Washington College - Pegasus Yearbook (Chestertown, MD)

Text from Pages 1 - 186 of the 1973 volume:

Pegasus ' 73: A Washington College Student Publication Editor Alexander Casler Production Advisor Rich Shrenker Contributors: Photography Wilton Berry Christopher Casler W. E. Kendall Ivie Thomas Loizeaux John Tansey Contributors: Literary Robert Day Martin Kabat Publisher Josten ' s American Yearbook Company Special thanks to Chuck Engstrom Pegasus 1973 Washington College Chestertown, Maryland Dr. Nicholas Newlin has retired as Professor of English and Chairman of the En- glish Department. It will seem odd that Professor Newlin will not be among the facul- ty as this edition of the Pegasus is distributed on campus. His absence will be felt by those that came to admire his gentle urbanity, his wit, and his learning. Others just entering the college will never know whom they missed. He had a way with literature and education that was winning in its charm. On the occasion of his retirement, he was asked to give the graduation speech. In it he gave us some notable insights: ... it is precisely the gratuitous quality of civilization, the very fact that it is not necessary to man ' s existence, that makes it in fact so wonderful a thing. Civilization is not God ' s thing, it is our thing. We made it . . not merely in search for social order, but in pursuit of the beau- tiful, of which order is only a part. If civilization needs order it is because art needs form. Music is not noise, poetry is not mere words, baseball is not just movement, and modern abstract painting is a great deal more than blobs of color slapped on a canvas. All art is the play of person- al choice and expression within a form and against a pattern, and the fun and the beauty of it come from the way the freedom and the order work with and against each other. In dedicating this yearbook to Dr. Newlin he has spoken of himself more than we have. This is the way it should be. Few of those that knew him would want to speak for him at great length and harm the chance of hearing him speak for himself. Mens cuiusque is est quisque. — Cicero — student Life -, ' ■ : ' ; ' £ - rV- ? C — ' m Faculty 26 n i I 28 Hf S P ' ! !! 1 _ Today it is difficult for teaclier and student to recognize each otiier. The formal and external distinctions are no longer consid- ered necessary. Similarly there is an erosion of the teacher ' s in- tellectual and spiritual authority. The teacher is no longer a model for his students, not does he pretend to be; his personal life is indeed private and distinct from his public one. The stu- dent undoubtedly recognizes this distinction and reflects it in himself and in his pursuits. Both teacher and student are so tempted by the diversions of wordly experience that purely men- tal pursuits are undermined. The medieval teacher and philoso- pher Maimonides understood education differently. He begins The Guide of the Perplxed with a letter to the student who in- spired his work: My honored pupil Rabbi Joseph . . . When you came to me, having conceived the intention of journeying from the country farthest away in order to read texts under my guidance, I had a high opinion of you because of your strong desire for inquiry and because of what I had ob- served in your poems of your powerful longing for specu- lative matters. Maimonides places himself before his student; he will guide him and evaluate his work. Today, however, it is popular to re- ject evaluation, especially in the humanities. And when the stu- dent doubts the authority of his teacher, he will eventually doubt the texts as well. This student considers experience prior to un- derstanding — simple activity is considered more valuable than concentrated and isolated study. It would be rare, in fact, to find a student who believes that Aristotle can teach him virtue or that he might discover in Shakespeare a full spectrum of the faces and spirits which make up our human universe. For Maimonides education is a form of initiation and self- perfection. He continues his letter to his student: When thereupon you read under my guidance texts deal- ing with the art of logic, my hopes fastened upon you, and I saw that you were one worthy to have the secrets of the sacred bool(s revealed to you so that you would consid- er in them that which perfect men ought to consider. Thereupon 1 began to let you see certain flashes and to give you certain indications. Knowledge is a precious gift which the teacher reveals to the student as he merits it. In our age almost all teachers are soph- ists who recite lessons to anyone who can pay a fee — for the most part the teacher does not select his students; he is selected by them. And now even the traditional texts are abandoned and with them the standards they inspired. Teachers, shouting aca- demic freedom, demand the right to teach anything they chose and our pupils, shouting student rights, demand the freedom to study whatever catches their fancy. In this atmosphere of freedom, the distinction between student and teacher collapses. Having asserted the priority of his own experience the student sets out to disabuse his teacher of obsolete standards. Unfortun- ately, many teachers, like those sophists Socrates despised, pander to popular tastes — they submit to vulgarity and in so doing they accelerate its spread. Maimonides understood the process differently: Then I saw that you demanded of me additional [knowl- edge and asl ed me to make clear to you certain things pertaining to divine matters . . Yet I did not cease dis- suading you from this and enjoining upon you to ap- proach matters in an orderly manner. My purpose in this was that the truth should be established in your mind according to the proper methods and that certainty should not come to you by accident. Certainly it is absurd, by definition, when the teacher permits himself to be guided by student opinion. That opinion is relative- ly of little value because it is unworked and is no more substan- tial than the skill of a man who, picking up a bow for the first time, accidentally releases an arrow which nevertheless strikes the target. I wonder if Maimonides ' attitudes are simply to be dismissed the way we have dismissed so much that has come from the an- cient past. Is it unreasonable, for example, to demand that stu- dents devote themselves to their studies while attending college? In the compromise of standards and discipline that students and educators have worked out, the fervent albeit elitist quest for self-mastery has been lost, and with the loss of that aspiration, students and teachers are finding education more pointless and less meaningful than ever before. As a child I attended summer camp where, under the guidance of counselors, we spent fifty to sixty hours a week in organized and often rigorous play activities. How many more hours m ' ust a student spend gathering in all the knowledge which makes up a liberal arts education? If even some of his teachers are dull and ignorant, the student is not free simply to yawn his indifference; rather he must work harder in those subjects than any others, because there he lacks guidance and must teach himself. Study is itself an act of purification by which the student initiates him- self into mysteries which only his fellow communicants can comprehend: This then will be a l(ey permitting one to enter places the gates to which were locked. And when these places are entered into, the souls will find rest therin, the eyes will be delighted, and the bodies will be eased of their toil and labor. In fact the delights to which Maimonides refers are not dif- ficult to understand. Every successful athlete knows the exhila- ration of that moment when his training comes to fruition, when his muscles seem suddenly obedient, and his body is limber and responsive. How much more exhilirating when the mind is trained and tuned to that same pitch. — Martin Kabat — 35 Seniors 38 ' ' • ' ' ' ir ! ' ■■ 43 55 Ji-. ' wJ -.WJU « !-, IN MEMORIAM , 4 f. Theatre Productions The Trojan Women: Backstage I ' MarigoldSf Alice In Wonderland Birthday Party •- f m m J (Tfi Westchester Limited II II Barefoot In The Park n m- 91 student Recital: Karl Starks 99 Concerts: Jonathan Edwards Parties: Halloween WC Tune In — Tune Out HHHli ' w- } f im HUr . i H HHHjjMttMwjjj ' IHhpHHMII in nnp H H m M K m J Hi . i i Spread throughout the 72-73 academic year were a few highNghts of special note. There was the initial struggle in the fall of ' 72 between the student body and the Board of Visitors and Gov- ernors over students ' rights and the Merdinger situation. The results of this confrontation led to both victory and defeat. Some colleges na- tionwide had allowed for a voting student mem- ber on the Board but this issue at WC was not resolved to anyone ' s satisfaction. To the glee of some, and the bewilderment of a few, came the news of President Merdinger ' s resignation or ouster, however it is viewed. The President never did seem to enjoy any great degree of popularity. Such events as the disclosure of the Minor Crager letter and the student counselling episode aggra- vated the situation. Few had felt that the Merdinger administration had provided much meaningful purpose or con- structive goals for the college. By contrast to the nebulous objectives provided by Merdinger the future indicated a progressive movement toward reform marked by the appointments of Dr. Joseph McClain as Interim President, Nate Smith as Acting Dean, and the election of Michael Chief Lang as SGA President. A central theme on cam- pus was reform, which provided the basis for Lang ' s electioneering platform. Lang ' s primary objective was reform of the curriculum, which he felt was essential to the col- lege ' s purpose. He also intended to streamline the cumbersome Student Senate in order to achieve greater effectiveness. The wide margin of victory (63%) in the presidential runoff demon- strated solid approval of Lang as president. Dean Smith cited the selection of a competent dean as a main concern for the following years. An integral part of this endeavor, thought Smith, was the realization of campus attributes, centrali- zation of academic purpose, and articulation of Washington College ' s needs. Although Dean Smith ' s retention was not meant to be perma- nent, it was nevertheless a major step in the direction of introspection and examination for growth in the true sense of a liberal education . By comparison to those that spoke of reform and of improvement, were the statements of George Founds who resigned as Art Director. Founds expressed dismay at the lack of self- motivation and professionalism in the stu- dents he had encountered. In light of the harsh- ness of these remarks it is curious that there were never any comments about them. John Dimsdale in his final term as SGA Presi- dent also made some comments and gave some words of advice. Washington College, he said, should learn from its experiences, particularly in its choice of administrators. The criteria for those that are hired should be an understanding of Lib- eral Arts and Sciences college problems, and more specifically, the exclusion of military men . Dimsdale viewed the most pressing issues as admission of a student on the Board of Visitors and Governors and academic reform. Regarding the SGA, Dimsdale questioned its commitments and felt that it had a clearcut choice to make; it could become introverted and serve merely a so- cial function or it could expand itself and work toward a broader involvement with the adminis- tration, academics and national and international issues. It was the accreditation team ' s report which emphasized the need for student assertion and expression. During the 72-73 academic year defi- ciencies were pointed out and goals were set. The aftermath of the Merdinger era should be one of communication and reconciliation and with the change in administration it is hoped that verbal- ized reform needs will become actualized achievements in the future. CHIE Michael Lang ' ' ° - . Ill S.6 A. PRfsipeNT Speech Night: Michael Lang i- B - v ' tf i - ff ■ .ii- -i J -ca.-C May Day Volkswagen Md Seven if X s3 McGovernp- Shfkr ■■ Christmas 123 ir r- A. .-  .,- ,% M um. W: MM. : H Soccer 139 At The Races ■ ' ■f ' T i ' H ' rl ii ' r:itig ! i l i i i H . H 1 rrr ffl , - ,r . ' n kit Mj iC ' itt ' Z .W3 POSTED .V.MOTRESWSSINI • n . rrr. IIT KEEF ' OUT LaCrosse Pi. vV ' People Country Earth OUR HERO. ' (?) Bored Of Visitors And Governors: Fall 73 157 158 ii - ' ilfe: r «T w i ' tf i ' ■ ■ Graduation 169 ■ ' 41 «, 0 ' ff. i 174 W !.,A B I Ei E V I IB H ' fl r n B vnTl m ■ ; , . . . CANDIDATES FOR DEGREES Bachelor of Arts ♦RICHARD DANIEL BLACKBURN, BUVima CUm MARY RUTH YOE, summa cum. laude EDWARD HENRY BRIGHAM, JR., magna cum JAMES A. SMITH, magna cum, lavde ROBERT MAURICE MASKREY JR., magna cum JOHN PARKER CANN, magna cum laude WILLIAM A. DUNPHY, JR, magna cum laude LEROY THOMAS BORTMES, magna cum laude LYNN PURITZ WENTZELL, cum laude ♦GEORGE RANDOLPH CHURCHILL, CUm laude GAIL JUDITH ANDERSON, Cum laude ♦jean ANNE CARTER, cum laude MARY CECILE CORDDRY, CUm laude ♦ROBERT PAUL DANNER, cum Laude ♦JAMES GILBERT PIERNE, Cum laude ROBERTA PHYLLIS BACHMAN ■f ELIZABETH GAIL BARROW STEVEN L. BARTALSKY, II DAVID EAMUS COADY BEAUDOUIN JAMES ROLAND BLUCHER DAVID MICHAEL BOAN GERARD ALFORD BOS JOANNA KATHERINE BROWN MICHAEL BUNGE BROWN WILLIAM F. BUCKEL, JR. DARRELL LEWIS CARRINGTON ALEXANDER WOOD CASLER MARGARET JEAN CHALMERS MANSON WILLIAM CHISHOLM ROBERT JOSEPH CIGALA NORRIS WALTER COMMODORE, JR. ROBERT LEONARD CONSTANTINE ELIZABETH BELATTY CONWELL JOHN FREDERICK COPELAND, JR. RANDOLPH M. CORNELL tPATRICIA ANN COUNSELLOR •RICHARD L. CREIGHTON LYNN MARNEL DAVIES THOMAS DAVIES ♦CAROLE BLYTHE DENTON JOHN HENRY DIMSDALE, III DIANA DISHAROON SUSAN KIMBLE DUCKWORTH PAUL STEVENS ELDRIDGE PATRICIA RAMSAY ELLISON CLARISSA FAIRCHILD TERRY AUSTIN FOLBTY t SUSAN ELIZABETH FOWLER tMICHAL GEORGE THOMAS KINGSBURY GEORGE MARIAN ELIZABETH GERMAN JEAN KAY GERSHENFELD BARBARA MARGARET GLEASON CYNTHIA DLANE GLOVER LOUISE ANDREWS GODDARD KAREN ALICE GOSSARO PATRICK ERWIN GRAY VALERIE GREENLY JAMES ALEXANDER GUTHRIE ALLEN PATRICK HAMILTON tTHOMAS POHL HARTENSTINE DAVID TUCKER HEIMBACH tSUSAN ELIZABETH HODGMAN t MEREDITH LOUISE HORAN CHARLES FREDERICK HORSTMANN, JR. ♦REBECCA ELAINE HUTCHINS laude W. E. KENDALL IVIE, JR. BETH KAHN laude STEWART F. KAY CURTIS LEE KIEFER laude WILLIAM RALPH KIER, JR. tMICHELLE LYNDA KIIKKA JEFFREY STUART KING ROBERT FRANCIS KING, JR. FRED KIPNES LAURENCE JOSEPH KOPEC MARGARET LOUISE KRATZBai tMARY SUSANNE HAYMAN KREWORUKA ALAN DAVID LAMBERT GORDON RINGER LATTU MARY ANN LEEKLEY THOMAS ANTHONY BOWYER LILLY PAMELA JEAN LOCKER RONALD LOKOS PHYLLIS JOAN LOWENTHAL MICHAEL MACIELAG PUTNAM BANKS MACLEAN MICHAEL BOND MANN MARCIA ANN PETECH MCCURDY tCAIL MCPHERSON ♦WILLIAM CHARLES MERCIER WILLIAM THOMAS MONK GEORGE MITCHELL MOWELL JOSEPH TODD MULVENNY, JR. ROBERT BLAND MURPHY, JR. ELIZABETH ANNE MURRAY GEORGE WALL NICKBX, III SALLY PRICE NOBLE ELIZABETH MARGARET NOUNNAN ♦RICHARD DOUGLAS CAMERON NOYES PACKARD LAIRD OKIE, JR. CHRIS ANNE OWENS SARA KATHERINE PACKARD A. STEPHEN PARK J. WILLIAM PITCHER KATHLEEN EDEL PITCHER JONATHON JAY POWERS CATHY LYNN PRAGER tPOLLY JOAN QUIGLEY MICHAEL STEVEN RAYNOR LOUIS W. REEDT ALLAN PAUL REYNOLDS MARTIN JOSEPH RICE ♦JOHN BARTHOLOMEW ROBINS, JR. NANCY ROWENS DIANE VICTORLA RUSSO STEPHEN H. SANDEBECK WILLIAM SANDKUHLER, III ANNE SCHOVERLING ROBERT FORD SCHUMANN, JR. ROBERT VAN HORN SHRIVER STEPHEN ROSS SLAUGHTER NANCY PATRICIA SMITH MATTHEW JENKINS SNYDER JONATHAN LEE SPELA.R KARL ERVIN STARKS ELAINE PATRICIA SWANEaCAMP JOHN LLEWBXLYN TANSEY SHARON ANN TOHEK NORBERTO VIAMONTE NANCY ELLEN WAGNER NANCY GORDON WALSH Bachelor of Arts (continued) THOMAS EAKL WASHINGTON, JR. DAVID EARLE WAYSON tJAMES ALLEN WENTZEL AGISTINE LENORA WIGFALL ♦DANIEL EDWIN WILLIAMS MARTIN JOHN WINDER ANTHONY SAYRE WISEMAN LOUIS ALEXANDER YOUNG IRENE ELIZABETH YUHANIAK Bachelor of Science LESLIE ALTERI FRANKLYN WILTON BERRY JOSEPH JEROME CAMERON JOHN ALFRED DORAN, JR. PHYLLIS ELAINE FRERE NANCI STUART HOLLAND DIANE LYNN MORAWSKI ROBB T CHARLES VENABLE ANDREW BRYAN WILLIAMS, lU MARVIN VANDYKE WILLIAMS, JR. SHEILA WOZNUK Master of Arts Degree LAURA ELIZABETH BEIDER CONSTANCE BUBCZYNSKI CAMPBELL EDWARD F. CENTOFANTE, JR. CATHERINE MCAVOY DUKES EDWIN MCCLELLAN FISHER MAGGIE ELGIN FOSTER LILLIAN BALLARD GRIEB BENJAMIN KEISEN HIRSH KENNETH HOWIE, III DELBERT LEE JACKSON RICHARD LEONARD LINDELL, II ANTHONY LOMBARDO SARAH SUSAN MACGLASHAN GARY ANDREW MEEKS RAY WASHINGTON MOORE DEBRA HAGER PAGE P. DONALD PARKS RICHARD LEE TAYLOR, JR. ANNE BURTON VANSANT RICHARD ALAN WETZEL TERESA TEASDALE WHITSON THOMAS FRANK WHITSON, III Bachelor op Arts - Summer 1972 JAMES RILEY BELL WILLIAM CARLTON CROPPER EDWARD JAMES DEASY BBION EDMOND HANRIHAN JEFFREY ALLEN LEES WILLIAM DORSEY PRETTYMAN PAUL LEWIS SHEPHERD ROGER WILLIAMSON STENERSEN, JR. t Certification in secondary school teaching NASDTEC standards. Departmental honors acceptable in 35 STATES UNDER Officers of the Class of 1973 PAUL STEVENS ELDRIDGE, PRESIDENT THOMAS WASHINGTON, TREASURER WILLIAM T. MONK, VICE PRESIDENT Ushers JOHN L. EIGENBROT ELLEN M. FRITH REED P. HESSLER LYNN CAROL KISELIK W. DAVID NOVAK KEVIN M. O ' KEEFE ROSEMARY A. ORTHMANN