Regis College - Mount Regis Yearbook (Weston, MA)

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Parents D uring senior year, each class struggles to create a yearbook that reflects those special mo- ments and events of its life at Regis College. The Class of 1987 is no excep- tion. We want something concrete in the future that will help us remember our precious time here. However, as we attempt to give our memories form and shape, we remember who made these memories, these experiences possible. But for the support and en- couragement of you, our parents, 1987 would not be such an exception- al year for us. College was, perhaps, our first real step toward independence, where we were confronted with bewildering choices. When we were studying for an exam, frustrated because we thought we would never pass, you pa- tiently listened to our complaining. When we failed to call or come home for the weekend because we were too busy practicing for the big game, you understood that commitment. We can only hope that our eagerness and enthusiasm in sharing the A, or the win- ning goal with you compensated for your disappointment. Looking back on our four years, we realize that much of what you did for us we took for granted. When you made Regis possible, we were perhaps unaware of the extent of your sacri- fice, your giving. We, on our part, re- ceived more than an opportunity for a good education. Your unselfish love and dedication gave us the time to grow and learn from our mistakes, to find ourselves, and to prepare for pro- ductive lives. Letting us go, enabling us to become independent women, could not have been easy for you, and it certainly was frightening to us, but we succeeded and we thank you. We hope that in the future, our lives shall express the gratitude we feel now. Meanwhile, we wish to show our appreciation by dedi- cating this book to you, full of our tri- umphs, full of our l aughter, and most certainly overflowing with the love we have shared with one another and the love we share with you. I have had worse partings, but none that so Gnaws at my mind still. Perhaps it is roughly Saying what God alone could perfectly show- How selfhood begins with a walking away. And love is proved in the letting go. C. Day Lewis M. Yetz Dedication

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T o The Class of 1987: Your theme of Directions and your message that four years at Regis have “made all the differ- ence in your willingness to take “the road less traveled by if it seems the right one for you means, I think, that you have, indeed, experienced a true liberal education. As you leave, now, to continue that experience on your own, I would like to share some thoughts on why your choices in life are going to be so critical, not only for yourself, but for all of us. President ' s Message cal-spiritual dimension? This, I believe, is the ultimate challenge to those of us engaged in liberal educa- tion in a nuclear world. We have reached a point in civilization where the things that man is able to create, man can no long- er control. How did this happen? Because some- where in the process of education, brilliant minds become obsessed with the potential of technology - with what could be done and how - and pressed into the shadow the deeper question of the human spirit - the why! Educated leaders resembled the technically trained actor described by Will Durant as one who knows his part but is ignorant of the meaning of the play. The information explosion and the proliferation of knowledge has seeped into us and thrown us out of balance. There tends to be greater manipulation and little or no meaning surrounding much of our scientific and communications technology. The equation that human rights equals human obliga- tions has been lost. Prince Charles posed one of the challenges to high- er education today in his address commemorating the founding of Harvard 350 years ago. “Surely, it is important that in the headlong rush of mankind to conquer space, to compete with nature, to harness the fragile environment, we do not let our children slip away into a world dominated entirely by sophis- ticated technology, but rather teach them that to live in this world is no easy matter without standards to live by. He said, “We have too long and too dangerously ignored and rejected the most funda- mental traditions of our Greek, Roman, and Jewish inheritance. Although science is undoubtedly one of the great expressions of the human spirit, the princi- ple of balance calls upon us to see that it is not the total expression. In 1945 the world was stunned at the destruction unleashed in Hiroshima. But with all the horror sur- rounding that devastation, it remained mostly in the realm of the intellect - we knew about it as a fact - we did not know it as an experience. Therefore, we never admitted or ever dreamed that it could hap- pen again - or here. Now forty years later with Chernobyl - we know - we know emotionally! What did not touch us in Three Mile Island and Love Canal somehow has caught ud with us. We Know aailv that what nappened in Chernobyl could happen in Plymouth or Seabrook. You have never known a world from which nuclear danger is absent. You have grown up conscious of its threat - reflecting on it or trying to ignore it. Whatever your response, it will affect the entire human world today. Will these decisions be wholly technological or will they be imbued with an ethi- Imaginative, value laden thinking is critical at points now arising not only in the sciences but in sociology, economics, political science and communications. For instance, questions around the scientific ac- complishment of the artificial heart include the qual- ity of the life that is prolonged, the effect on the social structure of the family, who will be entitled to receive one, how can we provide for its use not only for a few but for all - how do we share such discoveries with the third world? Technology is assumed as critically important. And it is. But if this basic assumption is not value - laden, and the evidence is that for many p eople in key positions it is not, then true liberal education is more critical than ever. The power unleashed by technol- ogy - for example, nuclear power, calls for thought- ful people to determine how that power will be used. It is the challenge of liberal education to pre- pare liberally educated people-you- who can and will control the future of nuclear uses - and that control must be a moral one - born of a reverence toward all of creation. And here we move beyond the realm of reason and into the world of wisdom, the world of synoptic view and the integrated mind, the goal of a liberal education. This is the world you have just entered and the world where you will continue to journey, the world where, on your own, you will keep asking and finding answers to the questions: Who am I? Where am I going? What is my role in this beautiful, mysterious, nuclear endangered, technological world of 1987? Presidents Message v 5