Temple University School of Medicine - Skull Yearbook (Philadelphia, PA)

Text from Pages 1 - 356 of the 1960 volume:

“DC. I960 SKULL the yearbook of Temple University School of Medicine STAFF Donald J. Ritt, editor-in-chief George L. Popkv, business manager Roberi R. Larsen, photography editor BOARD OF EDITORS Donald L. Kimmel Frederick A. Simeone H. Bum Richardson John M. Williams CONTENTS INTRODUCTION 3 ROBERT T. BUCHER. DEAN 4 WILLIAM N. PARKINSON 6 IN MEMORIAM'EDWARD WEISS. M.D. 7 ADMINISTRATION 8 A PICTORIAL REVIEW 9 BASIC SCIENCES 40 CLINICAL YEARS 70 JUNIOR INTERNSHIP 88 ACTIVITIES 128 SENIORS 158 MEDICAL TECHNOLOGISTS 222 NURSES 236 ADVERTISEMENTS 332 2 INTRODUCTION There is a purpose to this yearbook. It is to define medical education at Temple University School of Medicine in I960. The dedication of the I960 SKULL is to medical education, per se. It would be inappropriate to extract one man from the teaching population for praise when our purpose is definition. This book must he read. The photographs indicate the scope of the four year's activity but the concreteness of education can only be established by means of the specificity of words. These words are written by the men who taught and by the students who learned. THE EDITORS m s ROBERT M. BUCHER. DEAN MEMBERS OF THE CLASS OF I960 Although you entered medical school prior to my assuming office. I shall look upon this as my first graduating class as dean and shall reserve a special place for you in my memory in years to come. Just as every group has a distinct personality, your class could probably be described as a transition class. It has been your lot to be enrolled during a period of rapid growth of the Temple University Medical Center. You have used the new clinic and hospital buildings and know that more physical plant expansion is planned. You have been but the second class to participate in the major experimental senior curriculum, have benefited from the experiences of a year ago and yet have supplied additional constructive criticism. Through this it is our belief and hope that you are well prepared to take your place in the medical profession. You have seen a tremendous growth of research in your institution with greater than a 100 per cent increase in research activity since your freshman year. Your members have also engaged in this research more than have members of previous classes. It is regrettable only that financial and space limitations did not permit all of you to have this enriching experience. Going beyond our own ivory tower, one realizes that the classes of 1960 in all schools have been spending their formative years during an unusual period in the history of medicine. This is a time of critical self-evaluation and long range planning. A growing population, demands for more medical care, an increased awareness of the importance of advancing the frontiers of knowledge, and the increasing costs of improved medical care are all problems of intense interest. The solutions to them arc not yet evident, and it will fall to your group to add to the constructive thinking in these areas. It is unlikely that many graduating classes in the past have looked forward to such challenging futures. There arc large numbers of young people just entering their educational years— larger numbers than this country has ever seen. These new students must be guided and instructed and from your ranks must come many of the new medical educators as well as tomorrow’s leaders in medical service anti research. It is my full expectation that your achievement will justify the effort and confidence of the faculty and that you will be credit to your medical school. 4 ROBERT M. BUCHER, M.D. This statement appearing opposite Dr. Bucher’s would be expected to reflect student opinion regarding the operation which he directs. As editor of this book. I must speak for more than myself, yet since education is the individual experience of assimilating concepts and knowledge. I may express a variation of my colleagues' beliefs. These four years have rushed past. Still, there remains within the confident demeanor of the graduate that thread of anxiety and uncertainty which was so apparent when he sat in his first lecture. Me knows that the acquisition of his degree is but one step. The final analysis of a preparation may be found only after there has been application. Accordingly, no absolute judgement of this institution’s efficacy can be stated here; we evaluate only by supposition. The student knows only that which he has lived. The most fundamental questions about education, however. are these: (1) has the student gained a firm foundation in the basic concepts of his profession; (2) has the pattern been well established for continual self-education. The first question lies under the immediate control and supervision of the institution and is its primary responsibility. The assumption is that these foundations have been established. At least as a Junior Intern. the student has concrete knowledge that he has applied these principles and that he has questioned other’s knowledge of them. He is aware of the total inter-relationships of anatomy, physiology, biochemistry' and pathology in the posterior, penetrating, peptic ulcer and he is able to visualize the effect of the patient’s total personality upon his disease while realizing that surgery may be imminent. A perspective has developed. Although the problem of education of fundamental knowledge has most probably been solved adequately, the direction for continued self-education may be eventually more significant. This area seems to need more emphasis. Dr. Thomas Durant's stature as a dynamic, thinking physician and the challenging, inquisitive atmosphere of St. Christopher's Hospital have given the student a concept of the ultimate in self-education but these factors are not dominant. Hopefully this type of inspiration for knowledge would replace the study-to-pass-the-exam type which exists today. The student knows that he has progressed. He has contributed to medical management. He would continue to learn. He would be grateful to Temple University School of Medicine for his Doctorate of Medicine. 5 DONALD J. RITT WILLIAM N. PARKINSON. M.D. William NT. Parkinson. Dean of the medical school for thirty years and for the past year Vice-President of Temple University in charge of the medical school and the hospital, has been the medical school—the admission policy, the admission committee, the director of policy, the initiator of the senior student internship program, the force behind the construction of the new pavilion which l ears his name, the single individual most responsible for the clevelop-men of the Temple Medical Center as a nationally outstanding institution. Dr. Parkinson has been an austere leader. It has been said of him that if he has nothing nasty to say he will say nothing. Yet one has the feeling that behind the grim facade lies a grin and a belly laugh. The grin because of the accomplishment, the laugh because of those who shrink from Parky in terror. The cartoon which appears on this page is to indicate that facet of Dr. Parkinson which usually is hidden. It would be impossible to have Dr. Parkinson state in a few hundred words his position on medical education. This total book, rather, tells more of the entire story. Since he has given the heads of the various departments their roles in education, it is more fitting that they tell of their concepts while Parky remains here, silent, yet by his very presence a significant indication that this education exists and that it exists as it does, to a great extent, because of him. 6 THE EDITORS IN MEM OR I AM HOWARD WEISS, M.D. Dr. Edward Weiss was a quiet, dignified, unassuming but dedicated man—dedicated to the idea of man’s worth and his right to his own personal concept of living. Me early saw the interaction of man’s personality in health and disease. It interested him intensely. He changed the direction of his career considerably for this idea. Its pursuit in psychosomatic medicine was his vocation, his inspiration and often the source of his pleasure and satisfaction in living. I)r. Weiss believed in the patient as a combination of body and mind working together, and was one of the first to teach that understanding illness and sick people consisted of something more than a knowledge of organic disease processes but included a knowledge of emotional processes within that body as well. Dr. Weiss was a pioneer. He had creativity and the discipline to channel his ideas. From his fertile mind developed many of the first clinical evidences that emotional factors do complicate and add to the burden of physical disease. He could discuss, arrange, and teach these pieces of evidence in an interesting and convincing manner. He was appointed to Temple University School of Medicine as Clinical Professor in 1932. In 1933 he began working on clinical pro- lems in the medical school. He held what was called a medical-psychological conference which was a teaching exercise for senior medical students. It consisted of the presentation of patients from the medical wards who were studied psychologically as well as medically. From this idea and the case material presented, the book Psychosomatic Medicine grew. It has been translated into many languages and has been used as a textbook and reference book for many years and through many editions. Dr. Weiss served as one of the founders and as one of the first presidents of the American Psychosomatic Society. He was a member of the board of directors of the Marriage Council of Philadelphia and of the Family Service of Philadelphia. He was a fellow of the American College of Physicians and the Philadelphia College of Physicians and a member of the American Society for Research in Psychosomatic Medicine. His most recent work was a popular book called Don't Worry About Your Heart published in February. 1959 by Random House. We mourn his passing at Temple University Medical Center with a sense of loss very poignant to the many of us who knew him. O. SPURGEON ENGLISH, M.D. 7 ADMINISTRATION MILLARD E. GLADFEI.TER. Ph.D.. D.SC in Ed.. LL.D.. Liu D.. L H.D President of the University HOWARD M RAKER. M.D. Hospital himinittralor 8 I A PICTORIAL REVIEW 9 01 1! HERE, THE VISUALIZATION OF THE PRINCIPLES 12 14 15 16 17 PAPER WORK 19 PATTERNS 20 accident dISPENSAr' 22 ROUNDS... 24 — Jl CONFERENCE 26 AND ROUNDS « 33 LIFE LINE. UNSEEN 34 35 36 SUMMARY 38 BASIC SCIENCES These are the fundamental subjects, the foundation upon which all else is constructed. Overflowing with lectures and laboratory work and necessitating many hours of pouring over notes and texts, these first two years call for blind faith that the study has indispensable value. It does. 41 ANATOMY JOHN FRANKLIN HUBER. M.D.. Ph D. ProfcvM� r and Head of ihe Department '‘Anatomy is more than a science. It's a way of life.' The Challenges to be Met by the Department of Anatomy By virtue of the position of the course in Anatomy in the curriculum, the stall of the Department of Anatomy has one special challenge which other departments of the Medical School do not have. The freshmen students, during their fust semester, must make the transition from undergraduate school to the demands of the professional school and the anatomy teacher usually finds that he is spending a great deal of time, at least in the early part of the course, in helping his students to make this transition. Our department has striven to foster a feeling of friendly understanding to help speed up the taking of this hurdle. The beginning of the development of a professional and scientific attitude by the medical student also falls to the anatomist who must start to train the student to avoid being satisfied by half-way knowledge and vague impressions and to strive for complete accuracy, extreme care and a healthy curiosity in the search for truth. Still another beginning which the teacher of anatomy must foster in his student is the start on the mastery of a $] ecial vocabulary which he, as a physician, will use throughout his professional life. The physician often fails to think of how man) oi the words he uses with thorough understanding in his daily work he learned in his basic course in anatomy. in addition to the foregoing challanges to be met by the Department of Anatomy, there is the more obvious one of the factual material of anatomy which the medical student must begin to learn. Under this heading come the structural concepts which will act as a basis or foundation upon which much of his future knowledge will be either consciously or unconsciously laid. The student must also be helped to start his acquisition of a multitude of details some of which will be used in each of the fields of clinical study which he will pursue, with an apparent (quite natural) feeling by each clinical department that the anatomical details of value to its field are perhaps the only ones which are really worth bothering to learn. To help the student to begin to acquire the necessary factual material, the Department of Anatomy has attempted to become familiar with the available audiovisual materials (and to develop others not already available) and the various teaching techniques so that it would be possible to select the one, or ones, for use in any given subject area which will be most effective in the teaching-learning process. JOHN FRANKLIN HL'BF.R. M.D., PH.I). M. NOBLE BATES, Pli.D Sometimes they net like a captive audience. JOHN D. HARTMAN. M l). Things were different when Mary Ellen wax here. HOOT” WALKER. Pli.D. Old anatomists nei'cr die. . .“ Dr. John Franklin Huber s Anatomy Department is the freshman medical student's introduction to the human body, the Temple University School of Medicine and to the art and theory of the practice of medicine. Of more immediate concern to him. Anatomy means five months of dissection, microsopy and lectures. It is only in retrospect that the student realizes the extent of the orientation he has received. Dissection of the human body is a hard-won honor afforded the medical student. To the layman it is an outstanding feature of medical education. The Temple student is told, too briefly, the moral responsibility he should assume when he undertakes dissection of the cadaver. He is left to learn by the probe and textbook the marvelous intricacy of the physical remnant. He learns a lifeless and unresponsive morphology of human tissue, yet a living conceptual foundation upon which to fabricate a functional pathological and therapeutic theory. His lectures integrate with the other basic medical sciences, but his understanding is gained by doing, which he sees is a basic tenet of education at Temple. In Anatomy, the student finds out his function in the school and his rcsjxmsibilites toward it and himself. Time is occupied by assignments of material to be studied. The criterion of smeess is the grade received. Factual knowledge, therefore, must be produced on paper. Stringent application to this task is possibly dictated by the mass of material. Limitations in the approach are that the student is not stimulated to delve into the history of his science, to learn the re-search techniques which have provided his texts or to search for original approaches to form or function. It remains for his clinical years and practice to develop his philsophy and theory, if he will ever do it. DONALD L. KIMMEL. JR. 43 J ROBERT TROVER. PhD. Sometimes 1 wish I were fat again.' W VH “tH£ UIE Cf UH. ICH£L CLASS OF 1963 Richard P. Albertson, president Donald B. Spangler, vice-president Walter G. Wolfe, secretary Nikon A. Schwartz, treasurer Nicholas L. Rock, historian Allen, Samuel D. Almond. Charles R. Appel, Charles R., Jr. Bagley, David L. Baker, David M. Beittcl, James P. Bierer, Rosalie R. BlinkofT, Barry Blitzer. Ronald J. Brechbill. Ivan T. Brodsky, Gerald L. Brown, Edwin G. Brumbaugh, Frank S. Busier, Verne M. Jr. Campbell, Ernest W. Cochran, James F. Colombi, Daniel J. Constantine, Paul A. Cruz-Vidal, Aida A. Custer, Allen LeRoy Dash, Lawrence A. Day, Robert E. Decker, Robert E. Dowling, Joseph P. Dreyer, Carl V. Duerksen. Roger L. DuPuy, Theodore E. Eder, Kenneth W. Engle, John E. Eyrich, Patricia A. PHYSIOLOGY {Editor's note: The following is to substitute for the statement by the Head of the Department. It is taken from the introduction of A Textbook of Physiology; edited by John F. Fulton, M.D.; W. B. Saunders Company; Philadelphia and London; 1949. The statement is written by William H. Howell, M.D., the original editor of this classic textbook.) The fundamental facts of physiology, its principles and modes of reasoning, are not difficult to understand. The obstacle that is most frequently encountered by the student lies in the complexity of the subject—the large number of more or less disconnected facts and theories which must be considered in a discussion of the structure, physics, and chemistry of such an intricate organism as the human body. But once a selection has been made of those facts and principles which it is most desirable that the student should know, there is no intrinsic difficulty to prevent them from being stated so clearly that they may be comprehended by anyone who possesses an elementary knowledge of anatomy, physics, and chemistry. It is doubtless the art of presentation that makes a textbook successful or unsuccessful. It must be admitted, however, that certain parts of physiology, at this particular period in its development, offer peculiar difficulties to the writers of textbooks. During recent years chemical work in the fields of digestion and nutrition has been very full, and as a result theories hitherto generally accepted have been subjected to criticism and alteration, particularly as the important advances in theoretical chemistry and physics have greatly modified the attitude and point of view of the investigators in physiology. Some former views that have been unsettled M. J. OPPENHEIMER MD„ ScD. Professor and Head of the Department You guys stay me. and much information has been collected which at present it is difficult to formulate and apply to the explanation of the normal processes of the animal body. It would seem that in some of the fundamental problems of metabolism physiological investigation has pushed its experimental results to a point at which, for further progress, a deeper knowledge of the chemistry of the body is especially needed. Certainly the amount of work of a chemical character that bears directly or indirectly on the problems of physiology has shown remarkable increase within the last decade. Amid the conflicting results of this literature it is difficult or impossible to follow always the true trend of development. The best that the textbook can hope to accomplish in such cases is to give as clear a picture as possible of the tendencies of the time. Some critics have contended that only those facts or conclusions which there is no difference of opinion should be presented to medical students . . . There does not seem to be any sound reason why a textbook for medical students should aim to present only those conclusions that have crystallized out of the controversies of other times, and ignore entirely the live issues of the day which are of so much interest and importance not only to physiology, but to all branches of medicine . . . Some knowledge of the gradual evolution of our present beliefs is useful in demonstrating the enduring value of experimental work as compared with mere theorizing, and also in engendering a certain appreciation and respect for knowledge that has been gained so slowly by the exertions of successive generations of able investigators. 46 W. H. HOWELL IX5IF. M. CKELSIIEIMEK. M.D. Ph.D. A woman is never loo ohl lo fall in love. JOHN D. EVANS. Ph D. According to Starling's lau you should be flying south. W Physiology is seen in a perspective that is shared by only the other first year courses. The difficulty arises in attempting to dissect out segments of the ensuing three years and say, “Here. This is the effect of Dr. Waldrcn's lecture of May 10, 1957.” Indeed, such cannot be done. The effect that this department has had upon the student escapes clear explanation because formal instruction in physiology continues throughout the four years. Dr. SolofFs senior medicine conferences on the electro-cardiogram are allowed because Dr. Evans opened the discussion to the first year student, specific points were reviewed in pharmacology during the second year, and the field was explored again in the junior year by didactic lectures and by clinical experiences. It is apparent, then, that physiology, more than any other discipline. is a foothold course.” It must establish the early groundwork for constant reference, for development of more detailed information, for continual clinical evaluation. The very hazy memory of the specific time during which physiology was first being learned was jarred slightly by a return to the lab. These afternoons of dynamic physiology were frequently more “traumatic than dynamic but enough experimental animals had their carotid arteries cannulated to see that variations of the kymograph could be predicted. This helped. After a few weeks it became apparent, too, that frog muscle did have inherent contractility. No doubt, sufficient funds to allow more sophistication of laboratory experiments would be approved b both student and faculty member. The six hours of lecture each week were sometimes stimulating. But to expect Laurence Olivier to be seen each day, to walk into a small room which is packed with an audience” which has already been sitting for two hours and then to thrill as well as to teach would be absurd. Although the study is sometimes tedious and sometimes disappointing, the student obtains the knowledge. The foothold is established. 47 DONALD J. HIIT Ford. Robert W. Fumary, Janies D. Fusonic, Douglas F. Gartner. William S. Gillum, David F. Green. Alexander A. Grecnhalgh. John S. Gross. Alton F. Grossman, Fred Hafer. Jesse C., Jr. Hartman, Harry K. Hayashi, Robert H. Hennessey, Joseph F. Herman, Thomas S. Herron, George R.. Jr. Hess. Richard J. Houston. John B. Hutchinson. David N. Jackson, Robert C. Jaffc. William L. Jones, John E. Kern. Eugene B. Klekotka, John J.. Jr. Knepshield. James H. Kochcrspcrgcr, Albert B. Kreider, Clement II Kieuzbuig, Robert C. Kyrston, Leonard J. Landow, Charles J. Lane. C. Darrell Liguori, Richard A. Lilly. John R. Lim, Heng F. Lipsius, Steven H. Lloyd, Gerald R. Lockey. Stephen I). Lulejian, Gary A. McCalfrce, David L. McCandless, James R. McKinley, Eugene R. Magnant, Claude D. Magoun. Thatcher. Jr. Malick, Gerald P. E. A. OHLER. Ph D Just give rue one good night's sleep and I'll lick the world.” MARY P. WIEDEMAN. Ph D. only go out at night. PETER R. LYNCH, Ph D. One silk nightgown can be GUIDO ASCANIO. M.D. warmer than four overcoats. Come in earth. Who Knows the Answers? The first responsibility of a teacher in one of the basic science departments in a school of medicine is to teach his subject. In fulfilling this responsibility he has to make certain decisions, and he has to set up certain aims and purposes. What aspects of the subject shall he teach? How much in the way of detail should he require? Shall he merely point the way, and let the student find his own path? Shall the level of teaching be set for the upper one-third, or the middle, or the lower third of the class? How much emphasis should be placed on laboratory work? How many quizzes and examinations should be given? Which kind? And so on and on. Teaching his subject is the first-responsibility. Arc there other responsibilities? Is it the duty of the teacher in the basic science to impart solely technical information to these students? In a few years they will be physicians dealing with patients who react to physical ills, yes, but who are likewise human beings looking for help in other problems of life. Who should encourage the medical student in his stand against those forces that lead to a deterioration of the fine ideals with which he started—against cynicism; against cupidity; against the tendency to make a trade out of a profession, to make a financial success the goal? Has the teacher of basic sciences any responsibilities along these lines, or should these aspects be left to the student himself, or to courses in medical ethics, or to contacts with physicians on the ward and in the clinic? ROBERT H. HAMILTON, Ph D., M.D. Professor and Head of the Department Don't forget to add toluene to your 24 hour smegma. In a broader sense, the teacher has three responsibilities: first, to the students, to each and every one of them, to give them the best instruction he can, based on the above considerations; second, to the school and the university which employs him, to carry out his job of helping to turn out students who will be a credit to the institution; and third to the community and to the state who support the school, to see that the standards of medical practice are maintained and improved, and that those who bear the degree of Doctor of Medicine deserve the respect and admiration which the name physician” has come to evoke. To some of the questions raised, a medical student will feel at once that he knows the answer, and perhaps other students will agree with him. To other questions there will be much disagreement as to the proper answer. If a student feels by the time he has finished school, or by the time he has practiced for a while, that he had a fairly good course in a particular subject, he is endorsing the decisions of that department on the above questions—he is indicating that the department, so far as time and facilities and his own background allowed, met the need for its contribution to his ability to practice medicine. Sometimes a student may feel certain before he finishes school, and may even sense during the course (mirabile dictu!) that he is getting his money's worth, and that he himself is giving effort and in return is receiving knowledge. 50 ROBERT H. HAMILTON. M.D., PH.D. HOWARD W ROBINSON. Ph D. Sometimes I try In he coherent. JOSEPH H. BOU I WELL. Ph D . Nl D. The blood for .scrum succotash should hr drawn post-coi tally. Physiological Chemistry, as one of the basic sciences, lies in the educational realm between the pre-med student and the doctor. The students entering the course have varied backgrounds ranging from summer-school organic to advanced work in biochemistry. The ideal background, in this and the other basic subjects, is a sound foundation beyond the elementary level in the general field but not including medically oriented course material. A combination of a liberal science background including genetics, embryology. and advanced physics with a sound liberal arts background is essential for the modern medical man. The present chemistry course is designed to give a theoretical background in general physiological chemistry (Krebs’ cycle, amino acids, electrolyte balance) as well as affording insight into the specific medical applications of current research (inborn errors of metabolism). The laboratory course is planned to give practical aspects of much ol the theoretical knowledge but even more to give the student confidence in his ability to perform unfamiliar laboratory techniques. The success with which this design is carried out is limited in this department, as in other basic sciences, by the educational policy. Detailed lecture material is spewed out. permanently reconstituted on note paper. but only briefly committed to useful memory. Outside reading is limited, by suggestion, to underlined portions of a standard text, and examinations, although containing some reward for reasoning ability rathei than brute memorization, reinforce the student's training in anatomy and physiology to concentrate on trivial detail. There are three areas in which the department extends itself beyond the freshman year course in its contribution to clinical medicine. The first of these is student research fellowship which are encouraged during summers (last year there were nine). The advantage to the student of such an opportunity is recognition of the problems involved in basic medical research from a technical standpoint and development of a more critical approach to current research advances. A second area of contribution is in cooperative research projects with other departments currently including Ob-Gvn (Dr. Hayashi), Surgery (Dr. Prince Brigham) and Pediatrics (Dr. Reardon). Third area is participation in a few Senior Correlation Conferences. There is no opportunity for review of important biochemical principles and recent advances beyond the freshman curriculum, however. Further there is little re-enforcement of biochemical knowledge similar to that in physiology in clinical course material. The biochemical trend in medical (and also biological) advancement is clear to the most cursory observer. The freshman’s knowledge of biochemistry is not retained, however, and so ends up of too little use to the doc tor he becomes. I 51 H. BL’RTT RICHARDSON class of 1963 (cont'd) Marcus, Lawrence I. Marshall, Sandra J. Meisner, Errol Merklin, Lewis, Jr. Messner, Kenneth H. Middleton, Patricia J. Miller. Charles L. Miller, George H. Mink, Clifford E. Nassar-Rizek, Jose A. N'esi, Daniel A. Newman, Andrew O'Connor, Leo E. O'Donnell, Eugene P. Oplinger, Arthur F. Pearah, Jere D. Pendergast, Mary F. Platt. John, Jr. Pomerantz, Marc A. Ramirez, Jorge A., Jr. Reed. Robert L. Rekas, Karl F. Rickards, Charles R. Rusin, William A. Salvitti, Ernest R. Schwandt, Hugo Schreiner, Carol A. Schwartz, Raymond Silbermnn, Harvey I). Silverness. Susan M. Sivitz, Frank H. Spivak, Jack Stack, John D. Stadler. Frank. Ill Strauss, Robert D. Swancv, Robert N. Thieler, Edward R., Ill Thompson. John R. Thorsen, Jean (Messner) Toewe, Clinton H.. II Wang, Norma Weaver, Kent F.. Weisberg, Robert A. Wick, John L. Wiley, John H. Williams, John D. Wirts, Henry K. Witte, Gerhard Wood, Albert F. Woodring. Albert J. Woodruff, James M. Wynkoop, Richard F. Young, John G. Young. John L. Zeigler, Carl W., Jr. Ziegenfus, Warren L., Ill Zubrin, Jay R. JONATHAN H. CILLEY, PhJ . One glass bead is missing from this lab.' 52 STUDENT RESEARCH Temple University School ol Medicine has, in its 59 years, been concerned with the production of well-trained general practitioners. It is not recognized for fostering and producing scholars. Relatively few individuals renowned for contributive research arc associated with the school. The encouragement of personal contacts with others active in research and original contribution at the academic level is. however, being stressed more and more. Research is becoming increasingly integrated into the didactic method and clinical practice. Financial provisions have hampered the research program. The complexity of equipment and breadth of literature essential for contemporary contribution has been prohibitive until the recent impetus given by monetary support through various government agencies. A growing school without a large endowment finds it impossible to support those aspects of science which are not immediately contributory to the expansion of the school. With funds available from another source, the responsibility of the institution now is to attract and keep individuals, provide them with space and the basic equipment with which to work, and perhaps more important, the intangible, but necessary, the electric climate needed to stimulate the man. The imminent construction of a new research building will solve many of the physical problems. Increased research on all levels of basic and clinical medical science is encouraging. The weekly Basic Science Seminar and Medical Seminar, as well as many regularly scheduled conferences in all departments are making students, faculty and practitioners more aware of current progress. Improvements remain to be made in several areas. The program of student research is poorly conceived and inadequately supported. There is a lack of administrative recognition of the value of scholarly achievement for its own sake. Some students who have been actively engaged in a research project while at Temple cannot put into words even an intangible benefit received. Others know of no specific problem under contcmpory investigation in the institution. Some see no influence of active research upon teaching ability or methods. There is an uneasy defensiveness between the basic science departments and the clinical ones, a false division into separate entities. These shortcomings will, in time, improve. The students’ research program is expanding. More students are active for a longer time and under more adequate supervision. The quality of the presentation at the Annual Student Research Day is high. The graduate is beginning to explore the importance of basic research to him in his practice. Even those who have not participated have a vague idea of the amount of creative effort and labor which characterizes the successful investigation. Widely publicized articles have pictured for the layman the scientific method and the fundamental need for investigation. Temple certainly must strive to achieve a reputation for academic as well as practical physician production: for providing the intellectual freedom, the physicial facilities and the interaction of basic, science research with clinical medicine. The success of its achievement marks the height of its status as a Medical School in our scientific world. 54 DONALD L. KIM MEL, JR. MICROBIOLOGY Ai the present time American medical education is undergoing intensive study. Re examination of objectives and interest in new methods have led to the institution of several large scale experimental programs. These efforts were prompted by the realization that the curriculum should be oriented away from a predominantly trade school” approach and toward a broader concept of human biology. If the current trend is good—and we think it is—the obvious question we ask ourselves is: should we make major changes in our own instruction? The fact is that the content of our sophomore course is tailored each year to fit the rapidly changing body of knowledge in infectious diseases and especially in immunology. Virology is now as important as bacteriology not only because viruses constitute the one large remaining group of infectious agents resistant to chemotherapy but also because virologic research is producing extremely valuable information about genetics, biochemistry. and neoplasia at the cellular level. An even greater change is occurring in the field of immunology. Every month evidence is accruing to support the view that many human diseases of unknown etiology are caused entirely or in part by anti-genantibody reactions. Consequently the predominant research in microbiology and immunology is currently directed toward an understanding of anti- EARLE H. SPAULDING. PhD PiofeMor and Head of the Department Chief of the microbe hunters body production, protein synthesis, genetic control of enzyme activity, and the mechanisms responsible for immunogenic disorders. Although our instruction is revised each year to keep abreast of new knowledge, this is not the same thing as an experiment in education. An example of a conservative experiment might be a course in which lectures are used only to supplement textbook reading by acquainting the student with new information. Self-acquired knowledge and the lecture material are then tied together by numerous conferences in groups of no more than 20 students where students ask questions and by informal discussion demonstrate their understanding of the subject. The need for written examinations is minimal. Indeed, they could be practice exercises by which the student would judge his competence. This kind of course is already established practice in some medical schools. The results are good principally because students are generally motivated to self education, which is the hallmark of the truly educated person. But we cannot see our way to initiate such a course at Temple until we have a larger number of qualified teachers and our students are free of the competitive-grade-frequent quiz system. Let us hope that the time is not far ofl when the proper environment will exist. 56 EARLE II. SPAULDING, PH.I). MORTON KLEIN. I’ll I Don’t Outlier to me lubben, men. That' not how you enleh n cold. THEODORF G ANDERSON. Ph D. There’ n high incidence of •. ('.oh fihniyngiti.1 in quarterbacks. KENNETH M SGHRECK. M.D Stay away from my bottles. The Department of Microbiology, in the realm of educational philosophy at Temple, is at present the bright young schoolboy playing follow-the-Icader with ihe bigger bullies, biding time, hopefully, till brains surpass brawn and education can creep into the first two years’ course offering. The pattern of teaching now is dcpressingly similar to that of all the other basic science courses; material is presented in lectures, memorized from notes, and the trivial points asked about on exams. Course material is supplemented” by a text, but a student can get well ovei 90 in the course without looking at it. Not without long and loud complaints from the basic sciences' biggest bully, which shares first semester of the sophomore year with Microbiology, two variations from the routine procedure were noted. The first of these was a reading research pajK-r which required an intimate contact with the microbiological literature, a concept unheard of in anatomy, physiology, biochemistry, pathology or pharmocology except for the selected few who were allowed to explore the intricacies of these esoteric sciences as student research fellows. The paper took a number of hours in the I i brary, looking up references, finding journals, reading articles, and writing a summary of recent work in the field. These hours, claims the bully, arc stolen from his course (which ina) be true), but they are given to the student to use as he sees fit, a rare situation at Temple. The second variation noted in the course material was a brief series of hours toward the end of the semester in which clinical applications of microbiolog) were discussed in small groups. This provided not only an introduction to practical microbiology ( a patient has conjunctivitis; what might cause it? ) but instituted a teaching device which is eminently more successful than the lecture system. The future holds some promise toward continuation of advances in teaching methods. Department-head Spaulding would like to encourage self-education, since that, in essence, is the only hope for a good clinician in this and the next generation in the rapidly changing medical sciences. He is alone among the basic science department heads in having faith that the student will seek out knowledge if it is not spoon-fed to him. This faith cannot be put to test, however, in the face of other departments which are always eager to increase their demands on students. H. BL’RTT RICHARDSON 57 CLASS OF 1962 Gregory J. Lignelli, president Richard S. White, vice-president Monica M. Magnant, secretary Elwood D. Bracey, treasurer John C. Van Pelt, historian Abramson, Norman Baker, Bruce R. Baker. Frederick C. Ballard, Ian M. Banfield, Frederick Barr. Thomas C. Baumrucker. George Bear, Edward S. Beem, John W. Benson, David R. Berger, William M. Blumstein, Charles Bradley, Edward L. Carlisle. James M. Carlson, Robert D. Casale. Louis J. Clarke. Joseph F. Cohen. Ernest Considinc, Richard Cook. John P. Corbett, Donald L. Crane, Richard E. Cundey, Paul E. Cunin, Burton M. David, Victor A. Davies, Joshua W. Deutsch, Edward T. Dorang, Louis A. Eckersley, John W. Ernst, Mary Lou Fees, Archibald W. ANTHONY J LAMBERT!. M S The bell place to store a stool specimen is in colon. 59 PATHOLOGY Each department head has been asked to state the aims and purposes ol his course. This, we would like to think, should make dull reading for any Temple student past his sophomore mid-year. For the novil-liate who hasn’t yet entered his second year, the course in pathology is designed as a compendium in medicine, an interpretation of the basic science courses which precede it in terms of die clinical courses which are to follow. We hope that when the student has successfully completed his course in pathology, he will know his way about in medicine, understanding how and why the tissues react to agents which are incompatible with what he has learned in anatomy and physiology, to define as a state of health. But, we hold that the knowledge which constitutes education, particularly medical education is a restless ami shifting quantity. One can attain competence but one cannot hold it. It is necessary, therefore. in teaching any course in medicine to stimulate in those who have not already acquired it, the desire to continue to learn after the course is finished. The good physician of 1960 is a second rate physician in 1970, unless he has acquired this desire and his teacher has failed in a measure if he has not stimulated and nourished it. This brings us to a second matter and one which is more controversial among teachers in medical schools. How much of the student’s time should be devoted to research? Hypothetically, the answer is easy. If the student must learn that knowledge is good only for the moment of learning he must conclude that to break through the barriers of ignorance is admirable and the pathologist should be the last to disagree with him. But. sound research is compounded of many requisites. First, there is the matter of time and time is a medical luxury. Twenty weeks is much too short a jreriod to learn what a student should know of pathology. To spend even one of these precious weeks in research is to neglect 60 ERNEST AEGERTER. M I). Professor and Head of the Department Bertiir reads all my itides some area which has already been rated fundamental. To carry the matter further, to use “research methods” as a teaching medium is to resort to ludicrous pedantry. By use of the modern “teaching aids” the student can learn in one-tenth the time he might achieve by doing the “experiment” himself. We personally resent the time we spent in observing an induced inflammation in the web of a frog’s foot when a moving picture demonstrates it so much more lucidly, quickly arid beautifully. A second important factor in research is judgment. If judgment means anything it means a background of experience on which opinions are formed. The medical student has no such background, therefore. he has no medical research judgment. He may use the judgment of his teachers but in doing so he is not performing research, he is carrying out technique. Technology is an important factor in research, the least important. To learn to calibrate a pipette or balance is as meaningless as the sacrifice of cages of rats and cats to obtain pages of figures which add up to nothing. Let no one interpret the above to mean that the writer has a casual regard for research or a lack of esteem for him who accomplishes it. While unquestionably, far too many mediocre intellects are allowed the privilege of research, this same privilege is withheld those with background and talent to do creditable work. One might ask, “But how are research workers to be chosen if they are not to be tested in the research discipline in their training years?” Though it may sound trite, I actually believe that research workers are not chosen. They are made by higher authorities than teachers. The responsibility of the teacher in this respect is to recogni c them and to assist those so gifted to find their places in the research field after they have attained a sound medical education. ERNEST E. AEGERTF.R, M.D. AUGUSTIN R PE-ALE, M.D. Yes. Most of the chief's questions are unfair. UERNTE Director Obviously a plasma cell myeloma, Ernie. ELIZABETH V. LAUTSCH. M D. That's a heck of a tray to raise your grade. HARVEY F. WATTS. M.D. When are Dr. Bello's lectures on coni race pi ionT In September of 1957 we realized that one-fourth of our medical school education was already under our gradually widening belts. So far there had been much education” but little medical.” We were as yet unfamiliar with the physician's jargon, and disease was still a mystery; during this time when approached by Aunt Josephine seeking therapy for her mucous colitis we were humbled to little more than feeble evasions. Our forthcoming knowledge of pathology'. by familiarizing us with bodily derangements, gave us our first insight into clinical medicine (and allowed us to give Aunt Josie a more authoritative evasion.) It is during the study of Pathology when we first encounter the ravages of the lesions we will later combat. It is during Pathology when we first taste the multisyllabic. Greek-suffixed disease names on our lips. It is during Pathology when we first fear a patient may suffer should we forget a certain fact. It is during Pathology when we are first addressed as doctor. In retrospect Pathology was our most integrated, best taught course. Whipped on by the threat of cumulative exams and spontaneous questioning we rarely admitted its virtues as disgruntled sophomores. Our well-read instructors probed through our deficiencies and forced us not to answer unless prepared. Remembering the old maxim. A closed mouth gathers no feet, we soon learned to temper our embarrassing tendency to improvise. The morning lectures were usually well-presented, but they suffered the distraction of onerous notetaking. Slide-study soon left us hojjelessly behind. Slide projection provided a welcome rest for many who appreciated the soporific effect of darkness. The autopsies made a lasting impression by reenforcing a picture of fresh disease with the pathos of recent death. Nonetheless, although we recall our treadmill-like existence as sophomores with a shudder, it is consoling to realize that we can also recall the important principles of Pathology' with confidence. FREDRICK A. SIMEONE Ferry. Nicholas J. Fine, Richard N. Flagler, Nicholas Flowers. Peter 11. Friedline, David P. Garhutt, John T. Garison. Gary B. Gentile, Gwen P. Gill, Donald N. Gleaton, Harriet E. Grippo, Allen E. Guns ter, Gerald D. Haglund, Rodger B. Hall, Richard N. Hutwitz, Hetman S. Kaullmau, Chester T. Kenny. Geves S. Klenk, Eugene L. Knapper, William H. Kazofson. Harvey Lehman, Richard M. Lchrich, Henry E. Lcinole, Gerald M. Lilly. Elizabeth Brown Lilt. Irwin Lytle, Larry H. McDonald. Franklin McGee, Michael D. Magnicr. Eugene A. Mantel!. Geraldine Marks, Allan D. Martyn, Lois J. Mehring. Samuel S. Menger, Job F. Mikuriya. Tod H. Monroe. Melvin Mulholland. Stanford Newman, Paul K. ERNEST M. TASSON1, M l). I gave up Hollywood for sputum WALTER M. LEVY. M.D. You will ‘predate the lack of tissue on these slides. PHARMACOLOGY The Department of Pharmacology has two major functions in medical education: instruction of students in the modern concepts and facts of pharmacology, and contribution to the extension of these facts and concepts by continuous research efforts. In performing these functions we arc guided by certain premises: 1. No student can know everything. With the rapid rate at which knowledge is expanding this becomes increasingly evident. That which is to be learned by any one student must be selected from a much wider expanse of knowledge. 2. The will to learn is of primary importance to the student. Medical students should have developed this long before their entrance into medical school. Self-education is the major process for acquiring an education. and the success of this process depends largely upon self discipline. The teacher is only an assistant in this process. 3. There is an important distinction between the ability to memorize facts and concepts and the ability to integrate these into one's whole knowledge. Lack of the latter seriously interferes with the continuing process of self-education; for the physician it also means a serious impairment of judgment. For most medical students pharmacology is an applied science. The major aim in instruction of students is to provide them with adequate factual and conceptual information about pharmacology so that they may intelligently and confidently apply this basic science to the practice of medicine. Their understanding of the principles and methods of pharmacology should be sufficient to enable them to interpret new facts, to grasp new concepts and to integrate these within their general framework of knowledge. The major aim in instruction of graduate students, or medical students who wish to develop careers in pharmacology, is to prepare them for their role as teachers and investigators. For them pharmacology is not just an applied science but a major interest in it- ) r ROGER W. SEW. Ph D.. M.D. Professor and Head of the Department The lectures on contraception will be given by Dr. Bello. self. They must have sufficient training and experience in the methods and principles of scientific research, in addition to a detailed knowledge of pharmacology, in order to conduct a worthwhile research program. They must also gain the skill and experience necessary for their function as teachers, to be able to separate the significant from the insignificant, to revise concepts when necessary, and to see the relation of their subject to the whole. Techniques of instruction vary with the subject, the teacher, and the student. Of primary importance is the selection of information to be presented. New facts and concepts cannot simply be added as addenda: the entire subject must be continuously revised and yet kept within reasonable limits. Formal lectures serve both as a guide to requisite information, and as a means of presenting essential background facts and concepts. However, formal presentations must be adequately supported by practical illustrations and experiences. Demonstrations, case presentations, films, and laboratory experiments provide teacher and student with the opportunity of illustrating important concepts and applications. Laboratory experiments provide the student with first hand experience in the methodology of pharmacology and a direct view of the effects of drugs on living organisms. Both teachers and students must constantly recognize their respective responsibilities if the educational process is to meet with any measure of success. ROGER W. SEVY, PH.D., M.D. 64 CHARLES A PAPACOSTAS. Ph D. Really, I don't know, A k Roger. CARMEN T. BELLO, M.D. The physician’i bag should always include two testicles. The Pharmacology course reflects the virtues and the vices of medical education at Temple better than any other course in the first two years and any criticism of the department must reflect indirectly on the educational philosophy of the school itself, in many ways Temple Medical School partakes of the characteristics of a trade school rather than an educational institution. A specialized body of material is committed to rote memory along with the necessary skills to put it to use. A minimum of controversial knowledge is presented, speculative inquiry is discouraged, and a student may graduate without having used his imagination or creative abilities once in foui years. The amount of knowledge to be learned is immense but it is doubtful whether the right methods are being employed. In many ways the educational methodology' is more appropriate for the training of Diesel mechanics or pipe-filters than it is for future physicians. If the purjxsse of medical education is to impart the maximum of facts with the minimum of thought, then the Pharmacology Department is preeminently successful. Its lectures are we 11-organized and complete down to the last and latest detail. The laboratory exercises are planned well and the equipment is the best. For the most part the instructors are enthusiastic and very capable. There is little that can be criticised in the organization or the teaching of the course if a limited concept of the purpose of education is used as a criterion. If there is something more in education than just practical knowledge, the course fails miserably. As presently set up the educational laurels go to the man who writes the fastest, gathers the most meticulous notes and memorizes them completely. The multiple choice examinations used by the department aid and abet this type of learning. Questions are often based on insignificant and trivial detail or in many cases the interpretation of the meaning of a question is more a problem of semantics than of knowledge. This type of examination proves only that a student has committed his notes to memory and in no way tests the ability to think or to use the subject matter creatively. There is no doubt that this type of barren didacticism has a certain efficacy. Grades on the National Boards have been high and the Temple graduate probably has an excellent technical working knowledge of the subject. One wonders, however, if this accretion of inert knowledge is not at the expense of more important and more durable educational principles. Serious doubts must be cast on the true educational value of a course which can be passed with a high grade without doing a bit of outside reading or without showing evidence of the slightest degree of speculative thinking abour the subject matter. As mentioned in the first paragraph the criticisms above are made of a philosophy of education which permeates much of the current teaching in this medical school, and other departments must share the blame along with Pharmacology. Within the restricted educational concepts that now prevail, the Pharmacology Department functions very well; however it is felt that the time has come when these concepts are due for a thoroughgoing reappraisal. 65 JOHN M. WILLIAMS CLASS OF 1962 (cont’d) Oleynik, Roy J. Orlando, Joseph D. Pachman, Leonard Parsons, Charles C. Parzow, Sandra H. Patton, John Pierce, William B. Pirrello, Anthony Pomerantz, Marc A. Race, Thomas F. Radey, Hugh M. Randell, Terry S. Reichard, Richard C. Ringold, Joel Ripka, Jay W. Rosen. John D. Salem, Anthony W. Sandstrom. Paul H. Scheetz, Jane O. Setter, Ernest VV. Sell. Dean J. Sharp, Robert C. Shctty. Kananjar R. Shideler, Blynn L. Sitnonsen, Ronald V. Slawsky, Philip Sloss, Thomas B. Smith, Annette W. Solo, Juan G. Southall, Rogers C. Spencer, Carl C. Springfield. Lanita Stoker, Edward H. Stone, Harry C. Strine, James A. Stutman, Fred A. Talcott, Donald A. Tantum, Kermit R. CARL MAVO. Ph.C. Write a prescription using lr. of cudbear—but don't sign it. 67 v 1 HEMATOLOGY CHRIS J. D. ZARAFONETIS, M I). Professor of Clinical and Research Medicine Hematapoetin is like Spanish-fly. The Hematology course is offered to bridge the gap between the purely scientific disciplines of the basic sciences and the practical activity of clinical medicine. In general it is hoped that this course would allow the development of the proper perspective of laboratory evaluation in the total work up of the patient. The course, which of necessity must make use of the lecture-laboratory method of education, constantly attempts to present the general and useful principles of hematology. By continual reevaluation of the material presented, it is the department’s hope that new principles and concepts will allow further simplification of the available knowledge. At the same rime, the teaching mechanics are based on the belief that the mature student can be inspired to learn more and that it is better to present a great deal of information to an inquisitive mind than to set strict minimal limitations on the material. The laboratory is designed to be an important and practical experience for the sophomore student. The techniques lie learns for the routine hematological determinations (hemoglobin, microhematocrit, white cell count and differential) should become a permanent part of his useful knowledge so that in his subsequent clinical years he will be prepared to carry out these studies himself if need be. Again in terms of practicality, hematology presents the student with his first opportunity to do a venipuncture—into the antecubital fossa of his lab partner. By doing so the student gains the dramatic realization of the significance of being on the other side of the needle. Indeed, he learns that even the most simple laboratory blood studies cannot be obtained without some trauma to the patient. In the final analysis, we realize that hematology is presented as a short or minor course when considered in respect to the time allotted for its study. Yet, as with all medical school courses, its content is not minor. The physician is obligated to maintain a significance of all knowledge when it becomes his responsibility to care for another human being. CHRIS J. D. ZARAFONETIS. M.D. 68 Taylor. Peter T. Tompkins. Richard B. Turckc, Donald A. Utberg. J. Robert Wallingford. Walter Weinberger. Maivin Weiner. Haiold M. West Icy. Charles R. Withers. LaYar M. Wolf. John II. Wood. William W Woodruff. Jack F. Wright. James W. .iskin. Marvin C. Zobcl, Arthur C. F. Zoolc. Leah J. CARM JOSEPH, M.D., LYNDAI.L MOULTHAN. M I)., and II JAMES DAY.M.D. tow do you want it today, gals—straight or with some vermouthf CLINICAL YEARS At last the junior student begins the exploration of the world of the patient. Shipped off to other hospitals for his introduction into clinical medicine, he learns to be called doctor'' and begins to identify with that word. 71 PGH AND VA The unknowing Junior is usually awed by the vastness of Philadelphia General Hospital—the immense physical plant and the legion of stall are overwhelming. This vastness is, on one hand, stimulating. There is an inexhaustable display of pathology. Students can frequently find several cases they thought existed only in a pathology text. This exposure to the bizarre broadens one’s medical thinking and encourages the student to look beyond the obvious before being satisfied with a routine diagnosis. This vastness, however, is sometimes at odds with the purpose and needs of early medical education. The demands of service on the stall limit the time they can give to the Junior student. There is too much work to be done by the resident and interns to allow them to give sufficient time to the curious student. As a result the student often is left alone to struggle to teach himself and and to repeat mistakes. Having damned with faint praise, we recall some of the highlights of out-year at PGH: Pediatrics, after losing one’s fear of the little monsters, is an enjoyable experience. McEIfresh to Barness to Gyorsky—the Tinker to Evers to Chance of a pediatrics conference—amaze us. The noisy nights in the pediatrics A.D. give the junior first crack at the diagnosis. Surgery is hampered more than any other department by the demands on the staff. The Junior student frequently doesn’t get to participate except as a fifth wheel. This situation is largely a result of the nature of surgical cases and surgeons. The critical nature of most surgical illnesses leaves little time fot leisurely discussion and the operating room is frequently a poor place to ask questions. Surgeons, generally are men of action, caught up in a busy schedule. The student accepts what instruction time allows. Medicine, including chest diseases and neurology, exposes the student to a wide world of pathology. Physical diagnosis has no better proponents than Drs. Cohen, Durant, and Gilpin. The student learns to use his senses to detect disease. The first fumbling attempts at observation, palpitation and percussion begin the transformation of student to physician. The apparent magic” of the stall man encourages the neophyte to keep trying the seemingly impossible—to detect latent pathology with only the God-given senses. For most of us Blockley was a valuable teaching experience. To a few it will continue to Ik- an important part of continuing education, to the rest it started a process we hojx- will never end—a constant quest to improve ourselves as physicians. 72 JOHN P. CRANSTON 73 GLASS OF 1961 Wesley Kuglish, president Thomas S. Juhnsion. vice-presi- dent Mary Jane Harbcrt. secretary Philip W. Hoovler. treasurer Accvctlo, Thomas A. Allman. Nila L. Avcrnst, Vincent Baran, Chester J.. Jr. Bennett. John T. Berk. Floyd K. Kmvrnan. lames F. Bray. Joseph B. Brown, Peggy Jean Bryant. Clark W. Burger. Teddy P. Burkei. Ramon Byers. George E.. Jr. Campbell, Neil Carcili, John W. Ccrino, Larry E. Chaykin. Louis Chronister, Te l E. Cogan. Robert L. Damore. Anthony J. Degclman. William R. Dillon. Hugh J. Dobbs. Harold I. Dreicr. Theodore Duriwachter. Robert J. Ecker. Malcolm Ellen. Stephen J. Ervin. James F. Feeney. Robert A. Fcttus. George Fierro. Ann M. Fisher. Robert D. Fleming, Robert S. Gaydos. Thomas S. Gcrson, Leroy T. Gibbon. Jacquelyn Hayes Goldstein. Arthur G. Grapin. Bertram Grccnlicld. William Gregor. Francis A Grossman. Perry Guy. Clarence L. 74 75 ROBERT V. COHEN, M.D. The diagnosis and treatment of chronic pulmonary disease is built upon the knowledge and skills that the student acquires at every stage in his medical education. Clinical examination, which includes historytaking as well as physical examination, requires much practice. It is impossible to understand physical diagnosis without true comprehension of the basic disciplines: anatomy, physiology and pathology. Clinical findings can be checked by radiologic technics. Bronchoscopy, bacteriology, pathology, cytology, and-oc-casionally-chemistry are required to make a definite ctiologic diagnosis. Treatment may be by drugs, surgery, radiation, or combinations of all methods. The student must learn the limitations of available diagnostic and therapeutic tools, their contra indict ions as well as their indications. There are few other fields in medicine with as many facets. The social, economic, educational, cultural and psychologic background of the patient are as important as the anatomic extent of his disease. Public Health and private emotions often make opposing demands. At Temple, formal lectures are given in the second and third years. These, plus intelligent reading, can only serve as a foundation upon which to erect the structure of clinical experience. The Clinical Clerk- ship exposes the student (in two senses of the verb) to a great variety of patients with pulmonary disease. Here, we constantly urge you to think comprehensively. We often consider the Chronic Pulmonary wards as the “Poor man's Comprehensive Medical Service. Without psychologists, psychiatrists, social service workers, foundation grants, or other aids that would be wonderful if available, students must try to evaluate their patients completely. Past history, present situation and future prospects are all equally important. This, after all, is the kind of medical thinking that doctors should use throughout their careers. In the Senior year the student is expected to apply the training of his first three years to various clinical situations met in Clinics, Wards, and private Floors. The weekly Chest conference is a splendid forum for free discussion of pulmonary problems, both common and rare. There have been magnificent advances in the management of some pulmonary diseases during the past decade. We look to the enthusiastic young physicians now graduating to help solve the remaining problems. Tuberculosis is still with us; the treatment of emphysema is unsatisfactory; lung cancer increases. ROBERT V. COHEN, M.D. 76 SHERMAN F. GII.PIN. M.D. As a physician’s son I was very early exposed to the concept of ministering to people's ills. I soon developed the desire to do that kind of service too. This to me meant trying to help people, to treat them not only physically but mentally and spititualiy as well. This emphasis on the practice of medicine has always remained with me. With this background in mind it seems only natural to me that my concept of the function of the Department of Neurology should be to present that subject in as clear and concise a manner as is possible in the time available, always thinking of the ultimate goal of the best possible care of the patient. This, of course, implies emphasis on the practical side of the handling of patients. To me there is only room for this above at the student level with none for research and consideration of complicated problems. One must learn to crawl before lie can walk is still true it seems to me 77 SHERMAN F. GILl'lN. JR., M.D. EPISCOPAL One third of each Junior Class is fortunate to receive their introduction to clinical Medicine and Surgery under the direction of the staff of Episcopal Hospital. The twelve weeks spent in these two departments are the educational highlight of the Junior Year, and for many remain as an unsurpassed experience in clinical training. The excellence of the program is a function of the enthusiasm and experience of the clinicians directing the students' activities. The Surgical Service is characterized by an active ward and clinic program and frecpicnt student participation in operative procedures. The student is encouraged to assume responsibility; he is conscientiously guided and made to feel that his participation is productive. Daily conferences complement previous didactic material and supplement with detail. Associated pathologic, radiologic and orthopedic exposure add to the width of experience. Medicine at Episcopal is Dr. Jacob Zatuchni. Jake inspires the students on his ward service with enthu- siasm. His methods of intensive search for diagnosis and scientific therapeutics are worked out in the presence of the student. He seeks to impart his ability in logical reasoning and his width of applicable knowledge in a manner that the student will absorb and utilize as much as his background and intellect will allow. His precept as disease as an entity to be intellectually evaluated and actively treated does not overshadow the obvious responsibility to the patients’ benefit he practices and makes important to the student. His example as a teacher on the floor is unsurpassed at Temple University School of Medicine. The Episcopal students go to Abington Memorial Hospital for their initial exposure to Pediatrics. The Service is relaxed yet productive. Possibly the most important impressions gained are those of the vagaries of private practice and the wide variety of principals of management which may be applied to the infant. Normal development and the peculiarities of the diseases of infancy are stressed. DONALD L. KIMMEL, JR. 78 79 CLASS OF 1961 (CON I 'D) Hall, William J. Harding, Joseph R. Hartman, Charles E. Hartman, Donald Hertzler, John W. Hoskins, John H. Iannucci. James Jackaway, Theodore Jacob. Ginelte B. Janicki, Roberts S. Kauffman, Leon A. Keifer, Frederic Kenncrdell, John S. Kistler, Warren D. Kocak, Theodore Kolbye, Albert C. Konnan, Elise Kovach, Edward A. Laiui, Robert A. Lapp. Norman L. Laros, Russell K. Lcnczyk, Joseph Lindeman, Robert Liss, Gilbert A. Lowell. Fred M. Luke, Peter B. Lusch, Charles J. Macatee, Lawrence J. Mahoney, Dennis M. Maier, John E. Maketa, John E. Martinez, Manuel Matula, George Mawn, Thomas J. McCardlc, Robert J. McGuire, Richard J. Mcllhenny, Paul R. Meyers, Sheldon J. Mizgerd, Joseph B. Monserrate, Juan OUT-PATIENT PEDIATRICS DANIEL S FLE1SHER, M.D. Associate in Pediatrics “You don't have to show me when I ask about hematuria.' The out-patient pediatric clinic at Temple is part of the junior student's introduction into clinical medicine as well as into pediatrics. He comes to this clinic with a great store of background knowledge which has yet to become very useful to him. Our primary educational role is to enable the student to apply this knowledge. The student learns to apply this knowledge by dealing with his patient in an orderly fashion and by organizing the facts which he elicits. The first step is the history and physical examination and. secondly, the organization of the material for presentation. These two steps, apparently so elementary, arc actually the foundation of clinical medicine; they do not come easily. By directing the junior to think in these terms, we begin to teach him how to think clinically. The development of clinical thinking, then, is the method by which the student is taught to apply pre-clinical knowledge. Once the student moves on to St. Christopher's he will learn some of the details of pediatrics. We expect that he will only begin his fundamental understanding of the specialty in our clinic. We do want him to obtain a concept of normalcy, not an extensive accumulation of facts and figures, but by an understanding of the dynamics of growth and development. Wc want him to look for the significant-how fast is this baby growing, what is his weight gain, what is he doing today that he wasn’t doing one month ago, what might we expect him to do. By this type of evaluation and understanding of normalcy, we want the student to think in terms of preventive medicine which is so fundamental to the practice of pediatrics. By seeing deviations early in the course of the child's development, we may be in a position to correct an abnormality before it becomes permanently established. Incidental to the things mentioned above, but still important, we look for the student to become comfortable when dealing with the child and to begin his understanding of the mother-child relationship. The development of good clinical thinking is established by close supervision. There are two staff men and three residents present at the clinic to help this development. We have been extremely pleased by the residents' teaching ability and effort. They have become very important members of the teaching team and if they were to fail the entire program would be on a poor foundation. It is difficult to know how successful our approach has been, for having been in charge of this clinic for only two years, I have little with which to compare. We do see progressively more organization of thought towards the latter part of the student's stay in the clinic and we hope that this progress is a portent of his future medical maturity. DANIEL S. FLEISHF.R. M.D. 82 83 ALBERT EINSTEIN MEDICAL CENTER —Northern Division Now with its mighty new wing signifying its extensive medical energy, Albert Einstein Medical Center—Northern Division serves well its function of exposing the stethoscope carrying novice to the new land of clinical medicine. After the first few weeks of learning the intricate secret passageways of the institution to be able to trip from building to building to snack shop, the Junior medical student is encouraged to try his hand at palpating livers and the like. The schedule is well organized with one of the abundant staff members always available to drop pearls. The catch is good. The CPC and medical conference are interesting and usually rvell developed. The extent of the surgical insight achieved depends upon which of the many chiefs (five) the young warrior wins, but there is ample opportunity to enter the drama of the operating room. The pediatric service is particularly rewarding. The class of 1960 was privileged to have many informal discussions with Dr. Arthur Datinenburg, retired chief, whose quiet dignity, extensive humanism, and constant questioning of all accepted medical principles caused a definite impression. DONALD J. RITT 84 1 4 CLASS OK 1961 (cont'd) Myers. John E. Myerson, David P. Xorris. Ralph B. Xosal, Julius T. Omdal, Charles A. Otano, Etienne Patlovich, Joseph Pitman, William G. Piver, M. Steve Pol in, Joel 1. Reichlc, Frederick Rodriguez. Adolfo Sax, Kenneth M. Schwartz, Heinz-Georg Schwartz, Stephen Scott. Jack A. Sembrot, Joseph Silversiein. Herbert Skinner, Glenn S. Stackhouse, Duane Stackowski. Mary Jane Stevens, Grant Stewart, Janet Mac Stewart, William J. Swangcr, Ronald Swelter, Donald A. Taylor, James Z. Taylor, Robert Thompkins, Robert Torg, Joseph Truscott, William V'ergis. James G. von Schlichten, Alexander Weadcr, William M. Werthan, Merylee Whitely, John P. Wilkie, William L. Worthington, David C. Wright, Donald L. Yoder, James W. Yost, Gerald Zavacki, John Zielinski. Edward D. 86 JUNIOR INTERNSHIP Now immersed in the great experiment, the senior student becomes the intern. He is prepared to he called “doctorrather than elated when the loud speaker calls his name, he shudders. It means scut work. Yet the responsibility of his job brings new knowledge, new coup dence, new joy. He contributes actively to medicine. 89 MEDICINE i The brief years during which a studem is exposed as an undergraduate to clinical teaching present a very challenging educational problem both to the student and to the faculty. The astounding expansion in the sum total medical knowledge in recent years has made it manifestly impossible for the student to learn, or the faculty attempt to teach, more than a small portion of the pertinent knowledge. Our emphasis cannot be one which stresses the amassing of facts. Instead. it must be one which develops in the student important habit patterns. The student must learn, first, that he is to be a student, not during his undergraduate years only, but for his entire professional life. He must be willing to discipline hitnsclf and marshal his talents for the long but gratifying road ahead, sacrificing much that is considered legitimate rest and relaxation in other fields of human endeavor. To aid him in this the faculty must serve as a | otent source of motivation. This must not be in the sense of a taskmaster, but by the transmitting to the student of the interest, and joy that is the just lot of one privileged to care for the ills of his fellow man. and the sense of satisfaction that fills his being when his job is well done. Motivation thus initiated may then be potentiated to a very considerable degree by allowing the student to assume increasing responsibility and participation in the medical team. The fourth year internship at Temple is the culmination of this process during the undergraduate years. Secondly, great emphasis must be placed on obser- THOMAS M DURANT. M.D. Professor and Head of the Department II Jack Jordon toys so. I must be wrong. vat ion, interpretation and correlation. Learning to see with the eyes, to hear with the ears, to feel with the hands and even to listen with the third ear” constitutes one of the greatest attributes of the great physician. The roentgenogram, electrocardiogram anti other laboratory examinations provide extensions of the observation process, but cannot supplant the all important well taken history and careful physical examination. There must not be idolatry of the machine. Information obtained by observation must then be subjected to processes of interpretation and correlation. Here the student makes use of knowledge obtained in basic sciences, in physical diagnosis, and in his studies of the natural history of disease to impart meaning and unity to his observations. A great many facts must be available for this process, either already known, or sought in texts, notes and literature as the need arises. Among the facts most important to be memorized arc those having a long half life in medical history. The detection of a pleural effusion on physical examination makes use of exactly the same information as was the case 50 years ago. Finally, the student must learn to deal with body, soul and spirit—the whole patient. Overemphasis on any of these elements leads to a serious imbalance. The ultimate goal of medical education is to produce a scientific scholar who will practice his profession as a perceptive humanist.” (Dr. Dana VV. Arch-ley). 92 THOMAS M. DURANT, M.D. RICHARD A KERN, M.D. “In the discussion of parasites. I should mention my brother-in-law Early this year a serious neurological disease slipped through the Medical Clinic with the diagnosis “psy-choncurosis.” This case was seized ujx n by many faculty members and students becoming within a short time a cause celebre in a debate regarding the prevailing philosophy of medical education. Was this type of misdiagnosis to become the trademark of the psychia-trically oriented Temple graduate? Should a student even make such a diagnosis? Had the pendulum swung so far to the left in correcting old diagnostic abuses that new ones were being created in their place? The debate focused on the General Practice Clinic which has been controversial since its inception. In this clinic the patient is looked upon not as a body with a complaint but as a human being, the symptoms whose disease are the results of an unknown and complex interplay of physical, psychic and social factors. Under this type of analysis a person doesn't just have hypertension and isn't just treated with the current tlrug. Instead he is viewed as an individual of a certain generic make-up, who lias interacted with his family and social background in a unique way, who may or may not have another underlying disease process. and who is reacting to his symptoms in a manner peculiar to himself. These facets ol the disease process must be considered in treating a patient and to insure the students visualization of the total problem the clinic has a staff of Internists and Psychiatrists available for consultation. In all fairness to the critics of the program, it must be admitted that this type of comprehensive work-up can lend to absurdities in over-zealous hands. At times the student is praised more for probing into the “patients sexual life than he is for doing a careful physical examination, and accurate differential diagnosis becomes subsumed in the all-encompassing and poorly ISADORE W. GINSBERG. M.D. have artificial kidneys defined “psychophysiologic diagnosis. These problems. however, arise far more rarely than the complaints would indicate. The final judgment of medical clinic will have to be deferred until the present students have been in practice a few years and arc better prepared to evaluate their training. In the interim expert opinion can be ollered in defense of the clinics aims. Many visitors from othei medical schools have stated that the Comprehensive Medical Program and General Practice Clinic are unique and valuable experiments in medical education. It is also significant that the program is a protoiyj� c for similar programs in other schools. It may well be that the criticisms have been aimed at comparatively minor, easily correctable defects and that the total program will prove to be one of the most important portions of our medical education. It is very difficult to find anything to criticize in the in-patient medical program. The work is quite hard and hours long but few students would begrudge this since there is so much to be gained from this extensive contact with patients and their diseases. Extensive responsibility has been delegated to the junior interns by Residents and the Staff, and most of the group have responded by actively assuming this responsibility and being grateful for the opportunity to learn that is provided for them. Dr. Durant's philosophy of medical education as expressed elsewhere in this section is actively embodied in the teaching of his department. The staff is intellectually curious and interested in communicating their ideas and concepts. There are very few students who leave the department without feeling that they have been uniquely stimulated to study and learn. For many of the graduating class the four months spent in the medical department was the high point of the years of medical education: and for the majority of the class would agree that this department is outstanding as a teaching unit of the medical school. JOHN M. WILLIAMS 93 LOUIS SOL OFF. M.D. knew he had hypospadias because his pee was inverted. HUGO ROESLER, M.D. Hoot . .. I'm an owl. HARRY SHAY, M.D. I may be smiling, but have a fecal impaction. NORMAN LEARNER M.D. The dorsalis pedes you felt teas your own finger. JOHN LANSBURY, M.D. Not everybody with a positive serology has lupus WILLIAM A. STEIGER. M.D. There is no such thing as exophthalmos. CHARLES R. SC HUMAN. M I). .Vo, Orinase is not an oral contraceptive. Carmen. S. PHILLIP BRALOW. M.D. Pass the Maalox. HAROLD L. HYMAN. M.D Don't stop now. JACOB ZATUCHNI. M.D. If I can't diagnos it. you don't have it. EMANUEL W. WEINBERGER, M.D. Hey. doc. o progress or just no progress. HALSEY F. WARNER M.D. Winn told you whatI Right ALBERT J FINESTONE. M.D. I call the Poison Control Center after ei'ery meal. GORDON R. FIELD. M.D. I'm a Christian Scientist myself JOHN H KOLMER, M.D. Things were jumping when I was a kid. JOHN I). McMASTER. M.D. Did you say Martinis? BERTRAM J. CHANNICK. M.D. My testosterone level is up. GEORGE E. MARK, M.D. I know a few things, but I’m not telling. HOWARD N. BAIER. M.D. WALTER F. LEVIN SKY. M.D. Just right. Phone me anytime, son. ROBERT C. WOLFE. M.D. Let’s call this organic before he wakes up. SOME PRINCIPLES OF COMPREHENSIVE MEDICINE l. WILLIAM A. STEIGER, M.D., Clinical Professor of Medicine FRANCIS H. HOFFMAN, M.D., Associate Professor of Psychiatry Directors, Comprehensive Medicine It is the purpose of this statement to translate some of the generalities that have been used to describe Comprehensive Medicine into more specific and concrete principles. It is not claimed that these principles either originated with or are the sole property of so-called Comprehensive Medicine. However, it does appear that the rise of Comprehensive Medicine has fostered a more widespread application of these concepts and. therefore, a redefinition of them at this time is not amiss. The first principle of Comprehensive Medicine maintains that a practicing physician's primary interest should be people. This seems to be such a self-evident truth that it is sometimes shrugged off. A careful scrutiny of much of medicine, however, will disclose that its primary interest is not man, but is disease. Certainly most medical meetings, medical journals, anti teaching efforts are concerned with disease (the mechanisms of edema in heart failure, the globulins in myeloma, treatment of diabetes, etc.). As a matter of fact, if a Martian visitor were to read a current textbook of medicine, or a current medical journal, he might have a very difficult time deciding to what earth species they apply. By the above it is not intended that physicians should forsake interest in disease. Health and disease are the particular facets of man's existence, with which the medical profession has been ordained by society to deal. It is intended that medicine consciously realize that man exists before disease, that disease is an attribute of existence, and that disease be viewed within the broad framework of societal man. Such an orientation would give to physicians the cultural | erspeciives and humanitarian attitudes so desirable and remove the stigma of their being mere technicians. It would provide them with a tolerance for other cultures with their different value systems, moralities, religions, and so on. It might even result in a tolerance for and understanding of their own and other's intolerances and prejudices. Hopefully the placing of man as the foundation stone of medicine would 96 7. Un ■ v u.. result in an end to the wasteful polemic between organic and psychological etiologies of disease. The realisation would grow that organic and psychological are merely words that summarise descriptively two ways of looking at and measuring a unitary system, man. From these considerations arises the second principle of Comprehensive Medicine. viz: that there be no hierarchy of disease interest. By this is meant, of course, that a sick person is a sick person, regardless of his disease classification. A candid observer will admit that this principle is frequently not observed in medical clinics and other areas of practice. As a matter of fact, many medical clinics are known depreciatingly as barbital clinics. crock clinics” and so on because not enough of their patients exhibit the hierarchically preferred organic diseases. Some clinics, apparently more interested in disease than in sick people, even resort to keeping some mitral stenotics” and the like around in order to maintain student interest. And woe betide the resident who admits a senile 01 a neurotic patient to the ward service! It seems that even among physicians, patients with emotional problems are often not valued as highly as those with disorders that are best described along biological parameters. Thus it is felt that the person with emotional conflicts is somehow personally responsible for his troubles and therefore less deserving of sympathetic consideration than the person who has been, in this view, innocently victimized by organic” disease. However, it is clear that prejudices and taboos arc a part of all of us and will probably always be. It, therefore, behooves those of us practicing medicine to be aware of our feelings, both positive and negative, toward kinds of people, diseases, treatment, and so on. This, then, is the third principle of Comprehensive Medicine, viz: the physician should cultivate a high degree of self-awareness. This not only allows for the use of counter-transference feelings as an aid to diagnosis but permits patient management to lx- directed more by logic and intelligence than by irrationality and emotion. To state these basic principles of Comprehensive Medicine, viz: primary interest in people, no hierarchy of disease values, and self-awareness, is reasonably simple. To accomplish them is a much more difficult matter. Primarily it should be evident that medical education must involve a great deal more than the transmission of the facts of anatomy, physiology, and disease. If the graduate in medicine is to have people as his primary focus, he must have knowledge of people that is both longitudinal and latitudinal. Longitudinally an exposure to the paleontologic evident for the origin of man would seem to be a logical place to begin, followed by an historical survey of the major sociologic and economic developments to date with their concomitant alterations in disease morbidity. Latitudinally an appreciation of the differing value systems of representative cultures would give the physician a better grasp of the problems of world health and a tolerance for those whose mores differ from those of himself and his group. With increased knowledge of others, past and present, would come increased knowledge of self. This, when coupled with current teaching of psychological and biologic dynamics, should result in the type of physician—and perhaps citizen—that today's and tomorrow’s world appears to need. Such curricular developments, as a matter of fact, appear to be proceeding at a rapid rate. This is evidenced by the recent amalgamation of medical and undergraduate courses in at least three schools, the development of courses in behavioral sciences, the increased employment of social scientists in medical schools, and so on. It seems inevitable, then, that future physicians will measure their patients comprehensively along the three parameters of biology, psychology, and sociology and that the principles stated above will be commonplace. u 97 PSYCHIATRY O. SPURGEON ENGLISH. M.D. Professor and Head of the Department Sex is for perverts. Our department in the last ten years has increased its teaching time from a total of less than 70 contact hours to more than 130 contact hours. Our primary goal in the undergraduate program has been to insure the recognition of emotional illness with an additional attempt at giving some understanding of the reactions, interactions and transactions that produce it. In the past six years we have greatly increased our teaching with other departments, notably medicine and obstetrics-gynecology. Together there are more than 350 total hours in these programs. We believe that the goals of recognition and understanding are attainable in the 130 hours of our departmental time. We believe that in this combined teaching time we can reach another, and to us a most im- portant goal, of imparting some knowledge of the treatment processes that will be most useful to any physician in practice. Our future aims include the continued improvement in the teaching of these three elements: recognition, understanding, and treatment. We shall continue to sponsor educational advances in the direction of broadening physicians’ understanding of human beings as individuals and as responsible members of expanding communities. We are com-mited to the view that education requires teaching depth and breadth as well as in technique, otherwise it is liable to the constriction implied in the word training.” We hope that our ambitions in this direction will always exceed our ability to attain them. FRANCIS H. HOFFMAN, M.D. A VICTOR HANSEN. M I) So you waul to net tough. HERMAN HIKSCH M.O. Pretty sick . . . pretty tick. CLARENCE R PARKER, M.D Cancer can't hurt a psychiatrist. FRANCIS II HOFFMAN. M I) We ran always learn more. O E. BAUM, M I). The defense mechanisms are! HERMAN J. NIEBUHR. M.D. Sure, baby, Anytime. EDWARD F. Fl.'Rl'KAWA, M l). Don’t mess, Yankee. 99 RADIOLOGY HF.RRER I M STAUFFER. f D Professor and Head of the Department Sex is for prrverts. I have frequently told the students both in anatomy and pathology classes that the only representations of gross anatomy and pathology that most of the students will see during their years of practice aftei leaving medical school and internship will be in the form of roentgenograms. Thus a thorough grounding in the principles of the formation of the roentgen images and the roentgen manifestations of diseases is ol practical value to almost every future practitioner and not to just those who will become Radiologist ot whose specialty may demand an intimate knowledge of Radiology. Our teaching of Radiology has developed from a program instituted originally b Professor VV. Edward Chamberlain. Director of the Department from 1930 until his retirement in 1957. A correlated course with Gross Anatomy is presented in the freshman year and a similar one in Pathology during the second year. Dr. Robert Robbins. Director of the Therapeutic Division, organizes a series of lectures in basic radiological physics and indications for radiotherapy. In the senior year it had been customary for the students to be assigned for eight hours in small groups with personalized instruction so that film conferences could be held and so that all the students could be introduced to all of the facilities of the department. Since we arc fortunate in having one of the best equipped radiology departments in the world with many features, some of them developed and available only here, it is unfortunate that the time is not alloted in the present program for this approach to Radiology. To this extent the present junior intern plan seems to fail as a teaching program as far as Radiology is concerned. This lack may be made up to a considerable extent by the participation of the senior students as junior interns in the review of the roentgenograms on their own patients and in the many clinical conferences in which the members of the Radiology Department contribute. HERBERT M. STAUFFER, M.D. 100 ROBERT ROBBINS, M.D. Professor anil Co-Head of the Department iVo don't know what it iV GUSTAVE C. BIRD. M.D. “Funniest damn thing I ever saw,1 HENRY1 J. W OLOSHIS. M l). Robbins never told you there were four REMs to the RAD. PEDIATRICS Education for the practice of medicine should continue throughout the physician's active life. Medical school experiences should provide a basis for advancement anti instill the need for continued learning and critical self-appraisal. The goal of the teaching program of any clinical department should be to place its sphere of interest in proper perspective and not attempt to prepare the student for specialty practice. Pediatrics is in a sense the general practice of medicine limited to the growth period of man. The long range objective is the end product: the young adult. To provide optimal care for the infant and child, preventive and therapeutic, and to serve as guide and counsellor to family and child, one must recognize the markedly different roles the human being plays as he progresses through infancy, early, middle and late childhood and adolescence. The student must come to know what is to be expected or what may be termed normal at these very different periods of life so that he may detect and the more accurately define the abnormal. To assist the student to attain an understanding of the child and of his roles in the family and in the community is the goal of the Pediatric Department. To achieve this end. all members of a pediatric department should have in common an interest in the child as an individual and broad general pediatric interests; some should have particular interests and training in the various subspecialties of pediatric medicine. There should also lx- a balance between practicing and academic members. Furthermore, the pediatric department should have adequate coordination with all departments within the medical school, preclinical and clinical, so that physiologic, psychologic and pathologic features peculiar to infants anti children are continuously emphasized in their teaching activities. When these departments have members whose interests are mainly or solely in the pediatric aspects of their specialty, the care of children, the learning experience of students, and research arc all apt to profit. The site for the learning of pediatrics, wc believe, is best located within a unit designed for and limited to the care of the infant and child. Such a unit must, of course, be an integral part of the medical school; it may lie architecturally separate or contained within a multipurpose building in which adequate planning has insured that pediatric facilities are equal to those which could be attained in a separate children's hospital. WALDO E. NELSON. M O. Professor and Head of the Department No. We never intended to build it. Just wanted to see their faces. The student plays an important role in medical care. The stimulus to the clinical teacher tends to result in thorough clinical and laboratory appraisal and carefully considered treatment. Ideally, the student should not be essential for any part of the care of the patient. Stated another way. there should be ample staff to provide clinical care, and they should have sufficient time to include the student as a clinical assistant. Ideally, the student, resident physician, and attending physician should constitute a team for the study and management of the patient. Such an arrangement must, of necessity, be predicated on the essentialness of the student, and he must be given ample opportunity to draw his own conclusions and to question those of the other two members. One further step is possible: the good student can be included in research activities. Perhaps no other device has quite the same potential to elevate the capacity for critical appraisal. The child is an individual who must be considered by the physician as such and not simply as a case.” To the end that the physician can understand the child's role and the environmental factors which influence it favorably and unfavorably does he have the potential to be effective. The student who is by nature a true clinician will become aware not only of the importance of the role which he plays as a physician to the child but also of the satisfaction in counting this child as his friend. WALDO E. NELSON, M.D. 102 JAMES B. AREY, M.D. I just love fresh material ‘ ROBER'I H. HIGH. M.D 'Certainly, I smoke a fnfic. I'm a board man.' The educational experience of the senior pediatric program is characterized by these two statements from residents at St. Christopher’s Hospital for Children where the program is carried out: St. Chris is an ‘ivory tower hospital.’ “You are receiving a far better training in pediatrics than we did.” The first statement referred to the academic attitude and friendly atmosphere of St. Christopher’s, liy diligent effort Dr. Waldo Nelson has filled his hospital with men who have an uncompromising dedication foi truth and a medical inquisitiveness which demands accuracy. The hospital abounds with men who have obtained respect on the basis of their medical ability and knowledge—not on any other criteria—and who take pride in accomplishment. As a result the flow of thought is unimpeded by stratification of seniority or degrees of professorship. The stall men demand constant stimulation from the residents who. to meet this obligation, must read and must know. The resident, in turn, calls upon the student to offer stimulation. And as Drs. Arev, Di-George, High. Kirkpatrick, McElfresh et al carryout their daily quests lor understanding. Dr. Nelson stands back as the great editor, calling for further qualification, directing the stream. The student enters this atmosphere and stands on the river bank, watching the magnificent flow, bending to drink from the waters as he loses his timidity. He is welcomed into the quest and allowed to let his own interest carry him forward. There is no demand that he be a pediatrician. He is a senior medical student who has come to St. Chris to learn. He is not expected to be anything more than a student, yet there is no inference that he is “only a student. He is the least qualified member of the hospital to contribute to the total knowledge, but he is allowed to feel that this is only temporary and that St. Chris wants him to learn quickly so that he can contribute. The actual mechanics of teaching, which the second resident felt were so effective, were achieved through close relationships with residents, eager to teach, and frequent conferences. The In-patient service of daily rounds with a stall man and closely super- ised histories and physicals was met with minor dissatisfaction by some members of the class. They felt that the responsibility allotted to the student was too small. Yet. as Dr. Nelson | oints out, he is on the team and is able to see the thinking and processes of evaluation of the trained pediatrician. The student’s questions are answered readily and completely and he is encouraged to continue questioning anil to read. The lack of student responsibility which exists on the In-patient service is amply regained in clinic work. Here the student must feret out the patient's primary problems and evaluate them thoroughly before turning to a resident or staff man to be checked. He is expected to have a definite plan of management in mind to be evaluated by his clinical teacher. These things, briefly sketched in this article, leave the student with a feeling of fondness for St. Chris. The eight weeks service was inspiring and satisfying. The efficacy of the training is expressed by the resident. 103 DONALD J. RITT JOHN B. BAR TRAM. Ml). .Vo, don't hurt them I just read the EEC, NANCY N. HUANG, MD. 7 wish it u ould stay on. “Sometime it evert fun.' SAMUEL CRESSON. M D, Some guys slash. I sculpt. 105 ANGELO DiGEORGE. M D. I’ll he hack later honey. Alone. DiGEORGE Who discharged that girlt WALTER F. CHAR, M.D. Go home, Yank. OBSTETRICS AND GYNECOLOGY Out first responsibility to the student is to make available to him a broad base of information concerning the physiological functions of women throughout their lives and the structural and functional abnormalities of the pelvic organs. If he acquires this information and learns to use it in the solution of problems in other fields as well as in obstetrics and gynecology he will be a more effective physician regardless of the area in which he chooses to concentrate. He has an excellent opportunity to make use of general medical anti surgical knowledge in his work with obstetric and gynecologic patients and it is our hope that we can demonstrate how important it is for him to extend his medical vision to include the entire patient rather than to concentrate on her pelvis. All physicians, but particularly those in surgical specialties, must develop a considerable degree of manual dexterity and it is natural that students are often more impressed by the technical skill of the surgeon than by his general knowledge, his judgment and his understanding of people. The student must begin to develop the technics he will use in the future, but he should not expect to become proficient in any of them nor can he expect to have done everything he will have a chance to do as an intern. He ought, however, to be able to perform an adequate pelvic examination and the essential office diagnostic and therapeutic procedures and he should be familiar with the basic mechanics of normal and J ROBERT WILLSON. M� Professor and Head of the Department I'll be there. Just tell English to show up. forceps deliveries, episiotomy, etc. With this background he can steadily improve his technics and acquire new ones during his internship and subsequent residency or years of practice. Students can “do” more in obstetrics than they can in gynecology or other surgical specialties but the experience means little unless they are carefully supervised until they understand what they are doing and why. Good clinical instruction does not require an unlimited volume of patients; in fact as volume increases clinical instruction and supervision often diminish and technic deteriorates. It is far more important for the student to concentrate on the acquisition, understanding and appreciation of basic information than to attempt to master technics. If his main concern is with technic his approach to practice may well be that of an artisan whose sole interest is in the patient's problem rather than that of an understanding physician whose interest is directed toward the patient with a problem. It is our hope that each student who is graduated from the Temple University School of Medicine will have acquired a sound basic understanding of the physical and emotional problems of women and the skills which will permit him to diagnose and treat obstetric and gynecologic problems intelligently. Of at least equal importance is that he realize the necessity for continued study in order that he may expand his fund of reliable information and apply it intelligently to his practice. 106 J. ROBER'I WILLSON, M.D. CLAYTON T. BEECH AM M.D. The man of I he smear, the cone and the punch. i ELSIE RIED CARRINGTON M.D. Get me down off this damn table. JAMES QLINDLIN, M.D. Can't you boys ever behave. LOUIS K. HOBERMAN. M.D. sometimes feel as if my soul were a gentle sparrow. HE TH BAUMGARDNER. M.D. Seriously, Joe. You're cute. The volume of technical and factual knowledge enbodied in Obstetrics and Gynecology is considerably less than that of the three other major services. Thus in two months the student is exposed repeatedly to similar diagnostic problems and he becomes confident in the handling of common procedures. Indeed. Obstetrics is the “clo service;” there is ample opportunity to improve dexterity in delivery, episiotomy and circumcision while one perfects the technique of rapid chart-filling. In addition to patient care the student realizes for the first time a new responsibility—the instruction of those one year behind him. So with venerable finesse and the deepened voice of experience, the intern unselfishly imparts all of his obstetrical knowledge to the junior student, who stands in awe until he gets to the same page in the text. Gynecology ward instruction is a profitable supplement to clinical work. At any time the ward presents a wide selection of gynecological pathology for the student's observation and examination. Private gynecology, however, was limited in this respect, but the wide selection of candy at the patients' beds and nursing stations was partial compensation. In terms of the serious methodology of education, the department is to be commended. Theirs is a carefully worked out plan to allow the student to develop. From the basic lectures in obstetrics in the sophomore year through clinical obstetrics in the junior year with lectures then in gynecology, the student is continually prepared for what lies in his immediate future. Such a program allows the development of confidence and steady maturity. Also, repetition of material is extremely helpful. The subject is made to appear simple and easii understandable, but perhaps this is a fault of the department’s teaching. Perhaps the student needs to be made uncomfortable by a more emphatic expression of divergent views and concepts. FREDRICK A. SIMEONE 107 MICHAEL J. DALY. M.D. “Aw, cut tluii out. Bummie FRANK S. DEM INC. M.D. If you've got it, you've got it.' JOHN r EMICH. M.D. The vagina is the superego.' I FERRY HAYASHI. M.D We want placental extracts. iWot the baby. ISODOR FORMAN. M.D. I do the same thing as the resident . . . just a few hours sooner. WILLIAM T. DELP. M D. and LAURENCE E. LUNDY. M.D. Larry, it's a goddam ectopic. Pearlstein scores again. ALFRED L. KALODNER. M.D. Please, lady. I'm eating now. Hutson, you've been lying all along. Boy or girlt Don't worry, kid. li. Bunt has his eye on you.” i You don't tell that way.' BRONCHOESOPHOCOLOGY CHEVALIER L. JACKSON. M I). Professor and Head of Department Norris, take over for awhile. Be out of town over the next few weeks.” CHARLES M. NORRIS, M.D. Please don't go, sir.” OPHTHOMOLOGY GLEN GREGORY GIBSON. M.D. Professor and Head of the Department The princess of specialties 110 F fOUS J HANLON. Ml . •• ‘m against T t. syphilis anti sin. |OX-IN A. KOI.MER. M.D. You. up the-re-. Go sac Dr. io f rrs. PUBLIC HEALTH SAMI EL POLSKY. LL.B.. Ph.D. So you boy think you knou mrdidne.1 DERMATOLOGY CAROM S. WRIGHT, M I Professor and Head of the Department I lake milk baths every day. The specialty of Dermatology differs from all other fields of medicine, in that the manifestations of disease are for the most part readily visible to the physician. Thus, it is possible to instruct the beginner by Kodachrome lantern slides, leaving actual case demonstrations for a later period. Teaching by means of lantern slides has been used in the third year of medicine since 1931, case demonstrations being reserved for the senior year. Supplemented in the Junior year by didactic lectures and quizzes, the student arrives at his senior year with a basic knowledge of all common dermatoses. This knowledge is then applied in case demonstrations at the Skin and Cancer division of the Temple Department of Dermatology, under the direction of Dr. Carroll F. Burgoon. In 1958. the American Board of Dermatology reported tfiat up to that time, more graduates of the Temple University School of Medicine had been granted diplomate certificates than had graduates of any other medical school. After graduating from Temple it was necessary that the Post-Graduate training in Dermatology be received in other institutions. A Post-Graduate training program in Dermatology is now being developed at the Skin and Cancer Hospital. CARROLL S. WRIGHT, M.D. 112 SAMI H PERI STEIN Mi' 7500R. will clear it right uf .‘ PROCTOLOGY HARRY E BACON. Ml). “Miss Dill taught me everything I know. SAMUEL W EISENBERG. M D. . . can’t tell maybe I'll do an Eisenberg• Babcock tomorrow . . . or something. According 10 authoritative statistics compiled by leading insurance companies, 33 | er cent of all ailments affecting the human organism arc to be found in the anal canal, rectum and colon. Factual evidence is available that the incidence of cancer is higher in ihe rectum and colon than in any other portion of the body. It is therefore of utmost importance that the diagnosis be made early and accurately. The primary purpose of the Department of Proctology is to instruct students in the performance of a thorough and gentle proctologic examination which consists of digital and sigmoidoscopic examination, roentgenography by the contrast method, and colos-copy. Today of all endoscopic studies proctosigmoidoscopy is the most productive examination procedure in the cancer prevention program. When one realized that the rectum and colon constitute the most common site of cancer, and it is known that approximately 80 per cent of all large bowel cancers are found in the distal portion within the reach of the customary 25 cm. sigmoidoscope, it seems incredible that 35.000 to 40,000 deaths occur annually from cancer of the rectum and colon. It is the considered opinion of the undersigned that were every person—man and woman—55 years and older to submit once a year to a proctosigmoidoscopic examination followed by opaque enema study (contrast method), demonstrable adenomatous polyps would be eradicated and cancers would be extirpated at an earlier stage with a resultant minimal death rate before metastases occur. 115 HARRY F. BACON. M.D. SURGERY One of the best ways to learn a subject is to use it under supervision while one studies its principles and application. Probably the best method of teaching medicine is a person-to-person preceptorship in the actual conduct of the care of patients supplemented, for completeness, by a coordinated and comprehensive program of instruction which systematically considers the various phases in academic form reinforced, when feasible, by illustrative case records and or patients under present care. For the past five years, the Surgical Department has been developing such a program. Temple medical students are fortunate in having such far-sighted administrators as Vice-President Parkinson and Dean Bucher who could see the advantages of such a system and had the courage to install it as a pioneering program. For the past eighteen months, removing the interns from the scene to decrease the competition for responsbility has given the Junior Intern increased scope. Of necessity, the range of diseases observed in a limited period oil each service is not complete, and may not even be representative of the potential in any given field of a medical specialty so that the complete coverage requires a coordinated and systematic consideration in didactic form of the whole range of diseases that might occur in that division of medicine. Such consideration can and should bring in. from the literature and personal contact, the experience and recommendations of other established physicians in that field as well as that of our staff. These conferences are with small groups on a rather informal basis, permitting free discussion, questions and the op|x rtunity to present ideas. Inherent here, as in almost any study, is the neccs- W. EMORY BURNETT, M.D. Professor and Head of the Department Goddamn DeLaurentis. sity for background knowledge of the basic sciences, of previous didactic discussions of diseases as to cause, pathology, diagnosis and the principles of treatment and frequent review of same, and the energy and interest to read the many sources of information on any phase. This is hardly possible if one observes union hours. If one has the appropriate interest and spirit of dedication which medicine requires, if one has a real desire to learn his subject by repetition, study, thought, discussion with other interested persons, the wish to explore new phases, in other words, the character of the real scientist, then these demands are no problem. Here, as elsewhere, the return is proportional to the effort expended. How far do we wish to go? So far. the program is working well. The application of didactic knowledge helps to clinch it in memory. the details of actually seeing or doing make the knowledge practical and the personal adoption easier so that one has greater confidence, can waste less time in employing these moves and thereby obtains a better and more comprehensive view of the picture as a whole. One more quickly passes through the awkward transition from knowing what should be done to knowing how to do it. Reports from last year’s class, who are now interning about the country, indicate that Temple graduates are a year ahead of the graduates of most schools of medicine. The increased opportunity for greater responsibility has enabled our people to learn more and faster. Since it is an acknowledged fact that the more we know, the faster we learn, such a start permits a rapid build-up of the cycle of progress. W. EMORY BURNETf, M.D. 114 GEORGE P. ROSF.MOND. M.D. Maintuir, how I love ya. R ROBERT TYSON. M.D Never lei your left hand know what your right hand is doing. JOHN V B1.ADY. M.D. When shave it's tremendous temptation. Surgery is a difficult subject to teach and to learn because so much ol it defies absolute definition. Although operative intervention may be dearly indicated by radiological findings, biopsy and the like, the ultimate decision to incise the patient often lies in the analysis of subjective symptoms, i.r. the nature, intensity, and extent of pain. The ability to reach the decision is called clinical judgement.” Obviously the ait of such analysis is devclo| ed through experience, yet one might theorize that education could lead to a quickening of the tedious process of experiencing. Somehow, it comes too slowly . It seemed that close communication could not be established between student and teacher. Perhaps this is because surgical thinking is expressed in activity rather than words. Since one sees the surgeon's cleft hands cut, clamp, tie and cut again, perhaps the surgeon feels that no other explanation is necessary. His hands say. Look, student. I am here. I have decided. This is ray therapeutics. But the student, unable to hear the hands, standing at the operating table as the most dispensable person in the procedure, needs to l e told in words. He needs better and more patient instruction at the bedside and in the conference room. He needs more direction in study and impetus to do outside reading. When the subspecialties were undertaken, the surgery service obtained more meaning. Without exception the staff members of the surgical specialties attempted to reveal their secrets. Although the work load was frequently excessive, there was consideration devoted to the student's desire to know. More of an effort was made to allow the student to participate in decisions and to gain, thereby, insight into the mechanics of evaluation. Anesthesia continues to be a well developed teaching experience. By carefullv leading the student and by allowing him to assume responsibility commensurate with his ability and insight, the student enjoyed this service as a steady , secure inroad into knowledge. The four weeks of accident dispensary duty is a valuable and memorable experience. Concepts of emergency treatment were obtained and the ability to make general decisions regarding admission, consultations, referrals, and acuteness of the situation were developed with the help of the resident. Also, the pure mechanics of suturing and casting were learned. The work was often grueling but accomplishment was discernable. 115 DONALD J. RITT DOMINIC Del AURF.NTIS. M D Goddamn yearbook. OCTAVUS P. LARGE. M.D. The last of the Babcock men PAUL R. CASEY. M D. Orgasm, hell. You had a pulmonary infarction. ANESTHESIA LcROY W. KRUMPERMAN. M D, Piofcwor and Head of Department Thou surgeons would be no place without me.' We regard the medical student as a unique and very privileged creature. Prevention, recognition, and management of disease are his sole interests. 11 is our goal and privilege to point up the relationship of our specialty to those fundamental interests, to broaden and to refine concepts gained elsewhere, and to add a few concepts of our own. Our most comprehensive contributions to the physicians education lies in the area of patient evaluation, evaluation of individual tolerance to the physical and emotional stress of surgery and anesthesia. Use of depressant drugs based on patient tolerance or need. Acquaintance with these principles together with practical experience in anesthetic administration. Management of the unconscious patient, resuscitation techniques and rational behavior in emergency situations round out our didactic program. Our close association with the junior interns enable us. we hope, to amplify the intangibles of medical practice, a respect for the patient as an individual and an appreciation of his emotional adjustment to illness and to the hospital environment. The current curriculum enables us to present our program to the well motivated students with a minimum of difficulty, although the need for more frequent exposure to our specialty is occasionally pointed up by remarkable lapses of memory concerning pertinent basic science topics and their clinical correlation. Changes in the curriculum are being considered, which will tend to remedy this situation, allowing for more frequent contact with our department throughout the training period as well as giving opportunity for those especially interested in Anesthesiology to become better acquainted with us and the mannei in which we practice medicine. L. W. KRUMPERMAN. M.D. 118 SHERMAN C MF.SCHTER. M D. and ROSS PUNCH. M I) Another poison pro lettei from the surgeons. NEUROSURGERY I have been asked 10 state the goal of the members of the Department of Neurosurgery in the education of our medical students. They are as follows: (1) To expose the student to ever changing stim- uli. from the patient, from the doctor, between the patient and the doctor, so that he can sec, hear and feel, and by these senses, stimulated to think. (2) Specifically to give him practical knowledge of our specialty that will help him to diagnose problems common in general medical practice, such as cranial and spinal trauma, convulsions, low back and sciatic pain, chronic headache, and cerebrovascular accidents. (3) To show him diagnostic tests used to evaluate these problems and how these patients are treated. (4) To teach him by example—attentiveness, tact- fulness. consideration, and gentleness to his patient. (5) To show him the importance of teamwork in MICHAEL SCOTT. M O Professor and Head of the Department Sometimes ! get the miseries.” solving difficult clinical problems: the patient's right to consultations. (6) To alert him to the ever increasing medicolegal aspects of the doctor-patient relationships; the importance of rapport with the patient: the importance of accurate and pertinent medical records. We believe that the present method of teaching small groups of student interns gives us an opportunity and a challenge to follow these goals in teaching. In return, we have been stimulated by the constant presence of the students during ward and private rounds, at the bedside, in the operating room, in the clinics, at conferences and lectures, by their questions and repartee in the hospital corridors, or during walking down the steps between floors. We have learned more of their personal lives and occasionally theii problems and their ambitions. We feel closer to the students and we hope they do to us. MICHAEL SCOTT, M l). 120 HENRY WYCIS, M.D Globus fiallidus. hell We’re going for oil.' FREDERICK MURTAUGH. M.D. When English's boys are through, we get them.” ORTHOPEDICS JOHN R MOORE. M D. Professor and Head of the Department Heidi DeYoung was the best resident I ever had. First of all. it is the aim of the Department of Orthopedic Surgery to train the medical student basically with all problems of general practice. The present Junior intern plan has been a wonderful assistance in this concept and it is hoped that it may continue. The approach employed in our technique of education is briefly one based upon simplicity and repetition, using visual, oral and aural modalities. Student research should be encouraged. The progress in the Department of OrthojK’dic Surgery has been most encouraging, due largely to the recent additions to physical equipment, including the new Orthopedic Wards, the Clinical facilities in the Clinic Building and the additional hospital beds available lor Orthopedic Surgery. The prospects for the future are encouraging, particularly in view of the depths and splendid material in the teaching personnel and a complete residency program made available to Temple University School of Medicine through its association with Shriners Hospital for Crippled children. JOHN R. MOORE. M.l). 122 JOHN’ U I.ACHMA.V. M.D. Maul . . maul . . . maul . . . maul. Don’t they know a git I has a brain, too7 HOWARD H. STEEL. M D. So thru I goosed them both. ARTHUR F SF.IFF.R. M.D. Dr. Moore said hello to me today. 123 O I OR HINO LOGV The progress made in the field of Otorhinolaryngology since the graduating class matriculated is truly remarkable. Previously the development ol antibiotics had produced sweeping changes in the treatment of ear, nose and throat diseases. Many operations become obsolete, and the number of sinus, mastoid and tonsil procedures was reduced. Many thought there no longer was need for the ENT specialist; men Jetc the field while few entered it. For about 15 years, the specialty was in the doldrums. A number of far-sighted physicians realized there were still ENT problems to l e handled surgically. and attention was directed toward correlation of physiologic disorders as well as the surgical management of diseases here-to-fore treated medically. Knowledge from other fields also produced advances. Cochlear microphonics were discovered, and middle ear functions were accurately described. Audiolog)', which embraces the study of hearing at the basic science and clinical levels evolved and became a working partner with Otology. All of these influences did much to revitalize ENT. Of greater importance was the development of DAVID MYERS. M.D. Professor and Head of die Department Did you hear what the psychiatrist said about picking your noseT‘ modern otosclerosis surgery which made it possible to operate within the middle ear under high magnification. The use of the operating microscope permitted the permitted-day techniques of stapedectomy and tympanoplastly which have produced excellent results in the treatment of chronic deafness. These changes have been reflected in our department of Otorhinology. We now have a Section of Audiology providing an important community function. and an Otologic Research Laboratory where research in audition and neurophysiology is conducted. Seven residents are now in training, and we plan to add more, for the demand for ENT specialists is growing. We are gratified by the number of Senior Students electing to study ENT. After graduation, these men will find many possibililies for furthet work in this field, for there arc many communities lacking an EN I specialist. Therefore, I call attention to the many opportunities which exist in this dynamic and growing field, and wish to state that I enjoyed teaching the Senior Class and wish you all God speed and good luck. DAVID MYERS, M.D. 121 BERNARD J ROMS. M l). don't find you too kissable either, lady. A NEIL LEMON. M I). Everybody should have his tonsils out twice. PHILIP ROSENBERG. PhD. These machines are wild, man ’ W OODROW D. SCHLOSSER. M.D. Tymftanoplasties can be fun UROLOGY KYRIL B. CONGER. M D. Professor and Head of the Department I don't like to touch the thing either.” The teaching goal of this department has been an attempt to avoid the didactic dispensing of facts to students, but rather to inculcate in them a sense ol responsibility for understanding, diagnosing and treating patients on the Urology Service. We do not hope to turn out finished urologists, but are hopeful that the brief days spent in our department will furnish the students with the basic concepts of how patients must be studied in order to receive the proper treatment. We feel that the most important consideration in teaching is student particip-lion. This means that our students attend x-ray conferences, clinics, ward rounds, and in most cases the operations themselves, when these are not exceptionally time consuming, technical and unrewarding. We hope that future reorganization of student assignments to surgical specialties, will be such that students will be on only one surgical specialty at a time, eliminating confusion and making such participation practicable. KYRIL B. CONGER. M.D. 126 LOWRAIN F.. McCREA. M O I know Trudeau's not on the page but you can Still hear him. LESTF.R KARAFIN. M.D. There’s nothing perverted about urology. ACTIVI'I IFS The respite from the routine I 129 o© © ALPHA KAPPA KAPPA ROW 1: R. Wynkoop. D. Friedlinc. A. Green, J. Hcrt ler. R. While. L. French. F. Wood. ROW 2: W. Haney, D. Wright, J. Haskins. J. Fumary, J. Young. C. Brown, J. Carlson. J. Yergcr. E. Gonzales, A. Samii, E. Seiler. ROW 3: R. Ford. P. Corbet. B. Schcidlcr, J. Patton. F.. Brown. T. Johnson. D. Talcot, A. Kolbc, P. Pavis. ROW 4: C. Zciglcr, P. Knudson. P. McCaflree. I Flowers. G. Klenk. P. Smith, S. Lockey. J. Yoder, G. Witte. Al| ha Kappa Kappa was founded at Dartmouth Medical School in Hanover, New Hampshire, and was incorporated on July 25, 1886. Since then it has grown to forty-three active chapters in twenty-six states and Canada. Beta Omicron Chapter was started at Temple University on May 7, 1932 under the sponsorship of Doctors W. E. Burnett, W. E. Chamberlain, A. N. Lemon, and J. A. Kolmer. During the 1959-60 school year, the house had a membership of sixty-two active members including seventeen freshmen. The year began very successfully with a rushing season. The Fall months passed rapidly, during which time we had several parties, the highlight of which was our big Christmas Party. These social events provided a good break from the rigorous routine of academic life. A joint dinner and dance with Epsilon Chapter of AKK at Jefferson Medical School was another outstanding event during the Winter. In previous years we have floored a basketball team; this year our basketball team was floored. The year was climaxed by the Annual Banquet for alumni, faculty and brothers. 132 OFFICERS John Kenncrdcll, president Harold Dobbs, vice-president David Fricdline, treasurer Richard White, recording secretary John Patton, corresponding secretary John Hert ler, historian Ernest Seiter, marshall Clark Bryant, warden Tony Christoforo. 1FC representative 135 PHI BETA PI ROW I: R. Hayaski, D. Turckc. W. Wcadcr. D. Holicn, R. Fleming, T. Burger. G Maketa. ROW 2: G. Skinner. R. Lanzi. V. David. J. Houston. A. Fees, R. McCardlc. J. Hennessey, I Hart man. J. Cochran, T. Gaydos. ROW S: S. Banko, G. Howe. J. Hafer. D. Gill. S. Meyers. W. Wallingford. G. Herron. D. Baglcy. E. Dcutsch. D. Nesi. ROW 4: R. Durrwaclucr. R Tompkins. R Salvetti. R. Alverton. A. ol er. H Wires, R Reed. OFFICERS David Holten, Archon Robert Fleming. Vice-archon Donald Turckc, Secretary Paul Mcllhenncy, Treasurer Robert Hayashi, Editor Victor David, Historian 134 The Phi Beta Pi Medical Fraternity was founded on March 10, 1891 at the Western Pennsylvania Medical College which has since become the Medical School of the University of Pittsburgh. The Beta Kta Chapter of Phi Beta Pi Fraternity was founded in 1934. This year we celebrated our Twenty-fifth Anniversary. The Chapter began its successful year with a pledge class of twenty students and an honorary faculty member. The monthly parties and other special events provided a welcomed diversion from the studies. The highlights were: the Christmas tree decorating cocktail party, drinking green beer at the annual St. Patrick's Day celebration, and the annual Spring Picnic. At our Twenty-fifth Anniversary dinner we were fortunate to have as our guest speaker our honorary member Dr. Charles A. Papacostas. The chapter completed the year with a dinner given in honor ol the graduating seniors. 135 This year marks the 50th anniversary of Theta Upsilon chapter of Phi Chi medical fraternity, whose inception took place on December 31, 1909, at Temple University School of Medicine. In its fifty years of growth, Phi Chi has become the largest fraternity at the medical school, currently having eighty active members. Likewise, nationally. Phi Chi. having seventy-two chapters in the United States and Canada, is the largest medical fraternity. At Phi Chi. the accent is on fraternity and scholarship. A number of the brothers are members of the Babcock Surgical Society, several arc at the top of their classes academically, and one brother is a member of Alpha Omega Alpha. To encourage scholarship among the brothers, the Eben J. Carey Memorial Award in Anatomy is presented each year to the lreshinan student attaining the highest rank in Anatomy. This year the award was presented to Gregory I.ignelli. Fraternally speaking the annual alumni banquet is the climax of a year of amiability and fellowship among the brothers, for at this time the many and distinguished alumni members of the stall of our medical center join with the active members in an evening of great enjoyment. In addition this year the brothers have had the added enjoyment of playing together in the university intramural basketball league. Socially the monthly house parties, the family nights, the Spring picnic, and the Wives Club activities round out an already active program for the brothers. OFFICERS George T. Mocker, presiding senior Wesley English, presiding junior John Van Pelt, secretary William H. Lord, treasurer Edward Burg, judge advocate William Bucheit, IFC representative Richard Lehman, chapter editor Dean Sell, sentinel 136 ROW I: J. Ebcihurt. D. Bcmcn, W. Linder. K. Messner, R. Reichard, W. Campbell. R. Jackson, I) Pearah. ROW 2: J. Grcenhalgh. E. Burg. W. Lord. W. English. J. Van Pell. F. Lowell. J. Lcmolc ROW 3: C. Rickards. A Oplinger. D. Sell. N. Rock. R Strauss. P. Sandstrom. R. Hall. R. Simon-sen, W. Stewart. G. Baumrucker. ROW 4: K. Tantum. 1). Spangler. C. Magnam, W. Wolfe. G. Mulholland, X. Quigley. J. Cranston. G. Smith. A. Salem. C Toe we, D. Reamer. ROW 1 I) Fusouie, G. Lignelli. W. Pearce. J. Mcnges. K Weaver, J. Tyson. K Sax. R. Hubbell. E. Braccy. P Tregoning, J. Schwandt. 137 PHI DELTA EPSILON ROW 1: L. Merklin. H. Silverstcin. S. Fiver. J. Polm. N. Abramson, W Weinberger. C. Landau. ROW 2: M. Monroe. I Myers. B. Broad. A Goldstein. H Roscnfeld. W. Kozin, B. Sarachek, I.. Kauffman, S. Schwartz. D. Ritt. H. Pearlstcin. ROW 3: M. F.cker. I. Herman. F. Stutman, I. Lit. G. Liss. R. Blitzer, L. Marcus. B. Neff, S. Lipsius. OFFICERS Joel Polin. Consul M.Sieven Piver. Vice-Consul Richard N. Fine, Scribe Norman Abramson, Chancellor Malvin Weinberger, Historian David Ellis, Sr. Senator Herb Silverstein, Jr. Senator David Myers, M.D.. Faculty Adviser 138 Based on the principles of the establishment and maintenance of high scientific and educational standards, of the furtherance of good fellowship, and of the teaching of the highest ethics in the practice of medicine, Phi Delta Epsilon was founded in 1904 at the Cornell Medical College. There are at present seventy-nine undergraduate and graduate chapters in the United States and Canada. Sigma chapter at Temple University was established in 1921. Each year the Aaron Brown Lectureship provides an opportunity for a leading medical personality to come and address the student body and faculty. Dr. Seymour S. Kety, Chief of the National Institute of Mental Health, lectured on the Biochemistry of Schizophrenia. The lecture, attended by an overflow crowd, was followed with the traditional banquet with Dr. Kety as the guest of honor. This year an award was established in the honor of Matthew S. Ersner, M.D., Professor Emeritus of Otorhinolaryngology at Temple and past Grand Consul of Phi D E, for the freshman frater who attains the highest scholastic average for the year. Our social season was again highlighted by the Five-Chapter Dance which was held at the Sheraton Hotel and hosted by Sigma Chapter. Numerous house parties filled out the social sphere of activity. Further improvements to our recently acquired chapter house on Carlisle Street included complete living room furnishings, equipped sleeping quarters for two resident students, and dormitory facilities for brothers on hospital night call and the like. 159 PHI RHO SIGMA Early in September, the brothers of Phi Rho Sigma returned to the concrete campus for the annual fall cleanup. Under the heavy hand of brother McDonald many house improvements were made. With the guidance of prexy Wright, rushing chairman Baran, and Grace’s culinary delectables. the formal rushing terminated with success. Late October saw a combined initiation and party coordinated with our Phi Rho brethren at the U. of P. In the intellectual sphere, the prime highlight was of course Pathology. Run ning a very close second was the extraordinarily successful and popular Second Annual John Franklin Huber Lectureship featuring this past year Dr. G. Herbert True, who spoke on Creativity and Medicine. A very slow third in this race for intellectual accomplishment were brothers Stone and Crane, who spent much of the year attempting to qualify as Shakespearian scholars. I he social season of the past year was of comparable success with N.C. Crane organizing our monthly festivities. Feature events included a beatnik party-fall were beat), a raucous spring jazz, concert and the annual picnic sponsored by the wives club. Congratulations are in order to proud fathers Gregor. Vcrgis, Kovach, Carlson and Columbi. Brother Kenny, who handled the finances for our local SAMA Chapter, was fortunate to fly to California to the SAMA National Convention. Brother McDonald was a big hit in the lead role of Pajama Game, being ably supported by brothers Crane. Wright, Simeonc and Baran. We were all delighted as secretary Hall gallantly recovered from his losing fight with a hut tying motorist during the five o'clock rush. No article on Phi Rho would be complete without mentioning the fact that the third floor, under the able leadership of secretary-elect McCandless, won this year's mouse catching contest, thereby dethroning a great previous champion. Moonbeam Considine, who led the second floor to victory in a previous contest. OFFICERS Charles Wright president Chester Baran vice-president Gevcs Kenny treasurer William Hall secretary HO ROW 1: R. Crane, G, Kenny, C. Baran, C. Wright. F. McDonald. T. Mawn. ROW 2: J. Jones. J. McCandlcss. F. Sinieone, J. Vergis. L. Kryston, R Utberg, H. Stone, S. Mchring, J. Ervin. ROW S: J. Wick. E. Kovach, F. Reichle, W. Hoffman, W. Henderson, L. Anderson, F. Banfield. 141 ALPHA EPSILON IOTA ROW 1: L. Solcr, C. Shaw, 1$. Stiefbold, L. Springfield, J. Stewart. N. Allman. ROW 2: V Smith, M. Wartham. S. Silverness, C. Meaner, M. Magnin, E. Korman, C. Maurer, A Cruz-Cruz Vidal. ROW S: F. Pcndergast, C. Schreiner, P. Eifrich. P. Brown. OFFICERS Barbara Stiefbold, President Caroll Shaw, Vice-President Janet Stewart, Cor. Secretary Lanitta Springfield, Rec. Secretary Jenetie Becker, Treasurer Ann Fierro, Soc. Secretary The Alpha Epsilon Iota Women’s Medical Fraternity was founded in 1890 with the expressed purpose of helping all women to a higher and broader life.” The Temple Chapter had its inception in April of 1948. The chapter has had an active and fruitful year despite some members interpretation of the purpose. The washing machine blew up in November and an Initiation Dinner was held sometime before that. Of interest, too. was the acquisition of a new oil truck which is usually parked outside of the house on the sidewalk. 142 OFFICERS Headles White, president AI Kolbe, president-elect Sheldon Meyers, secretary Gcvcs Kenny, treasure� SAM A S Meyers A Kolbe. G. Kcnnev. SAM A has the functions of conning the freshman into paying six dollars to receive a journal each month anti of fronting for the faculty’s presentation of the Annual Student Research Day. This year, as in the past, the organization had meetings early in the year to plan great plans and then to watch them be swept away by student apathy and administrative disregard. SAM A could be much more but most probably won't be even though it will continue to try to be active and to gain support. 143 ALPHA OMEGA ALPHA ROW 1: J. Stewart. J Pearlstcin. W. Trusteet, W. Korin. U. Broad. I. Lichtenstein. C. Shaw. ROW 2: A. Goldstein. J Yerger. W. Harvey. H. Roscnfcld, W. Lord, R. Negron. M. Eckcr, R. Hayashi. ROW 3: W. Matt . G. Howe. G. Liss. L. Himes. 144 OFFICERS William Kozin, president John F. Huber. M.D., secretary-treasurer Thomas M. Durant. M.D., faculty advisor Isadore W. Ginsburg, M.D., faculty advisor Alpha Omega Alpha is a national honorary medical society which grants membership to those students who have demonstrated scholarship and who have shown promise ol leadership in medicine. With respect to its consideration of high scholastic attainment, the society is comparable to the Phi Beta Kappa honor society of undergraduate schools. The first chapter was organized in 1902 by William Root at the University of Illinois College of Medicine. In 1950 the Pennsylvania Epsilon Chapter was organized at the Temple University School of Medicine. The society has the purpose of the promotion of scholarship and research, the encouragement of high standards of character and the recognition of high attainment in medicine and related fields. Each year the society sponsors a lectureship which is its most outstanding function. An eminent physician in one of the major specialties is selected to present a topic of general interest to the student body and hospital staff. Following the lecture there is a formal initiation dinner at which time the society's guest lecturer and prominent members of the faculty speak. 145 BABCOCK SURGICAL SOCIETY OFFICERS V. Wayne Babcock, honorary president Donald L. Kimmel, president James Z. Taylor, secretary-treasurer Howard H. Steel, M.D., faculty advisor Frederick Muriaugh, Jr.. M.D., faculty advisor T. Terry Hayashi, M.D., faculty advisor The Babcock Surgical Society was first organized on October 9, 1907, by a small group ol students to honor their young, but potentially eminent Professor of Surgery, Dr. W. Wayne Babcock. Since that time the Society has grown to a membership of sixty. New members are chosen by the faculty and current members on the basis of scholarship, personality and expressed interest in the Society. Twenty new members are elected each year: ten from the sophomore class and ten from the junior class. The Society remains one of the oldest undergraduate medical societies in the United States to exist as it was originally founded. Its aims are to promote intellectual discussion of new and current practices in surgery and all related fields of medicine. As a part of this aim two papers are presented at each meeting by senior members on a topic of their choosing. At the end of the academic year a banquet is held by the Society in recognition of the graduating seniors. For this occasion a guest speaker, usually of national reputation, is invited to address the group on a topic in which he is currently interested. This year the speaker was Dr. Gerald H. Pratt of New York City. 146 ROW 1: J. Sheets. P. Brown. H. Rosenlcld. } Taylor. B Broad. B. StAefboAd. J. Stev.au. ROW 2 L. Perry. R. Sw anger. B. Cunin. E. Seder. E. GomaAcv VearAstevn. T. Johnston. J. Nctger, C. Lusch. R. NcgTon, T Gaydos. M. EcVer. ROW’ 5: G. U� . G. Smith. W. EngAAsh. KcncrdcAA J Cranston. J. Makcta, G. Howe. E Burg. K. Tantum. H Schvatw ROW : B. Sorensen. G. Ma-tula. R. Rurket, W. Truscott. E. Klink. V. Kictcr, S. Meyers. W. TayAor. G. LAgweMA. w 1960 SKULL R. 1 anu-ii. D. Rilt, F. Simconc, U. Sanchck. The I960 SKI LL was constructed with difficulty for the mechanics of transforming the original idea of definition of medical education into the printed yearbook page were tedious and slow. Yet, it does appear here. Obviously you, the reader, shall judge this book and shall evaluate our effort. The captions are a tradition. It is hoped that they will be read only in terms of humor and that those toes which have been bruised will attach little significance to our puns. Our special thanks and recognition to: Sam Psoras, photographer, winner of the 1959 Press Photographer's Association of Philadelphia award for the outstanding news photograph, who took and printed many of the shots in this book. Pete Oestreich. artist of Wm. J. Keller, Inc., whose careful layout for the book not only gave it printed form but relieved the burden of layout from the weary back of the editor. June Savage, Dean's secretary, whose typewriter saw many of the articles early in their existence. The Ballantine Brewing Company, without whose help the captions would never have been written. Fred Rodgers, M.D., faculty advisor, who kept giving the editor more and more rope until sure enough, he did. Barbara Hughes, R.X., whose secretarial ability got the alms-seeking envelopes into the mail. Vince Fulginiti, M.D., resident at St. Christopher's and editor of the 1957 SKULL, who when asked if the editorship were worth it replied. No. The Underclasses, who took the chance that they would get their breakage fee back. The cartoons and skull were drawn by Don Ritt. 148 STAFF Donald Kin, editor-in-chief George Popky; business manager Robert Larsen, photography editor board of editors Donald Kirninel H. Bum Richardson Frederick Sinieone John Williams Bernard Sarachek, sales manager fohn Cranston, contributor Anonymous Group, caption writer George Popky, business manager. The night the editor worked. 149 TOP ROW: Kristan and Ann Williams Hi. Uncle Gar Daughter Lyn Goldfinc Meg Foster CENTER ROW: Thomas Edward Liberia Frank Wong and the ill-fated MG Jack Roscnfeld BOTTOM ROW: Charlene Fogel Susanne. Bruce. John, and Stephen Sorensen Pat and Kim Hardy FIRST ROW: Hank and France DeVincent Lowell. Barbara and Brenda Perry Cruz-Cruz SECOND ROW: Cathy, Ron. Carl. Jennifer and Marita Spangler Danny. Shirley and King Hayes THIRD ROW: Bill. Roni and Scott Korin Mark. Dave. Joan and David Torpey LAST ROW: Lynne F.clcn. Jan Allyson and Gwen and Frank Weiser Pat. Ron and Greg Alan Weaver 151 FIRST ROW: Jerry and Karen Motts Roberto Y. Velma John and Rita Reinhart SECOND ROW: Nelson, Janet and Mary Quigley Bernev, Audrey Fern and Anne Broad Sliding wonders: F.rb. Howe and Tyson LAST ROW: x Sandy and Mary Jack and Marcia Carlson Steve and Suzanne Banko 152 FIRST ROW: Beach Doctor Saviano Lee and Priscilla White Chuck and Ellen Leone SECOND ROW. Nat and Carolyn Mcurlin A veil a Little Beth with Barbara Ann Linder Will Mart and friend Gwen and Bob Holmes LAST ROW: Jack and Barbara Himes Sharon and Kim with the group (Daymon. Kenny, Tern1. Dwight and Fara Lark Glen and Elaine Smith T (V FIRST ROW: Barbara awl Tony Christoforo Bill and Joanne Grove Rosemarie. Jeffrey, Kim and Jack Marshall SECOND ROW: Joanne and Jack Cranston Bob and Norma Larsen Mr. and Mrs. Gabriel Soler with Lydia P. and daughter Lydia LAST ROW: Karen. Hugh and Kaye Walker Pat and Anne Hudoek with the twins, Emanuel and Lisa 154 FIRST ROW: Bill and Eileen Hodman Hoppy and Nanci Barbara, Margie and Gene Myers SECOND ROW: Barbara Bowen Judy and Bill Harvey Carol and Ken Mauer LAST ROW: Elinor and Bcrnv Ned Carly and Will Short INTERNSHIPS 1960- 1961 CLAUS L. ANDERSON Ahington Memorial Hospital Ahington. Pennsylvania G A R L A M D A N D E RSO N St. Charles Hospital Toledo, Ohio STEPHEN BANKO Akron General Hospital Akron, Ohio WILLIAM BIRTWEI.L Universitv Hospitals Columbus, Ohio DALE I BOWEN Allentown Hospital Allentown, Pennsylvania BERNARD BROAD U.S. Public Service Hospital WILLIAM BUCHEIT Pennsylvania Hospital Philadelphia. Pennsylvania THOMAS C. BUNKER Charles T. Miller Hospital St. Paul, Minnesota EDWARD A BURG. JR. Harrisburg Polyclinic Hospital Harrisburg, Pennsylvania JOHN CARLSON Conemaugh Valley Manorial Hospital Johnstown, Pennsylvania RAMON CASANOVA St. Charles Hospital Toledo. Ohio EUGENEJ COGGINS The Bryn Mawr Hospital Bryn Mawr, Pennsylvania JOHN | CRANSTON Nazareth Hospital Philadelphia, Pennsylvania ANTHONY CRISTOFORO Philadelphia General Hospital Philadelphia, Pennsylvania JOSE R CRUZ CRUZ Bayamon District Hospital Bavamon. Puerto Rico JACK A. DAVIS Ml. Sinai Hospital Miami. Florida HENRY DE VINCENT Nazareth Hospital Philadelphia. Pennsylvania MICHAEL B. DEMF.T Kings County Hospital Brooklyn. New York JOSEPH C. EBERHART Mercer Hospital Trenton. New Jersey DAVID M, ELLIS Mt. Sinai Hospital Miami, Florida JULIUS ELLISON Presbyterian Hospital Philadelphia. Pennsylvania ROBERT E. ERB Harrisburg Polyclinic Hospital Harrisburg. Pennsylvania MARVIN FOG EL Mt. Sinai Hospital New York. New York ROBERT E. FOSTER Lancaster General Hospital Lancaster. Pennsylvania LEE I. FRENCH The Santa Monica Hospital Santa Monica. California BURTON P. GOLDFINE Mt. Sinai Hospital Cleveland. Ohio EDUARDO GONZALEZ St. Vincents Hospital New York, New York JOSEPH E GREEN Harrisburg Polyclinic Hospital Harrisburg. Pennsylvania SANFORD GREENBERG Northeastern Hospital Philadelphia, Pennsylvania WILLIAM K. GROVE Charles I Miller Hospital St. Paul. Minnesota RICHARD I. HARDY Conemaugh Valley Memorial Hospital Johnstown. Pennsylvania WILLIAM D. HARVEY Conemaugh Valley Memorial Hospital Johnstown. Pennsylvania MYRA R. H ASK IN Presbyterian Hospital Philadelphia, Pennsylvania JOHN R HAYES Harrisburg Polyclinic Hospital Harrisburg. Pennsylvania K. WAYNE HENDERSON Sacred Heart Hospital Allentown. Pennsylvania ERMYL B. HILL II Conemaugh Valley Memorial Hospital Johnstown. Pennsylvania LOUIS II HIMES II Lancaster General Hospital Lancaster. Pennsylvania 156 CEORGE T MOCKER Moss H. Cone Memorial Hospital Greensboro. North Carolina WILLIAM W HOFFMAN Sacred Heart Hospital Allentown, Pennsylvania ROBERT A. HOLMES Ireland Army Hospital Ft. Knox, Kentucky DAVID R HOLTEX Anckcr Hospital St. Paul. Minnesota JOHN H HOPKINSOX Ahington Memorial Hospital Ahington, Pennsylvania GERALD F.. HOWE Los Angeles County Gen. Hosp. Los Angeles. California ROBERT H. EIUBBELL Los Angeles County Gen. Hosp. Los Angeles, California EMANUELB HUDUCK Montgomery Hospital Norristown. Pennsylvania STANLEY C. Ill SI.IN Ahington Memorial Hospital Ahington, Pennsylvania ANDREW C. HYDEN Los Angeles County Gen. Hosp. Los Angeles, California PETER JESPERSEN Cooper Hospital Camden, New Jersey KIM O. JOHNSON U.S. Public Health Service Hos DELMAR II KNUDSON The Santa Monica Hospital Santa Monica, California WILLIAM KOZIN Northeastern Hospital Philadelphia. Pennsylvania ROBERT R. LARSEN Presbyterian Hospital Denver. Colorado CLINTON J. LEHMAN Mercy Hospital Wilkes-Barre, Pennsylvania CHARLES R. LEONE St. Vincents Hospital Erie, Pennsylvania FRASER LEWIS Harrisburg Polyclinic Hospital Harrisburg, Pennsylvania THOMAS R LIVERTA Northeastern Hospital Philadelphia. Pennsylvania IRWIN LICHTENSTEIN Wm. Beaumont General limp. Ft. Sam Houston, Texas WILLIAM R UNDER Ireland Army Hospital Ft. Knox, Kentucky WILLIAM H. I.ORI) I lie Reading Hospital Reading. Pennsylvania JACK H. MARSHALL llamot Hospital Erie, Pennsylvania WILLARD H. MART . Mi. Sinai Hospital Miami, Florida CAROL N MAURER Nazareth Hospital Philadelphia. Pennsylvania Robert McFarland St. Marys Hospital Long Beach, California JAMES R McLAMB Harrisburg Polyclinic Hospital Harrisburg. Pennsylvania CAROLYN D. MEURI.IN West Jersey Hospital Camden. New Jersey NEI1 MINKOFF Cedars of Lebanon Hospital Los Angeles, California ROBERT C. MORTON Touro Infirmary New Orleans. Louisiana (.ERAI.D MOT IS Southern Pacific General limp. San Francisco. California EUGENE N. MYERS Mount Sinai Hospital New York. New York FLOYD P. NAUGLE 1 he Santa Monica Hospital Santa Monica. California BERNARD NEFF Nazareth Hospital Philadelphia. Pennsylvania ROBERTO A. NEGRON St. Charles Hospital Toledo, Ohio BRADLEY F. MCHOl S York Hospital York, Pennsylvania FRANKLIN B. OLNEY St. Elizabeth Hospital Youngstown. Ohio BARRY M. PANTF.R Cellars of Lebanon Hospital Los Angeles. California WILLIAM PARKINSON Womans Medical College Philadelphia. Pennsylvania RICHARD C, PEARCE Allentown Hospital Allentown. Pennsylvania HILLARD PEARLSTEIN Los Angeles County Gen. limp. Los Angeles. California LOWELL W. PERRt I S Public Health Service Hospital GEORGE L. POPKY Tampa General Hospital Tampa, Florida NELSON J. QUIGLEY Tampa General Hospital Tampa. Florida DONALD M. REAMER Geisinger Memorial Hospital Danville. Pennsylvania FRANK M. RECH Queen of Angels Hospital Los Angeles, California JOHN W. REINHART Allentown Hospital Allentown, Pennsylvania H. BL R L I RICHARDSON Syracuse Medical Center Syracuse, New York DONALD J. RITT Tampa General Hospital Tampa. Florida HOWARD ROSEN I ELD Aldington Memorial Hospital Ahington, PennsyIvania HAROLD RUTENBERG Allicrt Einstein Medical General Philadelphia, Pennsylvania IVAN T. SAKIMURA Los Angeles County (.cncial Hospital Los Angeles, California AKBAR M. SAMII University Hospitals Columbus, Ohio BERNARD I). SARACHEK Allentown Hospital Allentown. Pennsylvania MICHAEL F, SAVIANO Nazareth Hospital Philadelphia. Pennsylvania RONALD H SCHERR Lower Bucks County Hospital Bristol. Pennsylvania CAROLL L. SHAW Frankford Hospital Philadelphia, Pennsylvania WEI.I ND F SHORT Germantown Hospital Philadelphia, Pennsylvania FREDERICK SIMEONE Philadelphia General Hospital Philadelphia. Pennsylvania DAVID E. SMITH Northeastern Hospital Philadelphia. Pennsylvania EUGENE C. SMITH Lancaster General Hospital Lancaster Pennsylvania GLEN E. SMITH Germantown Hospital Philadelphia. Pennsylvania WILLIAM C. SMITH St. Luke's Hospital San Fiancisco. California LYDIA SOLER Jackson Memorial Hospital Miami. Florida BRUCE F. SORENSEN Latter-Day Saints Hospital Salt Lake City. Utah 157 ROANALD SPANGLER St. I tanas General Hospital Pittsburgh. Pennsylvania HERBERT L. STEIN Los Angeles County General Hospital Los Angeles, California ROBERT M. STEWART Northeastern Hospital Philadelphia. Pennsylvania BARBARA ST IEFBOLD Germantown Hospital Philadelphia. Pcmuylvania WILLIAM F. T AYLOR Harrisburg Polyclinic Hospital Harrisburg. Pennsylvania DAVID J. TORPEY. JR. US. Naval Hospital Newport. Rhode Island CHARLESTREDENNICK Conctnaugh Valley Memorial Hospiul Johnstown, Pennsylvania PAUL C. TR EGON INC Lackland Air Force Hospital San Antonio, Texas JOHN T. TYSON Mary Fletcher Hospital Burlington. Vermont HUGH F. WALKER I).C. General Hospital Washington. D. C. W. RONALD WEAVER I.anrastei General Hospital Lancaster. Pennsylvania GUSTAVE J. WEI I ND Seaside Memorial Hospital I nng Beach. California FRANK A. WE1SF.R Los Angeles. California Los Angeles County General Hospital (.ARY A WEISS Mi. Sinai Hospital Miami. Floiida HEADLEY S. WHITE Allentown Hospital Allentown. Pennsylvania JOHN M WILLIAMS l'-S. Naval Hospital St. Albans. Long Island FRANCISCO M WONG Mount Sinai Hospital New York. New Yoik MING B. WONG Kings County Hospital Brooklyn. New York THOMAS E. WOOD I'ampa General Hospital Tampa. Florida CHARLES L. WRIGHT Presbyterian Hospital Philadelphia. Pennsylvania JOHN F. YERGF.R Northeastern Hospital Philadelphia. Pennsylvania To Do C.iaduair Work Toward PhD.: DONALD L KIMMEL. |R John Hopkins I'niv. Graduate Baltimore. Man land ROBERT KRISCH L’niv. of Penn. Graduate Sch Philadelphia. Pennsylvania w SENIORS The four years completed. So much experienced, yet so little to say except perhaps, might have done better; might have learned more. CLAUS L. ANDERSON, M.D. Blue Bell, Pa. University of Pennsylvania Phi Rho Sigma GARLAND ANDERSON, M.D. HD 2 Beaver Falls, Pa. Geneva College family: Christina Gary John 160 STEPHEN BANKO, M.D. 116 N. Linden St. Clarksburg, West Va. Washington and Jefferson Phi Beta Pi farmly: Suzanne T. WILLIAM BIRTWELL 1-132 Jefferson Ave. Woodlyn, Pa. Rutgers AOA Babcock Society research: pharmacology (summer 1958) 161 DALE T. BOWEN, M-D. 205 Lester Ave. Shillingtori, Pa. Buckncll University Phi Chi family: Barbara Bruce David BERNARD BROAD. M.D. 5 739 Catherine St. Philadelphia, Pa. Temple University Phi Delta Epsilon Babcock Society AOA family: Anne Audrey Fern 162 WILLIAM A. BUCHHEIT, M.D. RD 5 Greensburg, Pa. Duke University Phi Chi 111 ter fra ter n i tv Gou ncil THOMAS G. BUNKER, M.D. Aberdeen, South Dakota University of Minnesota Phi Chi 163 EDWARD ARTHUR BURG. JR.. M.D. 341 Crestline Drive Pittsburgh 34, Pa. Bucknell University Phi Chi Babcock Society JOHN NORMAN CARLSON. M.D. P.O. Box 183 Wilcox, Pa. 164 RAMON CASANOVAROIC, M.D. P.O. Box 731 San Juan, Pun to Rico University of Puerto Rico Phi Alpha Sigma family: Isabel EUGENE J. COGGINS, M.D. 3339 X. 13th St. Philadelphia. Pa. University of Virginia University of Pennsylvania 165 JOHN P. CRANSTON III, M.D ■1200 N. American St. Philadelphia 40, Pa. Ursinus College Babcock Society research: summer 1958 family: Joanne ANTHONY J. CRISTOFORO, M.D. 37 E. Broad St. Burlington. N. J. Johns Hopkins University Alpha Kappa Kappa AOA Babcock Society family: Barbara K. 166 JOSE R. CRUZ CRUZ. M.D. Lib ran 358, Urb. San A gust in Rio Piedras, Puerto Rico University ol Puerto Rico Phi Alpha Sigma family: Lilliam Oyola JACK A. DAVIS, M.D. 7709A Lucre tin Mott Philadelphia, Pa. Johns Hopkins University Phi Alpha Sigma—treasurer family: Nancy Pam my 167 MICHAEL B. DEMET, M.D. 7721-A Lucretia Mott Way Elkins Park, Pa. Hamilton College family: Lila Lisa HENRY G. DcVINCI XT. M.D. 201 W. Ruscomb St. Philadelphia, Pa. LaSalle College Class Treasurer (1. 2. 3) family: Frances 168 JOSEPH C. EBERHART. M.D. 1736 Memorial Ave. Williamsport 38, Pa. BuckncII University Phi Chi family: Claire DAVID M. ELLIS 2323 X. 52ml Si. Philadelphia 2, Pa. University of Pennsylvania Phil Delta Epsilon—secretary family: Adrienne 169 JULIUS ELLISON. M.D. 25- 0 Amber St. Philadelphia. Pa. Philadelphia College of Pharmacy and Sciences Phi Delta Epsilon family: Elaine ROBERT E. ERB. M.D. Chestnut St. Bechtelsville, Pa. Albright College Phi Beta Pi Class Vice-President (1) Interfraternity Council AOA Babcock Society 170 MARVIN FOGEL. M.D. 5710 Wynnefield Ave. Philadelphia 31, Pa. New York University Phi Delta Epsilon family: Charlene ROBERT E. FOSTER. M.D. 522 Race Ave. Lancaster. Pa. Franklin and Marshall College Phi Chi family: Suzanne Margaret Betty 171 LEE I. FRENCH. M.D. 529 Cottage Ave. Vermillion, South Dakota University of South Dakota Alpha Kappa Kappa research: summer (1958) BURTON GOLD FINE. M.D. 4614 AT. 13th St. Philadelphia, Pa. Ursinus College Phi Delta Epsilon AOA family: Lois Dayna Lyn 172 EDUARDO M. GONZALEZ, M.D. 1715 Ponce De Leon Santurce, Puerto Rico University of Puerto Rico Babcock Society research: parsitology (1958) hematology (1959) JOSEPH E. GREEN 111. M.D. 27-t Wilson St. Carlisle, Pa Haverford College Alpha Kappa Kappa family: Barbara 173 SANFORD GREENBERG, M.D. 722 Rilner St. Philadelphia, Pa. Temple University Phi Delta Epsilon family: Mary WILLIAM KIRKWOOD GROVE, M.D. 701 Country Club lid. York, Pa. 174 Cornell University Phi Chi family: Joanne RICHARD HARDY. M.D. 26 l ayette St. Dunbar, Pa. Washington and Jefferson AOA family: Patricia Kim WILLIAM D. HARVEY, M.D. 120 9th St. Pliilipsburg, Pa. Penn State University Alpha Kappa Kappa AOA family: Judy 175 MYRA RUTH SINGER HASKIN. M.D. 1417 S. 5Sth St. Philadelphia, Pa. University of Pennsylvania Alpha Epsilon Iota SKULL re.se a rch: psych i a try family: Marvin E. Haskin, M.D. Phillis Diana JOHN R. HAYES, M.D. 135 Lombardo Ave. St. Marys, Pa. Uucknell University Alpha Kappa Kappa SAM A family: Shir lee M. Danny 176 K. WAYNE HENDERSON. M.D. 400 N. Main St. Pleasanlville, S. J. Temple University Phi Rho Sigma ERMYL B. HILL, M.D. 117 Chandler Ave. Johnstown, Pa. University of Pittsburgh Phi Alpha Sigma 177 LOUIS H. HIMES. II. M I). Lancaster, Pa. Franklin and Marshall Phi Chi family: Barbara GEORGE THOMAS HOCKER. MD. RD I, Valley Road Hummelstown, Pa. Phi Chi—president (4) family: Anne Grady 178 WILLIAM VV. HOFFMAN, M.D. 2-fO S. 6th St. Reading. Pa. St. Joseph's College Phi Rho Sigma—treasurer family: Eileen ROBERT A. HOLMES. M.D. 313 V. Ridge St. La ns ford. Pa. University of Pennsylvania Phi Chi Gwen 179 DAVID R. HOLTEN, M.D. (5 7 10th Ave. South Grand Forks, North Dakota University of North Dakota Phi Beta Pi—president JOHN H. HOPKINSON III. M.D. 2742 N.F.. 30th St., Lighthouse Point Pompano Beach, Florida Syracuse University Phi Chi family: Nanci Ann 180 GERALD F.. HOWE, M.D. 408 Main St. Lead, South Dakota Colorado University University of South Dakota Phi Beta Pi AOA Babcock Society ROBERT H. HUBBELL, M.D. 917 Chestnut St. Erie, Pa. Syracuse Uriiversiiv Phi Chi family: Marcia Rulon 181 EMANUEL B. HUDOCK JR., M.D. 14)0 Markley St. Morristown, Pa. Harvard family: Anne Emanuel, Lisa STANLEY C. HUSLIN, M.D. 1257 Sanger St. Philadelphia 24, Pa. Franklin and Marshall Phi Chi family: H. Dlores 182 CLARK HYDEN. M.D. 207 E. 29th St. Sioux Falls, South Dakota University of South Dakota Phi Chi family: Jan David PETER JESPERSEN. M.D. RD 7 Bridgeton, N.J Qrsinus College family: Joanne Alesa 183 KIM O. JOHNSON. M.D. Idaho Falls, Idaho Utah State University family: Sharyn Terrell. Daymon, Fara Lark, Dwight, Kendall DONALD L. KIMMEL JR.. M.D. 531 N. Kenilworth St. Oak Park. III. Swaithmore College Class President (1) Babcock Society- president (4) research: nucleic acid metabolism in toxemia of pregnancy (1959) 184 DELMAR H. KNUDSON, M.D. liox 31, Route 3 Sioux Falls, South Dakota Augustana College WILLIAM ROZIN. M.D. 2109 A Rhawn St. Philadelphia, Pa. Temple University Phi Delta Epsilon AOA—president (-1) family: Roni Scott 185 ROBERT KRISCH. M.D. 1201 E. Cheltenham Ave. Philadelphia 24, Pa. University of Pennsylvania research: X-ray physiology (summer 1959) ROBERT R. LARSEN. M.D. Sioux Falls, South Dakota Bucknell University SKULL—photography editor family: Norma 186 CLINTON J. LEHMAN, M.D. HU S. Main St. Wilkes Bane, Pa. CHARLES R. LEONE, M.D. 625 James Place Eric, Pa. University of Virginia Phi Beta Pi Class Vice-President (2, 4) family: Ellen Charley 187 FRASER LEWIS, M.D. 21 Devon Lane Pittsburgh 2, Pa. Princeton University Alpha Kappa Kappa family: Maxine Allman Jeffrey, Stephen. David THOMAS RICHARD LIBERI A, M.D. 900 Greenwood Ave. Easton, Pa. Lafayette College Alpha Kappa Kappa family: Lenore Thomas Edward 188 IRWIN M. LICHTENSTEIN. M.D. 5643 N. Uth St. Philadelphia. Pa. Temple University AOA research: VA Hospital. Coatsvillc, Pa. family: Rhoda WILLIAM R. LINDER. M.D. 5542 Germantown Ave. Philadelphia, Pa. Trinity College Franklin and Marshall College Phi Chi research: physiology (summers 1957 59) family: Barbara B. Beth Ann 189 WILLIAM H. LORD, M.D. 1023 Union St. Reading, Pa. Albright College Phi Chi—treasurer AOA JACK H. MARSHALL Erie, Pa. Allegheny College family: Rosemarie Jeffery, Kim 190 WILLIARD H. MARTZ, M.D. 4568 Crescent Blvd. Merchantville, N. J. AOA CAROL NELLIS MAUER. M.D. 32 Park St. Franklin, Pa. Colorado Woman’s College Goucher College Alpha Epsilon Iota family: Kenneth Mauer 191 JAMES R. McLAMB, M.D. Meadville, Pa. 192 MEIL MINK OFF, M.D. 193 E. Fariston Dr. Philadelphia 20, Pa. LaSalle College ROBERT C. MORTON. M.D. 220 Overdale Rd. Pittsburgh 21, Pa. Grove City College research: Fellowship National Foundation Premature Birth Study 193 GERALD MOTIS. M.D. 3601 Walnut St. Philadelphia, Pa. University of Pennsylvania Phi Beta Pi AOA family: Karen EUGENE N. MYERS. M.D. 6808 Lawn ton Ave. Philadelphia 26, Pa. University of Pennsylvania Phi Delta Epsilon Class President (2) research: Public Health (1958) (paper) Otology (1959) family: Barbara Marjorie 194 FLOYD PHILIP NAUGLE, M.D. 5101 “F‘ St. Philadelphia, Pa. Bucknell University Phi Chi family: Genny 1 ? 4 z T 4- a) I J w- r —o 1 i 4, i •I 1 3 ' ■ =3X? £ s. o J A BERNARD NEFF. M.D. 6608 N. 17th St. Philadelphia. Pa. Temple University Phi Delta Epsilon family: Eleanor 195 ROBERTO A. NEGRON. M.D. Andres Garcia 58 ArecibOj Puerto Rico University of Puerto Rico AOA Babcock Society research: Public Health (1958) (paper) family: Velma BRADLEY E. NICHOLAS, M.D. 965 A'. George St. York, Pa. Juniata College 196 FRANKLIN B. OLNEY. M.D. 1203 Du Shane St. New Castle, Pa. Penn State University family: Karole Susan BARRY M. PANTER, M.D. 337 North Fifth Ave. Highland Park. N. J. Rutgers University 197 RICHARD CHARLES PEARCE. M.D. 2700 Crest Ave. Allentown, Pa. Lehigh University Phi Chi family: Jo-Ann Sarah HILLARD PEARLSTEIN, M.D. 7402 Brockton Rd. Philadelphia 31, Pa. Temple University Phi Delta Epsilon—president (3) AO A Babcock Society research: Psychiatry (1958) Public Health (1959) (paper) 198 LOWELL WESLEY PERKY. M.D. 422 State St. Towanda, Pa. Albright College Phi Beta Pi Babcock Society family: Barbara Brenda Jane GEORGE L. POPK.Y, M.D. 947 Clay Ave. Scranton, Pa. Swarthmore College Phi Delta Epsilon SKULL—business manager research: VA Hospital. Wilkes-Barre, Pa. (1958) 199 NELSON J. QUIGLEY. M.D. 307 N. Main St. Manvillc, N. J. Lehigh University Phi Chi family: Mary H. Janet Faith DONALD MILLER REAMER, M.D. Laurel ton. Pa. 200 Susquehanna University Phi Chi FRANK M. RECH. M.D. 6026 Washington Ave. Philadelphia 43, Pa. Temple University Phi Delta Epsilon—vice-president (3) JOHN W. REINHART, M.D. 552 S. 4th St. Hamburg, Pa. Albright College family: Rita 201 H. BURTT RICHARDSON, M.D. 131 Pennington Ave. Passaic, N. J. Haverford College SKULL DONALD J. RITT, M.D. 27 Wiltshire Rd. Philadelphia 31, Pa. Wesleyan University Phi Delta Epsilon SKULL—editor-in-chief 202 HOWARD ROSEN FELD. M.D. 1623 May land St. Philadelphia, Pa. Temple University Phi Delta Epsilon AOA Babcock Society research: Adrenal Steroids (1958) (paper) Adrenal Steroids (1959) family: Rhoda Jack HAROLD L. RUTENBERG, M.D. Camden. N. J. University of Pennsylvania Phi Della Epsilon AOA 203 IVAN T. SAKIMURA. M.D. Grantham, Pa. Dickinson College Phi Beta Pi—secretary AKBAR M. SAMII. M.D. Saigalon Resht, Iran Lafayette College Alpha Kappa Kappa 204 BERNARD D. SARACHEK, M.D. 32-f N. 30th St. Allentown, Pa. Swarthmorc College Phi Della Epsilon SKULL MICHAEL F. SAVIANO. M.D. 5 S. Tallahassee Ave. Atlantic City, N. J. University of Notre Dame 205 RONALD H. SC HERR. M.D. 1133 E. Upsal St. Philadelphia, Pa. Harvard Phi Delta Epsilon CAROLL LEE SHAW. M.D. 25 E. Marshall St. Norristown, Pa. Ursinus College Alpha Epsilon Iota—vice-president (4) Class Secretary (4) AO A 206 WELLAND F. SHORT. M.D. 403 S. Mass Ave. Lakeland, Fla. Greenville College research: Vascular Physiology (1957) Virology (1958) family: Carolyn FREDERICK A. S1MEONE. M.D. 2037 E. Allegheny Ave. Philadelphia 34, Pa. Temple University Phi Rho Sigma SKULL 207 DAVII) E. SMITH, M.D. Kenilworth Apartments Philadelphia, Pa. Williams College Alpha Kappa Kappa EUGENE C. SMITH, M.D. 5)1 Burrowes Ave. Lancaster, Pa. Franklin and Marshall College Phi Chi 208 GLEN E. SMITH, M.D. 3730 Earl ham St. DornsifCj Pa. Susquehanna University Phi Chi Babcock Society research: National Institute of Mental Health (fellowship) family: Elaine M. WILLIAM C. SMITH. M.D. 6052 N. 2nd St. Philadelphia, Pa. LaSalle College Phi Rho Sigma Temple Capers 209 LYDIA SOLER, M.D. Uabana, Cuba Barnard College University of Puerto Rico daughter: Lydia P. Soler SHERYL SOMERVILLE, M.D. RD spy Muncy, Fa. Buckucll University 210 BRUCE F. SORENSEN, M.D. 1867 Princeton Ave. Salt Lake City, Utah University of Utah Babcock Society Class President (3, 4) family: Suzanne John, Stephen RONALD C. SPANGLER. M.D. 732 Kenanna Ave. Pittsburgh, Pa. Washington and Jefferson College Phi Beta Pi research: Cholesterol metabolism (Princeton—1958) family: Marita Carl. Cathryn, Jennifer 211 HERBERT L. STEIN. M.D. 552 Park R. Ambridge, Pa. Bethany College Phi Alpha Sigma—treasurer ROBERT M. STEWART. M.D. 5 Kinney St. Morristown, N. J. 212 Drew University family: Norma Virginia BARBARA ST1EFBOLI), M.D. 1141 Adeline St. Trenton 10,N.J. Swarthmore College Alpha Epsilon Iota—president (4) Babcock Society Class Secretary (1. 2, 3) WILLIAM F. TAYLOR. M.D. Mansfield, Pa. Mansfield State Teachers College Bucknell University Babcock Society family: Helen Mareen. Billy 213 DAVII) J. TORPEY, M.D. 5165 Akron St. Philadelphia 24, Pa. LaSalle College Phi Chi research: Naval Aviation (1957) family: Joan David J.. Mark D. CHARLES N. TREDENNICK, M.D. 127 Chandler Ave. Johnstown, Pa. Cornell University University of Pittsburgh Phi Alpha Sigma 214 PAUL C. TREGONING, M.D. RD 3 Coraopolis, Pa. Denison University Phi Chi JOHN T. TYSON. M.D. 347 Heivett Rd. Wyncdfe, Pa. Swarthmore College Phi Chi Temple Capers SAM A—vice-president 215 HUGH F. WALKER. M.D. IVoodston, Ar. J. Swart hmorc College Babcock Society family: Kaye Karen W. RONALD WEAVER. M.D. Washington Borough Lancaster County, Pa. Franklin and Marshall College Class Treasurer (4) family: Patricia Anne Gregory Alan 216 GUSTAVE J. WEI LAND, M.D. 1301 W. Ontario St. Philadelphia 40, Pa. St. Joseph’s College research: Psychiatric Anesthesia (1959) family: Jean Cavanaugh Paul FRANK A. WEISER, M.D. 2068B S. John Russel Circle Elkins Park, Pa. Washington and Jefferson College family: Gwen Ely Jan Allyson. Eelen 217 GARY A. WEISS, M.D. 601 S. 60th St. Philadelphia, Pa. Temple University Phi Delta Epsilon—treasurer (3) HEADLEY S. WHITE JR., M.D. 1820 Pine St. Philadelphia ), Pa. Washington and Lee University Alpha Kappa Kappa—vice-president (3) SAMA—president (4) family: Priscilla 218 JOHN M. WILLIAMS III. M.D. 633 Mason Ave. Drexel Hill, Pa. Dartmouth College Babcock Society SKULL family: Lisbet H. Kristin Astricl, Ann Elisabet FRANCISCO M. WONG. M.D. Box 361 Republic of Panama Yale Phi Alpha Sigma AOA 219 MING B. WONG. M.D. 47 Mott St. New York 113, N. Y. Yale Phi Alpha Sigma THOMAS E. WOOD. M.D. 4747 N. 35th Ave., N.E. Seattle, Washington University of Washington family: Carolyn 220 CHARLES L. WRIGHT. M.D. 6736 Rogers Ave Merchantville, N. J. Temple University Phi Rho Sigma—president (4) JOHN FLOYD YERGER JR.. M.D. 1309 Bush kill St. Easton, Pa. Lafayette College Alpha Kappa Kappa AOA Babcock Society 221 MEDICAL TECHNOLOGISTS 1960 L. Jomcruck R. Reuter E. Lynch I. Nicely To those who have unselfishly granted us the benefits of their learning in order that we might begin our careers confident in mind and conscientious in heart, we dedicate this yearbook. Thus, to you, our graduates, wc extend our humble gratitude for the patience, wisdom, and inspiration that you have exercised in introducing us to the fundamentals of the diagnostic laboratory. E. Moses P. Gage 224 D. Rowell Marjorie I. Robbins, A.B., M.S., M.T., (ASCP) Assistant Director of the School of Medical Technology Ina Lea Gallaher. A.B.. B.S.. M.T.. (ASCP) Teaching Supervisor Ernest Aegerter. A.B.. B.S.. M.D.. F.C.A.P. Director of the School of Medical Technology Professor and Head of the Department of Pathology 225 GWENDOLYN ANDERMAN, B.S. 1612 Barringer St. Philadelphia, Pa. Temple University LUCILLE J. DULKA, B.S. 2692 E. 127th St. Cleveland, Ohio Ursuline College for Women Class President 226 SUE FREEMAN, B.S. 6450 N. 13th St. Philadelphia, Pa. Temple University Yearbook Staff MARLENE GORSKY, B.S. 1200 E. Cliveden St. Philadelphia, Pa. Temple University Class Treasurer 227 ANITA HA1M0WITZ, B.S. 11 Orchard St. Morristown, N. J. Temple University Editor GILDA E. LEPONE, B.S. 500 Covington Terrace Moorcstown, N. J. Temple University Alpha Gamma Delta 228 MARCIA ABRAMS LIEBERMAN, B.S. 1011 E. Durham St. Philadelphia, Pa. Temple University ELAINE K. MAZACK, B.S. 1610 E. Barringer St. Philadelphia, Pa. Temple University 229 ARLENE R. MILLER, B.S. 6003 Alma St. Philadelphia, Pa. Temple University IDELLE PANZER WEINBERG, B.S. 3408 Old York Rd. Philadelphia, Pa. Temple University 230 WANDA C. WILKES. A.A., B.S. 928 Main St. Peckville, Pa. Keystone Junior College Sigma Mu Alpha Phi Theta Kappa Class Vice-President Class Secretary KATRINA A. YALE, A.A., B.S. Uniondale, Pa. Keystone Junior College Sigma Mu Alpha 231 Watch the bubble, girls.' But only LABELED specimens! SENIOR INFORMALS 'Yes, I am a vampire.' 232 Anyone for tennis? But it’s green! But Ben. it's time for a coffee break.” An old student teaches a new graduate. 233 Did I Put in C02?” ‘You’re in Urinalysis.” G. Samost, J. Cowcn, S. Miller, G. Horowitz C. Heginbotham, E. Katz. G. Kravitz, W. Bolton JUNIOR CLASS C. Davis, J. Reed, R. Zimmerman, M. Saviano 234 G. Price. J. Katz, D. Shaffer. D. Goodman I. Austers, S. Pintzuck, A. Stcinhouse, M. Arost Best Wishes to the 1960 graduates of the School of Medical Technology from THE MEDICAL TECHNOLOGISTS ALUMNI ASSOCIATION OF TEMPLE UNIVERSITY AND ITS PATRONS Chris J. Zarafonetis, M.D. George P. Rosemond, M.D. Frank S. Defiling, M.D. David Myers, M.D. H. Taylor Caswell, M.D. O. Spurgeon English, M.D. Chevalier Jackson, M.D. Isadore W. Ginsburg, M.D. John Albert Kolmcr, M.D. Michael Scott, M.D. Temple University Marjorie Robbins. M.T., (ASCP) Stanley H. Lorbcr, M.D. Louis Tuft. M.D. Ernest E. Aegerter, M.D. Norman Kendall, M.D. Lyndall Molthan Lambert, M.D. John D. McMastcrs, M.D. Harry E. Bacon. M.D. William Cohen, M.D. 235 John Grccnlcaf Whittier wrote in his poem “TO ,” these lovely words: Not a vain and cold ideal, Not a poet's dream alone. But a presence warm and real, Seen and felt and known. We.the graduating class of 1960,would also like to use these expressions in dedicating our yearbook TO Miss Rita Coll, Director of Education. Miss Coll came to us in 1957, and since that time has done all in her power to elevate and uphold the standards of our profession and educational system. There have been many changes in our three years of learning and wc know that most of the changes have been due to her efforts. Miss Coll graduated from Philadelphia General Hospital. She later went on to receive her Bachelor and Master of Science Degrees from Villanova and Teacher’s College of Columbia. She is currently working on her Ph.D. None of us will ever forget our classes with Miss Coll. We learned much about nursing through her wise words and guiding hand, but her encompassing teaching program broadened our outlooks in many other areas. She understood us not only as student nurses seeking knowledge, but as young women with varied interests and personalities. Her untiring efforts will always be remembered and appreciated. Her empathy. helping hand and radiant smile, inspired us to build self-confidence. Listening to her stimulating and thought-provoking discussions, we came to realize our immense good fortune in having her as our Director and instructor. Yes, wc shall remember our many classes with you. Miss Coll, as we recall the debates, discussions, and personal guidance your receptive, patient attitude afforded us. It was encouraging and uplifting to realize your presence beside us and know that you would accept us as adult individuals. It is difficult to express our gratitude and numerous feelings in these few words. Your presence was warm and real, seen and felt, well known by all of us, and we sincerely thank you for helping us to mold our lives. In years to come, as we open our dusty yearbooks, this passage from Whittier shall mean more to us: Yet hath they spirit left on me an impress Time has worn not out: And something of myself in thee, a shadow from the past, I see, lingering, even yet thy way about: Not wholly can the heart unlearn that lesson of its better hours: Not yet has Time's dull footstep worn to common dust that path of flowers. and we will always remember you. Miss Coll, as our Director, teacher, and friend. 238 MISS BETTY HIPPENSTEEL R.N., B.S. Honesdale, Pa. Graduate of Temple University Hospital Instructor in Anatomy and Physiology INSTRUCTORS MISS BETTY TUMAS R.N., B.S. Tamaqua. Pa. Graduate of Temple University Hospital Instructor in Anatomy and Physiology 239 MISS MARION WEYNACHTER R.N., B.S. Utica, N. Y. Graduate of St. Elizabeth Hospital Utica. N. Y. Instructor in Nursing Arts MISS MARY LOU DOHANY R.N., B.S. Sayrcvillc, N. J. Graduate of College of St. Rose Albany, N. Y. Instructor in Nursing Arts 210 MISS RUTH FRITZ, R.N. Poughkeepsie. N. Y. Graduate of Washington Sanitarium and Hospital School of Nursing Instructor in Communicable Diseases and Nursing Arts MISS MARGARET MACKEY R.N., B.S. Chambersberg, Pa. Graduate of Temple University Hospital Instructor in Chemistry and Microbiology 241 MRS. VIOLA GEITER R.N., B.S. Merchantville, N. J. Graduate of Temple University Hospital Instructor in Pharmacology and Tuberculosis MISS ALICE SIVAK R.N., B.S. West Hazleton, Pa. Graduate of Temple University Hospital Instructor in G.U., Gyne and Venerea! Disease 242 MRS. MABLE FORD. R N. Kinghorn. Scotland Graduate of County and City of Perth Royal Infirmary. Scotland Licensed Mid-wife Instructor in Obstetrics MISS BARBARA TAYLOR. R.N. Bristol. Pa. Graduate of Temple University Hospital Instructor in Neurology 243 MISS MARILYN SOMMERDORFF R.N. Muscatine, Iowa Graduate of Temple University Hospital Instructor in Endocrinology MISS BEVERLY KEEMER, R.N. Lewistown, Pa. Graduate of Temple University Hospital Instructor in Eye and E. N. T. 244 MISS NATALIE BLOOMBURG R.N., B.S. Lansdownc, Pa. Graduate of University of Penna. School of Nursing Instructor in Public Health MISS RONLINDA RONQUILLA B.A., NUTRITION. ADA. Manilla. Philippines Graduate of St. Schalactica's College Manilla, Philippines Instructor in Diet Therapy 245 MFSS DOROTHY DOUGHERTY R.N., B.S. Dickson City, Pa. Graduate of Temple University Hospital Clinical Instructor, Operating Room MISS IDA HAMPTON, R.N. Bristol, Pa. Graduate of Temple University Hospital Student Health Nurse and Instructor 246 Wc, the Senior Class of I960, extend to Miss Florence Brown, our Director of Nursing, our sincere gratitude and appreciation for the part she has taken in our training. A graduate of Jennie Edmundson Memorial Hospital School of Nursing, Council Bluff. Iowa, she acquired her Bachelor of Science Degree at Temple University and her Master’s Degree at the University of Pennsylvania. Immediately before becoming our Director of Nurses in 1951, Miss Brown was Operating Room Supervisor at Temple. With all of her vast responsibilities she found time to observe each of us as individuals. Whenever wc began to feel self satisfied or a little over confident she always had a new challenge to offer. Miss Brown seemed well informed about everything, yet she encouraged us to solve our problems alone if possible. She always welcomed our comments and suggestions. Our Director has been a fair leader, respected for making wise and just decisions. We will best remember her as a reserved, immaculate figure in white—a picture of professional dignity—an example of which wc are proud. 217 NURSING SCHOOL OFFICE—DAY STAFF Miss Rutccki, Miss Shogi, Miss Miller NURSING SCHOOL OFFICE—NIGHT STAFF Miss Reider, Mrs. Wincring. Miss Berner, Miss Russell, Miss Deluca, Miss Ditzlcr 248 DEPARTMENT SUPERVISORS AND HEAD NURSES SUPERVISORS Miss DeYorio 3PP Miss Grogg 4PP Miss Kovalesky 8PP Miss Purcell 9PP Miss Guzara Operating Room Miss Conti 3B and Babcock Miss Fada 2B and IB Miss Dufficld Obstetrics Miss Diffendorfer Orthopedics HEAD NURSES Miss Schlegel 2PP Miss Haines 4B Mrs. Stewart 3PP Miss Singer 3B Miss Tcrkowski 4PP Miss Towe 3C Miss Lorenzo 5PP Miss Cavanaugh Babcock Miss Schildt 6PP Miss Porter 2B Miss Labonoski 7PP Miss Drummond 2A Miss Taylor SPP Miss Squire 2MN Miss Kusumoto 9PP Miss Schmidt Pediatrics Mrs. Blasch 10PP Mr. Young Men’s Orthopedics Miss Snyder Jackson Clinic Miss Pettit Women’s Orthopedics Miss Hasley CSR Miss Williams 3MS Miss Dietrick AD Miss Snell Grcatheart Miss Taber 5M Miss Schroder Delivery Room 249 NURSING EDUCATION Temple University Hospital School of Nursing Temple University Medical Center began as the Samaritan Hospital, which was founded in 1892 by Reverend Russell H. Conwell, noted Philadelphia clergyman and founder of Temple University. The Nursing School was organized simultaneously and has been functioning as a vital and ever expanding unit since that time. Following is a list of courses included in our curriculum: First Semester: Anatomy and Physiology, Microbiology, Chemistry, Psychology. Sociology, History of Nursing, Professional Adjustments. Pharmacology I, Principles of Nursing, Foods and Nutrition. Second Semester: Pharmacology II, Diet Therapy, Medical and Surgical Nursing including circulatory, respiratory, gastro-intcstinal, genito-urinary systems. Gynecology, and Neurology. Second Year: Medical and Surgical Nursing including endocrine, nervous, musculoskeletal systems and special senses, operating room experience and Operative Aseptic Technique. Third Year: Professional Adjustments II, Medical and Surgical Nursing, including tegumentary system and communicable diseases. Affiliations and Specialities: Obstetrics, clinical experience—13 weeks; Pediatrics, affiliation—13 weeks; Psychiatry, affiliation—13 weeks. 250 In the early days hospital nursing was vastly different than it is today. In most of the city hospitals nursing was done by inmates usually over fifty years old. Doctors frequently sent feeble old people to do nursing in the wards hoping that they could get better food there. Salaried nurses’ wages were so low that only those people who could obtain no other employment would undertake it. Of necessity, they accepted gratuities from patients whenever they could. Night nursing was virtually unknown with the exception of a woman in labor or a critically ill person, when a “night watcher would be provided. Today the nursing profession is one of purity and dedication. A nurse is a professional individual of thorough training who takes an oath to be pure, faithful, to abstain from whatever is deleterious, to not take or knowingly administer any harmful drug, to hold in confidence all personal matters coming to her attention, to loyally aid the physician in his work and to devote herself to the welfare of those entrusted to her care. She is an invaluable part of a hospital’s success and reputation. The nurse’s cap probably originated when all women wore caps indoors. At one period the cap, which entirely covered the hair, was thought correct and the dusting cap pattern was frequently used. Since these caps were unattractive, the style gave way to one which covered the knot of hair that was usually on top of the head. Caps were either not washable or had elaborate frills that required special laundering. About 1910 simply made, easily laundered caps came into use. Each school of nursing had a different pattern of cap as a distinguishing feature. The Temple cap was designed with three pleats in back and a bonnet-type shape by Mrs. Russell Conwcll. It is correctly folded with the Haps up, the back circular with three pleats, and a crease down the center of the front. Plain white signifies a first year student or a graduate. With one stripe, it denotes a second year student, supervisor, head nurse on a department, or an instructor. Two stripes symbolize a senior student. Our cap is our professional dignity. We wear it proudly. 251 VIRGINIA NAN ANGEVINE York, Pcnna. 1960 Skull 3 Templeaire 2, 3 Capping Dance Committee 1 Nan” . . . those long, brown lashes . . . Fred, Fred, and Fred . . . What's the story about the police escort? . . . enjoys indulging in pizza pie, banana splits, french fries, and Fred . . . will be seen working in pediatrics and eventually walking down the aisle to (you guessed it!) Fred. VIRGINIA ELAINE ANTON Phila., Penna. Glee Club 2, 3 Capers 2, 3 I960 Skull 3 Ginger . . . 5'2 , eyes of blue . . . You're sick” ... a pretty miss . . . just loves working with psychoneurotics! ... a great ability to imitate and tell a good joke. 252 CHRISTINE BARCLAY Dubois, Pcnna. Nurses’ Christian Fellowship 1. 2. 3 Chris” . . . ice cream eater . . . “Join the group . . . quiet, neat, and plain . . . medical and Obs. floors . . . B.S. in the future. DONNA IRENE ARENSON Baltimore, Md. 1960 Skull Editor 3 Capping Dance Committee 1 Templeaire 1.2 Cultural Affair 2 Don” . . . big, brown eyes and size 3Vs ring . . . has a passion for gourmet cooking and early American furniture . . . will be a lawyer's wife and would like to do office nursing. 253 BARBARA ANN BICKERT Easton, Penna. Glee Club 1.2 Templeaire 1 “Barb” . . . passion for dancing, music, and hoagies . . . “I give up” . . . “I'm impressed . . . will specialize in geriatric nursing while attending Temple University for B.S. degree. j I JUDITH FRANCES BISHOP Camphill, Penna. 1960 Skull 3 Templeaire I, 2, 3 Pope” .. . “Oops . . . sleeps like she's in a coffin ... is trying to forget the time she gave the operating surgeon “Russian Forceps for “Simpsons” ... Air Force, here she comes! 254 PHYLLIS JEAN BITNER Chambersburg. Pcnna. Glee Club 1 Projects Chairman 2, 3 Utile Bit . . . “I'll never tell . . . amiable and able worker . . . future will find her working in an old folks home for the in firmed. BEVERLY JUDITH BOXER Ellenville. N. Y. Capping Dance Committee 2 FNA Rally 1 1960 Skull 3 Bev . . . “It's not funny, kids” . . . peaches and cream complexion . . . striking eyes ... a winning personality who is well known to 4PP . . . plans on further education and travel. 255 MARY BRAY Phila., Penna. “Mother Bray” . . . another blonde . . . “Now really! . . . music minded . . . prefers Obs. . . . will eventually work towards B.S. and Mrs. CAROL LOU BREINING Williamsport, Penna. Capping Dance Committee 2 SNAP Convention Committee 3 Breiningheimer . . . tall, lithe blonde . . . found raffles do pay off! . . . enjoys a good party. 256 BARBARA CAROLYN BUSCHE Phila., Penna. Student Council 1.2, 3 (Treasurer 2) Dinner Dance Committee 3 Honor Board 1, 2, 3 Templeaire 3 SNAP delegate 2 Buschie” . . . Oh. for pity sake . . . obsessivc, compulsive nature . . . those all night pinocchle games . . . instigator of class parties, song fests, activities. and gaiety . . . medicine and pediatrics ... Is there a tall. dark, handsome man in the future? JACQUELINE C. BUTTS Mount Carmel, Penna. Jacquie” . . . Really!” . . . spontaneous smile and laughter . . . passion for fraternity parties and jazz . . . prefers the O R. . . . will be working towards college degree in nursing. 257 EILEEN MARIE CAMPOLEI Phila., Pcnna. 1960 Skull 3 SNAP delegate 3 Student Council (Social Chairman) 3 Honor Board 3 Templcairc 3 Leeny . . . “Oh, go way . . . finds wet floors dangerous—oops! . . . perky personality and those natural curls need no fuss . . . Miss Women's Medicine—1960” . . . plans on doing pediatrics or general duty nursing here at TUH. CLAIRE RUTH CAPUTO Williamsport. Penna. Student Council 1, 2, 3 Honor Board 1. 2. 3 Templeaire 2 Capping Dance Committee 2 Like-a-crazy, man!” . . . looked for the child's father instead of the humidifier when the doctor asked for a “mister” . . . crazy about jazz . . . dreams of a rose-covered cottage and a nice “Ital-iana man” 258 ROSE MARIE CH1APPETTA Clairton, Penna. Tcmpleairc 1 Capping Dance Committee 1 1960 Skull 3 Newman Club 1,2, 3 Chip . . . bermudu shorts and dirty sneakers . . . How about that!” . . . likes the O.R. . . . will walk down the aisle with her orthodontist. LILLIAN ANN COHEN Miami Beach. Florida Capping Dance Committee 1 1960 Skull 3 “Lee . . . those eyes and that figure!. . . continuous diet . . . “Now, just a minute . . . Lee, will you ever be on time? . . . will work towards B.S. and Mrs. 259 I I MARIE COLLINS Phila., Penna. Quiet . . . will usually be found adorned in sports clothes . . . Ohs. department rates high . . . anyone need a PRN? . . . will work towards il.S. FLORENCE GERTRUDE CONLEY Phila., Penna. 1960 Skull 3 Dinner Dance Committee 3 Tootsie . . . That girl needs help . . . dreamy, blue eyes . . . Obs. and pediatrics . . . doesn't require less than an hour-and-a-half to get ready for work. JANET LOUISE CROUSE Lansdale, Penna. Nurses’ Christian Fellowship 1.2, 3 “Crousie . . . “Wait till I tell you!” . . . displays a spontaneous grin and has a passion jor soldiers . . . likes general duty . . . will marry soon. 261 CAROL ANN CONN Somerset, Penna. Conn'' . . . “Oh, heavens!” . . . avid jazz fan . . . listened to S25 clink down 9 floors when class ring went down chute with the laundry . . . will work in the psychiatric field of nursing. JACQUELYN ANN CROYLE Altoona, Penna. Class Vice President 2, 3 Glee Club 1,2, 3 (Treasurer 2) Capers 1, 2, 3 Dinner Dance Committee 3 I960 Skull 3 Jacque . . . well built—peanut size . . . compulsive nature . . . great love for bedside nursing . . . sports a fraternity pin . . . will spend the future studying “French.'' DONNA ANN CRUWELL Asbury Park, N. J. Peaches . . . “I’ll do it later . . . a loveable, vivacious blonde with the ability to attract many friends . . . has a passion for men!. . . has a great desire to be a wife and mother in the future. 262 MARIE ANN DANKAN1CH Fairless Hills. Penna. Glee Club 1.2 “Danky . . . tiny atui petite . . . Beats the heck out of me . . . had a bad experience with a rectal tube . . . indulges in potato dumplings and garlic . . . future well-planned. V Vonnie . . . premature gray hair . . . I'm worried . . . dancing, hi-fi's, Keesals, and leotards rate high . . . TWA airlines, here she comes! PEGGY ANN EDWARDS Nescopeck, Penna. Peg . . . bilateral dimples . . . couldn't care less . . . loves those patients who ring emergency buttons just to see what they’re for! . . . looking forward to general duty in Obs. and marriage. ANNE EX LEY Lansdale, Penna. Capping Dance Committee 2 Annie . . . Come on, kids . . . small and petite, cute as a button . . . Oh, those dimples! . . . seen regularly on night duty. 264 JOANNE LOUISE FITTERLING Hamburg. Pcnna. Glee Club 1, 2 (Pres. 1, 2) Capers 1,2.3 Jo . . . Piffle Sniffle . . . brown eyed, curly haired nurse who’s stubborn as a nude . . . plans on a B.S. degree. MARGARET MARY FORGACH Glen Lyon. Penna. Newman Club 1.2, 3 Class Secretary 2, 3 1960 Skull 3 Marge . . . Thai's really nice” . . . a tall. thin, brunette with a passive, sweet personality . . . How did she ever stamp all those stickers on IB on the wrong side? . . . hopes and plans to be a good nurse in any field in which she works. 265 MARJORIE LORRAINE GEVERT Homesdale, Penna. Marge” . . . great sense of humor . . . I’ll never be able to get up at 6 A.M” . . . What about the case of the 24cc. of lost Demerol?” . . . plans to join the O.R. crew and marry Frank in the near future. ELIZABETH MARIE GIDARO Kulpmont, Penna. Liz . . • curly, black hair . . . Oh, my! . . . prefers pediatrics and sleeping . . . How many times did you pack your suitcases, Liz? 266 NANCY GOULD Phila.. Pcnna. Nam e” . . . can always be found munching on meatball sandwiches, french fries and pizza . . . prefers medicine and pediatrics . . . Alabama, here she comes! NATALIE JEAN HAAK Scranton. Penna. Glee Club 1 Nat” . . . great passion for pinochle . . . has a mind of her own . . . likes Obs. and aims to be a night supervisor in the D.R. 267 CHARLOTTE LEE HAMAN Phila.. Penna. I960 Skull 3 Dinner Dance Committee 3 Glee Club 3 Char . . . likes anything over 500 calories . . . facial expressions hide no secrets . . . China doll face . . . future will see her up to her elbows in plaster of paris. AMY DARLENE HAMMANN Milltown, N. J. Basketball I, 2, 3 Glee Club 1,2,3 Capers 1,2, 3 Dance Committee I, 2. 3 I960 Skull 3 Dar . . . bilateral dimples . . . Is that neat or what? . . . made the mistake of asking for the good looking doctor when he was sitting within arm's reach! . . . prefers O.R. . . . always being confused with another senior with similar name. 268 LORETTA ROSE HAND Hackensack, N. J. Cultural Affair Chairman 2 Capers 2 “Ret . . . “Really! . . . prepared to dress for anything but likes casual clothes . . . another nurse for Obs. Kitty . . . “Oh, sugar!” . . . frank and meticulous . . . likes Obs. and medicine . . . plans to continue education, but only for now. Jo . . . idealistic and conscientious ... a big Frank Sinatra fan . . . plans to work towards a B.S. degree in the future. DONNA JEAN HELLER Narbcrth. Pcnna. Glee Club 1 Nurses’ Christian Fellowship 1 1960 Skull 3 Jennie . . . tall and slender . . . Oh Boy . . . cheerful, sincere, very dramatic . . . always on the go . . . will work towards B.S. 270 ALBERTA HENLEY Norristown, Penna. Glee Club 1,2 (Vice Pres. 1,2) “Bert ... ‘7 don’t know a thing” ... a good listener for talkative roommates . . . prefers to go casual and loves hamburgers . . . plans to be a Navy nurse. BEVERLY ANN ILGENFRITZ York, Penna. Glee Club 1,2 Capers 1,2,3 “Fritz . . . “You idiot! . . . bright, blue eyes . . . knows what a laundry chute looks like from the inside! . . . special interest in A.D. and gyne . . . looks for marriage to Vic and a family. 271 GLORIA REPPERT JACKSON Hamburg, Penna. Nurses’ Christian Fellowship 1, 2, 3 Templeairc 2 Capping Dance Committee I Shorty” . . . “Omen the light” . . . petite brunette with obvious dimples .,. favors Obs. nursing . . . has proven that marriage and nursing mix well . . . will spend future being Mrs. Jay Jack-son. JUDITH JOHNSON Winter Haven, Florida Capping Dance Committee I Cultural Affair 2 “Judie” . . . red hair and ski-shoot nose . . . prefers O.R. nursing . . . will marry her A I. 272 ROSALYN MARIE JONES Phila., Pcnna. Class President 1, 2, 3 Rozzie . . . “Sufferin' Succotash! . . . ambitious organizer . . . radiating smile . . . particularly liked pediatrics but plans to be a teacher in Nursing Education, get married, and mother three sons. JOAN YVONNE KNERR Harrisburg, Pcnna. Glee Club 1.2 Capping Dance Committee 1 Nurses Christian Fellowship “Joanie . . . Well . . . admirer of all types of music and shows . . . quiet . . . pediatrics, college, or general duty looms ahead. 273 JOAN RUTH LAMBERT Monaca, Penna. “Joanie . . . Oh, mamma mia!” . . . spaghetti-eater . . . favorite pastime—boy-friend. Sil . . . favors surgical patients. TERESA ANN LYLE Lewistown, Penna. Capping Dance Committee 1 Terry . . . Who's got a low hgb.? . . . You're out of your mind! . . . another lover of the A.D. . . . plans to sprout wings in the future and join the airlines. 274 I EVELYN LAUREL McKElTH Ventnor, N. J. Capping Dance Committee 1 Mac” . . . Rapunzel, lei clown your hair!” “I must eat fast . . . will miss daily snoozes in lectures at P.S.H. . . . plans on going for B.S. ROSEMARY MAGINLEY Norristown. Penna. Newman Club 1.2. 3 Farewell Dance Committee 1, 2, 3 Roe . . . naturally curly hair and model legs . . . among favorites are steaks, spaghetti, and college weekends . . . I’m so embarrassed . . . talkative ... so afraid of Babcock Ward that she kept lights burning until 2 a.m. . . . aspires for a B.S. in Nursing Education. 275 PASHA MANOJLO Phila., Pcnna. “Pash . . “Oh, mein goodness!” . . . her flirtatious eyes never go unnoticed or her Ukrainian accent unheard . . . will always find her singing in the shower. JUDY ANN MARSHALL Sea Girt, N. J. Student Council Officer 1,2,3 Judy . . . That kid's too much! . . . provocative, brown eyes . . . dry sense of humor . . . great talent for dressmaking . . . casual, pleasant, loquacious ... Ivy League Campaigner . . . seashore nurse. 276 HELEN MATTIONI PhiJa., Penna. 1960 Skull 3 He reminds me of my brother . . . prefers medicine and pediatrics . . . will spend future marrying off five good looking brothers . . . one down— four to go. KATHLEEN JANE MILLER Phila., Penna. Capping Dance Committee 1 i960 Skull 3 Poster Committee 2. 3 Kit . . . Oh. sugar” . . . Who else could have been pinned in 2A’s kitchen? . . . plans to marry and work in a doctor’s office. 277 HELEN THERESA NAPE Scranton. Pcnna. Newman Club 1,2,3 Student Council Secretary 1, 2. 3 SNAP Delegate 1, 2 Bounce . . . relishes chocolate cupcakes with a large gltiss of chocolate milk . . . those flat feet! . . . very sincere . . . looking forward to her future marriage. ■Jfc 'v - - SALLY ANN O BRIEN Bloomsburg, Penna. 1960 Skull 3 Templeaire 2 Sal or Sally from the alley” . . . peaches and cream complexion . . . pixie blonde . . . Irish stew lover . . . Gee-whiz . . . famous for complete bed baths around the underwear . . . magnetic personality . . . great friend to have . . . future office nurse. 278 NANCY OWENS Scranton, Penna. 1960 Skull 3 Basketball 1, 2 Capping Dance Committee I “Nan” ... ‘7 really does . . . everyone's friend . . . can be found in bermuda shorts munching pizza . . . will be flying planes or throwing instruments. JOAN LOUISE QUICK Bellefonte, Penna. Templeaire 3 Nurses' Christian Fellowship Farewell Dance Committee 2 1960 Skull 3 “Quickie . . . “I'm not nervous—Vm resting!” • . . speedy, cheerful, friendly . . . found fresh post-op craniotomy patient cleaning the bathroom—how to have heart failure in one easy lesson! . . . prefers specialing in hypothermia room . . . hopes to get B.S. degree. 279 SANDRA I.EE RADER Northumberland, Penna. Glee Club 1,2 Capers 2, 3 Capping Dance Committee 1 Sotuiy . . . small, enthusiastic student . . . frequent attender at canteen . . . enjoyed pediatrics and will possibly work in that field. LOIS JANE SALZMAN Scranton, Penna. Capping Dance Committee 1 “Lo . . . finds comfort in anything relaxing . . . enjoys her lox and bagels . . . Isn't that tough?” . . . favored the O.R. and will include this in her future. 280 MARY PAULINE SAMOLIS Minersville, Penna. Muthie” . . . Ain’t that a gasser?” . . . it’s hard to escape her pretty green eyes . . . able to sleep anytime, anywhere . . . hopes to become an anesthetist. THERESA BARBARA SANTOROSKI Hazleton. Penna. Templeairc 2 Terry” . . . See ya around” . . . the Pole” with a passion for Italian food . . . big, brown eyes and sarcastic wit . . . ability to cram 30 hours worth of living into 24. 281 BARBARA HELEN SAWICKI Metuchen. N. J. Capping Dance Committee 1 Dinner Dance Committee 3 Cultural Affair 2 Tricki Sawicki” . . . Man!” . . . artistic ability . . . enthusiastic, cheerful, and willing . . . those college weekends . . . Rah! Rah! Rutgers . . . future aspects—wedding bells. HELEN ANN SCANLAN St. Clair, Penna. Capping Dance Committee 1 I960 Skull 3 Scan . . . Just ask the kid . . . Irish eyes and sweet winning smile ... an able dancer and sandwich addict . . . will probably work in the field of neurosurgery. ■ 282 LOUISE SCHELLHAMER New Tripoli. Penna. Glee Club I Nurses'Christian Fellowship 1.2, 3 Shelly” . . . black hair and bine eyes . . . real sign of beauty . . . Short 'n Sweet . . . Boompy . . . tailored dresser . . . Mrs. or B.S.?? LYN GWEN SCHOENFIELD Phila., Penna. Capping Dance Cofnmittee 1 “Lynni” . . . Lots of luck, Charley . . . frequently found at Beatnik parties, but. oh, those Kinappoint Cadets! . . . likes Obs. and pediatrics. 283 VIVIEN SHUPAK Phila., Pcnna. Dinner Dance Committee 3 1960 Skull 3 Vicky . . . Great scon! . . . nice smile . . . much to her dismay, after reassuring her patients at P.S.H. that there wasn't a dead body in the shower room, confidently opened the door and found one! . . . Nurse, you need help! . . . prefers pediatrics at Children's Seashore Home or orthopedics at A EMC. DOROTHY E. SHOOK Washington. N. J. Student Council Vice Pres. 2 SNAP Representative NSNA Representative Dottie . . . passion for Hot Shoppe’s “Mighty Moes” . . . Who has a cigarette? . . . short, short, pixie haircut . . . can always he found in bermudas and crewnecks . . . prefers surgical floors . . . future Mrs. D. . G. ISABELLE LOIS SLICKERS Abington, Penna. Glee Club 1, 2 Student Council 1, 2, 3 Nurses' Christian Fellowship 1,2, 3 “Izzy . . . passion for pizza and hoagies . . . Oh, really? . . . enjoys good music and shows . . . sports clothes enthusiast . . . enjoyed pediatrics . . . hoping to go to college. JOSEPHINE SMERLICK Kaska, Penna. Capping Dance Committee 2 “Smiley . . . Oh, darn . . . enjoys kuhasi, sandwiches, coffee, and polka parties . . . loud feet . . . prefers medical and surgical floors. 285 LINDA FAYE SMITH Nescopeck, Penna. “Smitty . . . expensive taste for clothes . . . Come on! . . . hyper” . . . general duty vs. Air Force. ELAINE FAY SNYDER Lansdale, Penna. Capping Dance Committee I Fay . . . one of our blondes . . . watch out for water seal suction . . . How are ya? . . . striking appearance. 286 JANE ESTHER SPAIN Phila., Pcnna. Janie . . . flushing brown eyes . . . “Yeah, know . . . Umm! fried chicken with mushrooms and mushed potatoes . . . looking forward to college. MILDRED M. STELLING Daytona Beach, Fla. Basketball 1, 2 Student Council 2, 3 “Stell . . . dimples . . . Wont to go for a ride?” . . . prefers sports clothes or slacks . . . plans a career in psychiatric education. 287 JUDITH ANN STRANKO St. Clair. Pcnna. Capping Dance Committee 1 Tempieairc 3 1960 Skull 3 Cultural Affair 2 Newman Club 1,2. 3 Judy” . . . a stunning blonde with vivid blue eyes . . . sincere friend . . . always calling anyone for coffee?” . . . likes jazz and, oh, those parties and shore trips.' . . . likes general surgery but plans on further education and travel. BARBARA M. TURZA Osceola Mills. Penna. Tcmplcaire 3 1960 Skull 3 Capping Dance Committee 1 Turz . . . It's all psychological!” . . . always Sets a second look . . . model figure . . . fashion show fan . . . reserved and sincere . . . wardrobe of sheaths and colored stockings . . . prefers busy nights in the A.D. . . . plans on further education and travel. 288 CAROLYN VECCHIOLL1 Phila., Pcnna. Student Council Rep. 1, 2. 3 Social Chairman 2 Student Council Pres. 3 Glee Club 2 “Veck” . . . brown and not black hair! . . . enjoys spending an evening listening to Sinatra or Mathis . . . prefers to go casual . . . will join the scrub team in the near future. 289 CAROLE DIANNE UMSTEAD Colmar. Penna. Ummy . . . Well, I'll be dipped! . . . loves bright lights and noise while others are sleeping . . . likes the T.K., raw onions and mustard . . . destined to be a proud wife! ELIZABETH VERITY Goshen, N. J. “Bets” . . . cotton pickin' ”... freckles . . . WIBG fan . . . Obs. nursing . . . destined to become Mrs. Larry Stiles. SANDRA PATRICIA NVALDECK Roxborough, Pcnna. Glee Club 1, 2 (Secretary 2) Sandy” . . . blonde hair . . . Just keep it up and you'll get it” . . . best chauffeur any class could ask for . . . will always remember changing those dressings on 7PP at 6 A M. . . . future scalpel passer. 290 MARIE SANDRA WALLACE Phila., Penna. Nurses’ Christian Fellowship I, 2 Sandy . . . Oh , . . good natured with a sense of humor . . . always on a diet . . . never on time . . . indulges in calorie free (?) pizza, soft pretzels, and cheeseburgers . . . will attend Bible school in the future. LYNNE DARLENE WATTS Bloomsburg. Penna. 1960 Skull 3 Tcmpleaire 1.2, 3 (Editor 3) Cultural Affair 2 Capping Dance Committee I Farewell Dance 2 Glee Club 1.2,3 Long pageboy and enviable eyelashes . . . Why not?” ... Air Mail romance . . . PRS' addict with a stock supply of Golden Autumn . . . the voice in the wee small hours . . . then there's the mystery of the soap powder trail! BARBARA WILD WEISER Southampton, Penna. “Adelheid” . . . noted for her stupendous good luck . . . Yo bug” . . . one of four married classmates . . . hopes to have her own nursery in the future. CATHERINE LAMOUREUX WEYL Hatboro. Penna. Capers 1,2,3 Dinner Dance Committee 3 Mother Lamoureux” . . . known for her advice to the love-lorn and ambiguous personality . . . enjoys a good party . . . future will see her managing “her” doctor's household. 292 PATRICIA ANN WISE Conyngham, Penna. Capping Dance Committee 1 “Pat . . . pizza and spaghetti eater . . . notice those eyes . . . “Oh. you're kidding” . . . expert bat-chaser on Great heart Ward . . . fears our “feathered friends” . . . keeps Air Force busy transporting mail . . . will spend her future time helping to bring babies into the world. ANTOINETTE WISNIEWSKI Natrona. Penna. Templeaire 3 Farewell Dance Committee 2 Capping Dance Committee 1 Newman Club 1. 2. 3 “Toni” . . . “You know? . . . many envy that 21 waist and those bright blue “orbes” . . . doesn't care for restraints, shaving cream or navy blue sheets . . . peculiar aspects— Mrs. Clean” . . . future aspects—chalk and blackboard, B.S. 293 ■ LINDA A DELE WORMICK Phila., Penna. I960 Skull 3 Tcmpleaire 2 Capping Dance Committee 2 Lin” . . . warm personality . . . usually involved in complicated situations . . . Good grief” dreams of travel, travel, travel. A EUGENIA BERNADETT YANKOFF Phila., Penna. Jennie” . . . swivel hips—especially when dancing to rock 'n roll . . . Gazachamahagen” . . . Who was the brave soul who walked into S-2 at By berry without her keys and couldn't get out? . . . hopes to spend a long night in Alaska soon! % i 294 MARY CHARLOTTE YEAGER Phila., Penna. “Char'' . . . loves cherry stone clams . . . always on the go, go, go .. . partial to A.D. . . . future will find her with husband. Fred. MILDRED YORK West Trenton, N. J. Millie . . . small and petite . . . Exactly” . . . well rounded wardrobe to satisfy passion for clothes . . . sincere and meticulous . . . may possibly be one of our future M.D.’s. 295 PHYLLIS ZIEMBA Wanamie. Pcnna. “Phyl . . . “Sha-boom” . . . a blue eyed blonde with a radiant personality . . , nice figure . . . an expert joke teller. . . . enjoys neuro nursing . . . wants to travel—Florida bound. % 296 PRESIDENT Miss Rozalind Jones VICE PRESIDENT Miss Jacqueline Croyle CLASS OFFICERS TREASURER Miss Katherine Hartnett SECRETARY Miss Margaret Forgach 297 MISS BEVERLY KEEMER Class Advisor Miss Beverly Keemer, head nurse of the Ophthalmology Department, is a graduate from Temple School of Nursing, Class of 1955. She is working in her favorite field of nursing and finds herself carrying on varied duties, from instructing in class to scrubbing for eye surgery in the Operating Room. Our advisors have been of great help to us. They have always been present at our class meetings and could be depended upon to help solve our problems. They helped us with all of our class projects from selling stationery to sponsoring dances, and could be regarded as stable guides when difficulties arose concerning any phase of class business. 298 MISS PATRICIA SCHLEGEL Class Advisor Miss Patricia Schlegel is a graduate of Temple School of Nursing, Class of 1956. At the present time she is the head nurse of second pavillion. Her favorite field of nursing is surgery. In the many floor conferences that we had with her during class bloc, she contributed greatly to our knowledge concerning laryngectomy and tracheotomy patients and their care. Both advisers have worked diligently with us to make the yearbook a success and we appreciate their efforts. May we sincerely say, “Thank you, to both Miss Schlegel and Miss Kecmer for their help and guidance during our training at Temple. 299 STUDENT COUNCIL-C. Vcchiolli. President ACTIVITIES TEMPLEAIRE STAFF—L. Watts. Editor 300 FEATURES—L. Watts. Chairman PHOTOGRAPHY—J. Heffcran, N. Owens. Co-Chairman BUSINESS—S. O’Brien. Chairman TYPING—I. Campolei. J. Quick. PROOFREADING—M. Forgach, D. Hammann 301 BASKETBALL TEAM CHEERLEADERS 302 MAY WE INTRODUCE OUR PATRONS: DR. L. K. HOBERMAN MR. AND MRS. ALEX PARKER MYRTIE LEE SHOP WAXLER PHARMACY ALLEGHENY DRUG CO. ROBERT H. LANSBURY FREDRICK MURTAUGH, JR., M.D. W. EMORY BURNETT. M.D. H. TAYLOR CASEWELL, M.D. MR. AND MRS. GEORGE P. ROSEMOND MILDRED L. GUZARA DR. AND MRS. STEPHEN B. VASSELOTTI FRED B. RODGERS, M.D. DR. SAMUEL M. PEARLSTEIN 303 ST. CHRISTOPHER’S HOSPITAL FOR CHILDREN Miss Montagnoli, Director of Education 304 Miss Edgar, seated. Director of Nursing Miss Urban, standing. Instructor Miss Mitchell, standing, Director of Education PHILADELPHIA STATE HOSPITAL 305 For many years we dreamed of being nurses, but it seemed these dreams would never come true. When at last they did and we arrived at Temple on September 3. 1957, things were far different from our accustomed surroundings. , Dreamed I Was A Nurse In My —— -------- • Home Sweet Home? Where's My Rubber Apron? But Miss Miller. Styles Are Short This Year! We were given so many books that we needed valets to carry them home. Those uniforms certainly couldn't have been measured for US'. 307 What Comes After The Back? Soon we were in classes, being bombarded by more information than we had ever imagined could be absorbed. All the nursing procedures we learned had to be supervised in actual clinical situations: for example, being passed on bed baths. We toiled and struggled; many a candle burned far into the night before exams. Oh. Happy Day! Study Hall 2 AM! On Friday nights we could relax and canteen was just the place to do this. Capping arrived at last bringing to a close the challenge of “Probie” days; the increased responsibilities of the Junior period began. Arthur Murray's Tioga Dance Party 308 March found us in First Class Bloc. Some time was spent in the Diet Kitchen where we learn first hand the story of therapeutic dietetics. The most frightening aspect of First Bloc was being passed on medications, but we survived to discover ourselves one more step ahead. Salt And Pepper On The Line IM Or Hypo? What's 3H. Nurse'’ Enemas Till Clear . . . STAT? Then came shifting and night duty—being alone on a floor for the first time—and we little Juniors became acquainted with the popular colloquialism, “spastic.” 309 In September 1958 we were awarded our first stripes. Now we were big, brave Intermediates, ready to face the world . . . and PRN’ing. PRN Babcock, 3B, 4B, and 2MN For Eight Dollars? Mr. Wcndkos Pool and Cabanna Club Yes Sir. Dr. Moore, Sir! Second Class Bloc came all too soon. Of the many courses. Orthopedics was the most “back breaking,” leading to a visit to “Physio” (via a consult from the Infirmary!) Speaking of the Infirmary, most of us had our little stay there at one time or another for the “Asian Flu, ' “S. Aurius,” or something equally form-idible. But Doc. I Feci Fine, NOW! S10 Obstetrics was an unforgettable experience. We could forget the delivery room during rush hour, private nursery filled to capacity on night duty, or twenty babies in “premie to be fed Q3h! However, the peaceful, (that is, usually peaceful) ward nursery compensated. One’s In Labor. Two Had A Show, Thrcc’re Getting Ready—Oops. There They Go! First Cocktail Twenty Minutes. Sir. I Could Have Danced All Night. The Operating Room was one of our favorite specialities, but there were a few embarass-ing moments! After several more weeks of floor experience our Senior year began. November marked the wonderful Dinner Dance, the result of weeks of preparation by the class as a whole and we were well rewarded. 311 Try The Gold One? . . . Byberry Philadelphia State Hospital, Byberry, was the site of our psychiatric affiliation. The patients and other students found us worthy pinochle opponents. Of course, after three months we each had a slight scoliosis from the twelve keys and the whistle chained around our waists. St. Christopher's Pediatric Affiliation gave us a wider appreciation of the childhood population, whom we learned were not to be referred to as miniature adults! C.C. Aculc Fpidcrmophyton Interdigitalis Now Don’t Use It For A Water Gun! . . . Si. Cftrisopher's Returning to Temple, we found the emergency techniques in the Accident Dispensary exciting and stimulating. Graduation came almost too quickly. After June it was only a short while until finishing date when faded pink fashions were discarded for those of a lighter hue. From pink to white together—we shared a three year history—and then each future will differ, when, as graduate nurses of the Class of 1960, we seek our own places in the world of nursing. Oh. I Forgot To Wear My Bathing Suit Underneath! 312 Tioga Nurses’ Home HOUSEMOTHERS Silting Mrs. Larsen. Mrs. Osborne. Standing: Miss Rupp, Mrs. Evans, Mrs. Jefferson, Mrs. Carter. Allegheny Nurses Home CAPPING 314 CAPPING DANCE 315 DINNER DANCE 1959 317 318 319 I SOLEMNLY PLEDGE . . . MYSELF BEFORE GOD AND IN THE PRESENCE OF THIS ASSEMBLY___ 320 TO PASS MY LIFE IN PURITY AND TO PRACTICE MY PROFESSION FAITHFULLY____ 321 I WILL ABSTAIN FROM WHATEVER IS DELETERIOUS AND MISCHIEVOUS AND WILL NOT TAKE OR KNOWLINGLY ADMINISTER ANY HARMFUL DRUG . ... 322 I WILL DO ALL IN MY POWER TO MAINTAIN AND ELEVATE THE STANDARD OF MY PROFESSION_____ AND WILL HOLD IN CONFIDENCE ALL PERSONAL MATTERS COMING TO MY KEEPING AND ALL FAMILY AFFAIRS COMING TO MY KNOWLEDGE IN THE PRACTICE OF MY CALLING___ 323 WITH LOYALTY WILL I ENDEAVOR____ TO AID THE PHYSICIAN IN HIS WORK____ S24 AND DEVOTE MYSELF TO THE WELFARE___ OF THOSE COMMITTED TO MY CARE. 325 REMEMBER WHEN • • • m r ---------1 A V A £3 AO Calling . . . Any Empty Beds? The Local’s Late Again Summer Place Laugh Now! Here Comes The Tide! Dancing Instructions 9-5 Nitcly. Presenting Mr. and Mrs. Wolf I'm Not Nervous; I'm Resting! Night Duty’s Sleepless Days 326 First Of The Month Line-Up Supplementary Feedings Rare, Medium, Or Charred? The Foreward Look There Are Five More In The D.R. 327 Always A Bridesmaid. Never . . . Caught In The Act ... Of Cleaning A.D. Rush Hour; And Guess Who's Splitting! A Book A Day Keeps The Doctor Away, Darn! Incognito? Domesticity Delux Who Stole Sam's Camera? I Don’t Think I Want A Stripe After All 328 Midnight Special Inside Out Or Outside In? I. 2. 3, . . . Oh, My Sacroiliac! Speak To Me! What Those Uniforms Don't Cover! Over The Wall To Freedom Nurse. Would You limply My Bed-Pan? Party Days Past 329 He'll Be Home In 325 days! Now What Do I Do? An Inciting Night At Chris Get Me My Clothes; I’m Signing Myself Out! Extra Curricular Activities Sugar And Spice And Everything Nice! Maids, What Maids? So, Who Couldn’t I .:se Rest And Sunshine? Who's Crowded? Routine Night On Babcock. What’s The Gang Age . . . 9? ? ? Look Closely—Can ’ ou Identify These Hands? 331 YEARS added to average life span in last half century In 1910 the average life expectancy in America was 50 years. Today it has jumped to 70. Progress in the medical sciences has played a major role in adding 20 years of useful life. In the same period, research conducted at Merck Sharp Dohme has led to the introduction of scores of new products. Here are some of the major contributions made by the company during these years of medical progress: 1934 Vitamin C, essential to the connective tissue of the body, is isolated. 1936 Vitamin B,, useful in treating a variety of nerve and heart disorders, is synthesized. 1938-43 New sulfa drugs to combat bacterial infection are synthesized and introduced. 1944 Cortisone, to combat pain and symptoms of arthritis, is first synthesized. 1948 Vitamin Bia, used to combat pernicious anemia, is isolated. 1951 'Benemid' (Probenecid), for the treatment of gout, is first synthesized. 1957 'DiuriP (Chlorothiazide), to combat high blood pressure and congestive heart failure, is synthesized and offered commercially. 1958 'Decadron' (Dexamethasone), the most potent anti-inflammatory steroid, is developed and first offered commercially. 1959 •Tetravax' Is developed to immunize infants and children against four deadly childhood diseases—polio, whooping cough, tetanus and diphtheria. MERCK SHARP DOHME DIVISION 0F MERCK a CO.. INC. quality pharmaceuticals and blolosricale PHILADELPHIA • WEST POINT. Pa. 532 with the physician every step of the way For 100 years now, Wyeth has served the multitude of physicians who treat the sick of the world. This tradition of service to the medical profession, Wyeth now carries into its second hundred years. Wyeth Laboratories Philadelphia 1. Pa. 333 THE INTERNAL CLOCK The ability to judge intervals of time is a basic mental function. In order to learn how drugs offect this internal clock,” SK F scientists use a test in which a monkey must hit a lever after an interval of 20 seconds to obtain food. When he is under the influence of certain drugs, time flies' and he misses the pay-off period by hitting the lever too late. Other drugs moke time drag and he misses the pay-off period by hitting the lever too soon. Because one of the characteristics of many mental disorders is a distortion of the time sense, observing how drugs affect this primary psychological process may reveal valuable information that will help SK F scientists in discovering effective treatments for mental illness. SMITH KLINE FRENCH LABORATORIES pioneering in pharmaceuticals . .. for better health 354 THE GEORGE F. GEISENGER MEMORIAL HOSPITAL The Foss Clinic Danville, Pennsylvania 279 Beds Approved for 12 rofaling internships Approved for Resident training in the following specialties: Anesthesia Dermatology General Practice General Surgery Internal Medicine Obstetrics and Gynecology Oral Surgery Orthopaedics Otolaryngology Ophthalmology Pathology Pediatrics Radiology Hospital staff organization permits utilization of all beds for teaching purposes. THE CONEMAUGH VALLEY MEMORIAL HOSPITAL JOHNSTOWN, PENNSYLVANIA When selecting an internship consider the advantages of a large hospital in a medium sized community, within reasonable distance of a large metropolitan area. Four hospitals and a new rehabilitation center underline the dynamic medical aspects of the community which present ever increasing opportunities to remain in the area to practice. Interns are our most able Ambassadors. Ask the man who is one. 335 336 CONGRATULATIONS, SENIORS! We are indeed happy and proud that you are about to become fellow alumni. The opportunity to sene your Medical School and University is afforded through membership in your Alumni Association. THE MEDICAL ALUMNI ASSOCIATION OF TEMPLE UNIVERSITY 337 dnd for .yJnifthinq Under the -S m Compliments of KEESAL’S PHARMACY 338 Compliments of PHILADELPHIA-SUBURBAN FEDERAL SAVINGS AND LOAN ASSOCIATION 3310 N. Broad Street Difficult and Unusual LABORATORY SERVICES Mailing Containers Available Philadelphia 40 SA 2-5537 HOSPITAL CLOTHING CO. THE SAMSON LABORATORIES 1619 Spruce St. Phila. 3, Pa. Certified Clinical Chemists 1107 Walnut Street Philadelphia, Penna. 339 GENERAL INTERNSHIPS THE WASHINGTON HOSPITAL Compliments of DESITIN CHEMICAL COMPANY Washington. Pennsylvania Providence 4, R. I. Internship organized as a year of teaching experience, both didactic and clinical. Weekly Seminars plus the regular Departmental and Staff Meetings. Over 10,000 Admissions—2.000 Births BEST WISHES AND CONGRATULATIONS 11% Charity Load to the CLASS OF I960 New facilities, attractive working conditions and policies. Furnished apartments provided married interns. For more information write— Chairman. Intern Program •MAKE SAVING A COMMUNITY PROJECT' 3621 N BROAD ST. 0MMUNITY FEDERAL SAVINGS AND LOAN ASSOCIATION OP PHILADELPHIA 5533 N. FIFTH ST. Compliments of SACRED HEART HOSPITAL A 500 BED GENERAL HOSPITAL IN ALLENTOWN, PENNSYLVANIA Offering Ten Rotating Internships Approved Residencies in Surgery, Medicine, Pathology, Radiology. Obstetrics and Gynecology 340 Designer of Special Machines, Tools, Dies, Jigs Fixtures WILLIAM E. JEWELL, JR. Machine and Tool Consultant BAldwin 8-6015 Rinck Building 3617 N. Broad Street Philadelphia 10, Pa. Compliments of PAT’S BARBER SHOP 3336 N. Broad St. BA 5-9196 SINCERE CONGRATULATIONS KEENAN MOTORS, INC. 3322 N. Broad St. BA 3-4600 Sales Service Mercedes-Benz - DRW' LARK bv Sludebaker 341 To our friends, we of ihe graduating class offer sincere PATRONS gratitude and acknowledge that without their considera- tion publication of the 1960 SKULL would not have been possible. Ernest Aegerter, M.D. Dr. Theodore G. Anderson George J. Andros. M.D. Harry E. Bacon. M.D. Howard N. Baier. M.D. Henry W. Baird, III. M.D. Howard W. Baker. M.D. John B. Bartram, M.D. Clayton T. Beechani, M.D. Gustavus C. Bird, III, M.D. John V. Blady, M.D. George 1. Blumstein, M.D. S. Phillip Bralow, M.D. Robert M. Bucher. M.D. Heath D. Bumgardner, M.D. W. Emory Burnett, M.D. Elsie R. Carrington. M.D. Paul R. Casey. M.D. Bertram J. Channick, M.D. Walter F. Char, M.D. Robert V. Cohen, M.D. Kyril B. Conger, M.D. Domenico Cucinotta, M.D. James Day. M.D. Dominic A. DcLaurentis, M.D. William T. Dclp, M.D. Charles Q. DcLuca, M.D. Frank S. Deming. M.D. Angelo M. DiGeorge. M.D. Barney M. Dlin, M.D. John H. Doane. Jr.. M.D. Thomas M. Durant. M.D. Mary Baker Eddy Samuel W. Eisenberg, M.D. John P. Emich. M.D. 0. Spurgeon English. M.D. Matthew S. Ersner, M.D. Dr. John D. Evans George E. Farrar. Jr., M.D. Drs. Sasha Gordon Field Albert J. Finestone, M.D. H. Keith Fischer, M.D. Daniel S. Fleisher, M.D. Isador Forman, M.D. J. M. Garfunkel, M.D. Sherman F. Gilpin, M.D. 1. W. Ginsburg, M.D. Robert H. Hamilton, M.D. John J. Hanlon, M.D. A. Victor Hansen, Jr., M.D. Mr. k Mrs. Michael Harakal T. Terry Hayashi, M.D. George C. Henny, M.D. Robert II. High, M.D. Herman Hirsh, M.D. Lewis K. Hoberman, M.D. Francis H. Hoffman, M.D. John Franklin Huber, M.D. Bernard J. Houston, M.D. Harold L. Hyman, M.D. 34 2 Chevalier L. Jackson, M.D. Max Katz, M.D. Norman Kendall, M.D. Richard A. Kern, M.D. John A. Kirkpatrick. Jr., M.D. Dr. Morton Klein Morris Kleinbart. M.D. John A. Kolmer, M.D. John H. Kolmer, M.D. John W. Lachman, M.D. John Lansbury. M.D. O. F. Large, M.D. Vincent VV. Lauby, M.D. Norman Learner, M.D. A. Neil Lemon, M.D. Walter J. Lcvinsky, M.D. Stanley Lorber, M.D. Laurence L. Lundy, M.D. Stewart McCracken, M.D. Lowrain E. McCrea, M.D. Arthur E. McEllresh, M.D. Sherman C. Meschter. M.D. C. K. Miller. M.D. Gladys M. Miller, M.D. Milton J. Miller, D.D.S. John R. Minehart, M.D. Lyndall Molthan, M.D. Timothy F. Moran, M.D. Fredrick Murtaugh. M.D. David Myers. M.D. Waldo E. Nelson. M.D. Herman Niebuhr, M.D. Charles M. Norris. M.D. Dr. E. A. Older Mr. Mrs. Alex Parker William N. Parkinson, M.D. Augustin R. Peale, M.D. Samuel M. Perlstein, M.D. Herman B. Popky, M.D. Burech Rachlis, M.D. Helen S. Reardon. M.D. Mr. A. E. Ritt Robeit Robbins, M.D. Bernard J. Ronis, M.D. George P. Rosemond, M.D. George W. Russell, M.D. Maurice Salt man, M.D. Woodrow D. Schlosser, M.D. Michael Scott, M.D. Roger W. Sevy, M.D. Harry Shay, M.D. Charles R. Shuman, M.D. Dr. Earl H. Spaulding Herbert M. Stauffer, M.D. William A. Steiger. M.D. Henry J. Strenge, M.D. Donald N. Tschan, M.D. Louis A Tuft, M.D. Linton W. Turner, M.D. R. Robert Tyson, M.D. Francis A. Vazuka, M.D. Stoughton R. Vogel. M.D. Harry E. Waggenhcim, M.D. Halsey F. Warner. M.D. E. M. Weinberger. M.D. C. R. E. Wells, M.D. Mary R. Wester, M.D. J. Robert Willson, M.D. William Winters, M.D. Lewis R. Wolf. M.D. Robert C. Wolfe, M.D. Carroll S. Wright, M.D. Chris J. D. Zarafonetis. M.D. Jacob 1. Zatuchni, M.D. 343 BA 8-3537 The PANSY Shop Greeting Cards and Gifts Two Blocks Above the Hospital 3627 North Broad St. Philadelphia 40, Pa. Compliments of the TEMPLE LUNCHEONETTE For the Best in Food 3434 N. Broad St. BA 8-9844 We Extend Our Sincere Congratulations to the Graduating Class of 1960 CHARLES LENTZ SONS INC. 3330-32 N. Broad St. Philadelphia 40, Pa. Suppliers to the Medical Profession since 1866 Surgical Instruments and Hospital Supplies—Electromedical Apparatus Heart Diagnostic Apparatus and Instruments GOOD LUCK GOOD HEALTH GOOD PRACTICE 344 Compliments of WILLIAM H. BATTERSBY Funeral Director 3316 N. Broad Street Phones B Aid win 8-2667 - 8-2668 Uniforms with that Made to Measure Fit PARK LANE COMPANY Uniform Shop 3549 N. Broad St. Philadelphia 10, Pa. With pride we serve doctors, nurses Technicians of today and tomorrow! ouej ss;j t lej jjv uqof Jjv javxs 8988'5 VH S].l?(fxy not IfSVJ IfSfH lSjpfas lieu S(Oll|33aJJ3A 345 346 Photojpraphv l Joseph J. Crilley, New Hope. Pennsylvania � Where Artist and Craftsman Meet « At Keller the eye of the artist ancl the hand of the craftsman meet to solve problems—just one of the things that make the distinctive difference in aVelvatone yearbook. © WM J KELLER INC PUBLISHERS OF FIXER YEARBOOKS BUFFALO 15. NEW YORK TEMPLE UNIVERSITY a great institution . . . the result of a strange tale and the firm faith of a young clergyman Th c history of Temple University dates back to a strange tale about a rich Arabian farmer, Ali Hafed, who was obsessed with the thought of becoming wealthier by discovering diamonds. This discontented man scoured the mountains and plains of Europe and Asia in vain, finally losing both his fortune and life in his hunt for more wealth. Ironically, after his death, a fabulous fortune of diamonds was found on the farm he left. Dr. Conwell, founder of Temple University, was the young clergyman who heard this ancient legend in 1870 while on a trip from Bagdad to Nineveh on the Tigris River. It so impressed him that he made it the basis for his famous lecture Acres of Diamonds'’ which earned millions of dollars. With this money, Dr. Conwell founded Temple University which was dedicated to the ideal of making an education possible for all young men and young women who have good minds and the will to work . . .” We will be glad to send, on request, the latest edition of Dr. Con well’s famous lecture, Acres of Diamonds TEMPLE UNIVERSITY PHILADELPHIA 348 1960 SKULL