certainly think that most faculty members appreciate students coming around to see them and talk about their courses or other things. I would go one step further and say that faculty mem- bers sometimes are hurt if certain stu- dents, having problems with a course, don’t come around, but just fade out of the picture.