Regis College - Mount Regis Yearbook (Weston, MA)

Text from Pages 1 - 224 of the 1972 volume:

Is This the Face That Launched a Thousand Ships? or 271 Ways of Looking at Regis Introducing the class of 1972, faculty and administration. None of these faces has been the cause of a Trojan war but each of them might be a world shatterer in his or her own way. The individual— the fascinating world of people. There is no print un- der these pictures— the reader makes his own messages. Sister Catherine Mary Meade, Instructor History Sister Margaret William McCarthy, Associate Professor Music Edward M. Case, Professor Philosophy 3 Sister Marysia Donovan, Assistant Professor Biology Sister Dorothy McKenzie, Assistant Professor Physics Pearl A. Nelson, Professor Education 5 Sister Nancy Boardway, Assistant Professor Chemistry Sister M. Emily Cahill, Professor Emeritus Chemistry 12 Sister Juan Mahan, Professor French Warren Gribbons, Professor Psychology Sister M. Lucilla Dineen, Professor Classics, Dean Emeritus 13 14 Sister M Therezon Sheerin, Assistant Professor Psychology Sister M. Bernards Murphy, Professor Physics Sister M. Xaveria Sullivan, Professor Classics 18 Rev. Paul G. Gorman, Lecturer Religious Studies Sister M. Francis Holloway, Associate Professor Classics 23 Sister Sarah Theresa Barrett Head Librarian y r . ! r� NNV 30 Sister M. Fidelma Conway, Executive Director Philatelic Museum John T. deCamp Director of Administrative Affairs Genevieve McMahon House Director 31 37 Lynn Reale Diane MacDowell Audrey Volckmann 42 Kathy Murphy Diana C. Mendez Marge Fasulo 46 Gail I. Ahlquist Jeanne Marie Gantley Donna Marie Cavanaugh 49 Marilyn Ickes Linda Higgins Ann Hafey 51 Alane Catherine Probst Cenzina Micozzi Mary Ann Sullivan 56 Donna DeLisa Katherine Maras Cheryl M. Gacetta 63 Virginia Baldwin Kathy McLane Jackie West 66 Janice Carragher Janice L. Sczcawinski Diane Charette 69 Verna-Jane Howe McGilvery Pauline P. Sandner Mary Lou Randall 70 Paula Joan Downes Ann Patricia Butler Susan Schissel 76 77 84 86 Joan Mary Bracken Gretchen Finch Christine M. McEvoy 88 . . . . ,, ,, . Virginia Brooks Linda Sheba Callaghan 90 Kathleen Officer Leslie F. Hyland Barbara-ann O’Neil 95 96 99 Peggy Scheideler Jeannie DeConto Donna Arlotta Suzanne A. St. Onge 102 Ann Gargulinski Denise Ann Murphy Kathleen T. Ryan Sister Kathleen Mary Carr Lorraine Gilkin Chapman Sister Fairlie Ann Dalton Diane Dente Patricia Fitzsimmons Sister Kathleen Fraser Sister Joanne Marie Gallagher Sister Helen Francis Johnson Sister Laura Kelleher Sister Patricia McCarthy Francis M. McCrackin, R.N. Maryann Moran Donna R. Roncone, R.N. Sister Eileen St. Joseph Sullivan Sister Sheila Tully 103 Special Thanks To Design Editor Linda Traill SENIOR DIRECTORY GAIL IRENE AHLQUIST 75 Birchwood Drive Holden, Mass. English DONNA PAULA ARLOTTA 92 Betsy Brown Road Port Chester, New York French VIRGINIA RANDALL BALDWIN 15 Wykeham Road West Newton, Mass. Sociology BARBARA ELIZABETH BARRY 140 Seldon Hill Drive West Hartford, Conn. Sociology MARY MARGARET BASLER 52 George Street Waterford, Nova Scotia Sociology MICHELE GRACE BELANGER 40 Harris Street Malden, Mass. Sociology ANNE-MARIE R BELL 50 Helena Street Leominster, Mass. English WINIFRED M. BIRMINGHAM 425 Walden Street Cambridge, Mass. Sociology JOAN MARY BRACKEN 7 Sequoia Lane Andover, Mass. Spanish VIRGINIA ANN BROOKS 234 Chattenton Parkway White Plains, New York Sociology PANPIT BUNBONGKARN 131 Rajaprarop Road Bangkok, Thailand Sociology ANN PATRICIA BUTLER 54-17 31 Avenue Woodside Queens, New York English SHARON LEE CAIN Post Office Box 144 Saint Thomas, Virgin Islands English LINDA MARY CALLAGHAN 62 Forest Drive Wethersfield, Conn. Sociology JANICE M CARRAGHER 1 1 Longview Drive Chelmsford, Mass. Art ANDREA P. CATINO 141 Kemper Street Wollaston, Mass. English DONNA MARIE CAVANAUGH 34 Lochnavar Parkway Pittsford, New York Psychology SUSAN ELIZABETH DOWD CAVARETTA 8 Brattle Drive Arlington, Mass. English JANET ANNE CELLUCCI 200 Manning Street Hudson, Mass. English JOANNE MARIE CESARE 37 Ives Street Waterbury, Conn. History LORRAINE GILLIKIN CHAPMAN 215 Herrick Road Newton Centre, Mass. English DIANE KATHRYN CHARETTE 12 Kim Drive Loudonville, New York Sociology ANNE ELIZABETH CHISHOLM 685 Terhune Road Ridgewood, New Jersey Sociology JENNIFER M. CISLAGHI 147 Elm Street Duxbury, Mass. English MARY ANN CLANCY 141 Newton Road Springfield, Mass. Psychology MARY CARROLL CONNELLY Box 1081 Williamsburg, Va. Sociology MARY ANNE CONNOLLY 28 Puritan Road Arlington, Mass. Sociology PAULA MARIE MICHELE CONNOLLY 179 La Grange Street West Roxbury, Mass. Sociology MARGUERITE CLEANA COOK 1710 Maxwell Drive Belmar, New Jersey History CHRISTINE JOAN COOKE 821 E. Broadway South Boston, Mass. Psychology MARY FRANCES COSENTINO 56 Woodcrest Drive Wakefield, Mass. English ANNE MARY COSTELLO 27 Stevens Road Needham, Mass. Art VIRGINIA MARIE COUGHLAN 8 Mirror Lake Avenue Norfolk, Mass. Sociology LYNNE MARY CRISMAN 797 Williams Street Bridgeport, Conn. English 106 CYNTHIA ANN CZAPIGA 1769 Country Club Road Middletown, Conn. Art JEANNE FRANCES de CHANTAL de CONTO 7 Stevens Street Winchester, Mass. Sociology DONNA MARIE DeLISA 66 Highview Avenue Wethsfield, Conn. English CHRISTINA MARIE DELTORTO 49 Samson Road Medford, Mass. Economics ANN MARIE DE MAMBRO 19 Tanglewood Road Wellesley, Mass. English DIANA DENTE 155 Marine Street Thomaston, Conn. Political Science DIANE MARIE DESMARAIS 1 36 Exeter Street Hartford, Conn. Sociology PAMELA ANNE Dl GENNARO 235 Ashmont Street Dorchester, Mass. English PATRICIA MARIE Dl NICOLA 91 Parker Street Pittsfield, Mass. English KATHLEEN ANNE DONAGHUE 29 Grant Hill Road Bloomfield, Conn. Mathematics DEBORAH LEE DONNELL 25 Gedick Road Burlington, Mass. Psychology PAULA JOAN DOWNES 701 Union Street Bangor, Maine Biology KAREN A. DREW 7 Shawmut Park Newton, Mass. Psychology KATHLEEN A. DUGGAN 256 Clyde Street Brookline, Mass. English CAROL ROSEMARIE DUMAIS 4 Saunders Street Lawrence, Mass. French CYNTHIA ELAINE DUPERRE 2 Snow Street Rochester, N.H. French MARY ANNE DURBON 7007 Donna Circle Annandale, Virginia Spanish LORETTA ANN DWYER 993 Broadway Somerville, Mass. Sociology KATHLEEN DONOHOE EDWARDS 215 Lucille Street Glenshaw, Pa. Spanish MARGARET MARY FASULO 55 St. Jude Street Portland, Maine History PAULA GRACE FENTON 24 Franks Drive Holyoke, Mass. Sociology LINDA JANICE FERRARI 244 Ridgewood Drive Norwood, Mass. Biology ANNA FERZOCO 104 King Avenue Leominster, Mass. Sociology GRETCHEN FINCH 40 Knox Street Palmer, Mass. Chemistry BARBARA ANN FITZGERALD 6344 Cavalier Corridor Falls Church, Va. English PATRICIA ANN FITZSIMMONS 20 Capitol Street Newton, Mass. Mathematics MARY ELIZABETH FITZSIMONS 71 Ridge Road Milton, Mass. History CHERYL MARION GACETTA 29 Olde Fort Road Cape Elizabeth, Maine French MARY VIRGINIA GALLITANO 595 Beaver Street Waltham, Mass. Psychology JEANNE MARIE GANTLEY 215 Bellevue Road Squantum, Mass. Chemistry ANN GARGULINSKI Wilder Road Sterling, Mass. History JO-ANN GIANCOMUZZI 130 Forsythia Drive Levittown, Pa. History CHARLENE ELIZABETH GILES 8 Riverbank Road Salem, Mass. Economics SUSAN CHRISTINE GOODMAN 1 70 Plumtree Road Springfield, Mass. Sociology KATHLEEN LEAH GRAHAM 120 Melrose Street Melrose, Mass. History ANN MARIE HAFEY 16 Bither Street Springfield, Mass. Economics VALERIE ANN HICKEY 87 Tatham Hill Road West Springfield, Mass. Psychology LINDA ANN HIGGINS 5 Prospect Street Medway, Mass. Psychology PATRICIA MARIE HIPPLE 18 Farrington Street Franklin, Mass. Psychology MARY T. HOLLERAN 69 Old Kings Highway Downingtown, Pa. Art LESLIE FRANCES HYLAND 57 Prospect Avenue Haworth, New Jersey Psychology MARILYN MARY ICKES 1 William Street Wakefield, Mass. English KRISTIN LOUISE JONES 7 Collin Avenue Fayetteville, New York Biology PATRICIA MARIE JONES 77 Jackson Street Garden City, New York Sociology JANE MARIE KEANE 226 No. Central Avenue Wollaston, Mass. Chemistry REGINA MARIE KELLEHER South Elmwood Road Hancock, N.H. English MARGARET ANN KELLEY 7 Sagamore Street Dorchester, Mass. Economics RITA JANE KENNEDY 146 Western Avenue Lynn, Mass. Sociology JUDITH ANN KENNEY 25 Shornecliffe Road Newton, Mass. Sociology MARIJO E. KIDD 1 1 1 Pine Hill Circle Waltham, Mass. Mathematics MARYANN KILIJANSKI 418 West Rock Avenue New Haven, Conn. English ELIZABETH ANN KMON 63 Portland Street Holyoke, Mass. Psychology CATHLEEN IRENE KOWALSKI Lower Lake Road Danbury, Conn. Biology CAROLYN ANN LaMARRE 836 Church Avenue Warwick, R.l. Political Science KATHLEEN HEANEY LAMPREY 5114 Washington Street West R ox bury, Mass. English SUZANNE JEANNE LeBEL 242 Crawford Street Lowell, Mass. Chemistry SYLVIA EVELYN LENTI 227 Hillside Road Southbridge, Mass. English SUSAN GAIL LEONCINI 1 1 Soward Street Hopedale, Mass. French GAIL MARIE LEWIS 812 West 98th Street Los Angeles, Calif. Economics SANDRA MARIE LINEHAN 6 Hampshire Street Danvers, Mass. History CAROLINE MARY LoRE 22 Shaw Drive Bedford, N.H. English LYNN MARIE LOVELESS 51 Bertmor Drive Stamford, Conn. English KATHRYN ANNE LUNDGREN Colby Road Braintree, Mass. Sociology SUSAN MARIE MacDONALD 20 Iroquois Road Arlington, Mass. Chemistry DIANE MARIE MacDOWELL 365 Ray Street Portland, Maine History ARLENE ANN MACHNIK 245 Barken Street Three Rivers, Mass. Psychology JANIS ANN MALISZEWSKI 317 Christian Street Lowell, Mass. Psychology DIANE MARIE MALLETT 45 Thornbury Road Scarsdale, New York Sociology MARY KATHERINE MARAS 10605 Seneca Springway Gaithersburg, Md. Political Science KATHLEEN MARIE MARKT 51 Frederick Place Morristown, New Jersey Psychology KARIN MARIE McCONE 52 Chestnut Street Brookline, Mass. Sociology 107 SHARON ANN McDEDE 1404 Chestnut Avenue Wanamassa, New Jersey Sociology LOUISE ANNE MCDONALD 2 Milford Street Medway, Mass. Sociology CHRISTINE MARY McEVOY 46 Radcliffe Road Belmont, Mass. Sociology VERNA-JANE HOWE McGILVERY 111 Marlboro Street Wollaston, Mass. Sociology ANN BEVERLY McGRATH 32 Sonat Road Elnora, New York English CHRISTINE J. McHALE 48 Delaware Avenue Waterbury, Conn. Sociology THERESA MARIE MclNTYRE 297 Wineburg Street Winthrop, Mass. Sociology HELEN MARIE McKENNA 38 Preston Avenue Pittsfield, Mass. Sociology KATHERINE MARGARET McLANE 1 08 Arah Street Manchester, N.H. Spanish MARIE VERONICA McMAHAN 142 Downey Street Westwood, Mass. Psychology SUSAN MARY McNAMEE 124 Emerson Street Providence, R.l. Sociology SUSAN ROBERTA MELOCCARO 38 Wayside Drive Cranston, R.l. History DIANA CAROL MENDEZ ONDINA 460 Italia Street Florse Park Hato Rey, Puerto Rico English CENZINA MICOZZI 49 Seventh Street Medford, Mass. German MARYANN ELIZABETH MORRAN 540 Maple Hill Avenue Newington, Conn. English CONSTANCE MARIE MOTTA 35 Monmouth Avenue Medford, Mass. Mathematics ROSEMARY ANNE MOTTA 35 Monmouth Avenue Medford, Mass. Political Science KATHLEEN ALICE MURPHY 15 School Street Bridgewater, Mass. Sociology DENISE ANN MURPHY 58 Wyndwood Drive Bristol, Conn. Political Science MARY SHEILA MURPHY 1 Beach Avenue Newport, R.l. English DEIRDRE CATHERINE NEILEN 6 Sunfield Circle Waterbury, Conn. English MARJORIE ELAINE OCZKOWSKI 7 Charlotte Road Marblehead, Mass. English KATHLEEN ANN OFFICER 53 Chanlton Street Oxford, Mass. English PATRICIA GRACE OSBORNE 941 So. Main Street Bellingham, Mass. English MAUREEN CHARLOTTE O ' MALLEY 78 Andrews Road Wollaston, Mass. Art BARBARA-ANN O ' NEIL 69 Pierce Avenue Dorchester, Mass. Psychology MARTHA JEAN PARIS 49 East 96th Street New York, New York English KATHLEEN E. PATE 25 Brookfield Road Dover, Mass. Spanish GAIL PETROSKI 45 Dale Avenue Dracut, Mass. Sociology CYNTHIA ANN PEYS 130 Hawthorne Street Longmeadow, Mass. Biology CHRISTINE ROSE PIACENTINI 99 Tredeau Street Hartford, Conn. Sociology CYNTHIA POURAVELIS 4 Summit Street Biddeford, Maine Mathematics ALANE CATHERINE PROBST 1272 Lednam Court Merrick, New York Political Science MARGARITA ANTONIA PROCOPIO 1432 Somerset Avenue Taunton, Mass. Political Science ELIZABETH ANGELA QUINN 79 Riverview Terrace Springfield, Mass. Psychology ELIZABETH ROGERS RAFFERTY 15 Waterville Road Farmington, Conn Economics MARY LOUISE RANDALL 2 Sylvan Knoll Road Stamford, Conn. Psychology ELIZABETH LEE RATTIGAN 45 Hyde Avenue Newton, Mass. Sociology LYNN MARIE REALE 1041 Main Street Hanover, Mass. Psychology CATHERINE ANN REARICK 51 South Forest Avenue Rockville Centre, N Y. Sociology JEANNE-MARIE REGAN 15 Frances Street Winthrop, Mass. English JANICE MARIE ROKOWSKI 4 Crest wood Road Marblehead, Mass. History LYNNE SUSAN RUSIECKI 609 North Main Street Palmer, Mass. Sociology ELIZABETH CROWLEY RUSSO 141 Rice Avenue Rockland, Mass. English CONSTANCE PATRICIA RYAN 345 Worcester Street Wellesley, Mass. English KATHLEEN FRANCES RYAN 2 Chapel Street Newburyport, Mass. French KATHLEEN THERESA RYAN 16 Dudley Street Haverhill, Mass. History PAULINE PRISCILLA SANDNER 57 Birch Avenue Haverhill, Mass. Mathematics SUZANNE A. ST. ONGE 88 Mechanic Street Putnam, Conn. Political Science ADELE ANN SANTORA 3404 Park Avenue Bridgeport, Conn. Economics SUSAN MARGARET SAUNDERS 4 Sea View Avenue Cranston, R.l. Sociology MARGARET MARY SCHEIDELER 593 Ramapo Valley Road Oakland, N.J. Psychology SUSAN ELIZABETH SCHISSEL Estes Street Amesbury, Mass. History MARY VIRGINIA SCHORTMANN 72 Ames Street Dedham, Mass. French 108 fin ANITA MARIE MAIELLA SERVIZIO 503 Washington Street Brookline, Mass. Sociology ANNE MARIE SHIMKUS 6 Peace Street Hopedale, Mass. Mathematics KATHLEEN ANN SHEA 93 Burncoat Street Worcester, Mass. French SHERIDA BLAIR MOSS 167 Concord Street Haverhill, Mass. English MARJORIE ELEANOR SULLIVAN 13 Bonneta Circle Chicopee, Mass. History MARIE E. SULLIVAN 76 Cottage Street Fall River, Mass. Political Science MARYANN SULLIVAN 262 Union Street Ashland, Mass. Sociology JANICE LINDA SZCZAWINSKI 556 Boston Street Lynn, Mass. Economics LYNETTE SZCZYGIEL 95 Gay Hill Road Uncasville, Conn. Psychology MARIE PATRICIA THIBEAULT 3 Flagg Road Southborough, Mass. Biology JANE ELLEN THOMPSON 4 Woodland Road Stoneham, Mass. Psych ' gy MARY ANNE THOMPSON 290 Western Avenue Gloucester, Mass. Psychology CAROLYN SARA TRACEY 433 West Roxbury Parkway West Roxbury, Mass. Sociology LINDA JEAN TRAILL 196 Moncrief Road Rockland, Mass. Art JANINE MARIE TREMBLAY 1949 Massachusetts Avenue Lexington, Mass. Psychology PATRICIA ANN TUOHY 42 Ellsworth Road West Hartford, Conn. Economics ANNE-MARIE TURNER Main Street Cotuit, Mass. Spanish MARIE ANNE VANDERHAEGEN 74 Evans Street Watertown, Mass. Psychology CAROL ANN VITALI 352 Main Street Yalesville, Conn. Biology AUDREY JEAN VOLCKMANN 7020 East Doubletree Ranch Road Paradise Valley, Arizona English M. VIRGINIA WALSH 252 Old Lancaster Road Sudbury, Mass. Political Science TERESA LYNN WEADOCK 1713 Belle Haven Road Alexandria, Virginia Economics HELEN C. WEATHERS 640 Church Street Ashbury Park, N.J. History ELAINE ROSE WEGLARZ 245 Candlelite Drive Rocky Hill, Conn. History MARY LOUISE WENTHE 269 Winfield Road Rochester, N Y. Art JACQUELYN WEST 50 Kelley Avenue Rumford, R.l. Mathematics DEIDRE J. VREELAND WHITTEMORE 33 Columbia Street Brockton, Mass. English JANET LEONA WILHELM 330 Brookshire Road Youngstown, N Y. English DORIS MARIE WOJTKIEWICZ 3 Orchard Lane Chelmsford, Mass. Mathematics LYNNE GAIL WOODMAN 490 Bliss Road Longmeadow, Mass. English ANN ELIZABETH ZIMAROWSKI 20 North Quincy Street Brockton, Mass. Psychology MARIE LUCILLE ZODDA 16 Greentree Terrace Tenafly, N.J. Political Science 109 STEVENS STUDIO 98 HARLOW STREET BANGOR MAINE 04401 no “BILL’’ MITCHELL’S West End Chevrolet UNITED ART CO., INC. College Bookstore 1 1 o South Street Waltham, Massachusetts 02154 HOLIDAY INN 339 Grove Street Newton Lower Falls, Mass. 02162 JOHN C. PAIGE COMPANY EDUCATIONAL INSURANCE DIV. 1 Boston Place Boston, Massachusetts 02101 NEWTON CORNER PRESS INC. 185 Charlesbank Road Newton, Massachusetts 02158 SAGA FOOD SERVICE NORTON FUNERAL HOME 235 Wellesley Street Weston, Massachusetts 02193 53 Beech Street Framingham, Massachusetts 01701 ill MR. MRS. JAMES P. CONNELLY MR. MRS. RAYMOND LENTI MR. RICHARD P. CONNOLLY MR. DAVID J. LINEHAN MR. MRS. JOHN F. COOKE MR. MRS. FRANK L. LoRE MR. MRS. FRANK DeMAMBRO MR. MRS. RAY MASSA MR. MRS. HARRY DENTE MR. MRS. MICHAEL MCDONALD MR MRS. WILLIAM F. DOWNES MR. MRS. CLIFFORD McHALE MR. MRS. WILLIAM FITZSIMMONS MR. MRS. JOHN WALSH DANIEL J. GACETTA MR. MRS. F. J. NEILEN MRS. ALMA GALLO MR. MRS. WILLIAM V. O’MALLEY MR. MRS. BEN GARGULINSKI MR. ANTHONY M. OZELLA, JR. MR. MRS. RICHARD P. HOLLERAN MR. MRS. ANTHONY PROCOP IO MR. MRS. JOHN HYLAND, JR. MRS. JOHN F. QUINN MR. MRS. WALTER KELLEY DR. MRS. JOHN P. RATTIGAN MR. MRS. JAMES KIDD ALBERT H. REALE MR. MRS. WALTER F. KMON DR. MRS. WILFRED J. ROKOWSKI 112 MRS. W. SAINT ONGE MRS. JENNIE SANDNER MR. FRANK J. SANTORA MR. MRS. MORTON W. SAUNDERS MR. MRS. WILLIAM SCHEIDLER DR. MRS. CHARLES J. SCHISSEL MR. MRS. GEORGE N. THIBEAULT MR. MRS. JOHN P. TUOHY A Friend MR. MRS. JAMES WALDRON MR. MRS. JOHN WALSH MR. MRS. FRANK WEGLARZ MR. MRS. STEPHEN WENTHE MR. MRS. JACK R. WILHELM MR. MRS. JOHN ZIMAROWSKI MR. MRS. FRANK J. ZODDA CENTRAL TAILORING CO., INC. 339-401 Boston Post Road, Weston, Mass. 02193 Richardson Drug Co. 37 Center St., Weston, Mass. JOHN HANCOCK ON-CAMPUS WORK PROJECT REGIS COLLEGE 113 MR. MRS. OSVALDO FERZOCO UNA M. CAIN LT. COL. MRS. LEO V. WEADOCK COPLEY CAMERA HI-FI CENTER 235 Wellesley Street Weston, Massachusetts 02116 DR. MRS. FREDERICK J. SULLIVAN MR. DANIEL P. HAFEY MR. MRS. WILLIAM J. MARKT 114 MR. MRS. ALBERT J. SHIMKUS, SR. COL. MRS. N. J. DelTORTO MR. MRS. VANDER HAEGEN MR. MRS. WILLIAM F. COUGHLAN MR. MRS. JOHN A. CALLAGHAN MR. MRS. JAMES R. DWYER MR. MRS. KARL A. PROBST A FRIEND 115 THE REGIS OF YESTERDAY EXTENDS TO THE REGIS OF TODAY THEIR BEST WISHES FOR THE FUTURE THE REGIS ALUMNAE ASSOCIATION Sally Maloney ' 52, President Nancy Concannon ' 45, Secretary Dorothy Walsh Harney ’47, Vice-President Virginia Curtin ’42, Treasurer MR. MRS. JAMES C. McNAMEE FREDERICK BRASCO FLORIST 229 High Street Waltham, Massachusetts 02154 MRS. HELEN WOJTKIEWIZ 116 JAMES HOOK CO. 15 NORTHERN AVENUE BOSTON, MASS. 02210 117 REGIS COLLEGE STUDENT ASSOCIATION 118 MR. MRS. THOMAS F. HICKEY MR. MRS. PETER F. CHARETTE MR. HENRY J. MR. MRS. MR. MRS. RUSSELL E. DALTON MRS. TREMBLAY MR. MRS. JOSEPH ARLOTTA G. E. PIACENTINI MR. MRS. JOHN DANIELS 119 MR. MRS. H. E. AHLQUIST $25 COLONIAL TEN ACRES, INC. Wayland, Mass. $25 MR. MRS. JAMES E. BARRY $25 REV. PAUL GORMAN $25 A FRIEND $100 120 I yyeUA 1 uOryyj . o WeiL TU) w tMA y sduy JLnr K5. c djJLAY j y L Ju j ON THE SPOT FROM THE EDITOR’S DESK . . . vol. I no. I STAFF Eclitor-in-Chief Mary Ann Sullivan Associate Editors Cynthia Czapiga Photography Maryann Kilijanski Literary Maureen O’Malley Layout Alane Probst Business Margarita Procopio Senior Section Mary Lou Wenthe Photography Layout Staff Mary Basler Virginia Coughlin Gail Petroski Susan Schissel Literary Staff Mary Cosentino Jean DeConto Mary Beth Mclnerney Mary Murphy Audrey Volckmann Lynne Woodmann Photography Staff Joanne Bayer Mary Byram Jennifer Chang Cathy Conway Bobbie Cormier On the Spot, as an emerging publication, has undertaken the task of presenting to the reader a view of a microcosm and its place within the macr- ocosm. In doing this we have not drawn lines sep- arating one from the other, but have sought to un- derstand the forces which influence people both in their personal lives and in their interactions with the larger society. Staff members, depart- ing from a be- hind— the— ladies— room news office, dispersed to seek out those areas which could best present this view. Probing report- ers and photographers invaded the worlds of fi- nance, communication and politics, always fo- cusing on the individual as a product of events and as a maker of events. To separate world affairs from human in- terest is a blindness which we cannot afford. And so we present our On the Spot view of people and events, aiming to create a feeling for the present. Thus we presume to represent you. We ask you, the reader, to enlarge and clarify our view by sub- mitting your reactions to this issue. Mary Ann Sullivan Editor Joanne Crowley Kathleen Edwards Mary Beth Graham Caroline LeMarre Diane Simeone Denise Travers Faculty Consultant Sr. Marie deSales Dinneen Wm. J. Keller Inc. CONTENTS Communications 4 People 12 Gallery 18 World 20 Politics 24 Editorial 30 Living 32 Nostalgia 42 Do’s and Don ' ts 49 Society 50 Financial 56 Religion 64 Education 70 Sports 78 Leisure 82 MEDIATORS AND MESSAGES Thousands of years ago, man covered walls with various markings in an attempt to communicate his thought. Today’s grafitti are a twentieth century descendant of this form of expression. But con- temporary techniques of com- munication have progressed in sophistication beyond etch- ings on cave walls. What are some of the messages con- veyed? The chorus in “Hair” sings that, “peace will guide the planets and love will steer the stars.” The harshness of war is depicted in the movies Mash and Catch 22. The means of commu- nication that man has created paradoxically seem to block out the human message. In a Neil Simon play, a character states, “Two-thirty in the morn- ing. I can hear the subway in here better than I can hear it in the subway.” James Taylor sings, “There’s hours of time on the telephone line to talk about things to come, sweet dreams and flying machines in pieces on the ground.” A voice cries out for communication in the rock opera ‘‘Tom- my”— “See me, feel me, touch me, heal me.” Extremes — love, hate, peace, war, faith, cynicism, loneliness, communion, are depicted in the media. Through all the tumult, there emerges one message— that of life. A grafitti covered wall in Boston combines polit- ical, aesthetic and earthy” messages. 4 AND EVERYWHERE, SIGNS CINEMA f SEREKDIFIl Chavis m Mexico T iftonyHurksign Far Left— Abbey Cinema Mar- quee on Commonwealth Ave- nue. Far right— A walking ad- vertisement in Harvard Square. Above left and right— Sylvania Electric and Canada Dry advertisements along route 128. Near right— store sign in Boston. In an age of chaos and uncer- tainty, daily life is abundant with directions. What are some reactions to the prevalence of signs in our cities? Terms such as “visual pollution,” “uglification” have been applied. Advertising space transcends the limita- tions of geography. From a New York Times article— “And the face of Colonel Saunders beams from a Kentucky Fried Chicken establishment even in the Eskimo village of Kot- zebue on the Bering Sea in northern Alaska.” 5 STU1 1° niKAi ' ® ' 1 Regis student sits on library steps near sign announcing location of new student theater. Drama on the Regis campus is a blend of the traditional and the mod- ern. Shakespearean— “The Taming of the Shrew” mixes with “School for Wives” by Moliere and “The Chairs” by Ionesco. Plays written by students as well as by “labelled” artists are performed. Performances on campus include not only students but also in- corporate professionals such as Paul Eiseman and A. J. Sullivan. Drama Man The Role Player Scene from the play “The Land of Bimba It is the actor who transcends the limi- tations of setting and stage through his gift of creativity. It is his acting out of movement and emotion that evokes images from the audience, produces drama. Conceptions of drama differ not only among individual actors, but also among individual members of the same audience. Some individuals may empathize and find special meaning in one certain character, to others, the impact of the same character is differ- ent. The phenomenon of the playwright who aims for no empathy but complete sobjectivity is exemplified by Bertold Brecht. The classical labels of comedy and tragedy are being dropped by con- temporary writers. Former modes of empathy and detachment are being transposed. Ellen Douglas Leyburn states in her article. “Comedy and Tragedy Transposed,” We resist tragic identification with the miserable characters of most of our serious dra- ma and look at them with the detach- ment which has hitherto seemed ap- propriate to critical comedy. Written in classical or contemporary mode of thought, the play transcends limitations of time. The problem twentieth century progressive” man faces is the absorption of eternal ele- ments into his daily life. So success- fully have we disguised from our- selves the intensity of our own feel- ings, the sensibility of our own hearts, that plays in the tragic tradition have begun to be untrue. For a couple of hours we may surrender ourselves to a world of fiercely illuminated values in conflict, but when the stage is cov- ered and the audience lighted, almost immediately there is a recoil of dis- belief,” states Tennessee Williams. The presence of drama on the col- lege campus demonstrates that to a generation striving to create its own life style, to break from meaningless, roles, the actor is still of importance. Through the level of creative illusion, it is the reality of relevance that emerges. To the Wilds of Weston Students may stare blankly at the “boob tube’’ but not at a blank screen. Television fa- vorites and ‘‘unfavorites’’ depending on your taste include, “All in the Family,” “Laugh-In,” “Night Gallery” and “Medical Center.” Soap opera fanatics even plan daily schedules to accommodate their favorite serials. During fall months Bruin fans cluster television screens. An unidentified Regis student in phone booth (near right). Jane Waters using dorm phone (far right). Dorm phones are present, but not al- ways available. Some- times phone calls are unexpected surprises. A spice of pornogra- phic horror is added to the ordinary phone conversation by the heavy breathing crank caller. Just one of the added attractions of dorm living. 8 Comes Civilization Educational efficiency through mailroom sky- scrapers (above). Picture of mailroom— the endless row (near left). Freshman year “friendly” letters give way to barrages of forms in senior year. “Complete this form and return by . . . This is im- portant to maintain our records.” Fast learn- ing-through books— shorthand of experience (be- low). ■ O jl v , ' £ ! 1 ■W- Peggy Kelley class of 72, cheerfully sells Cheer” (right). To the Boston area student there remains always the memory of that specialty in anony- mous expression— the personal columns of B.A.D. Homy and vir- ile males, seek F 30-45 for” . . . Mass communication— the enigma of the impersonally personal. A scrawled message on a wall in Boston offers advice on how not to be “with it” (above). Senior Marjorie Sullivan emphatically acts out the message, “Brown shoes don’t make it” (left). In an attempt to personalize the anonymous member of the mas- ses, expensive cards deliver deepest feelings of the sender. All you do is sign your name. 10 CHANGE IN DIRECTION Dedication to study does not always mean we get things done on time. Of- ten we are caught in the act of per- forming necessary nightly rituals and there does not seem to be enough time in the day. How many times did we have to extend ourselves far into the night, straining blood-shot eyes and weary minds. The ability to express oneself through song is an art; it encompasses all one’s frustrations, humors, and emo- tions. To properly establish our- selves in the mire of the educational process, a careful re-examination is necessary. We have experienced many turn-abouts and have emerged with new faces, new ideas, and new goals. One could say we have changed our direction, for we now are heading toward a more rele- vant and— learning what is right for us. The old system of curfews, rigid courses, exams, and studies has reversed its course, the results being pass— fail, auditing, and take- home exams. Luckily for us it is a beneficial change, for our original direction was some- where between nowhere and never, and proved not to be toward advancement. 12 Surrounded by opportunities for en- richment, a Regis girl does not have to look far to find a means of commu- nication. On the inside, the proportion of students to teachers is one that al- lows for conferences and friendships, yet leaves room for individuality and growth. On the outside, a quick glance at the newspaper can bring us out of the doldrums of college life into the reality of the world around us. To stagnate at Regis College does not show education in progress, but only pushes one into a routine. It is neces- sary for each one of us to avail our- selves of the opportunities of commu- nication and to keep our direction go- ing the way it should be . . . UP. 13 Education has a practical value, but also a personal value. It improves us as people. How many times does one sit down and ponder the education- al system at Regis? It may be- come tiresome and seem entirely worthless, but our ability to cope with it proves that we may have learned something, after all. Ever-present at Regis is a personal companionship and union of ideas. Whether in the dorm, at class, over a meal, or in the parking lot, this com- bination of thoughts enables each student to examine herself and her purpose for being here. Obtaining a college degree may be a long-range goal, but it can only be attained by talking, experiencing, or just being with others. If Regis teaches us any- thing at all, it should be the relation- ships we will gain through interaction with others. 14 They are the “Outside-In- siders” of Regis College in that they do not teach as such, but are involved with the students on a different level. They form an integral part of the campus through their guidance. INSIDE-OUTSIDERS The girls at Regis are smart academically, and are real ladies. There seems to be a moral fiber they cling to. When I come here I look on the campus and see a college of girls rather func- tional, but lacking contentment. I think they need more involvement “Regis offers a good education in a congenial community. The school has changed, but the girls are the same. Education is no easy burden to carry, but those with abilities should definitely use them. We get so bogged down sometimes with academics that per- haps we lose our- selves in the mass of classes, books, and professors. Regis is more than this con- stant schedule; it is liv- ing, loving, and learn- ing with others in an atmosphere that war- rants more than just scholastics. It is a mix- ing of ideas, in- ventions, and intellects accomplished only by allowing ourselves some respite now and then. The process of education may be long and toilsome, but there is always room for relaxation. “Life at Regis is a stepping stone from home into the world.” A conglomerate of ideas on education by three people who view the Regis student from a non-academic stand- point: “A liberal arts education is important as a source of in- dependence; it should mean a variety. Ten years ago when people graduated from college they were sure of themselves; now there seems to be an un- certainty. Students could feel self-assured; now it is very discouraging.” ONE PROBLEM STILL REMAINS: WHERE IS THIS EDUCATION “Regis as an educational in- stitution is viable for some, but you’ve got to know what you’re getting into. It’s a small college, but that’s the differ- ence— the personal touch.” 16 Perhaps the most enjoyable aspects of education at Regis are those moments when we can forget briefly about our assignments. We can go to two extremes by either sleeping or involving ourselves in some other activity, both alternatives being equally as diverting. The most-fa- vored way is probably that of above, here typified by a Regis senior. GOING TO GET US? 17 BETWEEN TWO CULTURES The foreign student in the United States is faced with a major di- lemma. Upon returning to his na- tive country, a foreign student often has great difficulty re-ad- justing himself culturally and emotionally. He has, in fact, be- come partially Americanized. In recent interviews involving twenty-four Regis foreign stu- dents, this sense of being be- tween two cultures was reflect- ed. Admitted one Regis junior, “Sometimes when I go home I find myself getting impatient with people. Very few of my old high school friends have gone on to higher education. Their com- placency disturbs me. They don’t seem to care about doing any- thing for themselves or their country. What could I say to them anyway? How could I tell them about my experience and how it has changed me? They wouldn’t want to listen.’’ Another student reflected a similar sense of estrangement from her friends at home, but for a different reason. “My basic personality hasn’t changed,’’ she contended. “One thing really strikes me, however. At home it’s a natural thing for girls to walk down the street together holding hands. If girls held hands here people would think they were ho- mosexual. I can’t hold hands with my friends now. It feels fun- ny. I’d never do it again.” A Regis junior was able to arti- culate her persent position in terms of the world. She admitted: “I suppose I have become as- similated into the American cul- ture to a certain extent. It’s been a process of osmosis.’’ Now I don’t feel full Puerto Rican I 20 Several of the students inter- viewed remain proudly unas- similated into the American culture Said one cooly criti- cal junior, The American life style is great if you ' re rich .In the United States there are really two na- tions— one non-white and underdeveloped and the oth- er white and super- developed. It would be diffi- cult for me to enjoy the fan- tastic resources unless I were blind to the injustices.” In answer to a later question concerning the changing status of women in modern society, she responded like- wise with enthusiasm. American women have too much leisure and too little brains to know how to use it.” She added, “I’m not sur- prised American food tastes the way it does!” Another student expressed disappointment at what she considered a gross in- adequacy in the American people. “Mere ignorance is sad in a country as devel- oped as this: I expected to find people here speaking at least two languages. Instead I find that most Americans are amazingly ignorant of countries and ways of life unlike their own.” Another student echoed this disillusionment with “American ignorance ” She remarked, “Once when I told a girl where I came from she asked me if Hong Kong was the capital of Japan. I was quite disgusted.” Confucius say . . . Sayonara? 21 At a recent meeting of the International Club, a group of Regis foreign students pose for our photographer (right). Although most of these girls have American friends and s peak English fluently, they enjoy the op- portunity to converse freely in their own language, and to discuss issues involving their respective countries. As one student put it, ‘Regis has never had an Inter- national Club before. This is our first year, and we haven ' t got all the organiza- tion we need But we ' re working at it, and I think we can make it a real success. ” or fully American. I guess you could call me a “Citizen of the World.” Exposure to the American life-style has influenced the foreign students in a variety of ways. Admitted one Regis junior, “I person- ally prefer the new American equality of women. Because of the pressures of society and tradition in China, women are considered inferior to men. It is inevitable that girls get married, cook, and take care of the children every day. The possibility of a career is irrelevant. I have much more confidence in myself than I had three years ago. I’m ndt a feminist, but I do disagree with the total sub- jugation of women in my society. I would like to see their scope widened . . Most of the foreign students agreed that they are more able now country she knows best and in which she has shared most. The United States may be more advanced in many ways, but Peru is my home.” A few felt that they could easily ad- just to living in the United States permanently. ‘‘Family ties are the big thing,” con- tended one student. ‘‘If I could bring my family over here I wouldn’t mind becoming a citizen. The American way of life is natural to me now. It’s almost more of an adjustment 23 to go home.” The degree of assimilation of each student into American life is certainly less important than the individual’s expe- rience of living within another culture. This is an opportunity for growth for both the visiting students and her American friends. The exchange of ideas lends new insights into one’s own culture and those of others. to view their society in the light of many new perspectives. Most were adamant about re- turning home and using their knowledge and experience to better conditions there. Said one student, ‘‘I have a better understanding of my people now, and a greater willingness to help them.” ‘‘It’s good at home,” asserted another stu- dent, who happens to hold dual citizenship in both the United States and Peru. ‘‘A person is a citizen of the POLITICAL HORIZONS Vietnam veteran John Kerry expounded upon the principle theories of his anti-war policies for the Regis student body early in the fall of 1971. He provided thought provoking commentary on the injustices of the war In former years Regis has entertained a wide variety of national figures as speak- ers. Such diverse individuals as Birch Bayh and Thomas Atkins are merely repre- sentative of many other people of high caliber and social and political interest. The lecture series has been quite suc- cessful in attracting informative and stim- ulating figures as speakers to augment the educational offerings. The student body and the surrounding communities have shown great interest by their large attendance. 24 To the Regis woman, political activity is an opportunity to chan- nel energy into concrete, significant areas. Through listening and learning we become exposed to a variety of political views, and we become able to filter ideas and decide on our own politi- cal philosophies. Working in every spare moment enables one to make ideals become a reality. An interest in political activity not only offers a challenge in converting apathy to concern and enthusiasm, but also allows the satisfaction of having a direct influence in achieving long-range goals. In the past few years students have become an integral part of political action, have had a direct effect on the results of elections, and, with the ac- quisition of the vote for 18 year olds, have taken a more ener- getic interest in world problems. Famed economist John Kenneth Gal- braith informed his interested listeners about world and national economic pol- icies, later in 1971 He wryly entertained the full house with his humorous remarks, while enlightening them in economic the- ory. 25 Community activity has been led by diverse and industrious individuals who have volunteered their energies toward the goal of motivating activity and erasing apathy. Measurement of success is relatively unimportant where individual people are con- cerned, but where success has come about, it has been of solid, in- spirational nature. The responsibility of change means that we must have the wisdom to judge what has gone before and the foresight to make choices which will be valid for the fu- ture. Student government has been able to activate change which has re- sulted in a new freedom. 1 ft r 27 History has had a way of crushing the gentle people; of destroying all hope of a peaceful existence. The in- spired strive to change this when young— but dreams pale in the face of opaque realities. Yet, nothing remains constant but flux itself. Perhaps all will be in our favor if we see it through. It is the fall of 1969. Ten long , painful, bloody years ago the peasant re volutionaries of Vietnam were just beginning to reorganize guerrilla attacks on Diem’s dictatorship, a regime formed and kept in power by the Americans, Ten years have passed . For many of us that is longer than we have been aware that there was a world beyond ourselves, our families and our friends. O 28 where pebbles are polished and w diamonds are dimmed. Pol ish Support -Rmerica ' s universities DROPPING THE LABEL The words which surround our visual age are interesting in what they express and what they fail to voice. Language is an at- tempt to phrase thoughts, to render con- creteness to all that man perceives. But the nuances of meaning in any sentence are dif- ferent for each individual. Each person brings to the play of language his repertoire of ex- periences. Words are translatable messages. In our present concern with labelling the ab- stract with words such as “radical” “love” “hope” we must realize that meaning does not lie only in the world but in the individual. Man is the real “maker” of language. Under- standing involves communion of feeling. BYLINE ON EDUCATION I he question of the value of a college education has become startlingly real to col- le ge seniors. Judging from the scarcity of jobs to graduates and the lack of graduate school funds school is not financially rele- vant. But are there other criteria on which to judge education? The policy of Regis as ex- pressed in its handbook is, “The basic prin- ciple of a liberal education, as we conceive it, is that such education is directed to the ori- entation of the person toward reality.” The implications of this philosophy are expanded on as involving the recognition of the ultimate worth of the person, the value of knowledge for its own sake as well as for other uses, the necessity of interaction of the individual with society and the conviction that “the mind is an activity, not a repository.” The objective is defined as a philosophy, a way of being. The question for the Regis student to consider is, should education be designed to fulfill many potentialities of being or should it be geared toward preparing the individual toward serving a specific function in society? Does the educational objective of the institution we have attended have “real” meaning? To an- swer this, we should consider the state of the society in which we are living today. This is an age marked by technological values in which some conformity to existing struc- tures— educational, transportational, or gov- ernmental is necessary. The paradoxical ne- cessity of human objectivity to complete sub- jection to technological goals is also appar- ent. Our age has manifested an affirmation of human values against meaningless role play- ing. Examples of this new “revolution” in- clude anti-war demonstrations, concern with honest expression of sexuality as evinced through the media, and movements of rele- vance in established churches. When the value of education becomes a test between financial values and human val- ues, it is time to be concerned. The myth of the “ultimate threat—” selling nylon stockings in Filene’s— must be dissolved. Education has been interpreted as a status symbol, a crite- rion for social status, connected with an “bpen door policy” to economic livelihood. To lead out” to educate, should mean to embrace all of contemporary life— material as well as human elements. If there is any “end product” to formal education, it lies within the individual. It is the art of living, not hiding be- hind a status symbol, that is the goal of edu- cation. 31 ON THE SPOT EDITORIAL SPOTLIGHT ON SPIRO The set of MGM buzzed as Vice President Agnew be- gan filming The Ten Com- mandments. Spiro has been cast to play the part of Moses, Israelite who led his people out of Egypt. Our interview fol- lows. Q. Mr. Agnew, some critics have said that there is too much violence in the film— what is your comment? A. Well, there is no pusilla- nimous pussyfooting in this film. Moses is a leader who has strong forces of evil to contend with, so he plays it tough. Let me say that the ten plagues are done with taste. First the frogs cover Egypt. Next, flies cover the land. When that doesn’t work, boils and blains strike . . . Q. There has been talk of bead-clad dancing girls in a Palace scene. Any comment? A. I myself saw and was present at the filming of these scenes. I protested, and told director Nicholson, and these are my words, “As long as Richard Nixon is president, Main Street is not going to turn into Smut Alley.’’ The dancing girls will be wearing beads but over black turtle- necks and midi-skirs. Q. There have been rumors that during the scene when Moses receives the Com- mandments you suggested playing the Star Spangled Banner. Is this true? A. Yes it is. Those that re- fused I consider to be hope- less hyponchondriacs of his- tory, un-American, and party- poopers. Q. One more question please. What is your political advice to aspiring office holders? A. I say — Go tell it on the mountain, in the valley, in the shopping center. And be tough. Nice guys never win. IDEOLOGY AND FACT Amidst the collage of anti-war demonstrations, and movements regarding pollu- tion, crime and sex, there sur- ges the word, “commitment.” The problems of living in a culture of “mass trans- portation,” “mass media,” and “mass politics,” are being countere d by a concern with the individual and his effective expression of his identity. The courage to hold convictions is exhibited against the dangers of anonymity and the loss of dignity of the individual. In as- serting his identity the individ- ual must front the fact that the convictions of others must also be respected. Openness to others is concomitant with openness of the individual to diverse potentialities of ex- pression that exist among men. It is dangerously easy to become closed to others and regard their convictions as ir- relevant. Commitment involves taking a stand, stance in- volves the question of per- spective. Where does the indi- vidual stand in respect to all of life which he finds around him? He is part of a confusing life process which he can cope with only by taking an active part in. Living is a basic part of life, awareness is also, it involves the commitment to be. 30 SPOT CHECK ON LIBERATION WHERE ARE WE GOING? v What is liberation to the members of the Regis community? To Barbara Fitzgerald “72” it is freedom , being content with yourself, being able to pursue what you want, by your own means, without depending on others.” Liber- ation is “Freedom to be what you want to be, not what somebody else wants you to be — Cindy Peys, “72. Kathy Collins “75 states, Having the freedom you want is liber- ation.” Sylvia Lenti “72” defines liberation as, Being released from mental bondage. From the kinds of limitations you ' ve invented yourself. There are always those limitations imposed by the outside to be taken into account.” How free can people become? How do re- sponsibilities and desires relate to each other? To what extent are people free, to what extent to they seem to be free? Is the traditional image of the neat, short haired college freshman being transformed into a dirty long haired hippy” in- dicative of internal or external change or both? What appears to be freedom of expression may be tyranny. The act of freely expressing oneself cannot be done by the apathetic individual. Freedom is not an a priori” actuality but a constant pro- cess involving posing and re-examination of goals. It is total commitment to freedom that must be realized. TH HOPE | ft V ■ ' ■£ - ■ . i STv V . - iL :■ 4 ■■■ ' , 3 5 V -- ,Uf ' Social liberation from policy rules is demonstra- ted by protests for extension of parietal hours (left). To others, liberation expresses itself in re- ligious ways (above). Long hair is another ex- pression— of non-conformity (below). The religious institution is re- examining its external struc- ture. An important question arises, “Where does one find community?” The answer is different, depending on the in- dividual. Sister Cabrini (lower left) lives in the convent on the Regis campus. Among the goals of religious life, she sees that of being of service to oth- ers as important. Constant communication with students makes for availability. To Sister St. Theresa (upper left), who lives off campus in the mother- house at Brighton, (above), community is also important. Sister is working as an area counselor, helping tho se in the religious life in a “process of discernment,” through which the individual can best decide in what way she can be “freeing men to Christ.” “The religious life,” says Sister, “is a whole mode of existence.” Change marks all spheres of life. “We’re all susceptible to future shock.” AND ACROSS THE PING-PONG TABLES Sister Elizabeth Cawley (be- low) is one of six college pro- fessors who is living in Domi- tilla Hall. The group also in- cludes Sisters Joan Murray, Zita Fleming, Marie Cicchese, Helen Fenton, Mary Rita Grady, Nancy Boardway and Claire Achaumbault. The group decided to move to Domitilla Hall in a “desire for closer relationships with stu- dents outside of the class- room,” says Sister Elisabeth Cawley. “We feel we are more available to students.” Inter- actions with students can in- volve conversation, playing a mean game of ping pong or watching hockey on television. Within the dorm awareness of the community’s presence ranges from those “who don’t know we ' re here, to those who come down to visit us.” A movement “to open the window and let fresh air in” was started by Pope John at Vatican II. Communities exam- ined diverse ways of becom- ing expressed. The essential was distinguished from the nonessential. Living in the dorm at Domitilla is one type of experimentation being at- tempted. ip u m ji K r tK; a Whatever is freedom for one is not for another,’’ says Sister Gretchen (right). Sister lives in the convent on campus. She sees her essential pur- pose in Regis community living, to be present, closer to one another and closer to the student life around.” Father Gorman (above) sees liberation as a process of freeing a person from what may have been necessary struc- tural constraints but should become less necessary as the person grows.” Living here on campus is a two-pronged advantage, it gives me the op- portunity to know students better, and students the opportunity to know their chaplain better.” 36 How do married students view the roles of student and wife in relationship to freedom of expression? Janet Celluci (left), states, “Yes, its true that I’ve really changed— you’ve got to be more open in marriage.’’ “You can’t say that marriage is folding undershirts, all harsh reality, it’s common interests, and real caring.” Sherida Sieminski (above) states, “Life is more complex now. I have another person to worry about.” Elizabeth Russo (below) states, “I feel more independent.” All those interviewed pointed out the problem of lack of time in ful- filling all they wanted to. Mrs. Russo says, “Working, going to school and being a housewife involves adjustments in time.” Hus- bands help— some even type their wives pa- pers. 38 r 3T • ■. 5 r % K % , tV 7 % JWS $ %i i«r L ¥ 1 • % ' ■ 4 z y iH : -ill 4f m «. ' : ri w -I Bibi Burckhart (above) is a part time student at Regis. She has become immersed in the woman’s liberation movement. Her involvement was a gradual process, probably beginning in my teens. Interest in woman’s lib grew from speaking to friends as well as through in- tensive reading. Simone de Beauvoir’s works are men- tioned as a strong influence. On marriage, I would never marry where my head is now, says Miss Burckhart. The role playing of husband and wife disturbs her. The one re- servation she has on any movement is that no movement should come to a point where it feels that, “its ideas should be right for everybody. The minute a movement starts dictating what correct feelings are, I don ' t ap- prove any more of that movement. Liberation involves in- ternal as well as external changes. So many women are not only trapped by their environment and position, but are trapped within themselves, . . . their alive, aware, awake minds aren ' t being put to use . . .” “To love one- self and others is liberation. 39 Liberation as conceived by individuals on the Regis campus has been demonstrated through quotes from interviews by members of this community. There are many other con- ceptions of liberation here, as many as there are people in the Regis establishment. The term liberation is one of multiplicity of ex- pression. Dungarees (above) an example of free- dom of expression through a chosen style of clothing. Picture of demonstrators at a Boston peace rally (right). Some chose to express themselves through non-con- formity with established rules. The ele- ment of homosexuality expressed here is one attempt of individuals to deal with the problem of role playing in sexual relation- ships, in human interaction. Two participants in a spoof dat- ing game conducted at Regis (above). The delight of humor is a form of personal freedom to some. Our present age has manifested a deep concern with tran- scending the limitations of time. Events that before might have been regarded as “personally” insignificant are now being seen as meaningful. Invididuals are facing the realities of wars, famines, pollution, and oppression and what they in- dicate about new ways of fronting human potentialities. The role of the media in presenting reality has played a large role in this consciousness. The consciousness of liberation in- volves an attempt at understanding, not a final dogmatic achievement of definition. Liberation, freedom, cannot be fully conceived of at one standpoint of time. It is a constant process, occurring through the daily struggle of expression each man faces. The unlimited potentiality of human ex- pression gives an eternity of meaning to the term liberation. The labelling of choices of expression depends on personal convictions. What is radicalism? What is conservatism? This depends on the individual’s conceptions of what constitutes basic norms of behavior and what are deviations from the norm. Liberation is not only a personal process, but also, by nature of the common humanity man shares, a community experience. The struggle to achieve personal liberation is concommitant with remaining open to others. The realisation of the diversity that exists among mankind brings freedom from the complete subjectivity of the self. Freedom of ex- pression comes from the embracement of all of life. Only then can the indi vidual begin to form the words, “I am.” NOSTALGIA Sometimes we laughed so hard that tears came; sometimes the tears just came. Sooner or later everything became a laughing mat- ter— it was a question of survival. Perhaps the most valuable art we have acquired is the ability to laugh amongst ourselves; realizing that laughter isn’t just silliness, but a bond between open, loving people. The freedom of laughter mellows our hectic days, rebuilds our shattered dreams, and en- lightens our tired minds. Who knows where it may carry us in the future, or when it may carry us back. Living at Regis College has brought Out the best, worst, Or maybe nothing in us. Yet, we have Kindled friendships which have Instilled in us a Never-forgotten love for Good times and Good people. Belonging, Acting, Caring, Keeping . . . CAMPUS COEDS COPE WITH COLLEGE It seemed to be the heat, smoke and noisy crowd that created the confusion of those first room draws— or was it the color of the room? “Oh, I’m a Regis girl’’ . . . Lovely hat but where are your gloves?’’ . . . Look to your left” . . . And the infirmary said I was . . . ‘‘Answer the phone ... I can’t stand it another min- ute . . . Well, Ma it was like this ... I lost a quarter . . . Hustle . . . And I said” . . . “So he said” . . . F— ” . . . Well he had a nice person- ality” . . . How many more minutes until we graduate? . . . So pity me’ ’’ 44 It’s easy to recognize another scrumptious ban- quet at Regis College— but who are these glam- orous young lovelies? A good meal and a little Christmas cheer really does wonders for the per- sonality. Or is it just that the heart is young and free in junior year? Hunger pains join with the call of the wild in an enjoyable, laughable ddinner. Contrary to popular belief the buddy system is still thriving on college campuses. Here we have two fine specimens of the happy college coed joyously relaxing after another long, hard day of study. 46 I He runs SOCIAL WRONGS-THEIR RIGHTINGS ON POSITION— A LOOK TO THE LEFT AND RIGHT Lack of fashion know how— of how one appears to others is demonstrated by these girls. 1. In- congruous appearance of lingerie mars the girl at the left. 2. Easily exposed derriere and torn stock- ings detract from a great look. 3. It would have been better to have the elbow reclining on an ar- mrest. 4. Both the dress and the slip on the girl on the extreme right are attractive in themselves. Worn separately, a better effect. If you’re going to wear a great outfit pull it off with the best of style. 5. The dress on this girl is attractive— what is seen of it. 6. A lovely evening gown, but so much is left und one. Simple hair style detracts from elegance of low back. Escort’s hand draws attention from body lines. 49 SOCIAL LIFE-BEYOND BOOK COVERS The Junior Prom affords one elegantly clothed member of the class a blissful moment of pure relaxation. A drink in hand, she visually partakes of some serious funmaking. She isn’t doing so bad herself! Couples just naturally form an integral part of not only our campus life, but our varied social life off campus. The quiet moments and the laughable moments combine smoothly to illumi- nate our lives and leave a glow that lasts warmly for an indeterminable time— perhaps for life. To omit this world is as foolish as to ignore the academic offerings of college. Regis women don’t seem to have any problems in this vein, however. At least not as many as we create in our studies! 50 Good company, good wine— what bet- ter combination for a warm spring eve- ning? Regis Hall has housed a multitude of these smiling “seminars”, but that doesn ' t dull it a bit. Regis. Its people have a way of befriending you. To be able to breathe a sigh of relief upon realizing that you have nothing to fear in college! Those horrible stories of what “could” hap- pen to you in the wild social world that is college . . . and those beautiful things that never did seem to happen enough! Con- fusion, ambivalence, pressure— it all seems to envelop you, but there is always the relief of a social outlet to ease the strain. There is a magical effect in good company and interesting con- versation that somehow puts you back in focus in the world and enables you to face the time ahead. The pain comes only when you realize that those times are behind. It’s a funny, sad feeling. AT TIMES THE ACADEMIC TENSION SUBSIDES Man, as many contemporary philosophers see him, is a creature subjected to an un- happy existence on earth due to his extreme sensitivity. Yet, that same sensitivity is re- sponsible for countless mo- ments of great happiness. The gifts that can insure one of joy are all about us. The ability to truly celebrate in every mo- ment of life is the greatest tal- ent of any man. The face is a true indicator of the inner being of an indi- vidual. To see happiness radi- ated in someone else’s face is always a lift to any other per- son. The smile of many a friend has cushioned us along the way at Regis. 54 I AND RELAXATION REIGNS Sometimes it seems fruitless to even bother at all with other people. Yet, a warm bond can suddenly materialize amid smoke and conversation that once again draws us, laughing, into the ambiguous beauty of our humanity. This is but one area of our education. Perhaps it is one of the most important. 55 JOBS ON CAMPUS One of the most popular American myths is concerned with the working college stu- dent. The image of the in- dustrious, frugal, independent, self-sacrificing student who “must earn his own way” has become assimilated into the so-called “American Dream.” This image is both an embodi- ment of the capitalistic spirit, and the Protestant ethic which is a pervasive force in the American culture. It holds a connotation to many people of all that is meritorious or praiseworthy. Regarding our on-campus working situation in the light of these concepts raises an important question. Does the average working student at Regis find herself part of, or apart from, the great Ameri- can ideal? According to a group of stu- dents interviewed specifically for this article, working on campus does not imply that a student is “part of” anything. As one student put it: “Regis is a self-sustaining microcosm very much apart from the real world of diversity. In my on- campus job I help in a minute way to sustain the microcosm. What tangible contribution do I make to the outside world?” To others Regis has an even weaker foothold in real- ity. One student admitted: When I came here I wanted to be protected, to be away from everything.” Other stu- dents resent what they term the “cloistered atmosphere” on campus. “The majority of people here are living in vacu- ums,” asserted a Regis senior. “They come and leave with set Off-campus jobs require more dedication. 56 patterns of thought and never change, never grow. I originally saw Regis as a sort of security, I suppose. Now I just ignore it. My real world is just ahead of me.” As sweeping as these generalizations appear to be, they contain an element of truth. The roots of the American ideal are planted in the ever-shifting soils of the real world. The Regis campus, in essence homogeneous, established, and isolated, does not provide the most rigorous testing ground for a working student’s initiative and stamina. Many of the students are aware of this, and in several interviews this awareness was expressed with remarkable candor. As one Regis senior put it: “Our working situation at Regis isn’t realis- tic at all. At John Hancock we’re allowed to set our own hours pretty much at our convenience. There’s no real pressure in- volved. As long as you get your work done no one questions you.” A sense of being “safe within the institution” pervaded many of the students’ statements concerning on-campus work. “You have a responsibility to your job,” contended a Regis cafeteria worker, “and you do have definite working hours every week. And yet if for any reason you are unable to work, there are “Ahem! Yes Ms. I see on your application that you are a college graduate. But what are you trained to do? Typ- ing and stenography are pre- requisites, of course . . .” By that time most of us will probably be reaching for our coats. Graduates, do not de- spair! Before you face job in- terviews with bated breath and clammy hand, be aware of the possibilities! Why waste your effervescent energy and infinite intellect in a sea of stagnation? Of- fice jobs . . . pah! Graduates, you are prepared for more than you realize. Here are a few students with some help- ful suggestions . . . There, now don ' t you feel better al- ready? always other students who will substitute for you. There is a real advantage in work- ing within the institution. Jobs on campus have to be geared to meet the needs of the students.” According to the myth, working students are more aware of the “value of the dollar” than their non-working peers. Thus, they are more attuned to assuming the respon- sibility of a full-time job after graduation. A Regis senior was emphatic in her response to this statement. “That’s ridiculous,” she said. I ' m as prepared to face the responsi- bilities of a job now as I was four years ago.” Another senior attempted a more elaborate explanation. “There are two fac- tors on campus which make it impossible to compare jobs here with a realistic work- ing situation. The first factor is the homo- geneous nature of our “working force,” which results in a compatible job atmo- sphere. Working with students my own age at John Hancock is not being exposed to reality. The summer I worked in a plastics 59 HAS THE DREAM LOST SOME GRANDEUR? factory I had the real world almost slammed in my face.” She went on, “The second factor is the lack of any real competition for jobs on this campus. Anyone who really needs work has no difficulty finding an on-campus job. In fact, the financial aid office usually does all the looking, not the student. It will be a very different matter after gradu- ation. One has to become a serviceable commodity employers will want to buy.” With job opportunities at a low ebb, many sen- iors may be financially compelled to accept dull, repetitive work. Does this necessarily imply a sub- jugation of identity and intellect? As one senior put it: “The key word is awareness, something my education has given me. Working in a factory r ' t. • j r rn could be a learning ex- perience if viewed with an open mind. I could look at the system and see what it does to people.” A Regis junior responded to this statement with a per- ception exceeding her years. I’m not sure how long I could maintain my awareness in a situation which systematically dulls the awareness.” She added, I’m afraid I would give in.” From a cloister” into reality . . . and yet the optimism pre- vails. “I’m excited about get- ting out into the world,” as- serted one senior. Even if I fall on my face that is what I will have done in the world.” And so the American dream goes on, and on, and on . . . Inconceivable I When Lear cried, “Who can tell me who I am?’’ he was voicing the eternal dilemma, the question which has per- plexed man throughout the ages. It is characteristic of man to question himself and his environment in search of answers, and paradoxically, to be perpetually dissatisfied with the answers he derives. For it is in the striving for certainty, rather than in the certainty it- self, that man finds his great- est measure of fulfillment. Wil- liam James termed this funda- mental human drive the “mor- al equivalent of war.” If strife does not exist, man must seek means to create it, in- tellectually or otherwise. In this respect man is para- doxical. Juxtaposed to an un- ceasing compulsion to be dis- satisfied, to discover sources of conflict, to strive for “some- thing better,” is another need as fundamental and yet very different. This is the need for all men, when confronted with the chaotic and perpetual flux of their own ideas, to establish some form of ordering prin- A BOND ALMOST RELIGIOUS ciple. Religion, in many re- spects, serves this vital func- tion. It has provided for man that emotional symbol round which he may rally to ward off negation, despair, and defeat. It has created for him an im- portant kind of “relatedness” with the universe and his fel- low men. What happens when man’s inevitable compulsion to seek conflict leads to a destruction of that emotional symbol? As one Regis student put it: “Organized religion is dying. People are beginning to look within themselves for an- swers.” Is the result of this necessarily chaos? According to Alvin Toffler, “The pressures (in our tech- no-society) are outward to- ward diversity, not inward to- ward unity.” And yet within this diversity is a certain unity. Man being what he is, his natural impetus toward change is invariably coupled with an even stronger need for some kind of unity. In the “youth music” of the late twentieth century, a subtle merging of these basic human motivations can be perceived. Pop music, in its manifold capacity to reflect the fears, discontents, joys, and rages of today’s youth, is at once a “moral equivalent of war,” and a unifying ex- pression so binding as to be almost religious in nature. Often the question” takes the form of a direct challenge to what youths call the pat, set-up” values of the past. In John Lennon’s song Gimme Some Truth,” he has captured the spirit of youthful aggres- sion which often accompanies their questioning. I’m sick and tired of hearing things from uptight— short sight- ed-narrow minded hypocrit- ics. All I want is the truth . . . No short haired— yellow bellied son of tricky dicky is gonna mother hubbard soft soap me with just a pocketful of hope . . . Just gimme some truth.” In Elton John’s The Cage,” a similar sense of defiance and bitterness can be per- ceived. Unable to accept the discrepancy between people’s actions and the “virtue” they profess, John attacks the meanness of hypocrisy he sees with an almost savage in- dignation. The cage” is the world as John perceives it, and in his search for truth, he has become the prisoner: “Well I walk while they talk about virtue. Just raised on my backlegs and snarled. Watched you kiss your old daddy with passion. And tell dirty jokes as he died . . .” Born into a society of un- paralleled affluence, the chil- dren of this so-called “land of plenty” are nevertheless more introspective and critical than any preceding generations. Older generations would ar- gue that indolence breeds dis- content. This argument ap- pears to contain a measure of truth, in that it is easier to in- tellectualize on a full stomach. However, confronted with the fragmentation and dehumani- zation of the modern tech- no-society, American youth is faced with a situation far more perplexing and terrifying than anything which has gone before it. It is no longer a matter of mere physical survival. As one Regis student put it: “With what man has to face in the world today— the hor- rors of nuclear war, over-population, pollu- tion, and countless other evils— it’s difficult to rely on the “power of faith” as our parents If there’s any answer, maybe love can end the madness. Maybe not, oh, but we can only try . . .” Carole King Come let’s run from this ring we ' re in, where the Christians clap and the Germans grin, crying let them lose, saying let them win . . Joni Mitchell knew it.” She added: “And yet, man left face to face with himself, without a direction for those thoughts and feelings which transcend pure rationality, would inevitably become lost to despair.” In Joni Mitchell’s “Blue,” she speaks of the deterioration of values which has been a result of the fragmentation in mod- ern society. “Acid, booze, and ass, needles, guns, and grass. Lots of laughs, lots of laughs. Well everybody’s saying that hell’s the hippest way to go . . .” Where will order come out of such chaos? A Regis student expressed a similar awareness of what she called, “the mess we’re in.” “I don’t know what is right or wrong anymore,” she asserted. ‘‘I’m confused by all the evil I see around me, but I can’t go to the Church or to my parents for answers. Youths today are thinking, and thinking hard. You can hear it in our music, read it in our literature.” Our music. Our literature. The very word “our” implies a sense of unity. The unity that comes from being young, from being questioning, from simply being human. “Yes we all know it’s better. Yesterday is past,” sings Cat Stevens. “Now let’s all start the living, for the one that’s going to last.” Out of chaos comes a hope for stability. Do your own thing. Answer your own question, King Lear. Who are you anyway? And when you find your answer, if you ever do, we can all join hands— and sing. 69 JAN PLAN The concept of the January Plan began in 1 967 with a Federal grant for curriculum development which included Regis, Oberlin and Colby Col- leges. The curriculum com- mittee of Regis eventually helped move the inauguration of the current January Plan. A subcommittee including Dr. Leo Chang, Mrs. Mary Malany, Dr. Susan Williamson and Margaret Scheidler, planned the specific design of the pro- gram, set the criterion for In- dependent Study and worked out minor details. Goals for the Jan Plan as stated by the committee include the follow- ing: to give students the op- portunity to go into greater depth in an area that they may not have had time to explore in a regular semester course; to enable students and faculty to pursue topics of special in- terest together, to provide a chance for students to be in- tellectually independent de- signing their own projects; to encourage community in- volvement on the part of stu- dents; and to examine the re- spective teacher and student roles in the academic commu- nity. Mr. Michael Kane (lower right) coordinator of the Jan Plan was in charge of the reg- istration and establishment of the program. The program in- cludes independent studies as well as organized classes en- titled “Basic Photography’’ “Harmony of the Keyboard’’ “Kuche und Kultur,’’ “Off Boston Theater,’’ and “In- troduction to Archeology.” Featured in the freshman pro- gram— “Man— Our Peril and Potential” were The Proposi- tion (upper right). 70 The purpose of the freshman Jan Plan is “to build a sense of community in freshman class members, to help people within the class know each other better in an atmosphere free from the pressures of grades.” Commenting on the importance of the program’s goal of greater awareness of self and others, coordinator Michael Kane states, “I think an education that doesn’t take into account who a person is and how he or she can grow and devel- op falls short.’’ He also feels that the freshman program gives people a chance to examine what part they should play in the learning process. “Change is occurring so rapidly that we must con- cern ourselves with how we learn rather than what we learn. How did the freshmen learn in their January pro- gram? Through lectures, group and panel dis- cussions. Tickets to “Godspell” and buses to the Natick Mall were provided. Features of the pro- gram included: James Carroll poet, anti-war activ- ist and chaplain at the Newman Center at B.U., Kenneth Benne, professor of human relations at B.U. and Mrs. Mary A. Levenson, teacher in the Boston Public school system. Respective topics covered were the death and growth of structures, differences between authority and power and the role of women in society. What were reactions of freshmen to the pro- gram? “It makes you think, I found myself staying up late at night, involved in discussions and proj- ects,’’ Joan Le Marbre. Lisa Malley: “What was good about it was that through the groups you met new people you wouldn’t have met otherwise.” Adaptations for next year— “Get lecturers students themselves express interest in,” says Nancy Hag- garty. Felice Pelosi— “Alternate lectures between the day and night.” 71 A MONTH’S LONG SABBATICAL FROM ORDINARY Sister Nancy Boardway (above) of “Nuts and Bolts in Contemporary Society.” Susan Ney, Therese Murphy, Sister Margaret William in Harmony of the Keyboard” (right). Designed to instruct students in ways to effectively cope with the break- down of appliances and the ever chal- lenging delapidation of man made structures, “Nuts and Bolts in Con- temporary Society” exemplifies learn- ing by experience. Sister Nancy Boardway had heard of the plan being inaugurated in other schools and “thought it would be a good idea to have it here.” In the art of repairing, what are basic factors? Common sense— “part of the philosophy of the course is getting people to feel con- fident in reading directions.” Joanne Martignette (near and far right) has been working in the Red Barn Nursery School in Weston on an independent study. “I’ve thought of becoming a nursery school teacher.” 72 OR IS IT EXTRAORDINARY ACADEMIA? Linda Traill (above) has been working on the Jan Plan “Apprenticeship in Art.’’ The program offered participants the opportunity to choose from working in museums, department or art stores. Linda chose to work in the Asiatic department of the Boston Museum of Fine Arts. The depart- ment has the largest and best collection of Ori- ental Art in the world. IN OTHER SCHOOLS FORMAL OR INFORMAL Verna Jane Howe (above) pictured with Mr. Dussault at Framingham North High School. “I’ve enjoyed it, I’ve learned so much — it ' s something you’ve got to experience,” says Bobbie Cormier of her work in creative photography. “Employed” (she works without pay) at the Peter Benjamin Studios in Way- land, she “answers phones, crops pictures, develops pictures, takes pic- tures,” “does everything.” “Working in the photography business you have to learn how to deal with people.” Working with people involves putting them at ease while photographing, trying to learn about the person so that you can capture their person- ality— transmit it in some way, in a pic- ture. What were her reasons for choos- ing this plan? ”1 just bumped into pho- tography last spring. I wanted an ex- perience in a studio to see if I could like it. As much as you like it, com- mercial aspects also must enter pho- tography.” On trying to make a living from a studio— “You can’t always take the pictures you’d like to. There’s the work, the grind also.” Bobbie Cormier (right)— working on creative photography at the Peter Benjamin Studio in Wayland. Ann Hafey (right) student teaches at Framingham North High School. She teaches Economics to seniors and freshmen. “Rather than think of it as student teaching— as something I’d be marked on, I’ve thought about it as a Jan Plan. It was something I’d never done before— so why not try it?’’ What are some of her opinions of teaching? “I would like students to feel that what they have to offer is im- portant. I’m not the answer machine. I’d like kids to know there’s no one answer.’’ On objectives— “If they’d just learn to think out problems not just put down answers for an an- swer’s sake.” Innovations and “old” problems of the educational system perplex her. “Myself, I question some new class- room innovations— I have kids who can’t even do simple arithmetic, with math it’s hard— it’s a skill. Another thing that bothers me is to see kids who are just being pushed through the school system. They just don’t care, if you let some of them stay in school until they got interested, they’d be collecting medicare, I mean it. In some cases another year in school just means being another year older.’’ Teaching offers a complexity of fac- tors to contend with outside of behav- ioral objectives. “I think basically if you have a slow student he’s not that slow— there are other problems in life at that time that are more important to him than math problems.” On the joys and horrors of the teaching profes- sion, “It’s frustrating at times when you like the subject and the kids are apathetic. I’ve never met a profession like it— when you’re up, you’re up, when you’re down, you are down. It’s a lot of fun even though at times I seem to complain a lot.” Teaching has changed her. “I ' ve al- ways been an organized person. I’ve had to learn flexibility and yet not get disorganized.” Ml A START OR A FINISH? How much of a change has the Jan Plan brought in its experimental year? On campus involvement in new areas of interest with diverse groups of people has broken down classroom barriers— for a month anyway. What about expansion off campus? Pro- grams for which students commuted to Boston (Lower right— view from Prudential Center) via subway cars under a galaxy of lights (Upper right) offered exposure to “outer limits.” Geographical boundaries exploded for students who visited Greece, Italy, Ireland or England. Marguerite Cook writes in January from Greece, “We have been to Athens, Corinth, Sparta, Mycenae, Mythone and a million other places. We are now sitting in a cafe in Olympia. Tomorrow we are going to Delphi.” For some students coming to the Regis campus has been a new world of experience. Ellen McCarbille and Ann Carthy are freshmen from St. Rose College in Albany who partici- pated in the program while living in at Angela dorm. Ellen commented, “I like it here but the fact is it’s out of the city— if you put the campus in the middle of a city it’d be beautiful.” To what extent does a formalised education separate a student from the life he is preparing to live for? Is there a price to pay? 76 On the Spot pictures of Jan Plans in operation (Top left) Diane Salvatore in Explor- ation of the Media.” Work in oil and acrylic painting, de- sign, water-color, ceramics or weaving was made avail- able to students. Regis stu- dents worked for the “Low Cost Housing Corporation of Bo ston with Dave Brown (top right) coordinator for student volunteers. BRA (Boston Redevelopment Agency) bought houses for rehabilitation for as little as a dollar in some cases. Once exclusive homes in the South End, some of the houses cost as much as $100,000 to build when they were constructed in the nineteenth century. (Middle— upper left) Mem- bers of Nuts and Bolts in Contemporary Society pore over a disembodied lamp. Participants found the adage that only guys know how to fix things to be a myth. Us- ing The Handywoman ' s Guide, and muscle power, they changed tires, repaired hole-ridden walls, worked on leaky faucets and puttied windows. Suzanne LeBel (lower middle left) is pic- tured working in a laboratory at Mass General Hospital. Suzanne was involved in re- search on the diseases as- thma, cystic fibrosis and arthritis. Deidre Neilen (middle right) was one of the Regis team working for Bos- ton ' s Low-Cost Housing Corporation.” (Lower left) Jane Murphy pictured with Larry Stark, theater critic for BAD who appeared as part of the program Off- Boston Theater.” Pat God- dard (right) and Debby Reed (left) are pictured in the “Little City Hall in South Boston (see picture at near left). They worked for the Youth Activities Commission 77 THE WAY ballet- bal,-a noun 1. dancing in which fixed poses and steps are com- bined with light flowing movements often to convey a story or theme; also: a theatrical art form using ballet dancing 2. a company of ballet danc- ers. sport-noun 1. a source of diversion: PASTIME 2. physical activity that is engaged in for pleasure, adj.-of, relat- ing to, suitable for sport(s). The beginning of a complicated routine always involves some hesitation. Most little girls, when asked what they want to be when they grow up, are very prone to answer (and sincerely so) “I wanna’ be a ballerina.” Natu- rally there are many obstacles to overcome, as we shall see. 78 TO BALLET The transition between childhood and early adolescence leaves most of us awkward, clumsy, and on the whole, very ungraceful. One alterna- tive (besides the weekly grind of ara- besque and tour jete) that is designed to make one sound of mind and body is the field of sports. Here on these pages we examine the end product, produced by years of active participa- tion in games that challenge both physically and intellectually. We ask you to observe every flowing move- ment of every participant as she throws herself completely into the rhythmic pace of a game. We ask you to watch every motion of the player as she unravels many tales through vivid use of her body beautiful. But most important, keep at- tuned to the music. There is such a strong similarity between ballet and sports that even dif- ferent expressions used in games denote certain kinds of rhythm and dance steps found in ballet. For example: pi- voting; fast break; trav- eling; lunge; a jump ball; slide; pushing; and shussing. This is the epitome of form, gracefulness, beauty and style, wrapped up in intense concen- tration. This is a prima ballerina at her best. Waiting for her cue. Ready? 79 Basketball— the sport that involves every muscle and every sinew. One must have a good sense of direction and coordination. Lunge. Parry. On guard. Fencing is an early form of self defense. It is the art or practice of attack and defense with a sword or foil. A foil is a fencing weapon with a light flexible blade tapering to a blunt point. It is perhaps the most grace- ful and skillful form of combat ever invented. 80 THE WEEKEND AS A WAY OUT Most high school students live only for the day they can leave home and live at college. It is funny how all they think about once they get here is “getting out”! Escape from tension comes in as many unique forms as people do. For some it is the ecstasy of being with a certai n someone. For others it is the peace found in the love of painting, or mu- sic, or just a simple walk. The only certainty is that we all feel a need to re- lease our frustrations in one way or another. 82 The campus— a composition of human and natural life. Whenever the stagnancy of con- crete threatens— the ever vibrant force of na- ture beckons as a stillpoint, a reminder of the constant change that marks what man terms his existence. k ' - Living, studying, and even playing within the same four walls for a school year is no easy task, even for the studious indi- vidual. We are basically social beings, and most of us would agree we love that part of our college life. The relaxation and release offered in a night at the theatre, a quiet dinner, or a noisy party allows us to begin again on Monday. 84 86 MARK THE SPOT