Ripon College - Crimson Yearbook (Ripon, WI)

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Table Of Contents Faculty 7 Greeks 17 Living Groups 27 Sports 41 Student Life 63 r. Seniors 83 t i I k ’ Introduction

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Letter From The Editors: When it looked as though the completion of this yearbook would never take place, we as concerned Ripon College students, decided some action needed to be taken. With a three-week deadline from start to finish, we began our endeavor of reformatting, reorganizing, and completing the layout of the 1989 Crimson. We strove to do the best job we could, working with a very limited budget and using all the 96 pages we were alotted. As students of Ripon College, we feel that preserving our years here through the creation and comple- tion of yearbooks to be a necessary and challenging feat. The years we spend in college are special timefc where we grow as individuals, and being able to capture a glimpse of those times through a yearbook makes all the work seem worthwhile. We, the editors, would like to take this opportunity to thank all the Ripon College students and faculty who aided us in our cause of finishing this yearbook, through their contributions of photos and their aid in“recapping” the past year. The years we spend at Ripon College are times of growth and friendship; times to hold close to our hearts and to never forget. Andrea L. Grant Tammy R. Utschig Editors 2 lmroduction

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I “We are all Greeks. Our laws, our literature, our religion, our art, have their root in Greece. The speaker is Shelley, the language poetic, the effusion Romantic, and the truth abbreviated in that it neglects the role of the Romans in the foundation of Western Civilization. Originally simple farmers and citizen soldiers in central Italy, the Romans were endowed with a practical genius which led them toward magnificent architecture, durable political administration, and solid civil engineering like roads, bridges, and aqueducts; but it led them away from the theory and ideas so precisely and comprehen- sively studied and written about by the Greeks. Yet that same genius and pragmatism prompted the able among the Romans to bring from the Greek world its special achieve- ment and to teach it in Roman schools. The Romans thus began the transmission, the handing over, of earlier culture and civilization, enabling new generations to build imme- diately upon the old; and the stability of Roman political administration both at Rome and in the provinces insured a firm grounding of the new schooling which continued through pagan and Christian schools and has survived the fiercest barbarian attacks through all subsequent centuries. Although clearly conservative in its preservation of the most relevant of the past, the Classical Tradition nevertheless liberates us from the structures, strictures, and fads of the contemporary. The unstated assumption in this observation is that individuals de- serve to be free from inhibiting forces, whether political, social, religious, superstitious, or even natural, in order to achieve their full human creative potential. This profound anthropocentric assumption, as vulnerable and fragile as often taken for granted, is the quintessence of our Graeco-Roman heritage. In Athens of the fifth century B.C. the individual emerged from sculpted marble, walked across the tragic stage, and had his voice in the assembly of the citizens. There were talent, knowledge, and wisdom may have elevated some above others Pericles seems to have been a first among his equals — any citizen apparently had the right to express his opinions and make himself heard. 4 Introduction