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campus, the use of films, film strips, slides, and film loops to
emphasize the concepts to the students, so that he sees that
he's learning them more or less on his own. This results in a
greater responsibility for learning on the student, under the guid-
ance of a teacher."

—P. 119, LA SALLE

„ COLLEGE BULLETIN 70—




David M. Jones



Joseph P. Kane





John A. Kenneff



Br. Joseph A. Keough Robert J Kephart



Br. Daniel P. Kerins




Joseph P. Klock



Thaddeus M. Kochanskl Paul A. Kokolus




Thomas M. Kolb



Dietrich F. Koletty



Charles F. Kolmann



Thomas C Kozakowski





^



ti



George M. Krause



A. William Krenn



Charles F. Krimmel



William A. Kroetz



Yo, Challey, what's up?

Not much. Just another tough day at the office.

Yeah, and then you gotta come here and they
stick ya with some course ya don't need. They just
give 'em to us just to make money, ya know.

Yeah, this place really . . .

"The former student, when I first started, was ex-
tremely serious about his work. It was a grasping
thing. I must pass this thing. A degree was an abso-
lute necessity, something they had to have. I don't
think they had a lot of fun, or joy, or ease at college.
The students today seem to be more relaxed about
it, not so intense about the whole thing."

"You spend fifteen years in the Evening Division,
and you see a lot of things. Especially changes.
You start out as a fresh-faced professor with
Korean War vets seven or eight years older than
you, and you move to now. Sometimes, it seems
like you're getting older, mostimes, it seems like



they're getting younger."

"I see them somewhat as typical college kids —
not as typical as the day student who is even youn-
ger. Change in age, in intensity, although I think the
student today gets more out of it; they're able to
absorb and look at and live college life better than
the older students."

Mr. John Harbison, degree in History, with minors
in patience and enthusiasm, teaching hosts of
Challies from Xerox, Challies from IBM, Challies
from . . .

"I see them after two or three years around here
as settling down to love learning. They seem to
shed this coat of economic need, and they become
college students."

"Something happens to them — something very dif-
ferent."




41



If you have had him, you know. If you haven't, chances are you can't
appreciate the fact that snakes don't talk. He has only been here three
years, and it is not the beard, or the way he talks, but Mr. Efroymson
embodies an enthusiasm and a unique quality of naturalness that is well
received by students and faculty alike.

"The thing that puzzles me most about teaching is the fact that you
are effective to the extent that you are enthusiastic and that you can
help keep the enthusiasm in the class alive. On the other hand, the
enthusiasm doesn't come through to the extent that what you are doing
is marketing knowledge that you've already picked up. Which I think is
to say that if you and the student are doing the same thing and doing it
in a kind of fun way you're getting somewhere. If you're doing one thing,
teaching, and the students are doing another thing, learning, then I
don't think you can keep the enthusiasm alive. I am not trying to say that
you can play games. But, I do think there are some things that are kind
of exciting or can be at least. I think there are some things in religious
studies or theology that are kind of exciting. So you try to redirect old
questions of things which look to you to be interesting or fun or whatever
and you really like to explore them. But, then you get pressure from
people who want somebody who's been there already or who knows the
answers who want marketable or testable information. That's what I
guess they've been taught to want in the American school system.
Theology is not that kind of a subject. It is not a physical science where
information is absolutely essential."

Enter Student Chorus — What is the relevance of theology?

"It seems to me the religious business is very much like the function
of a language. Learning a language doesn't go on at its best in college
so you can ask where the nearest toilet is when you're in Mexico, but
rather you learn a language so that you can look at the world through
Spanish eyes as well as through English eyes. A study of religion or
comparative religions can help in exactly the same way. The world is a
rich enough thing and the human phenomenon is a variated enough
thing for one to seek to see it through as many, or from as many vantage
points as possible. And religions like languages are good vantage points
to look at reality or the world or oneself."




Joseph L. Krumenacker William J. Krumenacker




John Milton Kulp



Joseph J. Kulpa




John J. Kurek



Robert B. Kutch





Joseph R. Lakowicz



Robert W. Lambeck




Walter S. Leatherman



Richard A. LeBrun





iitt






Gregory R. LeCerff



Robert A. Lechowicz




Edward J. Lehn



Thomas A. Leonard



Thomas J. Leibrandt



Joseph J. Leigh



Joseph J. Lemon



Brian C. Leonard





\l mM




Harry Leopold Jr.



R. Edward Leshinski



George H. Levesque





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ma w






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58



WS



R% MM>ni





Gerald E. Lobb




Nicholas Locantore



Joseph T. Logan









C- \s




Charles P. Lulcavage Charles J. Lutz










Gerald T. McAllister



John J. McAvoy Jr.



James P. McCafterty



Robert J. McCann



Daniel J. McCardle








Aifci&l




James M- McCloskey



Joseph E. McCloskey



James H. McCormick



Joseph M. McCormick





John Joseph McCuen Patrick J. McCullough Anthony C. McDermott John F. McDermott William J. McDermott

47




Joseph P. McDevitt



Arthur P. McDonald




Charles J. McDonough



Michael P. McElroy



Francis McEntee



Rosemary A. McEntee



Gonna take me a psychology course and be a suc-cess, ooh wow.
Gonna learn me all them psychological things, ooh wow. Dale Carnegie
watch out here I come.

"I think our society is more technically oriented than towards the
liberal arts. In fact, I am going to give a talk tomorrow night before The
Cross-Keys, and my main theme is going to be that we are becoming
technical, And, possibly the educational process is at fault in being too
highly specialized."



Learn some rules and psyche my friends, zap some colleagues and
; a suc-cess.





be



"Many students feel that they should be prepared to make a living. I
know that when I was an undergraduate student, I tried to evaluate each
course I took in respect that how this course is going to get me a job
and how it's going to help me make more money. But now as I look at
college at a more mature age, I would rather be in college to learn how
to live."

Gonna be pre-pared to be a suc-cess, gonna be rich and famous, and
make all the big— breasted brouds in the barrooms.

"It is difficult for the evening division student who is out working not
to be vocational oriented. Many evening division students are looking
for a promotion to the next higher level job instead of taking a broader
view and training themselves to prepare for life instead of for a specific
job. I think by coming here and taking the humanities courses and the
liberal courses, they would be prepared better for life, rather than just a
particular vocation. I insist if they would like to become an accountant,
and that's all they want to become, then they shouldn't be coming to La
Salle. They should go to a school that just offers courses necessary for
that end. Here, we prefer the students to take a more liberal core of
courses rather than vocational courses."

And Doctor Brooks' gonna do it all for me.



Timothy C. McEvoy



Martin James McFadden




Charles J. McGinley



Br. Michael McGinniss




M




William J. McGinnis



James T. McGinty Jr.



Edward J. McGNnchey John J. McGlynn



Michael McGoldrick




Peter M. McGonigle



Thomas J. McGroarty



Thomas M. McGuigan Br. Francis McHugh



Francis X. McKee



49




Thomas M. McLaughlin Gregory J. McLean




Stephen G. Maczko



Daniel J Madden



51




Patrick J. Madden



Richard C. Mager



LZ



Joseph A. Mahon



Robert C. Mahon





tOMMUNITY INTENTIONS'

\F YOU HAVE AMY SPECIAL INTENTION YOU WOULD LIKE
REMEMBERED BY THE CHRISTIAN COMMUNITY PLACE THEHHEtt






■_OMJ,-^a iq £^v/ ZJ.OAL o.



Raymond L. Malseed




- ■ ' • - S -•

-

/

\

_ - « - ■' -






Wayne P. Mamock



Vincent A. Mango



TOM RIDINGTON

TOM RIDINGTON PAINTS
MIGHTY BRUSH
AND SLIDES

AND WORDS
AND WILL
ASK HIM

AND HE'LL TELL YOU
ABOUT
SLIDES AND LINES
GIOTTO
THE BLUES AND WHYS
OF REMBRANDT
WHY TRAFFIC LIGHTS ARE RED

ABOUT DURER'S ETCHINGS
WHICH

(HE'LL CORRECT YOU)
WERE WOODCUTS
AND THE TIME HE TRIED
TO TALK
TO EAST GERMAN
GUARDS

EVEN THOUGH
HE DIDN'T SPEAK GERMAN
THEY COME

THE INTERESTED

THE BORED
THE REQUIRED
AND THEY LISTEN

OR SLEEP
AND RIDINGTON MOVES ON





Peter R. Mannherz



Thomas M. Mannis



Robert W. Manson



Charles R. Maratea



Angelo P. Marcantonio




Thomas W Maresca



Michael J. Marinelli



William J. Markmann



Francesco J. Marmero Joseph A. Marraffa




Gregory E. Mason



Joseph V. Mastronardo




Ronald W. Matecki



Anthony M. Matteo





Richard S. Mejzak



Daniel J. Melko



54




John W Mellon Jr



Br Fernando A Mendez



^^





Atphonso Meo Jr.



Joseph E Meredity





Anthony D. Molinaro Jr. Lawrence L. Monaco Charles P. Monaghan Albert A. Monillas




David J Monreo



Ronald A. Montanye



Edward F Moore



William L. Moore



John E. Mordock



Kenneth W. Moore




Edward H. Morris



Thomas J. Morris



iLftfcfcJL<fc




Patrick J. Morrison



Joseph M. Mottola



Terrence J. Much



Bruce D Mullen




The city, in general, is the school of the Philadelphians.

John McNelis

Director, Urban Studies Center.




John J. Mullen Jr.



William D. Mullen



Robert J. Mulligan Jr. George T Murphy

■ |



Michael J. Murphy




Francis X. Murray



Michael J. Murray



Anthony M. Maccarrato




Robert J. Nolasco



William M Nolte



Joseph A. Notarfrancesco



Thomas E. Nowakowski



Dominic F. Nucera






AfefjiAft




Charles J. Nugent



Edward W. O'Brien



John J. O'Brie



Raymond J. O'Brien



Edward S. ODonnell



BROTHER F. PATRICK ELLIS, F.C.S.,
Ph.D.

"I have always thought that class
should be the big event of a student's
day on campus; that's what it's all
about and that's why the buildings and
equipment and books are here. As far
as possible, the role of the faculty
should be to structure situations three
times a week in whatever course
they've announced — within the cata-
logue description out of a sense of
justice — which the students are not
only willing to submit to for the ulti-
mate end, the "label," but which they
come to with a certain amount of eager-
ness because of the intrinsic worth
of the encounter with each other, with
the man, and with the material. Not
that I think anyone, me included, can
bring this about every time (there is
evidence on file that some one-shot
encounters this year did not please
the customers); but I think it describes
the ideal.

"I think the next big wave of student
activity on campuses around the
country will come from a realization
that the immediate past generation of
students in many places was conned
by some faculty, who instead of teach-
ing well, made themselves into
causes. The fallacy that succeeded
very widely was that students and fac-
ulty are natural allies. I think, on the
contrary, that the natural allies (if such
there must be) are students and admi-
nistration, to see that faculty fulfill ordi-
nary contractual obligations. There




^



are already campuses where tenure,
considered in its effect on thirty-five
years of students, is a major concern
of student groups. I am not at all con-
vinced that student voting on tenure
and promotion is appropriate (or that it
isn't); but I think we shall see that in-
volvement as the next wave, as we al-
ready do at La Salle.

"The glory of this college, I think, is
that the overwhelming majority of the
faculty do teach and counsel beyond
what is obligatory. They announce pa
pers well in advance, mark them wit
care, teach with verve. But you sho
see the look of shocked surprise wh,
colleagues elsewhere learn of that
minority of horror stories (which
truth are found on even the most e
nent campuses but hushed up) in-
volving faculty absenteeism, aimless
lectures visited by bright high school-
ers, same paper handed in twice in the
same course by the same pupil, major
paper announced half way through
the course, and the like. The sad thing
about such tales is that they make ver-
bal headlines while the huge weight of
excellent teaching is lost sight of.

"Pardon the magisterial tone. I've
been conned too, despite efforts to
restructure paper requirements; but I
don't want to become a suspicious de-
tective; and I hope those who've man-
aged it are as contented interiorly as
they are garrulous exteriorly. Mainly I
intend to try to teach well here."




Francis J. O'Donnell



James P. O'Donnell



John A. O'Donnell



John J. O'Donnell



Ronald F. O'Driscoll




Isaac K. Ofinam



Manfred C. Olivastro



Edward J. Olwell



Thomas A. Oravez



Michael H. Orzechowskt



61



Robert J. Orzechowski




John T. Osmian




John J. Palopoli




Thomas N. Pappas






Thomas S. Osborne



John G. O'Shaughnessy




Eric C. Ostberg





ifciifc

Robert J. Pannepacker Thomas F. Pappalardo




Michael J Paquet



Br. Andrew Parker




John A. Parker



Brian F. Patter-



John Patterson




Francine E. Perri




Joseph D- Petrone




James E. Petrucci




John T. Petruska




I



* w!



I



1



James J. Pezzolla



Brother Walter Paulits (Dean, Evening Division) "... I
guess the most fundamental thing I've been doing since
I've gotten in is just to find out the nature of this particu-
lar part of the organization, precisely what it's doing. I
don't know whether there is any confusion in the minds
of anybody on campus — I know there was in my mind —
just what the nature of the Evening Division was. I have
been tempted to look at it as a kind of exercise in what
was called "continuing education" or "adult education",
but that term in the U.S. today is beginning to get a
meaning, a significance, that I don't think really applies
to the Evening Division at LaSalle. It's not really continu-
ing education that we have here, if by continuing edu-
cation we would mean the kind of thing that people who
are anxious to fill in interstices of knowledge that they
come for a course here or a course there.

"And it's not really adult education, either, I'm finding
out pretty rapidly, if by adult education you would mean
the kind of program that certain highschools in the area
have set up where they'll bring in a man to talk for four
nights over the course of three months as I did last year
at LaSalle High. It's not that either.

"What's going on in the Evening Division at LaSalle
which need not be true of the evening divisions of other



colleges in the city, is really nothing but education ori-
ented completely towards bachelor degrees in either
Arts or Science with the Science including business. Ef-
fectively, it's the Day Division really transfered over to
night with the population somewhat older and now able
to pick up something that they were not able to do at
some earlier part of their life for one reason or another.
And while that might seem overly obvious it does seem
to me to have a number of consequences. It does things
sometimes to the people who come here to have regress
in a sense to a state that they should have passed
through anywhere from 1 to 15 years ago. I don't know
the psychological reactions of people like these would
be when they are getting a chance to do what they
mightn't have been able to do at an earlier time in their
life but couldn't for one reason or another.

"Also, it seems to me that the academic conse-
quences of this whole setup we have here are rather
obvious. Where other institutions would attempt to
create a course in the light of an obvious, and perhaps
very relevant need within an area, what we do is to say
that in all areas a liberal arts education makes an awful
lot of sense. . . ."




David A. Pfeifer



Charles J. Pfizenmayer Tobias R. Philbin



Charles H. Pilley



Dominic C. Piperno



(^ ' 0M» ^P^ (!5f




Ronald G. Pippet



Gerard M. Pirozek



Charles A. Plagens



Patrick P. Poehls



Bernard J. Poiesz




Hugh R. Pomeroy



Kenneth J. Powell




Thomas J. Prendergast Eugene Cecil Prevost






Michael J. Quaresima James J. Quigley






Stephen A. Race



Thomas C. Ratchford













Martin J. Ratzer



Dennis J. Reid



Alexander M. Reiiley Jr. Edward P. Reilly



William S. Reilly





I till



Walter R. Reinfried



Roger Martin Reso



John G. Riddle




Lawrence C. Riley



67





fkmM*



Stephen E. Rineer



Thomas J. Ringenbach Richard H. Rivers



Terrence M. Robson




James M. Rockenbach Sr. Carole Ann M Rodel Edward J Rodgers



Russell E. Rohn



Charles J. Roman




Bruce J. Romanczuk



Manfred Rose



John F. Roney

"They call it a bad trip. I'm not sure I know what a bad trip is, but I sometimes
wonder if it isn't that a person has had more about himself revealed than he's
strong enough to tolerate. I think it's a terribly unfortunate thing when a man
does things and loses control of himself."

The topic was drugs. Not a pleasant subject for some, but still a large factor
in our college's life, the life of any college or university facing a growing
phenomenon, the student user. Dr. Thomas McCarthy, director of the coun-
seling center and now Vice-President for Student Affairs, must face the prob-
lem on two levels, as an administrator and as a psychologist.

"The mind-expanding drugs give us insights into ourselves, apparently,
that might not come otherwise, but there's a terrible risk and I suppose one
would have to weigh alternatives here and I would think that the risk would
not be worth it."

There is a song entitled "Timothy Leary's Dead."

"I think that Leary is a prime example of what can happen to a man who
becomes immersed in the drug. He was one of the most promising people
doing research in the field. I thought at the start of this that here was a guy
who could really make some breakthroughs. But he stopped progressing.
Tim Leary hasn't said anything new for ten years, he's been saying the same
thing, and if you look at his career for the ten years before he became
involved in LSD, he never repeated himself. He's no longer teaching us, and
this is the sad part of it."

"Most college fellows start off, especially with pot, more in a response to
social pressures or a curiosity about it. 'What's so great about pot?' or 'How
does it affect me?' Especially with pot they're not trying to escape anything or
run away, I think that what happens is that when something is so pleasurable,
we get lost in the pleasure of the moment and it's the pleasurable things we



Lee H. Rosenau




return to."

"My concern about pot is partly because we don't know whether it's harm-
ful in the long run, and I'd hate to see people get involved in the use of that
and have it turn out to be definitely harmful either psychologically or physical-
ly. The other thing is the legal thing which is the reality we have to live
with. As long as those harsh penalties are there, I'd hate to see a college man
risk his whole life for that kind of satisfaction. But the amphetamines, pheno-
barb, the chemicals, I think I'd see them in a different category."

More students are doing dope these days, like it or not. Are things so bad,
so hard that escape or whatever the intense experience is becoming a pas-
time?

"It's very easy for a psychologist to see this as a symptom of some kind of
large social problem. I'm always sceptical of this in psychologists and I'm
sceptical to see this as a large problem related to the question of alienation.
People like myself see only sick people. If a man comes to me and he's on
drugs, he usually comes to me because he's got some psychological prob-
lems and I'm a psychologist."

Is the use of drugs a serious problem at La Salle?

"Let me answer that two ways — Yes, in terms of if it's just one person, to
me, then it's a serious problem. And it's obviously a lot more than one. It
appears to me that there is a fairly good number and I can't even estimate
how many. The fact that we have people on our campus who feel the need to
turn to drugs of any kind, whether it's marijuana or the chemicals to me that
constitutes immediately serious problems for them. The second way of an-
swering that, whether in any statistical sense it's a serious problem, that I'm
not sure of. When does it become serious? Is it not serious when you have
five percent of the student body involved and ninety-five percent not, or when
you have ten percent? I don't know. I really don't know what the incidence is
on campus. I expect that it's much greater than men like myself on the faculty
or in the administration would know."

Is involvement with drugs a stage that young people, the whole culture,
perhaps, had to go through? Are we moving to something else, a more hu-
man way of living?

"I think that the great interest now in the encounter groups, sensitivity
groups and the training laboratory is saying that there is a tremendous urge
being experienced by our young people, in particular, to be in touch with one
another; to reach out and to really get in contact. I think it is suggestive of a
tremendously felt need. If people could really experience one another in this
way, in a deeply personal way, there might not be such a strong need for the
use of drugs. One would like to wish that a new sensitivity will be the out-
come."



Joel C. Rosenfeld





Thomas A. Rosiello




Francis T. Rossi





William J. Rowe



Nicholas A. Rudi




Michael N. Ruggiero




John J. Saccomandi Jr. Dennis L. Salvagio




Timothy W. Santoni




Anthony J. Santoro Vincent A. Sarino




Earl C. Savino



Michael J. Scarpel




Bertram J. Schaetfer Philip F. Schieber




Robert P. Schwartz Harry E. Schwartzer




71



William D Scott



William E. Sebald



Joao C Sebastiao



Charles Seeberger






Joseph R. Seiders



Frank J. Selinger



Edward W Semales Jr. Gerald T Seriass





Andrew T. Severin



Christopher B. Sharrett



RICHARD GERUSON, ECONOMICS

There is a Geruson who teaches economics. He
goes beyond the pure theoretical to fuse economics
with the social problems that are here now.

"We are moving in the direction of what has been
called a learning society. One that will spend most
of its time learning about itself. I think that we are in
for at least a generation or two of breakthroughs
which will completely revolutionize the nature of
the educational experience for most people. The
type of atmosphere that is created in the classroom
today is not conducive to learning. Education today
is centered too much around discipline. I see the
day coming where students will be taking more
courses for the fun of what they have to offer.
People unfortunately have received the word play
not realizing that it is a great socializing agent, the
great learning method that has been used continu-
ously and effectively throughout our history."

"In our society today a gap between the might
and the reality cannot be more evident than in the
socio-economic problem for the cities where the
white middle class does not see the city as becom-
ing a difficult place to live in. They do not see the
problem of the poor blacks. Or maybe they see
them and it impresses their eyeballs but not their
understanding. The filers on their preceptions have
been so many and are so deep and the myths are
so wrong and so many. Many people refuse to ac-
cept facts when they approach middle age. This is
largely because by accepting the facts a man of
age 35 or 40 would be refuting the beliefs his life is
based on."




Br- Robert F. Shea



Martin J. Sheeron





Eugene A- Sicilia




Charles M, Sielski



Alan Silverstein




Jeffrey E. Simmons



Edward M. Sine



73





James E Siodlowski



Rev- Robert Skurla



Frank R. Slack



Gerald P. Slane




Edward C. Smith



Francis J. Smith



Wilbert D. Smith



David B. Smolizer



Robert J. Snock


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