University of Dayton eCommons University Yearbooks University Archives and Special Collections 1966 Daytonian 1966 Follow this and additional works at: http://ecommons.udayton.edu/archives_yrbk Recommended Citation "Daytonian 1966" (1966). University Yearbooks. 43. http://ecommons.udayton.edu/archives_yrbk/43 This Book is brought to you for free and open access by the University Archives and Special Collections at eCommons. It has been accepted for inclusion in University Yearbooks by an authorized administrator of eCommons. For more information, please contact [email protected], [email protected]. <( DAYTONIAN 1966 • Vol. 43 UNIVERSITY OF DAYTON DAYTON, OHIO Allen Hill, editor Katie Dyke, assistant editor Steve Walter, associate editor 3 3 4 I. Academics CONTENTS 2. Organizations 3. Activities 4. Sports 5. Underclass 6. Seniors 5 4 5 Campus: buildings; some old, one brand new. Sidewalks; roads; cgrass· and--especially in spring-mud. 6 7 A factory populated by trees and statues. 8 9 10 Enter people. Put them in the classrooms, the lecture halls, the labs. II , . \ Let them populate the sidewalks, the hallways. Let them gather, all kinds, in the classes, at the parties. Let them walk across the grass, and work late at night in the Council offices, and play pool in the Union. 12 13 14 A university is a factory for turning out trained professionals: engineers, English majors, economists, sociologists, chemists, mathematicians, accountants, phys ed coaches. Everyone is a professional: no one starves. Hopefully no empty mind accompanies the full belly. Hopefully the professional training has been made meaningful. Hopefully this high-powered vocational guidance has not chopped the man down to fit the job. Hopefully it has not fostered an attitude of adjustment to society as it is. Hopefully we leave here not trained but educated; not knowing all the answers, but knowing at least what questions are worth the asking. A university must train professionals, for the sake of the present. For the sake of the fu ture, it must do more. And so must we. 15 DAI 16 J 17 18 19 20 Mount St. John 21 Time was when we were 4- 4, and the world was totally alive. Everything that was big enough or warm, that moved or made a noise was a person, a separate, living thing, an entity apart. A clock. A refrigerator; electric mixer, vacuum cleaner, radio. Puppy. Even grownups. Each with a name, each with its own awareness. Earlier-there was an earlier time, but we don't remember that-there was only texture, temperature, color, taste, noise, scent; and we were fascinated by the shape of our own hands, the taste of cardboard. But we don't remember that. We forgot, when we were 4, in the excitement of asking questions of a world so entirely, so immediately alive. And the next year we were 5, and started school. Formal education: wherein we were expected to answer questions. 22 II . •I• 1 10 "" g : 8 ~ " . 4 7 "65 23 24 And that's the way we spent the next twelve years: answering questions. Reading books, magazines, encyclopedia articles, newspapers so we could rattle off the responses. -For tomorrow read ch ct ptel' thirteen. There will be a quiz Friday. -Book report. ItlSt tell me what the author said. -Mark + for true, 0 for fal.re. -Choose whiche've1' answer you believe to be corfect, a, b, c, 01' d. -Grade right minus wrong. -Outside readi12/<. Y 011 may choose three of the five listed. By the time we get here, we've got lots of answers, and they give us another forty-odd books with still more. We spend so much time with the answers, we could forget all about the questions. 25 26 And it is the questions, after all, that are important. What use are all these facts if we can't do anything with them? And what can we do with them if we don't even know which data we have, if there is no order to this collection? Eventually we come to making an ordering, for we must, and then we begin to ask questions. Especially, we question the value of all the facts we've been embalming in notebooks. All the data we've gathered, all the expert opinions and critical reviews, are someone else's; all the scientific observations are someone else's; and how do we know the reported results are really so? We have to try ourselves. So we come back to the senses: textures, color, sound. We do the titration; we measure the power curve of a thirty-horse motor, the growth rate of a crystal; and we know these things are so. 27 And slowly we come to some organization of the data, to some appreciation for the relationships different fields of knowledge bear to one another, to some awareness of the relevance of the contents of our personal mental filing cabinets to the way we act, the things we do. For we each see with our own eyes, we each perceIve our own :worlds; and the value of our observations increases with their relevance to those of other people. And we communicate. The teacher is doing more than reciting; personal relationships mean more than having a Coke together or being in the same classroom. The Cjuestions mean more: the same questions, but now there's time for our own answers. 28 29 AcadelDics With the young, honor is more important than tactic s or etJen than prudence. Leaders of youth mllSt be knightly- a grisly identity, but thet'e it is. -Paul Goodman In a community and a time devoted primarily to !he achievement of academic maturity, the intellectual integrity of its permanent popttlation, the faculty and administration, is imperative. For if stt/dents enter the university young, they leave old enough at least to vote. They are expected to make an active place in a larget' community. They need the best help they can get while they Me het'e. 31 Very Rev. Raymond A. Roesch, S.M. President 32 My dear Graduates of 1966, Although this may seem a very inappropriate thing to say, especially as we stand today among the many magnificent new structures which adorn our U.D. campus, we must admit that some day these stones and bricks will crumble, the carefully chosen wood will rot, and even the way of life which characterizes this college campus will disappear-yes, a few years from now as you page through these pictures of your yearbook, your children, if not you yourselves, will admit the things depicted herein are pretty antiquated-yet, the convictions and principles which you learned here, particularly in your core courses of the­ ology and philosophy, will never grow old or disappear. This is as it should be, for such is our purpose in fulfilling our obligation to you as our students. Oh yes, the methods and skills and. even scientific laws you learn now may be supplanted in later years, but the philosophy of life you formulated here, the principles you accepted as your rule of life, will always be true. As such they will guide your life, each and every day of it, and will guaran­ tee for you that goal which is the lodestone of your effort. These college days are a very important influence in your life, you have every right to cherish their memory, but more important is their impact on your career as you live out your life in the motto of your university: For God and Country. May the patroness of your alma mater through her maternal solicitude ever guide and inspire your days ahead. Sincerely, Very Reverend Raymond A. Roesch, S.M. President 33 Rev. George Barrett, S.M. Vice President Rev. Charles Collins, S.M. Assistant to the President 34 Bro. Thomas Schick, S.M. Dean of Students Rev. Charles Lees, S.M. Provost 35 Mrs. John Hussong Acting Dean of Women Mr. Thomas Salm Bro. Stephen I. Sheehy, S.M. Associate Dean of Men Dean of Men 36 Board of Trustees Very Rev. Rev. John Bro. John Rev. George Very Rev. Bro. Robert James Darby, A. Elbert, J. Jansen, J . Renneker, Raymond A. Thomson, S.M. S.M. S.M. S.M. S.M. Roesch, S.M. Board of Lay Trustees Lou is Wozar, President David L. Rike, Vice President Eugene A. Mayl, Secretary I. H. Jones, Treasurer Stanley C. Allyn C. M. Barnes Loren M. Berry E. Bartlett Brooks James M. Cox, Jr. Samuel L. Finn Huber W . Gillaugh Dr. Carroll A. HochwBlt Louis R. Jacobs Eugene W . Kettering William Kuntz Herman F. Lehman H. Talbott Mead Robert S. Oelman !louis F. Polk Walter A. Reiling, M.D. George E. Sheer M. A. Spayd James M. Stuart, Sr. Elwood E. Zimmer Very Rev. James Darby, S.M. Very Rev. Raymond A. Roesch, S.M. Bro. Joseph J. Mervar, S.M. Bro. Elmer C. Lackner, S.M. 37 Academic Council Seated: Very Rev. John Elbert, Bro. Raymond Nartker, Rev . Matthew Kohmescher, Rev . Charles Lees, Sr. Mary Audrey, Bernard Bedard, John B. Steinbruegge, William Hoben; standing: Bro. Norbert Brock­ man, Bro. Donald Geiger, Bro. Joseph Panzer, Dr. Maurice Graney, Bro. Leonard Mann. 38 Administrative Council Seated: Bro. Joseph Mervar, Bro. Thomas Schick, Rev. Charles Collins, Rev. Paul Wagner, Rev. Charles Lees, Rev. Thomas A. Stanley, Rev. Norbert Burns; standing: Rev. George B. Barrett, Very Rev. Raymond Roesch, Bro. Elmer C. Lackner. Student Welfare Council Seated: Dr. Charles Scheidle~, Thomas Frericks, Rev. Chades CoWns, Mrs. Payne, Mother Mary Ann, S.M., Rev. Andrew Seebold, Rev. Cyril Middendorf, Bro. Stephen Sheehy; standing: Ellie Kurtz, Bro.