Marquette University - Hilltop Yearbook (Milwaukee, WI)

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20 . . . Raynor President John P. Raynor, .J. The most impressive thing about the office of the President of Marquette isn't the size of the place, the nice big desk, the comfortable chairs or even the nice view from the window. The most impressive thing in -the of- fice is the man who occupies it. Fr. john P. Raynor has been President of Marquette University for the past twelve years and most people would agree they have been good years. He has a smile that is warm and charming and a good disposition to- ward his work and the University. That makes him sound congenial and that is what he is: friendly and open. But his tough-mindedness keeps things in perspective. Like most people, he .has his dreams and hopes, both professional and per- sonal ones. Fr. Raynor sees Marquette go through constant change and with those changes come new dreams and hopes. His View of today's students is that they are more serious than the students of past decades. I have been here at Marquette for 17 years and I have seen lots of changes in the modes of the students and their lifestyles. They have learned some- thing from the generation before them - that they should be serious now while they are getting an education. Fr. Raynor says that despite the fact that they are more serious about col- lege, the students seem happy these days. The grimness of '67, '68 and '69 is no longer apparent. The stu- dents were carrying the weight of the world. Today the students have a more balanced outlook of reality. And at the same time they are having fun. Is there apathy at Marquette? It's hard to define apathy. One man's apathy is another man's hard work. The students seem to be working hard and going about their tasks in a seri- ous manner. He pauses for a moment and reflects on the situation at Marquette. He is searching for a balanced outlook so as not to sound too unrealistic. 2 7 x ,A y NK. , 'exV7'a23f --a .. A f f Vaa...s.s.., .ghjxgrftxx 4... i s 1 K favs A . g ,fff ' Sig' r K 5 - ,k . ig f iQ'i1n.,Q5'i' - 4 . arf . s Wi ff ' . , M., ?- 5 ip 'J-122.-' A. f 'i M ' - 3'tif..'L1vr. if e e . . wg ' g 1 . S-A ' I f uw V P 1 ii 1 ft e ' . Q 1 xx Q 3, A r, i , , K Q ' 5 - .if The only thing I think students should watch out for is their use of alcohol. You come here to get a good education. These are the best years of your life, these are the best years of tremendous opportunity. I don't like to see students allowing those years to become less than what they can be. Fr. Raynor admits that he was the president who brought beer into the dorms and into the union. But he says that alcohol is a creature that can be used, but should be used in a respon- sible manner. I think we have a high class stu- , sf dent body. Now I don't mean that in a sociological sense. These are fine people who are intelligent, friendly and receptive. In these past three years the student body has been greatly concerned about getting a job. Marquette provides them with the education to pursue that dream. Fr. Raynor says that the real reason a student goes to Marquette is to get a quality education first and help in getting a job comes second. I have students coming up to me in the graduation line saying, 'Oh J l

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clmini- stration Administration . . . 19 The Administration. Nice word, big word, big title . . . big shots? What really goes on in that building called O'Hara Hall? The big three of the administrative staff are Raynor, Quade and Simmons. Like other ad- ministrators they do more than attend banquets and send letters home to Mom and Dad. They're people just like us, they experience achievements and failures and like us, they too, have dreams and aspirations for themselves and the University.

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Father, I'm such a failure, I don't have a job yet.' And I tell them to remem- ber one thing, they had four good years of an excellent education and that is nothing to feel bad about. He begins a little speech about Mar- quette. He describes the education here both as he sees it and how it really is e for both are one in the same, or so he can make one believe. The mark we try to leave on the students is the mark of a Marquette education. I'm not trying to turn out robots here. I want the students to leave with some wisdom and under- standing and to carry with them some knowledge of the Christian ethics we teach here at Marquette. He wants the students to learn that knowledge is dynamic and active. We hope because of the educational oppor- tunity they have received here that they have developed a richer outlook on life. Like many of the administrators and educators, Fr. Raynor believes that the curriculum is important in giving the education. student a well-rounded You need a structured curriculum like the one here in order to learn, to think and to calculate. The dreams and goals a student sets for himself while he is in college are made clearer through the intellectual growth experiences in these four years. The other activities of college life, Fr. Raynor believes, are also important for the student to enjoy life and help him learn the many values of everyday life. But these interests must be kept Raynor . . . 21 it Q cv, . Ai 'v J 5 .,..-. X-15 . .. Q' ' 1 5T5 4'Q5g3,i'I7' f - s , . ., I , .Q . ' wry, 'X ky., ,f.,vfsV.s3,.s,,gUi ?1!e 'f .. gtg :if , Q, 'I Y ' D . A A K ,V We Ei5..+-s.fTfg..ai.ig,gffQ tieestsgf Lwxajggfze -A ig: iq egg ilVk3,g1'I6Xat3sii.- .5,gg.,35,ag,,:a.s,y, .. ' -.fr sf .- N55 '.-. ,, b K ,gf 9- .. .f n 1 -,M '- fe beef EHQXZ-'f2..1a5f:g,--.,. 'ma' .:3aWq..e--, - - . if '. . ' Qs Jlifi' ' ...-. f s ie.i'cs'.t1.f.w:, ': .ve'ili'?'i51:.'3,'m:?3.-T- in balance with the goal of getting an education. These are what the dreams of a Marquette student ought to be, accord- ing to Raynor. Many past and present students would agree with this philos- ophy and show that this is exactly the kind of dream they had while at Mar- quette. Fr. Raynor describes another set of dreams, his own personal dreams that began when he was a teenager and have grown throughout the years and continue to grow during his present life. I have to go back to my high school days - that's when the die was cast. I went to a Jesuit high school in Oma- ha, Nebraska. I had thought for years about being a priest. I was persuaded by the Jesuits and those studying to be Jesuits to enter into their priest- hood. So my dream began to take shape.