Worcester Polytechnic Institute - Peddler Yearbook (Worcester, MA)

Text from Pages 1 - 260 of the 1971 volume:

Education The tempting Siren lures us here with promise of The Answer. Goaded on by Boynton Hall as a pimp would sell his wares, We come with visions of The Infinite. They would have their way and subjugate the beautiful maiden Yet their will is bent and formed until She reigns supreme. She is ours for the asking . . . but we must pay the price . . . Hot, humid, horrible hours of boring lectures, Laboring long in seemingly useless labs, Parading blissfully through pompous parties, Tediously turning out torrents of tedium, Living, Loving, Leaving, Learning, Pitifully playing life ' s infinite games. And hoping, always hoping. Reaching out, but seldom grasping, Waiting patiently, if not eternally, Always asking, but never knowing. Will we never know Her soul? mw m H Km ' jFhK H. ■ i KiXt • ■ ■ Apart from its great function as a plaything, science is valuable only to the extent that its researches can be brought to bear upon the conditions in a particular community ... Lewis Mumford, The Story of Utopias - ' ' - 7 Z- ' i Wm Wi m Mt j x ■ - - J ■ ' £ ' W: ■ ■■ ' -■ -. ' . • ■• ' •-• - S V when home fails you when we begin to see life beyond our own we ask and get lies disguised as ignorance if we begin to know of ourselves if we challenge genetics and we believe the lies for with youth comes a laziness because we are happy and when all seems wrong we turn to them and get more lies disguised as optimism we will always live in happiness smoke comes before fire when we begin to realize that our failures are our own and our life is only what we make it we remember the lies they hurt we are free when we are unhappy and no one can help us for home has failed us and when it happens so many ambivalent feelings are aroused we see so much more we realize that life is so much less now we see fires without smoke and we will be burned without that warning the pain from the lies the pain from the burn they hurt and no one will help us now we can help ourselves because home has finally failed us . . . - I ■ H fflH t % s w Be not too hard For life is short And nothing is given to man Joan Baez , ,J % V « -% m m St i 0 ' S fi 5 p R- ■ r 1 •-: S Si - , £ • ' iTj « •hhi i ■•• ?%£. -• •. ' ' — ejSKSS i « 2 ■■■,  ' ' ■■■ ' But what of Worcester, Massachusetts? Surely a city encompassing so many must hold some charm. There must be at least one beautiful corner of the world here. Peddler, 1965 We must reflect, and then decide clearly, whether humanity ' s lot must be made still more miserable in order to achieve faroff and shadowy ends; whether we should accept a world bristling with arms where brother kills brother; or whether, on the contrary, we should avoid bloodshed and misery as much as possible so that we give a chance for survival to latter genera- tions. Camus A J an a ■. ' • . A community which cultivates chemical science to the point at which it is able to wipe out a whole city by a few explosions of poisonous gas is in a pretty treacherous situation. If the science that it possesses has not helped to found a Utopia, it has at any rate provided the foundations for a kakotopia, or bad place: in short, for a hell. Indeed, scientific know- ledge has not merely heightened the possibilities of life in the modern world: it has lowered the depths. When science is not touched by a sense of values it works - as it fairly consistently has worked during the past century — towards a complete dehumaniza- tion of the social order. Lewis Mumford, The Story of Utopias JTT ■■■ I .Z5Erf : Iw 3 a . --..■._ .■. ' . -, . ■ :■ . ' ' When the class of 1971 came to this campus in the Fall of 1967 the major form of social life was still the fraternity party. What this means is hard to explain. Every Friday and Saturday night, campus life moved from the top of the hill to your favorite fraternity on the perimeter of the campus. Basically, a fraternity party consists of a barren, windowless room somewhere in the bowels of a homely dormitory. The room is packed with too many people and a band which plays music at a volume one step over the threshold of pain. The lighting is dimly seductive; that is, over half of the bulbs in the basement are burned out, and the temperature of the room is just enough to give every- body a damp, uncomfortable feeling. The entire male population of the school is crowded into these rooms, or so it seems, and about half as many females. One-third of these are the stocky sort that your mother always wanted you to be nice to and ask to dance once at your first mixed party in grammar school. One-third is only slightly homely in the dim light, and one-third is pinned to guys in the house. What makes these parties popular is the alcoholic refreshment served there. The most popular drink is beer, served with the pressure up too high in the tap so that you get a cup full of foam. The beer is miraculously maintained at a temperature just enough below room temperature so that the first mouthful has a diuretic effect. This continues with each succeeding mouthful so that a steady line of people is always moving toward the narrow stairway which leads up stairs to the bathroom while a steady line is trying to come back down the stairway to the party. This goes on for about three hours. WPI still has its fraternity parties, and people still go to them — basically the sort of people who like to ride in crowded elevators hoping some fair young thing will be pressed against them in the crush. At any rate, such parties still offer a change from a week of classes to many people on our campus, and if no one gets drunk and picks a fight with you or throws up on you, they can be survived. «■ Mm wSFft ■ K K %Kcr}GmZ wufwwkr 4$ ) am Ks9(e ■ ■ 9H3 HH i £ ' «4:t t v f iSii ' ' j ' ' t  ' : ;. ' DH College social life is normally measured by the quantity and quality of the music groups that appear on campus. Four years ago this boiled down to old soul groups still making the campus rounds like the Shirelles, or old rock groups that for one reason or another ere passed by by the changing music scene, like the Barbarians. Luckily, the musical ability of rock musicians has increased tenfold over the past few years, and the WPI social budget has been command. Thus, Ike and Tina Turner opened the year with a tight performance, John Sebastian followed with an incredible one-man show of a mixture of folk music, light rock, and easy ballads, the Band then closed out the concert season for the first semester with a country-rock performance that made it apparent that the rock music scene has a number of fine musicians. Many parents probably feel the same way that Spiro Agnew does about rock music: it causes drug induced psychosis and permanent deafness. Rock music has become softer and lyrically improved. James Taylor proved that with a concert at WPI in February - the first after a moratorium forced by gate-crashers from the city. ■ u - V.-,i L. I $B§ m .. ■ a aBtt B ; -; y ' am maemm • ■O Mflf Miff : ' Wis ; Wfikm MW m M KsUdRjntfrt Campus social life expanded into areas which were new to WPI. For the first time students at WPI were provided with a choice of events for entertainment on a given night. The diversity of social activities may have opened the WPI campus up in some ways, providing the variety of experiences which college is meant to provide. Fraternity parties still go on, but I notice they ' re advertising a lot more this year in order to draw people. Perhaps in future years things will change even more. In a few years, there may not be any fraternity parties. Or maybe they ' ll be featuring symphony orches- tras. If you can ' t beat ' em . . . Peddler: When you first came here, what were the school and the faculty like then? How have they changed? Professor Moruzzi: It was quite a passive faculty. I had the feeling that the system was run on a paternalistic basis. The thing that struck me most was the first faculty meeting I went to. I had come from the University of Connecticut, and there the provost ran the faculty meetings for the engineering section, and it was usually quite an open, heated debate on many topics, ranging from academic matters to some small, petty matters. When I came here in 1954, faculty meetings were held in Boyn- ton. You walked in and they ' d take attendance. Heads of depart- ment sat in front, and from the front it was proclaimed what was to be done, or what were the words of wisdom, and then everybody got up and walked out. This just amazed me that the faculty would just go in and sit passively and make no comments and ask no questions. I felt that I was in a nice factory arrangement, where the boss told me what to do and I could get up and go and that was it. The change really didn ' t occur until about ten years ago, I think, when the school made an effort in hiring more people who did not obtain all their education here. Once this happened, you had individ- uals who came from different schools, different backgrounds, and who saw how different academic institutions behaved. They came in with entirely different ideas, and, of course, they began rocking the boat. Peddler: When do you feel the faculty really began to be interested in assuming more authority? Prof. Moruzzi: I can see it best from the Electrical Engineering Department. About 7 or 8 years ago, a group of us in the EE Department were unhappy about the curriculum. We proceeded to form an unofficial undergraduate committee to look at the problems in the EE Department. We met once a week, on the order of anywhere from an hour to about three hours every Friday. It took a long time for us just to get used to the words. Everybody was saying the same words and we were all in the same department, but everybody thought about them differently. First the question was, How do you structure a curriculum? What are the problems? It was obvious that the way most of the departments had approached the curriculum was to patch it up. You ' re not covering this in lab or class — so you modify your lab or class a little bit. No one had really raised the question of what was the basic premise of an education and how could you yield the best results. This went on for almost two and a half years. Once we got our own feet on the ground and began to understand what our problems were, it was obvious that it wasn ' t just an EE problem, it was a problem common to the whole school. Curricula were quite inflexible and movement interdepart- mental as you now see was almost impossible. So we began inviting in individuals from other departments to join us at lunch to discuss the problems. Then we came out with somewhat of a curriculum revision. We tried to get it into the executive committee. It went through the channels, but it got bogged down. At one point Bill Grogan was invited in there and he presented it to the administration. President Storke was then in office. He was quite amazed that there had been a group working all these years and he had never heard about it. And this proposal was a basic skeleton of the kinds of curriculum change that has occurred. You can look at the proposals that the faculty ultimately voted and the philosophy is basically the same. Some of us began worrying that there was really no direction coming from the administration as to what were the future objectives and goals of the school. In our own way, we began to push for things we thought were important — curriculum, faculty involvement. To build a faculty, you can do it two ways, I would say. You either have the possibility of starting a new school and hiring the faculty you want so you can get the kind of an image you want or, if you start with a steady state condition, you must work with what you have. So it ' s a very difficult procedure. I think in any organiza- tion, those who are in it really don ' t particularly wish to change. Where they stand, they can see the progression of how they fit in from now to the future. But once you start changing everything, it looks like a new ball game. How do you get the faculty involved currently in the issues that you have to drive on? Some of us thought that probably one way was to get the faculty first involved in the academic questions. I think that there ' s a natural antagonism between students and faculty, faculty and administration and administration and trustees. I don ' t mean that in terms of a disruptive antagonism, I mean a healthy antagonism. Each must question the other. Otherwise we would all sit down and say this is the best of all possible worlds and then nothing would get accomplished. Being closer to the students, we the faculty can understand their problems and questions, maybe better than the administration. It was obvious to us when we were trying to bring about a change that there were some problems. I think that what was coming out of the school were good engineers, but that wasn ' t really going to serve the purpose of helping to solve our current problems. The engineer had to be flexible and have some comprehension of some of the questions that were bugging society. You don ' t do this strictly by a rigid curricula where you take a whole sequence of courses and don ' t give a student an option to make a mistake. There isn ' t any course that you take that is so important that you can ' t miss it. Because, if it is impor- tant, you will pick it up on your own, or by some other technique. There isn ' t enough time in four years to get all the education, you always have gaps. This was one of the reasons that our first attack was on curriculum flexibility and change. The next question was to try to get the faculty involved and, since the faculty was in a paternalistic organization and that was so ingrained, people were a little bit afraid of stepping out. The ques- tion of tenure came up. You can use tenure in the sense that this is a union card and once you have it you can relax. But a number of us felt that individuals had been hired because of an expedient condi- tion or some pressing problem at the time. You needed an instructor or assistant professor in a particular area and you would pick someone whose qualifications may not have been the highest. Now there ' s nothing wrong with this, so long as the man grows in the job. Well, the man was hired, he taught about a year, and next year the same problems would exist. So you just kept on and this proceeded for five, six, seven, eight years, and the man really never developed himself either. Well, after about eight or nine years, the school has an obligation to these individuals that are not adapting or growing, they have to be carried, and in a sense they are low producers. We felt that this should be brought up as an issue. The administration should be forced to address itself to the question. Because once you give tenure, you ' ve made a capital investment and it ' s difficult to get rid of people with tenure. We pushed this at the same time the administration was coming out with its own proposals. Fortunately, the faculty did its job. We researched it and we came in with the facts and the counter arguments whenever they raised an objection and we did get it approved. In my opinion, it was the first step in trying to improve the faculty. Within six years after hiring a faculty member, you have to make a decision whether you keep him or get rid of him and you just can ' t let it arbitrarily keep going. Peddler: Did tenure change the way that faculty thought about their relationship to the school? Prof. Moruzzi: It ' s hard, when so many things were happening at the same time, to say, when the final result happens, which one was crucial or even helped. At the faculty meetings now, lively discussion usually goes on, sometimes they ramble on and on, but this is entirely different from when I came. A faculty member wouldn ' t think of getting up then. In fact, five or six years ago, some of the faculty that got up would say that they had been here twenty or thirty or forty years and this is the first time that they ' ve ever spoken and they ' re seeking to take a stand on an issue. There ' s nothing wrong with this, but the thought that sort of bothered me was not that you didn ' t get up to speak but that you felt that you shouldn ' t get up and speak. Now everybody gets up. Instructors jump up who get excited about something. This is good! The faculty is involved. I ' m not too sure where it came from, I think it needed all of them and all the change that you see now has not occurred in the last one or two years. You cannot get this kind of a change in a school unless something had gone on way before just to lay the groundwork to have people receptive. Peddler: Just what do you think the relationship of a faculty member should be to his school? Prof. Moruzzi: There are three areas in the relationship of a faculty member and his school: his contribution to teaching, his contribu- tion to his discipline, and his contribution to the Institute. First I believe you should be a good teacher and this means carefully preparing your lectures, doing your class work, and evaluating the students ' progress. Contribution to discipline usually refers to re- search activity. If research is to be done, it should be good research, a lot of material published is junk. Many faculty throughout the country publish one article and then revise that and publish it in six or seven different journals. As far as I ' m concerned, it was one paper and, if it wasn ' t a good one, I think I would count it against the faculty member. Contribution to the Institute would be faculty interested in developing interdisciplinary programs. They would like to start new teaching techniques or they would like to serve on committees. Again, this is like publishing research. If they do well I think this should be just as well rewarded as good research. If they do poorly, it ' s no better than poor research. Pick your area of excellence, 1 don ' t care what it is, and then be excellent. I think many people hide behind the dual roles of teaching and research or teaching and committee work, and do neither well. You would like to see, if a man is strictly in research, that something quite good come out of it. I don ' t know if this usually occurs. And also people say, I ' m too busy, I ' m on committee work. And you look at the committee work they ' ve done and you wonder, maybe it ' d be better if they weren ' t on the committee. The man should be good, I don ' t care where he is. I think the rewards must be in terms of both institute and discipline orientation. There is an emphasis now possibly more on discipline orientation for promotion than there is on institute orien- tation. Faculty will go wherever the rewards are. The reward struc- ture is such as to enhance discipline orientation and what is an assistant professor who is looking to make associate professor and tenure going to do? He ' s teaching, that ' s fine, that ' s counted. Now he has to show something else. Does he do it in research or does he do it in something that enhances the institute? If not much credit is given to institute orientation, he ' s got to go into research. Any committee that he serves on takes time away from the research that he feels he might have to do just to move from the assistant to the associate level. In the past the school tended to give everybody roughly the same benefits. I think now the philosophy has changed. Those who contribute more, whatever way you mean more, are getting, I imagine, higher raises and hopefully promoted faster. But the admin- istration must articulate clearly to the faculty and say this is the reward structure. This is one point that the administration has to understand. The Plan will not go and the school will not really ultimately make a name for itself within the time span we have in solvency unless the rewards are also for the institute orientated people. Peddler: Do you believe there is a need for closer student-faculty contact, for students to get to know faculty as persons? Prof. Moruzzi: The students don ' t seem to understand this. We ' re human. When you know someone, it ' s really difficult to treat the person harshly. When you know students, you go out of your way to help them. When you see him slipping, you either ignore it (and then I don ' t think you ' re much of an individual yourself) or you try to help. But if he becomes a number and you become a number, there is really no end to the problems. I think there ' s been more interaction between faculty and students recently. I don ' t know how it is this year, but I ' ve perceived, compared to when I was first here, that there is more interaction. Peddler: If anything, it seems like it ' s the students who are less interested in faculty contact right now. Prof. Moruzzi: It may be. There is something. The students are different this year. I don ' t know what it is. Last year there was a lot of ferment, a lot of discussion, and a lot of activity. Now there ' s just quiet. I just don ' t know what is bubbling under the surface. Maybe if I had more contact ... I usually have contact with the seniors in my own classes. Usually second semester, when the weather gets a little better, I take them to the AMC Lodge and we run around the trails and we go to. my home and have some sandwiches and beer. I have to do it more than once, because, the first time that you do it, there ' s a sort of standoffishness. After about an hour or so, every- body ' s breaking down and talking. But the second time it ' s really amazing, now the students feel comfortable and they ' re not trying to push you, and they begin asking real serious questions in terms of what life is about, the problems that they feel that they may face when they get outside, and really sometimes personal ones in terms of marriage and whatnot. It ' s really amazing how they usually turn out. I have to send them home. And this should start really sooner because these are the questions that have to be raised, What are you going to do with your life? Well, I want to get a job with this company, I want to do this. That ' s not the question I asked! If you don ' t start thinking about that, you ' ve always in a situation of making choices between alternatives, and it never dawns on you that you don ' t have to pick either one, you can reject them both. You can try to force the issue in the direction you want to go. You always have to make compromises, this is part of living. But there is a line beyond which you don ' t compromise, because if you do, you destroy yourself. That you should not do, because if you do, you ' re nothing. And you have to think of this. It is very easy to get boxed into a situation where pretty soon you feel it ' s hopeless and there ' s nothing you can do and you go along with it and you ' re frustrated the ' rest of your life. Peddler: What have students done to help change the school, as far as the academics go? Prof. Moruzzi: I think at WP| the biggest impact that the students have had is not on the academic policies, but on the faculty, and then the faculty have initiated the changes. If a man is teaching because he wants to teach, he has to keep his eyes open and listen. You see and hear problems and you hear the students complain about what ' s happening. This is where good faculty come in because they listen to the students and now this is why these student evaluations are so valuable. Any faculty members who are truly interested in teaching need this. Because, damn it, if we ' re doing something wrong, we ' d like somebody to tell us. We don ' t want to keep doing the same mistake over and over again, but sometimes we don ' t see it either. This is one thing that the students should tell us. You don ' t realize what an impact that has. Unfortunately it may not have the impact on the student himself. You ' re a junior, you get involved into getting a faculty evaluation. Before it ' s really in full swing, you ' re a senior and it ' s not going to affect you at all. But still I think students have a commitment to the students who come after them, just as I think that, since we were born into this life, we have no right to prevent others from being born into it to maintain the human dialogue. You help those who come after you. Peddler: Why was the faculty constitution proposed? Prof. Moruzzi: Basically the direction of the school was then effec- tively in the hands of the department heads. This group was titled the executive committee of the faculty. It was given this name, but it was not elected by the faculty. Many of us felt this was sort of a foggy bottom where material went into and by the time it ever came out, the issue had been forgotten or it had been passed or just got lost, and we were quite unhappy with this. We thought that, if the faculty were a true faculty, it should have a say in the academic direction of the school and had to assume the responsibility for it. The only way to do this was to get a structure where the faculty could have direct input. At this time, you had a lot of change in terms of different courses brought in, in terms of modifying given courses, bringing in maybe a new program; but the question was never effectively raised, what was the goal of the school, what is the academic direction of the school? Each department head worried first about his department and then of course had to worry about the school. I don ' t think anybody was watching the school. From the viewpoint of a number of us who were active in the EE Department, we didn ' t see much coming out of the executive com- mittee, irrespective of what we felt were our inputs. I still believe that the faculty itself must assume the responsibility. To be told what to do, I don ' t think you ' re much of an academic individual. You have to also have some ideas of your own. It comes back to the question — I want good people on the faculty, and I think that if you want to be a good academician, you also have to have an input, you must have some of your own ideas. The faculty sat back too much. One procedure was to remove the control of the academic direction from the department heads and give it directly to the faculty. What happened was on the first draft we sort of over-shot a little bit. We were so disenchanted with the executive committee of the faculty that we thought we could strip them of all the committees and make them all faculty elected committees. One of the require- ments was that there would be rotation within the committee. Individuals sat on the executive committee so long that they got to know each other, each had his own little domain, and you didn ' t infringe on each other. I ' ve got the last three or four years of minutes and I ' ve looked at them and I ' ve looked at them and I ' ve often wondered how such high priced talent produced such, in a sense, minimal productive reports. But it turned out that the committee structure would have been, in reality, a little bit unreal. We sent a copy to President Hazzard and he was a little apprehensive and he asked if we could hold on to it until he came. We felt that this was a reasonable request so we asked the faculty to hold action on it and he came and discussed with us his viewpoints and ours. And, by this time, it was obvious that there would be a change within the school. There would no longer be effectively an executive committee of the faculty because it was not elected. Once this was removed, then the reason for much of the committee structure evaporated. The question was now, What were the responsibilities and duties in the key committees of the faculty issue? I think that there were fifteen committees in the original document, which was cut back to eight. These committees now report directly to the faculty. There is a natural tendency for change and new ideas to be brought in. This is really a necessity. Also, students are in, which is something that is needed. Peddler: How involved have the students been? they haven ' t done much. I understand that Prof. Moruzzi: Like good faculty and poor faculty and involved faculty, there are good students, poor students, and involved stu- dents. Those students who are committed to do something have contributed. But those who are on it only because it ' s an honor, it ' s just another warm body there like some other warm bodies that may be around who have absolutely no impact. It ' s a shame because you can have really enormous impact. Do your homework and come in, you can be heard, and, if there ' s any merit to it, you can bring it to the faculty floor, because there is always someone on the committee who will back you if there is merit to it. He ' ll bring it on the faculty floor for discussion. It ' s an enormous input the students have now. An issue does not have to die. It can always be brought in. For any kind of committee work to be effective, you must come in prepared. This means that you ' ve got to do your work and it ' s time consuming. It ' s a helluva lot of work. Maybe for a student it ' s exciting in the beginning, but nobody wants to be involved in a protracted, long, drawn-out procedure. Anybody can meet a crisis. That ' s the easiest thing in the world to do, but the long day-to-day grind — that ' s pretty hard, that wears a lot of people down. And here ' s where the students will start falling down, but here is where you set the base of what you ultimately must do. If you don ' t have a solid background on which you can move from, it will always dissolve on you, whatever you ' re trying to accomplish. And this takes time. So you come into a committee. If you ' re not prepared, the committee just moves, flounders, or someone who is prepared forces the issue and then you begin to talk about what he wants to talk about. By the time the student gets to realize that this is maybe what you have to do, he ' s ready to graduate. There are some students who innately feel this. I ' ve seen them come in and immedi- ately they come in prepared and you discuss the issues they ' re interested in and they contribute enormously. But I don ' t see that much activity by the students. The students are still asking them- selves the question — who am I? What am I? What do I want to be? At least I hope they ' re asking themselves these questions. To take all this time out when it ' s not all that obvious that they ' re putting this time in . . . You work on a committee and a year later someone mentions oh so-and-so, maybe the chairman they mention. They mention no one else that ' s been on the committee. It ' s not only the chairman, it ' s everybody that works on it. You get lost in the committee structure and not to be rewarded immediately, or periodically, is a hard, bitter pill for a student, even a faculty member. Everybody wants to get rewarded or recognized. So I see a problem in trying to get large numbers of students involved in a big committee structure where they must consistently give input. Peddler: What do you see as the purpose of the board of trustees and the administration and faculty and students? Prof. Moruzzi: The trustees really make an enormous impact when the school is first started, with the president they hire and the faculty they bring in. Once it ' s running, it ' s really the president they bring in, because, ultimately, they have the check on who should be the president. They stand as a buffer between society and the school. It ' s an honor to be a trustee, but also it ' s a lot of work because, when things are going well, nobody hears about it, but when things go badly they ' re the ones that stand in the breach and protect the faculty against encroachment by society. Some faculty member is screaming something quite unpopular and everybody says, Fire him! Get rid of him! They should stand between the academic community and the outside world. Their responsibility is the financial aspect of the college. We as faculty can scream that we want these programs, but often they say we don ' t have the money, and if they don ' t have the money, we as faculty then must go back and try to do what we can within the finances that are available. I think the trustees should let the faculty in on this. If the faculty were in on some of the decision making, they would realize very quickly how the school ' s boxed in finan- cially and that the school can ' t have everything. The president is primarily the key figure for the trustees. They should see that they have a good president. If the president isn ' t good, it ' s a hard fight for the faculty to make any change. Now we have a good arrangement where the trustees have allowed the faculty and students to have a say in the election of the president. And this is the way it always should be. All the groups in the community should have a say. Clearly, of course, one of them should have the ultimate decision, but everyone should have a say and they should be listened to. The faculty in my view are the ones that set the academic direction of the school. Collectively, they ' re supposed to be the wisdom of the school. And the only way that will occur is if they ' re involved. They have to get involved. They must be discussing the philosophical questions of education, What are we trying to do? We must be listening to the students. This is the input. If we don ' t listen to the students, it ' s the same problem as the trustees not listening to the faculty. We have to be involved with the students to understand their fears and frustrations. There are some areas where clearly you feel as students this is your prerogative. There are some areas where clearly as faculty we feel it ' s our prerogative. I think in all areas we should listen to each other and have input. Get together as one big happy family and I think we ' re going to end up with a lot of pablum. Peddler: How would you describe the influence that President Storke had on the faculty while he was here? What type of an influence was it? How did he change the faculty? Prof. Moruzzi: It was a funny kind, I would say. He never under- stood the faculty. It ' s understandable, he came from a military background and the academic side had an entirely different philo- sophical outlook. I would think he was more familiar with the command structure in which you say something and it ' s done. That doesn ' t always happen in an academic structure. I think that must have frustrated him horribly, seeing problems, sort of mentioning it to the administrative level that maybe this must be done, and having no great change occur. So, in terms of his impact to faculty as an academician in that sense, it ' s probably nil. But he was a good administrator, with reservations, because there are other things I would like to see in an administrator. He saw the problems and then he began to set up mechanisms by which you could breach them. These were the curriculum committee that was set up with Bill Grogan and the first planning committee. Those were the two major ones, and in fact those may be sufficient. Because, by starting with the curriculum committee, this made a crack into the academic structure and the faculty could begin to set the academic direction of the school. Bringing the planning commit- tee in turned out to be really quite a stroke of extraordinary good luck because, at the same time, we had just gone through tenure and we were fighting on the constitution. We didn ' t know whether it would work out or if it was just another committee that was brought in and then would slowly die. Fortunately there were good men on the committee which was originally brought in. They set the stage which allowed it to grow. One of the things they were unhappy with was that they were appointed. They really wanted to be elected. And then when the election was conducted, the committee pretty much stayed the same. There were two new ones, Bill Grogan and I. In the beginning of the committee, there were six of us and it just worked. One of the reasons was that all six were willing to put in an enormous amount of time. It was an enormous amount. I don ' t think it ' s really understood how much time we ' d put into it. You ' d wake up three o ' clock in the morning in a cold sweat. Damn it, it ' s a problem, you ' re trying to break it, how do you get around it? And this was all of us. Truly, we were keenly interested in trying to making this a great school, I mean a great school. Why is it when you say the top schools in the world, you list something like MIT or Harvard, why isn ' t WPI in it? I think that the initiation of the planning by Storke gave us that. We were attacking it slowly on another front. To have made it that rapidly was really Storke ' s help. This is his greatest impact on the school, and it is enormous. I think when you go back and look at it in history, Storke ' s tenure will be noted. It will be noticed specifi- cally for bringing in the Plan. Also the first innovations changes began: the curriculum changes. Peddler: What sort of influence has Hazzard had on the school? Prof. Moruzzi: I don ' t think we can assess that for a while yet. Hazzard is quick, bright, sharp. He sees the problems. He has other problems. He ' s between the faculty and the trustees. And as an academician, I don ' t really see all his solutions or how he will go about it. I think he will ultimately have an enormous impact on the school, because, if the Plan is to really go, it must come through his office. Because, in my mind, we only have this one president to work with. We ' re in serious financial difficulties and we either solve the problems and show that we can survive as a private institution, or we have to make some kind of an arrangement to join the state institutions. We cannot keep going as we are. He ' s at a crucial juncture and I think he probably has some kind of a plan. I once told him that we were a faculty looking for a leader and we hoped that he was a leader looking for a faculty. I can see the development of it, but I would not yet say that he is a leader. I think the potential is there, and I think at some point he will de- cide, Here it is! Here ' s how we will do it. But he must build up his strength and he must have certainly the backing of the trustees, because he can ' t fight that fight and the fight of an overall innova- tive change in the school all at the same time. And he has to have support. It ' s crucial. It ' s a pivotal time. Whether we really become a great school or not hinges on how he solves the problem. We are all going to have to help. This is why I say we need a leader because someone must articulate the direction and then we all have to do it, because this is the only chance we have. To split the effort now would just destroy everything. He clearly must articulate the directions - we ' re going to do it this way. Peddler: Would you advise your students to consider being a college professor? Prof. Moruzzi: It depends on the kind of a student first. I stumbled into teaching. I may be what is termed a slow starter, but when I see something good, I see it. I don ' t lose any time. It was in 1949 when I got out of Harvard and couldn ' t get a job. I was given a lot of opportunities, I could be draftsman or whatnot. But I knew, if I started in this area that the chances were that I ' d just muddle along. So I just kept holding off. I had an opportunity to teach at the University of Connecticut. I hadn ' t really thought of teaching, so I went down. I was really scared. Who am I to try t6 teach? I always held professors in such enormous esteem and I just thought it was really a joke that I should try to assume this. I was really frightened. I can remember the first class I went in, I began talking and I just got scared. I picked up my notes and began reading until I was calm, and then I put it down and continued. About the end of the year, I figured that this was quite good. There were things in it that I could do that I could do nowhere else. I ' m somewhat of a loner. I do what I have to do and I ' m willing to take the consequences that go with it. So someone tells me, No, you have to do this, and I clearly don ' t think I have to do it, I say, No, I won ' t do it, and I have to suffer the consequence with it. Now in teaching I can do more of it than anywhere else. About this time, I felt that if I was going to stay in teaching, I should understand what it is to go the whole route and get a Ph.D. I don ' t really think of the Ph.D. very highly. You ultimately put in so much time, much of it you could more profitably put elsewhere. But I felt that if I was going to stay in teaching, I should understand what was involved in this. So I began going to Yale part time. The more I taught, the more I liked it. I learned more, I think, in the class and I still do. It ' s amazing what you learn because all the students always look at the problem differently. Many of them don ' t realize the questions that they ' re asking. With some background and experience, they ' ll ask a question and we as educators can really see an enormous implication elsewhere. That ' s our job: to try to bring the impact in. It ' s really been a delight sometimes. I shouldn ' t say these words, but I sort of feel guilty when I get paid for enjoying it so much. It ' s been a delightful experience and I think it tends to keep us younger too, just because we ' re associated with young people who have new ideas. So long as you keep listening, it ' s really a delightful life. 1 would think that for a person who would like to have some say on the direction his life will take and has his own strong opinions which he doesn ' t wish to compromise, probably teaching is one of the best opportunities to do this. There is a lot of rigidity in many schools, everywhere there is rigidity. But you can make a better stand at a school. There are pressures that you conform to even in schools, but you can oppose these if you wish. Maybe you don ' t get a raise so fast or you don ' t get promoted so quickly but, after a while, you ' re accepted. But I would really recommend that if students have any feeling for teaching, they try it. One way to do it now is on the graduate level, when you go for a Ph.D. Go to a place where you can teach just to get a feel for it. .-:. ' « . .Eli _•_ ' ..! t Peddler: Could you typify what the average personality of a faculty member was like when you first came here in 1958? Has there been a change since then? Professor James Hensel: There was a big difference, as I look back, not in the faculty so much as in the students. The students were much more orientated toward technological education as an ultimate goal. They seemed to be very little interested in what we like to call humanities. I think the school and the students were much more limited, more one dimensional, and I think that the faculty was too. When I first came here, maybe because I was younger, the faculty seemed to be older and more conservative than they do now. But over a period of time, I think a very slow development of faculty being aware of its responsibility for itself came about, and then these things grow, and then they start growing faster and faster, and then it came to a head at a very specific time: when the matter of tenure came up in 1968. In that one year, you had three things happening, you had, first of all, the elected committee that was going to develop the tenure policy, you had the first elected secre- tary of the faculty, and you had the tenure committee, which is now running, elected. So, within that one very short time, you turned the tables right upside down, as far as the faculty starting to do things on its own. Then it began going, and there were ever so many committees that began to be elected and finally the so called Constitution Committee which brought about a restructuring of the relationships between the committees and the faculty in such a way that all important standing committees would be elected by the faculty and report directly to the faculty — and that ' s the way it now goes. Peddler: What was President Storke ' s attitude towards the faculty when he came here and how did he change over the years? Prof. Hensel: President Storke came directly from the Army, and I think when he first came, he thought of himself, whether con- sciously or unconsciously, as sort of the General, and the executive committee as sort of the Pentagon, and the faculty as sort of the Junior Officers, and the students as the enlisted men. But I think that changed over a period of years, and changed at an accelerating rate, the same way as the faculty did, so that by his last two or three years, I think he was much more liberal and much more democratic in his understanding of the relationships between students and faculty and the President. Peddler: Has tenure changed the way the faculty act around here? Did the faculty feel more free to speak out once they had tenure? Prof. Hensel: We formulated a tenure policy, as I just said, but I think there had always been pretty much of an unwritten tenure policy. I never knew of anyone getting into any kind of trouble for anything he said, in or out of class, or any attitudes that he held. So, although we did formulate the tenure policy, what most of us felt who were in on the formulation was that it was a good thing to have in case. It wasn ' t that we were righting a wrong or anything like that. Peddler: How was the Curriculum Study Committee established and what role did it play in the overall changes in the faculty? Prof. Hensel: The department heads were asked to recommend people for this new committee. There had been nothing like it before. And I think the final stamp was probably given by Dean Price and President Storke, and the committee came into existence. There had been a whole bunch of committees working on curriculum over a period of years, but the idea seemed to be to develop one committee that was going to work steadily and try to improve the curriculum, particularly that of the freshman and sophomre years. This commit- tee brought out two reports in its first year, one of them designed to greatly expand the role of humanities. The other one introduced new degree programs - the humanities — technology program, the inter-disciplinary programs, the business program, and so on. It was a real uphill scrap to get these programs passed (which seem now, with the Plan, very conservative little tiny steps forward). We were almost amazed that we got them through. We did though, and now everybody finds that there ' s no real problems and we can live with them. After that, the committee continued developing curricula and course changes. Peddler: Who got the idea for the committee in the first place? Prof. Hensel: I think Storke did. I think that, as the school got bigger, the executive committee found that it had just too much to do. Department heads were responsible for hiring, firing and all sorts of departmental and interdepartmental affairs. And they were also responsible for curriculum changes. They had been, according to Dean Price (and this was way before my time), originally a curricu- lum committee. That was, of course, when the the school was a lot smaller and things were a lot less complicated. But, towards the end, I think they just had much too much to do. And that ' s why I think President Storke did two things: first of all, he appointed the Curriculum Committee, brought it into existence to help take some of the curricular development burden off the executive committee, and then he appointed the so-called Planning Committee. Peddler: Did President Storke appoint the Planning Committee be- cause he was worried about finances? Prof. Hensel: I don ' t think so. At least a year before the Planning Committee came into existence, he called together a bunch of faculty members (I think who he thought of as sort of a nutty, lunatic fringe group, and I won ' t mention anybody selected, except just myself). What he wanted us to do was to project what kind of a school this would be and what kind of a role engineers would play in the future. Bill Shipman, who was later head of the Planning Committee straight through, was very outspoken about the fact that brainstorming off the tops of our heads (the way we were doing it) shouldn ' t be done. He thought a committee should be appointed with that exact aim in mind: to project what sort of a plan you might have for Worcester Tech in some future time. 1 know from Charlie Heventhal that, when President Storke first called that Planning Committee together, he said, I want you to do the same sort of thing for the long range Worcester Tech plan that the Curriculum Committee has been doing for the more or less short range. So the original idea was for the Curriculum Committee to deal with the immediate curricula matters in the short range, and the Planning Committee to deal with the long range matters, and that ' s what the first Planning Committee really did. Peddler: How about students? What have they done over the years in connection with academic changes? Prof. Hensel: I think that my own experience has been very disap- pointing. We ' ve had students in name on the Curriculum Committee for several years. This year the students do seem active on the committees that I ' m on. But in other years the students that we found on committees either didn ' t come at all or, if they came, they didn ' t seem to be particularly interested in contributing. So I ' m always both amused and disappointed when the students ask for more voice in the policies of the school, because my experience in the past has been that they just haven ' t really seemed to be inter- ested in it, with a few notable exceptions. There have been some who have been quite dynamic, but far too few. Peddler: Could you summarize the whole business about ROTC over the last several years? Prof. Hensel: They all form the same pattern: ROTC, students at the faculty meeting, parietal hours, girl students, all these things. They all seem totally outrageous, impossible, wrong, frightful, immoral, and everything else. Then all of a sudden, for no reason at all that I can understand, they ' re totally accepted. I remember about the girls: one month in 1968, President Storke said that we would absolutely not have girls at Worcester Tech. And the next month they were looking for girls for the next year. The same thing is true with the ROTC. The most horrifying battles were fought about ROTC, and now nobody seems to notice whether it ' s here or not. You see the guys walking around in uniform, and that ' s about it. And the parietal hours . . . Every week there was an editorial in the Tech News and great meetings and carrying-ons about the parietal hours and what would happen if we had them and what would happen if we didn ' t. I don ' t think the word even exists anymore, does it? Peddler: No, there ' s no parietal hours. The dorms are open anytime. Prof. Hensel: I know it and nothing has gone terribly wrong, has it? Peddler: No, I don ' t think any more than before. Just why was the faculty constitution proposed? Prof. Hensel: Again, it ' s part of a general movement toward setting down things that were unwritten policies before. I think the impetus behind this was a very definite purpose of giving the faculty more authority in academic governance. It was a time, when this first came up, when we knew that President Storke was going, but we didn ' t know who was coming. There was a feeling among quite a few of us (and I was on that committee, too) that we really should set up some sort of fairly structured guidelines which would indicate the relationship between the faculty and the administration - largely because we didn ' t know who we were going to get for a new president. We didn ' t even know who President Hazzard was, much less if we might have him. After all, we could have gotten - we felt - a very authoritative person, much more so than General Storke ever was. We felt that this was a good time to establish written guidelines, because, once we had the new man on board, it would be either embarrassing or impossible to try to do it. Then, of course, the Constitution would be there in case we ever need it. Peddler: How do the faculty conceive of themselves in relation to the college? Prof. Hensel: A faculty is, as a matter of fact, unique in its relation to its institution, because the members are all professional men working in a group, on the one hand, and working individually, on the other hand. You can ' t hardly compare a faculty with anything else. The members aren ' t like doctors in relation to a hospital. They ' re certainly not like employees in a plant, nor are they like executives in a plant. I think you ' ll find that faculty have seen themselves ever since the medieval times in quite a unique sort of relationship to their institutions. I think many faculty members feel that the faculty should, as opposed to either the students or the so-called administration, have the responsibility for academic life in every respect. This is the traditional role of the faculty. When you get American academic institutions which get bigger and bigger and bigger, you have to have somebody to do the administrative work. You have to have Regis- trars and Bursars and all these various administrative people and a great many of the faculty feel, I think, that this is a threat, that the administration can (hasn ' t here, I don ' t think) walk away with the thing. So the school begins to be run not for the students and not for learning and not for the professional abilities of the faculty, but rather as sort of a business. (It ' s a pretty poor business, since it makes no profit.) I think that when schools begin to draw their comparisons from industry and from business, they are confusing themselves. Peddler: Will you summarize what the faculty here did last year concerning the Cambodian invasion and subsequent actions on col- lege campuses, especially here? Prof. Hensel: As I remember, didn ' t the impetus come from the students? The word was then a Strike , which is, of course, an inappropriate word. You can ' t strike when you ' re paying the bills. The faculty could strike. But the students couldn ' t strike. (Laughter) They had had the original so-called moratorium in the fall. And then things seemed more or less quieted down toward the spring, and then you had that terrible business at Kent State. I think this outraged students, faculty, and everybody who wasn ' t dead. Then the question was what to do about it. So they had the various and sundry meetings. There was four or five anyway, on how to react. Peddler: Would you say that this was an important event? This was the first time that the majority of the students had been exposed to a faculty meeting. Prof. Hensel: Oh, that great big one. No, and I ' ll tell you why. It was neither a good example of how students think or act ordinarily, nor was it a good example of how faculty thinks or acts ordinarily. Matter of fact, it was a mess, I thought, and embarrassing all around. I thought the meetings that followed it were useful. We had students at all of them. That ' s where we finally hammered out, at least, an acceptable solution for the rest of the semester. Peddler: Some students have called most of the WPI faculty unintel- lectual. Do you have comments on that? Prof. Hensel: I think it ' s a matter of semantics. I think it ' s a mis- understanding of what is really meant by intellectual, which is an aw- fully hard word anyway. If by intellectual you mean what is usually meant by intellectual (that is, being occupied primarily with litera- ture and the arts and, in almost a technical sense, literary criticism and that sort of thing), obviously a man who ' s primarily interested in engineering is not going to be intellectual in that category. But if you mean by intellectual a person who thinks a lot and thinks closely and carefully and rigorously about his particular discipline, then I ' d think we have an intellectual faculty. It ' s largely a matter of what you mean. Intellectuality at Worcester Tech is not the same as intellectuality at Harvard. But then Worcester Tech is not trying to play the same game that Harvard ' s playing. I don ' t think the criticism ' s fair or appropriate. I think that we have so many different kinds of people here. There ' s an enormous difference in kind between the scien- tist, the mathematician, the engineer, the historian, the English teacher. They ' re just different kinds of people. time he puts a mark in his book, he is making a subjective judgment of the student. The faculty member is acting as an authority before the student, whether he wants to or not, and that ' s what you ' re supposed to do as a teacher, I think. I think if faculty members break down this stance too much, they are jeopardizing a very meaningful relationship between students and faculty. I think if I had a few students at my house for an evening and we all got bombed, there would be absolutely nothing the matter with that at all. I would however prefer that I didn ' t have one of those students in my class at that time, because then, when I ' d come to make a mark or a judgment, it would seem to be a little bit in jeopardy. On the other hand, if I came to Spree Day, you know, with my wife or my girl friend, and acted the way I think it was perfectly all right for the students to act, I think it would be spoiling a nice relationship. Spree Day looked like great fun to me. As a matter of fact, I rather envied you (Laughter), and I think it would be all right — as I did — to sit around and have a few beers and joke with the students that were able to talk (Laughter). But I think that if I joined the orgy, it would be just a little inappropriate, and I think most faculty members seemed to feel that way afterward. The ones that I met there and talked to, what they mostly felt was a feeling of envy. Some of them said, Why can ' t we have something like this for the faculty? (Laughter) Peddler: Another complaint that ' s been applied to students as well as faculty is that a lot of people seem to think of their job as a nine to five job. Prof. Hensel: I think that ' s unfair, downright unfair criticism. I don ' t know any faculty member who thinks of his job as a nine to five job. I also don ' t know any faculty member who thinks of his job as a five day a week job. I think most faculty members put in a lot more time on the courses, quite apart from any research that they do, quite a lot more time than the average student possibly realizes. I think that you can use your nine to five idea with regard to how many hours he ' s in his office, if you like. But I think that the relationships between most of the students and most of the faculty on this campus go way beyond the time he ' s sitting in his office — most of them, not all of them. I think you have a very nice relationship between the students and the faculty on this campus, by and large. There are some faculty members that are thorny and difficult. There are some students that are difficult and thorny. But the faculty-student relationship is one of the things that I really like about the school. That ' s why I ' ve been here for so long. I like, I enjoy the students that I ' ve known. Peddler: A lot of students, I think, are disappointed that the faculty members aren ' t around more after hours at social events. What are the reasons for this? Prof. Hensel: General Storke had a real thing about that. He used to virtually order the faculty members to show up at basketball games and football games and all these things. I enjoyed the football games, the basketball games, and all student activities, but I don ' t think that faculty members should feel that they have to go to those things. I think if a faculty member likes to, then he should go. But if he just isn ' t terribly interested in it, why should he go? Peddler: I ' ve also heard some faculty members say that on Spree Day last spring they were afraid that the students would think they were out of place if they got involved. Prof. Hensel: I think that no matter how we cut it, or how we try to justify it, or how we try to excuse it, or blur it over, or what, there is a difference in kind between the student and faculty member. The faculty member is in a position where he judges a student. Every WPI STUDENTS JOIN STRIKE RALLY VOTES STRIKE At 8:00 P.M., May 5th, the students at WPI officially began their three-day strike at a rally in front of Sanford Riley Hall. Several speakers spoke at this rally including students, faculty, the Dean of Student Affairs and the campus minister. Dean Van de Visse began by giving his interpretation of the faculty motion. He stated that classes will be scheduled but students will in no way be penalized for missing classes. Later on in the rally it was stated that any student who has any difficulty with any professor should see Dean Price and the situation will be cleared up. Paul Cleary expressed a great deal of despair concerning the anti-war war. After the Washington moratorium and all the other peaceful demonstrations, he felt that students seemed to have no power to stop the war. However, he did feel that students should try again this time to somehow force Nixon politically to end the war in Southeast Asia. Some students expressed opposition to the strike. The reasons were that students were not really committed to the strike, but only to a three-day vacation. Also, the students who were not in agreement with the strike should be given the opportunity to go to classes. Finally Paul Cleary called for a voice vote on the strike which was overwhelmingly in favor of that move. Tuesday evening the Executive Committee of the Student Govern- ment voted 6 to 2 (4 members not present) to endorse the original strike proposal as a stronger sign of support for the strike. The proposal had been amended by the faculty and passed at their meeting held in Alden. The original strike proposal was voted on in the Riley Quiet Room during the rally. STRIKE STATEMENT We, the students and faculty of WPI, call for a three-day suspension of classes beginning Wednesday, May 6. On these days and the follow- ing weekend, the community will discuss the recent development in Southeast Asia and opportunities will be available for a collegiate-civic involvement. A reevaluation will occur Sunday. Faculty are asked to remain on campus for consultation and discus- sion with any students desiring it. Classes, however, will not be held. For the first time in the school ' s history, W.P.I, students went on strike this week to protest the Southeast Asian War and its re- cent escalation by President Nixon. In doing so, the students joined nearly 450 other col- leges and universities participating in strike activities. On Monday, May 4th, the strike came to Worcester. Holy Cross and Clark both voted to strike and an open meeting was held that night. The same day, what may well be the most famous event of 1970 occurred. Four students were killed by National Guard troops in response to what they felt was sniper fire. Monday night saw action begin at WPI. Professor Schneiderman of the Economics Department asked Glenn White, Editor-in- Chief of the Tech News, to call up some of WPI ' s activists and organize a mass student meeting for 4:15 p.m. Tuesday. A petition calling for an eight day strike was drawn up, receiving 620 student signatures. On Tuesday, students approached Dean of Faculty Price and a faculty meeting was scheduled for 4 in Alden. Tuesday afternoon a steering committee, The Committee in Opposition to Death was formed. Its mem- bers were Dom Forcella, as chairman, Paul Cleary, Glenn White, Prof. Tom Keil and Prof. Paul Schneiderman. (0L titer tJ« $ FACULTY AND STUDENTS MEET The faculty Tuesday approved the follow- ing: We the faculty of WPI are in sympathy with those students who are sincere in their desire to symbolize their objections to cer- tain national events by suspending their aca- demic endeavors for a period of time from May 6 through May 8. We are equally con- scious of our commitment to others of the student body who, feeling contrary, may wish to avail themselves of their normal aca- demic opportunity during this period. Be it therefore resolved that we the faculty endorse the wishes of those who so desire to absent themselves from classes for sincere purposes and that we will be avail- able for academic consultation for those who may desire it during regular class hours. Following Tuesday ' s faculty meeting here at Alden Hall, the Tech News asked Profes- sor James Hensel, secretary of the faculty, to clarify the wording of their statement. The part which seemed vague to many students was the phrase ... and that we will be available for academic consultation for those who may desire during class hours. Hensel affirmed that academic consulta- tions obviously doesn ' t mean the same as classes and that therefore no exams, quizzes, or lectures on material which would appear on a future quiz or exam should be given by any faculty member. Finally, he implies that if any students desire academic consultation on any matter of concern to them, such as sex, war, or motherhood, they should approach the faculty for help. Students postponed their planned rally Tuesday afternoon in order to attend a meeting with the faculty concerning a faculty and student supported strike. In the ensuing two hours, the faculty proceeded to tone down the proposed student plan that all classes be cancelled, at first by amending portions of it and finally by substituting an entirely new statement. There were several points of view pre- sented by both facu lty members and stu- dents in the discussion that took place between the numerous votes. What is inter- esting is that none of this seemed to have any effect on the outcome, as the meeting proceeded systematically, although with much confusion, toward the final result. Support for the original student petition was voiced by Paul Cleary, who said that when college students can be shot down and murdered on campus, when the Presi- dent can send troops into a foreign country without an act of Congress; then it is time for students to act. Professor William Hobey also supported a general strike. His words were, WPI as an institute must tell the government that as long as men from this college are sent to their deaths in Viet- nam, then the actions of this institution are irrelevant and perhaps even immoral. A less drastic measure, and the one ulti- mately accepted by the faculty, was pro- posed by Dr. David Todd and Prof. Carl Koontz. They felt that the faculty should recognize the principle of the strike, but that they should be available for academic con- sultation for those students who desired it. Opposition to any form of a strike was voiced by several. Prof. Glen Richardson felt that the educational process should not be disrupted by every social problem that pre- sents itself. He expressed confidence in Nixon ' s methods, even though they displease the students. (At a later time Prof. Stephen Weininger presented a contrary point of view in stating that there is no greater disruption to education than this damn war that is going on. ) Prof. Donald Zwiep felt that there is time outside of classes for petition- ing and the like, and hinted at even bigger reasons for his opposition by mentioning that if we take three days off, we are de- creasing their (the soldier ' s) chances of get- ting home alive. An entirely different approach to the problem was suggested by Prof. F. A. Ander- son, who said that this college should follow that advice of the Planning Committee and do something positive instead of negative. His suggestion ( as a rational human being ) was that we hold extra classes for the next three Saturdays. Fortunately, most of those present took the meeting seriously. The final statement of the faculty was not as radical as most students had hoped for, and the majority of the faculty seemed to feel that they had come out of the meeting in good standing. Worcester High School FRIDAY MAY 8 strike. SATURDAY MAY 9 - Demonstration in Washington D.C., Lafayette Park. 1 1 :00 AM. STUDENTS CANVASS Three hundred WPI students and fifteen Anna Maria students petitioned the Tech campus and the surrounding community Wednesday afternoon. The campus also held a letter-writing and telegram drive, which were sent to Pres. Nixon and congressmen and senators. The petitioners carried the fol- lowing three petitions: the first called upon the President to reconsider his course of action , which received 1 194 signatures; the second petitioned the members of Congress to cut off all further funds for military oper- ations in Southeast Asia, except for those directly necessary to the immediate with- drawal of all American troops from that region , and the third was addressed to Sens. Harold Donohue and Philip Philbin and urged that the Congress of the United States initiate and pursue impeachment pro- ceedings against President Richard Milhous Nixon , which received 261 signatures. If you were as unpopular as Dick Nixon, wouldn ' t you want to destroy the world? —Norman Mailer COUNTER STRIKE The WPI faculty meeting approved of the strike in principle, but it also recognized the right of students to go to classes if they so desire. Although it is unknown how many students did go to classes Wednesday, there were a sizable number who did so. Students who were against the strike held a meeting Wednesday in Alden at 4:00 pm. About fifteen students were on hand to de- fend Administration policy, and these stu- dents spent most of their time talking to students involved in the strike. Little seems to have been accomplished since the propo- nents of the administration spent little time talking to each other. A faculty estimate of attendance in fresh- men and sophomore classes Wednesday was one-fourth to one-third of the enrollment. A student participating in the strike estimated that up to 15% of the total enrollment at- tended in the early morning and from 30 to 35% was in attendance by the afternoon. ECONOMIC BOYCOTT A National Economic Action Committee has been formed by Clark and Brandeis Uni- versities to implement a national boycott of certain consumer products. The products selected after exhaustive research into all aspects of the question are those of the Coca-Cola and Phillip Morris Corporations. WPI STUDENTS MARCH ON SQUARE At approximately 8:15 P.M. Wednesday evening, about 900 to 1000 students from several Worcester area schools proceeded on a candle light march to Lincoln Square. A police estimate was 1500 to 2000. Along with the students were about 7 police- men on motorcycles who acted as guides to direct traffic. The march started at Alden Hall at WPI and moved down West St., across Highland St., and down to the rotary at Lincoln Square. At one point in the march, the procession stretched from the Auditorium at the square back up to West St. The procession was led by Steve Udell carrying a cross and followed by a coffin covered with a flag. The students had can- dles and arm bands and remained silent throughout the entire march. Out at Lincoln Square the students formed in a circle around the flagpole. The memorial service for the four dead Kent State students began with two folk songs and then continued with readings of the obituaries of the dead students. Rev. Kline spoke about the senselessness of the war and expressed hope in the youth of America. Dr. Chapman, another clergyman, gave a prayer for the dead students and for the hopes of those that are working for peace. After Bert Stromquist finished with sev- eral other songs, Rev. Kline asked the crowd if they wished to have the flag lowered to half mast and if they did to express their wishes by exclaiming, Peace, Now! With that, the flag was lowered and the crowd chanted, All we are saying, is give peace a chance. As the crowd began to return up High- land St. to return to Tech the flag was re- placed at full mast. While Bob Stein proceeded to raise the flag, he was heckled by several men who questioned his ability to do the job. The police, however, requested them to remain silent and finally dispersed them. Aside from this, the march went off with- out incident and the crowd, which the police followed, returned to Tech at a slightly faster pace than when they came down. Despite the bitter cold and wind, the crowd was larger than had been expected. The police were very cooperative and exception- ally friendly and there was no antagonism towards them at all. THE LONG MARCH A college-sponsored rally was held Thurs- day afternoon at City Hall. Most of the 3500 people arrived with police-escorted marches from Clark and WPI, but the ranks were swelled by high school students and a hand- ful of businessmen. Greg Barnhart, a WPI student, spoke to say that he knew his school was thought of as conservative, but that we want to let the Worcester community, industry, and the country notice that WPI is changing. He continued by saying that he felt he has a personal responsibility toward changing society, commenting that if I can ' t find a suitable job, I ' ll figure out a way to take apart the system that previous Tech grad- uates built up. His speech was enthusiasti- cally accepted by the crowd, especially the WPI contingent. Overall, the rally was quite peaceful in tone. Following the rally the crowd marched down Main Street to Clark, where it reorga- nized. More people from Clark and Holy Cross joined in the march, and after a short rest at Clark, the group started up again, proceeding down Park Avenue. They marched past Harrington and Richardson, and later went down Highland Street and passed the National Guard Armory. The rally then formed on the steps of the Audi- torium, where a few impromptu speeches were given. The speeches again mentioned civil disobedience, protest, and the closing of the draft board. A priest from Holy Cross offered a prayer for peace, and someone read a poem of requiem for the Kent State dead students. After the rally, much of the crowd re- formed and headed back down Main Street tbward Clark. About two-thirds of the orig- inal group continued in the march, as many students returned home or to their own cam- puses after what was a long day. Most of the two thousand-odd remaining were Clark stu- dents, who had originally comprised the greater part of the crowd. The march con- tinued down Main Street with the marchers occasionally chanting Peace, NOW! and flashing the peace sign to sympathetic, apathetic and hostile lookers-on. Marshalls with yellow armbands kept the marchers moving together, and police maintained order and directed traffic. The only incident occurred when an elderly dissenter in a bar- room window gave the one-digit anti-strike sign to the marchers. A policeman went up to the window and ordered him to put down the finger, and when he failed to do so the officer went into the bar after him. After a three-quarter hour walk the marchers arrived at Clark campus where the crowd gave three cheers for the police. FINAL RALLY FLOPS Friday afternoon at 4 p.m. an anti-war rally was held on the steps of city hall. Actually it was supposed to be THE rally, having been anticipated for a week by some and considered by others to be the culmina- tion of the three-day strike. Some overly optimistic organizers had hoped for over twenty thousand people to show up, but estimates put only 3500-4000, mostly col- lege and high school students, at the rally. The strike committees from the various colleges had coordinated the marches from their schools so that everyone arrived at about the same time, a little before 4 o ' clock. At Tech there were several hundred students and some faculty and friends of WPI who began their march from the steps of Alden at 3:20 p.m. The column of demonstrators grew as it picked up stragglers from Tech and people on West, Highland, and Main Streets who joined in. Some mem- bers of the group preceded the procession, taping anti-war signs on mailboxes, fences, and buildings. After a half-hour walk, the Tech marchers joined people from Holy Cross and the high schools and soon the Clark students arrived at the plaza, to swell the assemblage to several thousand. It almost seemed as if the rally itself (i.e., being there) was the thing and that the speakers were an anti-climax. Not that the speakers weren ' t good or well received, but it was over before it began. Those who did talk represented a variety of backgrounds and interests. It should be noted that Tech marched down to the rally in support of only one demand of the New Haven plat- form, namely the withdrawal of U.S. troops from Laos, Cambodia, and Vietnam, and ces- sation of bombing raids in North Vietnam. The other two tenets, an end to repression of dissent and freedom of all political prison- ers and an end by the universities of their complicity with the war machine, were also supported by Clark and Holy Cross. Tech student Paul Cleary spoke, giving the briefest speech of the day. He first men- tioned viewing the war and its opposition through a technological viewpoint and later stated that it would take political action for the strikers to obtain their goals. One of the most interesting speakers of the day was Rev. Torgerson, who, after stating that he was an American, said that after a long and difficult decision he had decided to withhold that part of his income tax that goes towards the war. GROCAN SPEAKS Approximately 200 people attended the mass action meeting in Alden at 7:30 Sun- day night. First to speak was Professor Gro- gan in explanation of the resolution that the faculty passed Friday. The main points are these: a) any student may exercise the op- tion to be graded pass-fail, b) the instructor must, upon request, allow the student to be graded pass-fail, c) the student may elect to accept an incomplete which will be pending until September 25th, d) the student may exercise the pass-fail option in any or all his courses, e) the right to exercise the option will be extended to any student regardless of his motives. Professor Grogan went on to say that what constitutes a passing grade will be left to the individual instructor ' s discretion. He added that if an instructor felt that there was insufficient material to evaluate the stu- dent ' s performance, he may decline to allow the pass-fail option. He emphasized that these emergency provisions would in no way affect future rules on pass-fail. Committees are being formed to coordi- nate over all operations, petitioning, trans- portation, and the Faculty Wives Committee. A group of concerned and sympathetic faculty will meet Monday to decide the role they might play in the peace movement. Greg Barnhart then announced the dissol- ution of the Strike Committee into the C.O.D. (Committee in Opposition to Death). It was felt that the word Strike created too much adversity. Professor Grogan closed with a statement as an individual citizen. He echoed an edi- torial by James Reston in calling for orga- nized and concerted student political action to place peace candidates in Congress this fall. He warned against violence or demon- strations which might antagonize the people, therefore losing more votes than they might gain. He ended by suggesting that students petition the Administration to move the Thanksgiving Recess to election week. In this way students could use their consider- able strength to favorably sway the outcome of the political campaign. MOVEMENT FOR A NEW CONGRESS National organization and coordination with other political interest groups were the order of the day for the Movement for a New Congress in two important meetings last weekend. Representatives of 29 student and faculty organizations meeting Saturday in New York chose Princeton University as national head- quarters for the Movement. A steering com- mittee of four faculty members and ten stu- dents was elected, and plans laid for a number of regional headquarters at such institutions as MIT, the University of Chi- cago and Stanford. Procedures were established to coordinate at Princeton both personnel and the exten- sive research on Congress and the Depart- ment of Defense now being undertaken by local chapters across the nation. Meanwhile, the Movement continues to grow. Chapters are now being established at more than 280 campuses throughout the na- tion, and canvassing efforts are underway in most of the New England and Middle Atlan- tic states. Brown University has reported more than 10,000 students from Providence high schools and colleges in the field, and at Princeton about 1000 students and faculty members are campaigning fo r peace candi- dates facing primaries in New Jersey and Pennsylvania. NOW! STUDENT TELLS OF BUST A WPI sophomore, Carl Goldknopf, re- lates his personal account of last Monday ' s activities: I sat down on the seventh floor of the Commerce Building at 7:45 am. At approxi- mately 1 1 I was peacefully arrested for tres- passing. I was squashed into a paddy wagon and taken to the county jail, where I and nine other people were put into a 8 ' by 6 ' cell. Later we were taken to be booked and thoroughly searched, after which I was taken to a new cell of approximately the same size, where there were already four other people. At 5:30 pm. we were taken from our cell to a bus which took us to the courthouse for trial. The judge gave us three months proba- tion and continuation of sentence. Trespass- ing carries a maximum fine of 30 days and $100 so I guess we were let off easy, but I don ' t think they could have done much else to us. A bus took us back to the jail to pick up our belongings. I was finished with every- thing and back in my apartment by 7 pm. Although they went to jail for a day, the 285, of which seven were from WPI, suc- ceeded in keeping the board from carrying on normal activity. Remember harass a draft board to death; it might save your life. HAZZARD WRITES NIXON President Richard M. Nixon The White House Washington, D.C. 20500 Dear President Nixon: I am writing as one representative of a respected and effective engineering college. Here we have had reasoned discussion and lawful and peaceful action on our common problems, as the Secretary of the Navy, Mr. Chafee, can well testify from personal experience. We are well aware that the recent events in Southeast Asia have increased the concerns of the citizens of this country about its future as a world leader for peace and human development. The concerns of our citizens appear most clearly in the present strike and anti-war activity on college campuses. This activity, idealistic and impassioned, can and will turn to disillusionment and revolt if no effective response appears. An even greater gap will be created between the young and old, a gap this country cannot endure. Nothing in this century has created more conflict, more unrest, more questioning in the country and on the campus than the undeclared war in Southeast Asia. The draft and its implications have created havoc in the reasoned administration of the campus justice. The already difficult and delicate task of educating our sons and daughters for responsible and creative citizenship has become almost an impossible one, for teacher and for student. Prompt termination of our military involvement in Southeast Asia and attention to the myriad problems of this society are of utmost importance for all of us. I, personally, and all of those individuals in the WPI community who join me in signing this letter request your vigorous action to achieve these objectives. As we see it, both humane and political goals will be well served if you do. Sincerely, George W. Hazzard President STUDENTS PROTEST ROTC REVIEW Thirty-three WPI students held a silent march Tuesday during the President ' s Re- view of the WPI ROTC Brigade held Tues- day. Half-stepping to a drumbeat and carrying seven coffins, they circled the ROTC formation. Steve Udell, former WPI Student Body President, organized the march and led it draped in a 48-star United States Flag. The flag was not allowed to touch the ground at any point. Marching beside him was another student carrying a black cross with the in- scription Blessed be the Peacemakers . Fol- lowing were seven black cardboard coffins with such inscriptions as Vietnamese Chil- dren , American Soldiers , Kent Stu- dents , and Political Assassinations . Four WPI students manned each of these. The procession stopped marching while the Star Spangled Banner was played. To help preserve order, student marshalls accompanied the marchers around the field. The marshalls were chosen from students who did not support the protest as well as those who did. The marshalls were not part of the protest. The only incident was a series of com- ments from construction workers and other outsiders, generally derogatory in nature. Rain and mow be- coming all rain, high 3S to 40. Tonight, to- Detalts on Page 7. WORCESTER TELEGRAM. FINAL EDITION n- Tilqnn 1 G i n , In WORCESTER, MASS., MONDAY, FEBRUARY 8, 1971 22 PAGES— IS CENTS Saigon Forces Enter Laos With U.S. Air Support SAIGON (AP) — Thousands of South Vietnamese infantry- men and armored troops invad- ed the landlocked kingdom of Laos early today with mas- sive American air support, seeking to sever, enemy supply lines. President Nguyen Van Thieu said the thrust was aimed at cutting the Ho Chi Minh Trait, North Vietnam ' s supply and in- filtration network leading into Cambodia and South Vietnam. An armored column rolled westward at dawn along Route 9 toward a jtmgled region known on allied military maps as ene- my Base Area 604. It includes the town of Sepone, 30 miles in- side the Laotian border. Copters Move Troops Three hours after the initial assault, an armada of U.S. and South Vietnamese helicopters lifted in hundreds of additional government troops. U.S. officials said North Viet- namese war materiel is backed up near Sepone, awaiting move- ment south. Gen. Creighton W. Abrams, commander of American forces in South Vietnam, said, No U.S. ground combat forces are or will be involved and do U.S. ad- visers are or will be with South Vietnamese ground combat units. But the United States pledged Homebound Astronauts ' Hope Is to Aid Peace UP I Toltpdeio Three American GIs near Khe Sanh. itself to air support. Asst. Secre- tary of Defense Daniel Z. Hen- kin issued a statement in Wash- ington saying: American air power will be used to supplement the air force of the Republic of Vietnam in providing support to South Viet- namese ground forces now oper- ating against these enemy-occu- pied sanctuaries. The buildup for the sweep into southern Laos began 10 days ago with the movement of 20,000 troops and 9,000 U.S. soldiers into South Vietnam ' s northwest corner along the Laotian bor- der. U.S. officials in Saigon said American air support for the South Vietnamese includes tac- tical fighter-bombers, helicopter gunships and troop-carrying hel- icopters. They said medical evacuation helicopters and lo- gistic support also will be pro- vided. Thieu said in a communique he ordered his armed forces W Tom to SAIGON Page 2 SPACE CENTER, Houston (AP) — Heading back from the moon, the Apollo 14 astronauts conducted science experiments yesterday and expressed the hope that the space program might contribute to peace on earth. We ' re reminded as we look at that shimmering crescent that is earth, said Apollo 14 commander Alan B. Shepard in a telecast to Mission Control, that we Still have fighting there. We are reminded that some men who have gone to Vietnam have not returned and that some are still being held there as prisoners of war. It is our wish tonight that we can in some way contribute through our space program to better understanding and peace throughout the world. Show Techniques The astronaut made the com- ments at the end of a telecast, which was not broadcast live nationally, in which he, Stuart A. Roosa and Edgar Mitchell demonstrated manufacturing techniques which they said Turn to ASTRONAUTS Page 2 Face from spare: Apollo 14 commander Alan B. Shepard Jr. as he spoke to earth via television last night. Antiwar Movement on Campuses Here Is Still Alive, But Breathing Less Fire This year: Sign announcing a demonstration. By CHARLES F. MANSBACH ' Of The Telegram Staff Some of the antiwar activists of last May still come regularly to Room.425. But Room 425 — in the Hogan Campus Center at Holy Cross College — Is no longer strike headquarters; no longer the place where the speeches, the marches and the petitioning are planned. Instead, the room is again just the office of Today, a campus news- paper. And the antiwar activists in the Today office aren ' t all still active. Denis C. Bracken isn ' t. Last May, he recalls, he was in the thick of the action — running around, answering the phone, interviewing people. I worked very hard. A lot of people did. Now, Bracken wonders if the strike was worth the effort. I was dis- couraged. Nothing seemed to come of it. The war, says Bracken, the Today managing editor, is still going on. Bracken ' s editor, Alfred Haynes, hasn ' t given up, He says he realizes (he world doesn ' t change overnight. Haynes is planning to travel to Wash- ington April 24 to participate in a mass protest being organized by the National Peace Action Coalition, and says he Last year: An antiwar rally at Lincoln Square in Worcester. knows of about 20 other Holy Cross stu- dents who will make the trip. Neither Bracken nor Haynes neces- sarily represents the typical Worces- ter college student. But together, they illustrate the difference between the vig- orous campus protests against the In- dochina war 10 months ago and the situ- ation now. These days, some antiwar students are continuing their efforts, while others — unsure of what type of protest will work or already convinced that nothing will have an effect — have slopped. This doesn ' t mean that the peace movement o n the campuses is dis- Tum to PROTEST Paga 17A From the battered remnants of the once luxurious Sanford Riley Hall, to the modern comfort of Stoddard Residence Center, to the indestructibleness of Morgan Hall, one can easily distinguish the life styles of succeeding generations of Techies . And yet within the space of four years, on-campus living has changed more than in the era from Riley Hall to Morgan Hall. Worcester Tech is now the proud owner of coed dormi- tories. Worcester Tech no longer regulates the lives of its dormitory residents as it used to. A new freedom of living style is establishing itself. And Worcester Tech is struggling to keep in step. But, in spite of all this change, the old routines of on-campus living still manifest themselves. Each morning as the sun peeks over Boynton Hall, the dorms spit forth the young minds that are to be formed in the education factory. Just as regularly, they get absorbed again by the stark structures when day is done. However, now it hap- pens for only five days a week, and maybe in the future, for no days a week. On the weekends, the maternal edifices close up tight and shut down, along with the rest of the campus. Quiet reigns omnipotent in the dead of the night, except when shattered by the occasional rioting of the inmates. But what of life within the horrored halls? Has it ma- tured along with the alleged minds of the occupants? Alas, the answer is in the negative. Shaving cream and water balloons are still the staple crop of the freshmen residents. The deafening din of stereo systems and electric instru- ments still pummels the eardrums of the unwary dorm rat . The taboos stipulated by the Institute of yesteryear have become standards, while more exciting things, reach- ing new heights of experience, have taken their place on the forbidden list of unforbidden things. Individual rooms are beginning to look like mini- apartments, with all of the once forsaken comforts of home. And so, of what value IS the dormitory experience in the education process here? The Planning Committee has pondered this question. There is even a Committee on Student Life to toy with the problems of on-campus living. The D ormitory Council is unending in its search to find ways to make dorm life more meaningful. But, as is usually the case, the answer lies in the individual student. He has the choice of making life here a supplement to his educa- tion — or making it a necessary evil. The issue is this: even if a student here learned nothing of engineering and sci- ence, he can come to realize the demands of living with other people. If he learns the need for cooperation with, the consideration for, and the general goodwill towards people from his experience, he will be more valuable to society now than as just a college graduate. Therein lies the worth of the dorm system — the capacity to teach the ability to live with others in harmony. If one uses this, he can graduate as a humane technologist. If not, he will graduate just an engineer. A fraternity is people and their interactions. It is an opportunity to experience a part of your life with people whom you chose and who chose you. Many deep and meaningful relationships are fostered and sustained by the fraternity. More important, though, than making friends is this mutual understanding. You can ' t like everyone nor can everyone like you, but you can learn about each other and try to understand one another. Once you understand peo- ple, you can accept them and coexist in harmony. The fraternity really is an experience in living. The main reason people complete their pledge course is obsession. The trivial reasons for pledging tend to be forgotten once one has pledged; the non-trivial reasons change to goals toward which the pledge is striving. All in all, the house becomes a part of you, something which has meaning. Once they become brothers, however, many see that being a brother is not all it ' s built up to be. There are long and boring house and committee meetings, work parties, more dues, and many other obligations. Also, for some, the fraternity loses some of its richness. A steady girl, academics, school activities, or friends outside the house may become more important, and may create in him a feeling of being tied to the house. A few unsubtle sugges- tions to this person is all he may need to sever his former ties with the house completely. Many continue to be obsessed with the fraternity notion and plunge themselves headfirst into its activities. They become super fraternity men and their whole life at WPI becomes centered around my house. These people find it hard to understand why anyone would not join a house and find it even harder to comprehend why anyone would or could join a house other than theirs. On the Worcester Tech campus approximately forty percent of all undergrads are members of fraternities. When I was a freshman, the percentage was seventy per- cent and fraternities ran the school. All student-run activ- ities were dominated by the Greeks: Student Government, Tech News, class officers, honor societies, athletic teams, etc. — all these organizations were run by fraternity men. The strength of the fraternity has gone away from campus and down to the houses themselves where it be- longs. The Greek system is no longer the main attraction of the Tute — it is the sideshow. The fraternity house has become a place to go off-campus, rather than the only alternative to boredom on campus. A pitfall in the fraternity set-up is that one may come to identify with his house rather than with his school in general. Fraternities and school activities don ' t have to contend with each other; it it possible for them to serve and enhance each other. One of the cool things of our generation is to be a non-conformist, or to look for relevancy and meaning in whatever one does. The fraternity seems to oppose these ideas. Fraternities have changed however, and will continue to respond to the students ' conceptions of them. They will have to. No longer do you have to stay in weekends if you ' re not in a fraternity, and no longer is it impossible to find a place to live if you ' re not in a house. I personally pledged because my girl needed a place to stay the weekend after I pledged. I was a second semester pledge (the thought of fraternities abhorred me first semes- ter). Being in a small class, we weren ' t given much atten- tion, and I thought the course was pretty rinky-dink. So I rebelled and tried not to play the pledging game. There were too many hassles via that route, so I quickly became a good little pledge, so good in fact, that I was largely responsible for getting push-ups installed in our course. I then began to really get enthused about the house, and I never stopped. Sophomore year I really became active in the house; doing things for the people you live with is a pretty natural occurrence, and that ' s all I was doing. I became obsessed with the fraternity. I was fortunate enough to have been elected pledge trainer, where I really learned a lot. Frater- nities can serve as educators in human relations, and it certainly did for me. In the position as chief liaison be- tween the brothers and pledges, I had infinite contact with all the members of our house and learned quite a bit about people. The only thing I could do after this was to run for president. Being pledge trainer taught me a lot about others, but being president taught me a lot about myself. All of a sudden it was senior year and there was a new president. After three years of hard work, I suddenly had little to do. 1 began to look back on those years. I won- dered how I could have gotten so excited over the frater- nity and so unexcited about the school. I began to see the fraternity as a rich and meaningful experience, but not a total and complete involvement, and I wondered how I could have gotten as obsessed as I did. Yet I don ' t regret it. I ' ve learned so much and shared so many fantastic experiences that it makes my past efforts seem worthwhile. The only thing I might have done differ- ently would be to devote more time to campus activities in addition to fraternity life. I believe the fraternity experience is extremely valuable and can really be valuable for those who want it to be. It may sound corny, but brotherhood is a real groovy thing. It ' s very hard to describe brotherhood or fraternity, so I won ' t try. I can only say that for me fraternity life was a very meaningful experience. Apart from the campus, very often living in a run-down tenement building, the apartment dweller has a way of life that differs radically from that of other college students. Simply locating an apartment is an adventure. Good ones near the campus are rare, and the search must begin in January. The best leads are from fraternity brothers or close friends — good apartments are passed down from friend to friend for generations. Friends can also tell you of the particular personality of your apartment — weirdos on the floor below, temperature variations from 60° - 90° in winter, or simply if the landlord is a screw. After an apartment is located, selection of roommates must be made discreetly. Rarely does an apartment con- tain more than six men, so one must be sure that he is compatible with all of them. Getting away from school is facilitated by off campus living. Sitting in one ' s living room watching t.v., it is difficult to imagine that one is part of the Tech commun- ity and that school is not meant to be a nine to four experience. Men who complain bitterly about dormitory or frater- nity food are more than willing to eat peanutbutter and jelly sandwiches when their monthly food bill is $20. One can also revel in the luxury of not having to drive around Worcester or go for a walk on the soccer field to satisfy one ' s social needs. Once in an apartment, it becomes apparent that no one is going to clean up the dirt and dust or wash your dishes for you. Junk piles up until a girl is expected for the week- end; suddenly the dust gets shoved under rugs and sinks full of dirty dishes disappear. It ' s all worth it, though, when that special girl comes up. If your roommates invite dates, the apartment is transformed from a place to live to the center of attraction — the meeting place after the concert and between scheduled events. Roommates respect closed doors, and you can rest assured your date won ' t be embar- rassed by unwanted friends dropping in. Some students end up taking single rooms off-campus, for various reasons. Some can ' t find space in the dorms and so take a room close by the campus where they can continue to enjoy Morgan ' s food. Others are kicked out of apartments, either by their roommates or landlords. Still others started looking for apartments too late and found prices too steep for their budgets. In the single room you have no choice about the people living around you. Little pld ladies worry about your diet and shove food at you. A nun moves in next door to study at Assumption. Obnoxious WPI seniors scream obscenities at a hockey game while you ' re trying to get into a philos- ophy text. A girl studying at the art museum keeps the only bathtub filled with photographic chemicals and warns you not to move the chair in the hall because she ' s paint- ing it. Apartment living should always be experienced after dormitory living, because only then can it be truly appre- ciated. It is also a valuable transition from the ivory tower life to the real world. All life is an experiment. The more experiments you make the better. Emerson Out of the troubled times of the sixties was generated a new breed of college student — the member of the psyche- delic generation. He began a quest for new methods of extending the physical and psychic senses. Development of an individual personality became more important than political activism, homecoming queens, and fraternities. The new college student searched for his own inward being and turned to a neomysticism using chemical mind alterers. Others searched for a new method of intoxication and a temporary reprieve from the humdrum world of homework, term papers, and examinations. Once getting high was not much more than a fad and the stranger the medium used, the higher one would feel. Much of this experimentation occurred while many of us were still in elementary and junior high school. Many bizarre concoctions, including model airplane glue, nut- meg, cough syrup, banana peels, and even peanut butter in large enough quantities, were supposed to alter the con- ciousness of young searchers. But yesterday ' s fad has become today ' s fanaticism. The cult of drugs has established a stronghold on the college campuses. Today, being a college student, and, in particu- lar, a WPI student in Worcester, seems to provide almost full immunity from the busts that occur in the world governed by civil law. Even a certain amount of immunity to busts exists for those students who become dealers. The dealer, unlike the so-called pusher, does not force drugs on unsuspecting people, but provides the opportunity for students to ob- tain the drugs he wants. After some time, almost every drug user on the college campus becomes a dealer in one way or another by helping his friends procure drugs. In most cases, a student will use a mind altering drug out of curiosity. He may have had friends that have had drug experiences, or have read or heard about certain enjoyable and mystical experiences with drugs, or he may have just wondered what a world of mind expansion is like. After some rationalization, the student will usually make use of some opportunity to take a drug, even though he may do so with reserved apprehension. There are very few cases in which a student is taunted into using drugs, or is given a drug without his knowledge. There seems to exist a certain amount of respect for the alteration of the mind that a drug produces. The first stage is the turn on , and this seems to be the stage in which most WPI students may be found. The turn on can come any time anyone wants to change his outlook toward what is around him or any time he feels he wants to have a good time. The turn on need not necessarily be accomplished with drugs. Alcohol has served the purpose for many years and probably will continue to. A sense of sharing — the sharing of an experience — seems to exist among those who use drugs to turn on . A humorous experience seems more humorous when another is around to share it. A beautiful experience seems more beautiful when one shares it with another. When a group of people turn on , there are always different ways in which one person may freak out another or make him feel utterly powerless to stop his laughing. The turn on using drugs is somewhat different than the alcohol-induced turn on , since one ' s senses readily accept more stimuli. Thus dormitory or fraternity rooms or apartments have become psychedelic playhouses filled with such freak out props as black light posters, strobe lights, incense, stereos to play rock music, and on ad infinitum. It seems that anything that stimulates any one of the senses or emotions is legal in the freak out game. And, the game is all in good clean fun . Or is it? Sometimes the game gets out of hand and grasps hold of the mind of the player. This is not to mean that the drugs are physically addictive. It is the novelty of the new world of Psychedelic that captures the attention. Next is the tune in , which is probably much more serious than the turn on in that one manipulates his own thoughts and his relationship to his environment in strange ways. Those who enter the tune in stage are generally those in search of an inner meaning to life through mys- tical methods. The tune in is not altogether restricted to drugs, but may be accomplished through transcendental meditation, yoga, vegetarianism or any other method that provides knowledge not attainable through textbooks, laboratories or lectures. To tune in with hallucinogenic drugs requires the intelligent and thoughtful processes one uses in his aca- demic life. The individual must become a student of the expanded consciousness by gaining a knowledge of the meaning of the strange occurrences that happen in the drug induced world. The analysis of one ' s experience is not always objective in a scientific sense, but may be subjec- tive. This sometimes seems to provide a stumbling block for engineering minds. Many WPI students feel there is no need for such in-depth subjective analysis. Another reason the tune in is not very popular at WPI is that it requires another academic situation, and, in most cases, that is what students turning to drugs are trying to escape from. A great deal of time, before and after the experience, is needed if one is to study the experience thoroughly. This seems to be the last thing an engineering student wants. To be tuned in means that there must exist a great amount of wisdom and intelligence beforehand. Few stu- dents can approximate the wisdom of Aldous Huxley and Alan Watts, or the religiousness of the members of the Native American Church, whose accounts of mystical experiences using mescaline, psylocybin, and LSD have inspired others to follow them into the world of the expanded consciousness. Both Huxley and Watts have described how flowers glowed with an inner light, and how shadows absorbed all light around them. Music formed images or images created a mystical music. Rocks took on life by breathing. The fantastic worlds described were endless. There comes then the urge to recreate the beautiful worlds described by wise men under the influence of a hallucinogen. But a major problem exists. These lovely scenes were painted by me n who had an awareness and understanding of their own selves within the framework of that which is called life. Most college students seem to think that a drug experience may help them create a self, but this is entirely wrong. The hallucinogenic experience creates a not-self , to use Huxley ' s term. The not-self enters a kind of cosmic consciousness, and one ' s own personal self is obliterated. One becomes that which stimu- lates his senses. Tuning in without a deep understanding of a personal self is much like trying to solve complex physics problems without a knowledge of calculus. One becomes hopelessly lost. The tune in stage is one which the college student finds very hard to cope with. Either he becomes lost in his search for an identity, or the beautiful images of the tune in degenerate into nothing more than a glorious turn on , and the danger of novelty reappears. J w Dropping out of society or school represents nothing more than the permanent turn on , or the permanent tune in . In a sense, the temporary turn on or tune in is not much more an escape from reality than watching television or a movie, attending a concert or a party, walking through the woods or city, or participating in a religious service. One man ' s reality may be another ' s fic- tion. But what is actually established as fiction can be overdone. We have seen drop outs caused by alcohol as well as drugs. Most students and faculty members who do use drugs at WPI are still able to handle the everyday problems of an academic institution. In many cases, drug usage ends or greatly subsides with a student ' s graduation and the reali- zation that he is then faced with the problem of earning a living in a straight world. Peddler: How did you get started on the Electric Hybrid in the Clean Air Car Race? Steve Clarke: Well, back in ' 68 when they had the first electric car race I was very excited about the whole thing. I thought it was just about the greatest kind of intercollegiate competition I could think of. Pitting our engineering skill against other schools. Plus, it sounded like fun. So when I heard about it, I said, This is great, we get a chance to compete with MIT and maybe build a better car. I was really anxious to do as much as I could. At the beginning of the project Prof. Borden was really the only one that was pushing the project, giving a lot of moral support, trying to contact people for us. Soon afterwards, Prof. Mayer got involved with what was then the turbine group. At the beginning, the original group chairman convinced the department that we were going to get all sorts of funds from the letter writing campaign so that they never really thought that they had to put anything into it. At the beginning we also had indications that administration was going to back us com- pletely in trying to find funds. At one time we heard a figure from Borden that we were going to get about forty thousand dollars in donations to support this project. One thing that drove people away was big promises, and then you find out we need ten dollars for some stamps, and we can ' t get it. Things were really going slow and we finally decided to give up our ideas of starting with new equipment and do what we could with what we had. So we got permission from the M.E. Department to use department funds to the extent of several hundred dollars, if necessary, getting used cars. When we started looking for used cars we found several people willing to donate old used cars. Chaffin ' s Garage had already donated the first Chevelle for the Gasser. They also donated to us an old Chevy II. After waiting about a week to get into his office I got a ' 64 Chevelle from United Chevrolet. They were going to go along with us in so far as doing as much mechanical work and body work as they could to get their name on the car. We actually started dismantling that car. We had it down to pieces so that it could never be put together again. About this time we found out that we were not getting the turbine we originally hoped for, so that we could make a turbine electric combination. A change of plans, we decided to use an internal combustion engine. We chose to use the Jeep four cylinder engine that was down in the engine lab because it wouldn ' t cost anything and it had recently been rebuilt. Just sort of reaching for straws, one of our members, Ken Maymon, called up representative from Jeep and said, We ' re gonna use one of your old engines that ' s been rebuilt. Wouldn ' t you like it if it was a new one so it won ' t break down and ruin your corporate image? Surprisingly enough they were very much interested in this thing. I guess they wanted the publicity of working for clean air. They thought that their engine was fairly clean anyhow. So the guy not only shipped us the engine that day but he also gave Ken the phone number of the chief engineer for American Motors. About this time American Motors and Jeep were negotiating and soon afterwards merged. So with that lead we talked to American Motors and they were pushing the Gremlin very big. So they said we want to help you but if you use a car it has to be a Gremlin because that ' s what we ' re pushing this year. After they convinced us that the Gremlin would hold all the weight, we took shipment on that. Then we had to get rid of all the pieces of cars that we had collected. They were half decent cars when we started. The stripped Chevelle did make a useful donation because we added it to the collection of used cars that the other groups had donated and traded off the whole lot of them. It made about half of the payment on the new Nova for the gasser. The trade was six old klunkers, in pieces. Peddler: When did the M.E. department commit itself financially to any great extent? Steve Clarke: When jeep came to support us and American Motors and Exide came along and said we just developed this great new battery; you can have twenty of them. Then Professor Zwiep real- ized we had this hardware and we were going to show up at the race. He was convinced we were going to stick with it. Then he started giving us some department funds. I understand he actually went heavily into operating expenses for the department to support the project, near the end. But he had to be convinced first that it was worthwhile. Peddler: Over the summer many of the teams worked almost exclus- ively twelve to sixteen hours a day on the cars rather than have summer jobs somewhere. Were any of the teams given stipends during the summer, or were they on their own? Steve Clarke: No, there wasn ' t anything available. It was too late to get in on the work-study because it had been given away to every- body and actually no one was really asked to work the summer. We saw that if we were going to enter the race we ' d have to work on it and we just did. I took a job and then I just took every day off, because every day there was something too important to leave. There were a couple of others. Al Downs lived in the lab. He kept his food in the refrigerator and he slept in back of the steam car when he wasn ' t working on it. He just never left the place except to buy parts. Peddler: When did support from Boynton start showing up? Were you happy with it or do you think it was too little too late? Steve Clarke: Well, right from the first day Roger Perry in the public relations office gave us all the assistance he could, but he is short on money. All he could give us was public relations. He did the best he could with that. He was the one that got us the stationery and stamps for our letter writing campaign. Right from the beginning, the public relations office deserves credit for doing the most they could. There were a few times I wished they ' d checked press releases with us for accuracy. Doug McKeown gave us the use of his tele- phone charge number, and we ran up quite a bill. As far as the rest of Boynton, it didn ' t seem to be much. At one time we managed to get President Hazzard to ask different departments if they could donate space for us to work and we did manage to get promise of use of Atwater Kent. But there were so many restrictions put on our use of it. For instance, we couldn ' t use the men ' s room in that building while we were working there. We finally made do with what we had at Higgins. The very last minute before we went, we realized that we weren ' t getting any support other than lip-service from any department except M.E. So I thought it was only fair, since their budget was hanging in the balance, that they should get the full credit for it so we painted the words M.E. Department on each car. The pitstops that Roger had set up sounded like a gimmick to me a t first but it was, I think, one of the most gratifying things of the whole race — to pull into a strange city and have somebody come up with WPI on his hat and offer you a sandwich and a cup of coffee and congratulations. It really made us feel good and it kept us going when we hadn ' t had any sleep for three days. 81 • ° JRT SOI •« Peddler: What about last minute preparations? Steve Clarke: Our second test with the car actually running was when we drove into MIT a week before the race. And we were surprised that we made it all the way to MIT with no incidents. We pulled in there with the engine running and we were pretty happy about that. Then when we were there a couple of hours and just driving inside the parking garage, the controller started giving us a little trouble. We worked on the controller the next couple of days and then about that time we started having more problems with the generator. When we finally got the generator right again we found that our control problem instead of getting better had gotten worse. And up until the night before the race, when attempting to repair it, we made it go from not running well to not running at all. In fact, we were removing one diode to test it and broke it. We knew that was one component that we didn ' t have. So we were pretty sure we would have to pull out of the race. In a last ditch attempt, I went to the MIT Hybrid group about four-thirty in the morning before the race would start. 1 told him the trouble we had - the control wouldn ' t work and we couldn ' t start the race and all he could offer me was one of the two resistor racks that they had used on a resistor control on their original electric car two years ago. So we all really wanted to drop out. At that point we were pretty down, pretty discouraged, but we just felt that we had an obligation to all those people that had given us support to at least make the starting line. So, we took that resistor and mounted it on the roof of the car and used that as our speed control. It gave us two speeds — slow with the resistor and fast without it. That worked fine to get us off the starting line. It lasted about two blocks through Cambridge and then we came to a place we had to stop on an upgrade and when we tried to start again the resistor overheated and burnt out. This left us with no speed control except on and off, on being about sixty-five miles an hour. So, we were able to continue by pushing the car up to 20 mph and then closing the circuit to the motor causing about 1200 amps to flow and jolting us from 20 to 60 mph in as little time as it could. On the way to Toronto, we realized that the resistor rack was causing too much air resistance, so we stopped on the Mass Pike and threw it over the guard rail. All this time, a documentary crew had been filming the incident. We were supposed to be concerned with the environment and here we were littering! When we got into Detroit and were going through downtown, we were using a resistor constantly that we had borrowed from the University of New Hampshire because of the slow speeds. It just got hotter and hotter and hotter and finally it burned a hole through the plywood it was sitting on and set the plexi-glass battery cover on fire. The batteries were vented by an air-conditioning fan so that there was considerable air flow through the case while it was happen- ing. It was really fanning the flame so that a flame about 18 inches high was being continually fed from this fan. We had a little bit of trouble because the observer who was riding in the car at that time, a guy from Cal Tech, wasn ' t coordinated enough to operate the fire extinguisher. So Dave Novak, who was driving, had to let go of the steering wheel and take the fire extinguisher and put out the fire himself. It was a freeway and cars were going about 45 or so. We sort of ruined the interior of the car with the chemical fire extinguisher. We towed it from downtown Detroit to Warren, the General Motors technical center. We realized that the resistor rack was causing too much wind resistance, so we stopped on the Mass. Pike and threw it over the guard rail. Peddler: Were the auto companies receptive to college students trying to prove that the internal combustion engine is not the best method of transportation? Steve Clarke: General Motors was extremely helpful when we were there. In fact, we thought that maybe they ' d look down sort of on the fact that here we are in an American Motors car with a Jeep engine. We really didn ' t expect a good reception but the director of General Motors research sort of gave us a- blank check for all the assistance we could use while we were there. We were required to do the actual work on the car ourselves. I had the same General Motors engineers that worked on electric vehicle propulsion for GM working with me on the controller. I was making the connections but they were watching the scope. Actually we had a lot of help from them. They replaced our burnt plexi-glass battery cover, they gave us some resistors to replace the one that burnt out in case we needed it. That really amazed me, like when you asked someone for a one ohm resistor that ' ll pass 800 amps you don ' t expect them to have it as a shelf item. Within fifteen minutes they had two of them. Then, when we were finally ready to leave, all their people got together and gave us a cheer as we pulled up to the door. They recharged all our fire extinguishers and let us use their vacuum cleaners to clean things out, sent us out to lunch, made hotel reservations for us, and they did just about everything they could for us. Peddler: Were there any other problems? Steve Clarke: There was one place where there was a hill that was about 12 miles long. It was not too steep a hill but it just lasted and lasted and lasted. There was no opportunity to gain speed going down in between. We made it about a third of the way up. We went into the hill going about seventy and we slowed down and slowed down and slowed down and things got hotter and hotter and hotter. All our big, red overheat lights came on. We found out that as we had designed the car without a transmission we couldn ' t make that kind of a hill. The electric motor overheated too much going up that kind of a grade at slow speeds. So we waited about twenty minutes for it to cool down and tried it again. We went about a hundred yards and it overheated again. We waited again and this time we made it about a hundred feet. We tossed around a lot of different ideas, like taking the tires off and riding on the rims to get a smaller radius so it ' d be like having lower gear. We decided we couldn ' t do that because we didn ' t have any way to get the wheels off. We didn ' t have any way to jack the car up; if we did the muffler would have dragged. At that time we had a slight difference of opinion. I was in a very stubborn mood: 1 wanted to go over the top of the hill under our own power, even if we had to spend the rest of the week there going fifty feet at a time. The other members were interested in getting to Cal Tech as quickly as possible. They wanted to tow it over the hill. So, after two or three tries at fifty feet apiece, we finally gave in and towed it over the top of the mountain. As it turned out I should have listened to the other guys, because if we had just towed the first time that it had overheated our penalties would have been small enough so that we could have gotten a much better score. I guess that was really the only time during the assembly and race that there was any kind of disagreement. I wanted to go over the top of the hill under our own power, even if we had to spend the rest of the week there going fifty feet at a time. Peddler: How did people on the way take it? Did you have much time to talk to people in the various towns? Steve Clarke: Yeah, when we got into a town early enough, we were actually required by the rules of the race to stand with the car for two or three hours every night and explain it to people that came around. It got tiring after a while, but it was interesting the things that impressed people. A lot of people didn ' t understand why we had an engine. Some people didn ' t realize we even had an engine. They ' d look under the hood (where the engine was located) and say, Is that the electric motor? Overall, people seemed to be impressed with the fact that we were trying to do something for clean air. A lot of people told us to keep up the good work, that we had to save the environment, and all that stuff. These were the same people who arrived with a smoke screen behind their cars. 1 don ' t know how much of it was really genuine. I think that it helped the image of students in general. From the race it was obvious that there were a lot of people that had given a lot of work and time to try to solve a major problem in the society. I think there were a few people that mentioned that it was good to see kids building something instead of tearing it apart. Overall I think it was a worthwhile endeavor. I think that probably some of the entries didn ' t really prove much. A lot of the cars seemed to me a rather simple bolt on carburetor thing. An awful lot of entries were in the propane class and it didn ' t seem that anybody was proving anything except that they could drive well on a schedule and not lose points in the rally portion of the race. But I think that the experience gained in the work on the electric and electric hybrid cars is important considering that the national air pollution control commission is taking the hybrid concept as one of their prime concepts in future transportation. I ' d say that it helped the reputation of the school. I think that you could sure see that the alumni were happy to see us in the race and doing well. I guess the alumni sort of get tired too, after a while, when people say, Where ' d you go to school? Worcester Tech. Where? It was kind of good for them to be able to say, See, there ' s our school with five cars. There weren ' t too many immedi- ate gains. I didn ' t see anybody come up and say, Gee, you did a great job. Here ' s ten million dollars, or anything, but I think there was a gain in the overall picture of the school. Most of the people I talked to were extremely surprised that Worcester Tech did as much as they did. A lot of people had never heard of Worcester Tech before. It was a big surprise to them to have us in the race and doing well. The job that was done on the propane gasser - it was the cleanest car in the race. It was the order of magnitude over most of the entries in lack of emissions. I guess everybody was completely surprised that it came out of a small school that had never really made a name for itself in this kind of a thing before. Everyone expected that either MIT or Cal Tech would win. Now when people think about Worcester Tech - Well, that ' s the car that beat MIT in the hybrid class. Peddler: What I ' m going to try to do is get your impressions of the place when you first came here and of how the place has changed. I think you, as one of the first two coeds, might have seen some changes in the way that coeds have been received in the college. How did you happen to choose to come here? Lee Small: I was a senior in high school, and I was trying to pick a college, and I didn ' t know where I wanted to go. I applied to a lot of places. I wanted to major in Math. My friends had their first choices all set and I was still confused. My brother Jimmy was a sophomore here at the time. Administration members knew that I existed because we ' d been in once before on Parent ' s Day. They asked me to come in for a visit, and Dean Nourse interviewed me. And he asked me, gee, if this school were to go coed, would 1 be interested in coming here? And of course it didn ' t really seem feasible and I said yeah, wow, that would be neat. I was kind of enthused about it, I guess. So he had me meet President Storke. That Saturday they had their trustees ' meeting. They asked me to apply, and they said, How can a school go coed if there are no girls interested in it? They had to have some kind of an application. Why should it even bother to go coed if no girls cared to come here? So they said, Here ' s a kid that wants to come here and she ' s qualified, so should we deny her the education she wants? Well, anyway, after they went coed they started saying, Hey, why don ' t you consider coming here? They really had planned to accept the first girls the following fall. It was a challenge, I guess that ' s the basic reason 1 came here. Peddler: What did you think of the ratio of boys to girls? Did that scare you? Lee Small: I didn ' t think it would be as bad as it was. I had two brothers and boys didn ' t seem to bother me. And then when I came here! 1 went to my first all-school assembly and I almost had a heart attack! Jayne and I sat in a little corner off to the side. I made the mistake of turning around and there were guys all over the place! Peddler: All looking at you? Lee Small: Yea . . Well, not necessarily, but I just felt very, very conspicuous and out of place. At Christmas I had to go back to my high school to be on an honor society panel for Alumni Day. We all had to get up and introduce ourselves and say what kind of a school we went to. So I got up and said, Well, I go to an all-boys school . . , because essentially I did. There was about one tenth of one percent coeds, or something like that. So it really was the way to look at it. Other times I ' d be going up the steps in Salisbury to go to English class and the bell would ring. There ' d be like two hundred boys herding down. I ' d be going up and they ' d be coming down and, ya know, that was a little awkward. Peddler: I noticed you ate in the snack bar after the assembly, but 1 never saw you there again. Lee Small: Ohh, that is a story in itself. Do you realize I didn ' t eat lunch the whole year after September? I never ate lunch because after the first month Jayne moved from where she was living with her Aunt in Webster Square to the Salter dorms and that included room and board. She had already paid for it so she took her meals down there. I ' d be with her in class, and she ' d go down to lunch. So I made my base the library. That was the one difficulty that 1 really had — 1 didn ' t really have any place to go. People in the library were really great to me. I made really great friends with the cleaning ladies and the janitors. Between classes I ' d go back in there and talk to people. I ' d be there all during lunch because I didn ' t dare brave the cafeteria or the snack bar. 1 never went on that part of the campus except for a few times when I went to the bookstore. I could just feel that everybody in the dorms might be looking out saying there goes you know who . Did you get discouraged by everybody staring at you as an object? Peddler: Did you get discouraged by everybody staring at y ou as an object? Lee Small: Not too much. I did at first. But I think the reason I didn ' t was because I convinced myself that they didn ' t really care — because I only came in contact with about twenty-five kids. We traveled with a group. During freshman year, I guess, you ' re in everything with the kids that are in your elective. They were the only ones I really came in contact with. I got to know those guys to talk to. I was really afraid. I didn ' t want everybody to hate me for coming to the school. I worry a lot about what people think, but I didn ' t want people to get the wrong impression of me, so I didn ' t really know how to act. I tried to be as inconspicuous as possible. Peddler: How long did it take the people in your section to get to know you and start t reating you as just another person, or did they Lee Small: They probably would have from the first day. It was sort of up to me to make the first move and, like I said, I was kind of afraid and I really felt, maybe they don ' t want me to be in their class. Maybe they go back to their dorms and say, Oh, you know who ' s in my class? One of the girls. I worried too much about it. If somebody was sitting next to me, or if I had a question to ask, I ' d talk to him. But I didn ' t socialize too much at first. It was only after that, that if I knew somebody, I ' d talk to him. It really took me till second semester to get adjusted. Peddler: If you knew what you were getting into, would you do the same thing ail over again? Lee Small: Now, looking back, I would. When Spring came, my freshman year, I would have. All along I was inwardly proud. Peddler: When the kids began to realize that you were going to get a high QPA, did that change their attitude about you? Did they become jealous of you? Lee Small: Again, I don ' t know. 1 had only a few indications. It made me feel better when I did get good grades because I didn ' t want people to think that it was tokenism or that if I cried, the teacher would give me an A. I wanted, it ' s hard to explain, I wanted to be accepted as one of the guys , but I still wanted to be a girl, if you know what I mean. I didn ' t wear slacks to class. I wanted them to realize that I knew how to do the material. But it was funny: This kid came up to me first semester, like 1 hadn ' t picked up my grades yet, and he said, If you get better grades than me, I ' m gonna be mad! Peddler: Do you feel that some of the people you knew back in Spencer looked at you as somewhat odd because you were getting your degree in a science school? Lee Small: No. Maybe the girls were jealous! The Class Will said, Lee leaves for where the boys are. I think the girls thought, How can you do it? The guys didn ' t feel too much one way or the other, 1 guess. Peddler: When the grades came out second semester, you got quite a bit of national publicity and, in front of the honors assembly, General Storke gave about a ten minute talk about you. How did that make you feel? Lee Small: I didn ' t enjoy the publicity at all. Like 1 said, I just wanted to be accepted like everybody else. I didn ' t want to be pointed out as being differ ent, and I didn ' t want people to view me as being different just because I got good grades. If they hadn ' t made such a big deal about it, I never would have told anybody what I got for grades. I didn ' t tell anybody what I got for midsemester. They would ask, and I ' d say that I hadn ' t picked them up yet or some- thing like that. I ' m not the type that would brag and I just didn ' t want to tell them. You know, guys have egos and I know a lot of them would probably be really hurt or embarrassed if they were getting a one seven and a girl was getting an A or something. The first day, when we registered, Mr. Perry was around and he wanted to take my picture and he asked me if he could and I said, No, ask Jayne. He knew I didn ' t like the publicity. I used to write him nasty letters, and then tear them up (laughter) because it really embarrassed me to have my picture in the paper. Peddler: How about the spring honors banquet? Lee Small: Yeah, that ' s another thing, that honors banquet. Dean Trask contacted me because they wanted me to sit at the head table, and I hadn ' t even intended to go. My mother said, Look, maybe you owe it to them, they ' ve been nice to you , so I figured it was part of my obligation. Fortunately, I sat next to Father Scanlon whom I knew but whenever President Storke started reading all those newspaper articles . . . There were three freshmen that were at the head table and they were just as good as I was, if not better, yet he didn ' t say anything about them. Ped dler: How was the next year, when twenty-four more coeds came? Lee Small: It was great! I ' ll tell you. All summer I had gotten excited about the girls coming. 1 didn ' t really feel like I had gone to college my freshman year. It was almost like a different kind of high school. I knew I was gypping myself by commuting, but I didn ' t have any choice. I didn ' t stay around after classes. I just came and went. I didn ' t get involved in anything. I knew the girls were coming. I spent the summer writing them letters and said how great it was going to be. At first I didn ' t even want to live in, which is funny, and now if I had to live at home, I wouldn ' t like it at all. 1 came in during the summer to watch them change Riley over and everything. It was a complete switch. I felt like a freshman in college all over again because 1 was excited about going away, packing my clothes, being there on weekends, being able to go to activity meetings. I really felt that I was part of it. I used to be envious of my friends since I had spent a couple of weekends at their schools, and I thought that I should have gone to a different school. 1 did have my moments! Peddler: How did last year ' s coeds take the transition into an all male environment? Was it different from your transition? Lee Small: 1 think it was much easier for them than for me because they had each other. One of my problems was that I was lonely. I ' d go home and on weekends I ' d just want to see girl friends because 1 saw boys all the time and I didn ' t have any company. I went home and just saw my brother and all his friends and I was afraid of developing a complex or something! But when you live in, even when you get sick of the guys out there (if you do - there probably aren ' t too many that do), you can come back to the dorm and be with girls. The girls now have a place to go. I had to go to the library and, like, I didn ' t study all the time: I ' d look through every maga- zine, every old Peddler, records. 1 never went in to play a record though. I ' d go downtown, go shopping, things like that. I ' d go visit Mr. Heselbarth. Peddler: We like to think that, since there ' s girls on the campus now, it feels more like an academic atmosphere. It ' s more of a natural situation. Do you feel the same thing now? Lee Small: Not yet. It ' s going to be tough because it ' s going to be a long time before there are enough girls here to make it a normal university type situation. I don ' t think there ' ll ever be more than a hundred girls here — at least not for a while anyways. There aren ' t too many girls that are interested in engineering, really, as such. Maybe with the WPI Plan they ' ll get more, I don ' t know. And also I think that now, as Tech gets more and more girls, more are apt to come. I think that, in a sense, it takes a special type of girl to come to this school. I think that all these girls are special in their own way. Peddler: Are they more courageous? Lee Small: I don ' t know what it is, I just know that not just anybody would go to a school where, in a sense, last year was the first year it was really coed. They were almost as much pioneers as Jayne and I were. They had to start from scratch, although it wasn ' t quite as bad since they ha d each other. Peddler: During the first part of last year, did you find the adminis- tration being quite protective towards the coeds and treating them quite a bit different than the rest of the student body? Lee Small: They were really nice to us, but I ' m not sure if it was because we were girls or because they ' re just really nice. I think they did go out of their way during orientation to try to make the girls feel comfortable. What with Highland Street being the way it is and the girls just going to college the first week, we had a curfew the first week. Then we did away with the curfew and then we were supposed to lock the door to the coeds ' corridor at night and things like that. After a while the door just never got locked. The kids would forget their keys and they wouldn ' t even lock their own doors. Peddler: Would you join a fraternity like some of the girls did last year? Lee Small: No. Peddler: Why not? Would you start a sorority? Lee Small: I wouldn ' t join a fraternity because I ' m just not that type. I ' m not saying that anybody who joins a fraternity necessarily has to live there. I know these girls that have joined fraternities just went in for the social life and that the brothers were just their friends and so they went down to be with their friends. I figure I can be their friend without actually belonging. I don ' t know — it ' s probably not the same, though. You asked me about a sorority. It ' s just that I really love all the girls that are here, ya know. But I just know from knowing other people that girls get hurt very easily. A sorority would have to be necessarily selective unless it was all inclusive for everybody. I don ' t think we really need it. There ' s so few girls anyway. Peddler: You are a sorority anyway. Lee Small: Yeah, like there ' s just so few of us that like last year in a sense we were a sorority. We were all really close, in a sense we had to be. It just made the difference and I don ' t think you have to be select within a select group. It ' s unnecessary. We all live together anyways so what would be a sorority ' s purpose? We have fun. Peddler: How about your studies here? Is there any way you expected your college studies to be different from the way they turned out? In any way are you disappointed in the quality of education? Lee Small: I ' m not disappointed. Sometimes I don ' t like the idea of required courses. I ' m glad I was made to take physics in the sense that I think it ' s good for me. It helped me, I think, in the sense that it helps me to think better and all those other reasons why you should take a course you don ' t like. As far as being harder or easier than I thought, oh boy. I guess when I first came here 1 really felt stupid, ya know, because I ' d sit in Chem Recitation the first two weeks and these kids would be asking all these really intelligent intellectual questions and 1 thought, Oh, I ' m gonna flunk out of here the first week! I never felt so stupid in all my life. I never thought I ' d make it. But the way they teach, everybody sort of levels off and then you ' re all right. Peddler: Do you think you ' ve changed quite a lot since you were a freshman? Lee Small: Yeah, in some ways. I ' m more at ease here. I feel like I belong here, most of the time. I still don ' t go to all-school assemblies too much. I had to go the first week last year and they gave me that Tau Beta Pi award. 1 didn ' t know that we were having that assembly and I guess Lenny wanted to make sure that I was going to be there. Well, I intended to go, but he kept saying, Are you gonna be there? And like everyday that I went to school my freshman year, I dressed up: stockings, skirt, dress. I never wore slacks. So, I figured, well, I ' ll be comfortable. So I had my hair in braids. I had pants on, you know, bellbottom pants and sandals, right. So, I go over there and Dean Van de Visse or Dean Brown or somebody said to me, Oh, you ' re all dressed up today. I was wondering why he said that — I felt embarrassed because, gee, they noticed that I wasn ' t dressed up. So then I had to walk down in front of everybody, you know, and then I really felt embarrassed. Peddler: What are you disappointed in in Tech? Lee Small: Mostly myself. I was disappointed that I wasn ' t more outgoing. I realize that the reason it took me so long to adjust was myself and not anybody else. I wasn ' t really disappointed in any- thing. Peddler: Do you feel that by going to an all-male school that you started to think like a male? Lee Small: 1 tend to think like guys, anyways. I tend to know how guys feel. It ' s partly from going to this school. It ' s partly because I grew up with two brothers and I played with them all the time and I played with all their friends. Sometimes 1 get upset because I feel so conspicuous. I don ' t know how to put my finger on it, but some- times I don ' t feel like a girl either. I think it ' s because we ' ve been in the spotlight and I have felt at times that people viewed me as being not just a girl but being the girl that ' s the coed, or something like that. It ' s hard to explain. I really like going places where you can just be a girl. I worked at State Mutual this summer which is over fifty percent female and it was really different to be in a place where there are more girls than guys. Like it ' s funny, during my freshman year especially, if you ' d be in a place with a group of girls it was really great to be accepted as a girl. Kids used to say, Why don ' t you come over to a Holy Cross Mixer? I used to feel ... (I don ' t feel that way any more, like, I was always proud that I was able to come to this school.) But I always felt that if I went to a Holy Cross Mixer or any other place, if I went with a group of kids from Worcester State and I met a guy, I ' d be tempted to say that I was from Worcester State because I always figured that if I said I was from Worcester Tech, they might say, Oh, you ' re that freak, or You ' re the odd one that went over there. What ' s wrong with you anyway? It was a point of conversation I ' ll tell you, but sometimes it was more trouble than it was worth to explain, because everybody would say, Why did you go there? Sometimes it was just easier to just not say that you went to Worcester Tech. So that ' s why when you ' re with a group of girls it was just kind of nice to feel like a girl and not a coed. Peddler: Do you feel that your social life degenerated when you came to college because there were so many males? Lee Small: Yeah, I do. I don ' t know, I suppose I have complexes or something or maybe I ' m neurotic, I don ' t know. Jayne went out with a kid freshman year and like I used to worry that, gee, if ever I went out with anybody from here, at least until people got to know me, the poor kid that went out with me would lose his identity, because he would become known as the kid that goes out with her . I used to feel that the kid that went out with Jayne, maybe everybody knew him as the guy that goes out with Jayne. I used to feel that I didn ' t want that to happen to the poor guy. My freshman year I went out with kids from my high school, you know, old buddies. They understood, they knew me already so I could go to them and cry. It was harder to get to know kids here, just because I didn ' t want to put them in a tough position, like, I saw you talking to ' her ' . That ' s just me. Anybody else wouldn ' t feel that way. I get self-conscious and shy and embarrassed and I don ' t want to hurt other people ' s feelings and all sorts of things. So really, sometimes, I ' m amazed that I had the guts to come here, because I ' m not the type to go out and, you know, meet everybody. I like to be that type, but sometimes I ' m not. Peddler: How did the idea for the Planning group originate? Professor Shipman: There had been efforts by President Storke, almost from the first month he arrived on the campus, to set up some kind of planning operation. This was in the hands of the Executive Committee for quite some time. I think it was in June of 1969, at a faculty meeting, when three of us, Professor Van Alstyne, Professor Roadstrom, and myself, spoke to the point. My own comments were prompted by the fact that a rather brilliant student at a local high school had inquired about coming to WPI and I could not for some reason say why he should come to WPI and not go to MIT - or to UMass. The three of us, in substance, said the same thing, What should we do? Where are we going, what are we trying to do? The President ' s reaction was immediate and, I think, respon- sive. He had pointed out that there was a group of the Executive Committee working on this, and he inquired if we would be willing to join them. The following fall there was a minor skirmish. Most of the planning at that time (perhaps I ' m being overcritical) was talking about bits and pieces. We should have more industrial orientation to our programs, people should give practical problems in their classes, we should try to have a faculty club, and other things like this. Then there was, in the fall of that year, a statement issued by the trustees. There were nine items on it. The first item was, as I recall it, quality strength objectives herewith become our guiding prin- ciple, and the remaining of the nine points dealt mostly with the problem of preventing proliferation of programs, with a view to our economic situation. It was early in December, after a chance luncheon meeting with the President, that he came to my office one morning and said that the time for talking about this planning business had long since gone by and he wanted some action, would I be willing to do something? I think that ' s where it originated. Peddler: Who suggested the other members of the Planning Group? Prof. Shipman: President Storke and I, sitting in my office, picked out a group of people. Some of these people, incidentally, had already been involved in the preliminary skirmishes. But he and I effectively decided whom we ' d like to have. Then came the problem of getting them to agree to this because at this point the situation was a little bit difficult. The President was putting his neck out, as were we, and, at the same time, there was a feeling among the faculty that the faculty themselves should. make some of the deci- sions. I think the press of time and the relative newness of faculty participation prompted us to by-pass them. But there was a problem in convincing several of the faculty involved that this was the way to do it. They were contacted individually, we had a few luncheon sessions over it, and they agreed to serve, with the proviso that we would tell the faculty we expected to be replaced by them. Peddler: Do you feel the Planning Group went beyond the scope of what President Storke had actually intended it to do and took a much broader view of the Plan? Prof. Shipman: No, I do not. In the first place, President Storke visited the Planning Committee meetings only once, at which point he emphasized that he did not want us to get into great details of curriculum and patchwork on how many students in what class and the like. I think he was afraid that we would get into another patchwork job, which we ' ve had many of in the twelve years I ' ve been here. He did not restrict us in any way, and, in fact, he did not interfere in any way. Another sign that we didn ' t go beyond what he wanted was his very kind letter expressing his satisfaction with the overall result. He was very pleased with it. He was a little bit apprehensive and I don ' t blame him. You see, he had taken quite a chance. When the first report was presented to him, he was not entirely pleased with everything in it, and he said so. When I took it to him and he went over it, he picked out several points to which he objected, and with some justification, I might say. But, in the end, he simply held the report up, looked at me, and said, Well, you can ' t please everybody. I guess you ' ve found that out by now. , and he printed it as it was. About a week after the report was issued, he sent us a letter of well-done. He stopped me in the parking lot (I guess it was some time after that), made me get into his car with him, and said, Damn well done! He had had a chance to read it a second time, so I think he was satisfied with it and I don ' t think we went beyond his scope. Peddler: In the first report, you tried to develop a picture of the school as it was then. How did you go about trying to develop this picture? Prof. Shipman: Oh, that ' s a complicated thing. I think we have to give a great deal of credit to the members of the committee and their inventiveness. You know, a think like this can ' t function unless you get the right people, and I really was more than pleased with the choice of people. There was the genius who, at one of our first two meetings, said we had to treat everything positively. There was another genius who said, We ' ve got to get this thing organized since we have a report to produce. (This, incidentally, was one of the things that was in the original memorandum appointing us. I note with some pride that we wrote the memorandum.) He produced a checklist of things that ought to be considered with respect to any college. As soon as you start to investigate a checklist like this, you begin to let your imagination wander a little bit, and you see that there are other pieces of information you need. There was still a third person on the committee who said, Well, we ' ve been very critical of the school, but we must be doing something right because students come here and people will hire the product. Obviously, since people apply to come to the school, the Dean of Admissions was the man to see on this problem of why people apply, and he gave us a list of people to contact. This did two things: it established why people come to WPI, and it established what WPI ' s reputation was with parents and their offspring. The other thing to do was to contact the companies that hire our product and find out why they did and what they thought of them. Mr. Trask supplied us with those lists. • ■ i ; 1, ' %HHNft WP ? ■ : f MMWHMI t m. r - w ■ ■f n ■ S B . 4 1 HMK Peddler: What sort of picture did it present of the school? Prof. Shipman: That ' s a little hard to say without reading to you the whole of the first report. I can tell you the things that stick out in my mind. The responses from employers of our students were interesting. In no case was there a dissatisfaction expressed. The R D orientated companies tended to point out that our students served best as plant engineers, or what someone else has characterized as nuts and bolts engineers. The companies with a fairly stable product line over a long period of time regarded our students very highly, as people able immediately to do a job. I think in no case did we get very many compliments on the ability of our students to articulate or to write. The school unques- tionably had a good reputation with a large number of people. You could usually get the impression from practically anyone that it was a school doing a good job, but that they did not look to the school for educational or technical leadership. Peddler: Where did the idea for the first Planning Day come from? Prof. Shipman: That idea came from two places really. The Planning Group wanted a Planning Day. When we submitted a report to President Storke, we told him so in the letter of transmittal, and he agreed to that immediately. But it was President Storke who insisted that we invite all of the student body to participate. I ' m very glad he did. The Planning Group itself weren ' t quite sure what would hap- pen. I think we were all very pleasantly surprised and very glad that it turned out the way it did. We felt that there certainly were some students who should come and should participate, but we were a little bit apprehensive about the possibility of being deluged with a thousand or more students, many of whom might be more inclined to gripe than to contribute. The thing we were afraid of was that we ' d get more students than you could handle and that the faculty wouldn ' t speak up. But I thought the day was very successful, and markedly so because of the student participation. Peddler: A lot of the faculty were quite surprised at the way in which the students participated. Why do you think they were? Prof. Shipman: This is a long standing problem at WPI, as far as I ' m concerned. I think it ' s an outgrowth of several things which I hope that the Plan will rectify in this college. I don ' t know what the cause is, but the plain facts of the matter are that our students in class seem to want to be told how to do things. Now I don ' t know why this is. In my own experience, when I ' ve asked for comments, in general there is pretty much silence. The students don ' t seem to want to contribute very much in classes, even when given the opportunity. Sometimes you can orientate the whole class so that they ' re supposed to — and they still don ' t want to do it. They ' re not an overly articulate group in terms of their ability to express them- selves verbally. Again, this may be a consequence of the educational program itself, I don ' t know. I ' ve always been a little bit surprised by the fact that, for a group of students who, when they leave here, turn out to be reasonably inventive and, when given an opportunity, appear to have some kind of imagination, for some reason or other, they never show it in class. 1 think the faculty as a group generally carry away the same impression I do, of a not very imaginative or particularly articulate group. I ' d love to know why that is. I ' m currently teaching a course which in some areas requires nothing but ceiling staring and coming up with wild ideas. They tend not to appear. I inquired the other week why not? One of the students said, It ' s been a long time. I think it ' s rather sad. I ' m sure this is why the faculty were a bit apprehensive about the student participation. It ' s obviously not justified, but it ' s awfully hard, as a teacher, to know what to do to offset it. Peddler: How about the student participation in the planning effort? Prof. Shipman: This was faced right from the start. There was no one who felt that the students should not participate. The whole question was a matter of timing, and to what extent and in what capacity. In the end, we agreed that we ought really to have something for the students to work on before we brought them in. We felt that to add students to the planning operation right at the outset, without any specification of exactly what the planning was going to do and to what extent it was going to proceed, would simply lead to too large a group trying to tackle too many problems with insufficient orientation. We were very much afraid of simply frustrating the students who would participate. We waited until we had something fairly concrete and then, the following fall, students were asked to participate in the subcommit- tees developing parts of the Plan. In retrospect, I think we did the right thing. I think it would be very foolish to deny the effect of student participation on the report. But, if you start getting many more than six people concentrating on the problem, you tend to develop two conversations simultaneously, and you lose contact. Peddler: How was the final model that was presented in the fall of ' 69 developed? Prof. Shipman: I really can ' t tell you in any specific terms. If you want to get a chuckle sometime, you should hear some of the members of the committee talk about this. It occasioned a rather cynical remark by one of the committee members that Shipman could find consensus in alphabet soup. The answer that I would give you to the question is one which I ' m sure any thinking member of the committee would dispute, and probably ought to. As we went through this business of putting together the first two reports, the Planning Group followed the advice of the genius who said that, whatever idea we get, no matter how good or how bad or how mediocre, we must consider it in the most positive aspect possible, even if we have to turn it around completely to make it sound good. In turning these things around, in trying to look at the positive side, what we were doing was forcing out into the open our own inner feelings about what a good educational program was. If you want to talk about the time of a real rebellion on the Planning Committee, it was June 30th. We had just finished the last touches on the rough draft of the second report, and I said, On Monday, I ' d like to have six well-thought-out ideas on . . I got that far and 1 was descended on by five other people, Why you . . You can ' t do that. We ' ve got to sit and think about this thing for awhile. I think this was probably our most difficult time because we just sat and talked about things like the project approach. The committee spent about two weeks just sitting and talking, and, finally, somebody said, Look, we ' ve got to get out of this bind we ' re in. So we said we ' d spend a day somewhere else, away from the school. We went up to Fitzwilliam Inn, Fitzwilliam, New Hamp- shire, and invited the President and Dean Price to join us for dinner. It was a blistering hot day, what a stinker! We were all wringing wet. That morning each of us was supposed to arrive with a goal state- ment and some sort of plan. It was remarkable how similar those statements were. I don ' t think anyone had all of the ideas. We then split up into two groups, and by about four-thirty that afternoon we hammered out a rough scheme. Peddler: What parts of this first model caused the biggest furor? Prof. Shipman: There was one part that caused a heck of a furor, and that was the organization chart. The other part, of course, was the break from a required set of courses. It ' s very easy as a faculty member to give a course saying, Well, you have had Math 101, so you know that and now I can go on from there. It means that I probably won ' t get interrupted in class with stupid questions. I think the report itself caused some considerable furor for some other reasons. We had done this during the summer. Most of the faculty had not read the second report. To return in the fall and discover that we had produced something that was so much differ- ent, which threatened the organizational structure of the college, and which had been done without most of the faculty around, and certainly very few of the students, caused a bit of a shock. I think that, if we had presented it diff erently, it would have caused less of a furor. I think the reason why the change of the organizational structure caused some problems was a question of some people ' s understand- ing of their own relationship to what they ' re doing. College profes- sors like to regard themselves as free thinkers, but you can ' t think freely unless you have a structure, and this was proposing something that wasn ' t easily visualized as structured. Peddler: What sort of changes occurred between the third and the final report in substance? Prof. Shipman: In terms of fundamental principle, I think it ' s safe to say there were none. The committee decided, fairly soon after the third report had come out, that we had made a mistake in being specific about the organizational structure. In the first place, it was fairly clear that we were moving into an area which the Board of Trustees clearly designates to the President, and not to a committee of the faculty. In the second place, it was - in effect- clouding what it was that we were really trying to do in terms of an educational program. So that part was dropped, but I don ' t think that changed the substance of what we were trying to accomplish by the Plan at all. Some of us felt that it might help or hinder - de- pending on which side of the fence you happened to be sitting on - our rate of progression toward the Plan. But I don ' t think it changed the Plan in substance. Maybe I ' m looking backward with rose colored glasses. I think it was Emerson who said that you tend not to remember the bad things that happen. Peddler: How was the final report received by the faculty? Prof. Shipman: On the whole, rather well, I think. After all, these are people who are relatively devoted and this is a report that was bound to cause some kind of upsetting of empires. This is a real problem. You tend to get going and doing something that you have worked hard on and you feel it ' s being helpful and productive. Then somebody comes along and tells you, You can ' t do that anymore. That ' s pretty hard to take. 1 would say that some of our severest critics did the best job of reading that report. There was one faculty member who, the after- noon that the report was delivered, took that report home, and he and his wife sat up most of the night discussing it in detail. There was that kind of feeling about it. At one of the meetings, one faculty member said, The report is quite logical if you agree with the certain philosophical premises that it makes. I don ' t happen to agree with those premises. But that man, to this day, can tell you how the Plan is supposed to work as well as anyone. He articulates it very clearly. I think that some of the faculty, and again with some justifica- tion, were apprehensive about the report in its original form, because of the lack of a specified procedure of keeping tabs on the students as they progressed along. I think the Kranich amendment did a great deal to allay those fears. I suspect that the overwhelming support of the Plan was ultimately, at least in part, a consequence of that amendment. Peddler: So you think now that the amendment was a good idea? Prof. Shipman: I think it would have been unreasonable of anyone to expect the Plan to be approved without modification. I frankly do not consider the modification as much of a blow as I did at the time. What bothered me at the time was the stated motivation for it, rather than what it did in itself. After all, twelve units are not hard to get. Very few students can ' t pile up twelve units in a hurry. You do that now in three years. I don ' t think that in itself is going to be a problem. I think any objection on the part of the students was that the amendment was philosophically against the Plan. I said so at the time, and it is. The reason for offering it was that we weren ' t sure that we would be hardhearted enough to say to a student who put in x years of work, Sorry, Bub, you don ' t get the degree. Try again. , and that we lacked confidence in our ability to formulate a reasonable exam- ination. Those reasons made me unhappy. The twelve units itself just don ' t bother me. In fact, there was a motion for reconsideration at this point. The Planning Committee were prepared at that time to amend the report to say that we would expect the advisor normally to consider something like twelve units of successful, acceptable work as an indication of preparedness for the exam. That just takes the compulsion out, but does give a guideline. I think that all of us felt that any advisor worth his salt would say, You ' ve got to show something before 1 let you take this exam. iHP i Peddler: Were you surprised at the final vote of the faculty adopting the Plan by a two to one margin? Prof. Shipman: Not really. I wouldn ' t have predicted two to one. I think Professor Anderson ' s questionnaire disclosed what we ex- pected. If the Plan had been submitted for a vote unvarnished, the vote would have been reversed. Peddler: So the Kranich amendment made it pass? Prof. Shipman: I really think it did. I think the faculty down inside really wanted to be able to adopt it. They were worried about some things. People say funny things sometimes, and you have to sort of look behind them. These people really want the school to progress, and I think they recognized that there were some good ideas here and that they would like to be able to support it. They did want a direction that they could support. Peddler: Were you surprised that the trustees voted for the Plan unanimously? Prof. Shipman: Not at all. Some of our trustees have a reputation they don ' t deserve. Peddler: How would you evaluate President Hazzard ' s support for the Plan? Prof. Shipman: It ' s hard to answer that without coloring the thing by my admiration and affection for George Hazzard. I think it was a masterful job of treading a fine line between strong support and downright endorsement. If you listened to Dr. Hazzard ' s public pronouncements about the Plan, you found that in no case did he actually - up until the final vote - support anything specific in it. He supported the idea of a planning operation. I ' d like to say another thing about this. You can say it ' s standard operating procedure, but it ' s also an indication of what kind of a man George Hazzard is. You don ' t take the presidency of a small engineering college without some idea of what you personally want to accomplish. But he did not at any point tell us what to do, or how to do it. He just showed up when he first took the office and said, I want you to proceed. I want to give you all the encourage- ment I can to go ahead. If we said, We would like your opinion on this, he would give it to us. We didn ' t always adopt it. As a matter of fact, in some places, we downright ignored what he said. When we first had the outlines of the Plan at Fitzwilliam, we did say, after we had made the presentation to him, You must have had something in mind when you took this job. Would you care to tell us what it was? He said, Well, this is pretty close. I really admire the way he supported us. Peddler: If you had it to do again, would you like to go to school under the WPI Plan? What would you like to study under it? Prof. Shipman: I don ' t know. You do things with twenty-twenty hindsight, and twenty-twenty hindsight is always through tinted glass. I think I got a reasonably good education. 1 think the condi- tions under which I got it are vastly different from those existing today, and I think this is a consequence more of people ' s attitudes than of mechanism. I ' m fairly certain that, if I had come to a school which had the WPI Plan, I would have said to my advisor, What do you think I ought to do? , and probably have done pretty much what he told me. It ' s a little hard to say. I haven ' t the frustrations and imaginations of today ' s youth. I wasn ' t as well educated as the WPI freshman is today. I do know that I considered my professors at the time to be fairly imaginative in their teaching. They seemed to use a similar method, but it was fun. It was hard work. I just really can ' t answer your question fairly, I ' m afraid. Peddler: Are you looking forward to teaching under the Plan? Prof. Shipman: I haven ' t thought seriously about it. A successful educational program depends more on the people involved than it does on anything else. If we, as faculty, show up thinking about our students in the same way — thinking about education in the same way as we now do— I ' m not sure that the Plan will be all that successful. It ' s my real hope that what the Plan is going to do, primarily, is to kind of shake us up and remind us of what educa- tional objectives are. I think if we do that, then the Plan will be successful, and it will be exciting. Basically what the Plan is going to do is to force each of us to take a look at himself. There ain ' t no hiding place for the faculty in this and, in a very real sense, there ' s no hiding place for the student either, in spite of the lack of required courses. We ' re going to know pretty well what a student can do. I think that it ' s a tougher educational program, but we ' re not guaranteed success just because we have the Plan. I hope it will be exciting. I ' m excited over the Plan obviously. Frankly, I think it ' s a darn good job! I haven ' t seen anything to touch it. We have a Plan which is unique to our situation, and I really don ' t think it would or should apply to everybody. We ' ve got a lot of hard work in front of us and, if the Plan does nothing more than wrench the school out of a certain complacent lethargy, it will have been worthwhile. Peddler: What do you think of the WPI Plan, as adopted last spring? Dr. Todd: From what I ' ve read of the proposed plan, I think it ' s a step forward in education. The chief reason why I say that is not that the method of getting informa tion to the student will be more efficient (in fact, I ' m convinced it will be less efficient), but that the increased motivation on the part of the student will more than make up for this. That ' s why I supported it enthusiastically. I might point out that, here in the Chemistry Department, we have been running a little WPI Plan at the junior and senior year levels for some years. This is not going to be a momentous break with past tradition, as far as we in Chemistry are concerned. Peddler: In what way do you think you ' ve been running a little WPI Plan? Dr. Todd: We ' ve been encouraging students to get involved in research right from the very start, and, as you probably know, in Freshman Chemistry, the second semester, certain selected students are given the opportunity to skip the Freshman Lab and go on to research projects instead, under the guidance of a teacher. I have three of these students right now, as a matter of fact. It may well be that none of the three will wind up as a Chemistry major. But the point is that they have stepped forward and shown that they have the interest to do this. Now, from the point of view of laboratory instruction, it can be argued that they are missing some very valuable experiments that are given downstairs in Chem. 102 Lab, and this is true. The student working with me will not learn how to use a burette, because we don ' t happen to use burettes on that project. So he ' ll arrive as a sophomore not having learned to use a burette, but he will have been very interested, I hope, in what he ' s doing up here and will know that he ' s getting special treatment, that he is one by himself on the job. So the psychological effect, I think, is tremendous. This is what we hope to harness in the WPI Plan — the student interest. It puts a very heavy burden on the student because the student is going to have to have the maturity, first of all, to decide what he wants to do, and the WPI Plan, I think, will be far more successful here than it would be in a normal liberal arts college which is filled with students who, unfortunately, have no idea of their goal in life. Peddler: What changes would you make in the Plan as it has been adopted? Dr. Todd: We ' ve got to play it by ear. Trial and error is the only way that the Plan will develop and grow. I don ' t see the Plan as anything static. It ' s specifically designed, I think, to fit the educational process to the individual. Each individual will be treated as a unique individual, and, consequently, the Plan will be something different for every single student on this campus. That ' s what I hope. I would like to add a cautionary note here. When a student is halfway through college, he must be thinking of his future, and, if he gets enamored of a project involving Chemistry which gets him entangled with, let us say, the study of the rates of reactions of enzymes under different conditions and he neglects his Physical Chemistry and his Analytical Chemistry, when he arrives at graduate school, he will be in very poor shape indeed, because he must, for instance, know German in order to get a Ph.D. in Chemistry today. That ' s all there is to it— he ' s got to know German. If he says, as a sophomore in college, I don ' t like languages, but I am going to go to graduate school, he is living in a world of fantasy. This again is where maturity comes in. The student must realize that, once you ' re out of WPI, you are going to have to fit the rules of other institu- tions. And this means passing a series of preliminary examinations upon entering graduate school, and there ' s nothing that WPI can do about this except say to the student, This is what lies ahead of you. If you want to go to work in father ' s baby food factory, fine, you don ' t have to worry about German and you don ' t have to worry about inorganic Chemistry if you don ' t like it, but, if you ' re going to graduate school, these are the facts of life. We must make it per- fectly clear to the student that, just because they don ' t like a subject, that does not mean that it will be wise to stay away from it. Peddler: What do you think of the WPI Plan? Prof. Worsley: That question ought to be divided into two ques- tions: one about the concept of the Plan, the other about its implementation. In concept, the plan is magnificent, but the imple- mentation worries me. Formulas about this and that! Education is being weighed the way that one weighs fish. The measurement is being made in quantitative terms: how many hours in class, how many hours in study, how much work, and how much time. Bunk. Those are irrelevant questions for education. The true question deals with what is learned. It is a qualitative question. We ' ve got to quit thinking of converting boilers to oil. We must think in a totally new frame. We ought to take the old catalogue and throw it away and begin to invent new programs — study-conferences, seminars, inde- pendent study projects, or whatever you call them — in terms of the new framework and the new concepts. I recognize the difficulty of interpreting the Plan to people who think in old ways. But, even considering that, I think the Plan ought to be implemented quite differently. But this year has been a year of sub-committees upon sub-com- mittees, the working out of conversion formulas, and the emitting of tons of memos from Boynton Hall. Peddler: Do you think that the Plan got misled because the Planning Committee began worrying about getting it through the faculty? Prof. Worsley: The Planning Committee really panicked in terms of its politics, and I think they fretted about the passage of the Plan way too much. I remember making a speech to the Planning Com- mittee about politics, warning them that if they were going to sell out on this Plan, it wasn ' t really worth doing. There is a great need for new education in this country, and I think WPI could really make a great step forward if they could get themselves into that frame of thinking. However, in order to do it, you ' ve got to have great faith in the students. You ' ve got to say to the student, O-K, go ahead, and you ' ve got to live with that. Now, that ' s hard for anybody trained in a traditional way. I was trained in a traditional way, and I find it very, very difficult to operate this way. And yet, I know that it works because I ' ve done it enough to see that it works. And you can ' t fret about hours. They ' re tremendously worried about how many hours people show up. You ought to look at the quality of the performance, not at how many hours one is where. Peddler: Do you think that one reason for this is that too many people from business are in the administration, that there ' s too much of a business outlook on the part of the administration? Prof. Worsley: It ' s a combination of business outlook and provin- cialism. Really, look at the people that they have promoted to Boynton Hall. Now, they ' ve promoted some very fine people, and I like them very much, but Boynton Hall has not opened its windows to anyone from outside the school. And this school is still very much with its head in the sand. People with ideas from elsewhere are considered dangerous. Even if they happen to be here, they are considered dangerous. I know that ' s so. They haven ' t really brought in anyone to operate this plan who has different notions of educa- tion. They ' ve simply taken the people who have been doing it for years and elevated them to higher positions. Peddler: What do people outside of WPI think of the Plan? Prof. Worsley: They ' re confused. The Plan sounds good, but they know the tradition of Tech. The two things just don ' t jibe. They wonder if the Plan is public relations froth, a gimmick to raise money. Peddler: How have the students reacted to the adoption of the WPI Plan? Prof. Worsley: Remember that guy they brought in from Con- necticut, the psychologist who said that This is the droopiest bunch of students I ' ve ever seen. ? Well, I happen to like the WPI students and I ' ll tell you what I like about them. They ' re honest, sincere kids. They ' re very unsophisticated in a lot of ways. But that is also one of their great virtues, because they ' re not a bunch of pompous little asses who think they know everything in the world. So they ' re eager to learn things. But the problem with WPI ' s kind of education is that these poor kids are wrapped up in classes from very early in the morning until late in the afternoon, and at night they do their homework. I don ' t think they ever get a chance to think about anything. I don ' t think they ever thought about the WPI Plan. And I think the handful of them who did think about the WPI Plan and other things are just damn drained, they ' re damned tired. They ' re now resting. It is possible to teach science and engineering in quite different ways than are now being done. It doesn ' t have to be done in step by step homework analysis. We ' ve got to get to that point, but I don ' t see it coming. Peddler: How do you think students could have been better involved in the work of the Planning Committee? Prof. Worsley: The way they bring students in is kind of artificial. The way students are brought in is to say, Hey, we ' ll have so many students on a committee, and let ' s get these students there. Then the poor student comes in and he ' s faced with a number of faculty members and he ' s kind of overwhelmed by the whole damn th ing. Frankly, you might have been better off if you had just taken a planning committee of students, let them invent some education, and dropped the faculty out of it. You know, the whole notion of American education is just upside down. I mean, faculty works for the administration, and students work for the faculty. It ought to be the other way around. The administrators are there to raise the dough and keep the buildings open. The faculty is there to teach. The important person in the whole process is the student. So maybe we just should have said, Damn it, we need a new curriculum here. Students, invent one. I think the students could have been brought in quite differently than by the mechanical arrangement in which they were brought in. But there are further difficulties. The students are so brainwashed they don ' t know what to do. It ' s going to take some liberalization even to get them to do something. But that takes faith in students. I don ' t see that there is enough feeling on this campus of trusting students. There are rules and regulations for this, that, and every other damn thing, and that doesn ' t express trust to me. Peddler: I feel also that the students do not believe that they are really a part of this college. They feel that they are just sort of customers here. Prof. Worsley: Yeah, they ' re customers. I think that most of the students feel they ' re here to get something and they pay their money and they ' ll get it, and most of the faculty feel that they ' ve got something to give them. Now this is not just WPI. The whole nation is hooked on this: that people go away to college to get their degree and go away to get that portion of education which is necessary to do things. So we ' re hung up on vocational stuff, and not education in the broad sense. And it ' s going to take one helluva lot of work to change American society — including WPI — in that kind of direction. But one of the things I tell the students is that they have ultimate power. Legally, they have damn little power. This is a corporation where the power is held by the trustees, and they give it to their agent, the President. And the students are on the lower end of the rung. But, in terms of the economic rung, they ' re damn high. If you took a hundred students and multiplied that by the tuition of twenty-five hundred bucks, that ' s a lot of dough. If a hundred students would get together, they could do a lot of chang- ing. Peddler: How about intersession? Do you feel that ' s being sort of hung up on numbers, too? Prof. Worsley: I think the whole thing is tremendously hung up. I had a department meeting very recently in which we really got involved with the conversion formula, and I said, Look, there ' s a simple way out of this. We all handle x number of students, on the average, per faculty member. All right, say to Worsley, O-K, Worsley, you ' ve got a hundred and ten students, teach them under a brand new concept, go ahead and work it out. I ' ll tell you what I ' d do, I ' d work it out with the hundred and ten students somehow. I ' d say, All right, these are the areas I know about, if you want to know about these areas, let ' s go. What do you want to know? I do this in my classes right now. I run into difficulty because the students are just amazed that some guy walks into a room and says, What do you want to know? They feel I should be there telling them what they ' re supposed to know. So it takes me a matter of a couple of weeks to really get them to talk or think about that. But you see, that ' s part of their education. My job is to get them thinking and to get them thinking in new terms. Now, these new terms are important, because part of your education is to think in lots of different ways and to be skeptical about the ways you know these things. I guess that intellectual skepticism is the very basis of education. Peddler: What do you think of the WPI Plan, as adopted last spring? Prof. Webster: Well, I think it ' s going to be a great challenge. It ' s going to be an awful lot of work. I think it ' s got a good chance to succeed. I don ' t know whether the amount of work is going to be paid for at a very high rate, but it ' s going to be a very interesting experiment to live with. I don ' t know whether, when we finally get the thing all set up, we are actually going to operate any more efficiently, or whether the students are going to be any better off when they get through than they would have been had we taken some other course. I think it certainly offers a tremendous amount of promise. But the problem, as I see it, is: how do you attain Utopia? How close can you come to Utopia? If everybody worked like mad, then they could probably make it go. 1 don ' t think that it ' s going to be able, probably, to be finally developed into the form in which it was originally adopted. We already can see signs of things being changed in the way in which it ' s being implemented, for example. Time tables are not now what they were when the Plan was voted in after that long winded faculty discussion. A lot of people, I think, are finding that the Plan isn ' t exactly what they thought it was, in certain aspects. But I still think it will work if everybody wants to do better. Peddler: What changes would you like to see in the Plan? Prof. Webster: The only thing that bothers me a little bit is the rate at which we are committing ourselves to it. Now, I recognize there are good and sufficient reasons for this. For example, there was a lot of talk when the Plan was being discussed about a pilot program. Now, the pilot program has been compressed. We are now having a series of talks to the freshmen and sophomores to show them that they could change into it if they wanted to. And essentially this becomes the pilot program. But the original pilot program was conceived as a longer range thing that would enable us to evaluate what had happened before we fell into the thing all over, and this is not going to enable us to do that. Nominally, of course, it will be 1978 before the whole conversion is complete. But, long before then, it will probably be complete for all practical purposes. And it ' s going to mean that we ' re going to have to get our experience in one awful big hurry. A lot of experience is going to be needed. It ' s going to depend so heavily on the advisory system that, unless we can get this operation really straightened out and rolling smoothly, but quick, some of the first people into the Plan, who are not going to be able to take advantage of a full-blown, well operated, advisory system, are going to have a terrible time finding out what they ought to be doing. The thing is student oriented obviously, and yet, one of the biggest things that the student needs is information and the problem is going to be: Where can he get it? At the present time, a tremendous number of the people who are going to be advising him don ' t have the information themselves to give him. This I think is the biggest stumbling block, right now. Another problem is that courses are now run on a sixteen week basis. Next fall, they ' ll be run on a fourteen week basis. When the Plan gets going a year from then, they ' ll be run in little bits on a seven week basis, and this is bound to change the way they operate. One of the biggest things that takes place in the learning operation, I feel, is a sort of soaking time. The student has to stop and think periodically: Where have I gotten to? How did I get there? Where do 1 go next? Now, if you collapse the total time for a presenta- tion, whether it be a study or a study conference or an independent study, if you make the total elapsed calendar time too short, the student doesn ' t have a chance to sit back and get all his ducks in a row up to this point and see where he ought to go next. Peddler: Do you see a great increase in student motivation on the Plan? Prof. Webster: No. I don ' t think motivation comes from the method of presentation. The motivation essentially comes from the desire to get somewhere, to achieve some sort of a goal. If the student comes here with the idea that he ' s going to learn this, or else, because he wants to be an engineer, he ' s motivated. Now, if you get somebody who comes here because his father came here or his uncle or because somebody told him that engineers make good money, he ' s not motivated. Unless he can shake off that attitude, and somehow or other achieve what you might call an intellectual curiosity, he is not going to be motivated to really learn much. If the Plan can succeed in showing somebody how interesting everything is so that he wants to learn, than that ' s fine, that ' s motivation. The motivation has got somehow to be internal. Hopefully, the climate under the Plan will at least improve it a little bit, but I don ' t think it ' s going to be Utopia. Peddler: How will the elimination of grades affect students? Prof. Webster: The grades aren ' t going to be there anymore. A student will only get As or ADs, acceptable or acceptable with distinction. Presumably, gung-ho people will try for ADs, less gung- ho people will be content with As. If you don ' t make A, I don ' t know what happens to you. Presumably, you have to take twelve units of acceptable or better, but they, of course, can be in anything. Once the student has got those, then he can say, Well, now I can sit back. I ' m in. All I ' ve got to do is get enough out of all this so that I can pass the comprehensive. And, if he does a decent job on his projects, he ' s got it made. So I don ' t know whether this sort of thing is going to kill the motivation at the top end or not. As I say, I don ' t really think there ' s going to be an awful lot of difference. You ' re going to get guys that are going to try to just barely squeak through and you ' re going to get other guys who are motivated, who could care less whether they ' re going to get As or Bs, they want to learn all they possibly can. In other words, another rather mercenary way of looking at it is that they want to get their $2,500.00 worth. Peddler: What did you think of the amendments to the Plan that were made last spring? Dean Grogan: I think there were two kinds. There were some amendments, which you could call housekeeping amendments , that clarified various parts of the Plan that may not have been as well defined as possible. These were not substantive changes. There were two amendments that changed the degree require- ments. One was the requirement that one-third unit of physical education would be required of all students. The second amend- ment, popularly known as the Kranich amendment, required success- ful completion of twelve units before a person could go up for his comprehensive examinations. Both of these amendments changed somewhat the original idea of the Plan, which was that a person, whenever he was ready for his comprehensive, could take it. But I believe that these amendments were necessary compromises, be- cause, without the Kranich amendment, I do not feel the Plan would have passed. I think it stabilized the situation and it made it possible to move onto the Plan. Peddler: Why did it make the Plan acceptable to more faculty? Dean Grogan: I think that most faculty felt that, without some required satisfactory completion of traditional academic activities, whether they be courses or projects, the situation would be too unstable and the program would not have academic credibility. Peddler: Were you surprised at the size of the vote for the Plan? Dean Grogan: Yes, I was. I didn ' t think it would be that high. In fact, 1 didn ' t really know whether the Plan would pass or not. I am glad it was passed by the two to one margin that was voted, because it represents a very substantial commitment on the part of a definite two-thirds majority of the faculty. If it had been by two votes or so, 1 believe that its implementation would have been much more difficult. Peddler: Would you say that the WPI Plan is something unique? Is it an abrupt breakaway from the trend in modern education? Dean Grogan: I think it represents a very definite break with traditional American educational approaches. The concept of award- ing a degree upon demonstrated accomplishment, rather than upon completing certain required courses, is a tremendous break in think- ing. It ' s not unusual at the graduate level and in some liberal arts colleges, although credit requirements are pretty universal. But it is a very dramatic break in terms of undergraduate engineering and science education. I believe WPI ' s Plan is not going to be unique very long. We are unique for perhaps this year or so, but I think that, within the next few years, a number of institutions will move, if not exactly in this direction, very closely along this path. Peddler: What reactions have you received from high schools? Dean Grogan: We have gotten an extremely favorable reaction from the high school level, as indicated by the number of students. According to Dean Nourse and his staff, the lengths of the interviews have greatly increased, and the interest of the students in WPI has definitely gone up. I believe that is going to bean important factor in our retaining a high quality high school graduate at a time when interest in science and engineering has dropped considerably. Peddler: Is there any noticeable change in the type of person we ' re attracting now under t he WPI Plan? Dean Grogan: From what Dean Nourse has told us, we are develop- ing interest in more people with higher class standings and, appar- ently, a type of individual who ' s more willing to undertake individually motivated instruction. I think it ' s a little early to ascertain long term effects. It takes about two years to have the word seep through that there has been a substantial change in programming. But we are still not going to have a substantial overnight change in the composition of the student body. It will be an evolutionary process, not one that will change all of a sudden. Peddler: Has the federal government expressed any interest in the WPI Plan? Dean Grogan: Government is just like other foundations in this respect. Since we are bringing in a great many new types of teaching methods, new types of programs, and all kinds of new approaches to education, it puts us in a very desirable position in terms of prepar- ing proposals for support. People do not normally support some- thing that ' s just been going on and that doesn ' t appear innovative. We are, as a result of this, in a very good position to solicit support both from government and from private foundations, not necessarily for the whole plan, but for its component parts, each of which may appeal to a different type of agency. Peddler: Do you envision any changes in the faculty as it is now? Dean Grogan: I think that, over a period of time, there will be an evolution. As the Plan begins operating, a few faculty may not feel comfortable with the flexibility that it provides. They may not feel that they want to contribute the amount of time in advising and in working with students that will be required under the plan, and they may find that another type of college would best fit their interests. The great majority of faculty, however, are hard at work making excellent contributions to the new program in a great variety of ways. I know also Dean Price has a very large number of applications from faculty members all over the country who say this looks like a tremendous place to be associated with in the future. Some of these are of course a result of the economic conditions, but we certainly have heard from people where we would never have heard from them before. I know of personal acquaintances who say they would give anything to be able to be on the faculty at this time. As a professor visiting from England said, Very few times in a faculty member ' s career does he have a chance, essentially, to start a new college. The stimulation and challenge that this provides is some- thing a great many faculty would like. Peddler: What will happen next year as we begin to go more fully on the Plan? Dean Grogan: Next year the major change is the introduction of the intersession. And that, in itself, has turned out to be an impressive undertaking. It ' s one of those things that sounds rather simple and easy, but it amounts to really running a whole separate college for three weeks. We will probably offer between a hundred and a hundred and fifty topics of all kinds and types. We have an advisory committee working from off campus with a wide variety of talents assisting us in getting people to teach some of these programs. We also hope that people from outside will participate with their own students in the program. I think intersession has the greatest immediate opportunity to provide some real stimulation academically. But, faculty have to provide interesting leadership for it. If they do, I think the student response will follow faculty response. So far, from faculty, we ' ve received suggestions for about two hundred and fifty separate topics. By the end of the month, we ' ll have, I expect, a hundred or so from industry, and we ' re about to begin the solicitation of the students in terms of ideas and things they would like to see in intersession. We will probably end up with four or five hundred different ideas, and then it will be a problem of sorting them out and matching the faculty interests. We are working very hard to have a common calendar with all the other area colleges. That would mean, of course, that we will have a common intersession period. Clark is on this right now. I think that a lot of students who just don ' t want to or cannot schedule a complete course at another college might well take some intersession subjects to get the flavor of a different college and of studying with students from another college. Peddler: What are some of the specific topics that people have suggested for intersession? Dean Grogan: Here are some: Integrated Circuits — State of the Art; Religion and Science; Development of Man ' s Concept of the Atom; The Role of Humor in Science; Electronic Instrumentation for Non-EE ' s; Activation Analysis; An Introducton to Play writing; Switchboard Control of a Motion Picture Sound System; Practical Problems in Ethics; Background of the Counter-Culture; Twentieth Century Radical Humanism; Creative Imagination Workshop (we have a number that have requested that and we ' re in touch with an off campus group that specializes in this sort of thing); Architectural Design of Residential Homes; Francis Bacon as a 17th Century Scientist, Philosopher, and Metaphysician; French Theater Work- shop; Totalitarian Propaganda; The WPI Archives; Jazz and Its Rela- tionship to American History; The Use of Computers to Determine Publication Patterns in Scientific Journals; Historical Film Making; Techniques of Communicating for Products Manufacture; Glass Blowing; Theology Encounters Ecology; Instrumentation as Applied to Processing Equipment; Metallurgy; Super-Alloys. I think that you can see it ' s an extremely wide variety, with some very technical topics and others quite philosophical. Peddler: How many students do you expect to go under the degree requirements next year? Dean Grogan: About 40 members of the Class of ' 74 and about 20 from the Class of ' 73. It will be limited to insure quality control for the project and comprehensive evaluation work. Peddler: How about next year ' s freshmen? Dean Grogan: Next year ' s freshmen is anyone ' s guess at this time. It appears that the majority, maybe eighty percent of the freshmen, have expressed a definite interest in the Plan. But when it comes down to making a decision as to whether they want the existing program or the Plan, I think it will change a little. A freshman, unless he is very highly motivated and directed in one area, would generally want to get a good background in science, mathematics, and perhaps experiment with an elective area to deter- mine where his interests lie, as well as develop his background in the humanities and social sciences. So an entering freshman does not have all that many options if he really wants to develop a back- ground which he can then apply to a very wide variety of options. Peddler: Do you see a need for a student center? Dean Grogan: I believe that anything that can be done to establish student-faculty contact is very, very desirable. I don ' t know whether a student center is the answer to this or not. 1 hope really that the project work and the independent study work will encourage a lot more communication between students and faculty than we ' ve ever seen through the formal classroom structure. People usually don ' t go up to a faculty member and talk about the class, for all the obvious reasons. But I think when people are actually working on the projects and are doing interesting things, they and their friends will more naturally talk to faculty about it. I found this true with our senior project work. We go over to the Pub and people like to talk about their projects. It ' s a totally different atmosphere talking about a project where both you and the students are doing something that ' s alive and dynamic than when you ' re talking about a class with the rigidity and structure that goes with it. Peddler: If you could do it over again, would you like to be a student under the WPI Plan? What would you study? Dean Grogan: Oh, I would, very much so. I always liked electrical engineering and I think I would study electrical engineering under it with much more emphasis on literature than was possible in my day. MARK ALAN AGLIO; Mathematics; Ludlow, Massa- chusetts; Sigma Alpha Epsilon; Rifle Club. ROBERT NORMAN AHERN; Civil Engineering; Mid- dletown, Connecticut; Delta Sigma Tau. ROBERT JOSEPH ALLARD JR.; Civil Engineering; Townsend, Massachusetts; Alpha Epsilon Pi. PHILIP JAMES ALLFREY; Management Engineer- ing; Lynnfield, Massachusetts; Sigma Phi Epsilon; F.M. Radio Station. HAROLD BRUCE ALTER; Civil Engineering; Wake- field, Massachusetts; Alpha Epsilon Pi; Lacrosse; Football. JOHN EDWARD ANDERSON; Civil Engineering; North Brunswick, New Jersey; Phi Kappa Theta; Basketball, W ; A.S.C.E.; Newman Club; Varsity Club. MARTIN KENNETH ANDERSON; Mathematics; Worcester, Massachusetts; Wrestling. ROBERT ALTON ANDERSON; Chemical Engineer- ing; Woodbury, Connecticut; Theta Chi; Soccer; A.I.Ch.E. MICHAEL PETER ARMENIA; Mechanical Engineer- ing; Quaker Hill, Connecticut; Lambda Chi Alpha; Lacrosse; Glee Club. PAUL B. ASH; Chemistry; Newton, Massachusetts; Alpha Epsilon Pi; WHO ' S WHO; Swimming; Track; Skeptical Chemist; Student Govt. Comm.; Student Act. Board, Chm.; Tech News; Chess Club; F.M. Radio Station. DAVID JAMES ASQUITH JR.; Business; Sigma Pi. RICHARD ALFRED ARENA; Management Engi- neering; Shrewsbury, Massachusetts; Lambda Chi Al- pha; Football. DON ALBERT BACKLUND; Management Engineer- ing; Rehoboth, Massachusetts; Lambda Chi Alpha; Basketball, W ; I.F.C. GEORGE J. BAKEVICH; Mathematics; Kensington, Connecticut. STEPHEN JAMES BARLOW; Civil Engineering; Med- way, Massachusetts; Phi Kappa Theta; Wrestling; Newman Club. DONALD IRVING BARON; Business; Brookline, Massachusetts; Alpha Epsilon Pi; WHO ' S WHO; Social Chairman. ROLAND RUSSELL BATSON; Mechanical Engineer- ing; Warwick, Rhode Island; Alpha Tau Omega. BARRY FREDERIC BELANGER; Electrical Engi- neering; Esmond, Rhode Island; Lambda Chi Alpha; IIME;HKN. WILLIAM RICHARD BELOFF; Civil Engineering; Rockport, Massachusetts; Sigma Phi Epsilon; Base- ball, W ; Athletic Council; A.S.C.E.; Prot. Chris. Fel ' ship. TODD ALAN BENJAMIN; Mechanical Engineering; Torrington, Connecticut; Lambda Chi Alpha; Tech News; Rowing Club. BRUCE WALTER BENNETT; Mathematics; Woon- socket, Rhode Island; Chess Club; Bowling Club; Shield. JEOFFERY N. BERG; Chemistry; Tiverton, Rhode Island; Swimming; DeMolay Club; Rifle Club. PAUL JOSEPH BIENICK; Electrical Engineering; Savoy, Massachusetts; Phi Sigma Kappa; SCABBARD AND BLADE; Wrestling; Cheerleader, W ; R.O.T.C; Newman Club; Arts Society, Pres.; Rifle Club. RAYMOND JOHN BISZKO; Chemical Engineering; Tiverton, Rhode Island; A.I.Ch.E.; Rifle Club. ROBERT CHARLES BLAISDELL; Electrical Engi- neering; Groton, Connecticut; Alpha Tau Omega; TBIT;HKN; WHO ' S WHO. CHARLES CHAPIN BLAKE; Mechanical Engineer- ing; Rochester, New York; Lambda Chi Alpha; Band. GEORGE EDWARD BLOCK; Civil Engineering; Wa- terbury, Connecticut; Phi Kappa Theta; Swimming; Tech News; Newman Club. BRUCE NEWTON BOSSERMAN; Mechanical Engi- neering; Kent, Connecticut; Delta Sigma Tau; R.O.T.C; Recondos; Chess Club. JOHN JOSEPH BOURSY JR.; Electrical Engineering; Lunenburg, Massachusetts; Delta Sigma Tau; HKN; WHO ' S WHO; F.M. Radio Station. GLENN ELLIOTT BRIER; Electrical Engineering; Newtown, Connecticut. JOHN FRANCIS BRISEBOIS; Mechanical Engineer- ing; Shrewsbury, Massachusetts; Tau Kappa Epsilon; Football; R.O.T.C. DAVID PAUL BUELOW; Civil Engineering; Furnace, Massachusetts; Sigma Pi; A.S.C.E. BRIAN MICHAEL BUMPUS; Management Engineer- ing; Kingstown, Rhode Island; Phi Sigma Kappa; Track; S.A.M. ROBERT MARK BYRNE; Electrical Engineering; Torrington, Connecticut; Sigma Pi; Fraternity Treas.; Band; Brass Choir, Treas.; Glee Club. FRANK JOSEPH CALCAGNO; Electrical Engineer- ing; Rockville Centre, New York; Phi Kappa Theta; WHO ' S WHO; Golf; Track, W ; Tech News; Band; Student Govt. Comm. DONALD HUGH CAMPBELL; Civil Engineering; Hazardville, Connecticut; Lambda Chi Alpha; XE. JOSEPH BENJAMIN CARTER; Electrical Engineer- ing; Minneapolis, Minnesota; HKN; F.M. Radio Sta- tion; Radio Club. EDWARD CHEN; Electrical Engineering; New Haven, Connecticut; Camera Club; Cosmopolitan Club. BARRY LEE CHESEBRO; Mathematics; Albany, New York; Tau Kappa Epsilon. ROBERT ALAN CHILDS; Mechanical Engineering; Florence, Massachusetts; Alpha Tau Omega; A.S.M.E. DENNIS TING CHIN; Electrical Engineering; Allston, Massachusetts; Sigma Pi; SCABBARD AND BLADE; R.O.T.C; Recondos; Camera Club; Chess Club. PAUL JOSEPH CLEARY; English; Warwick, Rhode Island; Theta Chi; HAE; WHO ' S WHO; Tech News; Peddler; Literary Society; F.M. Radio Station; C.C.S., Pres.; Ministry Board; Crossbones. J. LEE CHRISTY; Business; Pleasantville, New York; Track; Christian Science Org.; Shield. PHILIP CIANCIOTTO; Chemistry; Webster, New York; R.O.T.C; Skeptical Chemists; Newman Club; F.M. Radio Station. JOHN GORHAM CLIFT; Mechanical Engineering; Bass River, Massachusetts; Fencing. CORNELIUS JOSEPH COLLINS JR.; Electrical Engi- neering; Windsor, Connecticut; Lambda Chi Alpha; Football. LOREN LEROY COMPSON; Civil Engineering; Weedsport, New York; Tau Kappa Epsilon; A.S.C.E.; Band. THOMAS R. COPP; Mechanical Engineering; Hudson, Massachusetts; Alpha Tau Omega. JAMES FREDRICK CRITTENDEN; Management Engineering; West Hartford, Connecticut. CARL EDWARD CRUFF; Mechanical Engineering; Attleboro, Massachusetts; Phi Sigma Kappa; ITT£; Swimming, W , Capt.; Pi Tau Sigma, Sec; Frater- nity Treas.; Arts Society. EDWARD FRANCIS CUNNINGHAM; Mechanical Engineering; Waterbury, Connecticut; Phi Kappa Theta; WHO ' S WHO; Basketball, W , Co-Capt; Ath- letic Council, Pres.; Judicial Court. JAMES LOUIS DeLARY; Mechanical Engineering; White River Junction, Vermont; Sigma Phi Epsilon; SCABBARD AND BLADE; Track, W ; R.O.T.C. WILLIAM STEPHEN DELIS; Mechanical Engineer- ing; Simsbury, Connecticut; Phi Gamma Delta; Tech Bible; Alpha Phi Omega. DANIEL EDWARD DEMERS; Mechanical Engineer- ing; Gardner, Massachusetts; Tennis, W ; Shield. DAVID JOSEPH DEMERS; Mechanical Engineering; Gardner, Massachusetts; Tenni s, W ; Shield. GREGORY SEAKER DICKSON; Mechanical Engi- neering; Gouverneur, New York; Theta Chi; SKULL; TBI!; nTS; WHO ' S WHO; Football, W ; Wrestling, W , Co-Capt.; Pi Tau Sigma, Vice-Pres.; Tau Beta Pi, Sec; A.S.M.E., Vice-Pres.; Fraternity Pres.; Rowing Club, Co-Capt.; Varsity Club, Vice-Pres. Pres. STEPHEN ALLAN DIMING; Chemistry; Groton, Massachusetts; Fencing; Glee Club; Chess Club; Radio Club. SCOTT MICHAEL DINEEN; Mechanical Engineering; Levittown, New York; Phi Kappa Theta; Football, W ; Track, W ; A.S.M.E.; Tech News; Newman Club; Rowing Club; Varsity Club. DANIEL THOMAS DONAHUE; Civil Engineering; Randolph, Massachusetts; Cross Country; Track; Rifle Club. KEVIN JOSEPH DONAHUE; Civil Engineering; Wor- cester, Massachusetts; Sigma Alpha Epsilon; A.S.C.E.; Glee Club. STEPHEN BARTON DOUGLAS; Mechanical Engi- neering; Simsbury, Connecticut; Theta Chi; A.S.M.E.; Semi Simple, Sec.-Treas. ALLEN HERBERT DOWNS; Electrical Engineering; Needham, Massachusetts; Sigma Pi; Cross Country; I.E.E.E.; S.A.E.; L ens and Lights; Radio Club. RICHARD FRANK duFOSSE; History; Glenn Rock, New Jersey; Theta Chi; IIAE ; Tech News; Co-chair- man, Assembly Committee. ROBERT CARL DUGGER JR.; Business; East Hart- ford, Connecticut; Alpha Tau Omega; WHO ' S WHO; Tennis; Tech Bible; Band; Glee Club; Alpha Phi Ome- ga, Pres. DANIEL JOSEPH DUNLEAVY; Management Engi- neering; Middletown, Connecticut; Phi Kappa Theta; Football; S.A.M.; Tech News; Nautical Club. ROBERT RAYMOND DUTKIEWICZ; Mechanical Engineering; West Springfield, Massachusetts; Phi Gamma Delta; Tech News; Newman Club. STEPHEN NELSON DYKES; Mathematics; Fairview, Massachusetts; Semi Simple Club. RICHARD EDWARD DYNIA; Mechanical Engineer- ing; Agawam, Massachusetts; Alpha Tau Omega. DWIGHT PARKER EDDY; Electrical Engineering; Bradford, Massachusetts; Sigma Alpha Epsilon. PAUL EDWARD EVANS; Management Engineering; Longmeadow, Massachusetts; Alpha Tau Omega; SKULL; fJAE; WHO ' S WHO; Class Pres.; Student Govt. Comm., Sec; Freshman Directory; Tech News; Masque. PAUL JOHN EXNER; Chemical Engineering; Adams, Massachusetts; Sigma Pi; A.I.Ch.E.; Band. STEVEN HAROLD FACE; Physics; North Reading, Massachusetts. JAMES RICHARD FAY; Civil Engineering; Suffern, New York; Tau Kappa Epsilon; XE; SCABBARD AND BLADE; Football, W ; R.O.T.C; A.S.C.E. DAVID GILBERT FERREIRA; Electrical Engineer- ing; New Bedford, Massachusetts; I.E.E.E.; Chess Club; Shield. DONALD GORDON FOGG JR.; Chemical Engineer- ing; Lisbon, New Hampshire; J AT; Baseball; A.I.Ch.E. LEONARD DAMON FOWLER; Electrical Engineer- ing; Upton, Massachusetts; Sigma Pi; Nautical Club; Rifle Club; I.F.C. THEODORE FREDERICKS; Mechanical Engineer- ing; Shelton, Connecticut. PAUL STEPHEN FURCINITTI; Physics; Milford, Massachusetts. BRIAN LAURENCE FURTEK; Chemistry; Chicopee, Massachusetts. GEORGE H. GARDENER III; Chemical Engineering; Worcester, Massachusetts. WILLIAM PAUL GARVEY; Physics; Worcester, Mas- sachusetts. ROBERT MICHAEL GAZDA; Chemical Engineering; Springfield, Massachusetts; $AT; A.I.Ch.E.; Newman Club; Rocket Research Club. A. TRENT GERMANO; Civil Engineering; Bay Shore, New York; Phi Gamma Delta; Foo tball, W ; R.O.T.C; Varsity Club, Pres.; A.S.C.E. LEO RICHARD GILLIS; Civil Engineering; West Concord, Massachusetts; Phi Kappa Theta; Football. RICHARD JOSEPH GIOIOSA; Management Engi- neer; Winthrop, Massachusetts. MICHAEL JEFFREY GITLEN; Management Engi- neering; Bloomfield, Connecticut; Alpha Epsilon Pi; Wrestling. MATHEW ALAN GLUCKSON; Mechanical Engineer- ing; Scarsdale, New York. GORDEN ELLSWORTH GOVALET; Civil Engineer- ing; Rutland, Massachusetts; Alpha Tau Omega; Cars. ALAN P. GRADET; Physics; Mattapan, Massachu- setts; Alpha Epsilon Pi; AtyQ; Student Gove MICHAEL JOHN GRADY; Electrical Engineering; Rumford, Maine; I.E.E.E.; Ski Club. PAUL GRADY; Mathematics; Waltham, Massachu- setts; Delta Sigma Tau; Fraternity Pres.; I.F.C. JACK B. GREENSHIELDS; Mechanical Engineering; Newington, Connecticut; Soccer; Wrestling; A.S.M.E.; R.O.T.C. ANDREW JOHN GRIFFIN; Electrical Engineering; Lynn, Massachusetts; Phi Kappa Theta; Soccer; Swim- ming; Glee Club. JOHN M. GRIFFIN; Civil Engineering; Braintree, Massachusetts; Phi Sigma Kappa; Glee Club; Arts Society. ROBERT GARY GUERTIN; Mechanical Engineering; Trumbull, Connecticut; Newman Club. JOHN GYORY; Electrical Engineering; Caracas, Ven- ezuela; Rowing Club. WILLIAM EDWARD HELLIWELL JR.;Chemical En- gineering; Holyoke, Massachusetts; Theta Chi; A.I.Ch.E.; Peddler; Band. BRUCE ALLEN HILLSON; Civil Engineering; Old Town, Maine; Sigma Pi; Football; A.S.C.E. MICHAEL ANDREW HITCHKO; Mechanical Engi- neering; Shelton, Connecticut; Tau Kappa Epsilon; A.S.M.E.; Fraternity Sec. DAVID WESLEY HOBILL; Physics; Whitman, Massa- chusetts; IIAE; IIME; TBII; WHO ' S WHO; A H; Cross Country, W ; Tennis; Student Govt., Pres.; Tech News; Peddler; F.M. Radio Station; Masque; Nautical Club. DOUGLAS EDWARD HOLMES; Chemistry; Wethers- field, Connecticut; Sigma Alpha Epsilon; £AT. WAYNE DAVID HOLMES; Mechanical Engineering; Braintree, Massachusetts; Phi Sigma Kappa. RICHARD BEAL HOPEWELL; Chemical Engineer- ing; Needham, Massachusetts; A.I.Ch.E.; Glee Club; Rifle Club. LOUIS ALBERT HOWAYECK; Mechanical Engineer- ing; Fall River, Massachusetts; Lambda Chi Alpha; Fraternity Pres.; Newman Club. LARRY NEIL HYMAN; Chemical Engineering; East Hartford, Connecticut; Basketball, W , Mgr.; Track; R.O.T.C; A.I.Ch.E.; Semi Simple; Band; Chess Club. ARTHUR ADELBERT JACKMAN; Mathematics; Whitinsville, Massachusetts; Semi Simple; Skeptical Chemists; Newman Club; Shield. JOSEPH JAMES JACKSON; Mechanical Engineering; Rogers, Connecticut; Newman Club; Alpha Phi Ome- ga; Nautical Club. EDWARD HEYES JACOBS JR.; Mechanical Engi- neering; Westboro, Massachusetts; Alpha Epsilon Pi; Alpha Phi Omega; Camera Club; Ski Club. GEORGE WILLIAM JOHNSON; Mathematics; Ken- sington, Connecticut; Soccer; Glee Club; Shield. JOHN CHRISTOPHER JOHNSON; Physics; Durham, Connecticut; Sigma Alpha Epsilon; SCABBARD AND BLADE; R.O.T.C; Band; Brass Choir; Glee Club; A.I. P. NORMAN ENOCH JOHNSON; Chemical Engineer- ing; Barrington, Rhode Island; Sigma Pi. PHILIP MAXFIEL JOHNSON; Chemistry; Rocky Hill, Connecticut; Alpha Tau Omega; Skeptical Che- mists. ROBERT FRANCIS JOHNSON; Mechanical Engi- neering; West Boylston, Massachusetts; Phi Gamma Delta; Baseball, W , Co-Capt.; Hockey, W , Co- Capt; Soccer; Varsity Club. TIMOTHY COLLINS JOHNSON; Mechanical Engi- neering; South Yarmouth, Mass.; Soccer; Nautical Club; Rifle Club. ERNEST RONALD JOYAL; Mechanical Engineering; Moosup, Connecticut; Alpha Tau Omega. ALAN JAY KAECHELE; Mechanical Engineering; Bridgeport, Connecticut; Alpha Tau Omega. MICHAEL JOSEPH KAJEN; Physics; Saugus, Massa- chusetts. THOMAS JOSEPH KAMINSKI; Electrical Engineer- ing; South Bound Brook, New Jersey; Tau Kappa Epsilon; HKN; ITAE; TBII; Football; I.E.E.E.; Tech News; Peddler, Photography Ed.; Camera Club, Pres. BENJAMIN HYMAN KATCOFF; Management En- gineering; Baltimore, Maryland; Alpha Epsilon Pi; TBTI; IIAE; WHO ' S WHO; Tech News, Bus. Mgr.; F.M. Radio Station; Pi Delta Epsilon, Pres.; Tau Beta Pi, Treas. STEPHEN PAUL KATZ; Management Engineering; Worcester, Massachusetts; Alpha Epsilon Pi; Baseball, W ; Basketball; I.F.C.; Freshman Directory; Alpha Phi Omega; F.M. Radio Station; Varsity Club. JOSEPH B. KAYE; English; Springfield, Massachu- setts; Alpha Epsilon Pi; Band, Pres. DOUGLAS ARTHUR KEILY; Management Engineer- ing; Simsbury, Connecticut; Alpha Tau Omega; Bas- ketball; Peddler, Ad. Mgr. GERALD JOSEPH KERSUS; Electrical Engineering; Worcester, Massachusetts; Band; Radio Club. DANIEL F. KING; Chemistry; Boylston, Massachu- setts; Theta Chi; Skeptical Chemists. JAMES ARTHUR KINLEY; Mechanical Engineering; Pearl River, New York; Lambda Chi Alpha; Tennis, W ; Dormitory Council; I.F.C.; Tech News; Glee Club. MYLES HOWARD KLEPER; Chemical Engineering; Hamden, Connecticut; Alpha Epsilon Pi; IIAE; A.I.Ch.E.; I.F.C.; Tech News, News Ed.; Student Gov. Comm.; Coffee House. ALFRED CURTIS KOEHLER III; Electrical Engi- neering; Seymour, Connecticut. MARK ALAN KORETZ; Management Engineering; Brockton, Massachusetts; Alpha Epsilon Pi; I.F.C.; Fraternity Pres.; Nautical Club; S.A.M. PHILIP LEON KRAS; Electrical Engineering; Indian Orchard, Massachusetts; Tennis. JAMES JOSEPH KUBIS; Electrical Engineering; East Hartford, Connecticut; Theta Chi; I.E.E.E.; Newman Club; Band. DOUGLAS WARREN KULLMAN; Mechanical En- gineering; Selkirk, New York; Phi Sigma Kappa; A.S.M.E.; Rifle Club. ROGER CHARLES LANDRY; Mechanical Engineer- ing; Woonsocket, Rhode Island; Sigma Pi; Football. JOSEPH EDWARD LAPTEWICZ JR.; Chemical En- gineering; Westboro, Massachusetts; Sigma Alpha Ep- silon; AT; Baseball; Rifle Club; Alpha Phi Omega; Band; Newman Club; A.I.Ch.E. GARY A. LAPTOSH; Civil Engineering; South River, New Jersey; Sigma Pi; Wrestling; Radio Club. JOHN JOSEPH LARAMEE; Civil Engineering; Au- burn, Massachusetts; Lambda Chi Alpha; A.S.C.E. GARY JOHN LARSON; Chemical Engineering; Haw- thorne, New York; Phi Sigma Kappa; Arts Society; A.I.Ch.E. JEFFREY PAUL LASSEY; Electrical Engineering; Worcester, Massachusetts; Lambda Chi Alpha. MICHAEL STEPHEN LATKA; Management Engi- neering; Worcester, Massachusetts; Phi Kappa Theta; Golf; Swimming, W ; Tech News. JAMES PHILLIP LAVALLEE; Civil Engineering; Worcester, Massachusetts; Phi Kappa Theta; Tech News; Newman Club; Rowing Club. RUSSELL MATTHEW LAVERY; Management Engi- neering; Manchester, Connecticut; Track; Rowing Club; F.M. Radio Station. BRUCE EDWARD LEFFINGWELL; Chemistry; Wol- cott, Connecticut; Skeptical Chemists; Chess Club. WILLIAM CARL LESLIE; Mechanical Engineering; Worcester, Massachusetts. WILLIAM GODDARD LIGHT; Chemical Engineer- ing; Port Chester, New York; Phi Gamma Delta; AT; TBII; WHO ' S WHO; Cross Country, W , Capt.; Track, W , Capt.; A.I.Ch.E.; Student Gov. Comm.; Tech News; Varsity Club, Treas.; Tau Beta Pi, Pres.; Fraternity Historian. JARL D. LINDEN; Mechanical Engineering; Wantagh, New York; Alpha Tau Omega; SCABBARD AND BLADE; R.O.T.C; Football, W ; Rowing Club. RICHARD JUSTIN LISAUSKAS; Mechanical Engi- neering; Worcester, Massachusetts; Phi Kappa Theta; WHO ' S WHO; Football. MARK CHARLES LOOKABAUGH; Chemistry; Staf- ford Springs, Connecticut; Skeptical Chemists; Phi Lambda Upsilon, Vice-Pres. JOHN VINCENT MARINO; Mechanical Engineering; Norwich, Connecticut; Theta Chi; Track; Wrestling; A.S.M.E., Treas.; Fraternity Vice-Pres. PETER JOHN MARKUNAS; Mechanical Engineering; Worcester, Massachusetts; Tau Kappa Epsilon; Tennis, W ;A.S.M.E. GARY ROBERT MASON; Management Engineering; Webster, Massachusetts; Phi Kappa Theta; Cheer- leader; S.A.M.; Newman Club; Tech News. PAUL VITO MATRANGA; Electrical Engineering; Levittown, New York; Recondos; Fencing. RICHARD JOSEPH MATTES; Management Engi- neering; Quincy, Massachusetts; Phi Kappa Theta; Football; Ski Club; S.A.M. THOMAS A. McKEON; Chemistry; Cranston, Rhode Island; Theta Chi; Rifle Club; Tech News; Student Gov. Comm.; Skeptical Chemists. CREGG CHARLES McWEENEY; Management Engi- neering; Waterbury, Connecticut; Phi Sigma Kappa; Rifle Club. WILLIAM ROBERT MELVILLE III; Mechanical Engineering; Scottsville, New York; Sigma Phi Epsi- lon; Band; Camera Club. JOHN STEPHEN MESCHISEN; Electrical Engineer- ing; Warwick, Rhode Island; Baseball; Football. DOUGLAS HAYWARD MICHEL; Mechanical Engi- neering; Merion, Pennsylvania; Sigma Phi Epsilon; Swimming; Rowing Club. UMBERTO MILANO; Electrical Engineering; Provi- dence, Rhode Island; Sigma Pi. DONALD CHESTER MILIA; Mechanical Engineer- ing; Waterbury, Connecticut; Theta Chi; A.S.M.E.; Masque; Peddler. ROBERT PAUL MILLS JR.; Mathematics; Worcester, Massachusetts; IIME; Basketball; Football; Wrestling. THOMAS FRANCIS MIRARCHI; Mechanical Engi- neering; Springfield, Massachusetts; Sigma Alpha Ep- silon; Tennis; A.S.M.E.; Freshman Directory; New- man Club; Alpna Phi Omega; Rifle Club. JOSEPH ANTHONY MOIA; Electrical Engineering; Clinton, Massachusetts; Phi Kappa Theta; Newman Club. ANTHONY JOSEPH MONTEIRO; Electrical Engi- neering; Hudson, Massachusetts; Sigma Pi. ROBERT ANDREW MUIR JR.; Management Engi- neering; Reading, Massachusetts; Phi Gamma Delta; S.A.M. ; Glee Club; Alpha Phi Omega. FREDERIK MULLIGAN; Civil Engineering; Bridge- water, Massachusetts. JAMES PATRICK MURPHY; Mechanical Engineer- ing; Holyoke, Massachusetts; Sigma Alpha Epsilon; Soccer; A.S.M.E.; Newman Club; Masque. MICHAEL MURPHY; Chemistry; Satellite Beach, Florida; Sigma Pi; R.O.T.C; Recondos; Rifle Club; Newman Club, Pres.; Skeptical Chemists, Vice-Pres. DONALD ROBERT NADOW; Mathematics; Worces- ter, M assachusetts. CARL THEODORE NELSON; Mechanical Engineer- ing; Mineola, New York; Alpha Tau Omega. EDWARD FRANCIS NEW III; Electrical Engineering; Stockbridge, Massachusetts; SCABBARD AND BLADE; R.O.T.C; Pershing Rifles; I.E.E.E., Vice- Chm.; Alpha Phi Omega, Treas.; Lens and Lights; F.M. Radio Station, Bus. Mgr. JOHN ANTHONY NIESTEMSKI JR.; Mechanical Engineering; Bridgeport, Connecticut; Alpha Tau Omega; Football, W ; A.S.M.E. GEORGE STEPHEN NISOTEL; Chemistry; Lynn, Massachusetts; TIME; Skeptical Chemists; Rifle Club. HERBERT TIMOTHY NOCK; Mechanical Engineer- ing; Leominster, Massachusetts; Sigma Alpha Epsilon. WILLIAM HENRY NUTE; Electrical Engineering; Nashua, New Hampshire; Delta Sigma Tau. KEVIN WILLIAM O ' CONNELL; Civil Engineering; New Haven, Connecticut; R.O.T.C; A.S.C.E.; New- man Club. GERALD JON ORRE; Electrical Engineering; East Templeton, Massachusetts; Alpha Tau Omega; Soccer; R.O.T.C; Ski Club. JOHN RICHARD OSCARSON; Chemical Engineer- ing; Groton, Connecticut; A.I.Ch.E.; Band. RICHARD GERALD PACE; Mechanical Engineering; Bridgeport, Connecticut; Alpha Tau Omega; A.S.M.E.;CA.CR. ROBERT ALAN PACE; Mechanical Engineering; Wa- terbury, Connecticut; Phi Sigma Kappa; Arts Society. VINCENT TERINO PACE; Electrical Engineering; West Hartford, Connecticut; Phi Gamma Delta; SKULL; WHO ' S WHO; Football, W , Mgr.; Track; Wrestling, W , Mgr.; Class Sec; I.E.E.E.; Student Gov. Comm.; Dormitory Council; Peddler; Band; F.M. Radio Station; Rowing Club, Mgr. PAUL JOSEPH PAKUS; Electrical Engineering; Marl- boro, Massachusetts; Delta Sigma Tau; Lens and Lights. WILLIAM CHARLES PALMER; Mechanical Engi- neering; Woodhaven, New York; Sigma Pi; Band; Al- pha Phi Omega. JOHN JOSEPH PANKOSKY; Mechanical Engineer- ing; Ashby, Massachusetts; R.O.T.C.;Ski Club. GERALD EVERETT PARROTT; Mechanical Engi- neering; Wilder, Vermont; Phi Gamma Delta; IIT2; Baseball; Football; A.S.M.E.; Newman Club. ROBERT ALAN PAYNE; Chemical Engineering; East Greenwich, Rhode Island; Sigma Pi; Tennis; Frater- nity Pres.; Glee Club; Camera Club. KENNETH RAYMOND PERKINS; Electrical Engi- neering; Worcester, Massachusetts; Delta Sigma Tau; R.O.T.C. DONALD KENT PETERSON; Mechanical Engineer- ing; Worcester, Massachusetts; Sigma Alpha Epsilon; A.S.M.E.; A.S.M.; Dormitory Council. JOHN CHARLES PETRILLO; Electrical Engineering Yorktown Heights, New York; Lambda Chi Alpha WHO ' S WHO; Wrestling; Student Gov. Comm.; I.F.C.: Pres.; Radio Club. EUGENE EUSTIS PETTINELLI; Electrical Engi- neering; Mendon, Massachusetts; I1ME; HKN; I.E.E.E., Treas.; Newman Club; Radio Club; Rifle Club; Pi Mu Epsilon, Vice-Pres.; Eta Kappa Nu, Vice-Pres. ROBERT CHARLES PETTIT; Electrical Engineering; Worcester, Massachusetts; Rifle Club. WILLIAM ARTHUR PHILLBROOK; Electrical Engi- neering; Millbury, Massachusetts; Fencing. RICHARD STANLEY PIETRYKA; Electrical Engi- neering; Bondsville, Massachusetts; Lambda Chi Al- pha; Baseball; Newman Club. JOHN GARDNER PLONSKY; Mechanical Engineer- ing; Bridgeport, Connecticut; Alpha Tau Omega; Football, W ; Swimming; Band; Brass Choir. PAUL BRENT POPINCHALK; Mechanical Engineer- ing; Norwich, Connecticut; Phi Gamma Delta; SKULL; SCABBARD AND BLADE; Class Vice-Pres.; Rowing Club. PAUL THOMAS POSKO; Management Engineering; Leominster, Massachusetts; Tennis, W ; Alpha Phi Omega. JOHN RANDALL PRATT; Chemical Engineering; Plymouth, Connecticut; Tau Kappa Epsilon; 5 AT; WHO ' S WHO; A.I.Ch.E.; Band; C.A.C.R. DOUGLAS F. PRESLEY; Management Engineering; Littleton, Massachusetts; Hockey. LOUIS MICHAEL PULZETTI; Electrical Engineer- ing; Haverhill, Massachusetts; HKN. THOMAS ADOLPH RACZKOWSKI; Electrical Engi- neering; Brockton, Massachusetts; Phi Sigma Kappa; HKN; Fencing, Co-capt. STEPHEN MICHAEL RAINERI; Chemical Engineer- ing; Dedham, Massachusetts; Soccer; A.I.Ch.E.; Cam- era Club; Chess Club, Pres.; Rocket Club. LAWRENCE EUGENE RAINVILLE; Electrical Engi- neering; North Uxbridge, Massachusetts; Sigma Alpha Epsilon; Recondos; I.E.E.E.; Rocket Club. RALPH HAROLD REDDICK; Electrical Engineering; Bantam, Connecticut; Lambda Chi Alpha; Hockey; Tennis; Glee Club; Nautical Club. THOMAS NICHOLAS ROGERS )R.; Civil Engineer- ing; Berlin, Connecticut; Football; Baseball, W ; F.M. Radio Station; A.S.C.E., Vice-Pres. TIMOTHY MICHAEL ROONEY; Mechanical Engi- neering; Ludlow, Massachusetts; Phi Gam ma Delta; Athletic Council; Baseball, W ; Basketball, W ; Soccer, W . PAUL MICHAEL RUSSO; Civil Engineering; Palmer, Massachusetts; Football, W ; Track; A.S.C.E.; Stu- dent Gov. Comm. PETER ANDREW SALIS; Chemical Engineering; Nashua, New Hampshire; Sigma Alpha Epsilon; Golf, W ; Fraternity Treas. PAUL DONALD SANDBERG; Mechanical Engineer- ing; East Woodstock, Connecticut; 1TTZ; A.S.M.E.; Shield. HAROLD COPELAND SANDERSON; Electrical Engineering; Shirley, Massachusetts; Glee Club. GREGORY FRANCIS SANKEY; Mechanical Engi- neering; Mansfield, Massachusetts; Lambda Chi Alpha; Baseball; Basketball. MICHAEL STEPHEN SANTORA; Civil Engineering; North Grafton, Massachusetts; Phi Kappa Theta; WHO ' S WHO; Football, W ; Newman Club; A.S.C.E.; Basketball; Tech News. PAUL )OHN SARTORI; Electrical Engineering; New Britain, Connecticut; Sigma Alpha Epsilon; I.F.C.; I.E.E.E.; Alpha Phi Omega; Rifle Club; Baseball. ALFRED BENEDICT SCARAMELLI; Civil Engineer- ing; Rutherford, New Jersey; Phi Kappa Theta; Golf; A.S.C.E.; Wrestling, W ; Newman Club. ANTHONY SCHEPIS; Management Engineering; Quincy, Massachusetts; Alpha Tau Omega; Soccer, W ; R.O.T.C; S.A.M. FRANCIS MATTHEW SCRICCO; Mechanical Engi- neering; Worcester, Massachusetts; Alpha Tau Omega; FITS; A.S.M.E.; Fraternity Sec. STEPHEN THOMAS SERGIO; Chemistry; Brockton, Massachusetts; Tau Kappa Epsilon; R.O.T.C; Skep- tical Chemists; Glee Club; Soccer. ALAN HOWARD SHAPIRO; Electrical Engineering; North Adams, Massachusetts; FIAE;Tech News; Cam- era Club; Radio Club. ROBERT A. SHEIMAN; Chemical Engineering; Rochester, New York; Wrestling. EDWARD J. SHERMAN; Civil Engineering; Milford, Connecticut; Alpha Tau Omega; Swimming, W , Mgr.; Varsity Club; Nautical Club. WILLIAM ALBERT SHERMAN; Mathematics; New Bedford, Massachusetts. JOHN RANSON SHOTLIFF; Electrical Engineering; Haworth, New Jersey; Theta Chi; Tennis, W ; Golf; Nautical Club. ROBERT MICHAEL SINICROPE; Mathematics; Mer- iden, Connecticut; Tau Kappa Epsilon; TIME; TBI!; Fraternity Pres.; Track; Band; Brass Choir; Glee Club. STEPHEN CHESTER SIOK; Mechanical Engineering; Greenville, Rhode Island; A.S.M.E.; Newman Club; Alpha Phi Omega; Nautical Club; Rowing Club. RAYMOND LOUIS SKOWYRA JR.; Civil Engineer- ing; Ware, Massachusetts; Alpha Tau Omega; XE; Chi Epsilon, Pres.; Fraternity Pres.; A.S.C.E.; Alpha Phi Omega; R.O.T.C; Student Govt. Comm.; Rowing Club; Band; I. F.C; Glee Club. ROBERT GORDON SLAVIN; Management Engineer- ing; Newton, Massachusetts; Alpha Epsilon Pi; F.M. Radio Station; Student Govt. Comm. JAMES H. SNIDER; Management Engineering; Rush- ville, New York; Cross Country, W ; Track, W . JOHN LAWRENCE SNIEGOSKI; Chemical Engineer- ing; Lynn, Massachusetts; Sigma Pi; A.I.Ch.E. BRUCE SODERMAN; Chemical Engineering; Paxton, Massachusetts; Cross Country; Lacrosse. MITCHELL STEPHEN SOIVENSKI; Mathematics; West Roxbury, Massachusetts; Delta Sigma Tau; R.O.T.C; Fraternity Treas. NORMAN WARREN SOUSA JR.; Mechanical Engi- neering; West Hartford, Connecticut; Alpha Tau Ome- ga; mi; TBII; WHO ' S WHO; Peddler, Bus. Mgr.; Fraternity Vice-Pres. GERALD R. SPRING; Mechanical Engineering; Hol- den, Massachusetts; R.O.T.C. DENNIS JOSEPH STABA; Civil Engineering; Middle- town, Connecticut; Sigma Alpha Epsilon. ROBERT DEROCHEMONT STEIN; Electrical Engi- neering; Hingham, Massachusetts; Alpha Tau Omega; WHO ' S WHO; ITAE; Peddler, Editor-in-Chief; Camera Club, Vice-Pres.; Pi Delta Epsilon, Treas., Vice-Pres. FRANK WILLIAM STEINER; Mechanical Engineer- ing; North Merrick, New York; Phi Kappa Theta; SKULL; IM; WHO ' S WHO; Football, W ; Class Treas.; Student Govt. Comm.; Newman Club; Varsity Club. DONALD PAUL ST. MARIE; Civil Engineering; Put- nam, Connecticut; XE; FJAE; SCABBARD AND BLADE; WHO ' S WHO; Football, W ; Track, W , Co-Capt.; Class Pres.; R.O.T.C; A. S.C.E., Treas.; Stu- dent Govt. Comm.; Tech News, Sports Ed.; Glee Club; Varsity Club. RONALD CLIFFORD STRAND; Civil Engineering; Worcester, Massachusetts; Delta Sigma Tau; XE; Soc- cer; A.S.C.E. ALBERT WILLIAM STROMQUIST JR.; Mechanical Engineering; Amesbury, Massachusetts; Theta Chi; A.S.M.E., Sec. MARTYN HENRY STRONG; Electrical Engineering; Plainview, New York; HKN; F.M. Radio Station; Radio Club, Sec; Clark Aero. Club. PAUL BERNARD SULLIVAN; Electrical Engineer- ing; Framingham, Massachusetts; Freshman Direc- tory; Tech Bible; Alpha Phi Omega. CHARLES ADDISON SUMNER; Mechanical Engi- neering; Danvers, Massachusetts; Tau Kappa Epsilon; A.S.M.E.; I.F.C. DAVID CURTIS SUND; Civil Engineering; Worcester, Massachusetts; Sigma Phi Epsilon; Baseball, W ; Soc- cer, W . PAUL ROY SWENSON; Civil Engineering; Holden, Massachusetts. FREDRICK JOSEPH SZUFNAROWSKI; Mathe- matics; Adams, Massachusetts; Phi Sigma Kappa; Cheerleader; Tech News. DONALD DALE TANANA; Chemical Engineering; North Andover, Massachusetts; Phi Gamma Delta; SKULL; llAE; WHO ' S WHO; Golf, W ; Track; A.I.Ch.E.; Class Rep.; Student Govt. Comm.; I.F.C.; Fraternity Pres.; Newman Club; Alpha Phi Omega; Ski Club, Capt. RICHARD ELLIOTT TEITELMAN; Physics; Tre- vose, Pennsylvania; Alpha Epsilon Pi; Tennis; Masque. CALEB HOWES THOMAS JR.; Electrical Engineer- ing; Huntington, New York; Shield. JOSEPH ANTHONY THOMAS; Mechanical Engineer- ing; Providence, Rhode Island; Lambda Chi Alpha. EMERY FRANCIS THOREN JR.; Mechanical Engi- neering; Auburn, Massachusetts. RICHARD V. TINO JR.; Management Engineering; South Easton, Massachusetts; Lambda Chi Alpha; TBII; WHO ' S WHO; ' Hockey; Tennis; S.A.M., Vice- Pres.; Fraternity Vice-Pres. BRUCE RUSSELL TOMPKINS; Civil Engineering; Pleasantville, New York; Sigma Phi Epsilon; Swim- ming, W , Mgr.; A.S.C.E.; Fraternity Sec; Rowing Club. NOEL TOTTI III; Mechanical Engineering; Santurce, Puerto Rico; Phi Gamma Delta; TBF1; Hockey; A.S.M.E.; Alpha Phi Omega. ROBERT JOSEPH TRACHIMOWICZ; Electrical Engineering; Worcester, Massachusetts; Sigma Alpha Epsilon; Camera Club; Recondos. JAMES EDWARD TROUTMAN; Electrical Engineer- ing; Wethersfield, Connecticut; Tau Kappa Epsilon; HKN; IIME; Fencing, W ; I.E.E.E.; Fraternity Treas., Chaplain; Chess Club. PAUL JOSEPH TRUDEAU; Civil Engineering; Au- burn, Massachusetts; XE; Tennis; A.S.C.E.; Rifle Club. DAVID A. TRUE; Newburyport, Massachusetts; nAE; Skeptical Chemists; Shield; Peddler; Camera Club; Masque; Air Cav. MICHAEL HENRY TUREK; Mechanical Engineering; Farmington, Connecticut; A.S.M.E. DONALD JOHN USHER; Mechanical Engineering; Stamford, Connecticut; Sigma Phi Epsilon; SKULL; WHO ' S WHO; IIT2; Judicial Court; Fraternity Pres.; Rowing Club, W , Co-Capt. THOMAS O. VANDEVENTER; Mechanical Engineer- ing; Shrewsbury, Massachusetts. KENT VAN HEUKELOM; History; North Andover, Massachusetts; Sigma Alpha Epsilon; Swimming; Dorm. Council; Fraternity Schol. Chm.; Rowing Club, Sec, Treas. WILLIAM JOSEPH VERRELLI; Mathematics; Mil- ford, Massachusetts; Golf; Shield; Chess Club. THORNTON HOOVER WAITE; Mechanical Engi- neering; West Hartford, Massachusetts; TITS; A.S.M.E.; Camera Club. STEPHEN C. WATSON; Mechanical Engineering; Syosset, New York; Phi Gamma Delta; IITZ; Basket- ball, W . FRANCIS JOHN WEHNER JR.; Electrical Engineer- ing; Groton, Connecticut; R.O.T.C; Band; Brass Choir; Lens and Lights, Pres.; F.M. Station. THOMAS GEORGE WEIL; Civil Engineering; Staten Island, New York; Alpha Tau Omega; Swimming, W , Capt.; A.S.C.E.; Fraternity Vice-Pres.; Rowing Club; Varsity Cl ub. MICHAEL WEILL; Mechanical Engineering; Queens Village, New York; Sigma Pi; Track; Band. THOMAS JAMES WERB; Electrical Engineering; Warwick, Rhode Island; SCABBARD AND BLADE; IIME;HKN; Band; Glee Club. ANTHONY ROY WESTON; Management Engineer- ing; Providence, Rhode Island; Sigma Alpha Epsilon; Soccer; S.A.M.; Alpha Phi Omega. GLENN HAZEN WHITE; Physics; Groton, Vermont; WHO ' S WHO; IIAE; Student Govt. Comm.; Tech News, Editor-in-Chief; Peddler; Crossbones. WILLIAM ROGER WHITWORTH; Management Engineering; Yardley, Pennsylvania; Phi Gamma Del- ta; R.O.T.C; Wrestling; S.A.M.; Peddler; Band; Brass Choir. DAVID MARK WINER; Electrical Engineering; New- ton, Massachusetts; Alpha Epsilon Pi; Tech News; Band; Brass Choir; Camera Club. ALBERT LOUIS WINKLER; Mechanical Engineer- ing; Pennington, New Jersey; Shield; Basketball. MICHAEL JOSEPH WINN; Management Engineering; Williamstown, Massachusetts; Lambda Chi Alpha; IIAE; F.M. Radio Station. ERNEST MARCUS WOLSHIN; Chemical Engineer- ing; Lynn, Massachusetts; Sigma Pi; Masque. ROBERT A. WOOLACOTT; Management Engineer- ing; North Reading, Massachusetts; Phi Gamma Delta; Cross Country; Track; Glee Club. FREDERICK WOZNIAK; Civil Engineering; Ware, Massachusetts; Lambda Chi Alpha; Band; Brass Choir; Glee Club. ANTHONY EDWARD YANKAUSKAS; Management Engineering; New Britain, Connecticut; Tennis; S.A.M.;Tech News. RONALD LOUIS ZARRELLA; Electrical Engineer- ing; Waterbury, Connecticut; Phi Kappa Theta; SKULL; WHO ' S WHO; Golf, Capt.; Swimming; I.F.C.; Fraternity Pres. MICHAEL PHILIP ZARRILLI; Management Engi- neering; Fairfield, Connecticut; SKULL; S.A.M.; I.F.C.; Fraternity Pres.; Student Gov. Comm. MICHAEL ROBERT ZILORA; Civil Engineering; Hartford, Connecticut; Tau Kappa Epsilon. REGINOLD GEORGE DUNLAP; Electrical Engineer- ing; Jamaica, New York. EDWARD CRAIG LOWE III; Mechanical Engineer- ing; Longmeadow, Massachusetts; Theta Chi; WHO ' S WHO; Tennis; Pi Tau Sigma, Treas.; A.S.M.E., Pres.; Tech Bible, Editor; Newman Club; Alpha Phi Omega, Sec.;S.A.E., Pres. RICHARD PATRICK SAN ANTONIO; Electrical Engineering; Providence, Rhode Island; IIME; TBII; HKN; WHO ' S WHO; R.O.T.C; I.E.E.E.; Eta Kappa Nu, Pres.; Pi Mu Epsilon, Treas.; Band; Newman Club; Radio Club. WILLIAM TODD AKIN; Management Engineer- ing; Crevecoeur, Missouri; Phi Gamma Delta; Tennis; Wrestling; Class Vice-Pres.; S.A.M. C.I. ANDRIANOPOULOS; Mechanical Engineer- ing; Worcester, Massachusetts. DAVID ALAN BAILEY; Electrical Engineering; Fitchburg, Massachusetts; Lambda Chi Alpha; Tech News; Camera Club. STEPHEN PIERCE BAKER; Chemical Engineer- ing; Easton, Massachusetts. THOMAS RALPH BALL; Mathematics; Worcester, Massachusetts. WILLIAM F. BAXTER III; Physics; Holliston, Massachusetts. ALAN ERNEST BEDARD; Electrical Engineering; Fitchburg, Massachusetts; Phi Sigma Kappa; Arts Society. DONALD JOHN BLACHOWICZ; Chemical Engi- neering; Meriden, Connecticut; A.I.Ch.E.; F.M. Radio Station. LEE DANIEL BRADLEY; Management Engineer- ing; North Smithfield, Rhode Island. DANIEL F. BROCK; Mathematics; R.O.T.C; Recondos; Lens and Lights; Masque. LARRY WALDO CHASE; Mathematics; Daniel- son, Connecticut. STEVEN SUN-YUEN CHAN; Electrical Engineer- ing; Hong Kong; Delta Sigma Tau; HME; HKN ; Literary Society, Editor; Glee Club; Camera Club; Cosmopolitan Club. STEPHEN ARTHUR CLARKE; Electrical Engi- neering; Pembroke, Massachusetts; HKN; Wrestl- ing; I.E.E.E.;C.A.C.R. JOHN BERNARD CORRIGAN; Electrical Engi- neering; Cranston, Rhode Island; Debating Club. JOHN JOSEPH COSTELLO; Management Engi- neering; Worcester,. Massachusetts. ALAN WILLIAM COUCHON; Electrical Engineer- ing; Worcester, Massachusetts. THOMAS JOHN D ' ANDREA; Physics; Cranston, Rhode Island; R.O.T.C. STEVEN PARKER DEXTER; Civil Engineering; South Grafton, Massachusetts. ROBERT WILLIAM DOUGLAS; Mechanical Engi- neering; Somerset, Massachusetts. JOSEPH ALFRED DUMAIS; Electrical Engineer- ing; Rochdale, Massachusetts; SCABBARD AND BLADE; R.O.T.C. NATHANIEL HARRY ERICSON; Electrical Engi- neering; Stafford Springs, Connecticut. WILLIAM BUDD ERICSON; Electrical Engineer- ing; Oakville, Connecticut; R.O.T.C. WILLIAM A. FERRANTI; Mechanical Engineer- ing; DAVID WILLIAM FISHER; Electrical Engineer- ing; Webster, New Hampshire; Chess Club; F.M. Radio Station. JAMES ANTHONY GARBIN; Chemistry; Torring- ton, Connecticut; R.O.T.C; Skeptical Chemists; Camera Club; Rifle Club. FRANCIS W. GARDNER III; Mechanical Engi- neering; EDWARD E. GEORGE; Mechanical Engineering; A.S.M.E. JOHN ANTHONY GIORDANO; Management Engineering; Westerly, Rhode Island; Delta Sigma Tau. GARRY D. GLECKEL; Civil Engineering; Pough- keepsie, New York; Alpha Epsilon Pi; Basketball. PHILLIP SHELDON GREEN; Physics; New Haven, Connecticut; R.O.T.C; Recondos. ROBERT PETER HART; Electrical Engineering; Meriden, Connecticut; Band; Brass Choir. CHARLES FREDERICK HARRISON; Manage- ment Engineering; Durham, New Hampshire; Theta Chi. CHARLES IRA HIRSHBERG; Civil Engineering; Claremont, New Hampshire; Alpha Epsilon Pi; Camera Club; Ski Club; Student Gov. Comm.; Coffee House. KEITH E. HONGISTO; Civil Engineering; Troy, New Hampshire; Theta Chi; Cross Country; Track; Goats Head Pub. JOHN RANDALL HUBER; Mathematics; Melrose, Massachusetts; Sigma Alpha Epsilon; Basketball. MICHAEL HUGHES; Mechanical Engineering; Pawtucket, Rhode Island; Delta Sigma Tau; Cross Country; R.O.T.C; Recondos; I.F.C; Fraternity Pres. GEORGE E. HUSSEY; Chemistry; DONALD MURRAY JOHNSON; Business; Wester- ly, Rhode Island; Theta Chi. STEVEN PAUL JOHNSON; Electrical Engineer- ing; MICHAEL JOSEPH KAJEN; Physics; Saugus, Mas- sachusetts. KENNETH C KAWALCHEK; Business; Wor- cester, Massachusetts; Christian Science Org.; Glee Club; Rifle Club. RONALD F. KLIMAS; Civil Engineering; ALLAN HENRY LAHIKAINEN; Mathematics; JOHN LAWRENCE LANDALL; Civil Engineering; Needham, Massachusetts; Sigma Pi; R.O.T.C; A.S.C.E. JOSEPH CARL LANDWEHR; English; Wethers- field, Connecticut; Theta Chi; Band; Cross Country; Zig Zag Papers, Ed. JOHN ARTHUR LIND; Mechanical Engineering; New Haven, Connecticut; Sigma Alpha Epsilon; Football; A.S.M.E.; Band; Brass Choir; Glee Club. JACK L. LIPSEY; Mechanical Engineering; Pitts- field, Massachusetts; Tau Kappa Epsilon; Cross Country; Track, W ; A.S.M.E. JAMES R. LOMBARD; Electrical Engineering; Westborough, Massachusetts; Phi Sigma Kappa; Judicial Court. JAMES S. LOVENDALE; Mechanical Engineering; RICHARD F. LUKAS; Electrical Engineering; KIRITKUMAR M. MANJEE; Chemical Engineer- ing; KENNETH MAYMON; Mechanical Engineering; SCOTT T. McCANDLESS; Civil Engineering; Fort Hood, Texas; Lambda Chi Alpha; Track, W ; Student Gov. Comm. WILLIAM PAUL MULLOY; Mechanical Engineer- ing; Fitchburg, Massachusetts; Phi Kappa Theta; Football; Track; Wrestling; Newman Club; A.S.M.E. DAVID P. MURPHY; Management Engineering; JOSEPH NICHOLAS NAJEMY; Civil Engineering; Millbury, Massachusetts; Soccer, W ; Track, W . DONALD DOYLE O ' BRIEN; Management Engi- neering; Delray Beach, Florida; Lambda Chi Alpha; Lacrosse, Captain; Wrestling; F.M. Radio Station; Student Gov. Comm. THOMAS ANTHONY PANDOLFI; Physics; Weth- ersfield, Connecticut. JOHN GREGORY PARILLO; Mechanical Engi- neering; West Hempstead, New York; Brass Choir. JAYANTILAL R. PATE L; Chemical Engineering; ROGER WALTER PINKOS; Chemistry; Fal- mouth, Maine. SANFORD MILES PLUMB; Management Engi- neering; North Adams, Massachusetts. DOUGLAS F. PRESLEY; Management Engineer- ing; Littleton, Massachusetts. JOHN HENDERSON READ; Mechanical Engi- neering; Granby, Massachusetts; Phi Gamma Delta; Hockey, Mgr.; Soccer. KENNETH A. ROBERTS; Management Engineer- ing; Hindsville, New Hampshire; Soccer, W ; Rowing Club. RICHARD B. ROCK; Electrical Engineering; WILLIAM MICHAEL ROLYA; Mechanical Engi- neering; Plainville, Connecticut; Tau Kappa Ep- silon; A.S.M.E.; R.O.T.C. VICTOR JOHN ROMANO; Electrical Engineering; Bridgeport, Connecticut; Delta Sigma Tau. MARTIN IVERSON ROSE; Mechanical Engineer- ing; Davenport, Iowa; Phi Sigma Kappa. WALTER RAYMOND ROTTI; Civil Engineering; West Boylston, Massachusetts; Wrestling; A.S.C.E. ANTHONY JAMES RUSCITO; Mechanical Engi- neering; Fairfield, Connecticut. LIONEL SAINT-VICTOR; Mechanical Engineer- ing; Port-au-Prince, Haiti; Soccer, W . PHILIP JOSEPH SHARRY; Chemical Engineering; West Springfield, Massachusetts; Baseball. MARSHALL HOWARD SHEPARD; Electrical Engineering; Great River, New York; Fencing, W . STUART B. SIEGEL; Chemical Engineering; GEORGE McPHERSON SIMMONS; Mechanical Engineering; Milldale, Connecticut. DANIEL PHILIP SMITH; Mechanical Engineering; Leicester, Massachusetts; Band. GARY ALAN SMITH; Management Engineering; STANLEY JOHN SOTEK; Electrical Engineering; Whitinsville, Massachusetts; Newman Club. JOSEPH J. SPEZESKI; Physics; Springfield, Mass- achusetts; Soccer; W ; Tennis, W . JOHN FRANCIS SPERANDIO; Physics; Marlboro, Massachusetts; Sigma Alpha Epsilon; Golf. WILLIAM J. ST. HILAIRE; Civil Engineering; STEWART TELESPHORE STOCKING; Manage- ment Engineering; Meriden, Connecticut; Lambda Chi Alpha; Golf; S.A.M. ; Tech News; I.F.C. JOHN SZOKE JR.; Electrical Engineering; Wor- cester, Massachusetts; I.E.E.E.; F.M. Radio Sta- tion; Radio Club; Rifle Club. RAMESH C TALATI; Chemical Engineering; Dakor Gujarat, India. GREGORY ALLEN TAYLOR; Mechanical Engi- neering; Southboro, Massachusetts; Chess Club. WALTER V. THOMPSON; Mechanical Engineer- ing; BRIAN K. THORSEN; Electrical Engineering; Natick, Massachusetts; Tau Kappa Epsilon; R.O.T.C. DAVID LEE TITTERINGTON JR.; Chemistry; West Kingston, Rhode Island; Delta Sigma Tau; Chess Club; Fraternity Treas. GARY RONALD ULLMANN; Management Engi- neering; Bethesda, Maryland; Phi Sigma Kappa. EARLE R. VANCELETTE; Mechanical Engineer- ing; Cherry Valley, Massachusetts. KENT VANHEUKELOM; History; North An- dover, Massachusetts. URMAS A. VOLKE; Mechanical Engineering; East Hartford, Connecticut; Phi Sigma Kappa. THOMAS H. WADLEIGH; Management Engineer- ing; ROSS EMMETT WEAVER; Chemistry; Sutton, Massachusetts; Sigma Phi Epsilon; Soccer; Swim- ming. PETER BRADFORD WELLES; Physics; Mystic, Connecticut; IIME. STEPHEN PHILIP WILLIAMS; Chemistry; Rock- v i Me, Connecticut; Skeptical Chemists; I.F.C; Band. ELDEN E. YORK; Electrical Engineering; BRUCE CHARLES YUNG; Chemical Engineering; Philadelphia, Pennsylvania. MICHAEL ROBERT ZILORA; Civil Engineering; Hartford, Connecticut. To the Class of ' 71 CONGRATULATIONS ON YOUR ACHIEVEMENT and WELCOME TO MEMBERSHIP in the W. P. I . ALUMNI ASSOCIATION Compliments of WORCESTER POLYTECHNIC INSTITUTE BOARD OF TRUSTEES Leitrim Pub CEAD MILE FAILTE (A HUNDRED THOUSAND WELCOMES) J. G. LAMOTTE SON, INC. ENGINEERS AND CONTRACTORS HEATING, VENILATING AIR CONDITIONING WORCESTER BOSTON mficvrwwc. INSURANCE CHARLES E. KINKADE HAMILTON L. WOOD LUKE A. DILLON, JR. DAVID L. ORTDN STEPHEN B. AMES 1 BB4 - 1 953 AMERICUS S O y aln oe , ' WZxoed e S } y$cuid. TELEPHONE PLEASANT 7-7726 40 tAJsoac Cwec NORTON ...pioneering pollution solutions through ENVIRONMENTAL ENGINEERING Pollution of our environment is a continuing threat to our health, safety, economic welfare and aesthetic enjoyment. Survival dictates that our environmental resources must be protected from any acts which unreasonably lessen their qualities and adversely affect their level of usefulness. While considerable progress has been made in pollution control, our resources will be further impaired by population growth, commercial expan- sion, chemical usages and other technological advancements. As a member of the Water Pollution Control Federation, the American Water Works Associa- tion, and the New England Water Works Associa- tion, NORTON COMPANY is pledged to support sound pollution control measures and contribute its efforts to develop economical and effective means of control. And we mean just that. Whether it be land, water, or air, NORTON COMPANY helps environ- mental engineers keep it clean. NORTON abrasives are employed in systems which reduce solid wastes to facilitate disposal, incineration, or reclamation. NORTON porous ceramic filtration products dif- fuse the air which purifies billions of gallons of sewage daily in many metropolitan cities. NORTON fume scrubbers keep dust vapor, and noxious fumes from polluting the air near industrial plants. But most importantly. NORTON COMPANY salutes the environmental engineering fraternity everywhere for whatever part they play in this profound program. Norton Company, Worcester, Massachusetts. THE HENLEY-LUNDGREN CO. 193 HARTFORD PIKE SHREWSBURY. MASS. with best wishes to the CLASS OF 1971 CARLSTROM PRESSED METAL COMPANY, INC. WESTBORO, MASSACHUSETTS Press Metal Engineers Manufacturers of Light and Heavy Metal Stampings M. D. HOLMES SONS CO. PL UMBING - HEA TING A IR-CONDITIONING 33 MILLBROOK STREET WORCESTER MASSACHUSETTS TO THE CLASS of 1971 May you all have a successful and prosperous future in your chosen fields. WARREN BIGELOW ELECTRIC CO., INC. ELECTRICAL CONTRACTORS 128 CHANDLER STREET Worcester, Massachusetts COMPLIMENTS -of- IMPERIAL DISTRIBUTORS INC. Suppliers to the Bookstore of HEA L TH and BE A UT Y AIDS CONGRATULATIONS TO THE CLASS OF 1971 GREEN BROS, of WORCESTER INC. 60 KING ST. WORCESTER, MASS. New and Used Machine Tools HOWARD GREEN - Class of ' 49 244 MAIN STREET The House of Quality APPLIANCES - FINE FURNITURE - GIFTS John W. Coghlin, Class of ' 1 9 Edwin B. Coghlin, Sr., Class of ' 23 Edwin B. Coghlin, Jr., Class of ' 56 BEST WISHES TO CLASS OF 1971 ROLLED THREAD DIE CO. DIVISION OF LITTON INDUSTRIES HOLDEN, MASSACHUSETTS 01520 ffl F. W. MADIGAN COMPANY, INC. General Contractors - Engineers Francis W. Madigan, Jr., ' 53 54 MASON STREET WORCESTER MASSACHUSETTS 01610 GENERAL CONTRACTORS FOR: STODDARD RESIDENCE CENTER ALDEN RESEARCH LABORATORYS FIELD HOUSE LOCKERS THOMAS A. HICKEY, INC. 121 Highland Street • Worcester, Mass. 01609 • 754-2637 THREE PACKAGE STORES 121 Highland St., Worcester, Mass. 261 Lincoln St., Worcester, Mass. 40 Maple Ave., Shrewsbury, Mass. Massachusetts Steel Treating Corporation a subsidiary of KH NSC. THE ■ ' l_rAL32JiWil_5U CORPORATION 112 HARDING STREET, WORCESTER. MASSACHUSETTS 01604 Pioneers in Powder Metallurgy BEST WISHES ABDOW SCRAP IRON CO. 18 CANTERBURY STREET WORCESTER MASSACHUSETTS G. T. Abdow, ' 53 Armour-Porter Co. WELDING ENGINEERS CREEPER HILL ROAD NORTH GRAFTON, MASSACHUSETTS 01536 FABRICATING AND INDUSTRIAL WELDMENTS PRESSURE VESSELS MACHINE BASES STAINLESS STEEL FLAME CUTTING ALUMINUM Astra Pharmaceutical Products, Inc. Neponset Street Worcester, Massachusetts 01606 An Equal Opportunity Employer PLeasant 4-4171 A. B. DICK PRODUCTS CO. OF WORCESTER, INC. 860 Main Street Worcester, Mass. 01610 MIMEOGRAPH — SPIRIT — AZOGRAPH — OFFSET FOLDERS — PHOTOCOPY AND SUPPLIES CHAFFIN ' S GARAGE, INC. 512 MAIN STREET HOLDEN, MASS. CHEVROLET SALES and SERVICE Z0TT0LI BROS. BAY STATE PAINT AND HARDWARE CO. 1 20 West Boylston Street Worcester, Mass. 01606 Tool Rentals — Devoe Paints Hurant Tashjian — Class of ' 3 1 Compliments of GEO. F.BLAKE, INC. STEEL - ALUMINUM - INDUSTRIAL SUPPLIES 70 QU1NS1GAMOND AVENUE WORCESTER MASSACHUSETTS Compliments of COES KNIFE COMPANY MACHINE KNIVES and HARDENED STEEL WA YS 72 COES STREET WORCESTER, MASSACHUSETTS DeFalco Concrete Corp. Millbury, Mass. OLSON MANUFACTURING COMPANY HOLDEN INDUSTRIAL PARK HOLDEN, MASSACHUSETTS 01520 SALMONSEN ' S DAIRY ' FRESH LOCAL MILK A Better Milk for All the Family Over 50 years of quality and service Phone: 798-3724 5-7 VICTORIA AVENUE WORCESTER, MASSACHUSETTS STEVENS WALDEN, INC. Worcester, Massachusetts MANUFACTURER OF WRENCHES An Equal Opportunity Employer E. L DAUPHINAIS, INC. TOP QUALITY - READY MIXED CONCRETE 85 two way radio equipped transit mixed trucks Serving Central Massachusetts Main Office: NORTH GRAFTON Phones: Worcester 757-4501 Grafton 839-4425 COMPLIMENTS - of - G. F. WRIGHT STEEL AND WIRE CO. OFFICIAL JEWELER THROUGH YOUR BOOKSTORE - HERFF JONES CO. Class Rings — All year dates JAMES P. CORR P.O. Box 291 Sudbury, Mass. 01776 AC 617 443-2715 WILLIAM F. LYNCH CO. INC. PLUMBING - HEATING AIR CONDITIONING 11 CANTERBURY STREET Worcester, Mass. FRANCIS HARVEY SONS INC. Genera! Contractors 141 Dewey Street Worcester, Massachusetts 752-2876 COMPLIMENTS OF NORMAN D. NAULT O. E. NAULT 34 Cedar Street Worcester, Massachusetts 01609 See us for your Air Tickets, Tours and Cruises also for your GROUP TRIPS ABROAD. There is no service charge. The Airlines, Steamship Lines and Hotels all pay us, for our service, NOT the client. Phone 754-7236 or 791-2337 ROSENLUND TRAVEL SERVICE INC. Three O-Six Main Street Worcester, Massachusetts 01608 MAURICE F.REIDY CO. 2 FOSTER STREET WORCESTER, MASSACHUSETTS 01608 Best Wishes VALHALLA RESTAURANT, INC. 10 Summer Street Worcester, Mass. High Fidelity Associates, Inc. AUDIO BOUTIQUE 12 Norwich Street Worcester, Mass 799-5621 The Finest Equipment A vailabie! We Service What We Sell! Three Full Time Service Technicians! All at the Lowest Legitimate Prices! TAPES AND PLAYERS INC. 755-6164 399 Park Ave. Worcester, Mass. 01608 SPECIALIZING IN CA R STEREO Largest Selection of Tapes in Wore. Co. Top Quality Components with Service B. BLOOMFIELD COMPANY, INC. 2 KANSAS ST., WORCESTER, MASS. 01610 BABCO BRAND INGOT METALS METALS AREA CODE 617 DEALERS-DISTRIBUTORS PHONES 756-3001 SMELTERS rnW T Z ALL NON-FERROUS ALLOYS You Specify - We Satisfy 756-5101 CONGRATULATIONS ' 71 Compliments of East Side Package Store 129 Shrewsbury Street Compliments of SWEET LIFE FOODS 150 Grove Street Worcester, Mass. 01605 |V IORGAI | ■ W ■ WORCESTER ■ B Leading the World Since 1888 as Designers and Manufacturers of Machinery For Rolling and Drawing Metals Steel - Aluminum - Copper In Sizes and Shapes From Railroad Tracks to Piano Wire MORGAN CONSTRUCTION COMPANY Worcester, Massachusetts 01605 An Equal Opportunity Employer BILLINGS AUTO SUPPLY 142 Central Street, Worcester 98 Elm Street, Millbury AUTO PARTS MA CHINE SHOP SER VICE Compliments of TURNER MOTOR COACH, INC. 307 Elm Street Fitchburg, Mass. 01420 Tel. (617) 342-0307 CHARTERED BUSSES OUR SPECIALTY NA TION WIDE CHA R TERS A ND TOURS t. ■ f Wyman-Gordon research center in 1971 This new research center, located on Grafton Street, Millbury, was opened in January. This new facility reaffirms Wyman-Gordon ' s position as the trail blazer in applying advanced metallurgical science to metalworking problems. Wyman- Gordon, unique in its technical leadership, operated the first metallurgical laboratory in the Forging Industry. Now these modern facilities add new depth and dimension to the Company ' s continuing research and development program designed to solve current problems and to probe the future for new processes, new markets. WYMAN - GORDON Worcester • Grafton • Millbury Forgings of all sizes and metals Engineering . . . . for a world in need As living becomes more competitive . . . more compact . . . and more complex, the world looks with increasing frequency to science and engineering for creative solutions to its wants and to its needs. And at the Heald Machine Division of Cincinnati Milacron, creative research and development engineers thrive on the daily challenge to provide the metalworking industry with more productive, more effi- cient and more reliable machine tools. In the past, Heald has traditionally produced machines which have in many cases surpassed industry ' s needs, but the demands are be- coming greater as the challenge continues. So Heald engineers con- tinue to explore new techniques and to design modern machine tools that reflect fresh ideas and creative thinking. The results of this kind of engi- neering can be seen in the Heald products of today. Numerically Controlled Acracenters and Bore- matics that literally think for themselves while producing bet- ter quality parts in far less time. Heald Controlled Force internal grinders prove themselves as lead- ers by consistently attaining new levels of productivity and quality. Heald ' s newest development, a rotary electro-chemical machining process, offers industry a practical way to perform precision machin- ing operations on difficult to ma- chine conductive materials such as high strength, high temperature alloys. Using electro-chemical ma- chining, stock removal rates are unaffected by material hardness so production rates are substantially increased. The continuation of this type of creative thinking and fresh ideas will be spurred on by the chal- lenge of the 1970 ' s and the need to meet the ever-changing require- ments of our shrinking world. CINCINNATI MILACRON Heald Machine Division Worcester, Mass. 01606 HOLIDAY INN OF WORCESTER 70 Southbridge St. WORCESTER, MASS. 01608 PHONE: 617 791-2291 D OWNTOWN LOCATION RESTA URANT LOUNGE COMPLETE BANQUET FA CILITIES flu 0i Mlaltlar] 73 WALL STREET WORCESTER, MASSACHUSETTS 01604 J. K. OGASIAN SONS 179 BELMONT STREET Worcester, Mass. 01605 GENERAL ELECTRIC TELEVISION Major Appliances ' - Stereo and Radio Compliments of W. M. STEELE COMPANY, Inc. POWER TRANSMISSION EQUIPMENT WORCESTER MASSACHUSETTS ESTES JOHNSON ASSOCIATES 44 PARK AVENUE, WORCESTER Insurance Real Estate Worcester Moulded Plastics Co. North American Rockwell 9 Plastics Street Worcester, Massachusetts 01604 NATIONAL GLASS WORKS, INC. 372 PARK AVE. WORCESTER, MASS. 01610 DEERHILL DAIRY D. BORIA SONS Homogenized Vitamin D Milk PL 4-0403 With Sincere Wishes from THE BAKERS of TOWN TALK BREAD COMPLIMENTS OF . . . Servomation-Wilburs, Inc. Compliments of WORCESTER TECH BOOKSTORE DANIELS HALL the college store BOOKS — SUPPLIES Jackets Pennants Novelties Gifts Greeting Cards Sundries Stuffed Animals Ill • • • mong the nation ' s best selling tools are Hanson High Speed Steel Twist Drills and Ace Taps and Dies made in Worcester at the HENRY L. HANSON COMPANY, INC. EDWARDS PAINT PAPER CORP. 3 KEI.LEY SQUARE WORCESTER 4, MASS. Telephone PL 7-7441 IMPERIAL WALLPAPER COLORIZER PAINTS PRATT LAMBERT PAINTS NEW ENGLAND GLASS AUTO GLASS - STORE FRONTS MIRRORS - TUB ENCLOSURES - PLASTICS WALL PLAQUES 589 PARK AVE., WORCESTER, MASS. DIAL 755-8646 (Near Mill Street) George Hoyen ALPHA TAU OMEGA DELTA SIGMA TAU PHI KAPPA THETA It ' s our distinct pleasure to offer our support to Worcester Polytechnic Institute for its fine exhibition of leadership. It is our intention to continue working toward the same end, a better WPI, which will lead to a better community and a better world. MILTON BRADLEY COMPANY, Springfield, Mass. 01101 A college, in the final analysis, is students and teachers. The students and faculty who will be the WPI of the next few years have a chance to create an exciting education relevant to the students and the needs of the time. Vf m i ■ vit V- ' .V;. JH So Editor-in-chief: Photography Editor: Literary Editor: Senior Editor: Business Manager: Advertising Manager: Photographers: Staff: Robert deR. Stein Thomas j. Kaminski Glenn H. White Vincent Pace Norman Sousa Douglas Keily Richard Kirk Brad Millman David True Levy Waung Bruce Hall Kenneth Lexier Gwynne Peterson Credits WOODLAND PUBLISHING CO., INC. 600 Pleasant Street, Watertown, Ma 02172 A New England Company Serving New England when home fails you Essays: Social Life: Living: Dorms: Fraternities: Apartments: Drugs: Interviews were conducted by: Kenneth Lexier Paul Cleary Vincent Pace Robert Sinicrope Robert Stein Thomas Kaminski Glenn White David Hobil Glenn White Thomas Kaminski Robert Stein