University of Minnesota - Gopher Yearbook (Minneapolis, MN)

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216........................organizations 218..........................arts music, publications, theatre 238 ......................activities government, honorary, military, religious, special interest 304 ............................residences academic fraternities and sororities, professional fraternities and sororities, dormitories .‘398 . . . .advertising 400 .........................senior index 414.............................advertising index 415 . . . . organizations index

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dedication .... 6 introduction.............10 university life..............24 fall .... 24 winter . . . 50 spring...........08 summer...............80 administration.............92 seniors.........................120 athletics...................Ifi2

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behind the facade They say it's very big—this University of Minnesota. And it is big. Perhaps biggest when seen for the first time, with the sidewalks crowded with the mass of students and the buildings lowering over everything. The little things like contrasting types of architecture and vines on brick walls are not noticed then, for the apparent size is the most dominant impression. But as each day-passes, as students become more casual about their apprehension of massive proportions, they notice the arched doorway of Pillsbury hall, the turrets of the armory, the vines winding around an outside light fixture, individual students, particular professors. The students they sit next to in history three times a week become nodding acquaintances. The girl who asked an intelligent question in Knglish class may be the one another student will stop after class or will discuss Hemingway over a cup of coffee. A number of the students make a concerted effort to identify themselves with someone or something . . . they join a publications staff or Greek group, an organization of some type with which they can ally themselves. Others remain proudly independent, finding sufficient identification within their small social groups or academic studies. For most the buildings eventually gain a type of individuality. The balls become familiar and rooms easier to find, certain seats deemed as favorites. There are still classes where students A through G sit in seats I through 43- But sometimes student A is Mr. Amdahl, maybe even Stan. The