College of the Holy Cross CrossWorks Course Catalogs College Archives Spring 1965 1965-1966 Catalog College of the Holy Cross Follow this and additional works at: http://crossworks.holycross.edu/course_catalog Part of the Higher Education Commons Recommended Citation College of the Holy Cross, "1965-1966 Catalog" (1965). Course Catalogs. 81. http://crossworks.holycross.edu/course_catalog/81 This Book is brought to you for free and open access by the College Archives at CrossWorks. It has been accepted for inclusion in Course Catalogs by an authorized administrator of CrossWorks. THE COLLEGE of the HOLY CROSS A College of Arts and Sciences Worcester, Massachusetts 01610 CATALOGUE (The first forty pages of this Catalogue comprise the current Entrance Bulletin.) VOLUME 61 Spring, 1965 History of the College In 1843 the Most Rev. Benedict Joseph Fenwick, Second Bishop of Boston, founded the College of the Holy Cross. He gave the College the name of his Cathe- dral with the motto and seal of the Boston Diocese. He entrusted the direction of the college to the Fathers of the Society of Jesus. Classes began on November 2, 1843, and in 1844 the first college building was erected to accommodate ninety students. However, with the exception of the east wing, this building was destroyed by fire on July 14, 1852. With the cooperation of the Bishop of Boston, Most Rev. John B. Fitzpatrick, the Fathers of the Society provided for the building of Fenwick Hall, and the college was reopened in October, 1853, with a newly-enrolled fresh- man class. The first graduation class of this new period was that of 1858. From 1849 to 1853 and from 1858 to 1865, degrees were conferred by Georgetown University. In 1865 the college received its charter from the state and conferred its own degrees. In 1868 a west wing was added and the central building was raised one story and capped with two stately towers. In 1875 the east wing of the building was raised and extended. In 1893 O'Kane Hall, really a wing of Fenwick Hall, was built, and classes were held in the new addition in the following year. By 1904 the college en- rollment had passed the five hundred mark. To take care of the increased enroll- ment, Alumni Hall was built under the direction of the President, Rev. Joseph F. Hanselman, S.J. With continued growth, a new dormitory, Beaven Hall, was opened in 1914, in the Presidency of Rev. Joseph N. Dinand, S.J. It was named after Rt. Rev. Thomas D. Beaven, '70, Bishop of Springfield, who had sponsored its con- struction. By 1920 the student body had increased to almost eight hundred so that a new dormitory, Loyola Hall, was opened under the direction of Rev. James J. Carlin, S.J., in 1922. In 1924 St. Joseph's Memorial Chapel was dedicated. The Dinand Memorial Library was opened in 1927, under the Presidency of Rev. John M. Fox, S.J. Kimball Hall, the general student center, was erected in 1935, under the aegis of President Francis J. Dolan, S.J. Wheeler Hall was opened in January, 1940, in the Presidency of Rev. Joseph R. N. Maxwell, S.J. In 1941 a peacetime Naval ROTC Program was inaugurated, but it was soon converted into the V-1, V-5, V-7, V-12 wartime programs. In the wartime cen- tennial year of 1943, the student body numbered 1,200. On June 26, 1946 the naval wartime programs were discontinued, and the college reverted to its peace- time status. In 1947 under the Presidency of Rev. William J. Healy, S.J., an intramural gym- nasium was added to the college buildings. In the following year, Station WCHC was dedicated. In 1951, a new Biology building was dedicated by the President, Rev. John A. O'Brien, S.J. On July 1, 1951, the Air Force Reserve Officers' Train- 3 ing Corps was established at the College, and training began in September. By 1954 the enrollment was over 1,800 so that two dormitories, Hanselman and Lehy, were constructed under the direction of Rev. John A. O'Brien, S.J. In 1959, in the era of Sputnik and the missile age, the renewed emphasis upon science was reflected with the dedication by Pesident William A. Donaghy, S.J. of the Haberlin science building. This twelfth building was named in honor of the memory of Rt. Rev. Richard J. Haberlin, P.A., Class of 1906. On June 16, 1960, Very Reverend Raymond J. Swords, S.J., became the twenty- fourth president of the college. Under his direction two new dormitories have been constructed on the upper campus level. The most ambitious development program in the history of the college has been undertaken for the addition of a new faculty residence and infirmary for students, faculty and college personnel; the conversion of Fenwick and O'Kane Halls into an administrative center, with new alumni quar- ters, and with new office dining and meeting facilities for the faculty; a social science center with an experimental psychology laboratory and student guidance center; an - open stack addition to the college library; renovation of three dormitory buildings; a new student center building with a large auditorium and complete facilities for student recreation and activities programs; a new field house and gymnasium with a seating capacity of 4,000 which will provide the first indoor sports facility de- signed for intercollegiate games. These seven projects will cost an estimated $10,400,000. Simultaneously, a $10,000,000 endowment fund is projected to increase faculty salaries and to broaden significantly the scholarship program for students of high academic standing. To accomplish such undertakings, a $20,- 400,000 campaign for funds has been inaugurated by the college. In the intervening years from 1843 to the present, amid the changes which have come through noteworthy additions to the physical plant, the establishment of new organizations for students and alumni and administrative reorganizations, two strands of unity are clearly visible: the grand and noble purpose of education and the primacy of the spiritual. 4 Objectives The Student The ideal Jesuit college graduate should have achieved a level of academic ma- turity consistent with certain intellectual qualities. He must have the ability to analyze, synthesize, and evaluate evidence in pursuit of truth; he must also be able to distinguish various types of evidence associated with different kinds of method- ologies in the humanistic and scientific disciplines. He should have a special competence in one of these disciplines in order to give depth to his learning in one area of investigation. When in possession of evidence, he should be able to com- municate it effectively. He should also have an understanding of and be able to evaluate his own culture (its literature, art, and philosophy) both in its historical development and in its present structure; he should also have some acquaintance with and appreciation of other cultures. Finally, he should have a deep understand- ing of his Faith that will give him a unified view of life, an awareness of the Church as continuing Christ's redemptive action; and a clear perception of his proper role as a member of the Church. Moreover, he should be marked in the manner of personal maturity (moral, religious, spiritual development) by the following: He should be decisive in con- fronting life, courageous and hopeful in exercising initiative, yet loyal to legitimate authority. This will demand a positive-minded patience that is neither passivity nor abandonment of ideals. In response to the Christian vocation revealed in Scripture and Sacrament and specified by the contemporary needs and potential of the Church, he will be personally dedicated to Christ and generously committed to creative involvement and leadership in the intellectual, social, cultural, religious life of his world. He must also have a balanced appraisal of reality, especially of the material and the bodily, a recognition of the power and danger of evil, yet a rever- ence for the goodness of creation and of human achievement. As a person he should be open in love to God and men of every race and creed; this will enable him to live sympathetically yet apostolically in a pluralistic world. He should have a developing familiarity in prayer with the three divine Persons. This will lead to liberality of mind, awareness of his Christian dignity, and freedom of spirit. Along with this he should have a balance of intellectual humility and independence whereby he respects the traditions and accomplishments of the past but is open to new ideas and developments.' Curriculum Holy Cross College, committed to the belief in the excellence of the Liberal Arts in producing the Christian man, offers an education that combines a broadening liberal arts curriculum and a sound moral and religious training with the degree of specialization a student needs to enter upon the career of his choice. l(From Vol. V, Proceedings of the Jesuit Educational Association Workshop, Los Angeles, 1962). Here his powers of reasoned analysis and synthesis are sharpened by mathe- matics, the inductions of the natural sciences and the deductions of philosophy; his understanding of man is broadened by great literature; his creative imagination is aroused and his aesthetic awareness is intensified by the fine arts; his faculty of communication is refined by a study of languages. History contributes a sense of perspective; the social sciences, a consciousness of the factors shaping society; theology, the intellectual foundations for his relationship with God. At Holy Cross students may major in accounting, biology, chemistry, classics, economics, English, history, mathematics, modern foreign languages, philosophy, physics, political science, psychology and sociology.