The University of Dayton Alumnus, March 1961

alumnus

alUD1DUS THE UNIVERSITY OF DAYTON • MARCH 1961 VOL. XXVIII No. I THE ALUMNI ASSOCIATION OF THE UNIVERSITY OF DAYTON OFFICER AND DIRECTORS Arthur T. Scarpelli '34 ........ .. ......... .... .. ......... .. ... ...... ........... ..... .. ..... ... President Frank .J. Doorley '43 .... ... ....... ............. .. ...... .... ........ .... ......... ... ..... Vice President Mary ;\f. Shay '44 .... .. ............. ..... .. .... ...... ... ........... ......................... ... . ecretary John C. Bramlage '52 ...... .... .. .... .... .. .............................. ................ .... Treasurer MEMBER OF THE BOARD Peter Kuntz '50 Charles W . Whalen Jr. '42, Marilyn Catron Nolan '53, William A. Fitzpatrick •39. Arthur Millonig '40. Don Sharkey '34, Mark Smith '52, Paul Wagner '39. George Zimmerman '48.

E -OFFICIO MEMBER .

Very Rev. Raymond A. Roesch, S.M .. University president; Brother Austin J. Holian , S.M., assistant business manager; Brother Elmer C. Lackner, S.M., assistant to the president and alumni director; R. William Patterson '29, past president of the association.

ALUNINI REPRESENTATIVE UNIVER 'IT>' ATHLETIC BOARD Jack Zimmerman '50, Joseph Poelking '32, Art Bok '50, George J. Rau_ '30, James Finke '48, Charles Grigsby '52, J . Ellis May! '08, Arthur T. Scarpelli '34.

AL

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IADV~ORYBOARD

Buena Greer Beis '43, Akron ; Thomas Hildebrand '51, Hamilton ; Don C:osgrC?ve '51 Cincinnati· Donald Seifert '52 Columbus; Robert F . Seiter '44, Xema; Dtck Ba~cafer '51, Springfield; Jim H~rt '54. Toledo; Linus Boek_e. '28., Chill~cothe; Joseph Quatman '38, Lima ; Ed Crow '32, Cleveland ; Jack . Ettmg 53, Mml!.t;r; Albert T. Diringer '48, Tiffin; Charles Kenny '50, Mansfteld; Tom Ryan. 29, Coldwater ; James Scheuerman '49, Celina ; Constance Ecklar '56, Greenvt~le; James Wade '51, Newark; J. C. Kreidler '52, Sandusky; Ric~ard Dorsey. 57, Marion; David Eynon '49, Portsmouth; Thomas Westerkamp 58, ~teubenvtlle; Nicholas Braun '49, Troy; Don Kerr '51, Piqua; Don Helmkamp 54, Delphos; Manuel Garlikov '43, Middletown; James D. Whalen '47, Dav.ton; Harol~ Hormann '50, Sidney; T. J. Hollenkamp '37, Detroit; Charles Schtavo ' 43, Phtla~el­ phia ; James A. Crowley '56, Pittsburgh; Jim Brown '34 and R. W. Saund~rs ,58, New York City; John Mehary '52. Long Island , N.Y.; Frank L . . Schmidt ,50, Louisville; Rita K~nsella Bardo '55, Fort Thomas, K y.; Francts Gabel ,30, Washington , D.C.; William Bruening '57, St. LoUis ; Joseph G. H,ollen~amp 41, Chicago; Mary Jo Huth '50. South Bend; Donald Cust~nbord;r 49, ~tchmo~d, Ind.; Milton McGuire '47, Fort Way ne; James M. 11;1urphy 50.' .Indt~napo!ts; Matthew Marzluft '28. San Francisco; William Meyer 37 and Ph1hp, Gnmes. 35, Los An geles; Paul McClellan '27, Houston, Tex.; and Lloyd Rensel 43, Flonda.

the cover ...

The University of Dayton ALUMNUS, established in 1929, is published quarterly for the Alumni Association of the University of Dayton by the Public Relations Department, University of Dayton, 300 College Park Avenue, Dayton 9, Ohio. Entered as second class matter April 15, 1950, at the post office at Dayton, Ohio, under the Act of March 3, 1879. Subscription price: two dollars per year.

EDITOR: RICH RD F. BE H '52 PORT EDITOR: .J EPH J. i\IcL GHLI DESIGN: l. E. O' NEil & ASSOC., INC., DAYTON TYPOGRAPHY: liNOTYPE SERVICE, MIAMISBURG PRINTING: WAGNER PRINTING CO. DAYTON TEACHING AIDS PHOTOGRAPHY BY ROBERT THOMSON, S.M., AND MICHAEl McGARRY

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Within the 270 aluminum tubes symmetrically poised in the University's new nuclear reactor is 5,500 pounds of uranium. If all the energy present could be extracted from that uranium, it would supply the entire country its complete electrical power needs for 100 years! There's more about the reactor in this issue.

What's inside ...

DUCATION at all levels-from primary through advanced-is undergoing great change and attaining remarkable advance as it adjusts it elf to the increasing numbers pur uing it and braces it elf for stag· gering increases yet to come. In order to provide more effective and more efficient means of educating the eager rna e who are now in the elementary and high schools and are beginning already to arrive on the college cam· pu e , educators have been turning to various mechanical, electronic, and even nuclear ystems and gadget for help. The e modem aids have enabled the teacher to reach more ·tudent and to reach them better; to teach them more and to teach them in a more interesting manner.

A number of such modern teaching aids are in use on the University of

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It's time to unwrap

Dayton campus, and a a pecial fea· ture of thi issue, The LUl\fN takes a do e look at a few of them .

Specifically, we'll talk to George Bierack about dosed-circuit televi ion ; hear from Pat Donisi on why Joe Col· lege, in addition to little Johnny, can't read and what's being done about thi seriou educational problem; have Brother Tom Schick describe what can be done with the shiny new atomic rea tor; have Brother Jerry Sullivan giv.e u a tour of his language labora· tory in herman H all. .. .

Dr. i Chavez think the nited tate i in a unique position in the cold war. Our population i made up of per on from every nation and culture of the world. Why not, Dr. Cha· vez a ks, use these persons a our am· bas aclors and envoys? Put their talents and their origins to work at a time when we need them so seriously, he urges . . ..

A big, burly Detroiter named Chmielew ki and a lithe Negro lad from Brooklyn named Roger Brown brought a hint of a grin to Tom Black· bum' dour features a they led the fre hman ba ketball team through an impres ive season, giving Tom plenty to look forward to for the next three year . ALUMNUS Sports Editor Joe McLaughlin tells their story .. ..

PRESIDENT KENN EDY, during his pre-election campa1gnong, indicated he would appoint as ambassadors to nations of the world persons who know the language of the nation involved. He's shown here campaigning last fall at Third and Main Streets in Dayton. {Photo: Bob Tamaska, Dayton Daily News.)

Our unique cold war weapon

By Dr. Simon Chavez, associate professor of education

T

HE REALITY of the cold war becomes more apparent a we recognize the present struggle between democ· rary and totalitarianism a a struggle for the minds o[ men. In the world revolu tion that began many years ago, the emerging areas of the world have become the battlefield.

The two oppo ing systems are in a deadly struggle for the lo alty of the ma se in Africa, .-\ ia, the Near East, and Latin .\mcrica . The increasing poverty in thee area offers democ· racv and ommuni m their greate t d1allenge - and their gre~ te L opportunity. Should communi m gain control of the c.: area , World War III would b unnecessary, unle the ommuni t leaders become impatient to gain world dom· ination and to see the completion of the world revolution .

The impoveri ·heel masses in the e areas are fully deter· mined to improve their standards of Ji ving, to enjoy more of the world 's comforts, to escape their traditional subjuga· tion to eli ·ease, hunger, and ignorance. If necessary, they may be wi lling to exchange this type slavery for political slavery.

In this struggle we are beinK harras eel not only by the l>oldne ·s of th e Ru sian and Chine e attack, as they guide ~e lected group of contrived example bowing thei~ o_wn phenomenal ri e from povert , but b our weakness m tm· plem cnting dento(Tatic pr!n~iple at home _and. ~broad . .\ an exampl e of thi , our ext tlllg lar!?e t mtnonue~ are tho e who e origin are from the strategtc area mentioned. Our problem in accepting and a ·sirnilating the e people can be traced in trident headlines throughout the last three decade ,

front the late ·t integration diffi culties in southern tate to Pu<.:no Rican problems in the Eastcn taLes, and the oncen· tration camps for J apane ·e· mericans in World War II .

Co111mun ists gleefu ll y repeat these stories in Africa, Asia, and Latin America, emphasizing that people like them are ttOL accepted by Am erican , that they would not even be ~erv ed at a lunch counter. They go on to explain that meri· can of their origin are at be t econd-class citizens in the l nited States. Our difricult in assimilating minorities thu becomes one of our greate t liabilities in international relation .

B)' immediate and courageous action, however, w~ ~an mm1ert this liability into out· greatest asset. By appomtzng Am ericans of Aft'ican , Asiatic , and Spanish m·igin as our representatives to th e rountt·ies in these underdeveloped nreos, we can exploit a resource no other nation possesses, our ethnic variety . These people have amply demonstrated thei1· loyalty in war and w ould welcome the opportunity to fJm r•e er•en more dmmatirnlf~· th eh· unique value in peace.

President Kennedy's announcement during pre-election campaigning that he will u e Americans who know the Ian· guage of the country to which they are ambassadors points to thi pos ibility. It is hoped that such a program would .go beyond mere ability to use the foreign lan~age. Imagme the impact on the people of the host country tf they were to

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re ognize a similarity between themselves and our reprentative , not only in language but also in appearance, in fluen y with their history, literature and aspirations, and in a d ep sen itivity to their value and customs. In addition , would it not be valuable for them to recognize a willingne on our part to learn from them, as well as a desire to hare our technical know-how and materials with them? Above thi , should they not expect to see in practice the humanizing principles of that democracy we proclaim to be the founda tion of our way of living? lnrlusion of Americans with these q?J-alifications in both our officia l diplomatic sPmice and in the projected Peace Cm·ps muld very well be ou1· most significant and positive n pproach tn international understanding and wm·ld peace.

Our use in international relations of persons from our minority culwres would have a profound effect on the people of other lands. They could see that people of all origins, and specifica lly those of their own, enjoy the respect, dignity, and freedom guaranteed by our democratic system. They would be able to see that democracy is a way of life available to all who are willing to cooperate in protecting each other's rights. IL would also have an effect on us domestically. We wou lei better recognize the invaluable asset represented in our variet of cultural origin . R esponsibility and pride would be rekindled in members of minority group as the came to reali1e that their ontributions were urgent! needed -contributions they alone could give. nfortunately, thi greate t of our assets suffers from lack of development. Educational opportunities need to be increased and. for the time being, the urgency of the ituation demands the initiation of an accelerated program to select ·md train the existing best qualified people for this task. Our representatives should possess technical specialities that could be of ~ervice in combating dis ase, hunger, and poverty .

Their convictions of Lhe effica y of democrac;y should approach a crusading zeal and their attitude towards the foreign people and knowledge of their culture should offer rea onable guarantee that thev will convey the mo t favorable impre sions.

The contrast in this approach with what we have done in the pa t would be tremendous. Too often those who have repre ented us abroad could b ea ily identified as Americans. not onlv by their appearance, but by their ignoran ce of the language and culture, and by their sole concern to safeguard the interests of their compatriots, even at the expense of the natives.

THE AUTHOR joined the faculty in 1954, after winning his doctorate at the Un iversity of Colorado. In his doctoral study, he found conclusive evidence that reading stories translated from South American literature helped children acqu ire better attitudes · toward their South American neighbors. Dr. Chavez taught Spanish at the University of Colorado as well as in high school in New Mexico and has also taught social studies in high and elementary schools in Colorado, New Mexico, and Oregon. In the summer of 1955 he was a visiting professor at the University of Colorado and last summer at New Mexico Highlands University.

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Tn addition to improvements in our programs of official representation we need to u e our educational facilities and ma media w promote better understanding and more favorable attitude among our population and speeifically among touri ts to the e area . These unofficial repre entati,·e in the pat have al o hown ignorance of the language rate ol monetary exchange, customs, and values. Too often the,· haH· been i lands unto themselves. tolerating the natives as ,·1ecessary but uncle irable components of the country. This is best expressed by the tourist to Mexico who came back delighted with the cou ntry, except for the fact that there were too many Mexicans there.

The need to better understand these people can be easi ly determined by a imple experiment. Ask anyone who has gone through high hool or ollege to list the names of per~on who come to mind when South American or Latin America are mentioned . Ordinarly, the list will be smalluch names as Peron. Bati ta, Castro, Pancho Villa, Cortez, Pizarro, \Iaximilian - mo t of which are regarded in Latin .\merica as we would regard Jesse James, Billy the Kid, AI Capone and John Dillinger. The experiment might be continued by specifically asking the group to name the musicians, artists, social workers, statesmen, religious leaders, phil osophers that cu lture ha · produced. The ignorance displayed in this experiment will generally be exhibited by tourists visiting these lands. To a great extent it will reflect inaccurate concept~ often promoted by movies and films. Our knowledge i mostly limited to the product that a country produces, its coffee, tin and wool, but is very cant on its most important product-it people and its culture.

We are bles eel in thi country with many bi-cultural communities where mericans absorb this understanding as they grmv up. For instance, in Puerto Rico, Florida, New York , California, and the Southwest there are large numbers of persons acquainted with the language and culture of South .\m erica, as well as with that of the United States. These commun ities o!ler all Americans an opportunity to practice a baring of imernational understanding and, in addition, alford the nation a potential reservoir of person who could be educated to erve a our representatives to panish-speaking countrie . Traditional! '• these communities have been under pres ·ure to jetti on their differences in culture and to as ume all the outward appearances of the dominant group.

This group has generally been addled with the responsibility of learning our ways in order to promote under tanding.

What is true of Spanish-speaking communities is also true of com munities of Americans of Asiatic and African origins.

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GEIGER COUNTER begins a measured click, click.

It is time that we t1·easure and promote domestically the cultuml di11ersity that is ours and use this resource to demonstratP a willingnes to sPell mutua/understanding abroad.

\\ e need to rededi ate our elves at home and abroad as a nation committed to the practice and expan ion of demoratic principle . \Ve need to realize that America is more rhan its boundarie, it mountains, or its factorie. Most of al l, America is its people and wherever an American i , there all other people should be able to see America, with all that it symbolizes: A nation that beckons to the huddled masses: a n'a tion that shows compa sion for all the unfortunate, respecting the dignity of all per ons; a nation of individuals anxious to form a team " ·ith others to secure a more comfortable living without Jo s of freedom or dignity to anyone: a nation de irou to under Land others.

The truggle for th mind of men differ from past conflicts and require that " ·e demonstrate more clearly a 'ensitivity to peopl e a~ people. This we can do better than anyone else becau e we have the guiding principles as our foundation and so importantly, we have the different peoples of the world with which 10 demonstrate it. 0

A tape recorder spms .

A red light glow bright on a televi 10n camera ...

Light

dim, and on a

creen flashes the openmg sentence of a short story.

THU

at four site on the campus, mod rn teaching aids agam ar

u h aid contribute to the learning proce

put to work. How

at the University of Dayton is described on

the following pages.

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One of the original TV instructors on the University's closed-circuit operation was Charles W. Whalen, who taught an economics course via the fascinating teaching medium. This view of the studio is from the control room.

Mr. Biersack, assistant professor of speech, is "Mr. Television" both on the University campus and in the Dayton area. Since 1954, he has been general manager of the Miami Valley Educational Television Foundation , and in that capacity has been responsible for the production of more than 1,000 educational television shows over local commercial stations.

A member of U.D.'s class of 1952, he has his master's degree (television major) from Miami. His wide experience in educational television, both throughout the Miami Valley and on the campus in the closed-circuit operation, led recently to his election as secretary of the Ohio Council on Educational Television.

losed circuit t v an interview with George C. Biersack

URING the summer of 1958, the University installed a closed-circuit television system on an experimental ba is to gain experience in the u e of a medium still somewhat new in the educational field.

Since then, some 2,000 Univer ity students have taken a portion of their academic work from TV rather than from a "live" instructor. To get a view on the place of television in education, and in higher education in particular, The ALUMNUS went to George Biersack, director of television on the campus, with a few pertinent questions.

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Q. Mr_ Biersack, what has brought on the rather wide use of television in the classroom, both here at the University and elsewher'e around the country?

A_ Probably the basic reason - or double reason - is the great numbers of student now in school and getting ready to enter, and the growing hortage of qualified teachers.

Television seems to be one an wer to these two big prob-

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!ems. But another factor to which the rise of TV may be attributed is the very nature of American education. Television presented the pos ibility to many far-sighted educators as a means of improving the education process. In other words, TV in the classroom was not merely a defensive development, something to help fill a shortage or meet a crisis, but a positive step toward better education.

It is interesting to note that more than 300 educational units across the country are now using televi ion in one way or another. Back in I 958, when we here at the Univer ity began our own clo ed-circuit operation, there were 200 units, from the kindergarten through colleges and universities, using TV. So you can see it i growing steadily.

Some of the first large-scale uses of educational television as a classroom tool were in the Pittsburgh, St. Louis, and Chicago school systems. They remain today among the most extensive and successful ventures in this field.

How has the student taken to television? And how has the instructor taken to it?

It's pretty hard to generalize here. I do think it would be safe to say that for the mo t part, students and faculty alike (at least those who have taught by TV) have taken to it quite well. Of cour e, with a student body of thou ands, there are bound to be orne who don't like it. s for those faculty member who have taught on our syr,tem, they are in pretty general agreement that TV has a lot of

merit and when used to it fullest capabilities, can contribute much to teaching.

Since eptember of 1958. we have taught twenty-eight courses through the closed-circuit system. Fifteen member of the faculty have conducted a part of their teaching duties in front of the camera.

For both student and teacher, the television course i certainly different than the conventional classroom situation . Teachers will agree more preparation is needed.

Students agree that more effort is required on their part.

Both the e "side effects" are obviously beneficial to intruction and learning.

When we began our experiment in 1958, we were not too well equipped to handle thi problem. We had to rei on the student's making a note of his que tion and con. ulting the teacher after class. Now, however, we have installed an intercom system which provides for communications between the studio and the individual TV classrooms.

Has there been any compm路ison of grades or other studies made here at U.D. to ascertain whether a student does better or worse in his studies through use of TV classes?

First, let's clarif this: TV is warm and intimate, not distant and cold; now it is tru e that the teacher him elf i not right there in th e cia room with th.e tudent . But he is always available in the studio after class, and every instructor has an office at which is is available a number hours each week for personal consulation. So if a tuclent finds he isn't able to keep up with the course, h can ea il consult with the tea her and traighten him eH out. ~fany educator are now coming to believe more firm! that, particular] in "lecture" courses, having the tudent in the cia sroom for give-and-take di cussion i not at all high percentage of the neces ary or even advantageou .

CJUe tions asked by th tlldent are unnece sa11' and o erve only to hamper progres. In today's college course there is o much material to be cover d that class and lecture tim e cannot be wa ted. T levision enables the teacher to cover

Yes, we have kept fairly close records and in general find that thus far in our ex perim ent students do just as well if not better in TV course than in the arne course given in the normal cia sroom ituation. Nation-wide, most re earch indi ate that TV students learn more, learn faster, and learn more thorough! . Thi i not to hard to imagine.

With the instructor lecturing from the TV studio on the first floor of Chaminade Hall, and the students in five classrooms in the Arcade, St. Mary's, and upstain in Chaminade Hall, what happens if the student has a truly important question to ask?

lt would appea,- that a student may feel a somewhat impersonal ,-elationship with the PTOfessoT when the course is on television , and that the rappoTt between the student and teacher may be lost . Is this true?

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con iderably more material than he would m the conventional classroom .

Why the expense of a studio~ Couldn't a camera merely be taken into a classroom and set up in such a way to "w atch" the instructor through the class perio d~ This wou ld certai nly be possible. But you would then be utilizing the potentials which exist only in the classroom. By having a stu dio, we can make full use o( " production techniques." The c include special lighting all(! ~ound effect , do c-up , uperimposition , camera movement, and other similar effect which you ee every day in commercial television. ur basic "set" in the tudio, i a cia room. I t ha chalk board , maps, and other vi ual an in tructor need . But thi ba ic set can be modified in a number of way to pre ent any number of effects.

During the current erne ter, we are experimenting the second time with a cour e in physics. You can ea ily im agin some of the immediate advantages of doing such a course by TV. When the instructor wants to demonstrate a part icular ex periment, one of the two cameras can beam into the clas rooms an ex treme close-up of the action tak ing place. Thi s is but one adva ntage TV can have in uch a course.

Brother John Jansen is one of the TV instructors who brings a small group of students into the studio w ith him for his televised lectures.

Beyond the camera in the background is the new intercom system by wh ich the classrooms can communicate w ith the studio and the instructor.

Five classrooms, in Cham inade Hall , St. Mary's, and the Arcade, are wired to receive the televised lectures. Smaller rooms have three sets, larger one utilizing four to provide ease of viewing to small groups in each room.

From that description , it follows there must be several persons w01·king with the teacher in his "production." Is I his true?

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That is true. nd mo t of the persons involved are stu dents, by the way. As an example, let's take Brother .John .Jansen's TV cour e in "Growth and Development of the Learner." Working with him are a production-director, who actually oversee the entire studio production .

He has working with him two cameramen, both student. . .-\nother student keep an eye on the "audio" portion of the telecast. A full-time electronics technician keeps an eye on the "video" portion . Television assistant are pre ent in each classroom.

Has our experience with TV here at U.D. been similar to that of other colleges and universi ties~ Yes, it has. We've come to a number of conclusions.

For instance, we are convin ced that television is definitely an effective teaching m ' dium . It enables a school to make the best use of its be t instructors, by presenting them to a larger number of . tudent , thus raising the level of instruction. Televi ion i accepted by most students and teacher .

Cia s-time is saved in many ways. Intricate experiment are more effective! pre Clltcd to students through televi ion. tudents are encouraged through televi ion to apply themselves more thoroughly to their academic work. lmo t any cour c can be taught effectively by televi ion.

J n our own system, we've g iven courses in religion, busi ness, economi cs, h alth, mathematics, literature, language, edu cation and science. All seem to be very adaptable to the television method.

What are the Uuiversity's plans fot the future m the field of television~

Film and slide equipment gives the instructor a great advantage: prac· tically a snap of the fingers is all that's needed to supplement his lecture with this type visual aid. Remember how the instructor had to set up projectors and screens and disrupt the class to show a fil m? Those days are gone forever, thanks to televisi on .

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We will continue our ex periment. We feel we've ju t t cratched the surface and much more can be done. .D., as at other chools around the country, we are no longer experimenting to e if television is effective a a teaching medium. The question now is "How effective?"

It is in this direction that our work will continue. 0

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The first question many a k i , of course, "What do you mean by a language lab?"

A language lab is a large room in which you w:ill find the following furniture: at the front, omething that look like an electric organ withom pedals or keys but with plenty o( dials and little black switch buttons and place for running tapes and phonograph records. Above all , there arc earphones and a microphone, or perhaps several sets of each. In the body of the room are desks and tables which have been made into booths through soundproof separating walls and a front transparent panel. At each of these booths there is a microphone, a set of earphones, and a device for playing tape .

ERE i how the lab work . From his position at the con ole the teacher, through hi microphone and headphone , can communicat with one, or several, or all of the LUdents sitting at the booths. The very least the wdent can do is listen to the teacher's voice or anything else being broadcast from the console, and talk back to the teacher through the booth microphone. In some very elementary systems, this is the total activity possible at the tudent booths. In many language labs, particularly in high s hools, it is further po sible for the student to play at the booth a pre-set tape on which he may also add the ound of his voice without di turbing the original recording. However, the l niver ity of Dayton's l_ab, although not unique, belongs to the elect group_ whtch ~re immensely adaptable. Here are orne of the thmgs wh1d1 can be done.

I. The teacher can talk with any booth or any number of booth at the same time.

2. H e can set any booths so that they may talk with each other.

3. ln addition to, or apart from the teacher's voice, 1 e orded tapes, programs, and phonograph records can be sent through the console to the tudent booths - one, ~everal, or all.

4. The teacher can comment at the very same time as the program is being broadca t.

5. The student can talk back if the teacher so permits, at any time.

6. The tudent can record whatever is corning from the onsole-teacher's voice, or tapes, or records-and if there arc interva l of silence from the console, he can use these to record his own imitation, for example, of the voice of the peaker.

7. The tudent can replay his booth tape, automatically era ing what he said previously. He can at the same time put on a new message. This allow for correction of hi work.

8. The teacher can give an oral test to the student through the console on short tape , collect these tape , and listen to them at his leisure for correction, grading, or COUll elling.

9. While a student is actua ll y li sten ing to a program at the booth and watching a printed text of the program, the teacher or some qualified assistant may stand beside the student at the booth and point out mistakes by making mark on the printed text.

10. For advanced students, it i po sible to play longer program: the simply it and li ten, e~joy_and ar~ stimulated to imitate such features as phrasmg, meflecuon, empha i , and so forth.

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Brother Sullivan delivers a language lesson to his students in the University's new lab in Sherman Hall . In upper right is Brother John Perz, chairman of the department of languages. Individual headsets and booths provide complete privacy for each student.

anguagelab

By Gerard J.E. Sullivan, S.M.

HE N I came for my present stay at the Univer ity of Dayton about six ear ago, one of the fir t people who stepped up to me and said hello wa th~ hea? o[ our lanouage department, Brother John Perz. Wah hts right hand he shook mine, and with ~is left hand turne? over to me a dossier of letters, advertisement , and speCIfications on the subject of the language lab. He smiled and said, "Will you take care of this for us?"

Those were not the days of wild enthusiasm over electronic devices to aid students in the study of foreign languages, so our planning proceeded at a very mea ured pace. Then, as a re ult of the National Defense Education Act in the early part of 1958, the niversity of Dayton got into the swing with so man others. As a private i~ titution , it could not immediately benefit from available public funds, but the implementation of a language lab at the Univer ity sped forward and the installation was completed late in 1960.

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Brother Sullivan, associate professor of languages (Ph.D., Cincinnati), is a polyglot of the first class: he converses equally well in latin, French, German, Italian, Russian, and Hebrew (in addition to English , of course), but for a man named Sullivan appears somewhat deficient in that he claims no fluency in Gael ic!

At the student's d isposal in the language lab are individual tape recorde rs, headsets, a microphon e, and other equipment to help make the learning of a language more interesting, more efficient.

In addition to those po sibilities which we have not space to mention, there will be end less complements of the technique outlined above. 0

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A Univers it y reading course should help a student read and comprehend about twice as rapidly as he could before entering such a program. Miss Donisi shows the comparison graphically if not exactly scientifically in this illust rat ion.

URELY, by now, everyone must know Johnny can't read.

But it may come a a ho k that Joe and Jane College aren't exactly setting the world on fire when it comes to thi intellectual activity ra il d reading. nd it may come a another shock to find that the University of Daytonand other college and univer ities around the countryhave extensive programs in operation, teaching twentyyear-aids h ow to read.

R ead ing is indeed an intellectual activity . This ba ic tenet makes short shrift of those who claim that to move one' eyeballs faster acros a page is to read fa ter. Not so!

Moving the e ehall more rapidly is not so important a moving the mind more rapid! . ny reading program preuppo ing this principle- that reading is a matter of intellectual flexibilit . and that rapid reading i a matter of imerpreting fa ter or receiving idea faster-i a bmw fide program. And its proper place i the university. \.Yh y not? Every capable teacher, regardless of subject or I vel, is in reality a teacher of reading. Through his role of instructor, he leads a student to greater comprehen. sion in his particular su bj ect.

A strong reading cour e h elps all those who feel they are not so adept at reading as they would like to be. The benefits from such a cour e are derived from per 路onal involvement to the point where initiative and effort come from the student. Thus. rewards of succes taste all 1he sweeter.

But if a young high chool graduate can't read, why i. he accepted as a univer. ity student? This need a rather detailed explanation .

HERE are two basic types of "readers" which uni versities will t~dmit , in light of their "reading problem." On e is the tmlent who demonstrate on paper that he i 路 capable of profit from any university-level in truction. He may have shown on entrance tests that he i. average in readin~ achievement. \!\Then one examine. hi other test score . one may find that his intelligence . core on verbal material (which he is presumed to have got ometime in life through the reading proce ) corroborates this fact. Th problem here is that the tudent ha a reading problem in the classic sense, in that h e is not producing what he i. capable of doing, even though hi s achievement is not low by general standards. A reading course then may be assigned or suggested to startle him out of his complacency. nother type student for which a university reading our e i most beneficial i the tudent who i more than adequate in comprehen ion, but whose mte of comprehension is o inadequate that he cores poorly in a reading te t. The student frequently has an academic backgTotmd in the science or engineering and ha developed a reading habit which analyze very critically each printed symbol. ;\loreover, he himself never uses an ex traneous symbol, whether it be a word or other means of ex pression, if he can avoi d it. He presumes the same of oth er p op le. When this student turns to reading the newspaper or news magazine, he tudies word-by-word, carefully. analytically. What a urprise he hasl For one thing, he has not learned to b flexibl e. He pays the ame intellectual coin for each piece of his reading. This i not at all nece sary. If the artide were meant to be criticall read, it would appear in a journal appropriate for its ontent.

Becau e it is meant for rna s education , it ha used popular expres ions and simple vocabulary designed for ready understanding. On a timed reading test, this tudent completes very little beca use he is busy analyzing everything.

T

eading center

By Patricia Donisi

A member of U.D.'s class of 1953, Miss Oonisi has her master's degree from the University of Houston and has also done post-graduate work at Harvard. An assistant professor, she's been d irector of the reading center since 1958.

12

What he doe complete is usually deadly accurate, however! Sud1 a student profit most from a course designed to make hi reading more flexible. " nalyze when appropriate," he is told, "but read faster (comprehend faster) when you are above the material."

W:

H ATthendoes a reading program do at the univer ity level? The University of Dayton's reading program, as an example, is hopefully designed to make an efficient reader of any persons who applies. Harvard's program has the same purpose. So does Cornell's : Marq uette's; the University of Florida's. The course begin wh~re the student is. The aim is to start him off on that pomt of no return, namely, reading improvement, reacling flexibility. Thi improvement goes on long after the tudent leaves the environ of the cla room and stop only when he draws hi la t breath.

Here, at present, the reading program i not required .

The tudent must want to improve; thu he becomes personally involved. His appearance at clas demonstrate he i incerely interested in getting the mo t of his educa tion . Whenever possible, he is encouraged to invest his ?Wl1 money in the course, since the greater the personal mvolvement, the greater the benefits received.

No college credit is awarded for this course, the usua I pra_ctice a'cross the country. It i not the type course in wh1ch one masters a certam amount, i tested, scrutinized, an_d ~ea ured to se~ how well he wear his mastery; rather th1 1 a course which presuppo e a tudent has his own rea on for enrolling; if the e subjective reasons are fulfilled, for him the course has been a success.

Work begins on the attitude of the students as revealed by the inventories. (See "Test Yourself" below).

A

STUDENT is advised to take the course after his reading test in the entrance battery has been analyzed if he falls below a certain score. Should he choo e to "go it alone" without the course, his academic

test yourself as the University tests its students on their reading attitudes.

1. How many reading rates does an efficient reader have?

2. What is an adequate rate of comprehension for material designed for rapid intake?

3. 'Why is re-reading in an identical manner several time les effective than re-reading in several different manners?

4. When should one study-read and when should one rapidly-read?

5. How long should it take to read the newspaper?

Answers are on page 20.

One of the artificial means used in the Reading Center to develop speed of comprehension is this Controlled Reader system. Read ing material is projected onto a screen at varying speeds to teach the student to grasp the line rapidly.

13

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11

record is examined very closely at the end of the semester. l[ his grades warrant, he is now required to take the course.

The center also welcomes those good students who want to become better, who are never intellectually satisfied with themselves.

Those students so advised by the Dean appear for the cour e in the Reading Center, on the fourth floor of St. Mary's Hall. Here they are given a further diagnostic test; an attitude inventory; are asked to write a "reading autobiography."

After that comes developing of an adequate rate of rapid comprehension. This is important for the student, providing him with another technique to make his reading fl exibl e. It also helps him to pull his thinking rate up close to his reading rate as he goes through what is meant to he read rapidly. Generally speaking, if something a student is reading is above him academically, he should "study-read" it; if the student is educationally above the material he is reading but is at its experience level (the newspaper) , he should "survey-read" this material rapidly.

His study-1·eading yields knowledge; his rapid-reading yields infm·mation. Rapid-reading practice, then, is helping the student's thoughts take wings as he flies down the printed page! \!\That about study-reading? That's what the student will be doing for at least four years. To streamline study methods. films and artificial reading practices are introduced. This technique evolved from the students' constant lament: "T read the chapter ten times, but still failed the Most reading material contains many unessential words -words which, if read individually, make rapid reading impossible. Tn the selection which follows, borrowed with permission (rom Horace Judson's The Techniques of Reading, unessential words are omitted. Yet the meaning is very clear. Nothing has been lost except excess words.

Fear missing details: one cause another, the reason why adults work way through most exploring hostile jungle, looking reading as if dangerous animals ferocious natives every step.

This sort anxiety can frequently traced back person's original school reading-training. recently common practice schools to test children "reading readiness," physiological psychological basis learning to read. children ready read at four, others until seven eight, this is connected mostly physiological development fine muscles eye, rather than "intelligence." until reading readiness testing widespread, most children read, ready or not, entered first grade. Pressure child not ready, parents teachers, only aggravates situation, making him concentrate word new obstacle. such a child, reading remain throughout school life, even adult life, anxiety-provoking task. He rehabit of looking each word carefully, pronounctain ing himself, sure he getting it.

14

test." To prove quickly and dramatically that two or more readings must be different in purpose and rate to be effective , reading films and the Controlled Reader devised by the Educational Developmental Laboratories, New York City, are utilized. In the presentation of this techniqu e, rh e student is told that a good study method includes a survey-reading for the first encounter with the material, taking in chapter headings, sub-headings, italicized words, transitional words, sentences, negative words, and other clues supplied by the publisher and author.

Vcry important is a set of questions to answer as he surveys. H e then goes back through the material for a more thorough reading, digging in this time for answers to the questions he missed the first time. Then, and only then, should he read word-by-word, wringing dry each word's meanin g. H e is constantly trying to answer questionseither those he formed, or which come from his teacher or his author. R eading 1nust always fulfill a purpose and when that purpose is satisfied, there is comprehension.

ECAUSE the University feels that the student needs to be able to get all he can from his academic experiences, it tries to take care of his study reading rate in as man y different ways possible. Study techniques are constantly presented to the students, a few at a time, in order to bring about permanent improvement. Practice in rapid-readirig for these tudents is effective in reducing time previously used in getting information and the time saved is used to read more deeply into assignments and for supplementary reading in areas of interest.

Upon completion of the course, the usual report is made consi sting of the results of the first test, the re-test at the <'nd of the course, and the rate of reading, comprehension , and efficiency possessed at the beginning and the end of 1he course. Improvements not measured by any tests are changes in maturity of expression, work habits, and attitudes toward reading in general. A number of students drop by the Reading Center to keep up their improvement. The re-test shows improvement ranging from six months to four years. But most important changes are in the attitudes toward reading itself.

On e would suppose that all this would be enough to keep any Reading Center humming. It does.

However, the demand for the program is shown by the fact thai seventy-three such courses have been given since September, 1958. This number includes evening courses for business and professional people. It does not include the installation of a course for very capable readers at Oakwood and \farti schools: the negotiations for a simi lar course are being conducted for Catholic high schools. .

The yea r 1957 saw an enrollment of 313 students 111 the R ea ding Center ; in 19fi0, 560 enrolled. In the period between September, 1958, and the present time, the Reading Center handled 1,173 students in more than seventy different groups. The demand is yet to be met. Another 500 is anticipated for the academic year 1961.

Lest anyone have the wrong impression from the above, we are not in the numbers game; we're bookies! 0

By Thomas P. Schick, S.M.

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LUl:IJJo.:CKt: SAU) !he L'Ollllll is· o~· t· )F THt: ~ • . . 11 U . s tan plans to work m o re with ..e ·. ~ c St.;. ts ~f' nl· un iversi ty laboratori es than its · '" verstty of Da)•lon. 10 wh• c h 100 ow n laboratories in the co ming t'· ~\l onu l· En~r.2y c? mmt ... SI?n has decade whe n it comes to basic e '~'~ e.stcd S3J.769 m trammg fa- re,earch and bi or hemic al re1'·

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•,,_ tr~111in~ in the field of lifP. 'ci- ~ the11· role of prm·iding !he .·' ' ('nee~ " ~ rPiatrrl to "t omi c ~"n- trainetl manpower need£'d by t lHt ) nt P~ . _ " rntirP atomic community."

Brother Tom Schick is an assistant professor and acting chairman of the department CJf physics. Now in his fourth year on the faculty, he has degrees from the Catholic University of America and Duquesne in addition to his bachelor's from U.D. (Class of 1933).

AWARE of the rapid developments taking place in the national and international world of science and technology, the University of Dayton is extending itself into the fi eld of the nuclear sciences. Early exploration in this field wa of necessity limited to national laboratories under government control and secrecy, such as the Manhattan project, Oak Ridge, Argonne and Brookhaven National Laboratories, and some few others. These laboratories can no longer give the time needed for training, nor supply the demand for professionally trained personnel which a rapidly growing field of endeavor is swallowing up. The responsibility now rests on the colleges and universities.

The University of Dayton is endeavoring to meet this need.

In appraising the nuclear field at the present time, general opinion in educational institutions is that it is not a separate discipline, but one that is applicable to all sciences and engineering fields. The Committee on Atomic Energy Education states that "Nuclear science is not a new and separate fi eld of technology, isolated from other fields of science and engineering, but it is a field which depends on ancf derives from the older orthodox fields of technology with the added requirements imposed by the peculiar nature of nuclear phenomena. In one sense, nuclear en-

gi neering is the application of each and every one of the well-known disciplines of science and technology to the exploration, design, and manipulation of nuclear systems."

As such, a basic introduction to nuclear physics and reactor engineering is of great import to the scientist or engineer contemplating later work in the nuclear field.

It will be the work of physics and mathematics to supply the underlying theory and continue the search for further unknown phenomena related to the field. The civil engineer will look to the designing of reactor facilities, protection of public health from radiation hazards, and the disposa I of radioactive wastes. The electrical engineer will be concerned with instrumentation for detecting and monitoring radioactivity, designing simulators, developing analogue techniques, and producing control systems. The mechanical engineer will naturally interest himself in the transformation of heat energy from nuclear fuels into useful work, while also designing mechanical controls, and processing fuels and materials. The chemical engineer perhaps will be the key individual in almost every phase from mining of fuels to designing and construction of nuclear reactors, solving the problems of fluid flow, heat transfer, diffusion, extraction, new fuels, and new materials required in this new field.

15

H E ubcritica l reactor now in operation at U.D. was pur h a ed th ro ugh a 31,590 gra nt from the tom ic Energy Commi ion. I t is a h eterogeneous ~ ·tern of natural u ra nium metal fuel and light water r~oderator. In 270 alum inum tube ta nding vertically in the reactor there are 5,500 pound of natural uranium .

Ordin ary distilled water surro und the tubes acting as a shi eld a nd a modera tor. This system of arrangement could never produ ce a self-sustaining chain reaction (thus the de cri pti on "subcri ti ca l") . If, h owever, a n extra neou tea dy sou rce o f neutro ns is pre ent, multiplication of the sou rce will occur and a teady ta te di tribu tion of neutro n will be set up tha t clo el re emble the distribution o f neutron in energy a nd pace in a critical reactor. A p lu tonium-bery ll ium neutron ource emitting approx imate ly 2,000,000 neu tron per econd is also provided by 1h Atomi c Energy Commi sio n on a loan basis. The u ra n ium fue l and the neu tro n sou rce h ave an estim ated va lu e in th e neighborh ood of 100,000. This fuel and sourc provide a fission ra te sufficiently low that there i e se nti all y zero therm al powe r and low radiation level so 1hat a minimum shi elding is required for complete safety. .\nd , there i no requirement for control rods of any ty pe.

Low fi s io n ra tes mea n that fu l elem ent will not become highly rad ioactive and thu ca n be handled safely during the cour e of laboratory experiment .

Wh ile the subcritical reactor ha th e advantages li ted above. it al.o suffer fro m a number of disadvantage . . in ce it is fed bv a ou rce of neu trons, the flux level i lim it d by th e so'urce strength a nd the multiplication fac· tor of the reactor. Acti va tion experiments requiring a hi gh flux ca nnot be perform d. The limited size · of the subr riti ca l frequ entl y mea n. that the results obtained must be ex tra po lated for appli ca tion to an operating reactor a nd thi ex tra pola tion i not always realistic. Numerous effects whi ch a ppear in th e operation of a critical reactor, -.u ch a~ reactor control, tempera tu re effect , poisoning by fi sion prod uct . etc., cann ot ea il be imulated by a ubcriti al a em bl . Perhap the futu re may bring a critical reactor to th e U .D. campu . , umm a ry of the da ta de ired from a subcritical reactor i ~ pe rh aps typi cal of the ra nge of problems which can be olved : • The multiplication constant of an arrangement of fuel lem ents can be determin ed more precisely than by th oreti ca l estimates.

• Th e subcritica l ca n give precise information <;m the criti ca l ize for a particul ar fuel to moderator ratio.

• The a. ~em hl v allow te ting o f the effect of refl ector .

• imple control scheme ca n b te ted in configurations where theorv becomes too compli ca ted .

• ,\ good ma~y reactor theor parameters which enter in to theoreti cal calcul a tion may be evaluated , among th m th e multipli ca tion factor, neutron flux, Fermi age, diffu sion length, bu ckling, number of neutrons per fi ss ion , a nd others.

It is felt th at th e subcritical reactor has not been exploited to its full est capabiliti es, a nd it is expected that many other uses will be found with further investigation. 0

T

Brother Sch ick prepares the University's new atomic reactor for an experiment by injecting the neutron source into the center of the mechan ism . (Journal Herald photo by Bob Doty.)

16

STITH

One U.D. professor develops own teaching aids

M

ODERN teaching aids are being u ed by more college profe or tha n ever before. Some are happy with newly acquired aids while others grumble at the shortcomings of the modern gadgetry.

The Schoo l of Engineering h as on e profe or who i working on the e hort oming . R aymond J. tith '52, associa te p rofe or of civil engineering and a i ta nt dea n of engineering, decided to de ign and build his own teaching aid fo r a course in Mecha nics of Ia teria ls.

Stith envi ions a series of tran parent, fl exible models having internal lines or grids for the demonstration and observation of internal deformation pa tterns in various shaped members. Thi yea r his plans recei ved a ub ta nti a l boo t in the na ture of a 4, 170 gra nt fro m the ational cience Found a ti on to develop thee models.

When the p roject is completed, , tith h? pes to ~ ave a good set of teaching a1d for h1 cl'!sses and plans to make simil a r models available to professors rn o1her engin eering schools. 0

17

A LOADED FRESHMAN TEAM - POSSIBLY THE BEST IN U.D. BASKETBALL HISTORY - HAS T.B.'S

The driv ing Jim Powers (14)

Chuck lzor

T

18

PHOTOGRAPHY: M ICHAEl McGARRY AND JOHN MOREA U

Not Buddha; Gordon Hatton (1 0)

The recruiting job of a lifetime

HERE is a suspicion in Dayton athletic circles that Tom Blackburn and his University of Dayton basketball program will go on and on and on.

It has been nine, almost ten, years since the first high-powered team of Meineke, Norris, Grigsby, Campbell et al set the pattern for season sellouts in the then new U .D. fieldhouse. The Flyers have never been wanting for customers since. And victories have come at a seventy-seven per cent clip to the teams of succeeding seasons.

Even in the so-called poor years of 1952-53 and 1958-59, when the Flyers were 16-13 and 14-12, the arena remained filled through the fifteen home games and seasons books were picked up in sellout numbers for the following seasons.

TH OUSANDS O F ASSISTANT CO ACHES WORKING OVERTIME

It is understandable then that the fever-pitch atmosphere of the Meineke.

Norris and Horan-Uhl eras is rising again as Flyer fans look forward to the 196 1-62 campaign. The extra surge of interest is due to a freshman team which probably was the best in U .D. history.

It may have been the best because of two exceptionally tal en ted individuals, Roger Brown from Wingate high school in Brooklyn, N.Y., and Bill Chmielewski, formerly of Holy Redeemer high school in Detroit. The 6-5 Brown and the 6-10 Chmielewski literally electrified the faithful in the preliminary games to the varsity tilts and in the Dayton AAU League during the winter.

Never has a U.D. frosh group caught the imagination of the fans as did this

bunch. Blackburn himse lf told a Dayton sports writer: "The recruiting job of my lifetime." This from Blackburn was high praise indeed.

In fact, the usually reticent Tom stated further: "There are at least six boys who are top grade varsity material on that squad."

When he mentioned them by name, however, he referred to seven players, Brown, Chmielewski, Jim Powers, Chuck Izor, Gordon Hatton (brother of the varsity's Tom), Paul Ranson, and Tom Schneeman.

So good are Chmielewski and Brown that rumors kept cropping u p that the pair were not satisfied at U.D. and might go elsewhere. This was natural. \ifost athletes away from home for the first time, find some things not to their liking and this goes for universities

6-10 bird, Bill Chmielewski (3 1)

throughout the country. Once they get accustomed to their surroundings and its people, ninety per cent of them settle down and remain.

It follows appropriately then that these rumors would be more predominant with Chmielewski and Brown.

They spent quite a bit of time denying them and reassuring the faithful that they were here to stay.

It is not possible at this writing (first week of February because of printing deadlines) to review the full 1960-61 varsity and freshman campaigns but the ÂŁrush group was 19-2-J going into February and had defeated the excellent freshman teams of Cin cinnati and Xavier on their own courts. This was significant in that Cincy and the Musketeers had been raving about their groups.

A Seat f or Roger Brown (24)

The jump of these boys to the varsity has raised much speculation around U.D. and the city of Dayton as to Blackburn's 1961-62 lineup. T om will have All-American timber, Garry Roggenburk ; Tom Hatton, Dan Mueller, and 6-10 Bill Westerkamp avail able for the season. He also is due to get Stan Greenberg back. Stan dropped out of competition this year to serve the student body in the very important post of University Student Council president.

Couple these five quality players with those men coming from the recent frosh and it is understandable that Blackburn can have the happy task of foxming possibly two groups for the new season. _If he does as many people feel he w1ll, 6-6 Roggenburk, 6-10 Chmielew-

ski, and 6-5 Brown would be a front line with 6-0 Tom Hatton and 6-0 Dan Mueller, or 6-3 Greenberg in the guard slots. Or, as some speculate, he might move Chmielewski, who has a good jump and corner shot, to a forward post, put Westerkamp in the pivot and move Brown to a guard spot.

These people have completely forgotten the fine late-season play of the fi-1 Ron Anello. He broke into the starting lineup frequently.

There are other combinations men tioned as Blackburn's many assistant coaches do their hest to help him through crucial times. But in the end Tom will make the selection. After all, he is getting paid to do that and it is his reputation balancing on the wins and losses.

- Joe McLaugh lin

19

CONGRATULATIONS, OLD GRADS!

Anniversary classes to have Spring reunion ON'T look now, you members of the Classes of 1911 , 1936, 1951, and 1956-but it's been a few years ince you walked away from the hilltop with that diploma clutched under your arm.

In fact, it' been fifty years; or twenty-five: or ten; or five.

To help you celebrate this anniversary, the alumni office is planning a spring week end for reunions of the year's jubilee cia ses.

This is the second year the special reunions have been planned. Previously, such ce lebrations were a part of home-coming. Rut for these "special" grads, the l niver ity felt something " pecial" houlcl be held. Thu wa born th e idea of the anniversary clas e reunion . weekend in May has been et aside. You'll he hearing more about it - the specific clat ·, plan , program, etc.

-soo n from the University. Why not plan now to return to the hilltop and We'll

D

Answers ....

Omissions ....

to TEST YOURSELF, page 13: 1. Four. Each is geared to the type material to be read.

2. Four hundred words per minute.

3. By re-reading differently each time, one Is able to make better use of reading time. First, survey, or skim the material; second, look for points missed on the first reading; third, recall and give depth of previous readings.

4. Study-reading is for 99-100 per cent accuracy, as in textbook or technical read ing; rapid-reading is designed to grasp the main ideas of material and to attain a general comprehension before attempting specific comprehension in studying.

5. Fifteen minutes to half an hour accomplished (try it!) by looking at headlines and reading the first sentence of a story.

The name of everal contributors to the seventh annual Alumni Fund were inadvertently omitted from the fund report which appeared in the December issue of The ALUMNUS. With our apologies, we here list those con· tributors: Robert A. Arnzen '5 1 Lois K. Beel '59 R aymond J. Fiedler '57 James l\1. Fultz '59 Rev. Justin Henne ey Adam Kly '58 Gerald H. filler '60 John P. Tarlano '59 Nancy S. Tarlano '59 Nicholas L. Uva '59

20

IN MEMORIAM MARY LOUISE MALONEY '25 Teacher in Dayton public schools for forty-six years. Sister of STEPHEN '18, JOSEPH '24-'28, WRETTA '30 and MILDRED 'SO. Jan. 8.

DR. PAUL P. McCLELLAN '27 A reasearch chemist for the Jefferson Chemical Co., Houston, Tex., where he was active in civic, church, charitable, and political affairs. Dec. 12.

FRANCIS J. O'CONNOR '31 A resident of Anchorage, Ky., he was co-founder of Baco, Inc., a Louisville finance company, and the treasurer of Bill's Auto stores in the same city.

Brother of TERESA '41. Jan. 17.

JOHN G. COTTER '32 Outstanding Catholic layman in Dayton and associated for twenty-nine years with Walkers, Inc. Dec. 15.

MARY C. GITZINGER '40 Teacher at Dayton's Emerson School for 38 years. Nov. 19.

ELLA B. KING '44 Retired Dayton School teacher and principal. She retired last June after 25 years as principal of Ruskin School.

Jan. 24.

ROBERT G. KEMMERER, JR. '58 Resident of Redondo Beach, Calif.

Sept. 2.

LEWIS A. JONES Director of Placement at the University since 1957. Jan. 23.

JOHN B. STREIFF Father of BROTHER JOSEPH '42 and BROTHER RAYMOND '38. Jan. 5.

THOMAS H . KELLEY Father of PAULINE COSGROVE '52.

Jan. 19.

OHMER STUTSMAN Father of ANNETTE ANDUZE '49.

Jan. 14.

MRS. LILLIAN LUKEN Mother of ROBERT '4 6. Dec. 31.

MRS. MARY LIENESCH Mother of Theodore '21, EDWARD '26, and JOSEPH '26. Dec. 27.

CLAUDE FERREE Father of FATHER WILLIAM '29, and JOHN '32. Jan. 9.

J. FRED WEBER Brother of E . G. WEBER '47. Jan. 19.

MRS. EVELYN McBRIDE Wife of JUDGE ROBERT '32. Dec. 10.

MRS. EMMA KOHLRIESER Mother of FRANCIS '29. Jan. 9.

LEANDER B. KOESTERS Father of RONALD '60. Jan. 3.

WILLIAM A. SWARTZ Brother of ARCHIE '30 and ELSIE '39. Dec. 7.

GUS KINZELER Father of GEORGE '42. Jan. 12.

FEDERICO FERRARA Father of JOSE '52, PATRICK '56, and MANUEL '57. Nov. 28.

Yearbooks ....

A limited number of yearbooks from 1947, 1948, 1951, 1956, and 1959 are available from the alumni office. To ecure a copy, end two dollar with our name and correct addre to lumni Office, niversity of Dayton, Dayton 9, Ohio, Attn: Yearbooks.

(Checks shou ld be made payable to University of Day ton.)

1916-1934 A. J. CRON ' 16 has retired from the ational Cash Register Co. after 46 years. He is now living in Scottsdale, Ariz. LEO BUCHER '.'30, executive vice president of Washington Federal Savings and Loan Assn., has been elected president of the League of Insured Savings and Loan Associations of Dayton. JOE STERMER '31 has been appointed manager of the special products division of Clinton E ngines Corp. of Clinton, Mich.

JACK FOOSE '34 is a Dayton sales representative for the Hull Paper Co., a new employer. R. C. JIM BROWN '34 has been named secretary of the committee on advertising for the Civil War

authoritv in that field, Dr·. Robertson has been with Goodyear since 1956. Cu rrently engaged in the advanced research of high-resolution radar ha ving military applicatio ns, he is the author of numerous technical papers and holds 16 patents on inventions related directly to microwave propagation a nd e lectronic vacuum tubes. A former memb r of the techn ical staff of the Bell Telephone Labs in New Jersey, Dr. Robertson did much of the basic research in microwaves. microwave propagation, millimeter-wave techniques, radar circuits, and va uum tubes. A former instructor in electrical e ngineering at U.D., Dr. Robel'tson ha his mas-

GEN . GRANT, JIM BROWN

DR . ROBERTSON

Cent nnial Commission. He will work with per on such as Maj.-Gen. U. S. Grant III, shown above with Jim, in helping bring attention to the national observance of the lOOth anniversary of the Civil War. Maj.-Gen. Grant is chairman of the commission.

ter's and doctoral degrees from Ohio State. He resides with his wife, Margaret. and their two hildren in Phoenix.

Ariz. FRED ERN T 'J is president of Dolls of Hollywood, and resides in Los Angeles. He ha five children .

DR. 1t. V. BLACK '35 is new chief of s taff at Dayton's St. Elizabeth's Hospital.

He is a former president of the Montgo m ery County Medical Society. ROBERT HOHLER '36, with two others, has purchased the Toledo Commutator Co. of Owo so. Mich. DR. SLOAN' D. ROBERTSO '36, head of the research and development s taff of the Ad vanced Electronics Laboratories, Goodyear Aircraft Corp .. Arizona di\·ision, ha been elected a Fellow by the Institute of Radio Engi neers <IRE l . Dr. Robert on's honor is formal recog nition by the IRE of his manv co ntributions to the cience of micr'owave engi neeri n g. A recognized

1940-1944 LT. -COL. LEO J. FARBER '41 is appointed Inspector Ge neral of t.lle U.S. Army Training Ce nter. Armor. at Fort Knox. Ky. It was at Fort Knox that Col. Farber was first stati oned after receiving his commission at U.D. From 1943 to 1945, he was a prisoner of war in Germany and after the war was once again at Fort Knox at the Armor School.

In 1950 he was a signed to the Far East and in 1953 began three years as assistant executive officer with the Material Development Division of the Continental Army Command. His next assignment was with the Third Armored Division in Germany. He and Virginia have f<>ur children. DR . ROBERT M ILLONIG '43 new!~·

married Nora Anne Madi gan in November in Allenhurst, N .J. P AUL SCHAUER '43 has been appo inted te chni cal superintendent of Monsanto's St. Charles, Mo .. plant after serving as a research group leader in the company's inorganic chemicals rlivision in St. Louis. Mr. and Mrs. MICHAEL CONNA IR 'H were blessed with their second son, fifth child, in ovember. They're in Wilmington, Del.

1945-1949

I

1935-1939

COL. FARBER

SUE DUDLEXT WHITE '45 is in Redlands, Calif., where her husba nd, Bud, is with Grand Central Rocket Co., deve lopers of solid rocket fue ls. They have six child re n. Fifth child, fourth daughter. was born to Mr. and Mrs. JOHN THAl.r HEIMER '46 in October. Her name : Mary Lynn. Mr. and Mrs. WILLIAM RUPERT '46 in Jackson, 0., had a son in October. They named him William III. FRANK LEVIN 48 is teaching at the Manchester, England, College of Science and Technology. HENRY HOYING '4 has been transferred to NCR's Chicago offices where he has been appointed assistant accounting m achi ne manager.

JIM W ILSO N '48 is with American Oil Co.'s Whiting, Ind., research laboratories as a project chemi cal e ngineer. BIRTHS : Son to Mr. a nd Mrs. M I CHAEL FISCHER '48, Dec. 31; a nd a son to Mr. and Mrs. ED MARRINAN '48 in November.

CARLOS URRUTI A APARICIO '49, Guatemalan ambassador to the Organization of American States, is the author of D iplomatic

Asylum

in

Lat in

America,

published by the American University.

Washington, D.C.

1950 DR. ART BOI(. is practicing on North Main Street in Dayton. H e a nd Jeanne rSTEW ART J now have five childre n.

B I LL GUTBROD's St. Joseph High School footba ll team in Cleveland had their finest season last fall , rated as top prep grid outfit in the area. WALT RECHER i a chemical project engineer at the Mound Lab, Miamisburg. He ha two children. DR. GENE HUFFMAN is pre ident of the Ohio State Dental Association.

BORN: to Mr. and Mrs. BILL GUTBROD (JEAN WARMAN '48J in October, their fifth chi ld, fourth son; to Mr. and Mrs. JOSEPH BUCHER, a son, on

21

Christmas; to Mr. and Mrs. JOSEPH SCARPELLI, a son, on New Year's Day; to Mr. and Mrs. ROBERT LOEB ( ROSEMARY COULTER 'J,SJ, twin sons, Nov. 2; to Mr. and Mrs. TOM REILLY, a daughter, Dec. 28; to Dr. and Mrs. JOE MOYLAN, a son, Dec. 9.

1951 RAY RIEGER has been re-elected president of the Miami Valley Automobile Dealers Assn. He's president of Rieger Motors in Dayton.

BORN: to Dr. and Mrs. ED LESCHANSKY, a daughter, Dec. 6; to Dr. and Mrs. PAUL UNVERFERTH, their first daughter and fourth child, Ann Catherine, Oct. 31; to Mr. and Mrs. MIL'l ' SUSCO, a son , Nov. 8; to Mr. and Mrs. RAY DUCKRO, a son, Dec. 31; to Mr. and Mrs. BILL HORST, a son, Jan. 2; to Dr. and Mrs. JIM LEARY, their sixth child, third son, David Francis.

Dec. 20; to Mr. and Mrs. JOHN CONDON, a son, Dec. 6; to Mr. and Mrs. JIM DELUNA, their fifth child, first so n, David James, Dec. 7.

surance field . TOM OLBERDING has left Federated Department Stores in Cincinnati to become manager of the business research department for the Da ton Area Chamber of Commerce.

BORN: to Mr. and Mrs. GEORGE LOWRY, their fourth child, third daughter, Elaine Marie, Oct. 24; to Mr. and Mrs. Patrick Muell er (RITAJ, a daughter. Dec. 15; to Mr. and Mrs. RUSS JOHNSON , their third child, second daughter, Julie Lynne, Oct. 16; to Lt. and Mrs. DONALD LEESE , their second daughter, Suzanne, Dec. 29 in Hanau, Germany; to Mr. and Mrs. WILBUR SPATZ, a son, Jan. 3.

1954 JOHN BRAUN in Indianapolis as a supervi or with the Inland Container Corp. LARRY PEDICORD is teaching science and coaching tennis and basketball at Pinecrest chool, Fort Lauderdale, Fla. BORN: to Mr. and Mrs. William Hoban fLYNN HARTNETTJ, a son, Nov. 20.

1952

1955

HAROLD GALBRAITH is now an asistant city prosecutor in Dayton. He had been in private practice since passing the bar in 1959 Chis law degree is from Georgetown>. Another member of the class, GENE JABLINSKI , has resigned from the county prosecutor's office where he had been for two years. Gene goes into private practice (his degree is from Cincinnati). BETTIE JEANNE STR INGHAM is in Clearfield, Pa., married, with two children. Her husband is manager of the Martin Co.'s new nuclear facility in Quehanna, Pa. MATT HOEFLER has been awarded the professional de ignation Chartered Life Underwriter CCLUl. ED JAUCH, manager of Dayton Fabricated Steel Co., has been elected a director of the Ohio Association of Ornamental Metal Manufacturers.

DON MEINEKE has joined the WLW-D sales staff in Dayton while PETE BOYLE has left W AVI and joined the WING sales staff. RAY SAGE is a statistician with Owens-Corning-Fiberglas in Granville. He's living in Newark with wife, one child.

MARRIED: WALT HEBERLE to Jean Marilyn Owen, Dec. 10.

BOR : to Mr. and Mrs. EARL SHELTON (NORENE LAMBERS '50), their econd child. second daughter, Sharon Kay, Dec. 11; to Mr. and Mrs. DON MEINEKE, their second child, second son, Gregory Scott, Dec. 26; to Dr. and Mrs. JOHN PRUZZO, their fourth child. first son, Philip Joseph, Dec. 16; to Mr. a nd Mrs. BOB DANISZEWSKI, a son, Dec. 14; to Mr. and Mrs. MARK SMITH, their fourth child, third daughter, Patricia Ann, Nov. 3; to Mr. and Mrs. RICH RIEDY, their sixth child, third ciaughter. Mary Elizabeth, Dec. 10.

GENE PATTON ha been transferred from Central Soya Co.'s Chattanooga plant to Decatur, Ind ., where he has taken over as feed mill supervisor. He's been with that firm since 1955.

BORN :. to Mr. and Mrs. B 0 B O'BRIEN, their first child, Cathy, Oct. 10; to Mr. and Mrs. DAMON SMITH , their first child , a daughter, Dec. 16; to SID a nd JANET WHITE '58 STANSEL , a daughter, Dec. 24; to Mr. and Mrs. Richard Palmer fPATR ICIA JACOBSON), a on. Dec. 12.

1953 JERRY BOHMAN has resigned as assistant city prosecutor in Dayton. He had held that position for a year, being admitted to the bar in 1959 after winning his degree from the University of Chicago. JIM CURRIN resi g ned as probation officer in Montgomery County after almost five years to enter the in-

22

MARRIED:

TON is with Burroughs in Indianapolis.

TONY CORSO has received his law degree from St. John's University. He was worn in as a member of the bar in December and is now practicing in Brooklyn . CHUCK CONNER is in Akron with Goodyear Aircraft. He's a development engineer in the computer en gin eering department.

MARRIED: KATHERINE LEFLER to Eugene Cullers, Nov. 24; LT. BOB McCARTHY to Lois Ann Gillin, Nov. 26.

BORN: to Mr. and Mrs. JIM STAFFORD, their fourth child, fourth son, Joseph Gregory, in August ; to Mr. and Mrs. JERRY WANNEMACHER, their third child, second daughter, Kathy Louise, Nov. 19; to Mr. and Mrs. JOHN WURST, a daughter, Dec. 9; to Lt. and Mrs. Paul Hamilton (JOAN LEFFJ, their first child, James Patrick, in Wiesbadcn, Germany, Oct. 31.

1958 JOE NOVAK was promoted to first lieutenant at Fort Eustis, Va. , where he heads the auto maintenance section of the Transportation Research Command.

GEORGE SAKALAS is teaching music at Bellbrook High School.

DUKE BAKER, attending med school at St.

DR. PAUL INMAN to

Ann Marlin, Dec. 10; CARL REMMELGAR to Roxa nn e Marie Framme, Nov. 12.

1956 DR. DON BARN E IS m Great Falls, Mont .. a a captain in the Air Force med corps. TOM HUGHES , in Indianapolis. is with Hubbell Metals. He and Concetta have three boys. PAUL DACEY has been appo inted retail sales manager for Camobell General Tire Co. in Pittsburgh.

PETE ANKNEY. after a 17-2 record in two seasons as head football coach at Kettering F airmont Hi gh School, has been named to the arne post at Canton McKinley Hi gh School.

MARRIED : RON EIFERT to Sharon Ann Walker. ov. 5.

BORN: to Dr. and Mrs. D 0 N BARNES , their first child. Susan Marie, Oct. 31; to Mr. and Mrs. PHIL BEACH , their thirci child, second daughter, Kathleen, Jan . 6: to Mr. a nd Mrs. JOHN MULLIGAN , a daughter. Dec. 13.

1957 BO'H and JOYCE FREKING '58 WENDLING are living in Chesterfield, Indiana. He is with Delco-Remy in Anderson, Ind .. as cafeteria manager. PHIL HOLTHE RICHS is in Philadelphia with General Electric's Missile and Space Vehicle department and is doing post grad work at Moore School of the University of Pennsylvania. SHIRLEY ANN POHL is now with Miami Valley Hospital in the chemistry lab. DON BOL-

1959 JIM HOGAN is working on his master's in physics at the University of Illinois. Also at UI, BILL BIRKMEYER has completed his master's in chemistry.

FRANK WOBBER completed his masters in geology at UI and is now working at the State Geological Survey in Champaign. GEORGE BONIFAS is doing engi neeri ng work with Avco in Richmond, Ind. BOB HAMILTON is flying the B-52 as an AF lieutenant at Seymour-Johnson AFB, N.C. LT. JOHN BOCK is in Germany where he has been in charge of the Helmstedt end of the Berlin-Helmstedt Autobahn. MICHAEL DINNIN has won has master of science in chemical engineering from Iowa State University. LT. GEORGE SCHUMANN is in Augsburg, Germany. TOM WITTMAN is with Sandia Corp. as technical staff assistant and attending University of New Mexico.

MARRIED: BILL CLA.RKE to Patricia Ann Hcpp, Nov. 26; JOSEPH GLYNN to Nancy Lu Scott, Nov. 19; MICHAEL DINNIN to IRENE KRAMER '60, Dec. 31.

BORN: to Mr. and Mrs. WILBUR KOHORST, a son, Dec. 28; to Mr. and Mrs. GERALD RIGOT, a daughter, Nov. 7; to Mr. and Mrs. JOHN RETTER, a daughter, Jeannine Marie, Nov. 25; to Lt. and Mrs. JIM PAYNE, their third child, a son, Kevin Joseph, Dec. 11; to Mr. and Mrs. RICHARD PAULICK, a daughter, Nov. 5; to Mr. and Mrs. Jerry Mattingly (MAR IE SKUNZAJ, their first child , Brian, Nov. 8; to Mr. and Mrs. Robert J. Weaver (LENORA) their third child, a daughter, Nov. 29;' to Mr. and Mrs. TERRY TRUMBLE, a daughter, Dec. 10; to Mr. and Mrs. BILL HOFF, their second child, second son William Robert, Dec. 1; to TOM and CAROLYN '60 WITTMAN, their first child, Christopher Thomas. Oct. 31.

1960 DUKE BA KER

Louis University, has received an appointment to Alpha Sigma Nu, national Je uit honor society.

MARRIED: LT. DICK KOEHLER to Marilyn Aman, Nov. 26; PAUL HOF'FMAN to Mary Margaret Bakan , Nov. 19.

BOR : to GEORGE and DORA WEIMER '51 SAKALAS, their first child, Melody Gay, Oct. 4; to Lt. and Mr . JACK DITZEL, their second child.

William Hugh, in Havelock, N .C., Sept.

19; to Mr. and Mrs. DON LANE (JOYCE H AGANSJ, their second child, second child, second son, Daniel Arthur, Oct. 10; to Mr. and Mrs. NEIL BANKE, a son.

Nov. 22; to LT. PETE and JOAN WALLACE HUBER, their second son, Steven Michael , Dec. 7; to Mr. and Mrs. JIM FAIRCHILD, twin daughters, Linda Ann and Lisa Ann, Nov. 9; to Mr. and Mrs. GERALD MACHOWSKY, a son, Dec. 13; to Mr. and Mrs. JOHN KOSMAN, their econd child, Stephen John , Dec. 19; to Mr. and Mrs. BOB BUSSE, a son, Robert F . Jr., Dec. 17; to Mr. nnd Mrs. ROz:' FINOTTI (JOYCE McMAHON '59), thetr first child . Greg, in Deerfield, Ill. , Dec. 18.

MALLORY HARLING is at the University of Kentucky med school. Two members of the class, BOB CALIBOSO a nd RALPH DASE, completed an aviator course at the Primary Helicopter School, Camp Wolters, Tex. At Fort Monmouth , N.J., JOHN HATTER completed an officer's course at the Signal School. JIM FENLON completed an officer's course at Fort Benning. JOHN IMBER made his first solo flight at the Saufley Field Naval Air Station, Pensacola. VINCE McCABE completed a finance officer's course at Fort Benjamin Harri on, Ind. MARRIED : LT. VINCE McCABE to SUSAN WILDENHAUS, Jan. 7; JOAN DIETZ to Bill Briggs, Dec. 26 ; MARK MERGLER to Maryalice Chamberlain Dec. 26. ' BORN: to Mr. and Mrs. GEORGE VERGAMINI, their first child Susan Marie, Nov. 30 in Corning, N.Y.'

1961 MARRIED: JIM SCHOLES to Carol Anne Petzoldt, in June; TERRY BOCKHORN to Judith Macbet.f!, July 9; GEORGE MAUS to Mary Martha Weidner, Aug. 6; JOYCE McCLELLAN to Howard Groh, Sept. 17; RICHARD i6~LLIN to Margaret Ellen Ross, Sept.

Father Roesch; Brother Cletus Chudd, chairman of the department of chemistry, who presented the cand idate for the honorary degree; Dr. Wirsh ing; and a fellow alumnus, Dr. Charles R. Wilke '40, chairman of the department of chemical engineering at the University of California (Berkeley), who delivered the commencement address. Degrees went to 183 men and women, in addition to Dr. Wirshing, at the January ceremonies .

It's Doctor Wirshing now ALPH J. WIRSHING '16, retired director of chemical reearch for the General Motors Corporation, became Dr. Ralph J. Wirshing in January when his alma mater conferred on him an honorary doctor of science degree.

The honor was bestowed by University President Father Raymond A. Roesch "in view of his personal accomplishments . . . and because of the pride the niversity and all its alumni may ju tifiably feel in having him as or;,e of its out tanding members ....

Those personal accomplishments include the solving of a number of problems involved in the decoration and protection of meta ls-problems of great concern to General Motors, for whom he researched for forty years prior to retiring in 1959. Among the notable di coveries and developments achieved by him and under his direction are a process making it po ible to electroplate chromium metal commercially for use on automobile trim; a method for plating nickel rapidly and economica lly; methods for reproducing drawings on metals through the use of photo-sensitive materials; perfection of

R

a new proces for the manufacture of afety gla ; and many more.

"It is a c?m.monly accepted view," read Dr. WirShing's citation, "that as an institution of higher education develop~ ar:td progr_esses, the products of that mstt tu t10n, 1ts graduates, take on greater stature in the reflected glory and honor that accrue to their alma mater.

On the other hand, it is also true 0at. t~e ~eputation of every uch 1n tltuuon 1 dependent in large measure on the caliber and accomplishment of it graduates. Neither bene路 faction nor buildings nor mere increa e in enrollments and number of graduate reflect truly the character of a niver ity so much as the results of its efforts in the persons of those who e future was shaped within its hallowed walls. . 路:Tt i , therefore,_ most proper and fitung ~hat the _l.Jmversity itself pau e from ttme to ttme to evaluate these re. ults and to honor all its outstandinoAiumni in the person of one whose taE ent. and a~ilities, exercised over a long pcnod of time, mark him as a man of distinction among the distinguished.

Such a man is Ralph J. Wirshing." 0

23

Ma ry Martha Shay ' 44 Ed 351 Coll ege Park Ave .

Dayton 9, Oh1Q

now is the time to .. .

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