Epilogue: UNLV Yearbook, 1970

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Faculty . . .
28
~29
JOHN CURRY
B A , M.A., University of Colorado . . . Ph.D.
University of Oregon . . . Arrived last fall from
Oregon State University . . . was assistant professor
in sociology. Sees two general functions
associated with the University. Administration,
faculty, studerrts meet fundamental needs within
society . . . also have to provide leadership . . .
if we simply think in terms of meeting society's
needs—university becomes pragmatic, utilitarian,
and often vocational. It is a leadership
in the context of academics . . . raising questions
. . . pointing to perhaps change. Student
radicalism and rebellion indicative that university
has lost academic function and that it
should retune itself to this function. Radicalism
should grow in established channels or new
ones . . . would always advise extreme temperance
. . . moderation . . . certainly nonviolence.
Radicalism doesn't mean anything to
me but a definitional process. Studies of political
figures define deviants in the sense that
those who have power, those who make the
rules and control them ... on the basis of these
rules they make definitions of others who go
against them and these definitions refer to student
radicals. Crisis facing man is that of finding
an identity . . • students looking for collective
identity . . . identities available . . . not
acceptable . . . not so much to do with economics
or politics specifically—are identity
that transcends these . . . students looking for
something beyond materialism, beyond economic
security.
••••••
• . mmmmm
U
from Los Angeles—E.O P.
LUCIUS FLOYD
Instructor in Black Studies . . . one who experiences people . .
Scholarship . . . came as a Social Services recruit . . . later on got working on putting together
the Black Studies Program —commitment telling that the black community here is in a very
precarious situation . . . wanted someone to come down, go out in the community, and not so
much lead the people as tell them or explain to them in some way that they do have a necessary
background, do have the intelligence, do have the spirit —more or less for the control of their
destiny—we leave that commitment. "To say that our university is not living up to its ideals is
not to say that it is oblivious to ideals." Universities all over the country are not really — the
way I see them teaching institutions and institutions of higher learning as they a re called — they
are training people education being used as a screening device. Views education very broadly.
If a person wants to major in a specific field, I think he should also be exposed to other fields
to find out for sure whether or not he really wants to major in that." In respect to his teaching,
"I have a message to deliver-my background, my experiences in the related fields that
I m teaching. I just want to give this information ... let people decide for themselves. I'm not
saying that what I'm saying is correct or true and I've tried very hard not to let my personal
opinions enter into those facts." Like to see, rather than a university ... a multi-versity . . . offers
everything and rules out nothing on the basis of politics. Views student radicalism as a revoluion
special definition for revolution-old society pregnant with a new one . young people
Deoole^ m t mater'al VuUeS ' ' ' ther6'S m°re t0 life than that ' ' Vouth are rejecting how
hion thn h 'mP0Se ^ Tter'al Va'UeS Up°n them ' ' ' vio|ence ... a matter of definestablishmentV^
d f r^8 * e estab'isbment • the students ... are the victims of the
stablishment s definition of the word ... the establishment controls the media considers £ zrffcr • rnry on pr°prei,y Thi*«« '-ESSs chinery of the educational °PP°SeC t0 stuclents having a vote in the policy making of the mastudents
want to IP 3S 3n 'nstructor' he very much wants to know what his
bon^diirtThey ask cm the h at, y a* being relevant . . . and doesn't rule out any questo
new information which is thl P " °r,7Sted mterest )ob of the teacher: expose students
and maintaining position. SurvivTof^Xedes"^ 'fhe crisis"0' a ""m giTS
as there is one person without that diiznit^w ^ ,lgnity. Untl1 a" men have d|gnity. As long
stripped of our dignity." People are confuseT ^ f hV* -S ^i! P°SS'ble that a" of us can be
things that should more or less be enhancing r ng ',ng ^hat PeoPle can't trust the very
you know, who can you trust?" UP 'V6S When you can't trust these things,
REUBEN NEUMANN
D.S. lamestown College; M.S. University of North Dakota; C.P.A. Nevada and North Dakota . .
instructor in Accounting . . . began here in fall of 1962 . . . been involved with student government
in the capacity of Financial Advisor and now as Business Manager all of this time with the
exception of one or two years. Feels there to be a dual function of the university to impart
knowledge one has gained from the past and, stimulate students to seek new knowledge by research
or analytical thinking . . . strong advocate of academic freedom ... I feel strongly that
the enthusiasm of the instructor has a great deal to do with student motivation . Public service
as a good teaching technique—"one of the major things is to establish minority groups in businesses
of their own and rightly so since in the past they have been pretty much excluded from
the business ownership . . . don't know any agencies locally that are trying to help minority
groups in this area-they have been economically deprived for a long time." To some extent
student activism is justified . . . stop short at stating the students should have a voice in determining
who's hired and fired . . . nothing wrong with the students expressing their opinions to
the administration i.e. merits of a particular instructor . . . they do have some avenues which
they haven't used fully—the Student Government started last year with the Student Evaluation
of Faculty . . . criticisms to the manner of evaluation . . . first effort . . . started to learn something
from it. . . Each Student Government wants to learn on its own . . . make its own mistakes
— good learning device in many cases . . • expensive and could lead to some not so desirable
results . . . Special Events fiasco-spending $40,000.00 on some concerts is crazy . tremendous
waste of money . . . ridiculous! ... the lessons have been learned. "I think that if enough students
want to change something-l think it is great that they band together and do what they
think necessary to bring about changes . . . protests . . . marches . . . what have you-is an inherent
right which we all have in order to express opinions-don't begrudge them, but I stop
short of sit-ins which disrupt other peoples' activities." Doesn't condone the taking over of buildings
. . • Screaming . . . hollering . . . shaking fists in the center of campus-"l don't have any
objections to that." Everyone recognizes the need for change-difference lies in how change
ought to be made and where it ought to be made. Biggest problem of humanity . . . humanity . . .
man's inability to get along with his fellowman. Need for everyone to develop more tolerance
for other peoples' views, wants, recognizing that they have rights too . . . recognizing that we
all have limitations and faults and being able to live with these. "If one could resolve
man getting along with his fellowman, wow, the implications would be fantastic!
CYRIL PASTERK
M-A A A* Madrid instructor in Philosophy. Convinced of the value of
|A ' PK^oseTto private schools-UNLV was recommended by a staff member and deserts
public as opposed to private sc f university based in western tradition-mart s =-= 53 2:? E= sS^S ass xz
giving way to technocracy-conflict must be resolved. Limit the conflict- not an' ^her/o
question for technology will win because it has immediate practical value and luig t in
support Clarification of conflict-question of primacy . humanistic must remain first . . •
vital, only source of meaning. Acceptance of conflict-practical level, tens.on between them
will persist-tragic dimension of the university . . . humanistic function cannot eliminate
technocratic, the reverse is an intrinsic possibility. Another point of concern student radicalism
. . . "Phenomenology is my philosophic position consists of radical scare h tor |us i
fication of all human acheivements." Thinking, science, creating institutions. Questioning results
in comparison of what is acheived with what is required to be acheived disc repane \
made evident to proceed effectively in History. If this is student radicalism can lead to a
deeper realization of Democracy ... if not and offers Che Cuevarism, Maoism, or a Fascism,
History not furthered ... it is then a deep negation. Being new to this culture and its substantiation
of higher learning ... has no clear concept of what student criticisms are but will evaluate
them in light of his formulation of the true function of the university Single most important
crisis facing mankind? nihilism.
ROBERT SMITH
B s Wheaton College; Ph.D. University of California . . . chemistry instructor
dean college of Science and Mathematics . . . One of the old timers-came
when there were thirty-six people on the faculty-from Berkely. "In some ways
I regretted the decision t o go t o a school like t h i s , because it meant starting off
in isolation in a vacuum so t o speak . . . it had its advantages too." The American
university has been serving well-defined functions for most of t h i s centuryadvanced
professional training . . . has been talking a l o t about education . . .
in some cases providing an atmosphere where people can become educated —
t h a t is t o have opened t h e i r eyes t o become learned but its main strength has
been in professional training. Problem of t h i s country where s t a t e controlled
universities are the norm —run into the middle of the road in what the community
may see as its interests and what the university sees as i t s function. University
has t o respond t o the community—community's interests . . . what the
community thinks the university ought t o be doing . . . university has t h i s training
responsibility . . . but . . . thinks the university has t o be a leader—has t o
educate the community—has t o be a little b i t ahead of it—always going t o be
tension. University must always pull the community along with it; it should be
the producer of innovations and ideas t h a t can meet the drastic changes in the
community whether i t likes i t or not. At the same time, by virtue of i t s
dependence upon the community for its existence, it cannot get too f a r ahead
or it will be destroyed. Person t o person relationships t h a t may produce learning
and reduce tensions . . . thinks role of the faculty is t o t r y t o be sensitive t o
what the students with whom he comes into contact with are looking f o r . "With
my science training and background I am very concerned about bringing forth
human element of the university." Students should learn by getting involved in
a laboratory—lab has been very successful —involvement of professor and student
in research in the lab —the spirit of being involved —research and training
can be mutual, not adversaries . . . quality of lecture doesn't have a l o t t o do
with the amount of learning—"the important must be learned and c a n ' t be
taught," (Carl Rogers). Not sure of just how important the teaching function is.
"My function as I see it in class is t o provide stimulation and maybe smooth
out some of the rough spots. The best way t o learn something is t o t r y t o teach
it.' Radicalism . . . a l o t of fruitful things have already come from it . . . has also
been a l o t of damage. "1 have had a secret hope t h a t something would
get started and they would come over and burn down Science and Tech —NOW!
—and build a decent facility in its place." Our biggest problem —the inability
t o get along with each other—man's insensitivity t o man.
JOHN STANDISH
B a University of Toronto; M.A. University of Oregon; Ph.D. Oregon State University . . .
director of Financial Aids. Arrived in the f a l l of 1965 . . . " I had an idea where I was going t o
end up and i t j u s t happened t h a t it was getting l a t e " . . . had no incentive t o continue in the
business world because, " I just came t o the conclusion t h a t the objective was a single one—to
make dough —" . . . was interested i n people and always was and still is, in business. " I got
fired!" . . . pushed over the brink . . . went back t o school. Position now is lower key . . . can
s o r t of maintain a low degree of anonymity, go through the motions of work—know what t o do.
Was a student a c t i v i s t twenty-five years ago . . . intellectually. No matter what the issue was,
" I f e l t the students were right and the other people were wrong," . . . believed i t ; still do. But a
rank conservative because, "my conservatism comes, I guess intellectually; t e l l s self . . . comes
from being married . . . has a couple of kids—have t o go through the motions." Put on uniform
. . . " my disguise for my fellow workers . . . don't know who I really am" . . . Don't think
t h e r e ' s hope in student activism . . . "gives me hope but I sense, right now t h a t i t is going down
the drain—that society can be so punishing . . . so powerful . . . overpowering —it's putting the
lid on i t again. I see—all sorts of injustices—the student gets screwed all over the place—it's
all subjective." University is always for the people who work in it . . . the faculty—"the guy
gets a job, gets paid for it, has l i t t l e stake in life. Could be ineffectual . . . see many t h a t a r e ,
a t l e a s t , I think they a r e . Take out his ill-feelings on the students . . . in a great position, it satisfies
him, h e ' s the professor." Our greatest c r i s i s . . . in the vote. "Senator Cannon hasn't given
a damn t o anyone under twenty-one—what the h e l l does he care?" . . . have a gripe . . . not
going t o l i s t e n t o you . . . but t o the potential voter . . . would be the one thing t h a t would give
students power.
LEONARD STORM
Bs University of California; M.S., Ph.D. University of
Arizona. Chairman, Department of Biology.
A Christian, whose doctrine enjoins him
humility, non-resistance to evil, love to all
(even to the most malicious) cannot be a soldier;
that is, he cannot join a class of men whose
business is to kill their fellow-men.
Leo Tolstoy
DAN TONE
.A. Montana State University; M.A. University
of Denver . . . producer of instructional
educational television programs—to work with
the teacher . . . primary reason for being here
. . . School has a l o t of potential . . . didn't move
into a structure t h a t was already there . . . could
go in any direction with i t . . . and thought "good
deal", besides, gets t o work around studentsenjoys
t h a t . University is in a s t a t e of flux . . .
not moving quite as f a s t as other parts of the
country . . . now the university f i t s into other
communities. University: opportunity for experiencing
. . . for learning . . . for change . . .
for a l l kinds of people. " I think t h a t ' s happening—
at l e a s t a t the T V. studio—I'll take anybody
in the door, no matter who they are."
Criticisms are valid . . . "students 'whew' . . .
you know I think t h a t ' s why we're here and t h a t
gets l o s t in all of the power. . . the people going
a f t e r power, money, so on". To help community
and students—lost i n the bureaucracy of the
power structure—tenure, curricula, da da dapart
of t h a t . Students more involved in all areas
of administration . . . people who care enough
t o say these kids have good ideas . . . "in order
t o keep up with what they're thinking and
changes —we've got t o involve them!" . . . some
ideas bad . . . some good —at l e a s t we should
l i s t e n t o them. Some faculty . . . afraid of students
. . . threatened . . . student comes in door
. . . s t a r t shaking . . . l i k e black/white situationl
i s t e n or burn . . on same token some faculty
and administrators . . . whatever . . . are afraid
of students. Fruitful from student radicalism?
. . . not pinning me up against the wall, obviously,
I agree . . . but who's going t o believe
i t . . . everyone will answer the same. Opportunity
t o get involved should be present . . . not
involved in many things . . . don't want t o .
People shouldn't be black balled —politically
or academically—for doing s o . Not loving
enough . . . our biggest problem . . . Ecology,
black/white situation, Viet Nam —not people
oriented. Graduate seminars . . . t a l k . . . ; real
world . . . people don't really l i k e each other . . .
out for themselves . . . large scale not loving.
Young people showing how people should be
more conscientious and more caring, regardless
of color . . . shape . . . size!
JEROME VALLEN
.s. Cornell University; M.Ed. St. Lawrence
University . . . dean, Hotel Administration —
came because he saw good community/university
relationship . . . Hotel Administration . . .
independant . . . results in versatile curriculum.
University as a member of community has a
responsibility . . . provide leadership and advanced
thinking ... is not serving if it only
maintains the status quo. Should provide stabilizing
force . . . with the community, make a
composite of the best of the old and of the
new . . . this university has a warm relationship
with the community. Involved with community
service projects . . . this contact promotes university
to professional community . . . generates
student benefits. Practical experience for students
... all hotel faculty have degrees and
field experience . . . members of community on
staff that work in hotels . . . believes, as a result,
hotel program student oriented. Student
role . . . making comments . . . contributions,
sitting on committees, searching for precedents
... not making final decision —rests with administration.
Students in hotel have voice
through student club . . . heard no complaints.
Average student doesn't want to decide who will
be president. . . feels operations to be successful-
integrating community and faculty committees
in making students' points known . . .
generally, a happy campus . . . busy students . . .
good place to be. Biggest problem with student
groups —unwilling to let people not participate.
Controversies of population, pollution, war,
water shortage ... not major issues to everyone
.. . Same technology that destroys will rebuild
. . . isn t as drastic as ecologists predict
this is the other man's point of view ... all different
views have to have their say.
JOHN VERGIELS
.E., M.E., Ph.D. University of Toledo . . . Dean, College of Professional Studies
. . . came here in fall of 1968 because of opportunity to work with Dean Saville
and the opportunity to work in a developing institution. Feels the function of
the university is to provide a place for the pursuit of truth, for the expression
of the diversity of ideas —a clearing house for ideas. "My role as Faculty Senate
president and as Department chairman is to provide leadership, to facilitate,
to help this basic function of the university." To see that the university performs
at the highest efficiency possible. This, of course, does not deny either a conservative
or a liberal position toward social change. By facilitating that means
to allow for the creating process—to provide the freedom for people to express
themselves—to diverge from what is known and considered as social norms —
to see the diversity of viewpoints and play out these ideas and these basic things
that make up a university—can't be realized by everyone regardless of viewpoint.
Criticisms of institutions are well founded . . . plurality of viewpoints,
freedom of expression, right to diverge from social norms is not acceptable on
every campus, is not acceptable in every classroom—"I'm not sure it should be
acceptable in every classroom." That's one of the things that I believe student
criticisms is about—we haven't kept up . . . (the professors teach the same thing
in a vacuum and you can't). The other thing is that we are in a period now where
student criticisms are most usually founded —in a period of profound social
change . . . "Obviously, you are going to undergo criticisms in a university —a
very slow changing institution . . . also, very dynamic by my definition" . . .
Must maintain a divergency of opinions and viewpoints to preserve function of
university. "Once the university is not allowed to develop that way, then of
course it isn't a university anymore; it is really a closed society where those who
fit certain norms can actually enter and strive for success—it becomes a social
screening device." The radical thoughts of today won't be so in forty years —
they'll probably be the normal thoughts of the day. Thinks peaceful demonstrations
normally indicate the increased possibility for students to get their
ideas into administrative cabinets, executive committees etc . . . Our biggest
problem is keeping social change abreast with technological change —undergone
a tremendous era of progress through science . . . created a tremendous
change in our society by providing more and more technological tools —socially
we have not been able to keep up with it. "Our whole survival depends upon
our ability to keep up with it!"
DICK VOLPE
B a University of New Mexico . . . part-time instructor
in Art. University a place which provides facilitiesspace
- opportunities - and people interested in common
purpose of discovery, enlightenment, insight,
research . . . pretty abstract. A place where one can go
to learn how to something . . . feel something . . . think
something . . . forget something! Have freedom to do it
in as many ways as possible. Is more of a student at
this school, than an instructor . . . best of teaching is
done from point of view that one always has something
to learn ... gets along best when discovering something
with the student . . . procedures and methods can be
taught . . . can't teach inspiration . . .can inspire but
can't teach it. . . it's a kind of collective probing. Most
important to student —is his willingness to learn, can
get around any obstacle. Spent fifteen years getting his
degree . . . standard practice to do it in four . . . had
doubts about institutionalized education . . . still has
doubts . . . "the doubts I have now are not of the institution
but of myself... I can go there or somewhere
else." Should respect their limitations whatever they
are ... can try various ways of changing them ... if that
fails, should go somewhere else—"To say that 1 have
the right to hire the people who are going to teach me
is as much as saying that I already know what I want to
learn and I am hiring you to teach it to me . . . which is
ridiculous". Doesn't sympathize with the students, but
doesn't sympathize with teachers who attempt to avoid
their responsibility . . . ignoring demands placed upon
them individually by students. Teachers hide behind institutionalized
gobbldy gook . . . just damn lazy . . . not
interested in teaching but in tenure . . . income . . . publications—
lost touch with their purpose. Any profession
is liable to corruption . . . they have the means for
deceiving themselves. Not a revolutionary—every revolution
has been a failure — none has prevented subsequent
revolutions from happening. Changes best accomplished
individually, if possible. Any action is better
than apathy ... all for actions that bring up avoided
issues . . . sees no use for destruction under any circumstances
. . . need for change—changes being
brought about are probably not the ones that will satisfy
the activists. Biggest problem is over-population ... all
things directly dependant upon population . . . pollution
• • • wars. . . insanity . . . peace. Everyone must be made
aware . . . education . . . voluntary sterilization by men
or some means more effective than contraceptives or
pills for women . . . "you could control population in
this country and it still wouldn't be a drop in the bucket."
HERMAN VAN BETTEN
B a University of Texas; M.A. University of Nevada, Las Vegas . . . instructor
in English . . . original interest in coming to a western school was to be near Los
Angeles and its libraries . . . never heard of UNLV . . . surprised to find a dynamic
and growing institution . . . though it is a growing school, there is still personal
contact with students . . not an education factory . . . not a degree factory . . .
as in some California colleges. Agrees with Robert Hutchins' theories of a function
of a university . . . stimulates inquiry based on entire body of knowledge accumulated
up till now . . . fulfilling potential, money, jobs secondary effect
from education . . . some student criticisms justified . has good points. Universities
in Middle Ages allowed students to hire and fire professors . . . exhibits
a faith in them that assumes students come to universities in the first place with
voracious appetites for learning—throwing rocks through dean's window does
little good . . . Concerning the single most important crisis facing mankind is
the arms race . . . worse than pollution . . . pollution kills you slowly.
HERB WELLS
A., M.S. University of California; P.E. Nevada
. . . instructor in Engineering and Geology . . .
enjoys teaching . . . good opportunity t o grow
with a developing school . . . was asked if interested
in developing a degree program in
Engineering and Geology —granted t h i s June for
the f i r s t time. Sees function of the university
as a place which provides the setting for learning
and for freedom of discussion of all ideas
. . . t o be looked a t . . . talked about . . . perhaps
tested and researched —one of few places where
t h i s is t r u e . Learning does take place when new
ideas are presented . . . doesn't consider university
restricted t o training, although t h a t ' s
part of the function . . . but a place for education.
"College graduate is more than trained
. . . we can t r a i n a dog . . . the graduate is also
educated." His r o l e , t o bring some guidance,
some experience, and directions t o make certain
materials and ideas t h a t he has, available t o the
students if they want t o use them . . . also t o
lay out courses . . . make materials availabfe
in particular forms . . . present material. "My
role could also be t h a t of a goad—to stimulate
—to motivate" . . . means t o nitpick and things
l i k e t h a t . . . gadfly. Radicalism . . . we're playing
with words . . . has broad, spectral meaning
. . . dissent has caused considerable rethinking
in many universities . . . they don't do anyone
a service by being very whimsical about the
ways they do things. Time for a change . . . perhaps
they wouldn't have made i t if students
hadn't gotten upset about what was happening
which was stagnation more than anything e l s e .
To have t o ask about the nature of student
criticisms is a tragic thing . . . means t h a t students
used t o not be allowed t o c r i t i c i z e . . .
implies we must have had something perfect if
people weren't allowed t o c r i t i c i z e —now we
know it was f a r from perfect. We are trying t o
make changes . . . "more profs here are innovators"
. . . profs are interested in innovating
and usually is the result of interaction with students.
Our most serious problem: Garbage.
"Wars even though we hate them —are a temporary
dislocation. Garbage has been around
for a long time. "We're going t o be smothered
in garbage a t the r a t e we're going in twenty -
t h i r t y or so years."
JACKIE WOMBLE
B a Nevada Southern University; M.A. University of Nevada,
Las Vegas . . . instructor in English . . . When did I come t o t h i s
university? God! I think I've been here all my life—was here as
an undergraduate and as a graduate student . . . t h a t ' s when I
started teaching—as a graduate assistant in English. First time I
stood behind the podium was the most frightening experience
of my life . . . looked a t t h a t veritable seas of faces and knew
they expected me t o teach them something . . . a humbling experience.
Come t o realize t h a t one doesn't teach any student
anything. An instructor presents material t o the best of his
ability always . . . attempts t o stimulate . . . t o raise questions —
the student goes from there . . . t r i e s t o develop an informal a t mosphere
in class—likes debate—"I want the students t o f e e l
t h a t they can express themselves in class without fear of rebuke—
as a result I get shot down sometimes—but then I learn
too." Students have a great deal t o give t o teachers—avenues of
communication must always be open. " I probably learn as much
from my students every semester t h a t I teach . . . I learn from
my students and hopefully they from me." Student radicalism
and criticism stems from universities' failure t o keep up with
the times. Certainly, academic standards must be maintained
but not t o the point of constipation . . . college education should
stimulate students . . . spark t h e i r c r i t i c a l abilities-enable
them t o decide for themselves whether or not what they believe
is good or bad. Some students I have had mouth slogans, regurgitate
newspaper articles, parents' philosophies and those
of other students, but they don't have the conviction of what
they are saying—they pay lip service t o popular opinion" —lazy
minds—when someone s t a r t s spouting slogans, they have
turned off t h e i r minds —robots can be programmed t o mouth
slogans—students should be encouraged t o c r i t i c a l l y evaluate
t h e i r opinions . . . it is a never ending process . . . cheating themselves
if they d o n ' t . . . learning is not a passive response. Neither
is teaching for t h a t matter . . . "You ask me what I consider t o
be the single most important crisis facing man? Off the top of
my head-environmental pollution-but what causes thatman-
man is the single biggest crisis!" A poem someone gave
me t o read comes t o mind-by Robert Louis Stevenson. It is the
story of a man who, while walking in the desert, comes upon a
beas eating its own heart. The stranger is shocked and asks the
beast why he is doing this—isn't it bitter?-The beast r e p l i e s ,
i t is my'heart" B l " ' " beMUSe * i s b i"» »«ause
THOMAS WILSON
.A., M.A., Ph.D. Arizona State University . . . instructor in
Education . . came to UNLV, September of 1969 . . . because
of the challenge that was offered . . . challenge of teaching
minority students how to teach reading and language arts . .
challenge of working with black students in getting them to
take a greater interest in their work. Sees university as institution
for educating the minds of youth . . . sees it as institution
to promote change for the better-as a place where young
people can explore the works of people that have gone on before
them —can make reccomendations for change—would like
to see university take on a greater responsibility for educating
the minds of youth . . . "this is why I'm here. I see the young
people here as being very bright, very intelligent; they are sober
minded." Has heard much less criticism about this university.
One of the things that I believe is that only through constructive
criticism can we advance." Students should have opportunity
to react to things that they do like at the university
to react to things they don't like." I'm in favor of student criticism
of the university—way for improvement . . . feels teachers
need some free feedback from the students about courses
opportunity for feedback should be made for students to entire
both constructively and destructively . . . given this they
would be less violent. Believes in freedom and believes that a
person is free to do what he pleases as long as he does not interne
with the rights of others. Sees that things brought to the attention
of administrators through demonstrations have primarily
be en corrected, Think, nuclear war is definitely an impending
Mke o off Podutton be near the crisis stage. "And I would
ace and a™ ,ta is SOcial races and among races. inequality between
and
Dr. Jack A. McCauslin, Dean of Students
Dr. Roman J. Zorn, President
Dr. Donald H. Baepler, Vice-President for Academic Affairs
Procter Hug ]r., Chairman
Thomas G. Bell,
Vice Chairman
Fred M. Anderson, member
James H. Bilbray, member
Archie C. Grant, member
Harold Jacobsen, member
Molly Magee Knudtsen,
member
Louis E. Lombardi, member
Richard J. Ronzone,
member
Albert Seeliger, member
Juanita G. White, member
49
Experiences
80
Greeks 107
108
The Message
129
Organizations
144
Confederated Extensions 160
.
m
5- n
•^n 3c
00-5

m
MOST PREFERRED MEN
Odis Allison np
Bruce Chapman np
Mac MacDonald np
Dick Myers
Henry West np
HOMECOMING QUEEN
Val Zupsan
GREEK GODDESS
Laurie Patera
GREEK GOD
Ron Schnell
c
o
+-»
V
_a;
LU
Z
D
U
Dick Myers
LO 73
"O rD
cd q- n r-h 00
(D
The brothers of Antigone have been killed in a civil war of their
own making. Their uncle, Creon, now king, issues an edict
calling for the burial of one brother and not the other. Anyone
attempting to bury him will be punished by death. It is revealed
that Antigone has thwarted Creon's edict and has attempted to
bury him. Her sister attempts to dissuade her fearing death to
both of them. She refuses, breaks her engagement with Hemon,
Creon's son, and is caught in her second attempt to bury her
brother. Creon offers to set her free. She refuses and goes to
her death. Hemon, hearing of her death, kills himself. Eurydice,
upon hearing of her son's death, commits suicide. Now all is lost.
LeChoeur. . . .
La Nourrice . .
Antigone
Ismene
Hemon
Creon
Le Garde
Le 2eme Garde
Le 3eme Garde.
Le Messager . .
Le Page
Eurydice ......
. . Alain MacMoy
Francoise Fechter
. . . Reine Barteve
.... Odile Mallet
. Gilbert Beugniot
Jean Davy
. . Jocelyn Canoen
Marcel Comtesse
. . . . Gerald Marti
. . Pierre Coustere
. . . Nelly Pescher
. . . . Lee Schleifer
The Footsteps of Doves
Salesman Lon Schleifer
Harriet Wanda Thompson
George Richard Volpe
Jill Sandy Daly
Chuck.
Edith. .
Clarice
Herbert
Muriel
The Shock of Recognition
Jack Barnstable Richard Volpe
Herb Miller Lon Schleifer
Dorothy Sandy Daly
Richard Pawling Ken Zinck
"Modern Man's Sexual Journey from Truth (Shock) to Illusion
(Doves) to Truth Again (Christmas) to Rest with Illusion (Herbert)."
Shock: Man naked. Truth/reality vs. illusion/euphemism.
What is "moral"? The journey reaches another phase of the
illusion: matrimony. Doves: increasing age and female practicality
shatter the illusions. Danger for the male romantic.
Take away the coat (bed?) of illusion. Christmas: losing their
illusions, some illusionists turn inward —into themselves and
the comforts of the past. Truth can destroy as well as cleanse.
Do "modern people" abandon value for safety? Herbert: with
extreme age, sex as an act in and of itself is finally abandoned.
There remains mystery and confusion. Far removed from his
naked beginning, clothed in his illusions, man's sexual journey
wafts into dream and sleep (unto death).
I'll Be Home for Christmas
I'm Herbet
Ken Zinck
Wanda Thompson
. . . Richard Volpe
Wanda Thompson
Sandy Daly
—g•
JllIilM
4 17 San Francisco Mime Troupe
Gorilla Marching Band
Robert Scheer
Former Editor, RAMPARTS
Magazine
4 18 San Francisco Mime Troupe
Lecture - Demonstration
4 19 San Francisco Mime Troupe
Brecht's Turnadot or,
Congress of Whitewashers
4 22 Cinema X - Janus Film Series
Stephen Scheuer, Film Critic
4 24 University of Utah
Repertory Dance Theatre Concert
4 26 Barton Gray Ensemble
Concert Jazz Ensemble
"Comic Art" Opening
ROYAL GAMBIT
Comic Art Symposium
Charles Schulz,
Peanuts
Harvey Kurtzman,
Little Annie Fanny
Will Eisner,
The Spirit
Jack Kirby,
Captain America
Jan Popper Concert
"Microcosm '69" Opening
A historical drama concerning Henry VIIJ and the "Modern
Times" which he brought into existence through an enlightened
manner of thinking. The passage of time from Henry to the present
is reflected by the passage through history of his six wives
and the individual relationships between Henry and each of
them. The play displays an excellent perception of Henry's
"religious" rationale in his wooing and winning of his six wives
and in the removal of five of them. The major portion of the
play concentrates on the king as a philosophical lover and his
resulting role as the founder of the Church of England with a
private pipeline to Cod. Some humorous lines and anachronisms
are appropriately sprinkled in the dialogue as the
philosophy under discussion parallels current events.
. Lon Schleifer
Ernestine Elms
Mary Howard
. Rita Haddad
. . Chris Evans
. Kathi Morton
. Lee Schleifer
King Henry VIII. . .
Katarina of Aragon
Anne Boleyn ....
Jane Seymour. . . .
Anna of Cleves. . .
Kathryn Howard . .
Kate Parr
Sandy Daly
Sandy Daly
Sandy Daly
Anne Boleyn 417,19 . .
Jane Seymour 4 21, 22 .
Anna of Cleves 4 20, 24

E3 • MM
S— +o-»
i._ O

We must approach our surroundings,
not in the spirit of conquest,
but in the spirit of gratitude. The environment you live in is
the environment that lives in you.

f .
1 <
LAY * if,
With angry hush the adults frown:
"You can't be so audacious.
The emperor's clothes are beautiful.
You, stupid, just can't see it."
The child is stunned, a world breaks down.
"How can I trust my senses?
They love me not if I can't see!
need their love more than the truth.
It's hard to swallow, but I take
My lesson in adjustment."
It could have happened otherwise
(Who knows the laws of stories?)
If I allow the child to scream
"The king, the king is naked!"
And neither frowning nor reproach
Repress the child's protesting
He could unmask them as some fools
Who tolerate deception.
Oh, shame on you my fallen king
Self-cheating, cheated cheater!!!
*• BBMuP
I
Alpha Epsilon Pi 83
84
Alpha Kappa Psi IT
86
Alpha Tau Omega ~
88
Delta Sigma Phi TT
90
Intercollegiate Knights "T~
92
Kappa Sigma IT
94
Lambda Chi Alpha ~
96
Sigma Chi ~
1
AEIT
1. Laird Hotchberg
2. Barry Fearn
3. Jerry Gordon
4. Bill Brown
5. Jan Weintraub
6. Mark Toscher
7. Ron Haworth
8. Milton Cornsweet
9. Skip Rappaport
10. George Rosenbaum
11. Larry Brown
12. Dennis Siegel
13. Dale Glicken
14. Larry Ostrowsky
15. Don Goldstein
16. Roy Doig
17. Barry Zweig
18. Joe LaTour
np Larry Baum
Chuck Collins
Jim Giampetrie
Wayne Gorcey
Carlos Michelena
Steve Winard
AK*
1 .
2 .
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
1 7 .
18.
Jim Whitney
Mike Duffy
George Worthington
Jim Guesman
Monroe Fischer
Steve Stucker
Dr. William T . White
Ron Fulton
Larry Dungey
J e r r y Klein
Rex Lundburg
Paul Kleifgan
Steve Nelson
Robert DeMichele
Bill FJaviluk
Jack Morgan
Leroy White
Verne Lewton
Jay Partridge
Steve Seidman
Jan Haase
Fred Von Stieff
Barry Shinehouse
Ken Webb
Richard Meincke
Ron Schnell
Ray Gonzales
Joe Anderson
Richard Price
Vince Lopez
Yvonne Simms
Greg Nelson
Jack Fraley
Jamie Hurt
Dennis Peterman
Bo Ramos
Chris Callahan
Earl Barbeau
Terrie Folger
Andy Zager
Eric Etie
Sonny Garcia
Patty Marburger
Ladd Hitchins
Bob Lapp
Rory O'Leary
Gene DiSanza
Len Zarndt
Steve Nelson
Max Stuhff
Richard Benbow
John Cocks
Randy Upton
Dave Laca
Chris Barth
Jerry Truax
Dick Myers
John Cevette
Tom Cook
Larry Ciccotti
Larry Apple
Jerry Threet
Bill Manard
Steve James
Ed Craw
Gary Hoover
John Denning
Dave Cook
Jeff Margolin
mm
1 . Mike Mullaley
2 . Greg Allred
3 . Elaine Travis
4 . Ron Hiltbrand
5 . Chris Kelly
6 . Johnny Clark
7 . J o e l Harris
8 . Dave Katzman
9 . Ridge Frew
10. Tom Viner
np Jack Abell
Bruce Adams
Bob Jasper
Mark Larson
Fred Rosenfeld
Bob Stanovik
Jim Whitney
1. Dan Pitts
2. Patty Abraham
3. Rick Gammell
4. Paul Jones
5. Gordon Saiger
6. Jim Massey
7. Dave Beck
8. Larry MacMahan
9. Mike Roe
10. Ron Drake
11 • Danny Gutierrez
12. Lee Houghton
13. John Baker
14. Steve Henry
15. Rich Wright
16. Ron Ingram
17. Ernie Domanico
18. Gabe Segura
19. Pat Endy
20. Russ Peterson
21. Bruce Boles
22. Doreen Fox
23. Ed Ringgold
24. John Kammeyer
25. Gary Rutzel
26. Don Pennelle
27. John Ackerly
28. Nancy Rittman
29. Tom Froistad
30. Marc Goldfarb
31. Ken Jochim
32. Kris Killian
33. Danny Roman
34. Joan Essex
35. Foo Sanderson
36. Suzanne Hill
37. Chipper Johnson
38. Mike West
39. Connie Fortier
40. Bill Bailey
41. Jan Paris
42. Jim Tener
43. Mac MacDonald
44. Tom Rittman
45. Scott Johnston
46. Frank Bruno
47. Kathy McCance
48. Dave Larsen
49. Chuck Kenerson
50. Terry Spino
AXA
1. Roy Bordenkircher
2. John Apfel
3. Myron Mendelow
4. Margarita Wright
5. Pat Boyle
6. Mark Michael
7. Frank Gioffre
8. Mary Rust
9. Steve Van Tuyl
10. Linda Crinite
11. Sherry Totman
12. Richard Deheras
13. Robert McSwiggan
14. Mike Ridgewain
15. Janie Reedy
16. Dave Saenz
17. Tom Viner
18. Tom Summers
19. Pati Zane
20. Dave Johnson
21. Tori Slater
22. Cyndi Rust
23. John Swartz
24. Allan Arata
25. Doug Jensen
26. Mitzi Boettner
27. Butch Flodson
28. lerry Duncan
29. Melinda Perry
np Glenda Beahm
Suzi Long
Marilyn Simpson
Peter Stoll
Don Stevens

AAn
1. Linda Dopico
2. Helene Fiore
3. Diana Ventura
4. Sandy Cowan
5. Mavis Truax
6. Cathy Littlejohn
7. Debi Peterson
8. Nancy Stenger
9. Beverly Hall
10. Val Zupsan
11. Jill Lawn
12. Nancy Sylvanie
13. Nancy Rittman
14. Erin Beesley
15. Sharon Walter
16. Sandy Searles
17. Terrie Folger
18. Yvonne Simms
np Frances Ruiz
Sherie Singer
19. Susie )oy
20. Sharon Hughes
21. Liz Gartland
22. Lillian Leis
23. Mary Jo Zirkle
24. Debbie O'Keefe
25. Connie Boich
26. Laurie Patera
27. Kathy Zervas
28. Janie Crosato
29. Rochelle Worthen
np Dee Anderson
Marsha Anderson
Karin Borgman
Kris Killian
Barbara Lindsay
Patty Marburger
Linda Norcross
1. Marcela Doblado Gertrude Pina
2. Sharon Boje
3. Joyce Tacy
4. Shelly Levine
5. Kathy Grady
6. Gloria Dronet
7. Carolyn Raineri
8. Terry Spino
9. Cathy Bossi
10. Sherry Totman
11. Sharon Cleveland
12. Linda Kinn
13. Marie Gross
14. Kathy Crosato
15. Jackie Gulbransen
16. Moni Witte
17. Joan Essex
18. Nancy Joy
Bonnie Johnson
Melissa Kramer
Christie Thomas
1 . Candy Schumacher
2 . Karin Stafford
3 . Debby Petroff
4 . Sheila Schumacher
5 . Yvonne Wert
6 . Ann Hanigan
7 . Barbara Hodler
8 . Peggy O'Brien
9 . Sandi Pushard
10. Pam Craft
11. Barbara Carr
12. Susan Shreeve
13. Jaynie Gambarana
14. Sandy Simshauser
15. Lucia Kanig
16. Diane Lynch
np Janie Hurt
sA
USI
116
i oitr
CCE DEN EGG GE
JM
1 . Dianne Dibble
2 . Savannah Brown
3 . Martha Fontaine
4 . Jo Ann Prim
5 . Millie Alexander
6 . Kathy Hougen
7 . Connie Carr
8 . Clarice Bessent
9 . Sandy Curtis
1 0 . Margarita Wright
«ammp

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Inter-Fraternity Counci
Panhellenic Council
Lamplighter's
Tamarai
Engineering Society
Hotelmen's Association
Ecology Action
The Gallery
Black Student Union
Cinema X
Spokes Men
The Kitchen
Inter-Fraternity Council
Seidman, Roby BE^NETF'BH/M ' H T" W®MTRAUB' , O E Anderson, Ste\
6nnett' 8,11 Manard' T°m Viner row 2 Dick Myers, Lan
Brow
row 1 Beverly Hall row 2 Sharon Cleveland, Pam Craft row 3 Barbara Hodler,
Christie Thomas, Karin Borgman, Yvonne Wert, Barbara Lindsay, Gloria
Dronet, Karen Jenson, Sharon Walter
Panhellenic Council
Jackie Banner, Margaret Sievers, Yvonne Wert
Lamplighters Tamarai
row 1 Jeanne-Marie Soderquist, Cynthia Cunningham, Joy Leavitt, Dorothy
McNamara, Sherry Angell, Kathleen Monda, Penny Edmond, Jo Christensen
Engineering Society Hotelmen's Association
Ecology Action
n e
DO FI=?0T
LOWER CflSE-TOSYMBOLIZE
THE PASSIVE YIELDINGORFEMININE
ASPECT OF NATURE THE
"PRIMA MATERIA"OR" NO-THING"
OUT OF WHICH ALL"THINGS" ARE
MADE TO APPEAR BY PIVrsiON.
environment
EARTH
EDEM
ETERNAL
EVOLUTION
ENCIRCLE
ENRICHMENT
ENLIGHTENMENT
EROS
EDUCE
EMPATHY
EVE
EMOTION
ECSTASY
EXISTENCE
ETC.
ecology (t kol'ejT) n.4 „ B
TTRREEAATTSS OOFF TTHHEE RREELLAATTIIOONNSS UBCETTWu/rEPEANi ORGAN,8W !SthBR ENViSnmbS'
BIONOMICS 2. THE BRANCH OF SOCIOLOGY CONCERNED WITH THE SPACING
OF PEOPLE AND OF INSTITUTIONS ANDTHEIR RESULTING INTERDEPENDENCE
LFORMED TROM-MODIFICATIONOF-GREEK OTROCSJHOUSE + LOGY] (HOUSEHOLD) A SYMBOL
-TOE
HnHEMiro
Will
»O
NRRV Y
tC Al i ^ .
A SYMBOLIC
DEMONSTRATION
OFTHETRAN- x
SCENDANT UNITY -v
THATPERVADES ALL DUALITIES
(ELUPSE-THE SET OF ALL
POINTS THE SUM OF WHOSE DISTORTS
FROM TWO FIXED powrs
ORGANISM
ONENESS
OASIS
OM
OMNIFIC
OMNIPRESENCE
OMNIPOTENCE
OMNISCIENCE
ORIGIN
ORACLE
OPEN
ORPHIC
ORGY
ORGASM
ONTOLOGY
I ETC.
-o THE CIRCLE O(MRNDHLn)
THE UNIVERSAL
SYMBOL or
WHOLENESS OF
HARMONIOUS UNITY-THE CENTERING
OFFSYCHE WITH Cos-
MOS-THE RESOLUTION OF AIL
OPPOSTESCGOOD-I EVIL » GOD/
NALE +FEMALF= LOVFI) SANRY,
PEACE, BEYONDTTMEANOSPACE,
THE SOURCE OFA a CREATIVITY
AlYPPOWER.
THE SQUARE
SAME AS CIRCLE BUT MORE
AS CONCEPT OR
IDEA THAN ACTUAL
EXPERIENCE.
(C.G.JUNG)
The Gallery
Rita Deanin Abbey
Student Sale
Dick Volpe and
Mary Sharp
Frank Steiner
Sculpture
Erik Gronborg
Mary Cady Johnson
Rocky Mountain Oil
Comic Art
Microcosm '69
Flatus
Student Show
November
December
November
December
January
January
February
February
March
March
March
April
April
May
May
I m,
Ski Club
TaS vf' Wayne Knerr' R'chard Benbow, Bill Holbert, Sonny
Thomas; a al.Zupsan' Sandy Searles, Jill Lawn, Alice Mason, Christie
PittsTow Cloh m'IT' ^ike EIChuck' Sandy Cowan' Pa«y Abraham, Dan
Schroeder Sk m wk Wllhams' Ken Zellers' Phyllis Pickell, Doug
Schroeder, Skip Needham, Jim Orndoff, John Cray, Jim Row, Pat Kelly
np Chris Cohan, Tom Danzinger, Mike Riley
Black Student Union
I HAVE NO MANHOOD WHAT AM I?
YOU MADE MY WOMAN HEAD OF THE HOUSE WHAT AM I?
YOU HAVE ORIENTED ME SO THAT I HATE AND DISTRUST MY BROTHERS AND SISTERS
WHAT AM I?
YOU MISPRONOUNCE MY NAME AND SAY I HAVE NO SELF-RESPECT
YOU CIVE"MEA DILAPIDATED EDUCATION SYSTEM AND EXPECT ME TO COMPETE
WITH YOU WHAT AM I?
YOU SAY I HAVE NO DIGNITY AND THEN DEPRIVE ME OF MY CULTURE
WHAT AM I?
YOU CALL ME A BOY, DIRTY LOW DOWN SLUT
NOW I'M A VICTIM OF THE WELFARE SYSTEM
YOU TELL ME TO WAIT FOR CHANCE TO COME, BUT 400 YEARS HAVE PASSED
AND CHANGE AINT'T COME WHAT AM I?
I AM ALL OF YOUR SINS
! AM WE U^WA^l^DSON^AND^AU^HTERS-IN-bAW, AN|3 REJECTED BABIES
I MAY BE YOUR DESTRUCTION, BUT ABOVE ALL I AM, AS YOU SO CRUDE
YOUR NIGGER
(I AM YOUR STATE OF MIND)
Cinema X
Gayle Evans
Erik Gronborg
Irina Gronborg
Muriel Lem
Pong Lem
Pat Marshall
David Youngblood
Spokes Men
NftMii
m ••••
v -
r°T/<1n'ene ^ace row ^ Charlie Griesel, Kim Olson, Mom McDonough, Jerry
McDonough, Gary Steelman, Officer Metzger, Dave McDonough, Deborah
a ' GarY Allman, Pam Schumacher, Bob Selmer, Officer Atkins np John
Ferguson, Bob Julien, Tim Potter
Behind t h e Wall
row 1 David Brown, Nancy Hazeltine, Bob Jasper row 2 Martha Mullich, Bob
Selmer, Gary Allmen, Dave McDonough, John Ferguson, Michael Golden row
3 Alissa, Gwendolyn Flayes, Deborah Ronald np Lorna Chang, Julie Jones
Executive Committee
Senate
Judicial Board
Finance Committee
Student Union Board
Special Events Committee _J54
Reb-Belles
Beaudettes
Cheerleaders
REBEL YELL
EPILOGUE

Senate
A^dersnn^M °0l<' ^iSanza' CarV Ewald row 2 Chris Kaempfer, Pam
Bob Stanovik l"'0" ^ndel°W' Jim Hanl^ Julie Jones row 3 Mark Larson,
ob Stanovik, Larry Dungey, Greg Allred, Martha Mullich, Bob Jasper, Jack
Morgan np Dan Markhoff
j u d i c i a l
Bert Babero, John Yeager np Ron Green, Bill Manard
j
Finance
Greg All red, Mike Mullaley, johnny Clark, John Cevette, Reuben Neumann,
Chris Kaempfer
Union
Special Events Committee
Jim McDowell, Dennis Turner, Pan, Anderson, Fernando Romero, Russell
Harvey, Gary Allmen np Martha Mullich
Sal Gugino
Director of Student Activities
Reb-Belles
row 1 Lynda Halko, Pam Anderson, Tonya Stanworth, Marith Parrott G o
Dronet row 2 Marcia Faunce, Rita Haddad, Wendy Faber, Judy Fleischman,
Susan Kiddy row 3 Frances Wright, Mary Ann Hooper, Londa Lott, Lin a
Norcross, Pam Littleton np Karin Borgman
Beaudettes Cheerleaders
row 1 Gary Meader, Connie Boich, Patty Abraham row 2 jay Roberts, Terry
Spino, Richard Meincke
I MM MM! mmmr
REBEL YELL
H >. t
lation Manager n^Al' '°6 nsl<i' Business Manager; Frances Ruiz, Circu-
Manager np Alissa, Production Staff; Rod Rose, Assistant Editor Sports
Editor and Resident Hobbit
EPILOGUE
Designed and Edited by Ron Hiltbrand
Help Marlene Crickard
Carol Frew
np Pam Zamora
Financier Diane Apple
Selector of Copy Claude Whitmyer
Photographers np Bill Carter
np Bob Feavitt
Sports 185
Seniors
"Our Friends"
186
205
206
224

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CQ
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Cal Lutheran 0 26
La Verne 39 26
Southern Utah State 30 12
Santa Clara 13 26
Azusa Pacific - 35 13
U. Hawaii 19 57
U.C. Riverside 36 6
Idaho State University 35 31
Hiram Scott 35 28
Reno 28 30
TD PAT:K R P FG TP
Mack Gilchrist 12 0 2 0 0 76
Don Kennedy 8 0 0 0 0 48
Steve Buzick 2 24/30 0 0 0 36
George Saphire 5 0 0 0 0 30
Mark Larson 4 0 0 0 0 24
John Ackerly 3 0 0 0 0 18
Nathaniel Hawkins 3 0 0 0 0 18
Robert Haynes 1 0 1 0 0 8
Charles Cooper 1 0 0 0 0 6
David Neff 0 1/0 0 0 0 1
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Stetson (Small 23
U. Oklahoma (Washington 26
Evansville (Findlay 28
Long Beach (Chapman 24
NW Missouri - (Allison 19
Tulsa (Watkins 24
North Texas State (Chapman 20
U.C. Santa Barbara (Allison 25
Santa Clara (Small 21
Oklahoma City (OT) (Allison 28
Centenary (Allison 24
Santa Clara (Allison 29
U. San Francisco (Small 16
Pepperdine (Allison 17
Reno (Chapman 25
Reno (Allison 23
St. Mary's (Allison 23
U. Pacific (Allison 28
Pepperdine (Small 24
Loyola (Small 20
Santa Clara (Chapman 21
U. San Francisco (Small 29
St. Mary's (OT) (Small 28
U. Pacific (Allison 24
Long Beach (Chapman 26
Loyola (Watkins 22
95
94
109
86
97
90
91
100
77
108
84
84
67
73
107
107
81
100
86
71
72
109
101
78
90
102
92
101
98
82
70
89
98
90
93
101
71
121
76
83
91
79
67
98
82
92
70
98
96
110
94
89
IhBIMBHHHHHIH
174
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G FG
Odis Allison 26 160
Lou Small 26 197
Bruce Chapman 26 148
Tom Watkins 24 152
Cliff Findlay 26 135
Robert Riley 25 40
Al Clise 24 43
Booker Washington 16 46
Len Zarndt 5 2
Don Walker 3 0
Willie Washington 1 0
REB TP AVG.
257 495 19.0
172 482 18.5
207 385 14.8
81 331 13.8
282 325 12.5
112 116 4.6
63 112 4.7
23 105 6.6
6 8 1.6
2 0 0
2 0 0
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88
89
27
55
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St. Mary's
St. Mary's
St. Mary's
U. Pacific
U. Pacific
U. Pacific
Pepperdine
Pepperdine
Pepperdine
Reno
Reno
Reno
U. San Francisco
U. San Francisco
U. San Francisco
Loyola
Loyola
Loyola
Santa Clara
Santa Clara
Santa Clara
Bill Anthony, catcher; Jerry Beavers, first base; Travis Bonneville, third
base & left field; Mike Cabral, short stop; Harry Karn, first base & left
field; Mike Lombardi, second base; Bill O'Keefe, left field; Charles Weir,
center field; Chris Zockoll, second base & short stop; Mark Anderson,
Dennis Chambers, John Christian, Jeff Dick, Ralph Garcia, Leo Montoya,
Gregg Parrish; pitching.
15 4
7 5
15 6
7 1
1 2
1 0
18 4
7 8
4 3
1 0
0 4
13 0
1 4
8 7
2 0
3 1
5 6
4 17
2 15
6 12
3 12
• Jr.
Blaine Clarke
Doug Clarke
Rick Healy
Bill Jones
Mac MacDonald
Juan Moser
Andy Salcedo
Angelo Stefanelli
Mike Whaley
Chris Barnard
John Epling
John Steele
Gymnastics Track
Mark Ballinger
Bob Berg
Lyn Boozer
Dave Cook
Ron Johns
Mike Roe
Craig Siriani
Don Walker
Greg Blanchard
Marshall Carter
John Hall
Mike Kearney
Don Speer
Gary Turner
Steve Turner - MUP
Tennis
Bruce Adams 19
Philosophy 66
Lawrence Adams 19
Hotel Administration 68
Henry Apfel 19
Education 65
Rene Arceneaux 19
Business 67
Susan Barraza 19
Elementary Education 63
Vicki Bertolino 19
Drama and English 64
Dana Bolin 19
Education 69
Conni Bonaffini 19
Psychology 65
Carol Brandt . 19
Psychology 67
Alvin Brody 19
Business
Administration 68
Michael Carlson 19
Economics 66
John Cevette 19
Pre-Law 67
Anthony Cimmino 19
Hotel Administration 68
Johnny Clark 19
Business
Administration 65
Linda Cochran 19-
Elementary Education 66
Edward Cole 19
Philosophy 68
Gary Coleman 19
General Business 68
Charles Collins 19
Accounting 69
John Craddock III 19
Pre-Dental 66
Pamela Craft 19
Geography 66
Sharon Crandall 19
Sociology 68
Linda Crinite 19
Elementary Education 66
James De Sart 19
Elementary Education 62
Linda Dopico 19
Elementary Education 66
Josephine Durham 19
Accounting 63
Robert Dury 19
Physics 67
Pennie Edmond 19
Chemistry 66
Paul Ferber 19
Fine Arts 66
John Ferguson 19
Hotel Administration 68
Helene Fiore 19
Elementary Education 66
Connie Fortier 19
Physical Education 66
Constance Fox 19
History 67
Margaret Foy 19
Business Education 67
Art Francis 19
General Business 64
Keith Galliher 19
Business
Administration 66
Melodye Gal I i her 19
Anthropolgy 67
Sharon Garhardt 19
Psychology 64
Danny Gibson 19
Chemistry and
Zoology 69
Claude Gooch 19
Accounting 64
Gerald Gordon 19
Pre-Law 66
Dorothy Grier 19
English 65
Jacqueline Gulbransen 19
Elementary Education 66
Merwyn Gupton 19
Accounting 66
Beverly Hall 19
Elementary Education 66
Lynn Harele 19
Education 65
James Harris 19
Zoology 65
Mary Harward 19
Elementary Education 67
Ronald Haworth 19
Accounting 66
Sharon Roberts 19
Accounting 63
Sharon Rock 19
Education 67
William Rokovitz 19
Psychology 66
Phil Rothermel 19
Psychology 64
Richard Ruhnau 19
Accounting 67
Suzann Rumsby 19
Elementary Education 63
Michael Sabatello 19
Hotel Administration 68
Ellen Samuels 19
Elementary Education 64
Fred Samuels 19
Hotel Administration 63
Monte Scaggs 19
Education 65
Yolanda Scaggs 19
History 64
Ronald Schnell 19
Hotel Administration 67
Lorin Scott 19
Hotel Administration 68
William Shafer 19
Economics 66
Helen Shaffer 19
Secondary Education 66
Jerry Shiles 19
Business 66
Patrick Sickles 19
Business 66
Trudi Smolens 19
English 66
Jeanne Soderquist 19
Elementary Education 66
Margaret Starker 19
Education 66
Daniel Stegemann 19
Criminal Psychology 66
Kenneth Stewart 19
Business
Administration 66
Donald Stukos 19
Helping Services 66
John Swartz 19
Business Education 68
Ray Tibbits 19
Mathematics 58
Jimmie Tomlinson 19
Business Education 67
Lana Tucci 19
Business Education 65
Howard Vandermeer 19
Engineering 66
James Van Winkle 19
Political Science 66
Henry West 19
Helping Services 66
Mike West 19
Geography 66
Robert Wiley 19
Business
Administration 63
Betty Wilkey 19
Elementary Education 66
Richard Williams 19
Hotel Administration 67
Virginia Winn 19
Business
Administration 68
Wayne Winterheimer 19
Secondary Education 67
Margarita Wright 19
General Business 66
George Yahn 19
Psychology 67
Sharon Zotti 19
Business
Administration 63
Lawrence Adams
Henry Apfel
Rene Arceneaux
Susan Barraza
Vicki Bertolino
Dana Bolin
Conni Bonaffini
Carol Brandt
Alvin Brody
Michael Carlson
John Cevette
Anthony Cimmino
Johnny Clark
Linda Cochran
Edward Cole
Gary Coleman
Charles Collins
John Craddock
Pamela Craft
Sharon Crandall
Linda Crinite
James De Sart
Linda Dopico
Josephine Durham
Robert Dury
Pennie Edmond
Paul Ferber
John Ferguson
Helene Fiore
Connie Fortier
Constance Fox
Margaret Foy
Art Francis
Keith Galliher
Melodye Galliher
Sharon Garhardt
nflmi
Danny Gibson
Claude Cooch
Gerald Gordon
Dorothy Grier
lacqueline Gulbransen
Merwyn Gupton
Beverly Hall
Lynn Harele
lames Harris
Mary Harward
Ronald Haworth
Sheri Heavin
Daniel Heinrich
Steven Henry
Fred Henson
Ronald Hickman
Helen Holly
P a t r i c i a Holly
Gary Hoover
Kathryn Hougen
Lee Houghton
l a n i s Houston
Harriet Hoyle
Alan Hunter
Daniel Hussey
Thomas Johnson
Charlotte Jularbal
Jill Kelley
Chris Kelly
Mary Kempf
Charles Kenerson
Frank Kirk
John Kleem
Milda Joy Leavitt
Emily Lee
Joseph Lupo
Maurice Marchant
Daniel Markoff
Mary Manning
Marie Mason
Catherine Miller
Melvin Miller
Susan Mitropolis
Robert Moen
Vivian McMahon
Janice Osterhout
Marith Parrott
Henry Pepper
Susan Peterson
Ernst Philip
Carol Pifer
Dorothy McNamara
Leslie McNamara
Glen Oelrich
Edward Plawski
Marvin Porter
Jo Ann Prim
Ellen Samuels
Fred Samuels
Monte Scaggs
Yolanda Scaggs
Ronald Schnell
Lorin Scott
William Shafer
Helen Shaffer
) e r r y Shiles
Patrick Sickles
Trudi Smolens
Jeanne Soderquist
Donald Stukos
John Swartz
Ray Tibbits
Margaret Starker
Daniel Stegemann
Kenneth Stewart
Jimmie Tomlinson
Lana Tucci
Howard Vandermeer
James Van Winkle
Henry West
KZ2
Richard Williams
Virginia Winn
Wayne Winterheimer
Mike West
Robert Wiley
Betty Wilkey
Margarita Wright
George Yahn
Sharon Zotti
n
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t&m J . ' ' ! t •
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FOR HIM AND HER NEAR THE UNIVERSITY AT 1085 EAST TROPICANA.
PANT TREE U.S.A. HAS PANTS OF ALL KINDS SHIRTS AND LEATHER ITEMS
LEATHER VESTS, BELTS, JACKETS, HEADBANDS, POUCHES ... PANT TREE U.S.A
FOR THE "NOW" CROWD .... AT 1085 EAST TROPICANA ... CORNER
OF TROPICANA & MARYLAND PARKWAY. PANT TREE U.S.A ... OPEN 10 a.m. TO 8 p.m.
Congratulations
to the Class of '70
central telephone
company
from
"THE BANK THAT HELPS YOU
GET THE THINGS YOU WANT!"
f \—n\
BANK OF NEVADA
* t S S 1 * 1
Member
Federal Deposit Insurance Corporation
Sanchez; Studio
'Our sincere congratulations to tfie class oj 1970'
Photographer of Senior portraits contained herein
975 East Sahara Avenue /j4-z/zz
Commercial Center East (All negatives kept on file) Las Vegas, Nevada
208
*209
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JEWELERS
A I A I A I A I A I I I T I
A I
Phone 702/384-8746
abbott trophies inc.
828 Las Vegas Boulevard South
Las Vegas, Nevada — 89101
abbott trophies inc.
384-8746
824 Las Vegas Blvd. So.
Las Vegas, Nevada — 89101
Cec Abbott
Jerry Abbott
DOVES G7MT
1HEy USUHTY HAVE A MFTFE
THEIR Personal AAI'MQS/]/
REVER if AOS l> ATwdly
PEPSI-COLA
You've got a lot to live
Pepsi's got a lot to give
Pepsi Cola Bottling Company Las Vegas 517 Fremont Las Vegas
//AwKs ME TO FfytiT
OR CAUSE S°fAEOHE FfifoHT
THE/'RES£ U>0FA To Be. Tj^JeD
EVEH i F THEY'BEEH
N evada
State
Bank
Home of the Photo-check Guarantee
Fourth and Carson
John Fish Jewelers
Registered
Jeweler
f^S
( . 1 M •
Certified
Gemologist
In Sahara Shopping Center (Across from Hotel Sahara)
Open 9 a.m. to 6 p.m. — Six days
2430 Las Vegas Blvd. South Phone: 382-8473
NEW
Copa Lounge
46 Convention Center Dr.
Phones: 735-3553
735-4474
Your Chef • Pete Gagliardo
"Excellent Italian Cuisine" Your Host • A1 Arakelian
POVES OW AS HLLCE
AS /MPOKLFED SPFCE
"THE OHVF IME-FIIF!
IS WflEtl THEY'VE BEEN
OBSCENE
Best Wishes
POKAFLHE HWK
W/W HH QMLOIC
JJJRDOR IS HE C°HCERHED
WIFY THE P£OPIE HE'S BVRRED?
I
I
i
i
DOUBLE
BFHASTfD
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lij
REBEL BRITCHES
has
Double Breasted Bells
by MALE
twenty inch bottoms give you the
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with a high rise back and a low
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love 'em too. Grab them in all
solids and patterns.
Once you climb into them
you won't want to be out
of them.
M»U
SUCKS. JEANS A THMGS
S HMS WAT M STEW
*- ARE QUITE OFI-EH VFOLPIT
THE/ R>Ke PM at A t>ovc
Because Ifity WEKE
RAfSED I2V£.
1 ICC, 1*5^5
BLvb SC.
pHoHe-.'hVt-trfs
House of Paperbacks
a complete selection of paperback books
college outline series
political science
contemporary
adult books
Maryland Square Shopping Center
3661 Maryland Pkwy.
mysteries
best sellers
magazines
735-8778
wvv.v.v.v.v.v.v.w.v • • * • • • • • • • • • «
••• • • •• •• • • • ••I • • • • • • •
GOLD STAR
••• • • •• •• •• •• •• •« ••• • • • • • • • • • • • •• « • • • • • •
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P. 0. Box 560 * 1440 Las Vegas Blvd. North
LAS VEGAS, NEVADA 89101
DOVES FLY N THE ST<Y
WITH 5°/YS That* R°H$
THE/ TYOST&EHD YOUR M»0
So TAKE ADVANTAGE ORYOO
•
y/* 'Were ^
/ if left for me ^
J, to decide whether we
Jshould have government without "^|i
newspapers or newspapers without ^
government, I should not hesitate
for a moment to prefer
i the latter." . ^
+ * * 4 *
TtfOM/IS JEFFERSON
NEVADA'S
LARGEST NEWSPAPER
M CtfRy U
Ww BOIFTs in AiR
iHB/Jusf Hfyf Joy el
MrlHyte
f SHw£ o
SAHARA! LAS VEGAS-NEVADA
PRflPFRTY OF A DEL E. WEBB CORPORATION SUBSIDIARY^=
I——0—
Scott's Photo Studio
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here I am, world! 55
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he possibility of an apocalyptic termination of all human
development has become all too real in today's world.
Man seems to be headed for a state of being in which uniqueness
is evil and the wholly subservient creature of the machine
' prevails.
Certain autonomous individuals who consider themselves above
the so-called masses seek to profit and gain for themselves at the
sometimes immediate, and always ultimate expense of mankind.
Although we may be hard-put to describe and prove a world
wide or even nation wide conspiracy of these individuals it is
not at all difficult to describe the cumulative symptoms of their
efforts:
Wars fought primarily for economic
reasons but justified by describing
America as the savior of the "free
world".
I he right of all people to an eduat
ion denied by the very bodies sworn
to serve the people; however, failing
to supply the economic and political
support necessary for the initiation of
sound educational programs.
M assive, wanton, irreparable damage
done to the resources and the environment
that create and maintain
man's very nature.
1 urpan poverty and racial hatred
perpetuated by the very programs
and actions that are supposed to cure
them.
1 he war; I remember it way back; I mean way
back with some of my first memories as a kid;
when i started feeling that there was something
more to life than the closed world that my tricycle
got me around in. Oh Cod! What an awful thing to
grow up with. It's no wonder we hate it. It's no wonder
we hate our parents for allowing it. It's no wonder
we hate our country for doing it. To me, it
didn't make any difference of what was right or
wrong. I didn't care about morality or the preservation
of freedom in the world, not when murder
was being committed in the name of such ideals.
Every day of my life it was there. There was no
escaping it: the radio talked about it; my parents
talked about it; my teachers talked about it; and
then, it seemed all of a sudden, everyone had a
T.V. set and I had to look at it: "And today in living
color, super action, glorious sound; see the enemy
dead; see our boys kill and be killed; see the
mangled bodies."
Ahah!' you say. W
that don't disturb the
ones that are worki
The ones in the "sile
That's simple enough really. When you
your parents start bribing you with theii
do anything. "O.K. Kid. You will hate r
Kid, You will hate poor people. O.K. K
anyone and anything that disagrees wi
disagreeing with you is disagreeing wit
It isn't any time at all before you have t
on his knees rolling over and playing
some of those kids see through you. Sc
start hating you for that kind of extorti
It's easy enough to see most of us as products of our
environment If we think blowing up a bomb will
stop the war it's because that's the way our experience
leads us to see it. If we believe working
for the election of peace candidates will stop the
war it's because that's the way, our experience
leads us to see it. And if we believe that doing
absolutely nothing, even to the point of putting
it out of our minds, will stop the war, it's because
that's the way our experience leads us to see it.
Looking at it from my experience, that last way is
at best a very temporary solution, satisfying only
our personal demands for consonance in our surroundings.
It can be seen that to get something
done people must do; We must all take creative
control of our lives. We must arrest from our social
System the honor and integrity it has arrested
from our parents. We must legalize freedom. Be
informed! Get involved! Do what you must but DO!
Let's face it: Some of us«are for it. Some of us are
against it. Each has his own reasons. Or are they
his own? A whole generation grows up saving the
"free" world and being taught to maintain the
status quo. Before you know it, anything that interferes
or disagrees with the established order
becomes suspect (or its synonym, communist)
and must be destroyed or at the very least shackled.
A whole generation of "Americans" manipulated
into giving up and denying to their children the
human rights that were intrinsic, to the reality and
direction of what America has always been about.
And it was all done under the pretense of controlling
an enemy within. That's like cutting your
head off to cure a belly ache. So comes the next
generation: and this one doesn't even know what
a communist is; could care less about symbols
like success and progress. They know fascism when
" a life of perpetual fear and tensions; a burden of arms
draining the wealth and the labor of all peoples; a wasting of
strength that defies the American system or the Sdviet system
or any system to acheive true abundance and happiness for the
people of this earth . . . Every gun that is made, every warship
launched, every rocket fired signifies, in the final sense, a theft
from those who hunger and are not fed, those who are cold and
who are not clothed. This world in arms is not spending money
alone. It is spending the sweat of its laborers, the genius of its
scientists, the hopes of its children. THE COST OF ONE MODERN
HEAVY BOMBER IS THIS: a brick
school in more than thirty cities. It
is two electric power plants, each
serving a town of 60,000 population.
It is two fine, fully equipped hospitals.
It is some 50 miles of concrete highway.
WE PAY FOR A SINGLE FIGHTER mrfZ*
PLANE WITH A HALF MILLION
BUSHELS OF WHEAT. WE PAY FOR A SINGLE DESTROYER
WITH NEW HOMES THAT COULD HAVE HOUSED MORE THAN
8,000 PEOPLE . . . This is not a way of life at all, in any true sense.
Under the cloud of threatening war, it is humanity, hanging from
a cross of iron."
Jit'
Mw.
• •
•nr a. 'i
"Those who can, do. Those who
can't, teach. Those who can't teach,
teach teachers."
* The traditional scheme of education
Jm | B 's/ 'n essence, one of imposition from
above and from outside. It imposes
m I B 'J' C -adult standards, subject matter, and
M • | methods upon those who are only
M growing slowly toward maturity. The
M )»"•;' 9p M gap is so great that the required sub-
(£f fl ject matter, the methods of learning
and of behaving are foreign to the
existing capacities of the young. They are beyond the reach of the experience which the
young learners already possess. Consequently, they must be imposed; even though
good teachers will use devices of art to cover up the imposition so as to relieve it of obviously
brutal features.
" . . . m o s t s c h o o l i n g t o d a y i s i r r e l e v a n t , a r c h a i c , a n d m o r e h a r m f u l t h a n h e l p f u l t o t h e
achievement of a full, rich, satisfying, and productive life for every student. We see most
students emerging from educational shells with their innate curiosity, imagination, and
creativity deadened under a process that demands assimilation of masses of useless and
irrelevant information, most of which they have forgotten. We see enthusiasm stifled,
personalities made rigid and protective, love of living and of learning "educated out"
of human beings, humanity and joy all but extinguished.
Our rising concern for the failures of traditional education is mirrored in the rising protest
from outside the educational establishment. Student apathy of the 50's has given way to
violent demands for more relevant learning experiences. Black adolescents and adults
insist on attention to their needs —pride, identity, dignity. The hippie movement sadly
scores the irrelevance of contemporary education and the hyposcrisy of an adult society
which it
has helped
produce.
Increasingly
young
people
turn to
drugs, ostensibly to escape the dullness and bleakness
of their lives—for these youths, lives that have been lived
mostly in school. One million dropouts a year turn their
_ backs on school because what they find there is not use-
B*;" ful in their lives. Teachers, for years victimized by status
F^^B quo, begin to fight back at the system.
To innovate, to change patterns and methods that have per-
(cont'd)
/According to an analysis of economic
and political power in our
society, who can we say is responsible
for environmental mismanagement?
In our view the underlying
force is profit as pursued by the 'ruling
class', whether they are private owners
of industry as in the United States, or
the managerial/technocratic elite
class in the U.S.S.R. Thus, pollution is
merely the consequence of their using
the lakes, rivers, air, etc. as free and
therefore, profitable waste disposal
areas. Product design, land use, and
resource development are other objects
of economic and political decisions
which primarily serve private
property interests and only incidently
and inadequately relate to the peoples'
needs. Thus, the current concentration
on cars for urban transportation instead
of on comprehensive high
quality public transportation systems
represents the incredible extreme to
which private profiteers have taken
us.
In some respects the ruling class has
gone too far in destroying the environment—
from its own point of view.
Somewhat belatedly, they are disc.
overing that their profits, in some
cases, are being threatened by various
possible eco-system failures. For this
reason, we are now seeing action in
apparent support of a better environment,
from the ruling class, in mass
media, universities, and political
parties. But what results can we
seriously expect?
Certain isolated changes will be made
to protect critically endangered ecosystems—
e.g. concerning pesticides or
detergents. Some broad programs
(cont'd)
for general air and water
clean-up might even be
carried out by incorporating
waste treatment into
the production costs of
goods and by moderate
government spending.
But of course all such
programs will be designed
to be paid for by the
people, and very little
change will be made in
other really basic areas
which are crucial not
only to the peoples' needs
but also to the profits of
private interests —in
transportation, housing,
factory environments,
etc. Thus, programs advanced
by the 'ruling
class' for a better environment
will most
likely be a smoke-screen
for their continuing rape
of the environment—and
of the people—and must
be exposed as attacks on
the people. Most people
will not get a good environment
to live in,
decent housing, swimmable
rivers, etc., without
fighting hard for it.
The question of whether
we are all equally responsible-
for the ecological
mess we live in
is an important one. It
would be a disastrous
mistake for those who are
concerned with dealing
with these problems to
continue in some of the
anti-people attitudes
that are common in the
eco-movement today. The
most extreme is that man
is a disease and that the
cause of
It is nat
who set
the root
begin to
rasi a, °a lf forced s
further ha
poor b\
with large
proposals 1
for. Uncor
latron grov
duct of e^
i . /"'WW political: factors, not a
way 1 that they do.v
Morgan said, "War.s'v
for the poor to fight i
the rich to profit fro?
The same is true of
vironment. Work
people who live in the cities suffer
most from ecological problems. The
factories they work in have more air
and noise pollution than the worst
areas of the cities, which, incidentally
are those areas, generally that they
get to live in They are forced to sub
mit to intolerable transportation in
order to get back and forth between
terrible working conditions and, in
many cases they are forced to pay for
and submit to the kind of urban plan
ning that puts highways through their
Communities, driving them out and
[ creating more pollution. Who profits
:/ from this transportation system? fhe
'' people who have no other choice but
to use them, or the banks and indus
trialists? Who should pay? And who
should pay the medical expenses that
come from breathing bad air, drinking
bad water and eating contaminated
• food? It's about time that we demanded
an accounting of the ruthless men
. who have sacrificed our health and
welfare in the pursuit of profits.
Many of these same people who suffer
most at the hands of the men who
profit from pollution are waging battles
against these men In order to work to
^create a better environment for us all
f we cannot ignore these fights. We have
many valuable lessons to learn from
these peoples' struggles, and in turn
we can also help develop their very
| basic and good awareness of their environmental
problems. We should join
| with these people in fighting the mental
problems. We should join with these
people in fighting the highway; in
lighting tlie conditions in the. ghetto;
in fighting the industries that are not
only pouring pollution out of the
smokestacks, not only wasting precious
resources, but are also killing men
in the shops. In these fights the people
Tare not compromising themselves
the politicians are still looking for
compromises which means compromising
US ALL to an intolerable environment.—
but the people are not
compromising themselves
iff
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J**k e
The majority of the American poor are engaged in the desperate struggle to- maintain the
framework of civilized life against the crush of brute surival. For the country at large there
are wry jokes about Christmas bills and standard complaints above school clothes, but
after this ritual is completed there is no question that school is taken for granted as the
required gate to opportunity, and that the Christmas and Easter seasons are times for joy.
These are real for most of the poor but for them they.are also terrible reminders that the
symbols of civilized life are fading away and their families are losing their foothold on
normal American culture.
One reason we have failed is that we are not yet convinced that' there is truly a world inside
our society in which the American dream is dying, where when it rains at night every
one gets up to move beds away from the leaks. Where there is no electricity. Where regularly
in the last week of the month whole families live on things like berries and bread.
Where children in winter sleep on floors in burlap bags and their lung X-rays at age twelve
look like those of old men. Where students drift hungry and apathetic through school
and their parents die ten or twenty or thirty years earlier than their countrymen.
We are inclined to think that this happens only to the physical or psychological cripples,
that suffer in small numbers in isolated geographic pockets. But the poor are everywhere.
Every city and every region has them and in a few unfortunate places there is scarcely
anyone else.
For the most part these men, women, and children are not made so differently from their
fellow countrymen. But they have had the bad luck to be born in a poor region, or in a
dying or automating industry, or on a small farm. They may have a dark skin color or, they
may have a light skin color. They may be sick or, they may be well. Or they may have lost
their jobs after they were forty years old—too old to find a new steady job but not old
238 enough to die. Or, like the American Indian and the small farmer, they may be born into
an obsolete culture.
Poverty is measured by the standards of a man's own community. "If most of America is
well-fed, the man who can't find three meals a day for his family is poor. If most
of America has modern weather proof housing, the man whose home is leaky and has no
piped water is poor. If most of America has enough medical care to stay alive until age
seventy, the man who can't afford to live beyond the age fifty-five is poor. Such a man is
poor statistically. But he is poor in a more damaging way: he is a failure in his neighboi s
eye and in his own."
The national consciousness is forgetting that the poor are being denied the warmth and
hope of ordinary American life. But the poor are not without hope. They do not shun
society but the great society is ignoring them as well as complaining bitterly over what
little help it has given.
Poverty cannot leave until you, America, with your National Average and your highest
standard of living and all your comfortable compatriots gone to the suburbs get up and
look. Start reaching out to help instead of lurking behind "hills that shield the valleys of
misery and the dirt roads that discourage fast moving cars, and the ugly decrepitude tha
keeps respectable people out of the slums.
From day to day I think to myself that
God will stop it. I think He'll come
down here and say something that will
make it different hereabouts. He'll
tell the people that they should stop
doing like they do to one another, and
they should hear His Word, and go do
likewise. But until He comes, I'm
afraid we're going to die all the time,
way before it's time. I've lost three
before they were even born. I've lost
two before they were a year. I've lost
two old enough —I thought —to live,
to be full grown, the same as me and
their father did. Yes, I've got me the
six here who are still living, but let
me tell you, I can never wake up in
the morning without wondering
whether we'll make it, one of us or
all of us, until sundown. And that's
the truth.
. . . prejudices, whether religious,
racial, patriotic or political are
destructive to the foundations of
human development. Prejudices of
any kind are the destroyers of human
happiness and welfare. Until they are
dispelled, the advancement of the
world of humanity is not possible, yet
racial, religious and national biases
are observed everywhere. For thousands
of years the world of humanity
has been agitated and disturbed by
prejudices. As long as it prevails;
warfare, animosity and hatred will
continue. Therefore if we seek to
establish peace we must cast aside
this obstacle, for otherwise agreement
and composure are not attained. . . .
prejudice and fanaticism whether
sectarian, denominational, patriotic
or political are destructive to the
foundation of human solidarity; therefore
man should release himself from
such bonds in order that the oneness
of the world of humanity may become
manifest.
. . prejudices, whether religious,
racial, patriotic or political are
destructive to the foundations of
human development. Prejudices of
any kind are the destroyers of human
happiness and welfare. Until they are
dispelled, the advancement of the
world of humanity is not possible, yet
racial, religious and national biases
are observed everywhere. For thousands
of years the world of humanity
has been agitated and disturbed by
prejudices. As long as it prevails;
warfare, animosity and hatred will
continue. Therefore if we seek to
establish peace we must cast aside
this obstacle, for otherwise agreement
and composure are not attained. . . .
prejudice and fanaticism whether
sectarian, denominational, patriotic
or political are destructive to the
foundation of human solidarity; therefore
man should release himself from
such bonds in order that the oneness
of the world of humanity may become
manifest.
* «• Mm,.
" * * • .
It is well to give when asked, but it
is better to give unasked, through
understanding;
And to the open-handed the search
for one who shall receive is joy greater
than giving.
For in truth it is life that gives unto
life—while you, who deem yourself a
giver, are but a witness.
244
245
jfVOtlARt
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ISBH
On June 12th o f t h i s y e a r , t h e University Board o f Regents passed i t s 'Code o f Conduct' f o r t h e
university community. I t i s t h i s document which points a doubting finger a t a l l o f u s , and quest
i o n s our a b i l i t y t o t h i n k , a c t and r e a c t a s unique individuals. For a body o f responsible people
t o pose such questions i s frightening, f o r i n doing t h i s they a r e forgetting t h e very basic element
o f humanity: man; and i n h i s place substituting r u l e s and regulations against t h e very nature o f
our essence: freedom.
The EPILOGUE does, t h e r e f o r e , dedicate t h i s page t o t h e honorable members o f ' o u r ' Board o f
Regents i n hope t h a t t h e y , a s f r e e thinking individuals, w i l l consider t h e urgency o f today's
world and o f tomorrow's existence with today's people who want not t o destroy but t o build and
t o r e d i r e c t a world which, f o r them, i s on t h e brink o f self-destruction. A world which, through
them, can more readily resolve t h e needs o f humanity and provide a glimmer o f hope f o r our
children s children.
RWH
0 A I um just a student Sir, and only want to learn,
But its hard to read by the rising smoke from the
books that you like to burn,
So I'd like to make a promise and I'd like to make a
vow,
That when I've got something to say, Sir,
I'm going to say it now.
Oh, you've given me a number and you've taken off
my name,
To get around this campus, why you almost need
a plane,
And you're supporting Chiang Kai Chek while I'm
supporting Mao,
So when I've got something to say, Sir,
I'm going to say it now.
1 wish that you d make up your mind, I wish that
you'd decide,
That I should live as freely as those who live outside,
Cause we also are entitled to the rights to be endowed,
And when I've got something to say, Sir,
I'm going to say it now.
Oh, you'd like to be my father, you'd like to be my
Dad,
And give me kisses when I'm good and spank me
when I'm bad,
But since I left my parents, I've forgotten how to
bow,
So when I've got something to say, Sir,
I'm going to say it now.
\nd things, they might be different if I was here
alone,
But I've got a friend or two who no longer live at
home,
And we'll respect our elders just as long as they
allow,
I hat when I've got something to say, Sir,
I'm going to say it now.
I've read of other countries where the students take
a stand,
They're even helped to overthrow the leaders of the
land,
Now I wouldn't go so far to say we're also learning
how,
But when I've got something to say, Sir,
I'm going to say it now.
So keep right on a talking and tell us what to do,
But if nobody listens, my apologies to you,
And I know you were younger once, 'cause you sure
are older now,
And when I ve got something to say, Sir,
I'm going to say it now.
So, I am just a student Sir, and only want to learn,
But it s hard to read by the rising smoke from the
books that you like to burn,
So I'd like to make a promise and I'd like to make a
vow,
That when Ive got something to say, Sir,
I'm going to say it now.
on t h i s book andThe few peopte thafcamX^and'helprf me dof i t n i S h < i d ' ' ""*, l d ' 0 M y a ' e W t , , i n s s
^d^bv mlnv ""I"1 f f , i k e d ; »td perhaps, 'never
Will a t l e a s t be looked a t . For much time energy and mn '"u'™6 e v e ryt h i n 8 contained herein
cognize t h i s f a c t , i t i s both important and necessary t h a t onl V and i n order t o r e duced
i t . necessary t h a t one recognize t h i s book and t h e people t h a t pro-
WnS6 " " " ™ d ° and appreciation f o r bei„g near and f o r
246
247
eg A red A friend who a s s i s t e d my e f f o r t s with h i s work
Pre? AIW m d a r k r o o m ' m a k |ng t h e book look b e t t e r and
r Zi A l l 7 U S m g m e t o f e e l a n d a p p r e c i a t e t h e c l o s e n e s s
Greg All red o f my f r i e n d s .
Carol Frew My friend Carol . . . always working on something,
Garo Frew even when I had nothing f o r her t o d o . A beau-
Caro Frew t i f u l person who effervesced with a l l t h a t I some-
Carol Frew times lacked.
Marilyn Mullaley A gentle friend giving a l l t h a t she could. Deliver-
Man yn Mullaley ing a f r e s h perspective o f existence and making t h e
Marilyn Mullaley events o f t h e year a l i t t l e e a s i e r t o understand.
Mike Mullaley Helping Greg help me. But, helping me i n s u b t l e r
Mike Mullaley ways. A pervasive consciousness o f h i s surroundings
Mike Mullaley aided me i n seeing what should b e , r a t h e r than what
Mike Mullaley i s .
Claude Whitmyer Idea and action man a s copy e d i t o r . . . gathering, writ-
Claude Whitmyer i n g , deleting and giving. A special person f o r a spe-
Claude Whitmyer c i a l book—I give my special thanks.
Saundra Whitmyer A f a v o r i t e friend who helped me laugh when t h e r e
Saundra Whitmyer was nothing t o laugh about. Thank you f o r caring
Saundra Whitmyer and sharing b u t , most o f a l l , f o r being.
Jackie
lackie
Jackie
Jackie
Jackie
Jackie
Jackie
Womble
Womble
Womble
Womble
Womble
Womble
Womble
Frances Wright
Frances Wright
Frances Wright
Pam Zamora
Pam Zamora
Pam Zamora
Pam Zamora
Remarkable woman! Helping me i n many wayswriting,
checking copy, goading, and most import
a n t ; allowing me t o pick her b r a i n , a s she often
accused me o f doing. By doing a s much a s she did
i n various s e t t i n g s , t h e book i s f i n i s h e d . But not
J a c k i e . She w i l l never stop doing f o r others because,
t h a t i s what she i s a l l about.
A special individual who gave o f h e r s e l f i n order t o
help me. Providing me with a greater perception o f
what ' f r i e n d s who c a r e ' a r e .
The s t a f f a r t i s t who deserves special mention. Always
helping me i n d i f f e r e n t ways, t h e l e a s t o f which
was a r t ; t h e t a l e n t o f t h e a r t i s t i s by no means greater
than t h e a r t i s t who gives o f her t a l e n t .
jack/Trudi Abell Diane Apple Mike Cevette Johnny Clark Jo Ann Donahue Lucius Floyd
Dave Holland JB Edwards/HUNTER Publishing Co Mark Hughes James Hunter/HUNTER
Publishing Co Nedra Joyce Dave Katzman Mimi Kissner Bob Leavitt Mary Manning Dick
Myers Flo/Frank/Mike Onstott Parico Osby Louise Papile Loa Reynolds Rod Rose Jerry L.
Seiler Joe Warpinski Margarita Wright
Acknowledgement
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7^b^l buha" 242 243 HanS Christian Andersen
78 Matthew Arnold 122 John Bailiff 72 P.W.
Bridgeman 115 Trigant Burrow 117 Eldridge
Cleaver 245 Clorox 139 Robert Coles 240 Dwight
D. Eisenhower 229 Jim Feddles 119 Robert Frost
67 Jose Ortega y Casset 124 Kahlil Cibran 244
Alexander Herzen 115 Richard Johnson 122
Phi Ochs 246 Mike Onstott 118 Frederick S
Perls 116 Margaret Randall 1 Chidiock Tich-
23?2342«T, T°IS?V 36 TU"S
mJnl U"catalo«ue s^°ol of Education
20 iS i°5 22^' f C'aUde WWtmVe 225 226 227 Saundra Whitmyer 239'
PHOTOGRAPHY
Creg Allred 33 160 235 Bill Carter 29 31 35 3a
: 23347° 41 46 68 72 88/89 90/91 94/95 102/103
156 157 Ron Hiltbrand; editor 4 5 8 9 19 20
24 39 43 45 47 49 50 56 57 59 63 64 65 66 71 73
74 75 76 77 79 82/83 84/85 86/87 92/93 96/97
98/99 100/101104/105 106/107 108/109 132 133
134 137 138 142 147 148 149 151 152 153 54
158 159 201 202 Bob Leavitt 2 3 5 6 7 10 11 12
13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 1
Myers 233 ^ Mannmg 1 112 Dick Myers 233 Brian Stone 161 162 163 164 165 ira
167 168169171 172 173 174 175 176 177 178 179
SPECIAL
Ahssa (art) 144 Al Clayton (photo) 238 240 244
(aft)'U9D Hn ^ 128 MaHene Crickard
EBONY ?S Duncan (photo) 226 227
EBONY Magazine (photo) 233 William R. Friday
THE HAWR LOVE ?F DOVE OR LET S KN°CK
Cova 235 I IFFmP n bV permisslon) 209/221
WFFIZ M Magazine (photo) 228 241 NEWSWEEK
Magazine (photo) 228 Las Vegas Review
Journal (photo) 58 60 62 77 78 203 204 205 236
237 Jim Stanford (art) 137 Las Vegas Sun (photo)
120 12^^23^2^127 Z>9 59 6° &2 338