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Bill Stevenson The Grand Buffalo

Greg Steele Thebes (of the 7 walls)

Bob Gutowski Mr. Gut to you

Bob Argentine Haj the Gatekeeper

Bill Sudell Willie the Pimp

Tom Leibrandt Teen Sex Appeal

Wayne Towers Woodstock Cretin

Allan Silverstein Ward's Folly

Gene Thomas The Malthusian Drill

Bob Colton Captain Milkshake

Jim Girardi Hadrian VII

Don Ziemacki Cheese steak with Onions

Tom Smith Poosh-Shish (the magic hash boy)

Joe Klock The Canal of Nook

Tim Habick Babel

Abe Orlick Daguerre

Kevin Nolan Watson (the man on the other end)

Steve Storms Eric the Norseman

Patty Richmond Julie Nixon

Fred Strathmann Magic Fred

Hubie Marshall Our man in Canada

Connie Kemp General Confusion

Nancy Smith The Cowgirl in the Sand

Bob Davine Fear Itself

Gerry Dees Sisyphus

Dr. Thomas McCarthy HAL 9000

Bill Carroll Mr. Michele

Rufus the Dog The Happy Wolfhound

The Family Band Music and Hallucinations

And for one more time
(For the Gipper)
Stu Kougats
La Salle College
20th St. and OlneyAve.
Philadelphia, Pa.



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Matthew F. Alivern

Kenneth R. Ashmen

George J. Ashmore

Robert J Beal

Thomas J. Becker

Waller F Beers, Jr-

John P. Beidler



Edward K. BeiU

William T. Belden


George M. Bellenghi

Joseph A. Bender

Thomas Bevan

Michael P. Bidey


Gloria M Bielen

"I myself feel that people are getting much tighter in their attitudes. I think the campus is getting
more polarized than it was. Among the faculty itself I see a stronger polarization. I think society is
becoming more and more polarized. I sit in on a lot of meetings where people show less and less
understanding rather than more and more understanding. I think this is highly universal. I tend to
be rather pessimistic about social progress, simply because people are getting more intolerant. I
think we are having more violence, in our neighborhoods and in our communities. I don't see
that as improving as we are now. I would think it was worsening.

"I think that students feel the demands are more critical now than they were before. I think we
have come a rather long way in many ways here at the college. That our courses have changed
rather radically in meeting the times. We are more concerned with the individual development
and the expressions in the individual student. If I can go back to some of the early days when I
was teaching, when I taught the Gl out of World War II? He came back and you can understand
that he was trying to fit back and pick up the pieces of a broken life. So that education was a
different thing for him than it is today. But I think today, this student has what he needs materially
in society. And education has to do something more for him. It's relatively easy for a high school
kid today to go out working at $80 or $90 or $100 a week. So that the man who comes to college
feels that there's more to it than just getting a job. I think the student today confronts the values
in a way that certainly my generation never did and the veterans never did. But today I think part
of it is that many more students ask much more profound questions about the values that lie at
the roots of our culture and civilization."

What do you think will happen when all these students get out and start running things?

"I think most of them will become establishment figures themselves. But I think there will be a
significant number ... I don't think society will ever be the same. Because I think there will still
be enough of them who will carry forward what I would like to say is their real concern for real
meaningful values in their life. The difficulty I see in society is that my generation, the parent
generation generally speaking, doesn't listen to the younger generation. And therefore it's very
hard to get a refocussing of goals and ideals."

Frank J. Bittner

Gabriel J. Blanco

James W. Bollinger

James E. Boltz

Some people don't want to talk about things, they just demand. I wonder if that's healthy.

"Well, I don't think it is healthy, but it's a human condition. They do things which fit the context
of their natural drives, and in many cases these things are rather destructive. What I do think is,
that some of the people who are most sensitive about interpersonal relationships that we find in
the young people, in the last couple of years found themselves isolated in the society. Because
of happenings like Woodstock, they now see that this is bigger than they thought it was. I think
that it may be that they would find ways of bringing these values into our general level of living.
What we have done in the past is relied too heavily on our institutions and too little on the
How about the people who feel threatened ... the power structure?

"This is what I see, that you are going to have this conflict. It may be that the only way that
people can see the real need to change the value system is to have a conflict. Now you can have
the conflict without changing it, for instance, the civil war. If you have a significant set of values
to introduce and to bring in and focus, it might work. I'm more inclined to be pessimistic than
optimistic, myself. I don't see that humanity really has improved that much over the span I study.
and my study goes from the early Hindu civilizations on through. And I don't think it's because
people don't want to learn, it's that they get hung up on the particular goods that are available.
This is the problem that I think that the people coming out of college right now will have. Society
today lives such a high luxury level, that this is a mode of life that can only be provided by a well
established economic order. So that I think they for the most part will be stronger establishment
people than, I think, the previous generation was.

"As I say you have what I see is a saving factor, this whole confrontation of values in terms of
trying to get to what's really important. I think this is what's really stronger today than what has
been, whether or not it will be effective, I can't tell."

Dr. E. Russell Naughton



William P. Bonnell

Joseph S. Brandley

W. David Breen

Stephen R. Brenn

Michael P. Broderick

John W Broskey


Joseph D. Brosso

Daniel R. Bubenick

Joseph A. Buenzle

Joseph E. Bulsak

Joseph A. Buonadonna Paul J. Burgoyne



James E. Burlingan

David J. Butcher

Thomas M. Butler

William B. Butler

James M. Cafferky

Richard P. Cafferty

Edward P. Caffrey

Kenneth R. Calv

Thomas J. Cannataro

John F. Capista

Nicholas J. Cappello, Jr.

Francis J. Carbo


Joseph F Carew

Rosalie M. Carey

Robert J. Carickhoff

Robert J. Can-

Vincent F. Carr


Charles D. Carroll

Gilbert C. Carroll

James M. Carroll

Joseph E. Cascerceri Thomas P. Casey


Michael T. Chi;

;" -' *

Philip C. Ciaverelli

Robert K. Cinquir

"I enjoy going to work very much and I enjoy students. I think one of the
things that disturbs me very much as a teacher is — am I creating an
atmosphere of respect for the school and for other people in my deal-
ings with the students? In other words, when I deal with you and when
I deal with anybody else do you respect the school for giving the student
the opportunity to be here to learn? This is one of the greatest dilemas
of my mind because there are a lot of little things that bother me when I
walk into classes and see obscene writings on the desks, or when I see
trash on the lawn. Apparently some individuals do not respect some
other individuals. Why does a fellow expect someone else to clean
these things up? This indicates an attitude that may be the basis of a lot
of our problems. This lack of respect goes beyond the school to the
entire educational system."

While Brother Demitras has been known to lighten the complexities of
chemistry in many a classroom situation with his subtle humor, one can
immediately sense the seriousness, dedication, and reflection that have
gone into these thoughts. Brother looms as a large and warm figure in a
department that is sometimes clouded with an educational atmosphere.
He reveals his thoughts further . . .

"While study is always going to be a chore, a motivated person
doesn't look at it in this light. He looks upon it rather as an investment. It
is important for a teacher to be an example for the student in areas of
maturity and motivation. We as educators and parents have to find the
line between giving the student too much freedom and holding the reins
too tightly."

Charles F. Cleary

Michael J- Cleary

John A- Coan. Jr

Robert A. Cole

Paul A. Conlen

William D. Conrad

Michael J. Contorno

Glenn D. Cook





Thomas E. Culle

John C. Cunningham Robert J. Cunningham Kevin B. Curley

Charles Cutler

Daniel J. D'Alesio

Joseph A. D'Amato

Frederick J. Daniels

Joel F- Davidson

Charles S Davies

William J Davis

Sanford H. Davne

Robert J. Degemmis

Anthony J. Del Conte Matthew L. Dellarco

Michael A. Dellavecchi;

Michael J. De Loretta

James A D'Emilic

Thomas J. Depsey

Stuart Z. Dershaw

George T. Derenzo

Thomas L. Deschak

Bernard T. De Stafney Raymond D Destephanij



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John P. Devenn

Edward H. Dev

Daniel J. Devlir

John P. Devlin

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Edward P. Diamond

Harry J. Diamond

James T. Diamond

Manuel W. Diaz

Nicholas Q. DiFranco

Thomas J. Dispenzere Carl Dobbins

Alfred J. Dougherty

ih Ail ift i

Vincent M. Dowling

Michael N Dubroff

Brendan F. Duffy

Edward F. Duffy

Francis T. Duffy

Gregory W. Duffy, Jr

Br. Patrick A. Duffy

Frederick J. Dunkertey

Francis J. Dunphy

AlbertJ. Durning

Brian A. Dursum

Joseph P. Dutka

Henry F. Eberhardt

John W. Eck

George K. Eckenrode

Cornelius Edwards

One of the major problems today is the problem of
unicsj Bin depth between cultures. A lan-
guage is a life-form. It is a way of seeing, reacting
to and for that matter even a way of molding the
world in which we live.

America is a big country. Even though the world
is growing smaller, it is possible in a large country
to live and travel without encountering boundaries
which are language, thought and value boundaries.
But because our world is becoming more and more
mobile an increasing number of Americans find
themselves, often to their surprize, in foreign
countries. Too many Americans have gone to other
countries on military and business assignments, as
tourists or even as students with the very unfriendly
attitude that people who cannot speak English and
see reality through American eyes are not worth
talking with anyway.

My husband and I have worked in Europe with
students from all over the world; and were thus
confronted constantly witfuHjifcprejudices and un-
derstandings of America. TwBwe one hand there
was generally a great admiration for the "American
Dream" and America's technical ability. On the
other hand there was a growing disillusionment
about the misuse of these very privileges which is
reported daily in the news all over the world.

I am not suggesting that everyone who studies a
foreign language at college will have either tke
chance or inclination to become ambassad
understanding and good will abroad; but^
too many American graduate students wit u
ships for research in Europe who waste^
able year, because, by the time the^i
grasped the language and were finallyable
research, their year had gone by. JEfafl MJfii
unable to discuss in denth.anri cr
ing in a world of stereotypy

Our age has an international horiztDn./This is wM
I try to teach not only grammar jjrfoHiterature; ;b
also the fife-form of a languag^r Sich einfuhlen—

fell ypur way into the thqjyjnts and life of another
pe/s*bn and culture andtcrmake others understand —
1 is ideal is so important for the future of ou


r Christa K. Dix

Frank J Farnan

Raymond J. Fehrle

Joseph T. Fenton

Philip J- Ferrigno

Gregory J Ferris

Robert C. Fetter



Richard S. Fine

John R Fische

Francis J. Fisher

Gerald A. Fishman

Dennis C. Fitzgerald

Br. E. G. Fitzgerald


Robert J. Fitzgerald Robert J. Fitzgerald

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John J. Fitzpatrick

John M. Fitzpatrick

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•Br. Michael K. Fleming James G. Flickinger


Edward A. Flynn

Thomas J. Flynn

Francis L. Foglia

Lawrence A. Forrest

Thomas A. Fox

John F. Frates

Richard Frattone

Robert Freedman

Robert D Freedman

Joseph F. Furey

Barry Michael Gail

Thaddeus T Gajkowski

Frederick F. Galdo

Dennis H. Gallagher John R. Gallagher

Joseph V. Gallaghe

Robert J. Gallagher Michael E. Garman

Br. Terrence D. Garmey Thomas J. Garrity

George L. Garwood Francis C. Gatti

James M Gavir

Raymond M. Gerepka Michael J. Gerety

Michael F. Gibbons

Anthony M. Giordano Jr. Alfred C. Giovetti

Richard S. Girard

Edward J- Gizelbach



John C. Gleason

Br. Patrick M. Gleason

Joseph P. Glennon


James Laurence Glueck

-daily disc
this those
Dean of M
housing, anc
dent dorm,
time acting v
student affairs
feel tired just
Through hi;
he would rr
teaching, so I
it? Is he pow<
likely. Looking
the boss? Not

ngs!" Thus
f Men on his
meeting of
ay. Charles
that popular
called "get-
iscuss what
xt meeting",
ontact with
s through his
ns. Add to
isibilities of
nd head of
:tor of a resi-
for a short
president of
I you start to
;ing about it.
n admission
rather be
does he do
hungry? Not
e from
i what

witfTOie student in many cases
but he is willing to listen with
patience and understanding.
# He holds the unusual posi-
tion of a conservative liberal
who is trying to walk the road
between the conservatii
ditional faculty and admii..
'A\gn personal and the tho.
Dughly liberal student. Giving
in a littfe here, holdinq back
tere else. "Are you
>.iat this is what the
nts want" or "I'd like to
.3 a little suggestion, I
an you can do what you

ant in this case but . . ."
1 1 hese are familiar statements
of Charles Gresh when he
wants to slow things down. He
can make a 18ft° turn and fa-
vor something that you had
prepared a ten minute argu-
ment for.

Charles Gresh does a diffi-
cult if not impossible job well.
He could easily be called La
Salle's resident politician. Deal-
ing with all levels of the Col-
lege community, he manages
with unusual knack to keep the
majority happy and the minor-
ity thinking that there still ex-
ists avenues of communication
at La Salle. His method of
operation is very strange.

Brother Charles Gresh

Ronald J. Goldberg

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Irwin S. Goldsteir

James J. Gormley

Joseph A. Gould

Chester J. Grablewski

Ronald J. Grabowski

James F. Graham

Joseph M. Graham

Edward G. Grant

Philip Joseph Gray

Peter Graziano

James A. Greway

John V. Gribbin

Walter J. Griffin

Thomas J. Grike

Stephen M. Gunther

Paul T. Hannan

Bryan F. Hansbury

David R. Hardican

William J. F. Harding

Robert D. Harkins

James J. Harnett

Raymond J. Hart

James T. Haney

Edward J. Hartman

David W. Hascher

William E. Hauber


Vincent P Haugh

Hans G Hawrysz

George E. Haynes

George J. Hegarty

Robert R. Heimerl

Carl R. Heinlen

Mr. John J. McCann (French)
As I look about me today and see
many of the "new" movements,
causes, and developments within our
society, and while often supporting
their aims and praising their achieve-
ments, I became more and more sus-
picious of the true objectives of many
of their participants. For I see far too
many priests that don't want to be
priests, teachers that don't want to
teach, students that don't want to
learn. I see intellectuals dominate
emotion as well as political le.
who use rather than serve the p>
I am haunted by the question of pers
al integrity. I constantly must ask m
self, "Am I truly benefiting myself
the society in which I live if I seem
be doing the right thing but am doing
it for the wrong reason?" I wonder, fo
example, how many of the faculty b<
lieved so strongly in the anti-war de-
monstration this past year that th
would have cancelled classes at the;
expense of a day's wage. I also won
der about my black brother who seeks i
a world with a better social order by |
disrupting the churches and the univer-
sities, the two institutions most open
to disruption yet inherently most sym-
pathetic to humane causes.

I am puzzled, perplexed and;
frightened at the gulf between word
and deed, between ideals and actual
ities, and fear the undermining of po-
tentially valid movements by that s-
of dishonesty that cloaks the wron
reason in the right deed.

Michael R. Hlavac

Br. Edward Hofmann

George C. Holland

Robert R Holmes Jr

* dk mk ill

Francis M. Horn

Anthony Horvath Jr.

Br. Thomas J. Hoskins

Charles T. Housam

G- Michael Howard

Paul W. Howard

William H. Hughes

Barry L Hunsicker

Robert J- Hurly

On a snowy day in January, one yearbook reporter with one tape
recorder went to interview Col. Fallon. The following is some of
what he had to say about himself and about the organization he
works for:

"There are a variety of different kinds of jobs that are given to
the military which have nothing to do with their ability to fight a
war. There is a requirement for individuals to be knowledgable
of things other than just the military art. So, they have attempted
to upgrade as much as they can the educational level of the
officers . . . But actually I must admit that they do not have a
great deal of use for a Ph.D. in English. I go down to the career
management people of the infantry branch and they're always
wondering what the devil to do with me. But for the people in
international relations or history, or language, in particular,
they're extremely interested in them. It's certainly obvious with
the Vietnamese experience that we've gotten to the stage of the
game where the political and the military aspects of the war of
that nature are so closely allied that one has to be aware of both.
The military person has to make political and military decisions
particularly in the kind of war we are involved in; it's the kind of
war that has been thrust upon us by the communist idea of
revolutionary war. Their whole approach to the thing now is that
everybody more or less accepts the fact that a nuclear war
wouldn't get anybody anywhere . . . everybody would be losers.

"But this doesn't mean necessarily that the people who are
expansionist by nature are going to stop going to war. They're
just going to chose a less volatile kind of war. The kind of war
that they're involved in at the moment is the kind; this is going to
be the kind of the future . . . The person who wins that kind of
war has to be one with political acuity, with political qualities of a
soldier that wins wars. You've got to have both, almost.

"... a military man has got to have a certain amount of politi-
cal sense. He has got to have humanity. He's got to have a head
on his shoulders and can never lose sight of what his ultimate
role is, that of fighting a war.


Joseph Jacobs

Thaddeus Jalkiewicz

Martin C. Jarman

Peter A. Jensen

William Jewell

Gerard J. Jones Jr.

"I think we are in an era of change in the educational process
on the campus. Within the last year I think we've really progressed,
but I think we still are far away from this idea of pre-
senting concepts rather than facts — more emphasis on the con-
cepts rather than having a student regurgitate back facts on a
test. Facts can be forgotten very quickly, but the concepts, I
think, can stay with the student.


"There are a number of faculty members on campus who are
beginning to emphasize more and more the use of media tech-
niques in presenting their courses. I think what they're really
doing is emphasizing with the students a method of learning that
they picked up before they even started school, and that's via
television. All they're really doing is continuing the same method
of learning rather than forcing these students to learn a new
method of gathering concepts or ideas. I think, however, that
there is room for more development in this area on the campus.


"At present I am very much interested in establishing a self-
instructional program for the students in the biology department.
This consists of programmed instruction, where the students
work at their own pace. They do their own work under the guid-
ance of the teacher; it doesn't eliminate the teacher, it puts
more pressure on him. This self-instructional program would
include the greater use of television, since we already have it on

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