Marquette University - Hilltop Yearbook (Milwaukee, WI)

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22 . . . Raynor The Jesuits really inspired me be- cause they offered the opportunity to be a religious and also be a teacher. The Jesuit life looked like a good life, it offered an opportunity to do good for the young people. Fr. Raynor says that his dream has been frustrated by being in an admin- istrative position instead of teaching. But I make it possible for other edu- cators to teach. I have the outlooks of an educator and the opportunity of an administrator to get other people to teach. His first profession is to serve oth- er people by being a religious person. The Work of going out and helping people is not deterred by being an ad- ministrator. I help educate the students who will be going out and doing the work of helping people directly. These stu- dents are actually multiplying my ef- fectiveness. It's the old indirect rather than direct effect.

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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.

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s-- 'I J . . I . , like l - PM Quade . . . 23 K, .xitrm K -Q,-y.. ,M 1 . Wps 1, ...., .1- Q. 1 is .s x i it 3 ' agggQ3 ' i M Q uentin I' .,,- , Q- P M ',, f . X vsgsfefi. . - T-'gilt-g. , I I2 C If .... 1 .. R M A. K f PTM? il I -255 I , If ' i f'f --Q ' . 5 :wiki 1 e XCCU IVC XXX 2,7 i X . P ' V .1 S 1 , 1 A, -, 1 6 23, f , . .y ., W 7 1 Z ' Q Wagga, , Z Y 5, A is . I H we W,'.,i,Q' KL 4 L , .X - Q vt - FQ, Ng :Z K p :fi Af. t V i ., a Kr gl , -sa,l-.iAggaQgt,,g -gg - ,iw st. c t .,-. t 1 . A - 'i , as-' . iw. 'i li f -aft tgkf ,ssfaaia f-,?, gaaXgy:.t,Qsf up .N . .iw ZX 1.,k 'I .J i. -ltt .saxj . t A ssffffffl ' fi i s it f ' 31-We ' f 'fd' A'-L . mi ' . h A - . . if . p p. ,Z I E+ greater sense of responsibility, K 4' ' A ' is In the pursuit of the good Mar- ' I t . s if ,. if A at 5 ' ' ' X W gziikii k ,pi ju quette has designed a core curriculum 'tife ,fag-fggk-' ff--5 2 ju' that is structured in such a way that . H, - at .1 f sy-ff. 3 S Q M' i - I 9 'He sits behind a wide desk and smokes a Camel nonfilter cigaretteg he doesn't smile when you enter his office, but receives you in a formal and professional manner. You are invited to sit down and after doing so he im- mediately begins to ask you some ques- tions - and you thought it would be the other way around. But that's the way Dr. Quentin Quade, Executive Vice likes to get things done. do you mean by the typical Dream? he asks, If the dream were the dream to President What American American amass large chunks of wealth, one won't find it here. Dr. Quade believes those chasing af- ter the material dreams are simply con- fused about what they may want. People may think they want mate- rial things but what they want are things that will give more freedom of choice. The students' attitudes which influ- ence their dreams have not changed much over the years according to Quade. You hear alot about the apathetic 50's and the roaring 60's and I find no truth in those descriptions. It is just a simplistic look at a few students. When you look at the larger body of students you find more continuity than change. 's Dr. Quade says the students are seiz- ing the universities as an opportunity to develop their own goals. They are empowering themselves. They are using the universities for developing their capacities to live a better life. That better life, he says, comes through the development of a student's capacity to think problems .through, to analyze and seize control of a situa- tion rather than let the situation con- trol him. Of course the student needn't ac- cept the university life. Marquette can help in making a student a more con- trolling, more creating human being. But he must be willing to become part of the University. Dr. Quade believes that the Univer- sity experience serves as an introduc- tion to objectivity - the objectivity which is rooted in the complete view of reality. He says, There is an increasing per- ception of the real, a perception of a self who is obliged to deal with the reality that is self-defined. That self-defined reality at Marquette is the pursuit of the good, which Dr. Quade says is also the traditional view of Christian humanism. In this atmosphere the student has the opportunity to develop intellectual acuity, sharper moral sensitivity and a the student can understand precisely those things that are necessary to develop his capacities. If we ask you to study history it's not just for the hell of it. If we ask you to study and try to understand Aristotle it is because he had a good understanding of humanity and the world. Dr. Quade attended Creighton Uni- versity for his undergraduate studies where he had visions of entering law school. But with the help of some of his professors, he changed his mind and decided to pursue a scholarly life. He received his Ph.D.-, from Notre Dame University in political science in 1965. He began his teaching at Marquette in 1961. In 1968, he became the act- ing dean for the Graduate School. He said he became dean under the condi- tions that he could pursue his schol- arly work of reviewing the relation- ship of a religious atmosphere to poli- tics. In his role of Executive Vice Presi- dent, Dr. Quade takes on a great deal of the administrative decision-making. He works with Fr. Raynor to keep the system running smoothly. And when Fr. Raynor is away, Dr. Quade is the man in charge. Dr. Quade says that one of his more important duties in- cludes working to help sustain the Christian values of Marquette. Most importantly he strives to al- ways be an effective leader because, he says, That is part of making any uni- versity work.