A Point of Pride: The University of Portland Story

POINT OF PRIDE

The University of Portland Story

R

EADERS will find this book to be more than ^ just another history of a university. The

author has succeeded in writing a highly readable and exciting narrative, interspersed with humorous anecdotes, of the men and women who through faith, sacrifice, and devotion succeeded in building a distinguished institution of higher education.

A Point of Pride will be of interest to not only friends of the University but also to Northwest history buffs. The history of the surrounding community is interwoven within the story of the University's seventy-five years. Chronicled are accounts of Captain William Clark who discovered Waud's Bluff upon which the University stands, the earliest Catholic missionaries in Oregon, the Methodist educators who built West Hall, and the progress and growth of the City of Portland.

Two great rivers molded the place upon which the University stands, and two great streams of educational thought (combining the penetrating concept of Christian values with the practical demand for worldly expertise) formed the philosophical cornerstone of the University. Thus the place, where two traditional principles of education and two rivers meet, becomes

A Point of Pride

A POINT OF PRIDE:

The University of Portland Story

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A POINT OF PRIDE:

The University of Portland Story JAMES T. COVERT Professor of History, University of Portland

University of Portland Press PORTLAND, OREGON

Copyright ° by University of Portland Press 1976 All rights reserved. No part of this publication may be reproduced, Stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

First Printing, October 1976 Library of Congress Catalog Card N o . 76-27503 Printing and Binding, Graphic Arts Center, Portland, Oregon Design and Art Direction, Douglas Lynch Publication Coordinator, David G. Barnes, Jr. Jacket Illustration, Newman Myrah Set in VIP Bembo, Paul O . C.iesey/Adcrafters

DEDICATION

This book is dedicated to those countless individuals who by their labor and devotion during the first seventy-five years have assured future generations of the opportunity to reap a proud legacy while participating in the continued educational advance of the University of Portland

FOREWORD

FREELY ADMIT to a great deal of pride in writing this Foreword-pride in that the author of the book is not only a graduate of the University, but one of its distinguished professors; pride in that for almost one-third of its history, I have had the privilege of being associated with the University of Portland; and finally, pride in that as the story unfolds, the traditions and heritage, the inner strengths and dynamisms of the University stand out with such unmistakable clarity.

Educational institutions sprang up all across the nation in the late nineteenth and early twentieth centuries. Who could have foreseen the crises through which those who survived would pass? The First World War-the Great Dcprcssion-the Second World War-the Korean War-the Viet Nam Warrampant inflation-each of these global events had a dramatic effect on all colleges and universities as enrollments waxed and waned with the tides of history. Who could have foreseen America's torrid love affair with higher education-or dreamed that higher education would become an integral part of our national defense-or guessed that expectations would develop that higher education could provide not only upward mobility, but become the panacea for resolving all racial and social problems-including urban blight? Who would have believed that the Congress would pass legislation which literally poured billions of dollars into higher education, and then would react with the petulance of a rejected suitor when poor old sin-scarred mankind was not redeemed by learning alone? The twentieth century has indeed been a rocky road for institutions of higher education.

A Point of Pride is not just the story of a struggling institution facing the vicissitudes of the past seventy-five years and surviving. Rather, it is the story of an institution that deliberately set for itself goals and objectives fraught with tensions, but worthy of the struggle. For this institution from its inception was founded on the bedrock of a Christian heritage and a Catholic tradition. It was committed to preparing its students to become economically selfsufficient in various careers and professions, while at the same time providing them with a basic liberal education, and maintaining an environment where close interaction between student and faculty could take place. To achieve the proper balance of these objectives has never been easy and the history of the University of Portland is in fact the story of the men and women who gave their lives to the task of resolving in each generation the particular tensions peculiar to that age.

Today the University of Portland stands virtually unique among all the post-secondary institutions operating today. It is unique in that no other institution its size offers the variety of nationally recognized and accredited programs of study available at the University of Portland. The University

I

stands as living proof that quality education can be given in moderate sized institutions—that big is not necessarily better. It demonstrates that liberal education and professional programs are not only compatible but can be mutually supportive. And finally it has proven over the years that a religious heritage need not be lost in pursuit of academic excellence or fiscal solvency.

Although Dr. Covert has written of a n u m b e r of the great men and w o m e n whose service to the University has brought us to this seventy-fifth birthday, it was not possible to chronicle all w h o deserve recognition for their role in shaping the destiny of this institution. It is to them I should like to dedicate not just this book, but the great living institution they have made possible.

I sincerely hope that as you read these pages, you too will be filled with a sense of pride-pride in the University's accomplishments and gratitude to Cod for its successes.

Paul E. Waldschmidt, C . S . C .

President University of Portland June 10,1976

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PREFACE

M

OST COLLEGE and university studies suffer from what might be described as tunnel-vision, an inability to see beyond their collegiate halls and quadrangles and thereby to relate their specific development to vital trends of the wider community. This book hopefully avoids that flaw, for there was a serious effort to place the history of the University of Portland within the broad context of its changing geographical and societal setting. The reader, therefore, has the opportunity to explore the subject on three distinct but related levels. First, there is a running account of the historical evolution of the University divided into chapters based on unified chronological periods. Second, there are a series of essays known as Viewpoints. One follows each chapter and collectively, through an interlacing of narrative and photography, they provide a connecting survey of the city of Portland that ultimately narrows to focus on the University's campus scene.

Finally, there is an extensive reference appendix for those readers interested in a variety of specific information concerning the University.

The research for this book centered principally on an analysis of pertinent archival documents, interviews of persons associated with the University over the years and specific published materials (see Select Bibliography). Some liberties were taken in writing this history, however, in hopes of making the text as readable as possible. There are no footnotes, for example, although sources of quotations from published works are acknowledged. Credit is also given for opinions expressed by individuals and statements paraphrased or quoted from unpublished materials when it seemed proper and did not hamper the flow of the narrative. The usual designation "C.S.C." after the names of members of the Congregation of Holy Cross has been purposely omitted for stylistic reasons; therefore, all priests and brothers mentioned belong to Holy Cross unless otherwise specified. In short, every effort was made to avoid pendantic tendencies and still remain faithful to existing evidence. Some areas of this history, nevertheless, are admittedly impressionistic, either due to the lack of documentation on a specific subject (for there were some notable gaps in archival sources) or because the topic was so contemporary that it defied firm conclusions. In such instances the author tried to present a moderate perspective.

No manuscript can meet its publishers without having been exposed to the constructive influences of many persons. It would be inappropriate, if not impossible, to single out everyone who in some way shared in the preparation of this book. I would be remiss, however, if I failed to acknowledge the contribution of some.

To the Board of Regents and the executive officers of the University of Portland, I wish to express my gratitude for supporting this research endeavor

and allowing me full access to all University materials (archival and contemporary). In particular, I wish to thank Rev. Paul E. Waldschmidt, president of the University of Portland, for his genuine cooperation, and Robert B. Pamplin,Jr., current chairman of the Board of Regents, whose initial encouragement in the summer of 1972 proved to be an important incentive in launching this study.

I also want to indicate my sincere appreciation to Brother David Martin, University archivist, Professor K.Jane Wahl, University reference librarian, and Francis G. Morgan, University registrar, for their bibliographical assistance; to Don Leighton, assistant director of public relations and information, and Carl Schefsky, director of the instructional media center, for their photographic assistance; to Barbara Miller, director of public relations and information, for supervising the publication process; to Joseph A. Schiwek, Jr., and Thomas G. Corti for their helpful service in researching specific aspects; and to Dorothy Johnson for compiling the index. I owe a special debt of thanks to Rev. John Hooyboer, Rev. Michael O'Brien, Rev. Joseph L. Powers, Dr. Loretta E. Zimmerman andjalmar E.Johnson who cheerfully but critically read the typescript for the purpose of recommending stylistic improvements and factual corrections; and to Sally A. Covert, my devoted wife and valued adviser, whose dependable assistance in typing and editing was immeasurable.

Without her technical skills and tender understanding this book could never have been completed. Finally, I want to thank my colleagues and students whose seemingly heroic patience with me during these last four years probably qualifies them to be the happiest ol all to see this study completed.

JTC June 1, 1976

CONTENTS

FOREWORD,The Reverend Paul E. Waldschmidt, C.S.C. PREFACE, J . T . C .

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ix

Part I, T H E F O U N D A T I O N

PERIOD

The Beginning Point: AN INTRODUCTION 1 CHAPTER ONE

An Earnest Effort: Portland University, 1890-1900 VIEWPOINT

CHAPTER TWO

II

III

89

IV

V

VI

217

Finding a Future: University of Portland, 1967-1976 VIEWPOINT

VII

273

The Final Point: A CONCLUSION APPENDICES

295

SELECT BIBLIOGRAPHY INDEX

321

131

165

The Challenge of Change: University of Portland, 1955-1967 VIEWPOINT

CHAPTER SEVEN

PERIOD

Decade of Ups and Downs: University of Portland, 1945-1955 VIEWPOINT

CHAPTER SIX

97

121

Part II, T H E M O D E R N CHAPTER FIVE

63

Amid Cheers and Tears: University of Portland, 1935-1945 VIEWPOINT

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57

Loyal to the Last: Columbia University, 1922-1935 VIEWPOINT

CHAPTER FOUR

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Proud Men of Columbia: Columbia University, 1901-1922 VIEWPOINT

CHAPTER THREE

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317

283

225

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Part I THE FOUNDATION PERIOD

North Portland peninsula at confluence of Columbia (left) and Willamette (right) rivers with \it. Hood on horizon.

1 points to University oj Portland campus; 2 toward downtown Portland; 3 is district of St. Johns; 4 is Kelly Point; 5 points to general vicinity of Vancouver, Washington.

(Courtesy of Port of Portland)

The Beginning Point:

AN INTRODUCTION

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HE HISTORY of the University of Portland properly begins with two separate but almost simultaneous developments. One was geographical, the other was educational. The first was the exploration of the lower Willamette River in the Pacific Northwest and the discovery of an area of land that eventually became the site of the University of Portland. The second was the establishment of an educational principle in France that eventually formed the academic aim of the University of Portland. Both developments began early in the nineteenth century and came together in the initial years of the twentieth century.

The story of how the place was discovered and how the educational purpose developed can be traced through the decades of the nineteenth century, particularly Oregon's pioneer era. Indeed, it is a record of the energies and visions of four individuals. While numerous people shared in this achievement, these four men made the substantial contribution. In a real sense, therefore, the founding of the University of Portland is their story.

C A P T A I N WILLIAM CLARK

He came in a canoe. The year was 1806. The lanky Kentuckian halted his scouting party at a sharp bend in the Willamette River near a high plateau later known as Waud's Bluff. The Indians called the river the "Multnomah," and the bluff reaching some 150 feet above the water was sacred ground because it was a burial site. Not far away on the opposite side of the peninsula was the Columbia River. The peninsula itself was a gigantic gravel flood plain formed over the centuries by the wash of the joining currents.

The Lewis and Clark expedition descended the swift Columbia the year before, passing the peninsula in early November 1805. The weather had been foul, and a journal entry stated: "A thick fog this morning, which continued until 11 a.m., at which time it cleared off and continued fair about two hours, and then began to rain; several showers during the evening." Winter camp at Fort Clatsop on the shores of the Pacific Ocean was bittersweet, a mixture of efforts to survive elements and Indians and the heady sense of accomplishment after the arduous overland trek.

Captain William Clark, discoverer of Willamette River and site of future University of Portland. (Courtesy of Elliot Coues, ed., History of the Expedition Under the Command of Lewis and Clark, Vol. II) Scenic Columbia River gorge east of Portland, route oj Lewis and Clark expedition in 1805 as it journeyed to Pacific Ocean. (Courtesy of Portland Chamber of Commerce)

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A POINT OF PRIDF.

Port Vancouver in 1845 as depicted in an etching made by Lieutenant Henry Wane.

(Courtesy of National Park Service)

On the return in the spring of 1806, the expedition reached a part of the Columbia near the mouth of "Quick Sand" River (Sandy River). While Captain Meriwether Lewis and the majority of the expedition members made a temporary camp to replenish their food supplies, Clark set out with a handful of men and an Indian guide to explore the " M u l t n o m a h River." They canoed back d o w n the Columbia a few miles until they reached "Image Canoe Island" (Sauvie Island) where they had previously met some Indians in an elaborately carved canoe. Here, they had learned, was the entrance to the mysterious river.

T h e party turned and paddled up the unchartered " M u l t n o m a h " for several miles. Clark recorded that the "mist was so thick that I could see but a short distance." T h e group eventually came to a bluff overlooking a sandy island (Swan Island) covered with Cottonwood trees partially flooded by the spring run-off. This was the farthermost point on the Willamette River reached by the Lewis and Clark expedition. It was on April 3 , 1806, that Captain Clark discovered the spot that was to become the site of the University of Portland.

Deciding to go no further up the river, Clark rejoined Lewis on the Columbia alter spending a night at an Indian village near the present location of St. J o h n s . With the aid of Indians, Clark sketched a crude map of the " M u l t n o m a h . " The expedition then continued eastward to St. Louis.

The Lewis and Clark expedition opened the Oregon country to the onrush of civilization. Fur trappers followed with trading posts and primitive settlements. John Jacob Astor founded Astoria at the mouth of the Columbia and the British Northwest C o m p a n y arrived in the area. By thel830's, the H u d son^ Bay C o m p a n y dominated the region under the steady hand of Dr. John McLoughlin, the "White-Headed Eagle" of Fort Vancouver. For decades, trappers, traders and Indians worked in a kind of discreet coalition deep in the lush forests of the coastal plain. Few mountainmcn seriously considered permanent settlement; but with the feuding American and British trading companies competing for the diminishing fur-bearing animals, a new wave of immigrants arrived in the Pacific N o r t h w e s t , beckoned by land promoters and missionaries w h o dreamed of civilized settlements.

Hall J. Kelly, a Boston schoolteacher, was possibly the most famous of the colony promoters. He published a pamphlet in 1831 outlining his plan for a townsite located at the point reached by Captain Clark. Kelly, convinced that

Beginning Point

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easterners would follow, journeyed to the Oregon country in the I830's when the territory was still jointly claimed by both Britain and the United States. He arrived at Fort Vancouver and under McLoughlin's suspicious eye received a minimum of assistance and no encouragement. After five months of struggling with dense underbrush and pioneer polities. Kelly abandoned the venture and returned home in financial ruin. He was. ironically, sixtv years ahead of his time, for his map and street layout served as a kind of prospectus for the future University Park in the 1890's and subsequent development on the peninsula .The place where the Willamette and Columbia meet today is known as "Kelly Point Park."

But it was the missionaries, not the land promoters, who enjoyed initial success in penetrating the Pacific Northwest, and their legacy was lasting. In 1830, the permanent white population in the Oregon country was sparse, indeed, numbering approximately 150 settlers. The Protestant preachers came first, the result of a religious revival in the East and the formation of missionary societies. Jason Lee arrived in Oregon in 1834 and established the Methodist mission in the Willamette Valley. Others followed, for instance, Marcus Whitman and Henry Spalding, who started Presbyterian missions among the Walla Walla and the Nez Perce tribes. Fort Vancouver also had a resident Anglican chaplain to serve the needs of the Hudson's Bay Company.

Then came the Catholic missionaries. As French Canadian trappers and traders filtered into the Hudson's Bay territory in the 1830s, there was a demand for priests. Petitions were directed to bishops in Canada with Hudson's Bay approval as early as 1834. A log church was erected at French Prairie near Champoeg in 1836 in anticipation of the arrival of Catholic missionaries.

REV. FRANCIS N. B L A N C H E T

Blanchet was born in 1795 at St. Pierre, Riviere du Sud, Lower Canada, and after distinguished theological study in Quebec, entered the priesthood in 1819.

I le spent several years as a missionary in N e w Brunswick and subsequently was appointed in 1827 to serve as a parish priest in Montreal. It was from there he resumed his missionary career. Father Blanchet was appointed vicar general over the Oregon mission field; and in November 1838, he and his assistant,

Hall J. Kelly, whose plan to promote a city on the Willamette in the 1830's ended in failure.

(Courtesy of Oregon Historical Society)

Three pioneer bishops: Archbishop Francis X. Blanchet (center) with his brother, Rxu. A.M.A. Blanchet (left), Bishop of Xesqually in Washington, and Rev. Modeste Demers (right), Bishop of Vancouver Island.

(Courtesy of Oregon Historical Society)

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A P O I N T OF PRIDE

Rev. Modeste Demers, reached Fort Vancouver in boats belonging to the Hudson's Bay Company. They were welcomed warmly by company officials at the tort and a delegation of French Canadian Catholics.

The Indians called them "Black Robes," and the pioneer priests began their work immediately, visiting trading posts and Indian camps. Blanchet celebrated the Feast of Epiphany on January 6 with a Roman Catholic Mass in the rustic church at French Prairie where he placed the structure under the protection of St. Paul, the first missionary of the gentiles. Over the next two decades the missionary movement in the Oregon country advanced despite critical problems. The Oregon treaty of 1846 finally settled the protracted boundary dispute between Britain and the United States; and after the Whitman massacre and other Indian issues, Congress voted in 1848 for Oregon to become a territory with statehood following in 1859. In 1843 the site of the city of Portland was founded. Amos Lovejoy and William Overton landed their canoe at a spot known as "The Clearing" on the Willamette River a few miles south of the point reached by Captain Clark. They had been on a trek from Fort Vancouver to Oregon City, and the two men shared the land claim which had become a popular resting place for travelers journeying along the river.

Overton soon sold his interest to Francis W. Pettygrove and the claim was surveyed in preparation for incorporation as a city in 1851.

Not long after Blanchet's arrival, religious dissension shattered the good intentions of both Methodist and Catholic missionaries as they sought to influence the Indians and arriving immigrants. Deep denominational suspicion flared into bitter verbal attacks and a mini-pamphlet war. The growth of Protestantism convinced Blanchet that greater Roman Catholic assistance was imperative. He received unexpected support from the Society of Jesus in the early 1840 s when Rev. John DeSmet arrived in the West. The Jesuits, however, planned to concentrate their missionary endeavors in the Montana region working among the Flat Head Indians. This prompted Blanchet to dash off a letter to Father DeSmet bluntly stating his opinion that the WillametteCowlitz region "is where the religious foundations in this part of the country should be located: a college, a convent, and schools arc absolutely necessary.

This is the battle-ground, here we must conquer, and here the first large Portland, looking south along Front Street in 1852. I Courtesy of Oregon Historical Society)

Beginning Point

mission should be established."

The plea was successful in securing additional aid when Father DeSmet came to ()regon in 1844 with a small group of priests and nuns. Nevertheless, Blanchet, who had been appointed vicar apostolic by Rome in 1843 and was destined soon to be consecrated bishop and later archbishop of Oregon City, recognized the need for greater ecclesiastical commitment. Therefore, in I )ecember 1844 he took passage on the sailing ship Columbia for a trip around (-ape I lorn to England, then Canada, and eventually Continental Europe. His excitement for missionary service was contagious and he awakened religious communities in Europe to the growing opportunity in Oregon.

One religious group was particularly interested in the challenge. During his visit to France, Bishop Blanchet met with Rev. Basil Anthony Moreau, the founder of the Congregation of Holy Cross at Le Mans, France. T h e prospect of supplying ecclesiastical assistance to the Oregon mission appealed to Father Moreau. The two men drew up an agreement with the understanding that the Congregation of Holy Cross would send a group of priests and brothers to help in the pastoral area while gradually assuming control of a proposed seminary and college. Subsequently, however, Bishop Blanchet made a commitment with thejesuits and unilaterally cancelled the agreement with Father Moreau; several members of the Holy Cross expedition were literally left at the dock in Brest when Blanchet sailed. Blanchet informed Moreau shortly before leaving about the change and stated: "Being unable to take care of both a college and the savages at the same time, I have decided to give my time to the savages." The hopes of the Congregation of Holy Cross serving a vital role in Pacific Northwest education seemed thwarted.

In February 1847, Bishop Blanchet set sail from France with a party of twenty-one which included several Jesuit priests and brothers and seven Sisters of Notre Dame de Namur. The ship, L'Etoile du Matin, carried, in the words of Blanchet, "the hope of Oregon," and over the next thirty-four years of Blanchet's firm episcopate the Roman Catholic Church struggled in the raw Oregon climate. For a time, the archbishop resided in Oregon City, then in 1862 he moved to Portland which was becoming the economic center of the region. As the Roman Catholic population increased, there grew a need for expanded educational and social services. St. Mary's Academy opened its doors in Portland in 1859 shortly after twelve Sisters of the Holy Names of Jesus and Mary arrived from Montreal. That became Portland's first Catholic school. In 1871, Blanchet founded St. Michael's College for boys, and the archdiocese established additional Catholic academy schools throughout the region as well as a number of other Catholic institutions which included St. Vincent I lospital, St. Mary's H o m e for Orphan Boys and St. Joseph's H o m e tor the Aged.

In 1874, the archdiocese of Oregon was formally incorporated and five years later Blanchet secured Bishop Charles John Seghers from Vancouver Island as coadjutor archbishop with right of succession. As the labor of managing the archdiocese increased and age took its toll. Archbishop Blanchet resigned in

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A P O I N 1 OF PRIDF.

1880; he died three years later. In a farewell statement at the time ot his resignation the venerable missionary declared: After sixty-two years of priesthood, after forty-three years of toilsome labor on the coast: after an episcopate of thirty-six years; after thirty-five years spent at the head of the Ecclesiastical Province, we may say with the Apostle St. Paul: "The time of my dissolution is at hand. I have finished the course.'

REV. BASIL A N T H O N Y MOREAU

Rev. Basil Anthony Moreau, founder oj Congregation of Holy (JOSS.

T h e year that Captain Clark asscended the Willamette River, a seven-year-old boy was beginning his formal education in France. He was born in February 1799 at Laigne-en-Belin (Mayenne), the son of a country wine merchant. Basil Anthony Moreau went on to study for the priesthood at the Le Mans seminary where he was ordained in 1821. Those were turbulent times in the postrevolutionary era. Although the frightful thud of the guillotine was only an echo, anti-Christian sentiment could still be heard across the land.

The Roman Catholic Church was a primary victim of the secular force unleashed in 1789 and its recovery after the restoration in 1815 was uncertain.

The revolution had sought to smash all religious expression, defiling or destroying churches, monasteries, convents and shrines and scattering holy relics and theological concepts in the harsh wind of godlessness. It became acceptable to affirm that one could not be learned in secular studies and be a Christian at the same time.

It was within that era of persistent hostility to Christianity that Father Basil Anthony Moreau established his educational apostolate. By the 1830's in France, clerical vocations began to increase, however. In 1837, two years before Blanchet arrived at Fort Vancouver, Moreau established the Congregatio a Sancta Cruce (Congregation of Holy Cross) at Le Mans. He had previously returned to the Le Mans seminary after ordination to serve as professor and assistant superior, and enlisting a small group of priests, they soon became known for their retreats and missions to the neglected villages of the region.

His efforts included the founding of a convent of nuns and the reorganization of the order of Brothers of St. Joseph in 1835. T w o years later he united the institute of brothers with auxiliary priests of Le Mans; then Father Moreau climaxed the movement in 1841 when he formed the Marianite community of Holy Cross Sisters.

The Congregation of Holy Cross underwent significant organizational change during the next couple of decades as it acquired papal recognition and developed its broad educational and missionary goals. Father Moreau originally intended to include the community of religious women (Marianites) in his congregation, but a subsequent decision from Rome forced him to govern them as a separate, autonomous order. The Brothers of Holy Cross (formerly Brothers of St. Joseph) confined their work to primary education in France, although their activities expanded as they entered the mission field in Canada and the United States. The Holy Cross priests devoted themselves at the outset to both teaching and pastoral concerns. By the middle of the century, they had

Beginning Point

houses m Algeria, United States. Canada, Italy and India.

The "constitution" of the Congregation of Holy Cross clearly enunciated the purpose of the organization, namely, to promote the glory of Cod and the perfection of the individual members through the traditional practice of the simple vows of poverty, chastity and obedience. Nevertheless, the thrust of the Congregation of Holy Cross was: the sanctification of souls by ecclesiastical ministry through preaching, missionary labor and the Christian education of youth by means of teaching. Catholic social action and the apostolate of the press. To Father Moreau, education of both priest and layman was fundamental. In his young priestly life he had dreamed of founding a group of religious who could also be specialists in intellectual disciplines. Through the apostolate of teaching and writing, the religious order would concentrate on educating and training young people to become Christian humanists.

The Holy Cross congregation, therefore, was instrumental in restoring (Catholic education in France where a creeping governmental secularism consistently sought to monopolize the school system. Moreau's college at Le Mans was one of the first Catholic educational institutions to receive full teaching rights in post-revolutionary France, and his published studies on pedagogical subjects provided direction for a persistent educational commitment on the part of the Congregation of Holy Cross. He subsequently founded several colleges in France and gave his blessing to those who went abroad to do likewise. He died on January 20, 1873, and was buried at Sainte-Croix, a suburb of Le Mans, where the motherhouse of the Holy Cross congregation is located today. Father Moreau's cause for beatification began in 1961.

While Blanchet was energetically searching for missionary support in Europe during the mid-1840's, Rev. Edward Sorin established a foundation in Indiana that later became the University of Notre Dame. In 1841, Moreau gave him permission to lead an expedition to America; Sorin left Le Havre with six brothers and 3000 francs, barely sufficient funds to pay the passage. After journeying west, the band of missionaries eventually reached the shores of Notre Dame du Lac at South Bend where Sorin decided they should build their college. The institution flourished during the remainder of the century, notwithstanding many problems and financial setbacks.

Sorin became provincial in the United States and eventually replaced Moreau as superior general in 1868, although he continued to reside at South Bend. From the University of Notre Dame, Sorin directed the affairs of the 1 loly Cross congregation until his death in 1893. Rev. Gilbert Francais succeeded Sorin to the position of superior general and lived at the motherhouse in Sainte-Croix until the religious were temporarily expelled from France in 1906. When Sorin was appointed superior general. Rev. Alexis Granger became provincial in the United States from 1868 to 1886, followed by Rev. William Corby (1886-1897) and Rev. John A. Zahm (1897-1906). During that period, the Holy Cross educational apostolate expanded considerably throughout the central United States.

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A P O I N T OF P R I D E

ARCHBISHOP ALEXANDER CHRISTIE

By the end of the century, both Father Moreau and Archbishop Blanchet were dead, and seemingly the prospect of establishing a Catholic university in the Oregon country under the direction of the Holy Cross as well. But the idea survived and the person responsible for inviting the Holy Cross fathers to Portland was Archbishop Alexander Christie. A hardy, robust man with a Celtic flair for words and a decisive manner in judgment. Christie was born in Vermont in 1848 and raised on a farm in Wisconsin and later in Minnesota. His father was Anglican of Scottish descent and his mother was Irish Catholic.

Christie attended St. J o h n s University at Collegeville, Minnesota, and went on to study for the priesthood at Grand Seminary in Montreal; ordained in 1877, he spent the next thirteen years as pastor of a country parish in southern Minnesota. There he founded an academy and parochial school. After a period of pastoral work in Minneapolis, he was consecrated bishop of Vancouver Island in 1898. N o sooner had he begun his labor in the North country than he received word of his appointment to the archepiscopal see in Portland.

Archbishop Alexander Christie, founder of the I 'uiversity.

Between the resignation of Archbishop Blanchet in 1881 and the elevation of Christie in 1898, Portland emerged as a metropolitan center in the Pacific Northwest. In the interim, the archdiocese of Oregon suffered a loss of ecclesiastical leadership. Archbishop Charles John Seghers served the archdiocese for a short time. In 1885, he was reappointed to the bishopric of Vancouver Island and two years later met a tragic death along the banks of the Yukon River in Alaska. T h e bishop of Savannah, the Most Rev. William H. Gross, replaced Seghers. He assumed responsibilities in Portland in 1885 and immediately displayed a zealous concern for Catholic education. Among other things he encouraged the Benedictine monks at Mt. Angel Abbey to establish their seminary. Portland in the late 1880 s and early 1890's was engaged in an enormous real estate b o o m . Encouraged by the mounting prosperity, Archbishop Gross launched an ambitious building program to put the Catholic Church in Oregon on a solid financial basis. Then came the national depression of 1893 and with it staggering debts. O n a trip east in 1898, with Portland still in the grip of economic hard times, Gross died in Baltimore, the city of his birth.

Archbishop Alexander Christie assumed his duties in Oregon with characteristic vigor. He realized the necessity for careful, long-range planning and saw clearly that the Catholic minority in Oregon needed firm direction. A solid educational program was paramount in Christie's mind for achieving religious respect within the largely non-Catholic community. "When I came to Oregon," he stated at a later date, "and after looking over my field I decided that we needed an educational institution that would furnish our boys and young men with facilities for a superior education unequalcd by any institution on the Pacific Coast."

Tradition has it—although it is possibly apocryphal-that while traveling aboard ship along the Willamette River one day he noticed a large abandoned building atop Wuid's Bluff. Later learning that it was "West Hall," the site of the

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then defunct Portland University which had been founded by the Methodist Episcopal Church in 1891, he inquired about obtaining it for a Catholic university. Whether true or not, it is certain that Archbishop Christie did purchase the property in 1901. Thus began the history of the institution now known as the University of Portland. After operating the new school, named "Columbia University," with archdioccsan faculty during the year 1901-1902, Christie invited the Congregation of Holy Cross to assume ownership; and the Holy (>oss fathers arrived in Portland in the summer of 1902, some fifty-five years after Blanchet's request.

A P O I N T OF PRIDE

Those four men, through a fascinating intermingling of coincidence, adventure and vision, paved the way for the University of Portland. Captain William Clark, the explorer, discovered the place. Archbishop Francis N .

Blanchet, the missionary, prepared it. Father Basil Anthony Moreau, the founder of a religious teaching order, developed the educational principle. And Archbishop Alexander Christie, the practical-minded prelate, ceremoniously united the two-place and purpose.

The University of Portland is situated geographically at a point near the confluence of two great rivers-the Willamette and the Columbia. The former is a peaceful river that meanders its way northward along the slopes of the Cascade mountain range through a rich agricultural valley until it reaches the city of Portland. Here the Willamette enters the mighty Columbia which originates amid Canadian glaciers and plunges southward, gathering momentum from various tributaries until it turns west and rushes through a deep gorge out to the Pacific Ocean. From the ninety-two-acre campus perched high on Waud's Bluff, the scenic skyscape of downtown Portland is visible approximately five miles to the southwest. Directly beneath the campus are Swan Island and Mock's Bottom with their brisk economy of manufacturing and commercial concerns. Across the Willamette River to the west is Forest Park. It is an impressive range of heavily-wooded hills that preserve the feeling of pioneer wilderness, only interrupted by activity along the western waterfront, lo the east and north of the campus, extending out on the peninsula, there is the sprawling residential and industrial district of North Portland.

Once clusters of rural communities and swampy bottom land, the area has become integrated into the city; major portions have been reclaimed, notably the industrial district ofRivergate.

The fact that the University of Portland stands at a place where two great rivers meet is significant both from a geographical and an allegorical point of view. The economic influence of the peninsula on Portland and Vancouver has been significant over the years; and the cloistered setting of the University of Portland surrounded by the animated life of the urban-industrial area may appear to be a clash of cultures-modern and medieval. Yet the two stand in comfortable relationship. As in the case of the two great rivers that molded the

10

A POINT OF PRIDE

place upon which the University stands, two great streams of educational thought formed the philosophical cornerstone of the University at the beginning of this century and provided it with its singular purpose: to combine the peaceful, penetrating concept of Christian values with the powerful, practical demand for worldly expertise.

The union of those two principles into a single, solid educational curriculum may not seem significant today. But in the nineteenth century it was an extraordinary collision. Father Moreau's idea of reconciling religious learning with secular studies was a renewal of a medieval ideal not readily accepted in the early nineteenth century. With the settlement of the Congregation of Holy Cross in the United States, the notion took root in the pragmatism of American soil. An added dimension was that American Catholics were a religious minority in a rather hostile climate, different from Europe with its Roman Catholic heritage. American Catholicism was a missionary religion that needed to establish a sense of identity while at the same time seeking avenues of advancement in economic, social and political life.

This is what the founders of the University of Portland envisioned: an educational system that would offer students an advanced education based on Judaeo-Christian culture while preparing them for the professional and business world. This is not to say that other religious teaching orders or that certain Protestant schools did not lean in this direction. But it is a fact that the Congregation of Holy Cross promoted this goal with special vigor.

In 1849, Moreau wrote: "We do not want our students to be ignorant of anything they should know. To this end, we shall shrink from no sacrifice . . .; the mind will not be cultivated at the expense of the heart. While we prepare useful citizens for society, we shall likewise do our utmost to prepare citizens for heaven." The idea of training students for a religious vocation or for esoteric scholarship always remained secondary; the aim was primarily to produce Christian humanists trained for the active life, or in the words of Horace, it was the union of the elegant and the practical. ( O m n e tulit punctum qui miscuit utile dulci.) This was the point—the place where two traditional principles of education met-which gave countless students, faculty and friends of the University of Portland their abiding sense of purpose over the seven and one-half decades. For them, it became a point of pride.

Skidmore Fountain, built in 1888, as it appeared in ()/</ Town at the close of the century.

(Courtesy oj Oregon Historical Society)

CHAPTER

ONE

An Earnest Effort: Portland University, 1890-1900

I

N THE BEGINNING it was known as Portland University. The Methodist Episcopal Church in Oregon established the school in 1891 on a tract of unimproved land on the peninsula between the Willamette and Columbia rivers. Then adjacent to the city of Portland, the approximate 600 acres of land came to be called University Park, a development scheme formed by the Portland Guarantee Company in conjunction with the newly-created Portland University Board of Trustees. Seventy-one acres were given over for the campus which had about a half-mile of frontage on the Willamette, and the remainder was platted with lots of alternate blocks offered for sale at prices ranging from S250 to S550 each. The plan was that the proceeds from the sale of land would form a permanent endowment for the University. Bonds were accepted in full payment for the land and the amount of capital stock was listed at $200,000 divided into 2000 shares.

The real estate boom that hit Portland in the mid-1880's preceded the venture; and after eight months of land sales in 1891, the guarantee company paid its interest for the year and secured nearly $50,000 in interest-bearing notes for a sinking fund. By September 1892, the company had sold $180,000 worth of land and by the following year, sales amounted to $300,000. The financial picture appeared promising, indeed, with expectations that full payment of bonds could be made by the due date in 1896.

Portland University was a separate institution from the Portland Guarantee Company. By agreement between the University trustees and the company, building costs were to be raised by popular subscription. The concept of a university-centered community was the fundamental premise of the land promotion plan, thus explaining many of the names of designated streets that bear the titles of universities, such as Harvard, Yale, Princeton and Syracuse. It was hoped that with the dynamic expansion of Methodist educational institutions throughout the country, the new University Park district would be an ideal [Mace for residential development. In the words of an early Portland University catalogue: "The sale of intoxicating liquor has been prohibited within a mile of 11

12

A POINT OF PRIDE

the grounds, and this suburb of Portland is rapidly becoming the home of the best moral element of society who seek a place to educate their children free from haunts of vice."

FOUNDATION CONTROVERSY

The formal beginnings of Portland University began in 1890 as a result of a protracted dispute among faculty and friends of Willamette University in Salem. It was an earnest effort-a kind of missionary zeal mixed with educational aspirations. The Methodist Episcopal Church had made giant strides in American education since its founding days in eighteenth-century England when the "Holy Club" was started at the University of Oxford by a group of "godly young men." According to the Handbook and Annual Reports of the Methodist Episcopal Church, over fifty colleges and universities were under the direct control of the Methodists in the United States in the last decade of the nineteenth century. About that time certain supporters of Willamette University grew dissatisfied with increasing debts and dwindling enrollment. The lack of local support suggested a change, and the matter was brought to the attention of the Board of Trustees in June 1889 by Dr. Thomas Van Scoy, president of Willamette University. The board appointed Dr. Charles C. Stratton as new chancellor of the University and Van Scoy remained as president.

Dr. Stratton, an alumnus of Willamette, had previous service as college president, first at College of the Pacific and later at Mills College. Under a cloud of criticism at Mills, Stratton agreed to take the post of chancellor of Willamette and to attempt to put the institution on a sound financial footing. Not long after his arrival, agitation mounted to move the University out of Salem. Stratton conceived the idea of bringing the school to Portland; and at the request of the Annual Methodist Conference, the Board of Trustees of Willamette appointed a committee to explore proposals for a change of location. The legality of the plan, however, was seriously questioned by some; and the Hon. George H. Williams, former United States attorney general under President U . S . Grant, was asked to examine the matter. He rendered the opinion that the institution could not be moved from Salem to Portland without an amendment to the University charter.

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Dr. Charles C. Stratum, first president of A lethodist-sponsored Portland University.

Stratton contended that if Willamette University could not be legally moved, then a new institution should be established in Portland. Because of the division of opinion among members of the Board of Trustees, the prospect of a court battle appeared imminent. Meetings occurred in Salem and Portland with circulated petitions and threats of injunction. As a result of the controversy, the removal question was dropped and the idea of a new university in Portland found promise. Encouraged by prominent Portland citizens, supporters conducted meetings at the Portland Taylor Street Church and the YMCA to discuss the issue in December 1890. The Portland supporters, intent on establishing a rival institution in the city, elected Rev. R.C. Houghton as chairman of the Portland committee, with Rev. G.M. Pierce as secretary. Attorney P.L. Willis, brother-in-law of Dr. Stratton, summarized the issue at a critical meeting and

.4M Earnest Effort 13

advised the Portland group to pursue the creation of a new Methodist university. J.K. Gill, Portland businessman, promised financial support and declared: "Better let Willamette remain at Salem. Portland is, however, the place for a great University." Another individual present, the Rev. A. Kuinner, seemed to sum up the feelings of the meeting when he stated: "We all have kindly feelings for Salem. She can work out her own salvation."

Organizational plans began. Supporters chose the name "Portland University" and formed committees to prepare the legal documents and select a site.

On December 24, 1890, the planners filed articles of incorporation with the secretary of state and the Multnomah County clerk; and on January 3,1891, Dr. Stratton was introduced to the Methodist educational convention in Portland as the new president of Portland University. The Board of Trustees, established in early 1891, then acquired the University Park property with the Portland Guarantee Company acting as a subsidiary agent. Plans were drawn for a major boarding hall and classroom building, but because construction of the new buildingâ&#x20AC;&#x201D;to be known as West Hall-was not completed in time for the opening of school in the fall of 1891, the trustees rented and renovated the Old St. Helen's Hall building at Tenth and Main Street. The school commenced on September 14,1891. "The Hall" was jammed on opening day with young people, parents, faculty, ministers, prominent citizens and several board members. O n e speaker declared enthusiastically: "Is this not an auspicious occasion?" Approximately 1(X) students matriculated on the first day and within six weeks enrollment had climbed to 160. By January 1892, it reached 210.

Dr. Thomas Van Scoy left Willamette University to serve as dean while Rev. Nehemiah Doane and Dr. Harvey K. Hines, leaders in the theological program at Willamette, also transferred to the new school. Other teachers joined the enterprise, and a curriculum was developed along traditional lines. Thus Portland University optimistically announced its existence in the early pages of its first catalogue, stating that the University was located at Portland because that is the natural commercial and financial center of the Pacific Northwest. Hither the great rivers flow and here the railroads converge. . . . It was not projected for a life-time, but for centuries. All of its plans have been made on a large scale, but not beyond the resources or the demands of its field.

GREAT E X P E C T A T I O N S The aim of Portland University was "to provide instruction in all the branches of an education for both sexes according to the needs of our times." Over the years of its existence, the institution prided itself on its Methodist mission.

"While the University is under the general supervision of a great church, the broadest liberality and tolerance are exercised," the administration asserted. Yet, "Nothing sectarian is taught or allowed," was quickly added, and students were required to attend daily prayers in the chapel and church service on Sunday.

Because some students did not belong to the Methodist Church, the University gave considerable latitude to members of other denominations so long as they attended their own church on a regular basis.

14

A P O I N T OF PRIDE

Regarding governance of the institution, an interesting comment can be found in the Biennial Report of the superintendent of public instruction of Oregon for the years 1891-1892 which included all accredited schools in the state, public and private, at that time. It reads: The government of the [Portland] University aims to be mild but firm in what few regulations exist. Constant thought is exercised to cultivate qualities of manhood and womanhood discoverable in nearly every student. Whenever a student aims to do right, and be diligent and successful in his daily work, he scarcely realizes that he is under government. While the general oversight has especial care for Christian training, yet the school is non-sectarian in its teaching and government. Its courses of study are little different from any other institution of equal grade.

The second year (1892) began favorably with a larger enrollment and the move to the campus on Waud's Bluff with its magnificent new building-West Hall, a five-story multi-purpose structure in "Richardsonian Romanesque" style designed for classrooms, offices, dining and dormitory living. The architects, McCaw, Martin and White, were influenced by the nationally-known architect, H . H . Richardson, and possibly patterned the structure as a simplified version of Sever Hall at Harvard. A Portland architectural commission eventually designated the building an historical landmark in thel960's. It was red brick with ground floor masonry of random coursed grey stone, approximately 85 by 135 feet, with two projecting bays in front and one in the rear. The chapel, dining hall and kitchen occupied the first floor, while the second floor contained classrooms, offices and library. The third and fourth floors were used for dormitory purposes with the fifth or attic floor serving eventually as a small game room and scientific laboratory-museum. Methodist Bishop Oscar P. Fitzgerald laid the cornerstone on August 24,1891, and the construction cost of the building was $32,500, according to the Report of the Oregon Annual Conference of the Methodist Episcopal Church in August 1892.

There have been two principal controversial questions associated with West Hall, one dealing with the design and the other with the name. Regarding the former, some have maintained that the building was designed by Stanford White. N o evidence, however, substantiates that view which arose because of the name "White" appearing on the cornerstone. That was obviously the last name of the architectural firm that drew the plans. Concerning the latter, it has been suggested that the building was named after a Methodist bishop. Aside from the fact that no "Bishop West" has ever been discovered to have had any remote connection with the University or the Methodist Church in the Pacific Northwest, and that Oswald West was some twenty years away from becoming governor of Oregon, the more reasonable answer is that West Hall was placed on the western comer of the campus as it was then laid out. That thesis is supported by the University's subsequent plan to construct another building, for which a sketch appeared in the early catalogues, to be named "East Hall," and placed near Willamette Boulevard to the east.

An Earnest Effort 15

Portland University had no sooner started when rumors of graft and incompetency arose concerning the promotion of the University Park property by the Portland Guarantee Company. The fact that President Stratton"s brother-in-law, P. L. Willis, was directly involved in the land company as well as first secretary of the Board of Trustees may have raised suspicion, although apparently at the time no specific charge of a conflict of interest was made. Nevertheless, a letter by the Oregon correspondent to the New York Advocate, a Methodist paper, in February 1892 intimated illegality. The Methodist Ministerial Association of Portland publicly condemned the accusation and Harvey W Scott, president of the Board of Trustees, immediately denied any irregularities; he insisted that the board had secured the land directly from the original owners and not through real estate brokers, a point that in 1922, F. S. Akin, former chairman of the guarantee company, seriously questioned.

According to the Report presented to the Oregon Annual Conference of the Methodist Episcopal Church meeting in Portland in August 1892, the trustees concluded the purchase of several parcels of land approximating 600 acres to be known as University Park. The total price was about $300,000, an average of $500 per acre; and provision of payment was made by the issuance of $300,000 in five-year bonds at 6 percent interest to be endorsed by the Portland Guarantee (Company. The Report continued that in consideration of the endorsement, the guarantee company would hold the land by a deed of trust and sell so much as was necessary to pay interest and all other necessary expenses and to provide for redemption of the property at maturity. That being done, the property would then revert to the trustees. Such matters occasioned by intradenominational bickering over educational policies and the business ethics relating to the school were to haunt Portland University long after its demise in 1900.

During the first three years of its existence, before the 1893 panic hit Portland, the outlook for the new University was bright. In a comment by the Pacific Christian Advocate, the official organ of the Northwest Conferences of the Methodist Episcopal Church, on October 28,1891, the paper declared: Portland University life is proceeding in a highly satisfactory manner. There is perfect harmony among students and between faculty and student. The 'Esprit de corps' is excellent, and a remarkable hopefulness and confidence as to the future of the university, is universally felt and expressed.

The Annual Conference of the Methodist Episcopal Church, through a resolution passed in 1891, sought to promote peace between Portland and Willamette universities by cautioning against pirating each other's students or patrons. The Annual Reports of the Methodist Board of Education from 1892 through 1894, while sometimes providing a puzzling financial account of Portland University, generally reflect educational stability with moderate growth rates in student enrollment. According to those Reports, total enrollment moved from 174 to 305 with a slight collegiate decline being compensated by an increase in academy (secondary) students. Thereafter the enrollment slowly declined until the school closed.

Harvey W. Scott, editor of The Morning Oregonian and president of Board of Trustees of Portland University from 1890-1898.

16

A POINT OF PRIDE

Accommodations for resident students were made at "The Hall" and later at the permanent campus on Waud's Bluff at the beginning of the second year, although a sizeable number of day students attended the new institution.

Boarders came from across the Northwest and as far east as Idaho. Several seniors enrolled from other colleges which insured a small graduation class of nine students at the end of the first year. (The enthusiasm for the new school was apparent especially since the parent institution of Willamette University only graduated four students that spring.) When Portland University moved out to University Park and occupied West Hall in the fall of 1892, hopes were high.

President Stratton could later report to the Oregon Annual Conference that the "young and vigorous institution" operated "in harmony and efficiency." There was, in his words, a "gracious revival of religion which has visited the student . . . resulting in the conversion of a large number to Christ." He also proclaimed the high quality of training and scholarship at the University. Due to the obvious competition for students from Methodist families in the Pacific Northwest because of Willamette University in Salem and the University of Puget Sound in Tacoma, which was founded in 1890, Stratton conceived the plan of making Portland University the mother institution for a number of smaller schools and academies to be referred to as "correlated schools." He activated a publicity campaign in an attempt to affiliate them, e.g., the academies at Lebanon, Ashland and Drain, which explains the inflated student count of Portland University released when the president told the Oregon conference in 1893 that the second year enrollment was 541 students, while in fact the number in attendance at the campus was much lower.

ACADEMIC PROGRAMS

The academic program was divided into several categories. A preparatory department was equivalent to that of a public high school and a sub-preparatory school existed for upper elementary grades. Students in those departments were classified in enrollment statistics as "university" students. The University also offered a program leading to teacher certification under state examination. The College of Liberal Arts provided for Bachelor of Arts, Bachelor of Science and Bachelor of Philosophy degrees based on a three-track curriculum: "classical," "Latin scientific" and "literary."

Classical languages included Hebrew and English literature begun in the sophomore year and continued through the junior and senior years of study.

There was little scientific instruction because of the lack of equipment; the various courses in mathematics, astronomy, physics, chemistry, mineralogy, botany, zoology and geology, therefore, were largely textbook learning with a minimum of laboratory experience. A partial effort to correct that deficiency occurred when a small museum and chemical laboratory were established in 1895 on the fifth floor of West Hall. In the area of history and social sciences, the principal courses were classical, American and European civilizations, as well as political economy, sociology and constitutional and international law; furthermore, there was stress on classical and modern foreign languages. Great em-

An Earnest Effort

XI

phasis was placed on public speaking, and the social life of the University centered on literary and debating societies because those were regarded as a sign of academic accomplishment.

From the beginning, the music and art departments were a prominent part of the educational program. Those departments operated out of separate facilities downtown at Fifteenth and Couch Street, and offered courses in voice, chorus, piano, violin, drawing, painting and modeling in clay. The instructors in music and art were not salaried by the University but depended upon tuition and fees.

Although listed as University teachers, they seldom attended faculty meetings and were inclined to support the vested interests of their departments rather than considering the welfare of the total University.

A master's degree in the College of Liberal Arts could be pursued by those, according to one catalogue, " w h o have pursued literary callings for three years after graduation and have sustained a good moral character." One year's residence was required in advance subjects and payment often dollars to the library fund; and although arrangements for study toward a P h . D . degree were listed, the institution never awarded any.

There is little question that theology was the thrust of Portland University's academic program. Most faculty were university graduates with bachelor's or master's degrees and drawn from the ministry, and the theology department was under the venerable Nehemiah Doane, w h o had been presiding elder of the Methodist district of Salem when President Stratton attended Willamette University as a student in the 1860's. Doane together with Harvey K. Hines attempted to organize a prominent school of theology in competition with Willamette University's respected theological program. The two theologians sought outside funds from various churches, and Dr. Hines wrote articles in the Pacific Christian Advocate in 1891 urging Methodists in the Northwest to support the theological school at Portland University because he believed it would be the only one to survive. That deepened the controversy between Portland and Willamette. By the middle of thel890's, the school of theology was a reality and by 1898, regular full-page advertisements appeared in the Pacific Christian Advocate proudly proclaiming Portland University as "The Best Methodist School of Theology." The effort was disastrous to Willamette as evidenced by the fact that during the entire history of Portland University, Willamette did not have a single student register in its theological program.

The Methodist community in Oregon became divided over the matter, and the uncompromising tactics of Doane and Hines eventually ruptured relations among faculty members at Portland University. The problem became more than a curricular debate; it evolved into a heated clash of personalities. Efforts to require additional courses in theology for University students caused the faculty of the College of Liberal Arts to sign a protest that was forwarded to the Board of Trustees. That resulted in professional bickering that caused the theologians to boycott faculty meetings when liberal arts teachers were present. The issue continued until financial bankruptcy of the school at the end of the decade made the internal dispute meaningless.

18 A POINTOFPRIDE IMPACT OF THE ECONOMIC D E P R E S S I O N Portland University during that troubled decade tried desperately to build an institution of higher learning in the midst of religious and educational dissension. But what brought the school to abandon its operations finally was economics. It began with the national depression of 1893 that threatened the University Park real estate project and caused many lot holders to default payments when money grew scarce and employment dropped. President Stratton worked closely with the guarantee company to salvage the situation. Forced to go to the faculty, he received their agreement to accept a salary based solely on income of the school in order to protect permanent funds and property investment. That marked the beginning of the end.

In 1894, Stratton resigned as president and Dr. Thomas Van Scoy replaced him as acting president while remaining dean of the college. Stratton had made enemies in his vigor to launch a new university. He was a magnetic preacher and educator w h o , whatever his critics may have felt, displayed gifted leadership and honesty. Yet it is fair to state that his financial policies, often the result of unsound business advice, proved unwise. Van Scoy demonstrated administrative talent along with an abiding understanding of student concerns. By temperament, however, he was impetuous and upon his shoulders fell the burden of steering the school through troubled times.

Part of the financial concern could have been alleviated by a surge in enrollment. At about the time that Stratton resigned, the University prepared a promotional device to attract new students. The institution promised to pay all travel expenses to and from Portland for students coming from Oregon, Washington and Idaho. The University further agreed to make a similar offer to prospective students w h o resided no farther east than Chicago or Cincinnati by assisting them with various travel expenses up to $300 either by railroad from the east or ocean steamer from San Francisco. The catalogue announced the opportunity stating: Portland is the metropolis of the Northwest. Portland University in the suburbs is unequalled anywhere in location for morality, beautiful scenery and health.

Come to the mild and healthful climate of the Pacific and spend a year or more in the leading institution of the Northwest, and in your travels see some of the greatest and most interesting wonders of the entire world.

In an article appearing in the student magazine University Courant (June 1895) entitled "The Function of a University," Van Scoy wrote a defense of the goals of Portland University. "The base of educational centers is shifting location," he stated. "The monk is coming forth from the cloister and standing upon the public rostrum, the country institution of learning has come to the great city, and a quiet speculative world of letters is rapidly turning practical." He continued his plea for understanding the mission of Portland University: Why should the University remain aside from the intense and powerful struggles of thought in the great centers, to bring up a lot of weaklings in a rural district,

An Earnest Effort 19

who will not know what the world demands of them when they are through college because they do not know the world.

Unfortunately, however, the bonds of 1891 for the University Park venture came due in 1896 with no money to meet them. The trustees hoped to issue a new scries. After unsuccessful efforts to resolve the tangled legal problem resulting in a court case against the Portland Guarantee Company to accept the outstanding debts, the matter blew up. The lots were deeded back to the original owners while the University property was assumed by a new real estate organization known as the University Park Land Company. It attempted to negotiate a plan offering University property to any group that would assume financial obligation and maintain the school for ten years. That proved futile and the Annual Conference of the Methodists in 1897 recommended that the property be given up while attempting to continue the University elsewhere.

Van Scoy, with deep humiliation, asked Willamette University to allow Portland University to use some of its property in the city for housing various departments, namely the Medical College building for the preparatory department and the Portland Hospital building for the literary department. Both buildings were owned by Willamette University and located on the east side at Thirteenth and Stark. The music and art departments were to remain at their downtown location, and University officials decided to terminate the academy program. Income from tuition and fees became so minimal that operational expenses were barely met, forcing the administration to request that teachers donate their services.

THE C O N S O L I D A T I O N

EXPERIMENT

Dr. Van Scoy had the misfortune of becoming president of Portland University when the promise for success had dwindled. It was to his credit that the school did not fold in 1896 or 1897. Nevertheless, he prophetically saw the dim future of the University and tendered his resignation in June 1898, accepting an immediate position as president of Montana Weslcyan University. With the prospect of being forced to close down permanently, officials disclosed an ambitious plan to consolidate the Methodist schools in the Pacific Northwest, namely, Portland University with Puget Sound University in Tacoma and Willamette University in Salem, both struggling financially to survive. The Annual Conference of Oregon and Washington Methodists decided that rather than trying to support duplicate services, the time had come to consolidate. The conference formed a committee from Portland and Puget Sound universities in July 1898 which met, in the words of one writer in the Pacific Christian Advocate, "in brotherly, Christian consultation." According to the Daily Oregonian on August 9, the committee agreed "that the consolidated schools would be located at the place furnishing the best offer" regarding financial promise and physical facilities. Willamette, still smarting from prior wounds, displayed its lack of interest in the plan by not sending delegates to the meetings. By default, therefore, Portland and Puget Sound formed "Consolidated University."

Dr. Thomas Van Scoy, dean and later president of Portland University. (Courtesy of Willamette University Archives)

20

A POINT OF PRIDE

The Report of the Commission on Consolidation was completed and accepted by the Methodists in September 1898. The text of the full Report appeared in the September 21 issue of the Pacific Christian Advocate. "We cannot blot out the past, however marred by mistakes," the Report stated, and it regretted the fact that Willamette University failed to support the effort. "We cannot but cherish the hope that the oldest of these institutions [Willamette University] honored by the entire Church for its long and loyal service to Methodism and to the nation. . . , will at no distant day see its way clear to unite cordially with its younger sisters with consolidation movement." The Report concluded that Tacoma should continue with an academy that would serve as a feeder school and that in view of the advantage that would accrue to Portland by having the Consolidated University, "we cannot refrain from expressing the confident hope that the citizens of this wealthy and prosperous city, irrespective of denominational affiliation, will make generous donation to insure the largest success of the institution."

Harvey W Scott, long-time supporter of Portland University, used the power of The Oregonian to promote consolidation. In an editorial on September 4, he warned that "if Portland shall not see to it that this [consolidated! school is established here, a great mistake will be made." Thus began the last episode in the history of the Methodist-directed Portland University. The chancellor of Puget Sound became head of the new institution; full-page advertisements appeared in various issues of the Pacific Christian Advocate in an attempt to attract students and citizens' support; and officials postponed the fall term until early October 1898. Stationery was hurriedly printed with a letterhead drawing of West Hall above the Willamette River after negotiating financial arrangements with the University Park Land Company insuring the prospect that University Park campus could be maintained.

It proved all in vain. By December 1898, it was apparent that Willamette University would not join the consolidation movement, and without full cooperation the church people in Tacoma felt that the sacrifice of their University was too great. They reasoned that if two Methodist schools could exist in Oregon, then Puget Sound University should continue in Washington. By June 1899, the Consolidated University collapsed when Puget Sound authorities reversed their agreement. Portland University, now left alone, attempted one final reorganization. Dr. George Whitaker, president of Willamette University in 1890-1894, became the new president and permanently abandoned the University Park property. In June 1899, the University formally moved to the old Portland Hospital. Those were desperate times, and while deep regrets were expressed about leaving what the University catalogue described as "its former beautiful site" at University Park, there was a sense of optimism about moving to the buildings formerly occupied by the Portland Hospital near the Sunnyside district. "It has been thoroughly rejuvenated," the officials promised, having been cleaned "from any possible germ of disease, and made suitably attractive and serviceable."

The period of consolidation and reorganization failed to check the impending

An Earnest Effort 21

economic disaster. Lack of endowment forced the school to depend entirely on tuition and fees for an operating budget. In January 1899, the trustees voted to make payments of thirty-three cents on the dollar for faculty salaries. By May it was reduced to eleven cents. Finally during the summer of 1899 a decision came with pressure from the Oregon Methodist Conference to seek affiliation with Willamette University and to close Portland University. The academic year 1899-1900 was the last. O n April 8,1900, a notice appeared in The Oregonian that read in part: After the last of May, the Portland University will cease to exist and it will be consolidated with the Willamette University at Salem. The closing exercises will take place in the chapel of the building at Sunnyside, on which occasion, the Reverend L.E. Rockwell, D.D., pastor of the Centenary Methodist Church, will deliver an appropriate oration, and Portland University quartet will sing. Some of the students of the departments will receive diplomas, on that occasion, and three weeks later all will join with the Willamette University, in the regular commencement exercises.

Thus ended the long, often bitter struggle to establish Portland University as the leading Methodist school in the Northwest. All records were transferred to Willamette University with students given the opportunity to enroll at Willamette and all Portland alumni to be considered alumni of Willamette. The reunion did much to heal the institutional rupture occasioned ten years before, but memories of financial manipulation and professional pettiness remained in the Methodist community of Oregon for years to come.

CAMPUS SCENE When Portland University began its operation at University Park, Swan Island was a true island with the main channel on the east. Waud's Bluff overlooked a sharp bend that was treacherous for the sailing ships and steamers that plied up and down the river. The river was the major attraction for the students that came to the University in 1892-and has been for generations of students since. For decades, wooden stairs descended 150 feet from the University to a dock at the base of the bluff. Normal travel to the University was by the steam-motor car, later electrified about 1902, which ran from Portland to St. Johns. The two main stops for University students were University Park station at the comer of Fiske and Dawson (Lombard) and the station at Portsmouth Avenue. The catalogue cautioned students on how to reach the campus. When arriving at the Union Depot ask the Depot Master how to come to University Park. You will find an electric car on Glisan Street, one block from the Depot, which will carry you to University Park for five cents. Leave your trunk in the baggage-room and keep your check till you get to the Park. If you will write when you are coming you will be met at the Depot by some one of the teachers.

At University Park station there was a store known as Hemstock and Son. It

22

A POINT OF PRIDE

served as the University bookstore as well as providing real estate information for the Portland Guarantee Company. A post office was also there, and Hall and Sharp's University Park Cash Grocery Store that sold confectioneries, fruits, butter, eggs, hardware and the like, at "Portland prices." The walk from University Park station down Fiske, an unimproved street with no sidewalks, to the University was about a mile. Along the way one passed "Hubbardville."

Mrs. Mattie Hubbard, a widow who managed a boarding house for students, became something of an "institution" for the University. Her house stood on the corner of Fiske near Harvard Street. Dean Thomas Van Scoy lived on Willamette between Fiske and Haven. Portsmouth Avenue, also an unimproved street, was the only other main thoroughfare from the motor line. President Stratton occupied a spacious house on the corner of Portsmouth and Syracuse where he occasionally held receptions for faculty and students. The house no longer stands, but many of the original homes in the University Park district can still be seen today.

* * 5*K;

_/O/IÂŤ Mock, who reportedly donated much of the campus property to Portland University.

(Courtesy of Oregon Historical Society)

Life in University Park in those early days was generally quiet and peaceful; and an anonymous writer in a student publication stressed the fact that "intelligence and morality distinguished the people" in the area. Homes were scattered about with gardens in abundance and cows grazing placidly in fields. Delivery wagons dodging brush and stumps traveled ungraded lanes and streets, each surveyed but seldom cut through to another. John Mock ran his farm nearby and most of the local residents worked in Portland or St. Johns.

The seventy-one-acre campus was chiefly underbrush and stumps with some stands of tall timber, mostly fir trees, along the river side. The "Dark Passage" was the path that cut its way down through a gully thought to be in the vicinity between the present University Commons and Mehling Hall. A path to the south in another gully led to the river and, what one young person of that era recalled, "a nice grassy area and a sandy beach which was a wonderful place for us to go swimming." The latter trail, known as "Lovers' Lane," was apparently spoiled when the railroad constructed the track along the base of the bluff shortly after the turn of the century.

West Hall was the only permanent building on campus. There was a steam plant nearby, and a little north of the main building a wooden structure, built in 1894 near the oak tree close to the present library, was used as a gymnasium when the fifth floor of West Hall proved unsatisfactory. Aside from offices, classrooms, clubrooms and dining hall, the remainder of West Hall provided dormitory facilities. Reportedly there were some 125 rooms "especially designed for the young lady students who desire to live... under the personal supervision of the preceptress." An "East Hall," although never constructed, was to accommodate living quarters for young ladies and West Hall would have become a male residents' hall. A classroom building to be called the Hall of Letters was contemplated but never reached the drawing table. Other students lived in a wooden-frame boarding house near Willamette known as Club Hall and were under the stern eye of Mrs. Mattie Hubbard. Board at Club Hall was two dollars a week not including room rent which varied according to accom-

An Earnest Effort

23

modations. In general, tuition expenses were reasonable for that era, ranging from $20 for grammar school to $50 a year for collegiate study, which enabled a student to complete a year's study-tuition, board and room-for $160 to $250.

The ratio of male and female students varied over the period of the University's existence. In 1892, there was a total of 91 male students to 83 female, although at the collegiate level the number was 28 males and 18 females. By 1896, the total figures were 124 men and 147 women with 38 males and 7 females in the college department. They came chiefly from the West, particularly Washington, Idaho and Oregon. In a student poll taken in the 1895-1896 year, 39 reported to be working their way through school, 13 assuming partial financial responsibility and their education paid for, presumably by parents or guardians. Most students responding to the questionnaire listed teaching as their career goal. Some of the responses were: 39 teaching 19 medicine 19 ministry

12 law 2 acting

2 electrical engineering

1 business 1 peace maker

Religious and pol deal views of the respondents were: 4 Congregationalist 35 Prohibitionist 2 Christian Church 68 Methodist 18 Democrat 1 Lutheran 17 Presbyterian 3 Populist 15 Liberal 4 "Radical" 1 Non-Women's 6 Seventh-Day Suffrage POLITICAL AFFILIATION: Adventist 1 Mugwump 5 Baptist 75 Republican RELIGION:

STUDENT

ACTIVITIES

Extracurricular life on campus revolved around two primary interests, namely, literary societies and athletics. There were three literary societies competing for student support. First was the Hesperus Literary Society formed in the fall of 1892 and composed of college-level students. At the organizational meeting in September, the faculty ruled that there would be two sub-societies, one for gentlemen and one for ladies with "joint afternoon meetings." The idea was tolerated by the students until 1893 when a reorganized Hesperus Society allowed both men and women to belong equally and removed the ban on evening meetings. The Columbian Literary Society also started in 1892 for young men in the academy and eventually became the largest society. A year later the Belles Lettres Literary Society began for young ladies enrolled at the academy. Those societies held meetings regularly and offered programs consisting of orations, recitations, debates, mock trials and discussion of literary works. In May 1894, one of the campus highlights of the year was a joint debate in West Hall between the Hesperus and Columbian societies over the issue: "Resolve that the movement of Coxey's Industrial Army will be more of a benefit than an injury to the laboring classes." The two Hesperus debaters took the affirmative and won.

24

A P O I N T OF PRIDE

On the fringe of those student clubs was a number of other active organizations, particularly the YMCA and the YWCA. Often meeting in Club Hall or West Hall, members kept minutes indicating strong interest in Bible reading, guest speakers, discussions, membership drives and raising money to send delegates to regional conferences. There were also the Student Volunteer Movement for Foreign Missions that sought to aid Methodist missionary work around the world and the King's Daughters, a charity organization with the motto: "As we have opportunity, let us do good."

The Portland University Athletic Association formed in 1893 complemented the sedate literary societies with a kind of muscular Christianity that advocated character building and healthy exercise. Emphasis was on football with baseball coming in second. The first recorded football game in the history of Portland University occurred on Saturday, November 25, 1893, at Multnomah Field.

Portland University lost 16 to 6 to the Multnomah Juniors. The school adopted old gold and royal purple as its colors, later changing to crimson. In 1894, the Portland varsity became a championship team in Oregon and won the pennant of the Oregon Intercollegiate Football Association. They defeated Multnomah Club, Oregon Agricultural College, Pacific University and University of Oregon. The school laid out a baseball diamond in 1893 and usually fielded strong teams. Portland University went on for several years to be a respected football and baseball power in the city. Tennis and track were popular, although students did not compete intercollegiately in those two sports.

The student publication, a typical collegiate outlet for literary efforts known as the University Courant, began in September 1893 and ended in June 1900. It was a monthly magazine that informed the students and faculty about events, issues and ideas. Much of the journal was devoted to the usual fare of poetry and articles, some of dubious quality, and tidbits of trivia that were obviously important at the time, such as when "Mrs. Hubbard was afflicted with La Grippe during Thanksgiving week." There was, of course, periodic pleading with its readership to get involved in campus affairs. "There is not enough interest taken in the Courant by the faculty and student body," one editorial plaintively stated in February 1895. By subtle and sometimes not so subtle innuendo, its gossip columns suggested that the students were normal collegians. References to "Lovers' Lane" and other questionable activities must have been shocking at times; and one wonders what the faculty thought when they read the following in the Webfoot, the college annual published by the junior class, in 1896: "It may be said of the [senior] class in general that though not very good looking they are all kind-hearted and temperate. The records do not show that a single preceding class has ever received its degrees without getting gloriously drunk."

Nevertheless, the Courant sought to make an influence on the University community by editorializing specific causes. "The opinion is prevalent among a goodly number of students that social matters do not receive the attention they deserve in this institution. Man is a social being." Or, "It is earnestly desired by the students that some steps be taken in the near future in providing for a

An Earnest Effort 25

gymnasium" in order that "students who go forth from P.U. may have strong, healthy constitutions." Or, "We have no track for track events and without these, field day would be a failure. Our athletic grounds are in such condition that it would take at least a hundred dollars to grade and level them and it seems to be impossible to raise that amount." To the last, the Courant remained loyal to the University. During the hard times, it encouraged students to support their institution. In an editorial in June 1894, the journal urged: Before the time shall arrive for the opening of the school next fall many young persons will have decided to attend college. As loyal students of our beloved University we should use our influence in bringing back many new students when we return. . . .Wherever we are during vacation let us be loyal, worthy representatives and proudly uphold the reputation of P.U. As the century closed, so did Methodist higher education in the city. Portland University had aimed to offer the youth of the region "the highest culture and greatest moral excellence based on Christian principle." Although the Methodist educational mission continued vigorously in other collegiate halls and chapels in the Pacific Northwest, the era of Portland University had come to an end. Nevertheless, the period 1891 to 1900 was an earnest educational effort that should not be forgotten.

26

A P O I N T OF PRIDE

Portland during flood of 1894, looking north along Third Avenue between Washington and Stark streets.

(Courtesy of Oregon Historical Society) Willamette Bridge railway train at Portsmouth Station, c. 1890.

(Courtesy of Oregon Historical Society)

Main street ofSt.fohns

at the turn of the century. (Courtesy of Oregon Historical Society)

Viewpoint I

VIEWPOIXT

B

Y THE END of the nineteenth century, Portland had changed from its raw beginnings as "The Clearing" in the 1840's. A flip of a coin decided the name, as the story goes. Amos Lovejoy, formerly of Boston, Massachusetts, lost the toss to his partner, Francis Pettygrove of Portland, Maine. More important than the name, however, was the location of the future city, situated strategically on the Willamette River.

The claim consisted of 640 acres in 1843, and the two men proceeded to build a log cabin store at the foot of Washington Street and planned a town of sixteen blocks along the west bank of the river. Captain Benjamin Couch took an adjoining claim to the north in 1844.

Portland began as a trading center for pioneer families in the Willamette and Tualatin valleys and met serious competition from nearby river towns of Oregon City, Milwaukie, St. Johns and St. Helens. Each aspired to be the leading city on the Willamette, but history favored Portland. Primitive businesses along the waterfront included a sawmill, shingle factory, bakery, general store and a roadhouse. The village slowly expanded uptown to the foot of the West Hills as forests gave way to stately Victorian homes and new business firms, such as the tannery located near the present site of

I

Multnomah Athletic Club. Canyon Road, built as a plank road with logs across the trail so that wagons would not get stalled in mud while crossing the West Hills, was cut through to the Tualatin Valley in 1848 enabling farmers to bring their produce to the Portland warehouses and wharves.

By midcentury, a ferry service linked both sides of the river. Lovejoy declared that the town "began to improve a little" in 1850 when the Pacific Mail steamship Carolina arrived in Portland's harbor on July 4 amid cheers and fireworks. The mercantile business of Henry Corbett and William Ladd welcomed the river steamers and oceangoing ships. The Oregon country was finally in contact with markets of the world. Then came the great immigration waves, caused in most part by "gold fever" and the heady prospect of cheap land. Discoveries of gold in California and the Pacific Northwest in 1848 attracted many to rude mining camps of the region. The Columbia River was a major entry to the gold fields of the Northwest, and Portland became a "boom town."

Lumber and farming interests, however, provided a more stable impact over subsequent decades. Logging camps sprang up in the wilderness and farms were carved out of the dense forests and along the fertile river basins.

27

Steady growth continued during the second half of the nineteenth century as regional roads and inland waterways converged on Portland. Soon transcontinental railroads and oceanic steamship lines improved the city's contact with eastern, mid western and southern markets. The soaring population of Portland reflected those advances. In 1860 the city numbered about 1,000 residents, but in the next decade it increased nearly ten times; by the turn of the century, the city and its immediate environs approached a population of 100,000. Portland became a major metropolitan center in the Pacific Northwest, primarily the result of vast agricultural, lumber and commercial productivity. In the last decade of the century, the city experienced the transition from pioneer provincialism to urban cosmopolitanism. Although the national depression of the 1890's caused a temporary economic slump, the physical growth and psychology of prosperity were not severely retarded. Business speculation and financial

tJ^Âť

Thought to be rare photograph of fames fohn, founder of St. fohns. (Courtesy of Oregon Historical Society) Early morning traffic jam ofriverboats in Portland harbor, c. 1900. (Courtesy of Oregon Historical Society)

28

A P O I N T OF PRIDE

investments in Portland's future were mirrored in the hurly-burly of the streets. Long rows of stores and hotels fashioned out of brick and stone, some rising ten stories, replaced the rustic wood-frame structures of an earlier era. D o w n t o w n streets were lighted by electricity, paved with cobblestones and blurred by congestion.

T h e hub of the city had moved west from the waterfront district to the area between Third and Fifth avenues and Washington and Morrison streets. N e w s b o y s hawked the Daily Oregonian, the Daily Xews and the livening Telegram on the corner near Ben Selling's dry goods shop or Meier and Frank's department store. O t h e r landmarks of those closing years of the century were the C h a m b e r of C o m m e r c e building on Stark Street, the imposing grey stone Portland 1 lotel on Sixth Avenue between Morrison and Yamhill, the eight-story D e k u m Building, Perkins' 1 lotel Restaurant, Union Depot, Skidmore Fountain for public drinking (men and animals) and the Pioneer Post

Office. Saloon fronts were frequent with side doors reading "Ladies" Entrance." O n e of the most famous was Erickson's House of All Nations Saloon on Third and Burnside where patrons could obtain a 16-ounce beer and a lunch for a nickel or indulge in poker and "pleasure" at higher prices. T h e police station at Second and O a k Street served as a kind of gateway to mysterious Chinatown from Burnside, with its gamblers and opium dens, north to Davis Street and the "Red Light District."

River traffic was brisk on the Willamette from St. Johns south to the city center. T h e Port of Portland, established in 1891, operated dredges and supervised river development.

Barges and log rafts m o v e d constantly up and d o w n the river, and sleek sailing vessels were still a c o m m o n sight along the wharves although the river by 1900 became dominated by steamships and stern wheelers. T h e 1890's was the era of the famous " w h e a t fleet."

Square-rigged ships representing nearly all maritime nations converged on Portland to

load grain. T h e harbor often resembled a "forest" of masts with ships being loaded at piers and others riding at anchor waiting to take on cargo.

Bridges replaced ferryboats such as the Albina Ferry, thus encouraging the city's great sprawl to the east bank of the Willamette. By 1890, trolley cars were crossing the river on their regular run from west Third and Glisan to Williams and Albina. Moreover, a netw o r k of interurban railways with steampowered locomotives linked the outlying communities to d o w n t o w n Portland. That development made the N o r t h Portland Peninsula readily accessible to the city. It was possible during the last decade for passengers to transfer from the city's electric car at Albina and take the s t e a m - m o t o r car that ran on tracks d o w n the center of Dawson Street (now Lombard) to the t o w n of St. J o h n s . T h e entire j o u r n e y from Portland to St. Johns took about an hour and cost five cents.

Most of the peninsula in the 1890's was

The John Mock family in front of their Victorian-styled home, c. 1895, which still graces Mock's Crest district along Willamette Boulevard.

(Courtesy of Pauline Joseph, granddaughter of John Mock)

A L® i

V

' «**,•-..

-A4.

Viewpoint 1 29

Looking eastward from West Hall where corner road leading from campus connected with Willamette Boulevard. Mock's farm can be seen on crest of bluff (center right) above swampy Mock's Bottom, c. 1900.

"Hubbardville," a student boarding house near Portland University that was managed

by Mrs. Mattie Hubbard.

(Courtesy of Willamette University Archives)

undeveloped. Swamps and grassland dominated the Columbia River side with the remainder of the land devoted to scattered farms, small forests and an occasional grouping of dwellings. The original timber, for the most part logged off earlier in the century, was being replaced by second-growth trees.

The city of St. Johns was the focal point of community life on the peninsula. James John had settled in the area in the early 185()'s. He had come westward across the plains in the lS40's, and after taking out a land claim on the peninsula, established himself as a farmer and operator of a ferry service connecting the small community with the sawmills at Linn Town (Linnton) on the west shore. "Old Jimmie Johns" expanded his business enterprises and attracted residents to his community. When he later became a virtual recluse, the local inhabitants gave him the title "St. Johns." But the eccentric old settler, who died in his bed in 1886 at the age of 78, left his mark on the mill and farm community.

How the " s " was acquired-without an apostropheâ&#x20AC;&#x201D;is anybody's guess. And grammatically unsound as it may be, "St. Johns" it became and St. Johns it remains-a small town with a large sense of independence and spunk, not unlike its founder.

A number of pioneers settled land adjacent

to the St. Johns district, south of the present railroad cut. In the 1880's there was an attempt to create a "City of Portsmouth" in the vicinity of Portsmouth Avenue and Lombard Street. The Portsmouth Real Estate Company acquired about 290 acres of land and began the process of incorporation; the Electric Land Company replaced the former in 1889 and eventually turned itself into the Portland Guarantee Company and launched the University Park plan. The two pioneers most often associated with the University Park property are John Waud and Henry Mock. Captain John Waud, for whom Waud's Bluff was named, moved from England to Ohio as a young boy. He eventually journeyed west to Oregon in the 185()'s, acquired 360 acres at the present site of University Park and married Nancy Caples, the daughter of Dr. William Caples who owned adjoining land. Subsequently, Waud sold a significant portion of his land to Henry Mock.

â&#x20AC;˘iiWibyi

j

Sullivan's Gulch, and it was in search of their wandering cattle that Henry Mock discovered the peninsula. He met Dr. Caples and soon acquired 317 acres next to Waud's property where he constructed a log cabin and began to farm. A larger hand-hewned log house erected in 1874 was destroyed by fire fifteen years later. It was then that John Mock, who had taken ownership of the farm from his father, built the elaborate Victorian-style house (commonly known as The Mock property extended south along the edge of Willamette River. It is now known "Mock's Mansion") that stands today along Willamette Boulevard near Columbia Park. as Mock's Crest, that part on the rim of the Completed in 1894, it has served as a familiar peninsula overlooking Swan Island, and landmark to generations of University stuMock's Bottom. Henry Mock and his wife dents and North Portland residents. John came to Oregon in 1852. Their son John was thirteen years old. The family first camped in Mock is said to have donated much of the

30

A P O I N T OF PRIDE

Campus view of University Park with junction of North Haven Avenue and Willamette Boulevard (running horizontally) in foreground and Columbia River and Mt. St. Helens in background. property for Portland University campus and was responsible for making Willamette Boulevard along Mock's Crest the picturesque drive that it became.

In 1900, Mock pastured his cattle on Mock's Bottom and also operated .1 sawmill at the base of Waud's Bluff, selling c o r d w o o d to steamships that stopped for refueling as they made their way around the hazardous curve of the bluff and passed through the narrow east channel between Swan Island and Mock's Bottom en route to Portland docks.

Foul weather and erratic currents often sent ships aground. It was always a great attrac-

tion for University students to " r u n to the bank" and see the ships. Dominic Callicratc, w h o joined the University faculty in 1909, recalled: "It used to be interesting to watch the big four-masted windjammers come in and try to negotiate that bend up the old channel. . . . In the wintertime s o m e awful strong gales from the east occurred. Several times I have seen these boats blown up on the U n i versity side against the bluff." And even after the west channel was opened in the 1920's, students continued to watch with fascination the ships passing on the river below Waud's Blutl. It is probably the oldest, on-going stu-

dent tradition at the University.

In retrospect, the brief history of the Methodist school was significant beyond establishing the future site of the University of Portland. First, it demonstrated the dynamic force of private higher education under denominational auspices that characterized the nineteenth century. T h e 1890's, however, were perhaps the peak of that m o v e m e n t in the United States because public colleges and universities were in the beginning stages of their vigorous expansion. In succeeding decades, private schools would find it increasingly difficult to compete with the tax-

Viewpoint I supported institutions that proved to be the primary thrust of American higher education in the twentieth century.

Second, the attempt to found a major university in a metropolitan area certainly displayed foresight. It followed a pattern in the history of higher education in the Western world during the nineteenth century as small rural colleges gave way to large universities established in g r o w i n g population centers.

Indeed, it would be the trend in the future.

Powerful, urban-based institutions of advanced learning were to explode rapidly in subsequent decades causing a major reform, namely, a fundamental reconciliation between "classical" curricula and technical, professional training. During its short tenure, the Methodist Portland University u n -

fortunately had little opportunity to actualize that educational transformation. Given more time. Portland University could have m o d ernized its program that w o u l d have assured wider c o m m u n i t y support.

Finally, the rise and fall of Portland U n i versity offers t w o valuable lessons, both hopefully understood by current administrators and faculty in private higher education. Both are interconnected and part of the over-all problem of operational financing.

O n the one hand, universities must be constantly alert to the economic realities of a given period. Trends in education and the condition of the e c o n o m y are essential partners in the effort to secure fiscal stability.

O n the other hand, there is an insidious danger in allowing pragmatic business in-

31

terests to exact inordinate influence over the traditional ideals of higher education and its inner operation. It is a delicate line between the t w o , to be sure. And in the case ot P o r t land University, circumstances and decisions upset that precarious balance. T h e institution found itself caught in the web of shortsighted academic policy and questionable financial tactics. For a m o m e n t , at least, it appeared that the "Consolidated University" concept might succeed. There was the opportunity for interinstitutional cooperation that one suspects would have benefited all participants. But it was not to be. And perhaps the greatest tragedy of all was the severe division that the episode caused a m o n g Methodists of the Pacific N o r t h w e s t .

Architect's drawing of "East Hall," proposed but never constructed.

32

A POINTOFPRIDE

Members of Hespersus Literary Society in front of West Hall in 1896.

(Courtesy of Willamette University Archives) West Hall as it appeared a few years after it was built in 1891.

Portland University football team of 1895.

(Courtesy of Willamette University Archives) Advertisement for Consolidated University that appeared in Methodist paper, Pacific Christian

Advocate (Dec. 28, 1898).

Consolidated UNIVERSITY Portland - Puget Sound

J±

ZETOTAlB-rrFl

EnDTJC-A-TIOIsrJLIj

USTSTITUTIOIT

Location Beautiful, Healthful and Far from All Places of Temptation.

In touch with all the privileges—literary, social and religious—of a great city, and yet has all the quiet and retirement of the country. Well regulated boarding halls and dormitories for both young men and women.

Winter term opens January 3, 1899.

Expense low.

Investigate and be convinced.

Catalogues sent on application.

For additional information address

Crawford R. Thoburn, S. T. D., Chancellor.

University Park, Oregon.

C H A P T E R TWO

Proud Men Of Columbia: Columbia University, 1901-1922

T

HE FOUNDATION ERA of Columbia University began with a p r o m ising ideal and ended with the harsh reality of survival. Those early years were crucial because the new venture faced severe challenges from within and from without. The challenges from within were to be expected, namely, to set in motion a new, viable educational institution that could generate traditions but also allow for self-corrective change. The challenges from without were unexpected. Who would have thought that by 1920 there would exist a distinct threat in the wider community to destroy Columbia University. Yet, as the second decade of the century opened, a direct assault on the school began.

A NEW

BEGINNING

Properly speaking, Columbia University during those years was not a university but a preparatory school. Columbia University began with the hope of establishing a "Notre Dame of the West," and although never realized, by 1922 a junior college program was in effect. There is little doubt that Columbia felt the heavy influence of Archbishop Alexander Christie. Education was one of his principal interests before he came to Portland in June 1899, the very month that West Hall was vacated by Portland University. Shortly after his installation, he laid the cornerstone of a new building at the Benedictine Monastery in Mt. Angel, and there is a theory that he offered the University Park campus to the Benedictines when he later acquired it. N o concrete evidence to substantiate that, however, has been discovered.

What is known is that Christie admired the University of Notre Dame when he purchased the campus of the defunct Portland University from the University I.and Company. Francis I. McKenna, agent for the land company, worked out the arrangements to deed West Hall and twenty-eight acres of land to the archdiocese for $20,(XX) on condition that a school be conducted on the site and a major building erected within ten years. Christie agreed to the offer and also took option on an additional forty-three acres of adjacent land. The two men completed the transaction on July 20, 1901. West Hall, empty for over a year, 33

34

Rev. P.. P. Murphy, first president of Columbia University, 1901-1902.

A P O I N T O F PRIDE

required immediate renovation, but more urgent was the need of a faculty to launch the academic program in September. Christie appointed Rev. Edmund P. Murphy, rector of St. Patrick's Parish in Portland and former Holy Cross father, as acting president with the seemingly impossible task of securing a teaching staff. The Catholic Sentinel announced plans for the school on July 25 and commented on the prospect of "a great educational centre" for young men; it concluded that "with the assistance of the Catholics of the Archdiocese, Columbia University will accomplish incalculable good in creating a powerful influence for religious and scientific truth."

In retrospect, the decision to name the new institution "Columbia University," after the great river of the West, was unfortunate. There were immediate objections on the grounds that it would be confused with the existing University in New York City. Other titles were recommended, even "Christie University," but the determined archbishop insisted on "Columbia University." The inauguration ceremony occurred on September 2,1901. Prominent members of the Catholic Church in the West and leading citizens of Portland participated in the celebration, which took place on the south side of West Hall overlooking the Willamette. Christie conducted the dedication and blessing and then addressed the throng stating that "this location is superior to any other on the Pacific Coast"; the prelate also expressed belief that in a few years the school "will offer opportunities for higher education unequalled by any other Western institution." High hopes indeed! Thereupon, a collection was taken up among those in attendanceâ&#x20AC;&#x201D;the first fund drive for the new University-which amounted to slightly more than S130.

The school officially opened on September 5. Father Murphy had hastily assembled a small group of faculty, naming Rev. James D. Murphy (no relation) as vice president and prefect of discipline, and Patrick E. Sullivan, a layman and Notre Dame graduate, as director of studies. The remainder of faculty included one exiled missionary from China, three seminarians and an attending physician. With the aid of newspaper advertisements and announcements from pulpits, fifty-two boys enrolled on opening day, forty-two from Oregon, eight from Washington and one each from Montana and Victoria, B .C. By the end of the year the figure had nearly doubled. Although there is some dispute on this, the first pupil to register at Columbia University was Thomas J. Fox of Marshfield, Oregon. The story is told that on opening day the faculty gathered in the president's office in West Hall. At about 10:00 a.m. one of the instructors turned to Father E.P. Murphy and said: "There are a few boys out there on the campus. Don't you think we ought to start operation?" The president calmly replied: "Oh, I guess we should start. Ring the bell." Thus classes began.

TRANSFER TO THE CONGREGATION OF HOLY CROSS Improvements to the building and grounds and the acquisition of necessary furniture continued through the year. Donations dribbled in over the months.

St. Mary's Academy alumnae, for example, contributed S230 in November.

Christie was realistic enough to know that he needed greater outside support in

Proud Men of Columbia 35

order to sustain the endeavor, and there is every reason to believe that he hoped to persuade the Congregation of Holy Cross at Notre Dame to assume control of the school from the beginning. He contacted Rev. Andrew Morrissey, president of Notre Dame, and Rev. John A. Zahm, provincial superior at South Bend, early in the academic year which resulted in his making two trips east for consultation. Morrissey and Zahm were temperamentally worlds apart in personality and philosophy, a problem that caused ill-feeling between the two men and affected community life at South Bend. Morrissey was a warmhearted, outgoing person with a sense of practicality. Zahm was rather cold and intellectual. The conferences, particularly with Zahm, often became debates as Christie tried to convince the Holy Cross officials to come west. It has been suggested that the agreement was finally achieved when Christie in desperation slammed his hand on the arm of his chair and cried: "Take over Columbia and make it the Notre Dame of the Pacific Northwest!" The gauntlet was thrown and the challenge accepted.

The University of Notre Dame by the turn of the century was the success story in Catholic education. It had moved from a college preparatory school to a fully recognized collegiate program during the last half of the nineteenth century; and the Congregation of Holy Cross considered that their mission at Notre Dame was to accept students, average as well as superior, who had potential talent and character. The aim was to make them spiritually strong, intellectually alert, culturally aware, physically sound and vocationally prepared. Those became the goals of Columbia University.

Shortly after the start of the spring semester in 1902, word of the change was out. The Oregonian reported in March that the Holy Cross Order "has practically unlimited financial resources"-a comment that must have produced arched eyebrows in South Bend-and indicated that the Holy Cross fathers "plan to make an institution here that will be to the western half of the United States, what Notre Dame is to the eastern states." From a broad perspective, the Congregation of Holy Cross did inject Columbia with its unique educational philosophy, but in the short run, problems occurred over the change from a diocesan school to one controlled by an independent religious order. Archbishop Christie and Father Zahm were strong-willed men. Christie always considered Columbia his school and Zahm knew that it could not be, yet both submerged personal feelings for the betterment of the school in most instances.

Events moved swiftly with the decision to change ownership of Columbia University. Archbishop Christie took option on the remaining forty-three acres of land while Father Zahm settled the financial claim with the archdiocese and selected an administrative staff to prepare for the coming year. The superior general of the Congregation of Holy Cross at Le Mans, France, the Very Rev. Gilbert Francais, wrote his approval to Zahm and cautioned: "You will need a superior [president], who has a head as well as a heart." Zahm found one. He was Rev. Michael A. Quinlan, a twenty-eight-year old English instructor at Notre Dame. He became the new president in 1902 with Rev. WilliamJ. Marr as vice president and Rev. Patrick J. Carroll as director of studies. In May 1902,

Rev. J. A. Zahm, C.S.C, provincial of Congregation of Holy Cross at the time of transfer of Columbia University to that religious order in 1902.

Rev. Michael Quinlan, C.S.C, second president of the University, 1902-1906.

36

A POINT OF PRIDE

Quinlan, Marr and Rev. John Thillman arrived in Portland. After a quick inspection of the facilities. Father Thillman returned to South Bend to make arrangements for obtaining a group of sisters to handle domestic work. Father Carroll came out in August with Brother Wilfred who was to supervise maintenance of the plant. The remaining faculty, a total of eleven teachers of which seven were laymen, arrived in September 1902. Thus began the long, continuing commitment of the Congregation of Holy Cross to the University.

Father Zahm made his first appearance at the school in December 1902 in what was a remarkable event. As he stepped from the carriage in front of West Hall, he was met by faculty and scrubbed-faced students with loud acclaim. The school band struggled gallantly to play "See the Conquering Hero C o m e " and "Hail to the Chief," and there was an impressive banquet given later in his honor in the West Hall refectory. John P. O'Hara, lay instructor and graduate of Notre Dame, addressed the gathering and praised the occasion eloquently; he concluded by turning to Zahm and Archbishop Christie, w h o sat side by side at the head table, and proclaimed them as "the two men who have made possible in the Pacific Northwest the growth of a new Notre Dame." One cannot help but wonder if their predecessors, Moreau and Blanchet, were somewhere nearby.

Private discussion, however, clouded the public optimism of the provincial's visit. In a quiet moment, Zahm informed Christie that while Holy Cross was deeply interested in the new venture, Columbia would have to become financially self-supporting, that it could not depend on provincial funds for its growth. The stark realities of operational budgets, building costs and expanding endowments would have to be faced squarely in Portland, not in South Bend.

Nevertheless, the congregation continued to p u m p needed monies into the institution over the years. In 1906 when the superior general visited the campus accompanied by Father Andrew Morrissey, former president of Notre Dame, the situation appeared brighter. The school had been in operation four years under Holy Cross control, successfully expanding its facilities and enrollment.

Father Gilbert Francais asserted that Columbia University "cannot fail in its mission; rather must it develop from year to year until our highest hopes are realized; and so it will be." And before he departed Columbia University, he declared in a speech the following which warrants reprint because of its eloquent and enduring message-still fundamental to the heart of the University:

I try Rev. Gilbert Francais, superior general of (Congregation oj Holy Cross, whose approval was necessary before Holy Cross fathers could assume control of Columbia University.

You are happy to belong to a country like America, so powerful, so progressive, so fortunate in gaining a solid and good influence among the nations of the world.

You enjoy a true liberty, the value of which, believe me, you will never appreciate highly enough. Instead of standing still, or going back and down, like some other nations, you go ahead in a powerful manner; and the world admires your wonderful activity. It is a privilege for you to belong to this great Northwestern part of America, and especially to Oregon, a State which is favored with so many precious gifts of God. It is impossible not to admire and love this beautiful country; and it is easy to perceive and feel that its future must be and will be a very bright one. You are happy, yes indeed; but, you know, every privilege brings with it a responsibility. You more than any one else, ought to be good, because you are

Proud Men of Columbia

37

Americans. . . . The prosperity of a country depends not only on a fine climate, fertile soil, great rivers, riches and so forth, but above all on men. Therefore, my dear friends, work hard in order to be men in the true sense, men of mind, heart and character.

Do you wish to be men of influence? You should possess such a desire. Train yourselves in solid Christian virtues, and remember that the only way to be virtuous is through piety. Besides this, develop more and more in your lives certain natural qualities such as order, prudence, constancy, politeness, gentleness, discretion, generosity and good sense. Fight hard against the destructive temptations that assail you day by day, because if these are not overcome they will do you great injury. Do you wish to be men of far-reaching influence? Be educated in the most complete manner possible, because our time is a time of learning and progress.

ADMINISTRATIVE

ORGANIZATION

Administration changes were relatively minor during the years 1902 to 1922.

Father Quinlan served as president from 1902 to 1906 with assistance from various vice presidents, i.e., Father Marr (1902-1903), Father Thillman (19031904) and Rev. Hugh S. Gallagher (1904-1917). While making a promising start, Father Quinlan proved not to be a diplomat, and it was not long before he and the archbishop reached an impasse on certain policies. Christie wanted Morrissey to become president and wrote Zahm to that effect. Zahm appealed to the superior general with enthusiasm, and for a time it appeared that Morrissey was a likely candidate after he left the presidency of Notre Dame in 1905. In a surprising development fraught with complexities and some bitterness, Morrissey replaced Zahm as provincial at the general chapter meeting of the Congregation of Holy Cross in August 1906 and Rev. Joseph A. Gallagher succeeded Quinlan as president of Columbia. Gallagher, an affable person with qualities of leadership and diplomacy, served from 1906 to 1914, the longest term until modern times; in 1914, Rev. John T. Boland replaced Gallagher in the office.

Father Boland remained president until 1919, guiding the school through the difficult war years when enrollment dipped and expenses grew. In 1917, Father Hugh Gallagher left the office of vice president and Rev. William F. Cunningham took his place for one year. He also served as director of studies replacing Father George Marr who had been in that post since 1911. Rev. James S. Ready became vice president and Rev. George F. H o r w a r t h was director of studies during Father Boland's last year. In 1919 in what became the beginning of a major reform movement at Columbia, Rev. Eugene Burke came out from Notre Dame to assume the presidency. (It should be noted that because of canonical rules established by R o m e in 1917, a superior of a religious c o m m u nity could hold office only for a specific period. With regard to the Congregation of Holy Cross, the term was three years with the superior having the right to be re-elected for a second time. The practice of combining that post with the presidency at Columbia, therefore, necessitated rather frequent changes in administration until the offices of the local superior and the presidency were separated in the 1960 s.)

Rev. Joseph A. Gallagher, C.S.C, third president of the University, 1906-1914.

38

A POINT OF PRIDE

While Father Burke probably saw the decision as a kind of forced exile from South Bend, it began an important stage in Columbia's history. He was a popular, gregarious person, slight in stature yet possessing a distinctive aristocratic air accented by the pince nez glasses that he wore. Burke was ablyassisted in the vice presidency by Father Hugh Gallagher (1919-1921) and his brother Rev. Thomas E. Burke (1921-1925). Several individuals held the office of director or prefect of studies during the Burke period, i.e., Fathers Horwarth (1919-1920), H. Gallagher (1920-1921), T. Burke (1921-1922) and Rev. Joseph N. Donahue (1922-1925). An important individual, somewhat of a power behind the scenes, was Rev. Cornelius Hagerty who came in 1921 as prefect of religion. He labored to reform the academic curriculum.

Columbia's financial operation depended principally on two sources of income. One was Holy Cross funding which consisted chiefly of contributed services of priests and brothers (known as "living endowment"). The other was student tuition. Prep students paid an annual tuition fee of S50 in 1902 which had increased to S75 by 1922; the yearly tuition for college-level study fluctuated between $50 and $100 during that same period. (See Appendix for Summary of Basic Annual Tuition.)

CAMPUS CHANGES

An ambitious building program improved campus facilities during Father Quinlan's era, and the momentum continued under subsequent administrations. First came the gigantic fieldhouse known as Columbia Colosseum, and the fact that it was the first building the men from Notre Dame built was symbolically significant. A boys' boarding school, especially with Oregon's often inclement weather, certainly needed a large indoor playing field and Father Quinlan's personal enthusiasm for athletics undoubtedly influenced the decision. He was a firm believer in physical fitness and competitive sports; having been a college track star, he carried the nickname "Stop-Watch" Quinlan into his priestly life.

Work on the fieldhouse began shortly after Quinlan's arrival. A large quonset-shaped building, 120 by 200 feet and rising some 70 feet above the dirt floor, was completed in October 1902. The Colosseum had a twelve-lap track, seating capacity for 1600 spectators and because of the suspension ceiling, there was sufficient room inside to practice baseball and football. It was an impressive structure, possibly the largest of its kind in the West at that time, and stood between Howard Hall and the main parking lot. An annex was built adjacent to the fieldhouse for equipment storage, showers and offices. In 1909, four large electric arc lights were added to complement the several skylights. A snowstorm that struck Portland in 1916 weakened the roof and support pillars had to be erected for safety purposes which hampered its use for some competitive sports. Then in 1929 a windstorm seriously damaged the east end and the structure was dismantled.

The University also built a three-story white Colonial-style frame house known as the "Convent" or the "White House" in 1903. It was constructed

Proud Men of Columbia 39

under the direction of Brother Charles for the sisters as a residence and infirmary and centered in a grove of fir trees several hundred feet northwest of West Hall. The Sisters of the Presentation, a group of thirteen exiled French nuns, arrived in Portland with only satchels in hand before the building was completed. They were acquired through Holy Cross connections in France and brought out to manage domestic chores. Sister Theopile was superior and most of the nuns were scarcely fluent in English. They roomed chiefly on the second floor in a kind of dormitory setting with a chapel nearby. The main parlor off the first floor entrance was a large but sparsely furnished sitting room for entertaining the few visitors who came.

The sisters spent the working day cooking in the West Hall kitchen, churning butter and washing linen in a nearby shed. They were a pleasant addition to the boys' school and their ranks were replenished as needed until the order recalled the sisters in 1940 to their American motherhouse in Illinois. Various views have been recorded about their cooking. Some claimed the meals were exceedingly frugal and the diet too European, but others took delight at their tables, especially praising the pastry. As one former student recalled: " M y brother and I knew where the back door was and we would just go in and say, how do you do, in our best French. Anyway, they would catch on and we would get a cookie or a doughnut or something. And they would laugh and have a good time." O n e lady who visited the sisters regularly from 1911 on once scolded Rev. Michael J. Early, w h o was the University president in the latel93v)'s. "I think you make the little Sisters work too hard," she said. Father Early reportedly replied: " O h n o , . . . They are used to hard w o r k . " The woman responded indignantly: "But they work awfully hard . . . they hardly have time to say their prayers."

O n e of the initial thoughts in bringing the sisters to Portland was the establishment of a Minim Department, an elementary school similar to that at Notre Dame. Father Zahm approved the idea and wrote Archbishop Christie: "However much one might wish to have an institution composed of collegiate students only, it would be necessary to cultivate a Minim Department at Columbia until endowments were forthcoming." Christie agreed at first, but after the sisters arrived he changed his mind. The archbishop questioned their competency to teach, and the issue resulted in a serious confrontation between Zahm and Christie that permanently ruptured good feelings between the men, even though the idea for a Minim Department was eventually abandoned.

Improvements of the grounds went steadily forward, such as grading much of the campus, filling in some of the gullies that cut down to the river and leveling several small knolls along Willamette Boulevard. Many stumps had to be cleared away, and on one occasion during Father Quinlan's era a group of local residents in the area protested the removal of the "Class Tree" formerly planted by the Methodists. T h e tree had been cut d o w n and as the stump was about to be blown, a parade of protestors descended on the campus in an effort to save the remains of the tree near the future site of Christie Hall. Father Quinlan resisted their demands and gave the go-ahead. The man charged with

Brother Charles, one of the pioneer members of Holy Cross at Columbia who, among other things, designed and built St. Mary's convent.

40

A POINT OF PRIDE

handling the dynamite shouted: "All right, she's about to go. If you folks want to be blown to hell, stay there.'" He lighted the fuse and the crowd retreated as the "Class Tree" was destroyed.

The University purchased additional property as it became available. Father Joseph Gallagher bought eight acres west of the convent at an exorbitant price from the so-called Melvin Tract owned by the Houston family. The remaining section of the Melvin Tract extending along the southwestern side of the bluff was sought by future presidents, but the owner refused to sell at a reasonable price. He was Frank Houston, a cranky fellow who referred to the priests as "old black crows." In 1931, a crisp comment in the minutes of the house council, the University's local governing board, indicated the administration's opinion of one of his offers to sell the property: "Houston's last proposal was placed in the waste basket." There were a number of verbal squabbles that on at least one occasion erupted into a legal contest over a road access to the land and the threat of destroying the base of the bluff when Houston considered selling sand and gravel. The University finally acquired the Melvin Tract in the 1930's, however, after the owner died. Houston's widow, a gentle woman and former teacher at the Methodist University, sold the land to Columbia at an acceptable price.

Tradition has it that Frank Houston is one of the several ghosts haunting the campus; his irascible spirit is said to pace the line where the fence once stood separating his property and shout: "You old black crows." An interesting sidelight to the story of the Melvin Tract is that the proposed Ballentine Street on the property was never officially vacated by the city; and in the early 196()'s after the new Commons was built on the site, the University had to petition city hall to vacate the road in order to safeguard the possibility of a street being put through the student dining hall.

Besides playing fields, much of the campus to the north along Willamette Boulevard toward Portsmouth Avenue became the farm under the direction of Brother Joseph. There were orchards, fields for produce and pasture land where milk cows or plow horses grazed, which sometimes wandered off into St. Johns. The barn, part of the old wooden structure used by the Methodists as a gymnasium, was situated near the present library, and a large water tank stood nearby next to the well. Students had nothing to do with the agricultural enterprise. It was forbidden territory for the boys, although there is evidence that many a foraging raid for fruit or watermelons took place with Brother Joseph in hot pursuit.

Christie Hall, erected in 1911, was "a model school dormitory," according to the school catalogue, and it probably was in that era. Designed in Tudor-style brick with three floors and a full basement, the main portion of the hall consisted of approximately 122 private rooms. University officials announced: "In the way of convenience and sanitary appointment, it embodied the last word in the school builder's art." Each room was lighted, ventilated, heated by steam and contained a washbasin with hot and cold running water. A chapel was in the west wing (ground floor) where it is still located; and the library,

Proud Men of Columbia

41

referred to as "temporary" in 1911 when it was moved from West Hall to Christie basement, remained there until the end of the 1950's. Included in the basement were two bowling alleys, billiard room and smoking room. "It was quite an honor to get a room in Christie Hall," remembered one man w h o was a student at that time, " . . . everyone wanted one, but the rooms were given out on the basis of seniority among the boarders, and new students got whatever was left, which was still good." The upper floors of West Hall continued to serve as a dormitory for the preparatory students.

The floor plan of West Hall, generally referred to as "Administration Hall" in those days, resembled that of the Methodist period in essentials. The kitchen and dining hall were on the west end of the ground floor with the recreation room and bookstore on the other end of the main stairway toward Christie Hall. The second floor contained classrooms and study hall. O n the third floor there were the old chapel and a number of administrative offices. The fourth floor consisted of private rooms for faculty, both religious and lay. The fifth floor was an open dormitory with rows of beds punctuated by washstands containing white china bowls with matching water pitchers.

Eventually the West Hall dormitory was sectioned off to separate older students from the younger ones.

University Park station at Fiske and Lombard was a familiar site for students and lay professors living off campus. A steam locomotive, later replaced by an electrified trolley, pulled two unheated passenger coaches from the center of the city on a twenty-minute schedule during the day. Fare was five cents, or three cents with a student pass. But it was the long walk from Lombard that most remember, about a mile down a dusty or muddy street depending on the season. One teacher recalled that by the time he reached West Hall "you needed a shine and a clean-up and to wash off your trousers." Even after the city laid a wooden plank sidewalk along Fiske Avenue in those early years, the situation did not greatly improve.

ACADEMIC PROGRAMS

The educational aim of Columbia University was to produce Christian humanists-men who could reconcile religion with academic education and professional training. "You are now at Columbia University trying to fit yourself for some position," Professor Joseph P.S. Kelleher declared emphatically in a lecture to the student body in 1903. "You have freely submitted yourself to u s , " he stated, "and we are the masters that are going to guide you to that place which you are to occupy in life." The catalogues during the period surprisingly enough refrained from pretension. Curriculum requirements and regulations were brief; and there seemed to be little effort to make the catalogues idealistic promotional devices with the exception of some introductory passages mentioning the "healthfulness" of the region and asserting that '"Portland is reputed to have the lowest death rate of any city in the country" because of "the prevailing ocean breezes blowing the impurities of the city atmosphere in the opposite direction from the University." For a number of

42

Rev. John T. Boland, C.S.C, fourth president of the University, 1914-1919.

A POINT OF PRIDE

years the following sentence was included in the catalogue: "In the history of the University there has not been a single case of serious illness." Someone, however, uncxplainedly deleted the sentence from the 1914-1915 catalogue and it never appeared again.

General enrollment figures including all levels of students attending C o lumbia illustrated a steady growth from fifty-two in 1901 with only periodic dips through the First World War era followed by a major j u m p over 200 in 1918. The student count for the academic year 1921-1922 was 242. (See Appendix for Summary of Student Enrollment.)

The years 1901 to 1922 witnessed a slow transformation from a "University" in name, but largely a high school with some grammar students and a few college men, to a solid preparatory school and full-fledged junior college.

Father Hugh Gallagher in a memoir recalled arriving in January 1904. He stated that the student body consisted of approximately fifty grade school boys, 125 high school students and only one college man. The college offered limited instruction until 1922 when the collegiate division gained sufficient promise to necessitate a separate catalogue entitled Supplement to Catalogue of Columbia University, 1922-23, funior College Department. The first awarding of j u n i o r college certificates occurred at that time in a c o m m e n c e m e n t exercise held on the grassy area between West Hall and Christie.

Columbia gradually phased out the grammar school, essentially seventh and eighth grades, as the high school and junior college programs expanded.

The elementary department served the school well in the early years owing to the fact that some of the students w h o wished to enter Columbia had not completed the elementary course, although it was only tolerated because it served as a critical feeder program for the preparatory course as the latter did when the institution became primarily a college.

Aside from the elementary program that fundamentally offered the four " R ' s " (reading, writing, arithmetic and religion), the high school curriculum included t w o specific tracks. The popular one was the three-year commercial department. A student received a diploma after studying such subjects as English, penmanship, arithmetic, bookkeeping, stenography, geography, history, commercial law and a foreign language. T h e preparatory division offered three four-year courses: classical, English and scientific, which included Latin, Greek, English, drawing, arithmetic, geometry, geography, history, physiology and physics. Those courses were a prerequisite for entrance into the collegiate program. T h e collegiate division, although not fully implemented until the close of that period, consisted of three tracks. The classical program led to a Bachelor of Arts degree and included courses in Latin, Greek, English, history and philosophy. T h e English program covered some of the same subjects with added emphasis on history and modern foreign language (German during the freshman and senior years and French in the sophomore and junior years). That program resulted in a Bachelor of Literature degree. The scientific program prepared the student for a Bachelor of Science degree and emphasized various scientific and engineering subjects.

Proud Men of Columbia 43

There is no question that the curriculum and instruction methodology were particularly regimented. " T h e courses were set," in the words of one former student, with " n o discretion left to the student as to what he was to take." The normal approach was assigned reading and daily recitation. "If you had a question you would ask it. It would be answered or you would be referred to a particular chapter in a particular book to look up yourself. But as far as reaching into the minds . . . and trying to draw out a communion of thought between the professor and student-no." Columbia required religion courses at all levels and offered them on a regular basis several hours a week, and apparently no academic credit was given for them. Instruction at all levels stressed language training, a traditional aim for academies and preparatory schools of that period. To be notably literate was the mark of an educated person, particularly with a mastery of grammar and rhetoric. There were abundant opportunities for oratory and debate; the annual elocution contest in the elementary grades was the highlight of the year, and similar activities especially through the vehicle of literary clubs and debating societies offered high school and college students a chance to demonstrate such skills. For all intents and purposes, education at that time was more linguistic-centered than concept-centered. Students took formal examinations in October, December, February, April and June, and bimonthly reports informed parents of the results of examinations and daily classwork. In short, Columbia had the reputation of offering a strict, no-nonsense form of education, but, of course, that was the era of such pedagogical philosophy.

Columbia graduated its first class in the spring of 1903 when two students received commercial diplomas. Ten graduated in 1905 and six the following year. During the period 1912 to 1922, an average of eighteen graduated each year. Students were socially divided into two categories: boarders and day students (or "day dodgers" as they were termed). It was compulsory for students whose parents lived outside the city to reside on campus, and approximately 60 percent were boarders.

The problem of moving the school toward a full collegiate program was complicated in 1922 by a clash between Father Cornelius Hagerty and Father Joseph N . Donahue. Hagerty, who came to Columbia the year before, favored the return to a classical approach that would have restored Latin, Greek and philosophy to their former importance in the curriculum. Archbishop Christie who wished Columbia to be a place for seminarians to receive preliminary study heartily supported that view. O n the other hand, Father Donahue, also a recent arrival, leaned toward a heavier emphasis on science and mathematics. T h e contest proved bitter, and although officials eventually reached a compromise, Hagerty returned to Notre D a m e at the end of his third year on the eve of Donahue's appointment to the presidency in 1925.

Outside speakers occasionally visited the campus and addressed the students on various themes, some controversial. Eamon de Valera, for instance, came to Columbia in 1919 in the midst of the Irish "troubles." Commencement, of course, was a time of interminable speeches, usually by local civic or ecclesias-

Rev. Eugene P. Burke, C.S.C, fifth president of the University, 1919-1925.

44

A POINT OF PRIDE

tical officials, and the awarding of prizes to students. In an effort to promote academic excellence and tradition, Columbia established numerous "medals" in the first two decades; all were subsequently abandoned, however, because. in the words of one priest in the early 192()'s, the medals "had been given apparently by friends but they had forgotten to pay for them after the first fewyears." Nevertheless, some of the early prestigious awards were " T h e Christie Gold Medal" for the student having the best record in one of the regular academic courses, " T h e Gearin Gold Medal" for English essay writing, " T h e Blanchet Gold Medal" for bookkeeping, " T h e O'Hara Gold Medal" for proficiency in arithmetic and " T h e Knights of Columbus Medal" for history.

Columbia University had to wait until the early 1920's for any semblance of an actual library, but teachers did establish a reading room known as the Club Room on the third floor of West Hall about 1902. Father Zahm immediately donated 300 volumes and over the years persons donated books or subscriptions to the principal popular magazines and newspapers. The main library in Christie was not really adequate. As one former student put it, the books "just did not fit into the curriculum." More successful was Father Francis T. Maher's "Lending Library." A French teacher who came to Columbia in 1913, he regularly loaned books to students and eventually made a stamp noting his private library service. An early attempt to establish a science museum in West Hall also occurred about that time when P. J.Jennings of Portland donated a collection of ore samples from the Bohemia mining district.

It has been suggested by some that Columbia during that formative period became a type of "reform school" that willingly accepted incorrigible boys in an attempt to rehabilitate them. Little evidence supports that view. Certainly "problem" students did exist, but the general practice of the school was to accept boys w h o had potential for average academic achievement. There were periods when due to the pressures of slumping enrollment, officials presumably accepted students with weak academic backgrounds who might otherwise have been rejected. During the move toward a fully accredited college at the end of World War I, the admission standards may have dropped, but once in school, the student had to fit into the strict academic and social molds. As one former student explained: "Discipline was good. And I have felt throughout m y life it was a great thing for me."

The following list of rules of discipline published in the catalogues and formally read to all students at the beginning of each year offers an insight into the locus parentis concept that prevailed.

The Faculty maintain that an education which gives little attention to the development of the moral part of a youth's character is pernicious, and that it is impossible to bring about this development where students are granted absolute relaxation from all Faculty government while outside the classroom. A young man must learn obedience to law by the actual practice of obedience, not merely by appeals to honor. Moreover the quiet and concentration of mind that are needed for college work are not obtained except where discipline exists. . . .

No student shall leave the University grounds without permission from the

Proud Men oj Columbia

45

President or the person delegated to represent him. Day scholars are subject to a modification of this rule. . . .

Students are required to report at the University immediately alter arriving at Portland. . . . Unnecessary delay in Portland is looked upon as a serious violation of this rule.

Flagrant disobedience to authority, cheating in examinations, the use of intoxicating liquors, immorality, the use of profane and obscene language, and an unauthorized absence from the University limits are among the causes for expulsion. . . .

The use of tobacco is forbidden except to such students as have received from their parents written permission to use tobacco. . . .

Although students of all religious denominations are received, the University is nevertheless a strictly Catholic institution, and all students are required to attend divine service in the University Chapel at stated times.

Undue attention to athletics at the expense of study will not be permitted; but students are expected to take part in outdoor sports. . . .

Teachers administered corporal punishment to boys when necessary but there is no evidence of cruel or inordinate physical penalties. Sometimes it was a cuff on the ears or a spanking, but most often it would be a tongue-lashing.

"Excellent tongue-lashing," recalled one former student, and added: "I did know of some of the smaller boys that were disciplined with a little paddle.

But the Father would wink if you were around. He was not mean about it. I never knew of a boy being severely punished." Students went about their daily lives in a strict, lock-step fashion compared to modern standards. They rose at 6:00 a.m., attended required Mass, had breakfast and put in a short study period before classes began at 9:00 a.m. Classes lasted approximately fifty minutes each and went to 3:00 p . m . with an hour lunch period beginning at noon. From the end of the last class until 5:00 p . m . all boys were expected to be on the playing field involved in some type of physical recreation. After an hour study period came supper at 6:00 p . m . Students had to dress properly for dinner which was followed by further study and early retirement at 9:00 p . m .

T H E FACULTY

Columbia's reputation probably stemmed more from its emphasis on character training that its academic capability. T h e school fostered a strong sense of accountability, self-discipline and pride; and much of its success was the result of the close relationship between faculty and students. Predominantly priests and brothers, the faculty were strict but generally understanding. O n e lay teacher during that period recalled years later: " T h e school had a very high scholastic standing. Many of the boys w h o graduated from Columbia Prep went down to Oregon State or Oregon as sophomores. That is an illustration of the standing of the classes that the boys had to take. The discipline, I would say, was very similar to the way it was at Notre Dame when I was at school there." In mentioning the prevailing esprit de corps that emerged at Columbia, he added: "There is one thing that I will say, there was a freer mingling

46

A POINT OF PRIDE

between the priests and the student body than at Notre Dame.'" Former students of Columbia, interviewed in later years, seemed convinced that their education was "superior" to that of their friends attending other schools; and much of that feeling rested on the personalities of the faculty, not just their academic expertise, but their interest in counseling, and above all their roles as "models." One student of that era who later became a Holy Cross priest stated frankly: "There was a tremendous thing that attracted me and which stands out in my mind about the Community here, that was the union between the brothers and the priests."

From a purely economic point of view, certainly a major factor in Columbia's success was its reliance on a solid core of religious faculty and staff. They received no pay for their services and their financial gifts to the University proved an enormous help over the years in reducing operational costs. Although the archdiocese during Christie's tenure apparently provided some economic support, Columbia University (and the University of Portland) received no official funding from the collection plates of Catholic churches in the region. Regular contributions of the Congregation of Holy Cross, student tuition and private donations have been the chief financial foundation of the institution from the beginning.

One aspect regarding the contribution of the Holy Cross fathers should never be forgotten and that is their generous missionary support to the archdiocese. From the beginning they assisted parishes on weekends because of the dearth of diocesan clergy. As one instructor during the early decades recalled: "There was hardly a priest left around the place [on weekends] but one or two. The rest would all be gone to different parishes." For a time the chapel in West Hall served as parish church for the Catholics in University Park, but in 1904, Father Thillman became pastor of Holy Cross Parish near the campus; and the Holy Cross priests maintained the parish until 1916 when it was turned over to the archdiocese.

During the period 1901 to 1922, faculty fluctuated between seven and twenty and only a small portion of them were lay instructors. It was charged, more frequently in later years, that Portland served as a "dumping ground" for Notre Dame, a kind of Siberia for priests and brothers who for one reason or another got themselves into trouble with authorities at South Bend. That was perhaps true in some instances, but the contention has been exaggerated. More often than not, the faculty sent from Notre Dame were solid and respectable people and Portland became not an exile but a haven from a sort of "garrison" life under the close scrutiny of provincial authority. The impression is that most of those who came to Portland seldom wished to leave.

There is a theory that when student chums gather together later in life they will talk about their former teachers and not about what they were taught.

Class reunions re-enforce that idea and, unquestionably, the men of Columbia had some stories to tell about their mentors, for there were plenty of lively and interesting characters. The faculty roster underwent constant change during that period as individuals came and left. The entire list would be too long to

Proud Men of Columbia 47

include here (see Appendix for a list of some prominent members of the faculty who joined the University during those years), but the following are some of the notable instructors: Father Ernest Davis, a big man with a gruff voice and a great heart, was an outstanding chemistry teacher, tough but highly respected. Father John McGinn was at Columbia only a short period but his classes in history and social science were popular. Father H u g h Gallagher taught Latin. He had an Irish lilt to his voice and reportedly a "devil of a temper." It was said that he could "buzz" a book at a misbehaving student across the classroom with deadly accuracy. Father George Marr had a likeable personality and an impressive demeanor. Then there was Father Dominic Cannon in physics who was so short that the boys used to " r i b " him, claiming that "he chinned himself on the low hurdles and bumped his head on the cuspidors." Brother Tobias, a portly fellow, taught English, and as prefect of the study hall, he sat on the elevated thronelike chair reigning over bent heads as if he were a king. Brother Norbert, a German instructor, was such a gentle soul that the boys often found him an easy target for pranks; he also served as infirmarian and was known for his universal prescription of iodine for all ailments.

Others were Miss Amelia Ullman in music (coming to Columbia in 1917 and on record as the first woman teacher at the school), Father Eugene Burke w h o fascinated his English classes equally by his eloquence and his ability to write simultaneously two different lines of poetry on the blackboard with each hand and Dominic Callicratc who taught mathematics and served as coach. He held a degree in civil engineering from Notre Dame. Father Joseph Gallagher, who had known Callicratc there, wired him in 1909 and offered him a j o b for S50 a month to coach football, track and basketball. Callicrate, then working on a railroad survey team in Wisconsin, accepted. After arriving he told Father Gallagher that he knew little about basketball, having never played. Father Gallagher shrugged it off, saying: "Well, Dominic, go out and keep order."

In those days teachers had to be flexible and versatile. O n e was an instructor first and a scholar in his spare time, and interdisciplinary capability was an accepted fact. Even the presidents and administrators carried full teaching loads. In a letter to a friend, Father Joseph Gallagher wrote: "I was never President. .. . Twas no sinecure I can safely tell you, five classes a day, Director of Studies, and several years editor of that [student] journal, The Columbiad."

Faculty meetings were held on Friday afternoon, but like most such meetings, nothing of major import was apparently accomplished. Controversial issues were avoided because most decisions were made by the administration. In the words of Father Cornelius Hagerty w h o assisted Father Eugene Burke in some curriculum reform: "We had faculty meetings, but Eugene Burke and I engineered the curriculum. You know, if you try to be democratic you spend too much time trying to educate everyone." Perhaps more productive in sharing ideas and concerns were the frequent "jam and cracker parties" that took place in various faculty members' rooms and often went on until the wee hours of the morning.

Rev. Cornelius Hagerty, C.S.C, influential adviser to Father Eugene Burke during his presidency.

48

A POINT OF PRIDE S T U D E N T LIFE

Extracurricular life was placid. The first school dance occurred in April 1908 and few were permitted afterward. Students could take walks along the bluff or down to the river to swim, fish for bass and catfish or have a cookout; on weekends many went into St. Johns or downtown. Access to private transportation was rare, such as an automobile, and dates with St. Mary's girls were few because of the distance. Most of the off hours were spent in games on the playing field or roughhousing in the dorms. The big event of one year was the fist fight between Bill Kelleher and Pat Flannigan. In the words of one who witnessed it, they "had one of the wildest, most rugged and long lasting fights I ever saw. Neither of those wild Irishmen would give up."

Students mingled together and natural rivalries occurred between boarders and day dodgers and between prep students and collegemen. Then, of course, there were the "dipcs" (from diapers), a term applied first to elementary school students and later to the preps when the University phased out the grade school. Dorm life was strict. Sometimes when Brother Tobias, rector of Christie Hall, would be napping in a chair, boys would sneak in and tie his cassock cord to the chair. Yet, he had a sense of humor and would often cough purposely when coming down the corridor, or slip around the corner and walk up to some boys saying: "Say now! If Father Gallagher knew that you boys. . . ." And those pillow fights! At bedtime, according to the recollection of one freshman high school boarder in 1915, the West Hall rector would climb the stairs to the top floor and supervise the undressing and washing up for the night. As soon as he had departed the ritual of the evening pillow fight began.

"In fact, pandemonium reigned until most of us got tired or until some senior students would restore order." Bed checks, of course, were frequent.

Students enjoyed some freedom of expression, but supervision was always maintained. Even their pocket money was controlled. One student in 1915 remembered arriving at West Hall and being met by Father Ready who promptly asked for his money. "From there on out we did not have any money unless we consulted Father Ready first." And older students served as monitors, even in the refectory where each table had at least one senior boy to instruct the others in proper dining habits. "I had to handle a fork in a certain manner, handle a knife in a certain manner, and if I did not do it precisely the way he wanted it done, I would not get dessert," recalled an alumnus. In that particular instance, the boy reportedly went from October to December before tasting dessert. One former student admitted that supervision and discipline were necessary, saying: "We were at the age when we needed someone to hold us in. Otherwise everyone would try to outdo the other."

LITERARY CLUBS

Organized student social life during those years revolved around three activities: literary clubs, athletic contests and chapel services. In the first decade, students organized two important clubs, namely the Christie Literary Society

Proud Men of Columbia

49

in 1901 (later known as the Christie Club) and the Columbian Society, founded in 1907. The former, intended to go beyond just a literary organization, sponsored musical and dramatic presentations. It became inactive about the time the Columbian Society was formed. According to the school paper, the Columbian Society "bespeaks the progressive spirit of the student body and marks a long stride in the advancement of Columbia's aims and enterprises."

T h e paper added that the new society was the outgrowth of an admirable ambition to make Columbia the best in everything and to bring her the palm not only on track, the diamond and the gridiron, but to instill the spirit which will gain for her first place in literary and social events as well, and by the closer social contacts of her students one with another, to bind them in bonds of deeper loyalty to Alma Mater and closer friendship among themselves.

Both societies held regular meetings and sponsored school debates in the West Hall recreation room, two of which were: "Resolved that line plunging should be eliminated from the American game of football" and "Resolved that American football should be abolished." Surprisingly, the affirmative side on both issues won. Other student-oriented clubs established in the shadows of those two societies included the Half-Hour Club that met once a week from 11:30 a.m. to noon and sought to instruct in debate and manners, the Philopatrians interested in literary and outdoor fun, the Culture Club devoted to elocution, the Band and the Glee Club.

Student government was virtually nonexistent. In 1905 the school formed a Student Body Association but its essential purpose was to promote football; and the Columbian Assembly, created in 1922, was largely an organization to further interest in public speaking. The closest thing to student opinion on governance was The Columbiad, a monthly publication that began in 1901 and continued into the 193()'s. It was faculty controlled until 1921 when it became chiefly a student enterprise. Over the years it provided interesting editorial comment and campus color interspersed with poetry and literary pieces that first saw the light of day in some English class.

ATHLETICS

Sports were the dominant student interest, although the administration tried to confine athletics to a position behind scholastic endeavor by maintaining that "a boy who is not a student has no right to represent his college." A general academic average of 80 percent, 5 percent above a passing grade, was required to participate in official contests. Membership on a team was supposed to amount to recognition of scholarship, and authorities spoke out against athletic recruitment and professionalism. "Boys who come to school for the sole purpose of taking part in athletics are loafers," according to one opinion in an early Columbiad. Throughout the era, as seen in the pages of The Columbiad, the controversial role of athletics was a recurring theme with editorials such as "Football-Its Evils and Their C u r e . " Nevertheless, it was inevitable that a boys' school being built on the model of Notre D a m e would

50

A POINT OF PRIDE

soon form the reputation of a "jock school." The men of Columbia took enormous pride in their teams; and while the opinion of some was that the administration and faculty should have tempered athletic enthusiasm, the fact remained that during that critical foundation period when social life on campus was spartan, sports were instrumental in constructing a collegiate identity.

Columbia participated competitively in various major and minor sports, building an impressive winning tradition in several. A large trophy case, acquired in 1914, soon contained numerous gold and silver symbols of victory on the playing fields. Purple and white became Columbia's chosen colors in 1902 and the school song was "Columbia, Columbia" (to the tune of "Maryland, My Maryland"). Composed by Leo Malarkey around 1916, the song gave added spark to the school's quest for identity and recognition; its stirring cadences echoed through the Colosseum or across the gridiron at Multnomah field for several decades: The dearest school in all the land, Columbia, Columbia; The mother of a loyal band, Columbia, Columbia.

In life's hard fight you point the way, You clear the path, you cheer the day, For your success we'll always pray, Columbia, Columbia.

The vigorous athletic program was surprisingly balanced, offering students the opportunity to participate in soccer, hockey, boxing, wrestling, bowling, tennis and handball, besides the major sports of football, basketball, baseball and track. "There seemed to be a little something for everyone to d o , " recalled one alumnus. As one would expect, however, "King Football" reigned above all. Interscholastic competition began in earnest in the fall of 1902 and the initial year was disastrous. Four games were played, three lost and one tied, with Columbia not even placing a number on the scoreboard. In 1903, the record was five wins and one loss as Columbia emerged as a local football power, achieving eleven winning seasons by 1922.

By 1904, Columbia hired Francis Lonergan as first full-time paid coach. He had played for Notre D a m e , the chief source for subsequent coaches at Columbia. Lonergan left in 1908, replaced for one year by Gordon Moores, a star end at the University of Oregon. Then in 1909 came Dominic "Callie" Callicrate, former Notre D a m e star w h o coached the 1909 season. William "Bill" Schmitt, also from Notre Dame, became coach in 1910; Ralph Dimick followed him the next year but died during the 1911 season. Callicrate, who had remained at Columbia as an instructor, agreed to resume coaching football. He stayed on as head coach until 1917 and molded the "Cliffdwellers" or the "Irish" (as the football squad was sometimes known) into a winning tradition. Leo " T i c " Malarkey assumed the grid duties after Callicrate departed Columbia, inaugurating a shuffle of coaches over the next few years.

Despite efforts to prevent it, football dominated the sports program and had William C Schmitt, Columbia coach from 1910-1912 and later one of the original members an impact on the local image of the school. N e w equipment, professional oj the Associate Board oj Lay Trustees in 1950. coaches, improved recruiting and scouting techniques and a constant effort to

Proud Men of Columbia 51

upgrade game schedules forced Columbia into an awkward plight. There was a fuzzy line between prep and college students anyway, and it became evident that Columbia was usually stronger than local high school teams but faced a disadvantage when meeting regional collegiate teams, e.g., Pacific University, Oregon Agricultural College, McMinnville College and Willamette U n i v e r sity. Some high school teams often refused to play Columbia, even after the varsity squad was separated from the juniors. In the championship game with Washington High in 1909, the anti-Columbia feelings reached unexpected heights. A disputed call resulted in Columbia's losing by a score of 5 to 0. As the Evening Telegram for November 20 stated: Just as the play started on the 17-yard line the umpire blew his horn, and most of Columbia's men stopped in the middle of the scrimmage. Jones [of Washington] went right on and made the touchdown [then a 5-point play]. The try at goal was a failure. . . . There was a lot of complaint about the blowing of the horn, but the [Columbia| players should not have heeded it, for only the referee's whistle can stop the play.

Men of Columbia were dejected but what disturbed them most was the huge banner brought into the stadium by Washington: "Anybody but Columbia."

The following year, 1910, Vancouver High School walked off the field in the third quarter trailing Columbia 20 to 0, and complaining of excessively rough play. Then in November, Columbia lost the championship game against Lincoln High on another disputed call involving the coach of Washington High, no friend of Columbia, w h o acted as field judge in the game. He overruled the umpire on a Lincoln "illegal hit" that knocked one of Columbia's star players unconscious and resulted in a Lincoln man picking up the "fumble" and running for the touchdown.

Tensions over such incidents climaxed a couple of weeks later in December when the Portland Interscholastic League met and voted that Columbia be eliminated from the league. Columbia protested. Later that month the representatives of all the schools except Vancouver High and Columbia decided to disband the league and establish a new league omitting Columbia. It was about that time that Columbia created a formal faculty board of control to oversee policy and practices regarding athletics. Knutc Rockne on one occasion came to Columbia during that time to conduct a clinic and many players for Columbia transferred to Notre Dame where some became regulars. O n e of the players in an early Columbia squad was Michael Early. He returned to Portland in the mid-1930's as president of the school.

With a persistent cloud shadowing the gridiron, Columbia discovered bright success in track. The Colosseum, built particularly for that spring sport, not only served as a splendid facility for local meets but also became the site for the annual indoor track meet during the period 1904 to 1917 with hundreds of regional athletes gathering for a variety of events. That yearly invitational meet, one of the greatest spectacles of its type on the West Coast, attracted many teams from colleges, universities, track clubs and high schools

52

A POINT OF PRIDE

in the Northwest. The first local track meet was in May 1903. In the following year Walter Gearin, former quartcr-miler from Notre Dame who was on the famous relay team that defeated Cornell in 1902 tor the Eastern and Western championship, became the first track coach. Callicrate later replaced him. The indoor track (twelve laps to the mile) was fourteen feet wide with four lanes and a surface of sand and clay. Since the Colosseum was just long enough to allow the fifty-yard dash, the large door at the east end of the building had to be opened so that the sprinters could glide to a comfortable stop outside.

Other than the cost of the initial facility, expenses for track and field were relatively low. The students purchased their own uniforms and shoes and the school provided tape, banners and prizes, with Mrs. Callicrate mending the jerseys and gym shorts. Traveling was generally confined to the Portland area, and unlike football, coaching track was easier, according to Callicrate. He simply instructed the athletes to run and watch their diets.

Columbia over those years registered an impressive number of individual records, although when competing against great teams fielded by such men as Bill Hay ward of the University of Oregon, Columbia was barely a contender.

Nevertheless, there were some outstanding individuals performing in purple and white: Dan Kelly in 1904 and 1905 who later under Hayward became a world record holder in the broad jump; John Murphy, an Ail-American jumper in 1919 and Walter "Moose" Muirhead who excelled in events such as hurdles and high jump during the war years, to name a few. Those were the glory years of track; but when the roof of the Colosseum caved in under the heavy snowstorm in 1916, Columbia's track program began to do likewise.

Columbia discontinued meets and interest in the sport waned until virtually no competitive program existed in the mid-1920's.

Dominic Callicrate, coach and mathematics instructor during Columbia's formative years.

Baseball received renewed impetus with Father John "Pop" Farley's arrival in 1920, which in effect displaced track as the spring sport. To some extent it was always popular on The Bluff and success came early. Columbia became city champions in 1903 after losing the first two games to Hill Military and Portland academies, and other championships followed. By 1906, Columbia acquired its first professional baseball coach, Ted Corbett of the Portland Baseball Club. Corbett stayed long enough to organize a strong squad and then left to play for the professional Sioux City team. Charles Moore, a former Columbia player touted as a strong-armed pitcher, a fine second baseman and a "terrific hitter," was playing professional ball for Portland in the old Pacific Coast League but agreed to coach Columbia for a short time; he was succeeded by others, e.g., Charles "Dolly" Gray in 1909 and George Ort in 1911.

Throughout the remainder of the period, Columbia fielded respectable teams and usually enjoyed successful seasons. One of the particular stars of the 1920's was Billy Sullivan (later White Sox catcher).

In basketball, Columbia won the city championship several times before the 1910 boycott and continued to play as an independent afterward. The hard dirt floor of the Colosseum was the only practice court on campus. Soccer rivaled basketball, although always classified as a minor sport. Instituted in 1911, the

Proud Men of Columbia

53

Columbia soccer team promptly won the championship for five consecutive years. In the first season not a single point was scored against Columbia. Judge (Jeorge Cameron of Portland, a Canadian and former soccer player, put up the "Cameron C u p . " James Bach, the soccer coach, had graduated from Notre Dame in 1907. When he came to Columbia he found that the Irish and Canadian students were sufficiently interested so that there was no problem in fielding a team each season. The problem was finding opponents.

Other minor sports were handball and tennis; and when two bowling alleys were constructed in the basement of Christie Hall, student competition on the lanes flourished. Even the faculty participated, and Father Farley held the record score of 253 points over the years. Boxing began in 1916 although not emphasized until the 1920's. "Smokers" became a frequent event and the tradition started, in violation of disciplinary rules, of passing out cigars before each event to students-most of w h o m had never even used a razor. Funds derived from the smokers were usually given to charity, such as supporting the Bengal missions conducted by the Holy Cross congregation.

RELIGIOUS ACTIVITIES

Religious events, the third but certainly not the least of the three activities, influenced student life aside from mandatory courses in religion and required morning Mass and evening prayers. It was estimated that 90 percent of the students during those years were Catholic, and numerous feast days were celebrated with special prayers, e.g., Feast of St. Michael (in honor of Father Michael Quinlan during his era), St. Patrick's Day, Feast of St. Joseph (in honor of Father Joseph Gallagher during his term as president), Corpus Christi and all the usual holy days of obligation. Pontifical High Masses were not infrequent, church dignitaries often visited the campus and the priests encouraged daily Communion and attendance at student retreats.

7'//c Columbiad, of course, provided a strong Catholic comment in its editorials and the shelves of the reading room contained no works that came close to the Index. Students participated in various organizations such as the Sanctuary Society (Sanctuary Knights) and the Holy N a m e Society. Masses for deceased students and alumni were offered periodically, and perhaps the most religiously impressive addition to the campus was the Grotto which was erected in approximately 1916 during Father Boland's presidency. T h e University dedicated the shrine to the Blessed Mother. Students purchased the statue from a Chicago firm and it continues to stand on rocks donated by the roadmaster of the railroad below the bluff. In general, because of the stress on devotional observances and ethical influence of the priests and brothers, the Christian environment must have profoundly affected students, many of w h o m , it has been estimated, entered the seminary from Columbia.

The most prominent day of the year was probably "Founder's Day," always celebrated in early May in honor of Archbishop Christie. It began in 1902 with Thomas Fox, the first registered student, reading a tribute to the archbishop, and it continued annually through 1926, the year after the prelate died. Chris-

54

A POINT OF PRIDE

tie's motto was /// Fide et Lenitate (In Faith and Mildness) but to the students his chief qualities were charity and strength. He was a frequent visitor to the school, appearing several times a year to lunch in the refectory with the boys.

O n e former student recalled a visit in the early years of the school: "I remember when Archbishop Christie drove out and it was my honor to put 'Dandy' [his horse] in the stable and feed him. And, later, I waited upon His Grace and coughed through the smoke o f . . . [his] villainous cigar." T h e students always knew when he was expected because a special silver teapot would be put on the main table. Then they would be instructed to give the archbishop a rousing applause when he entered. After the meal he would get up and make some comments. He was a dynamic speaker with a flair for the dramatic. T h e boys delighted in his penchant for saying "methinks," and for his usual remark: "I have not seen you for so long I am going to give you this afternoon off." N o doubt the members of the faculty just looked at each other as the students cheered uproariously.

War in Europe erupted in 1914, and when the United States entered the conflict in 1917, Columbia men responded. Reportedly 35 percent of the eligible men enlisted immediately, and others joined the colors later. By fall 1917, there was a mandatory afternoon military drill under the direction of a veteran sergeant of the Spanish-American War. Classes were dismissed early each day for the drill with students divided into three companies; and twice a week the University conducted a session on military tactics designed for officers' training. World War I was a devastating experience for Europe, but America had barely mobilized her forces when the armistice came on November 11,1918. Columbia, nevertheless, had done her part. A total of 180 men joined the service during that short span of time and three never returned: William Allen Casey, a former editor of The Columbiad, died in training camp; Gerald Malarkey, one of the three Malarkey brothers at Columbia, and Gustave Carhart were both killed in action. Fathers Ernest Davis and John McGinn left the faculty to serve as chaplains, the former being severely gassed in a battle on the Western front.

T H E CRISIS COMES

The academic reform era after the war which resulted in a stronger religious curriculum and a recognizable junior college was understandable in light of a particular trend appearing in Oregon at that time. It was an open hostility toward Catholic education. Portland had displayed a tendency toward antiCatholicism since frontier days and the religious community at University Park came to expect a certain amount of it, usually in the form of heckling.

But the threat became more insidious. The Ku Klux Klan, surprising as it may seem, became a powerful element in Oregon politics during the early 1920's. In November 1922, the State of Oregon confronted the voters with an initiative entitled the "Compulsory Education Bill" which would have forced all parents and guardians to send children between eight and sixteen years of age to public schools with only minor exceptions permitted. The issue caused a

Proud Men of Columbia

55

storm of controversy, although approximately 95 percent of Oregon's primary and secondary students were already attending public schools. It was a blatant assault against private and especially denominational schools. The bill passed in November 1922. Opponents of the bill, however, immediately planned to attack the constitutionality of the Oregon School Act and, if necessary, take it to the Supreme Court.

In 1922, Columbia University had passed from the trauma of birth to the question of survival. Old supporters such as Fathers Z a h m , Morrissey and Francais were dead and old Archbishop Christie was soon to leave the scene.

The struggle to continue was now with younger men and the school was entering a new era of creating a university out of a high school and junior college. The academic aim of preparing Christian humanists had remained consistent through the years from 1901 to 1922; with the establishment of a fully accredited junior college in 1922, the threat of closure was imminent. "In the long run, men are ruled by principles, true or false," Columbia officials declared in 1922. The Catholic college, in their view, had "a sufficient reason for its existence" because it offered a curriculum that represented "the sanest thought of the great Greeks, shot through with the illumination of Christ."

The ideal was there. The mechanism was available. It was up to a new generation to save Columbia from bigotry, which in the words of a Columbia University spokesman, was "marshaling its forces for a war to the death against Catholic schools." Would the echo of students gone continue to linger on?

Would new voices continue to express the same loyalty? "We were all proud to be from Columbia."

56

A P O I N T OF PRIDE Land plat of Columbia University campus after property was purchased by A rch b ish op Ch rist ie.

Aerial view of Columbia University campus, Mock's Bottom and Swan Island before east channel (left) of Willamette River was closed in the 1920's.

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Famed battleship "Oregon" in Portland harbor in early 1900's during construction of Broadway Bridge.

(Courtesy of Oregon Historical Society)

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Bird's-eye view of campus in 1914 showing West Hall (left),'Christie Hall (right), ( '.olunfkia Colosseum (center) and part of school's farm land.

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Viewpoint II

VIEWPOIXT

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( )RTLAND FOUND its identity during the first two decades of the twentieth century. It became "The City of Roses" and confidently looked to the future.

The frontier origins faded as the city soared in si/e and population, in business and cultural opportunities. By 1920, Portland numbered about 30(),(XX) people, due in part to the expansion of the city limits, and ranked as the twentieth largest city in the United States. The city had over a score of banks (four maintaining foreign trade departments), was the second largest wheat shipping port and wool market in the country, had emerged as the greatest flour processing, livestock and meat packing center on the

II

West Coast and was becoming a major furniture manufacturing area west of the Mississippi. In brief, Portland was a gateway to the Orient and a gigantic western terminus of ten railroads, five being transcontinental systems.

The city itself acquired a new, prosperous look. Modern buildings and bridges altered the profile of the metropolitan landscape.

New schools, churches, businesses and theaters appeared as the residential districts grew in all directions. In the early years of the century, street scenes began reflecting the transformation. Bicycles, trolley cars and automobiles jammed the improved network of paved streets. Streetcars ran regularly up to

57

Council Crest, and the Park Blocks in downtown Portland were a popular retreat for weary pedestrians. Meier and Frank replaced their horse-drawn wagons in 1910 with new delivery trucks, and in the following year the Portland fire department obtained seventeen motorized vehicles. It was estimated that in 1905, there were about forty automobiles in the city, and the Ben Holladay Automobile Company was selling the fourcylinder Winton Model C for $1800. By 1910 the automobile was commonplace on the streets.

Urban life centered around the Journal Building on Broadway and Yamhill, with its clock tower recording the changing times.

There were Rich's Cigar Store and Newsstand at Fifth and Washington and strolling policemen in dark blue uniforms wearing London-type "bobby" helmets and swinging billy clubs. The Public Market opened in 1914 after an energetic campaign by the Progres-

^Vk.

Looking north on First Avenue between Salmon and Taylor streets in Southwest Portland during World War I era.

(Courtesy of Oregon Historical Society)

Entrance to Lewis and Clark Exposition of 1905.

(Courtesy of Oregon Historical Society) s u e Business Men's C l u b . Band concerts were conducted in City Park (Washington Park) where 1 [erman Atkins MacNeil's impressive sculpture, " T h e C o m i n g of the White M a n , " representing Chief M u l t n o m a h , erected in 1905, stood on a m o u n d overlooking the city. J o h n Philip Sousa gave a concert at the a r m o r y during those years; O a k s Park carnival became a favorite spot for weekend outings along the Willamette River and the M u l t n o m a h Athletic Club opened in 1909 with a dedication featuring Theodore Roosevelt.

N e w theaters and restaurants enhanced cultural life. T h e M a r q u a m Grand Theater, an elegant brick structure on Morrison above Sixth, began operation in the early years of the century with "Rip Van Winkle" giving competition to such places as the Empire 1 heater that drew record crowds to see " T h e Moonshiner's Daughter." There were the Liberty Theater, George L. Baker's Theater and the new O r p h e u m Theater with its vaudeville circuit. T h e Public (Civic) Au-

ditorium opened in 1917 and Portland supported a s y m p h o n y orchestra that was reputed to be one of the best in the country.

There were varieties of restaurants. T h e M u l t n o m a h H o t e l , site of the first city cemetery, had the Arcadian Grill; there was also the Plaza Restaurant where at the turn of the century one could reportedly get the best 15-cent meal in t o w n , and out on Macadam Road stood the famous "White H o u s e , " a roadhouse abounding with r u m o r s . Those were the days when sirloin steak sold at under 13 cents a p o u n d and a H a r t , Schaffner and Marx "straight-front" suit cost $25.

By 1922, C a n y o n Road was well traveled; the Interstate Bridge across the Columbia River linked Vancouver, Washington, to Portland; the United States Forest Service utilized airplane patrols for early detection of forest fires in the wilderness regions around the city and Eastmoreland Municipal Golf Links attracted weekend "duffers" in caps, knickers and bright-colored socks. Some of the major Portland businesses were Albers

Brothers Milling C o m p a n y , J. K. Gill Book Store, Doernbecher Furniture Manufacturing C o m p a n y and Willamette Iron and Steel C o m p a n y . Portland Gas and C o k e and P o r t land Railway, Light and Power companies supplied much of the city's energy needs; Portlanders drank the soft, sweet water from the Bull Run River and the local telephone c o m p a n y w a s about to install a $3,000,000 dial system.

Perhaps the t w o most significant events during the period 1901 to 1922 which reflected the city's drive to create its unique identity were the Lewis and Clark Exposition of 1905 and the annual Rose Festival inaugurated t w o years later. T h e O r e g o n State Legislature endorsed the proposal for the exposition in 1901 and through a combination of g o v e r n m e n t appropriations and private capital, 385 acres were acquired in northwest Portland near the future site of M o n t g o m e r y Ward and C o m pany. Preparations began in 1903 with the construction of buildings for exhibits, and the entrance was a grand classical-style col-

I 'iewpoint II

Onnade facade through which visitors passed.

T h e landmark of the exposition was the e n o r m o u s log cabin-largest in the w o r l d that remained as a forestry products m u s e u m long after the exposition had concluded. T h e Lewis and ( Mark Exposition, a major p r o m o tional effort, was the first world's fair west of St. Louis. It opened on June 1, 1905, and ran for five months. The slogan was "Portland

Great, Portland Fine! Five Hundred Thousand in Nineteen Nine!" a population prediction that is yet to be reached. Nearly 40,000 came to view the exhibits on the first day, and it reportedly attracted over three million paid visitors during its run. T h e exposition also served as the finish line for the first cross-continental auto race in the nation.

In retrospect, however, the annual Rose Festival prosed to be a more enduring source of publicity for Portland. The first rosebush in the ()regon territory apparently came around the I lorn in 1837 as a gift to Anna M .

Pittman upon her marriage to missionary Jason Lee. In 1K88, M r s . Henry L. Pittock held a rose show in her garden at Tenth and Washington, the present site of the Pittock Block. Annual rose contests followed, anil

evolving out of the Portland Rose Society. founded around the turn of the century, the annual affair expanded. First there was the Rose Society Fiesta and subsequently the Rose Festival featuring a rose show during a gala week of activities each spring highlighted by a queen's selection and ball and an elaborate floral parade through the d o w n t o w n streets. An early m o t t o . "For you a rose in Portland g r o w s , " became the perennial theme, and by 1908. the Portland Rose Festival Association existed as a nonprofit civic enterprise. Since then the rules and the calendar of events marking the Realm of Rosaria have undergone periodic changes without losing its original appeal.

The Willamette River, crisscrossed by several bridges, flowed through the city separating Old T o w n on the west bank from the east side with its sprawling suburbs. T h e harbor scene had changed by the early 1920's.

T h e schooners were gone and the steamersside- and stem-wheelers with enchanting names such as the Harvest Queen, the Black Maria and the Elwoodâ&#x20AC;&#x201D;were fast becoming relics in the wake of diesel-powered ships.

T h e Port of Portland and the United States

First Rose Festival parade, 1901. (Courtesy of Oregon Historical

59

Army Engineers labored to improve the river and its productivity. Dredges deepened and widened the channel from St. I lelens south, and concern was voiced in a Port ot Portland report of 1921 for better Hood control and anti-pollution ot the river. The report also proposed a plan to open the west channel and close the treacherous east channel between Swan Island and Mock's B o t t o m . During World War I. the city reclaimed lowlands in order to expand the shipyards of Portland.

T h e N o r t h Portland Peninsula became an integral part of the city during those years, largely a result of the shipbuilding and lumber industries. T h e Portland Manufacturing C o m p a n y invented plywood in 1905 at St. J o h n s . Young T h o m a s Autzcn displayed samples of the new three-ply veneer panels at the Lewis and Clark Exposition. By 1910. St. Johns was a prosperous little town with its new brick City Hall. About that time a p u b lication entitled The Peninsula proclaimed the area to be " T h e H o m e of O p p o r t u n i t y , " with the hope that it could become the " M a n h a t tan of the West." Public transportation increased on the peninsula. T h e Portland Street Railway C o m p a n y ran the St. Johns car line Society)

60

A P O I N T OF PRIDE every twenty minutes during the day with the last car. the " O w l . " leaving the Imperial Hotel d o w n t o w n at midnight. A railroad also skirted the east bank of the Willamette around Waud's Bluff, passing over the Steel Bridge to the Union Depot. T h e railroad tunnel underneath Columbia Park, finished during the first decade of the century, connected the Willamette River side of the peninsula to the Columbia River side.

St. Mary's Convent, constructed in 1903, was the campus residence hall for the Sisters of the Presentation; after the nuns left the University, it served as a dormitory Jor priests until it was

razed in the 1960's.

Campus chapel on third floor oj West Hall, Room 505 (presently Room 307). It served as main chapel until 1911 when Christie Hall was built, but continued to be an auxiliary chapel until 1940.

Sisters of the Presentation as they arrived in Portland from France in 1903 to begin their domestic duties at Columbia.

St. Johns fought to preserve its distinctive identity and capitalized on its strategic location, but the inevitable happened. In 1915. St. Johns was annexed to the city of Portland.

Shipyards, mills and light industry attracted residents with new schools and churches to serve them. It was a mixture of frontier trappings and a quest for modernity as volunteer firemen attempted to provide protection with the latest equipment while policemen patrolled the peninsula on horseback. Satellite communities, e.g., Portsmouth and University Park, still clung to St. J o h n s , and Lombard Street became a paved t h o r o u g h fare. A collection of small businesses had developed between Fiske and P o r t s m o u t h Avenue that included a post office, drug and stationery store, grocery store, butcher shop

and barbershop, funeral parlor and O d d Fellows Hall.

Columbia University certainly shared in the increasing awareness ot the peninsula. Its foundation in 1901 after the defunct Portland University property had g r o w n tangled with thickets and debts added to the promise oi the area. It is difficult to estimate the extent of impact that the new institution had on the Portland community. T h e Catholic population of O r e g o n and Southwest Washington was undoubtedly cognizant of its existence since most of the Catholic students came from that region. The University, although still primarily a preparatory school, benefited

from the patronization of Archbishop Alexander Christie, but operational revenue depended primarily upon the Congregation of I loly Cross and student tuition. The farm associated with the school was a valuable asset in curtailing expenses as was the labor of the priests, brothers and nuns w h o served w i t h o u t financial compensation. Certainly one of the early problems was the mercurial relationship between the archbishop w h o sought to influence Columbia University and the Holy Cross fathers w h o were legally and financially charged with its management.

I 'icwpoint II

Playing field of Columbia in 1922 with gigantic fieldhouse in background.

Interior view oj Columbia Colosseum after support beams were added.

Because ot the heroic efforts of the C o n gregation of 1 loly Cross, Columbia developed a viable facility and curriculum.

There were the renovation of West I lall and construction of new buildings, particularly ('hristie 1 lall and Columbia Colosseum. T h e University improved the campus, garnered athletic championships and most notably inaugurated a solid academic p r o g r a m . With the establishment of a junior college department by 1922, the school reached the threshold of the founder's ideal. O n e suspects, however, that Columbia University struggled under an acute sense of insularity during that period with little contact between it and the city. The tame of Columbia in the metropolitan area rested chiefly on athletics rather than on academic accomplishments, and it was probably not until the overt political threat to Catholic education in the I920's that a sizeable portion of the area's population became aware ot Columbia University. The hope of a " N o t r e Dame ot the West" never materialized and remained largely in the minds of Columbia's immediate family and friends.

There is a feeling, however, that residents

of the peninsula knew of and, in the main, appreciated the efforts of the Holy Cross fathers. Merchants along Lombard welcomed students, and lay faculty often took up residence near the school. St. Johns was also a special attraction for the boys on weekends, and it was during that period that the town and University developed a relatively close relationship. Nevertheless, Columbia University remained more aloof than not; it was primarily a self-contained boarding school for boys whose educational and recreational interests were chiefly campus centered.

In retrospect, that was an adolescent phase in the maturing process of the University. Its academic and athletic programs were strict and reinforced by a firm religious c o m m i t ment. In its semi-fortress mentality, C o l u m bia University forged a profound sense of pride in its mission and traditions. What Columbia University lacked was a stronger tie with the city of Portland. That would have to be earned on the academic front as well as on the athletic field; and that proved to be the great thrust of the next decade.

Basketball team of1915-1916 coached by Morrison Conway (center).

61

62

A P O I N T OF PRIDE

Art class in 1916.

Students and faculty at ground-breaking ceremonies for Christie Hall with Archbishop Alexander Christie (center) holding shovel.

School band of 1905.

Football team of 1909 that lost Portland Interscholastic League championship game to Washington High School as the result of a disputed touchdown. Incident led to beginning (>/ so-called "Columbia boycott."

Irish patriot Eamon de lalera (bareheaded at upper left) being greeted by students and faculty during his visit to campus in 1919. He is escorted by Archbishop Alexander Christie (wearing derby) and Rev. Eugene Burke (wearing biretta), president oj Columbia.

CHAPTER THREE

Loyal To The Last: Columbia University: 1922-1935

T

HE TEST OF the 1920's enabled the University to establish its own identity in the following decade. Columbia finally abandoned the idea of becoming a carbon copy of the University of Notre Dame and allowed its own fragile traditions to grow in harmony with the cultural and geographical conditions of the Pacific Northwest. Forged in the struggle for survival, the sustaining factor, in large measure, was the enduring loyalty of the men of Columbia; and, as the University evolved in its own distinctive direction, they gave it their firm support, a promise that was anchored in the concluding line of the old school song: "And we'll be loyal to the last, Columbia, Columbia."

There existed in Portland in 1922 two Catholic institutions moving toward collegiate level education: St. Mary's Academy for w o m e n (eventually Marylhurst College) and Columbia University for men. Both faced similar problems, particularly the blatant attack culminating in the legal fight over the Oregon School Bill and the protracted effort to earn academic accreditation.

Initially, the concern was to prevent the state from closing private schools, but without receiving the educational accreditation, Columbia and Marylhurst could not guarantee the transfer of student credits to state colleges and universities. The educational viability was, therefore, in jeopardy on both fronts in the decade of the 1920's.

SCHOOL BILL C O N T R O V E R S Y

Regarding the O r e g o n School Bill, the ballot initiative passed in the November election of 1922, and the draft of the amendment of section 5259, Oregon Laws, read as follows: Any parent, guardian or other person in the State of Oregon, having control or charge or custody of a child under the age of sixteen years and of the age of eight years or over at the commencement of a term of public school of the district in which said child resides, who shall fail or neglect or refuse to send such child to a 63

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A POINTOFPRIDE

public school for the period of time a public school shall be held during the current year in said district, shall be guilty of a misdemeanor and each day's failure to send such child to a public school shall constitute a separate offence. . . .

The Ku Klux Klan in Oregon was a motivating force for the bill along with several other sponsoring groups. Various religious and educationally-minded organizations immediately banded together to defend private education, particularly the Knights of Columbus, the Society of the Holy Names of Jesus and Mary, the Catholic Civil Rights Association, Hill Military Academy and Columbia University. Attorneys hired to attack the constitutionality ot the Oregon Compulsory School Bill were J. P. Kavanaugh, Hall Lusk, Daniel Malarkey, Jr., and Francis Lonergan, all formerly connected with Columbia.

After two years of legal contest, a Federal District Court in 1924 ruled the bill unconstitutional and in 1925 the United States Supreme Court sustained the decision of the lower court.

Thus private education in Oregon, and perhaps elsewhere, was not only protected but also recognized, in the language of the highest court, as "a kind of undertaking not inherently harmful, but long regarded as useful and meritorious." The Supreme Court further stated that the "fundamental theory of liberty upon which all governments in this Union repose excludes any general power of the State to standardize its children by forcing them to accept instruction from public teachers only." The Pierce vs. Society of Sisters decision, 268 U . S . 510 (1925), was monumental in the history of American education; and private schools everywhere owe a great debt to those w h o fought to defend a fundamental principle, especially to the Sisters of the Holy Names for their leadership and to Columbia for its supportive action.

In the wake of that decision, Columbia University made its bid to become a respected institution of higher learning in the West, even though the seeds of religious and educational suspicion continued. Unquestionably, much of the pride of Columbia sprang from the feeling of the students and faculty-rightly or wrongly-that the city was unsympathetic to the school. "We were looked down u p o n , " remarked one 1929 graduating senior years later. T h e times demanded that the Catholicity of the school be emphasized to a larger degree than previously, and Columbia reaffirmed its original goals during those years in firmer language: "Columbia University is a Catholic institution whose primary purpose is the inculcating of Catholic ideals, thought, and practice during the period that the student is acquiring that secular knowledge which will prepare him to take his proper place in the world."

In the 1920's, Columbia depended almost solely on Catholic families. As the catalogue ofl922 bluntly stated in its requirements for admission: "It should be clearly understood that Columbia is a Catholic school. It welcomes, but does not solicit, the patronage of others." During the Depression era, however, the Most Rev. Edward D. Howard, D.D., Archbishop of Portland in Oregon, shortly after University softened that approach, for by then, religious antagonism that marred the 1920's had been replaced by wide economic concern. Columbia in succeeding Archbishop Christie in 1926.

(Courtesy of Catholic Sentinel) its 1933-1934 Bulletin announced the relaxation of the rule on required religion

Loyal to the Last

65

courses for non-Catholics in hopes of attracting students more on the basis of academic programs and extracurricular activities.

EXPANSION OF COLLEGIATE PROGRAM

In comparison with the Oregon Compulsory School Bill controversy, the drive to make Columbia a full-fledged university was less dramatic but nevertheless decisive. In 1922 Columbia established a distinct junior college department, in effect a two-year extension of the preparatory program. For a time the administration unfortunately adopted a policy that irritated students and parents, namely, the withholding of the prep school diploma until the completion of the two-year junior college course. The intention was obvious, and so were the results. Officials hoped to compel prep students to continue on in the collegiate department rather than transfer elsewhere, but the policy provoked serious criticism. The folly was soon realized, however, and the administration revoked the policy.

By 1927 the prep school and the college formally separated, thus becoming distinct institutions on the same campus. T h e former continued to offer accredited secondary courses in arts, letters, science and commercial (business) subjects. The latter moved to a full four-year program in liberal arts (leading to a degree of Bachelor of Arts) and business administration (leading to a degree of Bachelor of Business Administration). The college program also included two-year pre-engineering, prc-medical and pre-law courses. In 1934 Columbia instituted a pre-nursing program with classes at St. Vincent Hospital in conjunction with its School of Nursing. Perhaps most significant of all, however, Columbia University received four-year college accreditation by the Northwest Association of Secondary and Higher Schools in 1934. That, along with earlier endorsements by the National Catholic Education Association and Pacific Coast Association of Collegiate Registrars, provided the University with critical professional recognition. In the following year the college legally incorporated itself under the title "University of Portland."

The year 1929 specifically marked a major turning point when Columbia graduated six men w h o had completed four years of college study. They became the first collegiate alumni and their names were Clement J. Downey, B.A.; Robert Dundon, B.A.; Edwin Fitzpatrick, B.A.; Bernard Du Fresne, B.A.; Ray Hagan, B.A. and George Lamb, B.A. At that same commencement exercise, twenty-seven prep school seniors received diplomas, sixteen in arts, ten in science and one in commerce. It was the year when the pendulum began to swing in favor of higher rather than secondary education. During the first twenty-eight years of existence, Columbia was primarily a prep school; before the next twenty-eight years, the institution would become a complete university with a new name and without a secondary school at all.

ADMINISTRATIVE ORGANIZATION

Four presidents served during those years of reform. The period began with Rev. Eugene P. Burke (1919-1925) w h o established the distinct junior college.

66

Rev. Joseph N. Donahue, C.S.C., sixth president of the I University, 1925-1928.

A P O I N T OF P R I D E

His successor was Rev. Joseph N . Donahue (1925-1928) who permanently separated the prep school and collegiate department and launched the fouryear college program. He died in the summer of 1928, to be replaced by Rev. Louis M. Kelley (1928-1934). Father Kelley became the first president to preside at the college graduation ceremonies in 1929; and as the Depression deepened in America, he recognized the challenges for enrollment and curriculum expansion, when only one student, Lawrence Brennan, received a baccalaureate degree in the commencement exercise of 1932. He inaugurated the newprograms in nursing and science; and his successor. Rew Joseph J. Boyle (1934-1936), accepted the four-year college accreditation report of the Northwest Association of Secondary and Higher Schools and authorized the change of the name for the University in 1935. The prep school continued to be known as Columbia Prep. Father Boyle also began a fund-raising campaign for the science building but never lived to see the structure. He died following an operation in the summer of 1936.

Those men were assisted by the following vice presidents: Rev. Thomas E. Burke (1921-1925), Rev. Eugene P. Burke (1925-1928), Rev. Thomas A. Lahey (1928-1929), Rev. William A. Carey (1929-1933) and Rev. Michael J. Early (1933-1934). (There was no official listing of a vice president during the years 1934 to 1936 and most of those men also served as prefect [director or dean) of sttidies.) O n e particular endeavor of that time was an effort to create an administrative model which could be adapted over the following decades as the institution matured; and one of the important positions established, although never listed in the administrative hierarchy, was the office of financial vice president. In that early period the office was known simply as secretarytreasurer. Rev. Thomas E. Burke served as secretary (1922-1930) and treasurer (1925-1927). He was followed by James A. Culligan who served first as treasurer (1927-1933) with Rev.JohnJ. Margrafas secretary (1930-1933).James Culligan, one of the most devoted and loyal laymen in the history of the school, assumed the combined position of secretary-treasurer in 1933 and remained in that post until his death in 1952.

Another significant feature of that era was the beginning signs of a gradual transformation from an informally administered college to a more efficiently managed university. That was so despite the fact that in the late 1920's, the University was heavily mortgaged, owned one automobile (the president's Studebaker), had two or three telephones, one mimeograph machine, a farm that incorporated as much space as the educational-recreational facilities, operated with an estimated annual budget of $50,000, employed no secretaries and possessed a blissful conviction that most problems if ignored would eventually solve themselves. An example of the latter was the administrator during that time who developed the "spindle solution." He jotted down problems needing his attention on small scraps of paper and placed them on a spike spindle. Reportedly, after a few months he went through the pieces of paper, happily throwing most away in the waste paper basket because they had somehow resolved themselves. Another instance of administrative growth

Loyal to the Last

67

was the adoption of a bookkeeping system in the financial office. When James (Mulligan became treastirer. he apparently found all the cash, bills and receipts of the school packed neatly in three cigar boxes.

The minutes of the University council in the 1920's offer revealing insights regarding the management of the school on the eve of that transition. The following are examples: September 1928. T h e first meeting of the scholastic year was held the 18th. ()pening prayer was recited followed by the taking of the oath of secrecy. Father Kelley presented a resume of the financial conditions. Improvements regarding meals were discussed. The meeting adjourned.

A meeting was held September 29th. Nothing of importance was discussed.

The council adjourned.

It should be noted that the University council and the local house council for the Holy Cross community were one and the same until after the Second World War. Little distinction was made, therefore, between the governance of the school and the religious community. That blend of authority was necessitated because most of the faculty and staff were members of the Holy Cross congregation and by the fact that the offices of the University president and the religious superior were held jointly by one man.

By and large, however, the administrative staffs, particularly under men such as Fathers Kelley, Boyle and Early, began to demonstrate a sense of organizational structure that percolated downward to the lower levels of operation. In 1933 the University was separated into three distinct division units, all subject to the president: business operations presided over by the secretary, student life under the director of student life and academic studies supervised by the dean of studies.The University council continued to serve as .in advisory board to the president and was clearly delineated with all three divisions represented; and within the division of academic sttidies there emerged the beginnings of "schools" and "departments" with the recognition of chairmen. The prep school operated in parallel fashion.

A review of the catalogues in the early 193()'s graphically illustrates the gradual move toward an improved organizational model. For example, the Bulletin of Columbia I University published in 1934 reveals the first major alteration in form and content. The term ''Bulletin" replaced Catalogue, and the printing and format were modernized in drastic comparison to earlier issues.

The Bulletins enumerated administrative officers and trustees as well as members of the University council, standing committees and major staff positions.

They also listed teaching faculty according to rank with brief professional biographies as well as streamlined descriptions of courses. Thus the Bulletins presented an improved professional look that was reflected further in the outlining of academic programs and requirements from admission and registration to examinations and graduation.

Annual tuition, the major source of revenue, increased during those years from S75 in 1922 to S125 in 1935. (See Appendix for Summary of Basic Annual

Rev. Louis M. Kelley, C.S.C, seventh president of the University, 1928-1934.

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A POINT OF PRIDE

Tuition.) The annual operational budget was low, of course, by modern standards. That was due to a number of factors, such as the donated services of the religious faculty and staff, depression salaries for lay professors, the slight but important income derived from the farm and the beginnings of crucial contributions from alumni and friends. "We were so poor," lamented a priest and former faculty member, who recalled giving Father Kelley S600 he had earned teaching a summer session at Notre Dame with which the grateful president immediately paid off a debt on canned goods for the refectory. James Culligan who handled the University accounts was once asked to explain two income entries marked " D . S . " and " B . S . " by the visiting provincial. He explained that D.S. stood for "Divine Service" when priests on the faculty received money from Mass stipends or parish service. B.S. meant "Bull Service" when local farmers brought their cows to the farm for servicing.

Although the official listing of trustees began in the 1920's, it is clear that that group was strictly a review board of the Congregation of Holy Cross. The two chief off-campus organizations financially assisting the school were the Alumni Association and the Mothers' Club. T h e former, originally established in 1908, gained new impetus in the late 1920's when Columbia moved to a full college program. The catalogue listed the members of the alumni board for the first time in 1927 with Morrison A. Conway (president), Louis P. Gambec (vice president), Frederick I. Weber (secretary-treasurer) and a five-member executive committee. Father Peter Miner started the Mothers' Club, primarily tor Columbia Prep, in 1930. Brother Godfrey Vassallo and others subsequently headed the organization which proved to be a valuable adjunct in acquiring capital items, such as the mammoth paper cutter which was used for nearly forty years in the print shop. T h e Mothers' Club raised most of their money by card parties, teas or similar functions. There were other sources of occasional revenue, such as the $8,0(X) to $10,000 raised in a fund drive for Howard Hall gymnasium, but it is safe to state that the major gifts to the University did not come until after the Second World War. CAMPUS CHANGES

The campus expanded during that period with acquisitions of small parcels of land, particularly the remainder of the Houston tract and other adjoining pieces of property. By 1935 the campus was approximately eighty acres.

Everything north of the main entrance was the farm and some of the land east of Christie Hall where Kenna Hall (old Holy Cross dorm) stands was under cultivation as a cornfield. Brother Joseph who established the farm was gone.

In the late 193()'s, Brother Christopher Bauer, and later Brother Louis Bertrand, took over management with the assistance of such persons as Brother Ulrich and Brother Urban. Brother Wilfred, one of the original pioneers at the school, was in charge of the steam plant until 1933 when he retired to South Bend. Brother Wilfred, a gruff-speaking man with a thick German accent, was a notable character remembered with some trepidation by Columbia students who knew him, especially those happening to wander into his private terri-

Loyal to the Last 69

tory. In approximately 1928 the steam plant burned wood, was converted later to oil. and Brother Wilfred took pride in using as little fuel as possible each winter, much to the shivering annoyance of students.

From all evidence, the farm was helpful in supplying some produce and dairy products for the refectory tables, but was never particularly profitable. It consisted of about thirty to thirty-five acres with an old. sway-roofed barn that stood near the present library. There was a silo nearby, later dismantled and sold to a farmer. The farm grew chiefly corn, hay, cowpeas and oats; some sections were given over to vegetables, and the brothers usually harvested enough potatoes to handle the needs of the school. (The old root cellar for storage of potatoes under the former kitchen in West Hall can still be found beneath the registrar's office.) The farm also raised chickens, and there was a sizeable orchard on the northwest corner.

An important facet of the farm operation, however, was its small dairy consisting of nearly a dozen cows and a bull. A decision was made in 1926 to sell the bull and an entry from the minutes of the University (house) council stated: "After the reading of the current bills Father Doremus asked permission to sell the bull. 'It is of no value, now," he explained, 'as all the cows are bred, and it is only eating feed.' Permission was granted and the bull being disposed of the council adjourned." T w o horses, both mares, were used for plowing, and for a time Brother Christopher Bauer experimented with raising several colonies of bees and muscovy ducks without much success. Just before World War II, the University decided to abandon the farm; it sold the dairy herd to a farmer who agreed to supply the school with milk, and the fields were plowed up and seeded with grass to await future use.

The campus area consisted of all property south of the farm. The convent (old St. Mary's), situated between the present Buckley Center and the University C o m m o n s , stood peacefully in a grove of tall firs that extended out to the bluff. Scattered here and there were vine maple, oak, madrona, pine, redwood ami cedar trees. Brother Ferdinand Moser, who came to Columbia in 1933 as an instructor in mathematics, was a gentle man with a green thumb, and is remembered principally for his interest in the grounds to which he subsequently devoted all his time after retiring from teaching. Every spring until his death in 1964 was spent planting varieties of trees as well as scotch broom, rhododendron and camellia bushes and even a few myrtlewood which he often started from seeds or small cuttings. Most of the trees and bushes along the bluff were planted by Brother Ferdinand, sometimes with the help of students, .\w.\ he rarely spent a spring season without acquiring an irritating rash from poison oak.

West I lall. partially hidden under a layer of ivy by that time (which at least gave evidence of the institution's academic longevity if nothing else), remained interiorly unchanged, still awaiting major remodeling. The first floor continued to be the refectory and recreation room. The second floor had classrooms and a metal stairway in the rear, now gone, was used as an additional student entrance. The third floor contained more classrooms but

Brother Wilfred, one oj the original Holy Cross community members at the University, as Inappeared in the 194()'s.

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A POINT OF PRIDE

was given over primarily for offices, bedrooms and the religious faculty's recreation room. The president had his office, bedroom and parlor in the wing facing Christie Hall and the river. Prep students slept in the fourth floor dormitory, and today one can still sec initials and names of students scratched in the soft red brick around the windows. A chapel still existed on the third floor and most of the fourth and fifth floors were devoted to laboratories and the science museum.

Similarly, Christie Hall was ivy-laden outside and unchanged inside. The main chapel remained in the west wing of the first floor near the rector's rooms. The remaining rooms on the first, second and third floors were single or double rooms for college students and faculty, although the third floor was usually empty due to a lack of boarders. The basement contained the library, bowling alleys and additional chemistry laboratories. The infirmary was moved from the convent to the little wood-framed cottage behind the present St. Mary's Chapel.

The University constructed one building and demolished another during that era. Due to the severe winter snowstorm in 1916 and subsequent damages as a result of Oregon's "silver thaws" Columbia Colosseum was regarded as unsafe. Obviously a new athletic center was needed and enthusiasm for a new facility apparently began when Melvin Schulmerick, an outstanding athlete, wrote an article in a 1923 issue of The Columbiad entitled: "How About the New Gymnasium?" Officials launched a fund drive in 1926 with the provincial, Rev. Charles O'Donnell, promising a major portion of the money if sufficiently matched by Columbia benefactors. Plans were drawn up for a modern structure serving as a combination gymnasium-auditorium containing a large tile swimming pool and regulation basketball court with a stage at one end for convocations and drama presentations, a bleacher and balcony capacity for about 2500 spectators and other necessary facilities on the lower level such as lockers, showers and dressing rooms. Pledges turned into hard cash and construction began on a site next to the rickety Colosseum. The cornerstone ceremony occurred on November 20,1927. On February 19,1928, The Sunday Oregonian reported that "formal housewarming of Howard Hall" would be held that evening; Archbishop Edward Howard officiated at the dedication of the building named in his honor, with many former Columbia athletes in attendance. Now aged, it is sometimes difficult to realize that in 1928, Howard Hall was a splendid edifice that cost nearly $80,000 (a goodly sum in those days), but from the very first the roof leaked and it still does.

Ironically, because of a destructive east wind the following year, old Columbia Colosseum had to be dismantled, almost as if the two buildings standing side by side dared not share the future together.

In retrospect, the sense of prosperity of the 1920's coupled with the determination to build Columbia into a "Notre Dame of the West" reached a crescendo in 1927, triggered by the successful fund drive for Howard Hall. On the front page of the Oregon fournal on December 8,1927, a lead article announced Columbia's plans to raise $4,000,000 in an ambitious building campaign to be

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71

carried out over a decade. According to the newspaper: "Plans contemplate raising the university to the rank of Notre Dame. . . ." Although difficult to believe that the idea as outlined could be regarded as feasible, the plan proposed a total rearrangement of the campus, keeping only Christie and Howard halls. West Hall was to be razed making room for a University chapelâ&#x20AC;&#x201D;a "major architectural piece" in modified Gothic with its towers to be "a landmark for the entire city." Other buildings were to follow, divided bypicturesque quadrangles with each proposed structure an integral part of a master campus design.

T h e design depicted four large resident halls, styled after Christie, running southeast along the bluff to Willamette Boulevard. Opposite the main quadrangle would be academic row, a series of seven impressive office and classroom buildings housing a school of business administration, a school of fine arts, a school of law, a science hall and a library. Room for additional buildings to dot the campus was foreseen as well as a gigantic football stadium with seating capacity for 50,000 to be located across Portsmouth Avenue. Approximately seven practice football fields along with baseball diamonds and track were included in the blueprints of the projected campus. The campus of the future Columbia University with its chapel and stadium as classic symbols, however, never left the drawing board; indeed, the bright hopes of its promoters were soon extinguished by the darkening shadow of the Depression. That monumental campus plan was nevertheless the zenith of the Notre Dame fixation at Columbia University. By 1937, the terminal date of the proposed project, the University of Portland was following a different star.

ACADEMIC PROGRAMS

Student enrollment figures during those years show surprising consistency when the economic conditions of the country are considered. Registration rose from 207 in 1922 to 332 in 1929 (combined count for prep and collegiate students), with the increase attributed primarily to the implementation of the four-year college program. After 1931, the college enrollment climbed from 140 to 410 in 1934 although available records suggest that the prep school population began to slip. (See Appendix for Summary of Student Enrollment.) A total of seventy-two baccalaureate degrees were awarded between 1929, the first college graduation, and 1935, twenty-seven in arts and sciences and forty-five in business administration which supports the contention that Columbia students at that time were highly motivated toward careers in business and industry. (See Appendix for Summary of Degrees Awarded.)

What began in 1920 under Father Eugene Burke's presidency as an effort to revive a classical, almost pre-seminary education emphasizing Latin, Greek, philosophy and religion, ultimately became a broad reform movement that modernized all levels of administration and curriculum. By 1935 administrative jurisdictions were sharply drawn and the institution had phased out the elementary school, modified the prep school and expanded the college to four years with new degree programs and summer sessions that offered some

72

'^â&#x20AC;˘j-y Brother I 'itil with student-friend mow in front of Vest Hall.

A P O I N T OF P R I D E

gradtiate courses. The high school remained an important adjunct, however, and served as a feeder school to the college. When Father Donahue as president separated the prep school from the college, he abandoned the attempt to maintain a strong classical curriculum for Columbia Prep. Indeed, by the end of Father Kelley's administration in 1934, the prep school had lost much of its original flavor with the growing stress on modern learning, particularly science, mathematics and social science. It was also apparent that Columbia Prep would not remain the exclusive Catholic boys' school in Portland for long as Archbishop Edward Howard was preparing plans for a diocesan high school. The challenge of the future was now to convert a small college curriculum into a full-fledged university.

The University had adopted a progressive curricular model by 1935 that was impressive when contrasted with the programs of earlier years. Instruction was divided into two colleges. In the Liberal College there were four groups each containing two or three departments: the religion, philosophy and education group with a department in each area; the language and literature group with departments of English and foreign languages; the natural science group containing departments of biological science and physical science; and finally the social science group including departments of history and social science.

The College of Business Administration maintained a broad department of accounting and general business.

Columbia University from its inception followed the semester plan with an academic year of thirty-six weeks and used the honor point system with letter grades: A (superior), B (very good), C (satisfactory), D (below satisfactory) and F (failure). Students had to maintain at least a " C " average each semester to avoid probation. Twice on probation could bring dismissal. Graduation required a minimum of 128 credit hours in most departments and most programs demanded that their seniors write a thesis. Courses received three credit hours with exceptions of religion (two credit hours) and foreign languages (four credit hours). Classes began with a prayer and ran fifty minutes Monday through Friday from 8:25 a.m. to approximately 3:00 p . m . N o more than seven absences were allowed in each course during a semester, and a tardiness was counted as an absence if students were late for class three times or as much as fifteen minutes at one time. Midsemester and final semester examinations were normally given in each course with performance reports sent on a regular basis to both the student and the parents or guardians.

Throughout that era, prep students generally outnumbered collegians.

Despite being tagged as the "dipes," high school boys apparently experienced little friction with the college men. Both groups intermingled in the hallways and on the playing fields. They had their individual classrooms, of course, and separate study halls on the second floor of West Hall. Brother Vital was in charge of overseeing the study halls and ringing the class bells. Occasionally when he had been sampling his dandelion wine, he would ring the bells at the wrong time and the president would come to put him to bed.

Both colleges of the University (the Liberal College and the College of

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Business) were firmly committed to the broad academic aim of Columbia known as the "core curriculum." Its purpose was to maintain the dual educational thrust of the founders by blending Christian humanistic studies with practical, professional training. In the language of a Columbia University statement of 1929: " T h e underlying principle of the school is the combination of secular training with positive religious instruction in a constant religious atmosphere." T h e Liberal College saw itself, according to the 1935 Bulletin, as "the direct descendant of the original classical school of Columbia, in which Latin and Greek formed the core of the curriculum." The Liberal College, however, incorporated into its program those changes brought about by the rapid development of the physical sciences, by the partial substitution of modern foreign languages for Latin and Greek and by an increased emphasis placed on the social sciences.

The College of Business, an outgrowth of the old commercial course, further illustrated the fundamental goal of Columbia by offering "a general cultural education along with the specialized training in the fundamentals of business." Special emphasis was placed on English, history, economics and philosophy because of the conviction that those particular subjects constituted "the essentials of a college education and train[ed] men, at the same time, for effective citizenship."

By 1935 the core curriculum was unquestionably riveted to the degree programs of liberal arts and business administration. Required courses in religion, philosophy, English, speech, foreign language, history, social science and biology dominated lower-division study. T h e University permitted some electives (twelve credit hours) at the upper-division level when juniors and seniors concentrated in specific "majors" (twenty-four credit hours) and " m i n o r s " (twelve credit hours) but required eighteen credit hours in philosophy for all students and eight credit hours in religion for Catholic students in both liberal arts and business administration.

SPECIAL PROGRAMS

Several significant academic developments occurred soon after Columbia embarked upon a four-year collegiate program that illustrated the expanding dimension of the University and its quest for educational prominence. Accreditation by the Northwest Association of Secondary and Higher Schools in 1934 through a professional team of Northwest educators was a major event.

Without it, the hopes for further curricular growth of Columbia would have been seriously delayed. In April of that year, The Columbiad heralded the announcement as "the first recognition of Columbia's excellence," and it undoubtedly paved the way for the transformation of the University into a recognized and competitive university in the West.

Perhaps the most far-reaching program inaugurated at the time of accreditation was the degree course in nursing which not only laid the foundation for the future School of Nursing but also was the first tacit move toward coeducation. Regarding that latter aspect, the men of Columbia responded with

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mixed emotions, and The Columbiad could not disguise its masculine bias in its welcome: " T h e ideals and traditions which have always been sacred to the stronger sex must now be shared with a group of young women who claim Columbia as their o w n . " For all practical purposes, however, the campus remained exclusively male territory because the nursing courses were taught off campus. The men. and now- women, of Columbia University only met formally at senior commencement.

The nursing program began as a pre-nursing course, not tinlike other two-year programs at that time (pre-law, pre-engineering, pre-education, pre-medicine and pre-dentistry). The University established the School ot Nursing in conjunction with the St. Vincent Hospital nursing program, and Columbia faculty assisted in conducting lower-division courses at the old hospital site on N.W. Westover Road. By recognizing the professional training courses at the upper-division level, the University could then award the student nurses with either a Bachelor of Arts or a Bachelor of Science degree in nursing at the end of four years. In 1938 at the first commencement ceremonies of the School of Nursing, sixteen nurses received their university degrees.

The first summer session, according to the registrar's records, began in 1931, which marked the beginning of graduate courses at the University. It started as a cooperative effort with the University of Notre Dame, and for six weeks beginning in mid-June, the "Columbia Branch of the Notre Dame Summer Session" operated with a total of fifty-eight students enrolled in a variety ot undergraduate and graduate courses. In 1931, the summer program enrolled forty-two undergraduates (thirty-nine sisters and three men) and sixteen graduate students (fourteen sisters, one religious brother and one layman). To be precise, those nuns in 1931 and not the nursing students in 1934 hold the distinction of being the first women students on the campus since the days of the Methodist Portland University.

Summer sessions were evolving as an added dimension in American higher education. Archbishop Howard asked Father Kelley, then president, to begin a summer program so that archdiocesan sisters teaching in the expanding parochial school system could receive university degrees and teaching certification.

Officials at Marylhurst College, who had just launched a similar program, were upset about the matter and invited Father Kelley to explain Columbia's intention. He visited Marylhurst after the announcement of the forthcoming summer session appeared and reportedly walked "into a parlor where various grades of superiors and provincial superiors were sitting solemnly around the r o o m . " Father Kelley, seemingly caught in the middle of an issue between the archbishop and Marylhurst, responded to their questions by saying that he had not intended to offer a competitive program. As he left he indicated that the summer session would be conducted at Columbia only with the archbishop's encouragement; Columbia received it.

The faculty for the 1931 summer session were largely Notre Dame professors, augmented by a few Columbia teachers. Credit for all the six-week courses, however, came from Notre Dame. Similar summer sessions offered

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under the auspices of Notre I )ame in the three succeeding summers included undergraduate and graduate courses leading to the degrees ot Master of Arts in English, history, philosophy, education and Latin. O n June 18. 1935, Columbiaâ&#x20AC;&#x201D;now formally known as the University of Portland-assumed full jurisdiction over the summer session, thus making the program distinct from the University of Notre Dame. It remained, nevertheless, a cooperative program for several years with graduate students after completing the five summers of residence study allowed to opt for a master's degree from either the University of Portland or the University of Notre Dame. Therefore, by the mid-1930's, the summer session was an established feature at the University and was presumably financially profitable although tuition prices were low by today's standardsâ&#x20AC;&#x201D;$25, with board and room placed at S60. But more importantly, the University was offering academically respectable off-season undergraduate and graduate courses taught by Columbia faculty and visiting professors. Rev. Charles C. Miltner, a nationally recognized philosopher from Notre Dame, served as dean of the summer session during most of the I930's.

I le would later come to Portland permanently and rise to the presidency during the critical years of World War II. The summer session Bulletins from 1935 on also show an attempt at public relations by stressing cultural activities and the scenic beauty and quiet charm of the Pacific Northwest.

Summer sessions proved instrumental in promoting two new professional programs that matured in later decades. First, several specific courses in education found their way into the curriculum and became the basis of the future School of Education. Second, the University introduced library courses, thus forming the nucleus of an eventual School of Library Science.

Columbia University by 1935 had a library in the basement of Christie that contained about 10,000 volumes. Although records suggest a "librarian" was selected in 1919, little effort was made to administer the University library on a professional basis until the late 1920's. Brother Camillus Lenahan arrived in 1927 but remained onlv one year and did little; in the following year, however, Brother David Martin became librarian and held that post until 1966. His recollection of the physical layout of the library in Christie Hall at that time is worth noting. It was a large room [approximately 6001) square feet], lined with shelves on two sides.

There were about six or eight round tables covered with cloth and rather mangy looking, because they had been ink-stained. Certainly not attractive. There was a twelve-drawer card file and approximately 10.000 books. Of those 10,000 volumes there were probably a couple of thousand that were either texts or other useless library materials. There were no periodicals taken at the time, that I recall. except the Ave Maria. . . . To complete the rather dreary look of the library, the floor was cementâ&#x20AC;&#x201D;bare cement. No covering ot any kind. This however was to prove a kind of blessing in a way, because of the tremendous number of leaks which occurred ewer the years. The water could be mopped up without any great trouble. We never did get any kind of covering for that floor except for an occasional coat of grey paint, because there was always the hoped for new library

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A POINT OF PRIDE building which did not materialize until the late fifties. I don't want to forget the wire mesh enclosure. The wire mesh was intended to guard the collection of books. This mesh, which extended from the floor to the ceiling had openings through which the books were supposed to be passed from librarian to borrower.

It wasn't until Father Boyle came on the scene as president that the wire mesh was taken d o w n and the library from that time on began to take on some of the looks ot a real library.

It was not until after 1935 that the library received a regular annual budget.

Prior to that time the librarian just went to the president any time he needed funds. Under the presidency of Rev. Michael Early (1936-1941), the procedure became tediotis. Brother David recalled one of Father Early's "little jokes" which he found "rather trying," namely, that the president "used to grab for his right hand pocket every time I came near his office." Eventually the administration authorized an annual budget.

Physics and chemistry modernized their departments during that era and particularly improved laboratory facilities located on the third and fourth floors of West Hall and in the west wing of Christie Hall basement. Brother Godfrey Vassallo arrived at Columbia in 1929 and immediately enlarged the physics program which was still in its primitive stages. Father Kelley, president when Brother Godfrey arrived, gave him $100 to equip the physics laboratory in Christie Hall, for which he barely managed to purchase one instrument.

Thereafter, " B . G . " as he became affectionately known, used his own resources, which generally meant scrounging and begging, to equip the science department.

Father Ernest Davis, famed and feared as a chemistry professor.

Father Ernest Davis with the assistance of Professor Frederick J. Kohlruss, was responsible for building the high reputation of the Chemistry Department. Father Davis, at Columbia between 1909 and 1912, returned in 1924 where he attained singular respect as an educator. He was a strict, demanding teacher and students often quaked at the thought of taking his courses. He once remarked to a colleague: "If they are going to send them in here to be chemists, they are going to learn chemistry." For years, chemistry teams at Columbia captured first prize in state competitions sponsored by the American Chemical Society until it became somewhat embarrassing. It was said that a passing grade in Father Davis' class guaranteed admittance into medical school; and a Reed College professor awarding a first place American Chemical Society trophy at a particular Columbia commencement reportedly remarked to the chemistry team: "You may think you are smart, but that is not the point; you just happened to have Father Davis teaching you. That is what makes the difference." (The persistent rumor that the chemistry students also made a high quality alcohol and supplied otitside sources during the Prohibition era has never been substantiated.)

THE FACULTY

The faculty during the years 1922 to 1935 averaged about twenty, with a little over one-half being priests or brothers. In 1923, for example, there were

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seventeen teachers at Columbia: nine priests, one brother and seven lay professors. Coaches were usually counted as faculty since they also taught courses. When the prep school and the college separated, many of the teaching faculty taught at both levels and administrators continued to spend a large portion of their time in classrooms. By 1935, the University faculty complement had expanded to twenty-six, not including coaches and part-time instructors such as those in the nursing program who were medical staff personnel at St. Vincent Hospital. There were fifteen classified in the senior rank as professors, six assistant professors and five instructors. The majority of the University faculty were in the Liberal College. Many others, usually priests and brothers, served in non-teaching staff positions. They were a remarkable collection of personalities. Some remained only a short while; others stayed on for most of their professional careers. All left an indelible mark on at least a generation of students and a few of them became legendary characters in their own time. (See Appendix for a list of some of the prominent members of the faculty who joined the University during those years.)

The "new look" that Columbia acquired in the early 1930's, however, did not alter its two traditional strong points: effective teaching and strict discipline. Both depended upon a qualified, dedicated faculty devoted to the principle of turning young boys into men of character and wisdom. The "reading of the regulations," for example, remained an annual event for all students; and although it is true that the University catalogues by 1935 no longer published the long list of "thou shalt nots," the principle of a strict disciplinary code can be seen in its pages. Carefully worded sentences pounded home the point, such as: "The University authorities believe firmly in the necessity of a strong moral character as the basis of a truly educated man. To develop this character the young man must learn that he is responsible to a higher authority than himself and that he must give respect and obedience to the regulations of the school that pertain to his activity outside the classroom."

That should not imply that Columbia students failed to engage in normal boyish pranks or immature behavior. They did. There was the day, for instance, that a sensitive English instructor announced to his class with deep solemnity that Rudyard Kipling had just died. The boys cheered uproariously.

Another incident was recalled regarding Emil Jacques, the art teacher, whose paintings enhance the Cathedral of the Immaculate Conception (St. Mary's) in Portland. Born in Europe and a recognized landscape and portrait painter, he was a slight man with a large accent and small goatee. Columbia was his first exposure to American education. One day he entered his classroom in West Hall to find the star varsity football player mimicking him before class began.

The student, wearing a black artist smock and beret, pretended to be lecturing to the class of enraptured but smirking students. Surprised at the sight, Professor Jacques seriously queried the student at the lectern about his recent conversion to art appreciation. The student replied with a straight face: "I am really going in for this stuff, Professor!" Pandemonium broke out in the class as the befuddled teacher asked the bov to take his seat.

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Although an obvious gap existed between the ideal and the real, student life was restrictive, even harsh by modern standards. Classes were taught by the lecture method and student participation was principally formal recitation.

"You sat there and listened to the teacher in those days," recalled one student of the 1920's; and students spent the study hours busily preparing for the following day because dismissal or suspension could be meted out for consistently poor academic performance as well as for violation of the code of conduct. The 1935 University Bulletin listed the following offenses that could result in expulsion: "Habitual disregard of school regulations, gambling, cheating in examinations, stealing, the use of intoxicating liquors, any form of immorality, the use of profane and obscene language, habitual laziness in regard to study." In actual instances of suspension and expulsion, students were permitted a formal hearing before a board of discipline composed of three impartial members of the faculty.

Whether inside or otitside the classroom, students were exposed to the educational and ethical influences of Columbia. A writer in the June 1932 issue of The Columbiad asserted: "We at Columbia are never troubled by the lack of attention. O u r teachers are ever willing to give extra time and assistance to those w h o desire or need it. This closeness of contact between professors ami students, this willingness of teachers to devote their time and talent, not only to all but even to each of the students, are assets of priceless value." Although the old notion lingered on into the 1930's that Columbia would accept .my type of boy, the institution was developing a sound academic reputation by upgrading the curriculum and importing promising young faculty from Notre 1 )ame to bolster the teaching ranks.

STUDENT

Fatherjames Ready, a familiar figure on campus from 1912 to 1936.

LIFE

Student life was a mixture of informal and formal activities with the faculty and staff being an integral part of it, which reportedly created a "family" atmosphereâ&#x20AC;&#x201D;a feeling of camaraderie that became known as "The Spirit of Columbia." In answering the question of how that "spirit" was achieved and sustained, one former student who enrolled in 1929 speculated years later: I think part of it was the black-robed community here, . . . They lived here. In Other schools, if you compare them, the administrators and staff disappear. The bell rings and they melt away. But here, as soon as you were through with class, lather I ogarty was out passing a football, Father Brennan was out playing catch with somebody, . . . And we had some of the Priests and Brothers that would help coach the high school teams, and run some of the intramural teams and things like that. But if you were having any trouble putting your English theme together, or if you were proving to be a dunderhead in the fourth declension, you could always go over to Christie I lall and talk to Brother so and so, or lather so and so. You were just more a member of a family. It was smaller, warmer, and maybe better organized. . . . I think maybe we could learn something from this; that a smaller, more integrated unit develops more spirit, more camaraderie, and more interest.

Certainly you do not become just a number. And nobody had dreamed then ot computers.

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Dances became more frequent by 1935. There were usually three or four a year in I loward Hall or I loly Cross Parish hall nearby. That was the beginning of the "Big Band" sound, and students and their dates danced to the fluid rhythm of Portland orchestras, such as Dan Flood's or Joe Dardis'. Efforts to date the popular Marylhurst girls were always difficult because of the distance between the two schools. Few students had automobiles; indeed, it was not until the early 1930's that the first student received permission to have a ear on campus. Because of Prohibition, there was little evidence ot student drinking despite the fact that a well-known bootlegging establishment existed in St. Johns. "It was sensational to hear of someone having a sip of beer," recalled one Columbia graduate who came in 1924. Yet by the middle of the 1930's a few "beer busts" were reported and those were usually in association with an important football game.

There were, of course, parties. A major one was the Halloween Party. In 1922 the festivities began with Father Eugene Burke, then president, at the piano singing Irish melodies with James Culligan playing a cornet solo. The party concluded at the witching hour when Father Burke is said to have scared the wits out of the younger boys by telling ghost stories. In 1929 the Halloween Dance in Howard I lall launched the social season, and according to The Columbiad, it was an outstanding success: " A u t u m n leaves were massed around the floor and myriads of them dangled from the ceiling while the realistic outdoor effect was heightened by a circle of logs and flowers surrounding the orchestra. Swaying grotesquely in the pale green light of a reflector, was a skeleton suspended in mid-air, adding a touch of Halloween somberness to the scene which was anything but somber."

An "OKI Time Picnic" in May 1934 attracted a sizeable crowd from the city.

The event included a football game, tug-of-war, swimming, bowling and a host of other activities topped off with a chicken dinner. Leisure hours were sometimes spent fishing in the Willamette River, swimming in Howard Hall pool, playing games on the field, reading dime novels in the dorm, shooting billiards or bowling in Christie recreation room or just meandering through the densely-wooded area along the bluff. Some enjoyed going on long weekend rambles with Father I lagerty, an intrepid hiker, who without a second thought once walked to Astoria. There were pep rallies and bonfires, such as that memorable one in 1929 before the game with St. Martin which, from its description, would have sent a pyromaniac into rapture; and there were a host of other activities: informal "bull sessions" and cribbage games, sneaking out of the dormitory after bed check for a wiener roast on Swan Island by way of " b o r r o w i n g " a rowboat at a boat rental located at the foot of the bluff, shooting pheasants in the cornfield with .22 rifles thus insuring a special feast for some of the boarders the next day in the refectory and stealing freshly baked pies from the sisters' kitchen.

Students always complained about the food. The "day dodgers," of course, usually brought their lunch to school. Brother Godfrey established a special cafeteria in the early 1930's, but before that most day students gobbled their

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sack lunch at a small grocery store a block away just off Fiske Avenue. The store provided tables for the boys who purchased bottles of milk and pastry to supplement sandwiches. When the cafeteria was opened in Christie I Till recreation room, lunch cost 20 cents and included soup, hamburger, a Bradley pie and milk or soft drink.

The boarding students had their meals in the refectory that occasioned mixed views about the quality of the food. Some claimed the sisters served excellent meals, but others protested. "Would you believe that we had beans on Tuesday morning!" declared one student recalling the meals years later.

"Actually, they weren't bad. You got used to them. . . . The first time they loaded some beans on the table for breakfast, we all thought it was a gag."

According to one account, a new student arrived from Bend, Oregon, son of a rancher and one used to hearty breakfasts. When the milk, cornflakes and apples were served on the morning of his first day, he decided to wait. Then after everyone had finished and was leaving the refectory he was heard to mutter: "I was waiting for them to bring the food." O n e interesting incident was the "Cornbread Rebellion." It occurred in the late 1920's. The sisters apparently served cornbread and molasses every Wednesday and Thursday morning for breakfast. Finally one morning after the bell rang and Grace was said, the student waiters served the cornbread. A group of underclassmen promptly walked out of the refectory. They were subsequently campused for two months, but the breakfasts reportedly improved immeasurably after th.it particular incident.

STUDENT ORGANIZATIONS

Social life centered on traditional activities, namely, religious, scholastic, cultural A\)(\ athletic events. The St. Thomas Philosophical Society began in 1922 for the purpose of affording students an opportunity to discuss topics of philosophical interest in seminar meetings that featured student presentations or guest speakers. The Holy N a m e Society, re-established by Father Hagerty in 1922, promoted "respect for the Holy Name of Jesus" in an effort to counteract profane language. Founded originally in 1914, it continued as an active organization for nearly fifty years. A similar club that started in 1923 was the Holy C o m m u n i o n Leagtie. Enthusiasm was manifested at its opening meeting and over the years it encouraged students to receive Communion frequently. A 1933 Columbiad editorial stated: "Here at Columbia, the boarders have the privilege of having the Chapel under the very roof that they live. . . .

The graces received by going to Holy C o m m u n i o n are, as you know, unlimited, and with little effort on your part. I )aily C o m m u n i o n would become one of your excellent and prized habits. This is just an idea, men, but it is an idea which should be the aim of every Catholic student in the university to materialize."

The Purgatorial Society, formed in 1924, promoted prayers for the souls of departed faithful. An eminently Catholic devotion, th.it society during its history urged students to attend a special 6:3') a.m. Mass on a regular basis for

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that intention. There were other forms of organized religious activities, such as annual spiritual retreats and numerous devotional observances that included the Corpus Christi procession and ceremonies honoring the Blessed Virgin Mary as well as various saints.

T h e Christie Literary Society and the Columbian Society no longer existed, and although a "Literary C l u b " was attempted in 1928-1929, such groups declined during that era to be replaced by other social-cultural organizations that encouraged broader involvement. In 1922 the Columbia Assembly began for the purpose of promoting "interest in public speaking and providing pleasant entertainment for the school." The Students' Activities Committee replaced it in 1925 but the goals remained similar. The newer organization was student directed with officers elected from representatives of each level of high school and college. That organization became one of the most powerful on campus, supervising all student functions aside from athletics. According to the 1929-1930 Catalogue: "This Committee sets the dates and arranges for the school dances, is active in suppressing any common abuses among the students, has an eye for the cleanliness of the campus, and is the official mouthpiece for the Student Body." It had a faculty adviser and in actual fact became dominated by collegejunior and senior men since, in the words of its formally stated purpose, the "representatives of the lower classes are nominated by upper classmen to prevent the election of undesirable members." That committee, which resulted in successful cooperation between students and faculty, paved the way for the creation of the Students' Activities Council in the 1934-1935 academic year, the first recognizable student government organization. College student Crandall Brown became president that year with Father I )elaunay serving as moderator, and the SAC' was placed tinder the direction of the division of student lite. While the basic structure ot SAC' remained similar to that of the parent committee, it fostered the swing toward greater student participation in campus decisions.

The growth ot student influence was also seen in the evolution of The Columbiad, a monthly publication previously under firm faculty direction. In 1921 with the Christmas "Football Issue," the administration extended greater control to student editors. Little change in format occurred oxer the years, although it may have become a more reliable voice for student opinion. In 1934-1935, the institution disclosed its plan to change the name of Columbia University to "University of Portland." Students ran a contest to select a new name tor the school paper in keeping with the agreed-upon nautical motif.

Alan Kennedy, subsequently to become Rev. Alan Kennedy of the archdiocese, received the prize tor suggesting the winning name. The Columbiad disappeared from the masthead to be replaced by "The Beacon." Since The Columbiad had also doubled as a college annual when all issues were bound at the end ot the year, the students decided to separate the two, thus establishing the new annual to be known as The Log, and The Columbiad continued on as the yearly annual for Columbia Prep.

The Beacon, a weekly newspaper with offices in Howard Hall, made the

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following statement in the first issue of the new series: "The change in name of the campus publication removed our last link with the past. From now on it is a clear path, with The Beacon lighting the way." The Beacon editor in the academic year 1935-1936 was Edward O'Meara who in later years as a prominent journalist in Portland became managing editor of the Oregon Journal, one of the city's major dailies.

Another publication founded during that era and issued for a number of years was The Biolog, a student-faculty booklet devoted to biological studies.

It was introduced in May 1933 and became a model for other specialized publications that followed. Its birth reflected the increased student interest in cultural and academic organizations such as the St. Thomas Philosophical Society or the Seminar Club, formed around 1928 by Father Fogarty to discuss social science issues. Moreover, a renewed emphasis in music and drama programs demonstrated a gradual refining influence becoming apparent on campus. The Glee Club, originally founded in 1912, continued into the 1920's, and Father Eugene Burke tried to encourage the quartet and octet to perform at campus functions. A general reorganization of the Glee Club occurred in 1931 under the directorship of Brother David Martin; and during the 1930's under several directors, the Glee Club furnished vocal selections for oncampus events and was often invited to perform around the city and at local radio stations. It was supported by an active University orchestra under the direction of such men as Professors Frederick Goodrich, James Culligan and Clemens Van Perre.

While vocal and instrumental music had a strong tradition at Columbia, it was the Drama Club that sparked a lively thrust in the direction of the arts.

The college men's club known as the "Columbia Players" began in 1929. The club initially presented a vaudeville-minstrel show, "Varsity Vagaries," in Howard Hall in April of that year and drew large audiences. The production was written by students and faculty with Professor Van Perre and Father Fogarty co-directing the presentation. In that same year Columbia Prep staged a four-act play entitled "The Tailor-Made Man" under the direction of Father Coyle. Although the productions of skits, humorous dialogue and recitals were not unknown before that time, 1929 was a turning point in campus drama. In the 1930's, stage plays became regular features. Students staged a four-act play "What Every Woman Knows," in 1931 and the Monogram Club sponsored the 1933 performance of a three-act operetta, "The Ambassador to France," written and directed by philosophy professor Father Arthur Hope.

Regarding the latter, The Columbiad heralded the performance, which ran two consecutive nights and packed Howard Hall, as "the greatest success that has ever been achieved at Columbia University."

Of all the student organizations on campus, the most prestigious was presumably the Monogram Club. It started in 1921 with the purpose of encouraging school spirit and supporting school-wide participation in all sports. An association composed of sports lettcrmen, it remained active in campus affairs for decades; and although in modern times the organization

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appeared to be a relic of some distant collegiate culture, during its era the Monogram Club served as an influential element on campus in a variety of activities aside from athletics.

ATHLETICS

Throughout that period when administrative policies and academic programs were undergoing sweeping alterations, athletics remained the fixed link with the past. As far as students and alumni were concerned, sports were the hub around which the blurring reforms spun. The steady growth of the University and the formal separation of it from the high school only enhanced the inveterate appeal of athletics. Columbia fielded varsity and junior varsity teams in all major sports, and an active intramural program continued to beckon those students not making major Columbia squads. The pressure to become involved at some level of sports was fierce. It was the tradition; and one student in 1929, havingjust arrived at Columbia, recalled years later: "I got tapped by a tall, ruddy-faced priest about the fourth day on campus. He asked, 'Hey, boy, what's your name? H o w come you aren't out for football?' I said I didn't know anything about football, and he said, 'Neither does anybody else.'" The priest was Father John Farley and the boy went on to play on some of the great teams of the 1930's. Many squads crowded the practice field on any given afternoon during football season, with names designed to strike terror in the hearts of opponents. The varsity was usually called " T h e Cliffdwellers," and some of the others were " T h e Fighting Irish," " T h e Beelzebub Bearcats," the "Jeopardized Juniors" and the "Alameda Aborigines."

I ligh caliber coaching and new scheduling in the 1930's illustrated the efforts of Columbia to go "big time" at the college level. 'The drive was not without some benefits, because for the first time the city of Portland could boast of quality amateur sports on a consistent basis, even though it was generally felt by some that the athletic program newer received the local support it deserved.

And it was possibly true that, strictly from a practical point, athletics was "the biggest thing we had," as one professor of that period put it.

Of all the major sports, football was still the premier one. Columbia played it in the fall, talked about it in the winter and planned for it in the spring.

Coaching staffs during that time were professionals w h o tried to upgrade football much as Knute Rockne was doing at Notre Dame. Edward "Slip" Madigan, former player at Notre Dame, came in 1920 and stayed two years.

I le began the rebuilding program that was continued by another Notre 1 )ame star, Maurice "Clipper" Smith, a man intent on creating a winning tradition during his three years as head coach. He had played with the "Cupper" under Rockne, and installed the Rockne system of football at Columbia giving written examinations on football to his players and demanding perfection in execution on the gridiron. On New Year's Day 1924, Columbia met Scott I ligh School, three-year national interscholastic champions in what was billed as "the greatest football contest ever played in Portland." The two teams met at Multnomah Field before a sizeable crowd. It was a thriller from start to

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finish with the final score 20 to 17 in favor of Scott. Clipper Smith left Columbia to coach at Gonzaga and elsewhere, ultimately becoming coach o\\\ professional team in Boston.

Then came Vincent " T u b b y " Harrington, former guard in front of the famed "Four Horsemen" at Notre Dame. Harrington had the nucleus to build a series of squads that were impressive. Most teams of that era resorted to the usual "hit that line" power offense; but the Columbia Cliffdwellers, according to the Portland press, brought "ultra-modern football" to the city with the use of the famed " N o t r e Dame shift," reverses, forward passing and a variety of confusing formations such as the "Idaho spread" when the entire first line unexpectedly positioned themselves across the field from sideline to sideline.

Harrington left in 1927, replaced by Eugene "Gene" Murphy, former Columbia student and Notre Dame star, w h o remained for ten years. It was during his tenure that the varsity teams became composed entirely of college men, and in 1928 he began to schedule heavier teams of coast conference caliber.

Coach Eugene Murphy.

T h e opening game of the 1928 season was fought in the mud and sawdust of Multnomah Stadium; and although the Beavers of Oregon State College soundly defeated Columbia 41 to 0, the crowd enthusiastically applauded the underdog. T h e remaining opponents that season were more realistic, including Linfield College, West Coast Army, Oregon Normal, Marshfield College and St. Martin's. The record was four wins and three losses, a respectable beginning in collegiate competition. During the next six seasons, Columbia faced strong teams such as Puget Sound, College of Idaho, Whitman, Pacific Lutheran, Gonzaga, St. Mary's, Santa Clara, Willamette, Pacific, Oregon State and Oregon. From 1928 through 1934, Columbia University enjoyed four winning seasons not counting the 1929 season which included four wins, four losses and one tie.

Gene Murphy achieved his success despite the fact that his annual budget was about $7200. The Columbiad echoed the feelings of many Portlandcrs when it stated: "Coach Murphy has developed a fighting spirit that can shine in defeat as well as victory." He was assisted by talented coaches, men such as " C h a m p " Vaughn and Ed Fitzpatrick, former Columbia stars; Ed Fiene out of Creighton University and University of Iowa; and Father John Farley who had been an outstanding athlete at Notre Dame and was renowned at Columbia for, among other things, being able to drop-kick a football over forty yards. They along with others aided the expanding athletic program at C o lumbia during the 1930's.

Lather John "Pop" Farley about the time he arrived at the I University in 1920.

The basketball program was also a mixture of collegiate, prep and intramural squads. Between 1922 and 1934 Columbia's varsity, coached chiefly by the football staff, had seven winning seasons averaging an eighteen-game schedule each year. Before 1929 nearly all the opponents were high schools or local teams such as Portland Woolen Mills, Molalla Town Team, Knights of Columbus or B'nai B'rith. With the opening of Howard Hall and a fullfledged college varsity program, the competition became stronger. In 19331934, for example, Columbia won eight and lost nine against teams that

Loyal to the Last

85

included Southern Oregon College, University of Oregon, Pacific University, Willamette University, University of Puget Sound, Linfield College and Albany College. Other fierce rivals of Columbia at that time were Gonzaga University (who beat the Cliffdwellers in one of the first games played in the new Howard Hall in 1928 by a score of 31 to 30), St. Martin's of Olympia and Oregon State College.

As in football and basketball, the varsity baseball squad after 1927 was composed entirely of college students. Before that, Columbia usually played against high schools with some exceptions. T h e highlight of the 1924-1925 season was Columbia's victory over Oregon Agricultural College (later k n o w n as Oregon State College) in three major sports (football 6-0, basketball 33-26 and 27-25 and baseball 8-3). Baseball coaches during those years were Father Farley, Father Fogarty and Gene Murphy; and beginning in 1928, the varsity scheduled college competition similar to the other major sports.

Baseball lacked the traditional appeal of football and the growing popularity of basketball. That, coupled with the often inclement spring weather in Portland, hampered the program. Nevertheless, Columbia had ten winning seasons out of thirteen from 1923 through 1935; and depending on the weather, some seasons were lengthy, such as the twenty-two games scheduled in 1926 and 1930. In 1935, thirteen games were played with a record of eight wins over such institutions as Pacific University, University of Oregon, Oregon State College, Oregon Normal School, Linfield College, University of Puget Sound and Willamette University.

The track program declined during that period, especially with the termination of the Annual Indoor Invitational Track Meet after 1922 and the demise of Columbia Colosseum. It was a torpid time with scant interest shown in fielding a team. N o Columbia students entered the state track meet in Corvallis in 1927 to defend meet records held by former Columbia athletes, and only three men turned out for the 1928 season. Symbolically, as the wrecking company completed demolition of the old Colosseum in April 1929, the track program slipped to a minor sport. Father John Reynolds and Clipper Smith coached during some of those years, but between 1927 and 1935 the University virtually abandoned intercollegiate track. An effort to renew interest in 1932 appeared when the school constructed a new outdoor track and conducted a few meets, but it was not until 1935 and the hiring of Coach George Philbrook that the purple and white thinclads staged a comeback.

Philbrook, a four-year letterman in both football and track at Notre Dame, revived the program. He had been a teammate of Knute Rockne and although chosen by Collier's magazine in 1909 as all-star tackle, his interest was in track and field when he set about to rebuild the program at Columbia. In the words of Father Michael Early w h o hired Philbrook: "Track will take its place alongside football, basketball and baseball as a major sport at the University."

Philbrook met a group of thirty trackmen at the University and scheduled an initial workout. He promised future meets with Oregon State College, University of Oregon and various schools of the Northwest Conference. In the

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A POINT OF PRIDE

spring of 1935 a full track season was completed with a record of two wins over Reed College and Monmouth Normal, a tic with Linfield College and one loss to Pacific University.

Students participated in a number of minor sports during those years, such as bowling, golf, swimming, tennis, handball and cross-country; but there is little evidence of intercollegiate competition in most of those. The Christie Hall bowling alleys were used for an active intramural program and Clipper Smith installed a five-hole practice golf course about where Shipstad Hall is today. Intramural competition remained keen, and the students and faculty enthusiastically participated in a number of golf tournaments with the president's cup as the coveted trophy.

The new pool in Howard Hall revived interest in swimming, although Columbia did not apparently compete in that sport with any regularity. The University had prohibited student swimming in the Willamette River for a number of years, especially after a student, a boy named Hilgers, drowned in the river in the early 1920's on his first day on campus. By 1935, regular swimming courses were offered at the University. An interesting footnote is that Father Michael Early, on the eve of becoming president in 1935, established a required swimming program for all students. As a student at Columbia before World War I, he nearly drowned in a boating accident on the river because of his inability to swim. A classmate, Herbert Heywood, saved his life. He never forgot the incident and demanded that every student graduating from Columbia be able to swim.

Columbia engaged in tennis matches with other schools on a limited basis, and a tennis court was installed in the Colosseum in 1922 which gave considerable impetus to the new sport. In 1924 the brother team of Edward and Pete Murphy defeated the best players Seattle College could produce, and Columbia netters that year won two tournaments; individual contests claimed fortysix wins with only nineteen losses. In the 1920's Edward Murphy excelled in both football and tennis, and in 1923 at Boston he successfully represented the Northwest in the National Junior Tennis Tournament. In 1933 tennis returned after a brief lapse, and through the efforts of the Mothers' Club new courts were constructed in 1934 on the former site of the Colosseum where they remained for decades. The tennis team the following year recorded eight victories against one defeat and one tie, with wins over Willamette, Oregon State, Reed and Pacific. Paul McBride was first team player that season and Ed Fitzpatrick served as coach.

Cross-country, never a strong contender for student support, suffered along with track and field during those years of eclipse. Perhaps the hazards of running through the poison oak and farm fields had something to do with it.

George Lamb recalled an incident when he was competing in a long-distance run along the bluff in 1926. As he loped along the bank near where the Commons presently stands he suddenly spied the farm bull in hot pursuit. He instantly became a sprinter and dashed to the nearby fence, tearing his shorts on the barbed wire as he exited the field.

Loyal to the Last

87

A C H A N G E OF NAME

George Lamb, after a distinguished career in business and government retired in the 1960's to a dollar-a-year position at the University of Portland as director of institutional research. He studied engineering at Yale after leaving Columbia in 1929, and often told the story of his admission interview at the Ivy Leagtie school. When asked where he had done his undergraduate work, Lamb replied: "Columbia University." T h e dean, assuming he was referring to the institution in New York City, promptly waived some of the entrance requirements, whereupon Lamb went on to become an outstanding graduate student and one of the leading coal and energy experts in the country. While illustrating the solid undergraduate education he received, the incident pointed up a growing concern of Columbia officials over the name of the school. As the University established itself in the Pacific Northwest, it became apparent that the institution should develop a greater identity with the city. The confusion with Columbia University in New York City, therefore, was only part of the problem.

After much deliberation, the old name was dropped in 1935 in favor of the University of Portland. To acquire legal permission for the title "University of Portland," the administration paid Mark P. Paulson a small sum of money for relinquishing claim to the name that he had previously copyrighted. Father Boyle, as president, announced the change on February 15, 1935, and The Columbiad reported him as saying: Archbishop Christie, the great pioneer and educator who founded the University, chose the name Columbia in honor of the river that figures so prominently in the life and history of Oregon, and while the school was only a college preparatory the name was eminently appropriate. But when the school became a University, an awkward situation was created because of the existence of Columbia University of New York City. . . . For the last few years a demand on the part of the alumni and friends of the University for a change in the name has become more and more insistent. Multnomah University was suggested, as was, likewise, McLoughlin University, in honor of the pioneer, Dr. John McLoughlin. But with the recognition ot the school by the accrediting agencies and with the unusual increase of students from Portland, there arose a desire to secure for the school a name which would forever link it with the beautiful City of Roses. It was in consequence of this desire that the name University of Portland was selected.

That was one of the most progressive steps in the relatively short history of the University and much of the credit must be shared with Father Boyle's capable predecessors, especially Father Kelley; but it was Father Boyle who added one essential ingredient: the drive to make the University an integral part of Portland. Although his life was cut short by an untimely death, his dream materialized. It is said that on his journey to Portland in 1934 to become the eighth president of Columbia University, he prepared a statement for the press as the railroad car crossed the Oregon-Idaho border. In his statement he expressed his wish to identify himself as a citizen of Oregon and his enthusiasm to serve his new state.

Rev. Joseph]. Boyle, C.S.C, eighth president of the University, 1934-1936.

88

A POINT OF PRIDE

The change of name from Columbia University to the University of Portland must be seen in that context. Admittedly the decision was not endorsed by all, perhaps not by some of the older alumni. In retrospect, however, it became a symbolic severing of an old ideal shared by the founders who longed for a "Notre Dame of the West." Portland was a city of mountain-sized visions and no small possibility. It truly had a university now; and the future of the University in large measure rested on the shoulders of loyal students and alumni, most of whom either came from the city and its environs or were eventually to reside in the region. Happily they continued to demonstrate their support because they realized that the fundamental aims of the institution had not changed. "Be it Columbia or Portland," said Father Boyle, " . . .the University shall remain what it has been from the first: an institution of high ideals of manhood and of genuine Catholic culture." So it was, and the men of Columbia remained loyal to the last.

Pioneer Post Office at S.W. Fifth and Morrison in early 1920's with Portland Hotel in background.

(Courtesy of Oregon Historical Society)

I 'iewpoint III

VIEWPOINT

MERICAN SOCIETY between the two World Wars can be likened to a long weekend. It began on a note of expectation and ended in a mood of sobriety. The 1920's witnessed wild speculation, high hemlines and a dizzy drive toward pleasure and profit, personified by Babbitt and his Main Street cohorts: conformity, intolerance and materialism. Americans were weary over Wilsonian idealism and disillusioned over the aftermath of war. Isolation was in vogue and America turned inward. By 1929 about one-half of the population of the country lived in towns and cities, their ideas shaped by the instant sound of radio and the celluloid fantasy of motion pictures.

Then came the crash. Panics of previous eras lasted a few years at most, but the shadow of the Great Depression fell across

A

III

the entire decade of the 1930's. By 1932 unemployment reached twelve million-a devastating figure when compared to the total work force of that generation. Over five thousand banks failed, farm prices collapsed, stock plummeted and the middle class was on the verge of being ruined. An ugly mood prevailed as President Franklin D. Roosevelt and his New Dealers experimented with the economic mechanism of the country; and the abiding faith in American individualism and the free enterprise system was sorely put to the test.

Portland reflected that national malaise.

Thc^twenties were spirited years, yet the thirties, when compared with other sections of the country, did not seem inordinately severe. The population temporarily crested in the city by 1930 at approximately 300,000.

89

The number of gainfully employed workers, according to census figures in 1930, was about 145,000 with slightly over 15,000 listed as unemployed (persons able to work and looking). The hardest hit by unemployment in the area were workers in manufacturing and mechanical industries, transportation and communication, forestry and fishing, and clerical and retail sales. The economy slumped further by 1935, but federal relief and recovery programs pumped new life into the Pacific Northwest. That, coupled with a leveling ofFof the population, encouraged some sense of confidence for general improvement. Indeed, labor unrest was surprisingly rare in the city; and although no Portlanders died in the West Coast kingshoremen's strike in 1934 when pickets and police clashed, "Bloody Thursday" is still

Men seeking work at Public Employment Bureau during Depression of 1930's.

(Courtesy of Oregon Historical Society) Swan Island airport, c. 1930, after completion of causeway that closed east channel between island and Mock's Bottom (right).

(Courtesy of Oregon Historical Society)

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A POINT OF PRIDE

recalled by longshoremen who march to the seawall every 5th of July. In 1940, 85 percent of the total employable work force (fourteen years and older) had jobs in Portland, largely the result of New Deal economics and the ripple effect from the war in Europe.

Not unlike other major Western cities in the 1920's, Portland continued its race into the twentieth century. Businesses thrived and set new records in import and export trade.

Firms, such as Hyster Corporation, Iron Fireman Manufacturing Company and Timber Structures, displayed optimistic growth. Jantzen Mills with its new "Red Diving Girl" trademark became internationally recognized. Changing the name from

"bathing suits" to "swimming suits" increased sales and millions of swim suits were shipped to eastern markets in 1930. The city was under the leadership of Mayor George L. Baker, former theater entrepreneur, from 1917 to 1933. Some familiar figures passed away from the local scene, such as C. S. "Sam" Jackson, owner and publisher of the Oregon Journal, who died in 1924, while new civic leaders appeared. Portland's famous florist, Tommy Luke, emerged about that time to captivate the city with his wide grin and wider concern for community affairs.

New skyscrapers drastically altered the profile of downtown Portland in the 1920's, producing a blend of modernity with architectural designs that reflected the classical St. John's Bridge in 1931, the year it opened.

(Courtesy of Oregon Historical Society)

and Renaissance revival. Meier and Frank's department store on Sixth and Alder pushed upward to fifteen stories. The Public Service Building and the Elks Temple at Eleventh and Alder were erected along with the Bank of California on Sixth and Stark, a two-story concrete building patterned after the Italian Renaissance. The Benson Hotel on Broadway and Oak was of an innovative design.

Named after a pioneer lumberman, the twelve-story structure of brick and terra cotta facing in a baroque style welcomed tourists as Portland made its bid to become .1 convention city. In 1925, Portland hosted the national conclave of Elks and the Odd Fellows convention.

Perhaps the most elegant building of the

I 'iewpoint III

l

Father Eugene Burke, president of the ( University, at typewriter in his office on third

floor of West Hall.

Lombard Street in the vicinity of I University Park and Mock's Crest districts around 1925.

(Courtesy of Oregon Historical Society)

era was the P a r a m o u n t Theater on Broadway. It opened in 1928 and in its day rivaled the best theaters on the West Coast with its Renaissance lobby, ornate ceilings, layers of balconies, 35.000 electric lights and a seating capacity ot 3200. T w o other examples of the period illustrate the g r o w t h of local entertainment and recreation facilities. Jantzen Beach, located on I layden Island in the C o lumbia River between Portland and Vancouver, became a popular amusement park featuring a natatorium, sports area. Golden Canopied Ballroom that attracted name dance bands, a m i d w a y and fun house with thrill rides dominated by one of the largest roller coasters in the country, and picnic acc o m m o d a t i o n s for 20.000 people. U p t o w n , near Burnside Street, old M u l t n o m a h Field underwent extensive renovation. The " J " shaped M u l t n o m a h (Civic) Stadium adjoining the imposing M u l t n o m a h Athletic Club building was completed just in time for the Oregon-Washington football game in

October 1926, Motion pictures and radio became popular tare. The Blue Mouse Theater at Eleventh

and Washington introduced talking pictures to Portland in March 1927, first Vitaphone short subjects and then Fox Movietone n e w s .

O n December 30, 1927, the theater began a long run of Aljolson's " T h e Jazz Singer."

Radio started in 1922 with KGW; K O I N began in 1925 featuring live entertainment and many Portlanders started their day at breakfast to the familiar tunes and comments of the " K O I N K l o c k " g a n g . K E X , the Westinghouse station, went on the air in 1926 followed the next year by KWJJ, " T h e Voice of Broadway," specializing in sports broadcasts.

It was the era o\ the "Lucky Beavers" when the old Pacific Coast League baseball team attracted afternoon c r o w d s that j a m m e d old Vaughn Stre'ct ball park. Parimntuel racing, legalized in 1933, ushered in greyhound racing sponsored by the M u l t n o m a h Kennel C l u b . The Pacific International Livestock Exposition center was already underway out near the future site o\' Delta Park, next to the stockyards on the C o l u m b i a River side of the peninsula where much ot the property had been donated by

View of Mock's farm from Lombard Stri'ct.

(Courtesy of Pauline Joseph)

Âťl

92

A POINT OF PRIDE Swift Packing Company. By the 1920's, there directional prefix system (N.W., N.E., S.W., were permanent buildings featuring numerS.E. and N.) forcing all street signs and ous events including rodeos and horse house numbers to be changed. Burnside shows. The bureau of parks displayed vision Street separated north from south and the in their concern for developing recreational Willamette River became the dividing line property and scores of green parks were for east and west. By the end of the decade, strategically scattered throughout the mettraffic and pedestrian lights were added to ropolitan area, such as Council Crest Park at main intersections. Josc'ph K. Carson,Jr., a an elevation of 1,073 feet with its panoramic young attorney, became mayor in 1933 and view of the city and the snow-capped moun- served two terms until 1940, thus ending the tains, Laurclhurst Park and its artificial lake, lengthy career ot George L. Baker at city the wilderness trails of Macleay Park and hall.

Mount Tabor Park constructed around an exA floating dance hall named the Swan was tinct volcano. Because of its gentle climate, a familiar landmark along the waterfront Portland became a center for horticultural after 1916; but in March 1930 it collided with societies. Garden sections became regular fea- the steamer Davenport in the dead of night. A tures in local newspapers; A. B. Lambert, lively party sponsored by the Vancouver who visited Oregon in the 1920's, established Chamber of Commerce that included the 7th his famous Lambert Gardens. The Sanctuary Infantry Band from Vancouver Barracks was of Our Sorrowful Mother, commonly jolted into terror as dozens of people lining known as "The Grotto," near 82nd and the rails of the Swan fell overboard. Eight Sandy Boulevard, opened in 1924 and became persons lost their lives in the mishap. The an instant tourist attraction. Carved out of a Columbia-Willamette river system had towering rock clifFamid acres of ferns and always been a prominent part of Portland evergreen trees, the cathedral-like shrine fea- history. An earlier accident on the Willamette tured a replica of the "Pieta" behind the altar. in 1922 was instrumental in opening the west channel next to Swan Island when the steamMultnomah County adopted its first votship Santa Clara rammed the dredge Portland ing machines in 1928. They were installed in in October of that year in the east channel. seventy-nine precincts for the primary elecSwan Island and much of Mock's Bottom tion in May of that year with the disastrous below the University had been previously result that seventy-five precincts failed to report because of breakdowns. The early 1930's purchased by the Port of Portland, and the saw the city adopt its present numbering and collision incident spurred efforts of port

Student-faculty dining room on ground floor of West Hall.

Early 1930's commencement exercise in Howard Hall gymnasium.

'

/I

^ /'/ yy /

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I \ , /

i

Campus in 1930's, shortly after Howard Hall (right) was completed.

authorities to hurry dredging operations.

By mid-decade the west channel had been extensively widened and deepened and the east channel, running between Swan Island and Mock's Bottom, was closed by a land causeway linking the island to the mainland.

The decision was made to build Portland's airport on Swan Island. The surface was graded and hangars and control tower constructed. The new airport facility replaced the original municipal field at Westmoreland Park. The Swan Island airport opened in 1927 with the first landing by a DeHavilland military plane; but the highlight of the dedication ceremonies occurred when Colonel Charles A. Lindbergh flew in with his famous Ryan monoplane, The Spirit of St. Louis.

Several new bridges stretched across the Willamette: the Ross Island, the Sell wood, the modern Burnside span and the St. Johns.

The latter was significant because of its spectacular beauty and its impact on the North Portland Peninsula. Serious efforts began with the formation of the Peninsula Bridge committee, and although Portland voters defeated a ballot measure on the question because of a prevailing feeling that a bridge between St. Johns and Linnton would go from nowhere to nowhere, a bond issue finally

won in 1928. A New York firm, Robinson and Steinman, planned and constructed the bridge. Work began in September 1929 and when completed the cost was nearly S4,000,000, slightly under the original estimate. It proved to be a majestic suspension bridge with a four-lane main span, 1,207 feet long, rising some 200 feet over the river. In the opinion of many it is one of the most impressive and picturesque bridges in the world. With the opening of the St. Johns Bridge in June 1931, the history of the North Portland Peninsula reached another turning point. The new bridge, along with construction of the Swan Island airport and the building of the Greeley Avenue cutoff, accounted for the quickening pace of life on the peninsula in the 1930's. St. Johns expanded; new elementary schools and Roosevelt High School appeared; and shopping centers reached along Lombard past Portsmouth, University Park, Mock's Crest and Arbor Lodge to Denver Avenue and the district of Kenton. In brief, rural life ended on the peninsula.

The years 1922 to 1935 proved to be a momentous epoch in the history of Columbia University. Under the cloud of religious and academic suspicion in the 1920's and severe financial pressures of the 1930's, the young University came of age. The Oregon

Study hall room in West Hall.

94

A P O I N T OF PRIDE School Bill that sought to close all private schools in the state was finally overturned by the United States Supreme C o u r t in 1925. and more citizens began to realize that C o lumbia existed. Those were years when Columbia reaffirmed its educational objectives, reformed its curriculum and reversed its insular mentality long separating the institution from the community. By 1935 it had reached a new juncture. O v e r t hostility in the form of anti-Catholic " n a t i v i s m " nearly disappeared. The University modernized its curriculum significantly and added new degree p r o g r a m s . The School of Nursing and regular s u m m e r sessions offering graduate courses were relatively successful; the separation of prep school from the college paved the way for the University to achieve full accreditation in 1934. Lay faculty increased sizeably and the improved organizational model adopted during those years helped the school to continue its g r o w t h .

T h e University lost some of its ruralmonastic features when the administration

Student's room in Christie Hall, 1923.

decided to begin phasing out the farm and encouraging new dimensions in student life.

Athletics continued to dominate extracurricular events, but there was a g r o w t h of newcollegiate organizations and many alternative activities such as dances, theatrical productions, musical concerts and guest lecturers.

And as the alumni increased, one could see the beginnings of broader off-campus c o m mitment to support the institution. Finally, there was a change of name in 1935 from Columbia University to the University of Portland. In a real sense it was the beginning of the end of that fixation with the University of N o t r e I )ame so characteristic o\' the earlier era; but more importantly, the new name demonstrated the determined effort on the part ot the 1 loly Cross fathers to fasten the University to its city, to make \\ truly a regional institution of higher learning. In brief, the administrative leadership in that era recognized the challenge: either advance boldly or watch the school wither away.

1 lappily they chose the former.

I 'iewpoint III

95

Bowling alleys in basement of Christie Hall.

Utopian design for campus development, proposed in early 1930's but never accomplished. Note large Gothic-styled church that was to replace West Hall, elaborate elevator descending to dock at base of bluff (left) and enormous football stadium envisioned across Portsmouth Avenue (upper right ) .

/Ih^

96

A P O I N T O F PRIDE

Varsity football team of 1925 known as "The Cliffdwellers."

Knute Rockne (second row, far left) with his University of Notre Dame championship football team of 1919. Two future Columbia University football coaches were members of squad: Edward "Slip" Madigan (second row, fourth from left) and Maurice "Clipper" Smith (first row, second from left). The famed "Gipper' stands in rear (third row, third from left).

'Old Time Picnic" sponsored by Columbia University on campus in summer of 1934.

CHAPTER

FOUR

Amid Cheers And Tears: University Of Pordand, 1935-1945

T

HE CATHOLIC SENTINEL declared on February 21, 1935, that the "University of Portland is still, as institutions of learning go, very young. It foresees an era of great expansion in its educational facilities and of substantial increase in its number of students." The great era of expansion, however, had to be postponed. Mired in the rut of the Depression, the University struggled just to sustain its level of operation. Then in the late thirties the distant thunderclap of war was heard and mankind began to march to the drums of change and violence. The years 1935 to 1945 were a decade of weird cacophonyâ&#x20AC;&#x201D;the cheers of the hopeful and the victorious mingling with the sobs of the disillusioned and the vanquished.

ADMINISTRATIVE ORGANIZATION

Through it all, the University of Portland maintained an uneasy course, and much of the credit for survival must go to the leadership of the two presidents: Rev. Michael J. Early and Rev. Charles C. Miltner. Father Early replaced Father Joseph Boyle after his death in the summer of 1936. A native Oregonian and alumnus of Columbia, Father Early salvaged the essentials of the building program initiated by his predecessors and with his characteristic pragmatism managed to retrench institutional expenditures. He had the assistance of capable men, particularly Rev. William S. Scandlon and Rev. Theodore J. Mehling. Although the position of vice president was not specifically listed between 1934 and 1939, they each served a time as dean (somewhat analogous to the office of dean of studies but in effect vice president) and both men bore the marks of administrative acumen. In the case of Father Scandlon, death would prevent him from the full display of his talents, while Father Mehling eventually rose to become president and subsequently provincial superior of the Indiana province of the Congregation of Holy Cross. In 1939, Rev. Oscar R Hentges was appointed viccpresident and remained in that capacity until after the war.

James Culligan continued as secretary-treasurer where he felt the weight of 97

Rev. Michael J. Early, C.S.C, ninth president of the University, 1936-1940.

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A POINT OF PRIDE

financial burdens on his shoulders. Those were difficult times for him, as one colleague recalled: "I worked with Jim Culligan for so many years. Jim was a really dedicated fellow. He just actually worked too hard, but he was wonderful for the university. . . .Jim had an awful temper, too. He would get mad at times, mad at himself, mad at me. He would get over it in a hurry." Another person w h o did yeoman service for the University in the official position of dean of men was Rev. John B . Delaunay. That office was formally established in 1933 under the title director of student life and held by Rev. Arthur B. Hope for one year. Father Delaunay became dean of men the following year and remained so until his death in 1953. It is probably safe to state that no other single individual left as great an imprint on those associated with the school from 1933 to 1953 as did Father Delaunay. During his tenure at the University he built firm friendships, counseled wisely and cast his influence well beyond the confines of the campus. A colorful character "extraordinaire," his wit and wisdom were unmatched, and he became "Mr. University" to the city.

In 1940, the Holy Cross provincial selected Father Miltner to become president. He was a hulk of a man with a scholar's manner, incisive in thought and blunt with word, but gentle and sensitive. He is remembered for the twinkle in his eye that generally preceded an anecdote or an instructive remark. He once gently reprimanded a young instructor complaining about his students: " M y friend," he said "there are three kinds of teachers: the young teacher w h o tries to teach everything, the middle-aged teacher who teaches what he is interested in, and the old teacher w h o teaches what the students should know." His cosmopolitan way, so different from Father Early's provincial openness, both disclosed and disguised his interior charm and personality; and as president during the war years, Father Miltner's quiet, methodical, balanced approach to the problems proved invaluable. Yet he never felt comfortable in the office of president. He was an internationally recognized scholar as well as a superb teacher of philosophy, and the trials of administration finally broke his health when at the conclusion of the war he suffered a heart attack which necessitated his resignation.

Rev. Charles C. Miltner, C.S.C, tenth president of the University, 1940-1946.

The administrative organization remained virtually unchanged during that period. Structurally there was a five-member Board of Trustees with the provincial superior of the Indiana province serving as chancellor and president of the board. T h e remainder of the trustees were priests who held major positions at the University: the president, vice president and dean of men.

Next came the officers of the University in the hierarchical chain of command that included the president, vice president, dean, dean of men, director of discipline, secretary-treasurer and registrar. Beneath them was the University Council, an advisory group composed mostly of the principal administrators.

In 1942 after being reduced in size, it assumed the name Academic Council and emerged as the focal point for all broad academic policy until the formation of the Academic Senate in 1968. T h e remainder of University administration followed the pattern established earlier, divided into three areas of responsibility: division of business operations, division of student life with various

Amid Cheers and Tears 99

standing committees (such as committee on discipline, board of athletic control and library committee) and division of studies composed of all the academic departments.

There was serious fiscal instability during that decade. The depressed economy of the nation followed by the outbreak of war caused havoc with the University, caught in the grip of expanding educational programs and dwindling resources. Annual operational expenses began to climb and debts to local suppliers of goods and services mounted. Moreover, there began in those years the spiraling of tuition rates, a phenomenon that continued over the decades and tended to reflect conditions of the national economy. In 1935 the annual tuition charge was $165; by 1945 it had climbed to $220. (See Appendix for Summary of Basic Annual Tuition.)

CAMPUS C H A N G E S

By 1939 the campus approximated eighty acres after the acquisition of several adjacent parcels of land. That was also the year that the administration abandoned the farm marking the end of one of the last pioneer facets of the University. When officials sold the team of horses, the only transportation left was a Model A Ford and two Chevrolet cars. T h e closing of the farm, moreover, foreshadowed the departure of the Sisters of the Presentation in 1940; and their self-sacrificing service for nearly forty years was truly heroic. In the words of one faculty member: "They thrived on prayer and work . . . [and] many of them felt that they were on a mission-a kind of foreign mission." The nuns moved to the motherhouse in Illinois, temporarily replaced by the Sisters of Notre Dame de N a m u r w h o carried on the domestic work at the University until 1944 when they too were recalled to their foundation in the Midwest.

After 1944 cooks and domestic help had to be employed.

West Hall was the central point on campus. Major remodeling altered the interior eliminating the refectory and kitchen on the gound floor and the dormitories and chapel on the top floor. By 1945 West Hall consisted chiefly of offices and classrooms with several science laboratories and a drawing studio for engineering students. The exterior was still encased with ivy, and all twelve chimneys had to be removed from the roof after the earthquake of 1940 when bricks tumbled to the ground barely missing a number of students. (The chimneys were no longer needed because of the conversion several years before to steam heat.) Christie Hall, the only residence building, remained substantially unchanged; and across the way was Howard Hall, the center of student recreational activity with its athletic facilities, a stage for convocations and dramatic productions, student offices for The Beacon and The Log and, for a time, a cafeteria. St. Mary's convent stood semi-secluded in a grove of trees west of Howard Hall; the small cottage-type infirmary was south of it and some random and weary-looking farm buildings were scattered north of the main entrance near the present center of campus. In general, the campus was scenic and rural-like with much of the land devoted to meadows and fields punctuated by clusters of fir, spruce, redwood, maple and madrona trees.

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Two buildings constructed during that era and several other alterations did reveal, however, an attempt to upgrade facilities, although the effort admittedly resembled a far less ambitious plan than had been contemplated in 1930.

In June 1935 Father Boyle, in his capacity as president, announced a more modest building plan that initially called for the construction of a new science facility. The three-story tan brick structure designed along a Gothic style of the English collegiate type with ample classrooms, laboratories and offices, was completed in 1936 at a cost of about $120,000 (including some capital additions). The ground floor of Science Hall consisted of two modern laboratories (one electrical and one general physics), a darkroom and two lecture rooms, while the second and third floors contained several laboratories, three lecture rooms, a library and offices.

In 1938 the University erected a dining hall (old Commons, now St. Mary's Chapel) out on the bluff on the newly-acquired property from the Houston estate. A horseshoe-shaped wooden structure with a large student dining room enhanced by a large grey stone fireplace, the building featured a Swiss Alpine motif with dark walnut beams accenting the white cathedral-style ceiling. Adjacent to the main dining room was a smaller refectory for the religious community which still followed the traditional habit of a head table for the superior and other community officers and spiritual reading at the meals. There was a separate dining facility for the sisters, and remainder of the building contained a kitchen and storage rooms. The approximate cost of the Commons was $26,OCX). The main student dining room was also used for social functions. The 1937 senior ball for Columbia Prep was one of the first dances to be held in the facility with the orchestra perched on the small balcony over the main floor.

Finally, two minor buildings were added to the campus, both primarily designed for "day-dodgers." One was the bus shelter on Willamette Boulevard and Fiske. Built with the aid of engineering students in 1937 out of bricks, probably left over from Science Hall, it became a familiar landmark for thirty years until it was dismantled in 1967. It was situated near the main entrance along the boulevard and quickly became known as "Early Hall" in honor of the president, although later students thought it derived its name because of those 8:10 a.m. classes. The other building was a one-story wooden structure that served as a day student cafeteria. It was the original "Pilot House," constructed in 1938-1939 with two large recreation rooms besides the cafeteria, and stood near the present library where the old barn had been for years. The building cost was modest, approximately $13,000, and served students until 1950 when the University erected a new student cafeteria. A major portion of the original Pilot House eventually became incorporated into the maintenance shop complex at the rear of the complex.

The two Spanish-American War cannons were placed on the bluff in 1937 through the efforts of Brother Godfrey; the flagpole was added later. Since regulations prohibited the United States Army from selling such weapons, the school technically leased them for an "extended" period of time. They still

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stand there today. The cannons, of course, faced the shipyards on Swan Island during World War II and, therefore, had to be "spiked" with movable parts welded so as to prevent them from ever being fired. Since 1937 they have been a popular attraction to visitors on campus, especially to young children w h o can be viewed climbing on them on any given summer day. In the 1970's, students proudly noted that the cannons pointed directly at their athletic archrival-Portland State University.

ACADEMIC PROGRAMS

T h e educational programs during the years 1935 to 1945 were by necessity predicated on the question of maintaining sufficient enrollment. In an effort to assist students to obtain part-timejobs during the Depression, the University established an office of the National Youth Administration (NYA) on campus.

Brother Norbert Henske became the University representative of the federal project which was part of the N e w Deal recovery effort to assist students in financing their college education. In effect it was a work-study program that compensated students in campus jobs, such as clerical and maintenance work.

About 250 students promptly enrolled in the program which was subsequently expanded to off-campus employment. Brother Norbert, reflecting on that period commented: My first year in the . . . office, we got over a thousand jobs for the students, part-time generally, but it brought in money for the students. Also, Fred Meyer and Safeway were two of my sources for weekend jobs. Safeway would tell me how many they wanted, and I would send them down. But they were so satisfied with the office that they would send the applications out to the school, so the students could fill out the papers in my office, and they would tell me where to send the student, which store. Then I got in with the paper mills at Camas, Washington, where there were many jobs over there, full time. The student could go to school during the day and work over there on the swing shift.

The war had a crippling effect on college enrollment as men and w o m e n either entered the armed services or accepted jobs in war industries. Moreover, the opening of Central Catholic High School in Portland in 1939 promised to take its toll on Columbia Prep, although the high school department in retrospect did much to sustain the University during the years 1942 to 1945 when the war severely depleted college ranks. Statistics demonstrate that while collegiate enrollment dropped from 782 in 1940 to 259 in 1944, high school registration rose slightly over the same period from 136 to nearly 200. In the fall of 1945 Columbia Prep enrolled 290 students. (See Appendix for Summary of Student Enrollment.)

It is interesting to note that the college enrollment maintained a slight but steady advance in the 1930's chiefly due to the new nursing program; indeed the College of Nursing became the predominant department during the war years. In the class of 1944 when enrollment reached its lowest level during the years 1935 to 1945, of the 103 graduating college seniors, five were business

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administration majors, sixteen were in arts or science, seventy nine were student nurses and three received graduate degrees. (See Appendix for Summary of Degrees Awarded.)

A major reform of the academic organization of the University occurred by 1945. T h e administration divided the former Liberal College into two colleges in 1940, namely, the College of Liberal Arts (with departments of religion, philosophy, English, foreign languages, history, social science, education, speech and art) and the College of Science (with departments of biology, chemistry, physics and mathematics). The College of Liberal Arts later relegated the programs in speech and art to "courses" and added physical education. T h e former Division of Business Administration received "college" status in 1935 and consisted of two major departments: business administration and industrial administration. Similarly in 1936 the nursing program was elevated to a "college" classification with virtually all courses offered across town at St. Vincent Hospital.

The University steadfastly maintained the core curriculum in wake ol those modifications and justified its fundamental academic objectives in precise language as seen in the following statement from the 1945 Bulletin: According to the philosophy accepted at the University of Portland, the end of life is the perfection of man. But as this perfection cannot be attained except through the Christian way of living, it conceives the supreme objective of education to be the formation of the Christian scholar. This end is of course not exclusive of other ends, such as the pursuit of factual information and the ability to organize it, the development of certain skills, and especially skill in the art of thinking, preparation for good citizenship and for right living generally. But these are all subordinate to the principal end, the formation of the man with the Christian outlook on life and of genuinely scholarly habits.

Thus four-year programs in the various colleges underscored the continuing emphasis on required courses in religion, philosophy and the humanities.

The exception was the College of Nursing where professional courses allowed little time for anything but a skeleton core curriculum or nearly 25 percent of the term hours required for graduation. O u t of approximately 200 required term hours (not semester hours as was the case of the on-campus program), eleven hours were in philosophy that stressed medical ethics, six hours in religion, ten hours in English composition and thirteen hours in psychology and sociology. Those hours did not include six noncredit term hours in physical education demanded of all nursing students.

The remaining colleges within the University had, by 1945, substantially increased the semester credit hour requirement for graduation, thus reflecting the determination to preserve the core curriculum in an era when the trend for proliferation of requisite professional courses was just beginning. In the College of Liberal Arts, for example, a total of 136 semester credit hours were needed for the Bachelor of Arts degree. All the seventy-six hours at the lower division (freshman-sophomore) were composed of specific courses with no

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electivcs; upper-division (junior-senior) study consisted of the remaining sixty credit hours that, with the exception of required philosophy courses, permitted the student to concentrate twenty-four hours in a major field, twelve hours in a minor area and twelve hours in electivcs. While only eight hours in religion were to be taken, every student in the College of Liberal Arts virtually obtained a second major in philosophy by taking twenty-four hours in that discipline. Heavy concentrations of lower-division study in English, history, foreign languages, along with introduction to speech, biology, economics and physical education, rounded out the core requirement.

The College of Science offered four-year programs leading to the Bachelor of Science degree in zoology, pre-medicine, physics-mathematics and chemistry, as well as a two-year course in general pre-engineering. Zoology required seventy-eight lower-division and sixty-four upper-division hours for a total of 142 credit hours; pre-medicine required seventy-eight lower-division and sixty-four upper-division hours for a total of 142 credit hours; physicsmathematics required seventy-eight lower-division and sixty upper-division hours for a total of 138 credit hours; chemistry required seventy-six lowerdivision and sixty-eight upper-division hours for a total of 144 credit hours.

The lower-division requirements were similar in each of those programs with liberal arts prerequisites, particularly in religion, philosophy, English, foreign language and economics.

The College of Business Administration offered t w o programs leading to the Bachelor of Arts in business administration and in industrial administration. The former tended to require proportionately more service courses from the liberal arts area, although the latter preserved the foundation of the core curriculum. Both averaged about seventy-two hours of core courses. T h e business administration program required a total of 138 credit hours for graduation, seventy-eight lower-division and sixty upper-division hours; the industrial administration program demanded 146 hours, eighty lower-division and sixty-six upper-division.

Graduate courses at that time were relegated to summer school, and by the 1940 summer session, the University offered a surprisingly broad schedule of undergraduate and graduate courses in religion, philosophy, English, Latin, German, French, Spanish, history, education, social sciences, mathematics, biology, library science, speech, music and art. Classes ran five days a week for six weeks with a tuition fee of $25 and the board and room charge set at $60.

Summer session catalogues stressed the beautiful and healthful climate of Portland, some even going so far as to claim that: "Practically no rain falls during the summer."

Although hoping to serve undergraduate students wishing to obtain extra credits or to encourage persons holding bachelor degrees to pursue master's degrees, the University aimed the summer school primarily at elementary and secondary teachers in private and public schools interested in completing requirements for state certification. To that extent, two major professional programs emerged in an embryonic stage, namely, the School of Education

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and the School of Library Science. Both eventually became the backbone of summer sessions after the war. The Department of Education, formally established in 1935, evolved out of a series of teacher-oriented courses established a few years before, and its offerings in 1935 were meager, indeed. They consisted chiefly of educational psychology, mental hygiene, history of education, principles of secondary education, techniques of teaching and philosophy of education. By 1945, however, the curriculum had been enlarged but still fell short of a fully accredited program.

The first library science course began in the summer of 1935. After 1938, in the words of Brother David Martin, librarian, "an all out effort was made" to upgrade the professional level of Catholic librarians on the Pacific Coast. The University of Portland, in the forefront of that activity, encouraged meetings with colleges, universities and religious communities in the Northwest. The effort bore fruit when in 1943 Brother David traveled east to Rosary College at River Forest, Illinois, and negotiated the establishment of the Rosary College Extension School of Library Science on the Portland campus. He then canvassed a number of Catholic schools and colleges in California and the Northwest with the result that in the summer session of 1943, the University launched a new degree of librarianship. Twenty-seven students enrolled that year in a five-summer library program.

To support the new library science department, the severe need for improving facilities and increasing library holdings became apparent. There seemed to be little chance that the University could construct a new building at that time, which meant that the library had to remain in the dismal basement of Christie Hall. More realistic, however, was the plan to establish a support group of Portland benefactors. Brother David started a one-man campaign in the early years of the war. "I got on the phone," he explained later, "and called all the important people I had heard of or could think of, and asked them to serve on the advisory group." From that initial body emerged a second group known as the executive board which paved the way for the creation of the Brother David Martin (right) congratulating "Friends of the Library." That organization, founded in 1943, became active Hopkin Jenkins, educator and civic leader, upon and continued over the years to provide off-campus support for library selection as president of Friends of the Library in 1943, as John P. O'Hara, former professor at projects. The first president of "Friends of the Library" was the well-known the University and vice president of the library Portland educator Hopkin Jenkins. Others instrumental in the early organizaorganization, looks on. tion were Dr. John Brady, Mrs. E. H. Gallien, David Wheeler Hazen, Walter E. Meacham, Judge John I. O'Phelan, Mabel Holmes Parsons, Mrs. Edward Schomacher, Rev. Thomas J. Tobin and Clarence J. Young.

The first annual dinner meeting of "Friends of the Library" took place in April 1944 at which Father Miltner, president, introduced the guest speaker, E. B. McNaughton, president of the First National Bank. The Bookman, which actually began in 1941, became the official organ of the association; and over the years the organization assisted in acquiring expensive collections, bibliographies and equipment for the library. Three particular gifts deserving mention were the 4000-volume David Wheeler Hazen collection of Americana received after his death in 1944, Dr. John W. S. Brady's donation which

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included a valuable assortment of books on mountaineering, several major bibliographies and a microfilm reader, and the gift of the Portland Oregonian of a complete microfilm series of that newspaper dating back to Civil War days. Finally, in 1944 perhaps one of the best additions to the library was acquired, that being the services of Miss Cora Miller. She came from the Denver Public Library to assist Brother David in the library and to teach in the School of Library Science; until her retirement in 1972 she was considered one of the outstanding reference librarians in the Pacific Northwest.

COLUMBIA P R E P

After Columbia Prep and the University separated in the late 1920's, the high school moved its library to the second floor reading r o o m in West Hall.

During the years 1935 to 1945 the second floor of West Hall was virtually Columbia Prep territory with college classes conducted on the floors above.

Rev. Lloyd Teske came to Portland in 1939 as a seminarian and served as prep school librarian and English instructor. He recalled the administrative arrangement of the prep school and the college which could have resulted in serious problems because of the intermingling of professional and religious authority and responsibility, particularly between the prep school principal and the University president. Father Teske explained: As the University and prep school had developed, naturally there was only one religious superior on the campus and he was also the president of the University. I understand that in the early thirties when the University started on its four-year program the principal of the prep school was set up so as to operate this place independently. He was a subject of the superior of the University but for all internal workings of the prep school he operated it. During the years that I was in it if there was any interference, if the superior [i.e. the president] had anything to say he did not come out publicly; it was in private conferences between him and the principal. There was no external interference by the president of the University in the running of the prep school.

From a technical point of view, the historical continuum favored Columbia Preparatory School at that time. Although distinct from the University, Columbia Prep carried on many of the traditions of Columbia University, such as the school song, The Columbiad annual and other symbols of the past, and officially celebrated its fortieth anniversary in 1941 with great enthusiasm.

In actuality, therefore, it was the University of Portland that was born between 1925 and 1935. Nevertheless, the high school and the college-although parallel institutionsâ&#x20AC;&#x201D;were inexorably intertwined in place and philosophy and the confines of the campus with its faculty and buildings formed the matrix for both, prompting a special kinship that could neither be denied nor forgotten.

Yet, 1935 did mark a turning point in the history of Columbia Prep. While there was some interchanging of faculty and a good deal of sharing of facilities, Columbia Prep began to go its separate way. Referring to Father Boyle, president between 1934 and 1936, The Columbiad annual for the prep school in 1935 stated: " U p o n his arrival at Columbia, Father Boyle brought with him

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the leadership that was needed to set apart a new and greater Columbia. He gave us our own Principal, our own faculty, our own library-he gave us that which was necessary for the Preparatory Department to carry o n . " T h e high school principals during that decade were Rev. Charles A. McAllister, Rev. John J. Lane, Rev. Charles Hamel and Rev. Henry A. Geuss; and the faculty, predominantly priests and brothers, fluctuated from nine to sixteen.

Father Laurence Broestl, a popular teacher of religion and history in the prep school, reminisced later about those years. Admittedly the high school faculty was under the principal but "in those days of course everyone, both those who taught in the Prep School and in the College, lived together. There was a good C o m m u n i t y spirit, I would say, a very good C o m m u n i t y spirit, especially since we used to have get-togethers every Wednesday night." Speaking of those informal faculty gatherings held regularly on Wednesday evenings.

Father Broestl continued: It was a wonderful institution. I think it helped a great deal because you got to know each other as individuals. . . . Everybody kind of let down his hair, and of course it was a good thing. It was an unwritten rule that the Superior would not show up at those functions so that the religious could air out all their problems and difficulties. . . . I don't remember anyone ever getting mad at those things. But we used to have some real lively discussions. And there was a lot of good humor back and forth which made, I think, for excellent community experience. . . . I think everyone in his own way was proud of both Portland University and Columbia Prep. And of course, my energies were devoted to Columbia Prep, so that in a sense, I was more devoted to it than I would have been to the University, but it was all on one campus.

As previously indicated, Columbia Prep was instrumental in sustaining the University's operation when collegiate enrollment slipped during the Second World War. Even with the opening of Central Catholic High School in 1939, there were over thirty parochial elementary schools in the immediate vicinity from which Columbia Prep drew a substantial portion of its student body.

Father Geuss w h o was principal during the war years remarked: "I went around to all the grade schools giving talks on the importance of Catholic education, and I think this, plus the fact that the secular clergy and the Archbishop became more interested in Catholic education at the secondary level, helped Catholic education to advance." There was also an apparent widespread feeling that the level of instruction at Columbia Prep was high because of the reputation of Holy Cross teachers trained in specific subjects and strict when it came to academic performance and social behavior. The fact that Columbia Prep had an edge on Central Catholic in longevity and tradition also helped immeasurably during that period.

T H E FACULTY

The complement of regular University teaching faculty between 1935 and 1945, which did not include the preparatory school teachers or full-time administrators and staff personnel, illustrated some interesting trends. First,

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there was a general growth of University faculty: thirty to fifty-four with a maximum reached in 1941 to 1942 of seventy-three teachers. Moreover, there occurred a significant increase in lay faculty that tended to equal and sometimes outnumber religious faculty, and there was the introduction of some women to the faculty. In the fall of 1941, for example, faculty statistics were as follows: twenty-five priests, five brothers, two sisters, twenty-nine laymen, twelve lay women, for a total of seventy-three regular University teachers. A sizable proportion of the laymen and virtually all the laywomen faculty and sisters, however, taught in the College of Nursing at St. Vincent Hospital.

Finally, a notable attrition of laymen faculty occurred during the peak years of the war because so many entered the armed services or industry. (See Appendix for a list of some prominent members of the faculty who joined the University during those years.)

Classroom instruction and student counseling continued to be the primary goal of the University faculty, although a gradual growth of faculty professionalism was evident. That new dimension-portending a collegiate trend that would become commonplace after World War IIâ&#x20AC;&#x201D;largely resulted from the advance of academic and professional programs at the University during the decade which in turn reflected wider developments occurring in American higher education. Many new faculty members came with either advanced degrees or greater exposure to graduate training, and the University encouraged existing faculty to take leaves of absence in order to upgrade themselves in their professional disciplines. Between 1935 and 1945 when the University faculty nearly doubled, there was an increase in earned doctorates (six to thirteen) and master's degrees (thirteen to eighteen); the bachelor, however, remained the dominant degree (eleven to twenty-three).

Regarding professional publication, a persistent criterion for evaluating college faculty, the University of Portland never fully succumbed to the "publish or perish" doctrine which became widely accepted by so many institutions of higher learning seeking renowned specialists and wider prestige. The University did encourage professors to sharpen their academic specialization during those years. Over 20 percent of the regular faculty published in that span and obviously others engaged in some form of research.

Several made contributions to scholarship, such as Rev. William F. Cunningham, Rev. Peter Herbert, Rev. Lucien Lauerman, Brother David Martin and Rev. Charles Miltner. Those who wrote for wider audiences, usually in the form of articles, essays, poetry and fictional pieces, included Rev. Matthew Coyle, Rev. John Delaunay, Rev. John Hooyboer, Rev. Maurice Rigley and Rev. John Scheberle. Rev. Louis Barcelo's book, Scouting for Catholics, and other writings on the Boy Scout movement had an influential impact, as did Brother Ernest's numerous religious articles and children's books.

Although the University of Portland was developing a higher profile within the region, it continued to promote a Roman Catholic image. It assisted in the centennial celebrations of the archdiocese in 1939, and as the population expanded in the war years, parishes grew in size and number because of the

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influx of Catholics to the Pacific Northwest. Therefore, the demand for parish and mission work by the priests increased. "I don't know what we would have done without the assistance the Holy Cross fathers gave u s , " recalled the former archbishop, Edward D . H o w a r d , years later. He went on to state: I don't think that I could over-emphasize the value of the Holy Cross community to this entire Northwest country and the work that they have accomplished in the field of education. After all, had they not come and got things started, it would have set back the development of the whole archdiocese. The entire Northwest which they served would have been set back indefinitely. And they must have had to make many, many sacrifices.

Between 1935 and 1945, the University of Portland achieved a greater identity in the city. Men such as Father Delaunay and Brother Godfrey were in constant demand as speakers for civic and religious groups, and other m e m bers of the faculty and administration became familiar names because of particular activities or interests. They included Father Louis Barcelo for his work in promoting the Boy Scout movement, Msgr. Thomas Tobin's Institute of Industrial Relations that was supported by the University for several years beginning in 1941; and of course Father Miltner w h o was appointed arbitrator to the war labor board in 1943.

S T U D E N T LIFE

T h e war cut a veritable swath across the social and athletic calendar of that era.

Between 1935 and 1941, student life appeared busy and carefree, but the discordant noises from the Swan Island shipyards that resounded across the campus after 1941 soon drowned out the pep rallies and swinging melodies of the junior proms. Before the outbreak of hostilities, a number of new cultural and social organizations occupied student interest. Some tended to reflect academic and religious concerns. In the 1930's, the University initiated an Honor Society, but it became largely overshadowed by the establishment in 1940 of the Omicron chapter of the National Catholic Honorary Society known as Delta Epsilon Sigma whose purpose was to give recognition to academically superior students graduating from member Catholic colleges and universities across the nation.

At approximately that same time, Beta Beta Beta (biology fraternity) and Alpha Tau Delta (national nursing honorary society) began. Other clubs had specific religious aims. T h e Sanctuary Knights started in 1939 to assist in ecclesiastical functions on campus and around the city. Father Barcelo, the director, also founded the Catholic Scouters' Club the year before in an effort to promote Boy Scout activities in the Portland area. The Holy N a m e Society was revived by Father Clement Kane in 1940 and Father John Whelly founded the St. Vincent dc Paul Society that same year. In 1942 two similar clubs came into existence: the Vincentians, a Catholic action group organized by the College of Nursing, and the Catholic Youth Federation under the direction of Father William Scandlon. The University encouraged students to support

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religious activities, and the annual retreat remained an important function inaugurating each school year. As The Beacon crisply commented at the end of the autumn retreat in 1941: "Annual fall soul tune-up is concluded."

Other popular organizations generally centered on social or academic interests. Some of them with their foundation year were: Engineers' Club (1936), a revived drama group called the Portland Players (1937), Biologist Club (1937), Radio Club (1937), a service club known as Intercollegiate Knights (1937), Photography Club (1938), Business Ad Club (1938), Spanish Club (1938), Ski Club (1939), Philosopher Club (1940), International Relations Club (1940), Forensic Club (1940) and Boarders' Club (1941). The purpose of the latter was to promote social activities with girls in Catholic colleges, particularly Marylhurst College. The Monogram Club was still the prestige group on campus but some of the new organizations challenged it, notably the Student Activity Council. That elected group, the forerunner of modern student government, amassed broad influence because of its management of key events of the year, such as freshman week, the football finale dance, annual campus day, pep rallies and similar activities.

An expanding interest in musical activities also marked that era and eventually paved the way for the development of a school of music after the war.

Through the efforts of L. E. Wright and Richard J. Kinney, instructors in music, along with assistance from Father George Dum and Father John Hooyboer, several new features emerged. From members of the school orchestra, Father Hooyboer formed a dance band and inarching band in the academic year 1936-1937. The Glee Club broadened its musical offerings when Father Dum took over the supervision of the Gleemen in 1936. There was an increase of campus performances each year punctuated by an occasional concert tour, and the Gleemen were featured on a number of Portland radio programs, particularly the weekly "Touchdown Parade" on KEX and later KGW in the late 1930's. (The broadcast featured Coach Matty Mathews who selected the outstanding regional football team, play and players of each week as well as making predictions for the forthcoming weekend.) Reorganization of the College of Nursing Choral Club occurred when it joined the Portland Gleemen, thus launching the Annual Collegiate Choral Festival in 1940. By 1942 choral groups from eight Oregon colleges participated in that event.

The campus instrumental and vocal groups provided a variety of music from classical to popular throughout the school year, and the highlight of the season was the spring concert when the Glee Club performed selections of liturgical music. It should be noted that because of the name change to "University of Portland," Father Dum rearranged the University's "Fight Song," written earlier by Vic Lemmey, and also added a chorus. Then in collaboration with Father John Hooyboer he wrote "On, Pilots, On." The Alma Mater song, composed originally by Father Eugene Burke, required slight modification of the lyrics.

The Debating Club remained rather active with the annual oratorical contest as the chief outlet for the group. Winners of that and other matches

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participated in the Oregon Intercollegiate Forensic Association contest, and the University of Portland team under the leadership of Rev. Charles Lee proved successful in the state finals of 1940. Drama had its shadowy start in the early 1930's through the efforts of Father Matthew Coylc and Father Arthur Hope; in 1937, however, Father John Scheberle created the Portland Players from the remnants of the Columbia Players, and the first production of Portland's "Little Theater" occurred that fall. It was a play entitled "Submerged" depicting six men facing imminent death in a sunken submarine. It was followed by two other plays later in the season: "Deadline," a one-act newspaper comedy, and "The Importance of Being Earnest," which included girls from the College of Nursing. In subsequent seasons a group of one-act plays coupled with a major production became the annual offering of the University's drama club.

Student Edward O'Meara, first editor of The Beacon, 1936.

The same year that the Portland Players was formed, students established the Radio Club. A short-wave station located in Science Hall and identified with call letters W7CHT operated in the ten- and twenty-meter telephone bands and the twenty- and forty-meter code bands. By 1939 club members had installed new equipment to increase the power and range of the station as well as providing classes in code and radio fundamentals. As a result, the "hams" were able to contact all continents and thirty-six countries; during football season the Radio Club maintained operation in order to relay game action to the school as they did in 1938 when the Pilots played Montana State.

The Beacon during the years before the war consistently won first-class honor rating from the Associated Collegiate Press. Under the faculty adviser, Father Maurice Rigley, circulation and advertising increased. The weekly newspaper changed slightly in format and content, particularly after the war began when editors devoted more space to accounts of alumni and former students in the armed forces. Constraints caused by the war forced the newspaper to become a monthly with headlines that dramatized the new campus concern: "Men in the Service" or "Five Gold Stars Added to Hero List." For a time Father Miltner wrote a regular column, "From the President's Desk." The Log, the college annual published by the junior class, began in 1935 and continued first under the direction of Father John Margraf and later under Father John Hooyboer. The 1940-1941 issue displayed new design and layout using multicolor printing, but the volumes grew slim during the war as campus activities and enrollment diminished.

Other periodicals of that era were published but most did not survive the postwar years. The Sextant, later changed to The Preface in 1941, was an exception. It began in 1936 as a quarterly primarily for student literary works, chiefly fiction and poetry. The Quadrant, the official journal of the Engineers' Club, began in 1936 and was similar to The Biolog of the Biologist Club which commenced in 1933 and continued through that period. In 1941 the College of Nursing established The Propeller. It began as a senior class project and lasted for only a short time.

Two social events emerging out of the 1930's and becoming traditions that

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continued into the fifties were the annual family picnic, later to be designated as "Portland Day," and the Campus Clean-up Day. The former apparently evolved from the old-time picnic of 1934, and in 1936 the event drew nearly 2,000 people to the University. Father Early, as in the case of his predecessor, was interested in publicizing the school in the Portland community and, therefore, invited local dignitaries along with the general public. The University offered a fifty-cent lunch and encouraged visitors to inspect the buildings and grounds and to spend the afternoon either strolling leisurely along the bluff or participating in numerous games. A local Catholic priest of a North Portland parish recalled later: "I believe the first real change in the lessening of bigotry was the time that Father Early. . .established the first University of Portland Day. . . .That was the first gathering of a large group that I recall on the campus. And they came regardless of what their faith was.. .. It was perhaps one of the first real break-throughs to show the influence the University was having as it expanded in the community."

The Student Activity Committee inaugurated Campus Clean-up Day in the spring of 1937. Students spent the early part of the day cleaning up the campus with the afternoon given over to picnicking and games. A faculty baseball game was the highlight of the day. Eventually Campus Day came to coincide with Portland Day, as students and visitors intermingled in the festive part of the events during the afternoon. Throughout the 1940's and early 1950's, the two activities were jointly sponsored each spring usually in the month of May just prior to final examinations. By the late fifties Portland Day began to disappear along with the "clean-up" concept, leaving the students with just a Campus Day devoted to food, fun and a mountain of rubbish for the maintenance men to clean up.

A number of distinguished individuals visited the campus in those years, besides the occasional appearances of the archbishop or the Holy Cross provincial or superior general. They came to deliver lectures, receive honorary degrees or perform at student convocations, and included Arnold Lunn, famous English journalist who spoke in 1937 on his "Journey through Spain" which proved to be a timely topic in light of the on-going Spanish Civil War; the Most Reverend Amleto Giovanni Cicognani in 1939 who was then Apostolic Delegate to the United States; Archduke Felix of Austria in 1940; also nationally known billiard wizard Charles Peterson; famous violinist David Rubinoff and two noted singers of the day, baritone Everett Marshall and soprano Agnes Cecilia Cassidy.

ATHLETICS

Sports remained the principal student concern in the 1930's, although during the war the University suspended all intercollegiate competition for the duration. In brief, the goals of the University athletic program were simple: to go "big time" in football and to be the best in the Pacific Northwest in all of the rest. The University football teams consisted of three levels-the varsity "Pilots," the junior varsity "Blues," and the freshman "Babes." The Pilots had

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only three winning seasons from 1935 to 1942 and those occurred in 1937 when the varsity went four and three with one tie, 1938 with a six and three record and 1942 which ended up five wins against two losses. During those successful seasons, especially 1937 and 1938, Portland usually defeated schools of similar size and even squeaked by Brigham Young in both years by narrow margins.

The Pilots also played against University of Oregon, Oregon State, University of Montana, Montana State, University of Hawaii, Fresno State and University of Idaho, but never defeated those larger teams during that period.

The closest Portland came was the 1941 tie with Montana, 0-0, and in 1935 when the Pilots nearly upset Oregon in a 6-0 contest. According to The Beacon: "Outplaying the Webfoots in the first half and just barely missing two touchdowns on long passes in the second quarter, a hard fighting University of Portland team went down before a lone third period Oregon score." There were also emotional games played against Pilot archrivals (particularly Gonzaga, Santa Clara and University of San Francisco) but victory was often elusive. Against Pacific, Willamette, Puget Sound, Linfield, Pacific Lutheran and St. Martin's, the Pilots usually fared well.

Head football coach "Matty" Mathews (left) with Daniel Crowley, assistant coach, and George Philbrook (right), freshman coach and director of athletics.

Gene Murphy who had been head coach since 1927 left after the 1936 season.

Robert "Matty" Mathews replaced Murphy and among his assistant coaches over the years were Tom Carey, Dan Crowley, Lyman Gibson, Marty O'Hagen and George Philbrook, the director of athletics and freshman coach.

Mathews' teams were highly respected and the new coach introduced formations that captured the enthusiasm of Portland fans. A former Notre Dame man, Mathews was sometimes described as "The Fox." He was innovative, using optional pass and run or double lateral plays. He was an intense individualist and assistant coaches generally stood around holding his cigarettes.

In retrospect, the general feeling was that the Pilots came exceedingly close to achieving their aim as a big-time football power before the war years dashed their hopes. The Oregonian on October 30,1939, commented on the St. Mary's game in the Bay area when the Pilots nipped the Galloping Gaels. "Little Portland University. . . gained that long sought place in the football sun here Sunday afternoon with a 14-12 victory over St. Mary's Gaels that was so brilliant as it was a stunning surprise." Pilot grid men such as Frank Maloney, Joe Enzler, Larry Blount, Bernie Harrington, Jim Dent, Joe Tedeschi, Art Westcott, Ed DeFrietas, Richard "Poop" Deck and many others became local heroes that year in the city of Portland. In the fall of 1942 Portland had what might be termed its greatest season, winning five games and losing two. They defeated Pacific 46-0, Willamette 34-13, Western Washington 26-0, St. Martin's 39-6, and Pacific Lutheran 41-0. The Pilots were upset by 2nd Air Force 20-13 and in the finale fell to the Vandals of Idaho at Boise in a 20-14 thriller. Portland scored a total of 213 points that season against the opposition total of 59. Pilot "touchdown twins" Louis Farnsworth and Delbcrt Huntsinger, with the aid of such players as Paul O'Toole, Charles Bicknell, Phil Loprinzi, John Van Hoomissen and others, carried the honors that year before a more serious form of combat caused them to abandon the playing field.

Amid Cheers and Tears 113

N o football contests were scheduled from 1943 through 1945. After the war a final effort would be made to revive a major intercollegiate program but by 1950 the University was forced to drop football entirely because of financial pressures. Portland thereby lost its "long sought place in the football sun." In review, however, the years 1922 when the junior college was established through 1942, the gridiron records were respectable. O u t of 156 varsity games played, 75 were won, 68 were lost and 13 tied. The Purple and White scored a total of 2127 points over the opponents' 1688.

In basketball the Pilots averaged a twenty-game schedule during the seasons 1935 through 1943, principally against Northwest college teams such as Willamette, Pacific, Linfield and Mt. Angel. During those eight years of competition before the wartime suspension, the Pilots enjoyed six winning seasons, broke even in 1942-1943 and suffered a losing year in 1937-1938. Ed Fitzpatrick served as head basketball coach throughout that period except in the final year, 1942-1943. Matty Mathews replaced Fitzpatrick when the latter entered the war effort. What the Pilot squad lacked in height they compensated with speed. In the 1941-1942 season, University of Portland recorded a 14 and 7 mark under co-captains Jack Friedhoff and Jack Carlin, and the climax of the year was winning the Oregon Intercollegiate Basketball Championship. The year before the College of Nursing team became champions in the women's A A U basketball league with victories in ten out of twelve games under coach Pauline Kidwell. The nurses placed second in the league in the 1941-1942 season.

The Pilot varsity also proved to be strong contenders in baseball. They racked up five winning seasons between 1936 and 1943 under various coaches, namely, George Weber, Father Thomas J. Lane, Bill Garbarino, Matty Mathews and Lacy Zenner. Season schedules averaged about twenty games, and in 1938 the Pilots earned one of their best records in a twenty-three game schedule. The opener that year began against University of Oregon and Portland won through the pitching efforts of "Wild Bill" O'Donnell. Other notable players on the Pilot diamond before the war were Paul McGinnis, Frank Maloney, Jack Shaw, Al Korhanen, Roy Harrington, Marty O'Hagen and Vince Pesky (who later went on to Boston Red Sox fame).

With the hiring of George Philbrook in 1935, track and field became a popular spring sport again. Before 1922, track teams at Columbia were always championship contenders, but the program disintegrated after that. Philbrook rebuilt the tradition and remodeled the cinder track on campus. The 1935 season inaugurated an era of challenging schedules that included Oregon and Oregon State as annual opponents. Philbrook unveiled his new Pilot squad in the 1936 season with five demanding meets. In the first annual Portland relays, the Pilots defeated Linfield, Oregon Normal, Pacific and Willamette and Philbrook's team scored wins in the next two meets and then met University of Oregon and a number of other schools in the Oregon A A U competition at Hay ward Field where they placed second after the Ducks. Finally, Linfield nipped Portland 69/4 to 61XA in the Western division of the Northwest conference meet in Forest Grove; the Pilots placed second in that four-team

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match, thus ending the first year of serious revival of the track program. In the remaining years from 1937 through 1943, the Pilot thinclads, continuing their dash to championship status, posted four winning seasons against two losses and a tie. They generally defeated schools of similar size but never registered victories over rivals Oregon and Oregon State. Nonetheless, student athletes wearing the Purple and White colors established individual records for the University, men such as Vern Schooler, Ed Gardner, George Sweet, Bob Britton, Joe Enzler and Jim Shanahan. It was unfortunate that just as track reached the point of becoming a major sport on The Bluff in 1943, the program had to be suspended because of the war.

Minor programs in tennis and golf existed over the period until the war with each achieving notable success in limited intercollegiate competition. A ski team formed in 1939 as a club sport under coach Father Thomas Lane also battled for team and individual honors on the slopes of Mt. Hood. The Skipilots eased into sixth position in the Northwest Intercollegiate Invitational ski meet in the spring of 1940. The swimming team which was revived during those years managed to place in the men's invitational state swimming and diving meet in the 1939-1940 season. Of course, a full slate of intramural programs served as the chief staple for most students on the campus and ranged from touch football and other field and gym sports to bridge, pinochle and ping pong tournaments. As the 1936 Log put it: "Infusing a competitive, clean-cut sports-for-sports spirit into the student, intramurals reached into the lives of all." On campus, names such as "Saboteurs," "G-Men," "Boomer Boys," "House of Dresser" and "Bully Five" could unleash a cacophony of cheers and hisses that rivaled any varsity game.

Unquestionably, intercollegiate athletics did make the University of Portland known to many residents of the city who otherwise would not have been aware of the school. And, of course, a respectable major sports program aided in keeping contact with alumni, a particularly important facet of higher education. One technique employed was "Homecoming." The first Homecoming dinner occurred in 1924 and in 1933 the University sponsored a broader Homecoming program on the occasion of the Columbia-Gonzaga game. In the following years the popularity of the annual Homecoming weekend grew which in 1936 included dinner, dance, alumni meetings, rally, Mass, breakfast and the Sunday afternoon football game at Multnomah Civic Stadium against archrival Gonzaga. Prominent grads in the local area assumed leadership by reviving a Portland alumni club in 1937 and launching a membership drive.

Other chapters were soon organized across the country, one of the first being the new alumni club in Salt Lake City in 1938. Although the original Alumni Association began in 1908, it was not until the late 1930's that the University had sufficient number of Columbia Prep and University graduates to make such a program viable. Further developments in the program would occur after the war with the formation of the new Alumni Association.

The students, particularly through the work of The Beacon, launched an intense campaign to invite graduates to return to the campus by printing

Amid Cheers and Tears 115

special articles in each issue of the school paper acknowledging news of alumni and informing them of campus events. Dances became a major student attraction of that era, next to athletics, and alumni were invited to such annual affairs as the Grid Frolic Dance and the Senior B?ll. Most of the dances were sponsored either by the Student Activity Council or a particular club. Some of the other popular annual dances were the Engineers' Barn Dance, first held in 1938 as a formal and termed "Harvest Ball," the Biologist Ball, the Junior Promenade, the Business Ad Club formal and the Monogram formal.

T H E WAR YEARS

Pearl Harbor and those numbing days that followed greatly altered traditional life on campus. Collegiate fun and games withered in the spring of 1942.

Students who returned from Christmas break in January were caught up in the midst of war hysteria and the scramble for national defense. Young carefree boys suddenly became men. Many had stood on Waud's Bluff the year before and watched Japanese ships sail serenely down the Willamette River laden with scrap iron. By the beginning of spring semester in February 1942, America was gearing for a time of sacrifice and determination. Faculty and students began the exodus to induction camps or defense plants. George Philbrook, for instance, resigned his position as athletic director at the end of the school year and became an electrician in the Swan Island shipyards; several priests volunteered as chaplains, such as Fathers Clement Kane and Donald Bridenstein; and by the autumn of 1943 scarcely a college man over eighteen years of age was left on campus. West Hall echoed from hollowness-only Columbia Prep boys seemed to remain while at St. Vincent Hospital the ranks of the College of Nursing swelled to capacity as young women enrolled in large numbers.

The United States Marine Corps established their first college reserve unit in the nation on the University of Portland campus in September 1940. Fortyfive student applicants immediately enrolled in that experimental program and others joined subsequently. Special lockers were placed in Howard Hall for the reservists and the University band began to practice the "Marine Hymn." Before the semester concluded word came from the Marine headquarters in Washington, D.C., ordering the reservists to active duty at Quantico, Virginia. Father Miltner was visibly upset because the campus reserve program had guaranteed that student reservists would not have their college education interrupted. Protracted discussions between Father Miltner and Marine authorities eventually reached an impasse. The University president was convinced that parents would think the University had engineered their sons into a misrepresented program. In June 1941, thirty-three students were called to active duty, but the controversy at the University of Portland may well have been an important factor in the decision of the Marine Corps to abandon its projected reserve programs on other campuses. Thereafter, the other branches of the armed services developed and expanded their campus reserve training programs, although there was no longer any assurance that student reservists would be allowed to remain in college until graduation.

116 A POINT OF PRIDE The first issue of The Beacon in September 1942 ran the headline " N e w Reserve Plan Set U p by Services," thus announcing the visitation of a joint board of military officers to the campus. A plan as explained during a campus convocation provided students with the opportunity to qualify for officer training in one of the various services. University authorities urged students to join the reserves in the hope that they could continue their education. Enlistment in the reserve corps for the duration, plus six months, immediately attracted some seventy students. In January 1943, however, the Army Enlisted Reserve Corps notified Father Mehling, dean of studies, that all enlisted students would soon be called to active duty. A few exceptions were allowed, particularly pre-med students; and on March 5, 1943, fifty students were ordered to report for induction at Fort Lewis, Washington.

Naval reservists were supposed to be inducted upon graduating, but byApril 1943 most of them had been called up also. T h e armed forces selected the University as one of the schools where tests were to be given to determine the grading standard for reservists. The Armed Forces Institute recorded examination results and grades of academic courses of reservists in order that proper standing in college could be insured to each person after the war. The United States Cadet Nurse Corps was also established and enlistees pledged themselves to remain in active nursing for the duration of the war. In a poignant ceremony in September 1942, Father Miltner, president, handed over the clapper of the Victory Shrine Bell to Nurse Lieutenants Daisy Ellman and Ann Brady for safekeeping with the expressed hope that it would be replaced only when the bell could ring out in final victory.

A civil pilot training program inaugurated at the beginning of the war in conjunction with Oregon State College became a flying school, funded in part by the government. Brother Godfrey served as coordinator and for a time the program operated out of a flying field near Madras, Oregon. Later the University of Portland assumed full control when the joint operation with Oregon State was terminated and the practice field was changed to Sunnyside, Washington. Over 125 University students enrolled in the program during those years and learned everything from basics of flying to solo cross-country.

When the war started, the United States Maritime Commission leased Swan Island and Kaiser Shipyards constructed ships there eventually at a reported rate of one every sixteen days. Sirens that signaled the launching of a new vessel interrupted classes in West Hall and students ran to the windows or crowded the edge of the bluff to watch the excitement. The noise of the shipyards-the rattling of rivet guns, the clank of metal on metal-filtered up to the campus day and night. The constant din made studying and sleeping difficult. O n e diocesan priest on retreat at the University during the war years recalled that the campus "was a pleasant place to have our retreat except during World War II when we could hear all that pounding out at Swan Island every night. It was extremely hard to sleep, we were billeted in Christie, and you would have to have your windows open and of course Swan Island operated Brother Godfrey l'assallo-or "BG" as he was twenty-four hours a day." fondly knownâ&#x20AC;&#x201D;in the 1940's.

Amid Cheers and Tears 117

The administration had no choice but to curtail many usual campus activities, but others replaced them. The decimated Glee Club and band took part in war bond drives at the Portland Victory Center, and a concerted campaign developed on campus to aid the United War Chest. The Student Activity Council formed an ad hoc war council to coordinate patriotic programs in the fall of 1942, and over the next few years students and faculty participated in war bond drives, scrap collection, projects for the newly created world student service fund to aid prisoners of war, blood donations for the American Red Cross, "victory gardens" and a host of similar activities.

The University, situated near the center of the city, could not escape the feeling of national urgency. Students tried to concentrate on Shakespeare sonnets to the irregular meter of the rivet guns at the shipyards. Security was tight and precautionary measures strict. Air raid drills replaced the usual fire drills. Blackouts forced officials to darken Christie Hall and other buildings.

C )ne Austrian professor, Dr. Wolfgang J. Weixlgartner, unfortunately liked to take solitary walks. One day in 1942 he was strolling along Mock's Bottom near the railroad tunnel and the shipyards when he was suddenly stopped by security guards. Asked his name, he replied in his heavy German accent, whereupon Dr. Weixlgartner was immediately arrested. It reportedly took Father Miltner some time to convince authorities that he was a harmless professor, not a German saboteur.

By the beginning of 1943, the harsh realities of the war struck the campus when reports of former students wounded, killed or missing in action became familiar features on the front page of The Beacon. The student war council initiated plans for a campus memorial to be constructed after the war commemorating those who had given their lives. Joseph Murphy, senior from Ontario, Oregon, became chairman of the campaign and student contributions were put in war bonds as a reserve for the building of the proposed memorial. The Praying Hands War Memorial designed by Frank Gilman was eventually erected through the efforts of the class of 1948. The bricks represented the number of casualties and the names of sixty-five former students killed in action were etched boldly into sixty-five of them.

The story of one of those young men whose name can be found on one of the bricks should be especially noted. In a real sense he represented the University of Portland man of that traumatic period. Edward D. McChrystal of Salt Lake City enrolled as a freshman in the fall of 1939 when the war exploded in Europe. He was of the small but proud class of 1943. Eddie possessed a boyish innocence and shyness that never left him. Those that remembered him spoke of his unassuming manner and genuinely friendly attitude toward his classmates. Not what one would exactly call a social leader on campus, he was nevertheless active in student affairs and scholastically motivated. Eddie was noted for a wide grin that sometimes masked a deeper sensitivity. Having received an A.B. degree, he was gone from the campus by 1944 and with the army in Europe. On November 12,1944, he wrote a letter to his pastor in Salt Lake City reporting: "I am feeling fine and everything is

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c o m i n g a l o n g all r i g h t . " In t h a t n o t e h e enclosed a special letter t o his parents a s k i n g the priest that it b e g i v e n t o t h e m in t h e e v e n t o f his d e a t h . O n C h r i s t m a s D a y 1944, C o r p o r a l E d d i e M c C h r y s t a l w a s killed in France on a special mission for t h e intelligence d e p a r t m e n t . T h e f o l l o w i n g letter t o his p a r e n t s w a s w r i t t e n in Italy, a n d d e s e r v e s t o b e q u o t e d in its entirety:

Eddie McChrystal of the class of'43.

Dear M o m and Dad: Right n o w it is a w a r m clear Sunday m o r n i n g . A bit earlier I went to Mass and Holy C o m m u n i o n and n o w I'm sitting on the hillside with some free minutes in which to write to you. This letter is partly a thank-you note. It's to thank you for a life-time of good things you have given m e . Ever since basic training I intended to write you these lines some day. O n our hikes way back in Texas, then in other parts of the States, at n i g h t - w h e n e v e r a soldier can keep awake long enough to take a quick 'thought visit' h o m e , and n o w over here, these are the thoughts which have been tumbling around in my mind.

I hope you w o n ' t think m e sentimental, but when you begin to face the very basic things in life, you don't mind speaking your heart. O v e r here we must necessarily concern ourselves with many things w e formerly accepted practically unconsciously. Keeping clean, eating, sleepingâ&#x20AC;&#x201D;all these are major events now.

B u t - m o s t of all-praying, keeping close to G o d , and H o m e are the 'precious thoughts' when we are able to have t h e m . Well, one thing I'm particularly grateful for is the advantage of a Catholic college education. Those years at the University of Portland you gave me were happy ones. They helpedâ&#x20AC;&#x201D;I'm sureâ&#x20AC;&#x201D;to provide for me a fuller view of life and to instill an appreciation of the good and noble. They gave m e true friends, too.

T h e n , I want to thank you for all those thousands and thousands of little things which really make up life-when you, D a d , used to wait for us in the morning to take us to school: and when you, M o m , would sit up at night until all of us were in bed. We thought you were strict, all right, but we would have been disappointed if you had gone to bed.

You sec, these are the nice little things you were doing for us right along. Well, though I would never be capable of full payment, I was hoping to do something for you some day. I had hoped to come back and do it at h o m e , but God has other plans, you see. I have always looked at the matter this way: all of us have t w o h o m e s - t h a t very dear one back in America and that never-ending one in Heaven.

Well-perhaps I'm being a bit v a i n - b u t n o w that I didn't get back to my U . S . h o m e , I hope to be on the way, at least, to the h o m e in Heaven. So, when I arrive there and if you are still on earth, I want you to k n o w that I'll be praying and waiting for you, and for Sarah Helen and Bill and for the rest at h o m e and elsewhere.

Please don't have any regrets, for, as someone has said, 'this war is bigger than any one person.' Despite the g r u m b l i n g , mistakes, and disappointments, we k n o w that we're fighting for what is right and n o b l e - w e ' r e fighting for a good America, for h o m e . Everyone must do his part. For many of us, that part may seem insignificant, but the fact that we're doing all we can makes it a lofty effort. I want to believe that because I did m y bit, America is a better land, h o m e is still h o m e back there, and people are happier.

God bless you and goodbye for now.

Your loving son, Edward

Amid Cheers and Tears 119

A few months later the Second World War ended, amid the cheers and tears.

The cheers were for those people and principles that had survived. The tears were for the Eddie McChrystals and all the other values that never returned to American life. A new world was in the making, everyone knew; but the old way still clung on desperately. In some respects the University of Portland was typical of that transition. Father Early publicly stated in 1939: "This University is relatively young and because of its youth lays claim to no ancient traditions."

Yet, Eddie McChrystal found one when he wrote to his parents: "I'm particularly grateful for.. . the advantage of a Catholic college education. Those years at the University of Portland . .. were happy ones. They helpedâ&#x20AC;&#x201D;I'm sure-to provide for me a fuller view of life and to instill an appreciation of the good and the noble."

A "fuller view of life" and "an appreciation of the good and the noble" are ancient traditions, and the University of Portland during the decade 1935 to 1945 mounted a supreme effort to fasten those goals to its expanding institution. Despite the Depression, the early years of the decade were promising ones, but the pressures of war nearly closed down the institution. Only a relatively small group of dedicated students, faculty and friends managed to keep the school afloat. Then in 1945, a new set of challenges suddenly appeared. The future was as certain as it was uncertain, for it would surely come, but in what form?

Father Delaunay, a priest who had regularly corresponded with literally several hundred former students in the armed services during the war, must have realized that society stood on an uneasy threshold; and in his sensitive manner he expressed the mixed feelings of many Americans. He happened to be in downtown Portland on the afternoon that the news broke signaling the end of the war. Overwhelmed by relief and grief, he purchased a ticket at a movie theater, went inside, sat down and wept quietly in the darkness.Outside, Broadway was jammed with Portlanders dancing in the street and noisily celebrating victory-the end of a war and the beginning of a new epoch.

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Portland waterfront in 1930's with West side business district in background.

(Courtesy of Oregon Historical Society)

Viewpoint IV

VIEWPOINT

MERICANS SENSED that the worst of the Depression was over by 1935.

"Hoovervilles" and hobo camps disappeared under the alphabetic avalanche of government relief and recovery programs such as the NRA, C C C , WPA, PWA, FERA, CWA, RFC, NLRB and AAA. In retrospect, however, the "prime the pump" economics ofJ.M. Keynes could only do so much.

What actually pulled the country out of the depths of the Depression was the Second World War. Totalitarian impulses had escaped from the cellar of modern civilization during the inter/war period, breeding destructive regimes that terrorized mankind. Freedom was in jeopardy and war became inevitable; and as the decade of the 1930's closed, to use Winston Churchill's expression, the "gathering storm" darkened the globe with its shadow. Hitler's strike into Poland in September 1939 only confirmed realities that

A

IV

were generally foreseen and feared. Unlike the Europeans who always believed that World War I was the "Great War," Americans came to regard World War II as a major turning point in their history. Wishful thinking notwithstanding, they realized after 1945 that their traditional way of life had somehow passed away forever-a fallen victim in a hundred strange and remote places scarcely heard of four years before: Corregidor, Guadalcanal, Anzio, Normandy Beach, I wo Jima, Bastogne, Yalta and Hiroshima.

The population of Portland was relatively stable during the 1930's with only slight shifts, primarily the result of some people leaving for employment opportunities elsewhere being replaced by those blown out of the Midwest dust bowl. A little over 300,000 resided in the city in 1930; by 1940 the population numbered approximately 305,000.

Fringe communities, because of transportation improvements, did increase the metro-

121

politan population, but the great leap to the suburbs was still to come. Once the war began and industrial jobs became plentiful, however, Portland and its environs increased substantially and it was estimated that nearly one-half million came to live in the Portland area by 1944. A new city virtually sprang up along the lowlands of the peninsula between Vancouver and Portland to house war industry workers. It was known as Vanport-

Downtown Portland at corner of S. W Washington and Sixth Avenue in July 1943.

(Courtesy of Oregon Historical Society) Mock's farm disappears as roads cut through Mock's Crest from Willamette Boulevard to Lombard Street and property subdivided from corner of University to Chautauqua Boulevard.

(Courtesy of Oregon Historical Society)

Aerial view of campus in late 1930's, just before campus farm was abandoned.

(Courtesy of Oregon Historical Society)

sometimes referred to as "Shipyard City"and reached 42,000 near the end of the war.

Some 40 percent of the residents moved out of Vanport immediately after hostilities were concluded; and although many families remained in the region as could be seen by the population g r o w t h in adjacent counties, the residential figure of the city slowly slipped back to below 401),()()() in the postwar years.

During the period prior to Pearl Harbor, Portland gave the appearance of a provincial city essentially preoccupied with its o w n local concerns. The t w o major newspapers.

The Oregonian and the Oregon journal because of expanded wire services did keep Portlanders abreast of current national and international events, and of course radio was an ever-increasing source ot news information.

Yet. Portland seemed isolated to outside ideas. To most Americans, the city was still

" w a y out West," despite air passenger service and an improved railroad system. U n i o n Pacific had established the Portland Rose and the streamliner City of Portland that linked the city with Chicago and all points east by 1935. O t h e r major railroad companies competed for services at the U n i o n Depot.

T h e harbor was also active in the late 1930's but most of the contact with other sections of the country and the world was seemingly in the form of business interests, not of ideas.

Life was generally placid. O n l y an occasional incident or scandal caused ripples.

Perhaps the most spectacular event during those quiet years before the war was the visit

by President Franklin D. Roosevelt to dedicate Bonneville D a m - " M o r e power to y o u , " he declared-or the surprise arrival of three Russian pilots at Pearson Field in Vancouver after their polar flight from the U S S R . Yet.

most Portlanders dwelled on local issues such as the frequent raids on one of the famous houses of prostitution in the d o w n t o w n distict k n o w n c o m m o n l y as "210 Washington Street," or the criminal exploits of the "Barefoot Burglar" and "Inch-and-aQ u a r t e r J i m m y , " or the pesky mosquitoes that sprang from breeding grounds caused by the annual flooding of rivers, or the election of Mayor Earl Riley in 1940, or the addition of traffic and pedestrian lights with the innovation of the orangish-yellow " c a u t i o n " light quickly nicknamed "Forever Amber."

Depression prices for consumer goods might at first glance appear enviable, but one must r e m e m b e r that selections were limited and wages low. In 1935, Safeway Stores sold coffee at 27 cents a p o u n d , sirloin steak for 19 cents a p o u n d , a loaf of bread for 14 cents, a fifty-pound sack of potatoes for 39 cents and

Viewpoint IV fresh salmon for H V2 cents a pound. At the Owl Drug Store a large tube of toothpaste cost 13 cents and three packs of Wrigley Spearmint gum were 10 cents. A quality man's suit with "Society Brand Worsted" label could be purchased at Olds, Wormian & King for $35, while a few blocks away at Charles F. Berg a lady could buy a "Townsdale Frock" dress for $6.50. A newwringer washing machine at Meier and Frank cost $39.50 and at Lipman Wolfe a "Magic C h e f gas range was advertised for approximately the same price with " N o cash down."

To complete the survey, a quart of Kentucky straight whiskey cost $1.50, a new Hupmobilc retailed at $795, an attractive fourbedroom home with landscaped yard in the swank Alameda district sold for $7,490 and a complete funeral could be furnished at $75.

For the most part, material and recreational needs were limited by necessity.

Radio was the primary source of family entertainment with programming aimed at all ages: "Let's Pretend," "Jack Armstrong" and the "Lone Ranger" for children; soap operas

for housewives such as "Helen Trent" and "Life Can Be Beautiful;" family programs in the evening, such as "One Man's Family," "Lum and Abner," "Amos and Andy," "Lux Radio Theater" and "Gang-busters." An evening out was rare for most. Neighborhoods still had their community houses featuring bingo games and card parties. Most adults, however, patronized the neighborhood "picture show" where prices were low.

A ticket at the Liberty or one of the other theaters downtown cost 25 cents. Supper at one of the better restaurants averaged about $1.50, and for $1.40 a couple could buy a ticket to Jantzen Beach Park and dance to the swing tunes of one of the big bands coming through Portland, for instance, Jan Garber and his orchestra.

Family picnics were popular in the summer. One could spend a leisure afternoon at a Portland park or visit Oswcgo-still a sleepy hamlet out Macadam Road—and swim in the large man-made lake, or pack the kids and a lunch in the Studebakcr and drive up Columbia Gorge to sec the many scenic

Science Hall as it looked in late 1930's.

Kaiser shipyards on Swan Island during World War II. (Courtesy of Oregon Historical Society) ;.«•-<

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waterfalls, particularly M u l t n o m a h Falls. For vacations, the O r e g o n beach was the favorite spot. About 100 miles out Wolf Creek H i g h way, one found the beautiful sandy beaches of Seaside or Cannon Beach or spectacular views at the Devil's P u n c h b o w l , Boiler Bay and Depoe Bay with its rocky shore and fleet of deep-sea fishing boats. T h e return trip often meant stopping at Tillamook to visit the cheese processing plant and then the h o m e w a r d drive through the Tillamook B u r n - t h e ghostly, charred remains of a once-lush forest.

T h e day was cold and sunny on December 7,1941. Most Portlanders were at church or at h o m e leafing t h r o u g h The Sunday Oregouiau when radio news broadcasts reported the b o m b i n g of Pearl Harbor. T h e next day Presidem Roosevelt addressed Congress inform-

ing the country that America was in a state of war with Imperial Japan just as people in Portland went off to w o r k under grey overcast skies. Enlistments into the armed forces began immediately, and it was not long until O r e g o n activated its National Guard units and sent them off to the Pacific, many never returning because of the high casualty rate in the early months of the conflict.

Life in Portland was severely altered. C i vilian e m p l o y m e n t increased rapidly, wages and prices soared; but because of federal regulations and extensive rationing, consumer products were limited. People made money yet had little o p p o r t u n i t y to spend it. In any event, all k n e w that the Depression was over, In actuality, the e c o n o m y of the region began to improve in the late 1930's as a result of several federal g o v e r n m e n t projects. T h e Student nurses in chapel at old St. Vincent

Hospital.

Columbia Basin Project was responsible for construction of Bonneville D a m east of Portland on the C o l u m b i a River. It was completed in 1939, at the time that Willamette Valley Project began its vast twenty-one dam system. Both projects provided critical hydroelectric p o w e r to the region during the war as well as improved flood control. T i m berline Lodge, built before the war c o m menced and constructed on the south slope of M t . H o o d at the 6000-foot level some sixty-three miles east of the city, became a spectacular ski resort-an example of one e>i~ the more successful and enduring efforts of the N e w Deal. A WPA project under the direction of the United States Forest Service, it employed many people with differing construction and craft skills.

But it was the shipbuilding industry that

West Hall refectory as it appeared during Alumni Banquet of 1936, before new student dining hall (old Commons) was built. The refectory area was subsequently remodeled and is presently the site of the mail room, registrar and admissions offices. chiefly stimulated economic life in the Portland-Vancouver area. A number of shipyards were established because of the deepsea port facilities and cheap hydroelectric power in the region. Henry Kaiser developed two in the vicinity, one on Swan Island and the Oregon Yards near St. Johns. There were also the Vancouver Yards on the Columbia River and several others scattered elsewhere along the river system: Willamette Iron and Steel, Commercial Iron Works, Albina Engine and Machine Works and Gunderson Brothers. Collectively they constructed hundreds ot new ships of various types; and the peak employment period was in November

1943 when nearly 120,000 men and women received checks in the local shipbuilding industries.

Those and other war industries operated twenty-four hours a day. An aluminum plant, subsequently taken over by Reynolds Metal Company, began operation near Troutdale east of Portland. The government invested $19,000,000 in the plant that at one point shipped 144,000,000 pounds of pig aluminum to rolling mills in Spokane and elsewhere. Doernbecher Manufacturing Company, which had specialized in bedroom and dining room furniture before the war, received military contracts for defense housing

Original Commons (student-faculty dining hall) built in 1931 and later remodeled in 1960's to become St. Mary's Chapel.

furniture. Other Portland firms converted to war production, such as Jantzen Mills, Portland Woolen Mills, M and M Woodworking Company, Hyster Company, Pacific Bridge Company and Electric Steel Foundry. In order to provide adequate transportation for workers, the Portland Traction Company expanded bus, trolley and trackless trolley service night and day by adding rickety old buses with an apology from management: "It beats walking."

Everyone was caught up in the fever of defense. There were air raid wardens for each block, and posted slogans such as "Loose Lips Sink Ships," and theaters featuring ncwsreels of the battles around the globe, and soldiers from nearby camps and training centers bivouacking in city parks, and victory gardens springing up in backyards across the city, and children playing war games, joining 4-H clubs and studying silhouettes of the Japanese Zero in school.

Everyone was encouraged to write letters to a man or woman in the service. Blackout curtains hung from windows; ration stamps were needed for gasoline, sugar, shoes and a host of other items; there were collection drives for newspaper and tin cans; war bond sales were staged during noon shows at the Pioneer Post Office; celebrity attractions were presented at the auditorium and Paramount and special programs like the "Here's Your Infantry" demonstration at the Civic Stadium. And then there were those harsher aspects: the removal of JapaneseAmericans to internment camps and the con-

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Academic procession during war years. Father John Delaunay (left); Archbishop Edward D. Howard (center); and Father Charles C. Miltner, president (right).

Faculty and students gather in front of West Hall in late 1930's. fiscation of their property, the suspicion of families bearing German names and the Gold Stars in windows signifying the death of a loved one on some remote section of the earth. Service men and war industry workers crowded Portland streets day and night.

There were incidents of friction between the two groups and outbreaks of racial strife between Caucasians and blacks. The George White Service Men's Center was a popular spot downtown where an estimated 3000 women worked as hostesses, and the Community Chest 1 )rive (Portland was one of the first to adopt that program for supporting social services) became the War Chest Drive.

And then it all came to an end. The familiar sights and sounds of war dissolved rapidly in those last few months. Portlanders heard Arthur Godfrey tearfully describe the procession of President Roosevelt's body being returned to Washington, D.C., in April 1945 and his cry: "God bless President Truman," when he saw the former vice president following the casket. With lightning speed there came V-E Day, the San Francisco Conference, the Potsdam meeting, the flight of the F.nola Gay, V-J Day and the signing of unconditional surrender aboard the battleship Missouri in September 1945. Not long afterward Fort Lewis, Washington, and other processing centers across the nation became bogged down trying to move millions of men and women from the armed services to civilian life.

The North Portland Peninsula reflected the hurly-burly of those war years. Because of the shipyards at Swan Island and the Oregon Yards at St. Johns and all of the allied war industries in the vicinity, the rural character of the peninsula gave way to an expanding residential community. New streets and homes replaced Mock's farm, Columbia Villa provided substantial housing and the St. Johns district grew in all directions. Improved roads quickened the pace of the peninsula: the Greeley cutoff from Interstate Highway, North Portland Boulevard, Willamette

Boulevard, Swift Boulevard, Lombard Street and Vancouver, Williams and Denver avenues. The conversion to peacetime economy was surprisingly smooth as shipyards evolved into ship repairing industries with drydocks and corollary manufacturing concerns.

On Waud's Bluff, the University of Portland withstood the pressures of 1 )epression and war. The latel940's offered the University an opportunity to put its educational operation into realistic perspective. It adopted some new academic programs, reformed

Track squad of 1936 with Coach George Philbrook, the person responsible for reviving the spring sport after several years' lapse.

Viewpoint I\'

127

Pilot running back Dick "Poop" Deck cuts around defender, as University of Portland upsets Brigham Young University 6-3 in October 1938.

Coach Eddie Fitzpatrick with varsity basketball team of 1940-1941.

Others, modernized the physical plant and firmly committed itself to three principal realities: first, that the University must seek an increasing identity with the city of Portland; second, that with the formal separation from the high school, the collegiate enterprise would have to be the primary thrust in the future; and third, that because of the anticipated growth, the establishment of sound administrative organization with proper management procedures was paramount.

Much ot the ijroundwork for those devel-

opments occurred before the war and the experiences of the war itself only confirmed them. The problem between 1941 and 1945 became simply one of basic survival. Had it not been for the nursing program and C o lumbia Prep, the likelihood was that the University would have folded. Campus life before the war was similar to the earlier era when athletics and academics competed for student attention. The seeds of new social and intellectual emphasis on the part of stu-

dents, however, became evident in those twilight years, and the war only delayed their impact. When students returned in 1945 and 1946, the challenge of adjusting to the future was the compelling problem; but the foundation had been laid. To the faculty and students who looked back on the era of 1935 to 1945-to those euphoric days of collegiate life followed by the trials and stress of war-it must have seemed like both the best of times and the worst of times.

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A POINTOFPRIDE Family and friends at Union Station bid farewell to student reservists called to active duty in 1943.

Observation Point, popular spot on the bluff to view Willamette River, Swan Island and the city.

t^^^jS-

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^ ^ ^ ^ • f e j ^ 1 ••••"• ; ••Jjj

*, # 11 iiffMr Lunch time in old Commons during early 1940's. Most students are Columbia Prep boys.

University Gleemen as they appeared in 1939 on KEX's weekly radio program "Touchdown Parade."

K

Part II THE MODERN PERIOD

C H A P T E R FIVE

Decade Of Ups And Downs: University Of Portland, 1945-1955 A NEW DIMENSION in American higher education began in the wake of / â&#x20AC;˘ A the Second World War. Across the country, several million ex_Z_ J L servicemen and women flooded the colleges and universities, once sedate preserves for an exclusive few. Many young people w h o before the war would never have considered college now began to enroll. It became the thing to do; and this inclination of young people to attend college persisted through the 1960's. By and large, college students in the late 1940's and early 1950's evidenced a distinct pragmatic outlook. They were children of the Depression years, obsessed by a haunting urge for vocational success and security. In the process, many collegiate traditions were to be weakened or lost in the unprecedented demand for practical instruction. In those heady times, the decade from 1945 to 1955, institutions such as the University of Portland struggled to adjust to the topsy-turvy world of American higher education caught in the push and pull of a society reconstructing its value system.

The pivotal problem confronting the University of Portland in that decade centered on the efforts to achieve financial stability. The problem resulted from the phenomenal increase in enrollment, beginning in 1946, that crested in 1949 and slumped rapidly in the early 1950's. The trend had the effect of leaving the University with excessive overhead costs acquired during the period of expanding operation. The enrollment profile illustrated the severity of the problem. In the fall semester of 1945, the student count was 658, twice the number in attendance the year before when the war was still in progress. By 1946, enrollment more than doubled again, reaching 1646, and began to climb steadily. The peak year was 1949-1950 when the University registered 2027 students in the fall semester. The spring commencement in 1950 recorded the largest graduating class in the history of the University. A total of 472 degrees were awarded, 456 bachelors and 16 masters. School authorities were forced to conduct the Sunday afternoon graduation ceremony at the Civic Auditorium in the city because of limited space, thus ending the tradition of having spring commencement exercises on campus.

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The withering effect began in the following year. Enrollment slipped to approximately 1500 in 1950, the year the Korean War began, and continued to plummet until it fell below 1200 after 1953. In the fall semester of 1955. 1182 students enrolled, which marked a slight increase from the year before. (See Appendix for Summary of Student Enrollment.)

Veterans accounted for the dramatic rise in enrollment immediately after the war because of the opportunity for free higher education under the Servicemen's Readjustment Act (G.I. Bill) passed by Congress in 1944. Nearly eight million of them across the country took advantage of that prerogative, often because employment proved scarce and their career goals remained uncertain.

At the University of Portland, about three-quarters of the student body were veterans in 1946; and the ratio did not drop below one-half until after 1949. In 1951, according to national statistics, the decline of vets on college campuses became a universal trend as the transition of ex-servicemen and women logically progressed from education and training to productive vocations. The University of Portland, not unlike other institutions of higher learning, experienced the jolt of a diminishing supply of students. Few colleges and universities prepared for that day of reckoning. At the start of the 1954-1955 academic year, only 213 students were veterans out of a total of 1144.

True, the Korean "police action" did produce a temporary leveling effect that not only reduced the proportion of Second World War veterans in higher education, but also drew numerous high school graduates away from colleges and into the armed forces in the early years of the 1950's. It was not until the middle 1950's that the Korean veterans began to have an impact on enrollment figures. At the University of Portland campus, the number averaged around 250 per year throughout most of the 1950's, thus marking the end of the era in which veterans were the predominant student group. The University, nevertheless, made four crucial decisions that ultimately assisted in countering the registration decline. T w o occurred in the latel940's. O n e was the full implementation of a formal graduate school offering advanced degrees in various disciplines; the other was the addition of a four-year engineering program that proved to be a major attraction because of increasing career opportunities in industry.

The two remaining decisions were made in 1951. Both, in some measure, helped to boost the sagging enrollment. In January 1951, at the beginning of the spring semester, the University became coeducational. Women students previously admitted only to the School of Music, College of Nursing and summer sessions were able to register in all academic departments. Obviously, the decision did much to alter the traditional campus atmosphere, and although the immediate impact was modest, there began a steady increase of w o m e n students. In 1945 to 1955, 25 percent of the undergraduate students were w o m e n , and the rate climbed slowly over the next dozen years until it approximated 50 percent.

In the fall of 1951, the University permitted the United States Air Force to establish a detachment of Reserve Officers Training Corps. A staff of four

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officers and four enlisted men, commanded by Lieutenant Colonel Raleigh D. Smith, began operations in September; the initial enrollment the first year included fifteen students in the advanced course and approximately 250 students in the first two years of the four-year program. In 1952, all male students were required to take the first two years of ROTC, except those excused for physical reasons. The ROTC program flourished over the years under the leadership of various commandants. Unquestionably, it made a valuable impact on registration and contributed greatly to the flavor of campus life, although certain periods proved difficult for the ROTC unit because of occasional outbursts of anti-military sentiment. That was true even in the early 1950's. Dr. Robert J. Masat, one of the first students to join the University's program, remembered that the ROTC "invasion of the campus and the classroom was not liked by all, including some of the faculty members, who I recall went out of their way to be unpleasant to the students in ROTC. After a year or so this attitude disappeared from the campus."

Although such decisions as developing new undergraduate and graduate departments, extending admission to women students-which naturally offended Marylhurst College and strained relations with them for a number of years-and establishing an ROTC program aided enrollment, the fact is that a financial crunch could not be avoided. Enrollment trends were difficult to forecast during those years because the student population was in such a constant state of fluidity. The University adopted a pre-registration procedure in January 1952 in order to ascertain a reliable estimate for the spring semester enrollment, a policy that has customarily continued each semester over the years. The administration also began to refine recruitment and admission procedures. Despite the advance of Vanport College as it evolved into Portland State College in the middle 1950's, a survey of the fall semester of 1952 indicated that about 64 percent of the students at the University came from within a twenty-mile radius.

Furthermore, it was apparent that Roman Catholic families in Oregon continued to be the primary feeder group. In 1950, 36 percent of the student population were Catholics from Portland, 8 percent were Catholics from Oregon outside of Portland, and another 8 percent were non-Oregonians listed as Catholic. According to those statistics, 52 percent that year classified their religious affiliation as Catholic. By the 1954-1955 year, the figures for Catholic students were higher: 43 percent Portlanders, 18 percent Oregonians outside Portland, 12 percent non-Oregonians, for a total of 73 percent.

How to attract and retain students? That was by no means an uncommon challenge for small private colleges and universities. The University of Portland did not possess substantive endowment nor did it enjoy archdiocesan support. It depended primarily on tuitions and fees, and on the "living endowment" of the Holy Cross religious for its operating revenue. The latter, by which priests and brothers contributed their services at virtually no cost to the University except for living expenses, was instrumental in keeping the operational budget and tuition rates at a relatively low figure prior to 1945.

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After that year, as the University expanded its lay faculty, the budget grew more rapidly, thus demanding a need for an increased cash flow. Those factors, coupled with the persistent national inflation, forced the University to rely more and more on student tuition.

Tuition alone, however, collected semi-annually in September and February (not including the small revenue from summer sessions), was not sufficient to meet the annual operating expenses that by 1955 reached the $1,000,000 mark. That situation existed despite the fact that tuition went from $220 per year in 1944-1945 to $490 in 1954-1955. (See Appendix for Summary of Basic Annual Tuition.) By the end of the post-war decade, therefore, the University was attempting to cope with two basic challengesâ&#x20AC;&#x201D;an everincreasing student tuition and an uncertain enrollment.

ADMINISTRATIVE ORGANIZATION

Prudent leadership is vital to any organization. It is sometimes a rare commodity. Decisions often evolve out of a collective process, a mysterious chemistry of tugging wills and clashing ideas. The aftermath, unfortunately, often leaves the scars of strained personal relationships. The years 1945 to 1955 illustrated that process to some extent, which began soon after the war when the approaching challenges mentioned above were barely visible. During the decade, three administrations directed the course of the University. Some of the key individuals possessed demonstrated management skills, but others lacked the experience and insights needed for critical decision-making.

Rev. Theodore]. Mehling, C.S.C, eleventh president of the University, 1946-1950.

Rev. T h e o d o r e J . Mehling replaced Rev. Charles C. Miltner as president in 1946 when the latter was forced to resign because of poor health. Father Mehling came to the University as an English instructor in 1937 and served for most of that time as dean of studies and dean of the College of Liberal Arts. He was the logical person to be named president by the Holy Cross provincial; and at age thirty-nine, Father Mehling became the youngest member of Holy Cross community ever to be appointed to that office. A man of polished, cultured demeanor, he possessed a pleasant blend of firmness and affability.

Rev. Francis P. Goodall who came out from Notre Dame in 1946 was vice president and assistant superior until 1959. Rev. John J. Hooyboer, associate professor of English, served as dean of studies from 1946 to 1951 and James Culligan continued as secretary-treasurer. Other men holding key positions were Rev. John B. Delaunay, dean of men; Rev. Clement A. Kane, director of discipline; Rev. Regis H . Riter, prefect of religion; and Thomas E. Linden, registrar. Bernard T. Walls, former registrar, moved to the newly-created post of director of veterans' affairs.

In 1949, at the general chapter meeting of the Congregation of Holy Cross in R o m e , Father Mehling was elected provincial of the Indiana province, which included jurisdiction over Holy Cross foundations in Oregon. That development, although unforeseen at the time, had favorable long-range consequences for the University of Portland. Devoted as he was to the institution, Father Mehling, in a position of enormous power within the Holy Cross

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organization, was able to exert considerable and lasting influence on the future development of the University. In a large sense, it was because of his visionary policies that the modern University of Portland came to be.

Rev. Robert H. Sweeney succeeded Father Mehling as president in 1950. He had spent the previous year at Portland in the dual capacity of vice president and dean of the College of Liberal Arts, replacing Fathers Goodall and Miltner in their respective positions. Father Sweeney had gained some administrative experience at Notre Dame and was a specialist in canon and civil law, two dour disciplines that failed to stifle his happy-go-lucky, almost impish temperament. Lean and athletic, he possessed one of the keenest minds in the Holy Cross community; but the stress of the office, caused by very difficult times, was too much for him and he resigned in 1952.

T h e following persons held administrative positions during Father Sweeney's two-year presidency: Rev. William S. Scandlon, vice president, and after his death in March 1951, Rev. Michael J. Gavin. James Culligan continued as secretary-treasurer assisted by Arnold B. Peterschmidt (former dean of the College of Business Administration from 1935 to 1952) in the new post of controller. Father John Hooyboer remained as dean of studies until 1951, when Rev. Charles F. Hamel, a former Columbia Prep principal and French instructor at the University since 1946, assumed the office during the last year of Father Sweeney's presidency. Father Delaunay remained dean of men with support from Father Kane, director of student welfare and director of discipline, and Rev. Arthur W. Near, prefect of religion. The registrar was Paul L. Lyons and later A. Wayne Durrell.

Father Sweeney's presidency was the shortest since the Holy Cross congregation assumed control over the institution in 1902, and very likely the most controversial. Faced with impending financial disaster in the fall of 1950 because of a 25 percent drop in enrollment, the University had to take emergency steps. The central issue was the inflated size of faculty. At the beginning of the academic year, total faculty (including all part-time instructors, deans and librarians with academic rank) approximated 176. Father Sweeney realized the severity of the situation and worked with Father Mehling, the provincial, to coordinate a retrenchment program. The financial posture of the institution was shaky, by all accounts, during the crisis years of 1950 to 1952. A balanced budget was demanded by the University's creditors, and it was obvious that faculty cutbacks would be necessary along with a broad refinancing plan. Delay meant total disaster, and there were already several lawsuits initiated against the University.

Father Sweeney's reputation, something akin to a "hatchet man," was both unfair and inaccurate, for he preserved more than he sacrificed. He manifested courage in making difficult decisions, although some have criticized not so much his policies but rather his manner of enforcing them. What in actuality were meant to be thoughtful, judicious decisions fashioned in counsel with others came across to many in the form of individualized, arrogant "hipshooting." Father Mehling, on the other hand, was a more gentle soul by

Rev. Robert H. Sweeney, C.S.C, twelfth president of the University, 1950-1952.

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Rev. Michael J. Gavin, C.S.C, thirteenth president of the University 1952-1955.

A POINT OF PRIDE

temperament; and, of course, he enjoyed the distance of the provincial house at South Bend. Nevertheless, the University heard the provincial's plea loud and clear: "Retrench, cut back, but do not cancel!"

The rumors of severe faculty layoffs were rampant in the fall semester of 1950. By December, termination letters began to appear in certain faculty mailboxes. Some received only a two-weeks' notice; others were informed that they would not be rehired the following year. Approximately thirty full-time and part-time faculty were terminated in 1950-1951, and the cutbacks continued at a lower attrition rate in the succeeding year. Perhaps a more reliable profile of personnel changes between 1950 and 1955 can be seen by comparing only full-time teachers and administrators holding academic rank.

In 1950, the number reached approximately 132; by 1955, it was recorded at seventy-two. The impact of this on faculty morale was, of course, predictable.

In the interim, the provincial actively pursued a course on a wider front that eventually secured a solid economic base for the University into the 1960's.

This course demanded extensive negotiations with a modicum of sleight-ofhand tactics, since the University possessed virtually no mortgageable assets.

It was a tribute to Father Mehling that he successfully refinanced the entire University property through a West Coast bank under one mortgage at a lower interest rate by reportedly using provincial credit (including the University of Notre Dame) as collateral. This saved the University from bankruptcy.

Father Michael Gavin replaced Father Sweeney as president in 1952, although Father John Hooyboer was considered the likely candidate until he declined the offer. Father Gavin, a gentle, soft-spoken man who had taught philosophy and religion at the University since 1938, was hardly consumed with the desire to be president, and possessed little administrative experience apart from his one-year vice presidency under Father Sweeney. President for three years, Father Gavin maintained a low profile; and although never quite demonstrating a certain ease in the office, he proved to be an effective administrator in the sense of managing the details of daily operation. The jolt of the Sweeney period, however, left a legacy of waves throughout the Gavin era.

Father Gavin remained president until 1955; his chief asset may well have been his ability to convey a sense of empathy to frustrated faculty, still reeling from the so-called "massacre" of the early 1950's.

The secondary level of administration under Father Gavin certainly contributed to a sense of normalcy. Rev. James G. Anderson became vice president. A Columbia Prep graduate, he studied at the University of Notre Dame and received his Ph.D. in chemistry after joining the Congregation of Holy Cross. He returned to the Portland campus in 1946 and taught in the College of Science until his appointment. A tall, stately man, known for his methodical, deliberate speech and unflappable manner, he blended a decidedly scholarly intellect with an adroit sense of practicality. In many respects, he was the anchor to Father Gavin's administration. The chief financial officer was Arnold Peterschmidt who took over the books when James Culligan died in 1952. Leo A. Walsh, Columbia Prep and University of Portland graduate who

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returned to the University after the war to work in the business office, became his assistant and served as treasurer from 1953 to 1966.

The new dean of faculties (previously termed dean of studies) was Rev. Joseph S. McGrath, professor of chemistry. He arrived at Portland in 1939 and was twice dean of the College of Science (1939-1944 and 1947-1950) as well as first director of graduate studies (1948-1950) and subsequently dean of the Graduate School (1950-1953). The director of student welfare during those years was Rev. Erwin W. Orkiszewski, teacher of history on campus since 1947. Marie H. Oucllcttc, wife of drama professor Paul E. Ouellette, agreed to serve as first dean of women in 1952-1953 until Mary Margaret Dundore joined the University in 1953. Rev. Joseph L. Powers, a member of the history faculty for three years, assumed the post as dean of men in 1954 after the death of Father Delaunay the year before. Father Thomas Jones replaced Father Arthur Near in 1953 as prefect of religion; Wayne Durrcll moved to director of admissions and Charles E. Lauer became registrar. T w o positions established in 1952 illustrated the University's increasing concern for development. Father John Hooyboer assumed the new role of director of public relations and Father Robert Sweeney became director of the foundation (the beginning of the office of University development).

Throughout that disquieting era of rising costs, diminishing income and shuffling administrative personnel, the University of Portland either expanded or inaugurated several facets in the over-all operation. The Academic Council became a sixteen-member group by 1955 consisting of major administrative officers and academic deans with faculty representatives from each of the six major schools, namely the Colleges of Liberal Arts, Science and Business Administration and the Schools of Music, Engineering and Nursing.

Concurrently, the division of student life increased in size under the supervision of the director of student welfare to include the following: dean of men, dean of w o m e n , prefect of religion, director of veterans' affairs and director of athletics. Several standing committees continued to function, such as the committee on discipline, the library committee and the board of athletic control. To complete the organizational profile, three new committees evolved after 1945: the committee on graduate studies which supervised the expanding post-baccalaureate program, the committee on academic standing which sought to maintain standards and the committee on scholarship which evaluated student grant applications.

It is possible to enumerate several particular developments during the era which, even in their embryonic stage, produced immediate impact and gained m o m e n t u m over the years. First was the area of student aid. As tuition mounted, it was necessary to develop additional resources that would assist students in financing their education. A survey of students w h o departed from the University between 1950 and 1953 before completing their degrees indicated that the three major reasons for leaving were economic at root. Those w h o responded to the poll listed in the order of frequency the following: 1) high cost of education, 2) need to find employment and 3) responsibility to

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support dependents. The University did maintain a limited number of scholarships, either through specific trust funds by benefactors, such as the Mark A. Mayer Scholarship (1940) and the Charles B. Hirschbuhl Scholarship (1944), or grants extended by the school for partial or full tuition. Some were offered according to need while others were given on the basis of scholastic performance. The committee on scholarships, created in 1948, gave impetus for encouraging wider scholarship support from friends of the University. Several new scholarships were founded after 1945.

Because scholarships and grants-in-aid were always at a premium, some form of a student loan program had to be conceived. The Edgar J. Daly Student Loan Fund, established in 1951, became the first recorded grant of a considerable size ($156,000) given to the University of Portland for a specific purpose by a single donor. Under the terms of Edgar Daly's will, needy and deserving students could borrow as much as three-fourths of all tuition and fees at low interest rates. Over the years since its implementation, countless students have benefited from that generous gift which was placed in the form of a revolving loan fund.

Another significant development occurred in the area of student recruitment. Although there was spasmodic contact with local high schools, the University did not inaugurate a formal recruitment program until Father John Hooyboer became dean of studies in 1946. He started regular visitations to regional high schools, almost always accompanied by his brother, Father Cornelius A. Hooyboer. Fathers John and Con-often affectionately called the "Dutch Masters'-traveled widely through the Western states, talking and showing slides of the University to high school students, visiting alumni and, in general, serving as ambassadors of good will. It would be impossible to estimate either their mileage or their influence over three decades. After 1953, when Father John Hooyboer became director of admissions, they began contacting virtually every major high school along the West Coast.

Certainly one of the results of establishing wider community contact was the growing concern for alumni support. In 1948, a number of local alumni in the city formed a loosely-organized group called the Metropolitan Club, which had the effect of rejuvenating the slumbering Alumni Association of earlier days. A few years later, while many old grads were still smarting from the University's decision to abandon football, they sponsored what was apparently the first annual all-sports banquet in 1952. Three years later, the alumni began its annual reunion weekend which, in modern times, was the beginning of the present Alumni Association. Also active was the Mothers' Club, a reliable organization usually under the supervision of Brother Godfrey or Father Orkiszewski. Their annual dinners in the Commons and silver teas contributed greatly, financially and otherwise, to the institution.

In the final analysis, however, three separate but interlocking developments during the early 1950's perhaps proved most fruitful for the University of Portland in paving the way for broader-based support in a sector of society scarcely touched by the school. The first occurred in the spring of 1950 during

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Father Mehling's last months as president. The University created an Associate Board of Lay Trustees, not to be confused with the Trustees of the University which consisted of Holy Cross officials with the provincial as chancellor and president of the board along with the University of Portland president, vice president and two other members of the religious community on campus. T h e Associate Board of Lay Trustees was precisely what the name indicated, a group of local businessmen whose interest and influence could assist the University. It was not a legal governance body but rather an advisory board, and the decision to bring prominent men into the affairs of the University was necessary and prudent.

The other two developments occurred in 1952. Several local private colleges and universities established the Oregon Colleges Foundation (to be known later as the Oregon Independent College Foundation, Inc.). It was incorporated in December of that year as a non-profit, tax-exempt, fund-raising organization. T h e ten original members were Cascade, Lewis and Clark, Linfield, Marylhurst, Mt. Angel, Multnomah, Pacific, Reed, University of Portland and Willamette. In actual fact, the three largest Oregon banks conceived the idea. Both the First National Bank of Oregon and the United States National Bank of Oregon placed $10,000 in the initial fund and the Bank of California added $1000. Proceeds were to be divided by a formula, with a portion being divided equally and the remainder being given to each institution on the basis of enrollment figures. T h e organization encouraged cooperation among private institutions of higher learning in coordinating appeals for annual donations for operations from the business community of Oregon.

While the Oregon Colleges Foundation was being established, the University formalized its development office. Father Sweeney, after leaving the presidency, became the first director of the development office, a post he held until 1958. It was the start of a full-scale attempt to introduce the University of Portland to those w h o might be interested in the institution and its educational mission. O n e of the major donations that resulted in part from the efforts of the new development office was the gift of the Portland Ice Arena property in Northwest Portland. It was given to the University by the Shipstad family (of Shipstad and Johnson Ice Follies) in two portions, one-half in 1954 and the remaining half in 1955.

A survey of the administrative personnel and policies would be incomplete without mentioning the loss of three men whose devoted dedication and lengthy service exemplified the kind of individuals w h o gave the University of Portland its special character. Father William Scandlon, after undergoing t w o major operations in Portland, died in the community infirmary at Notre Dame on March 27, 1951. A member of the faculty since 1935, he taught philosophy and religion and served for a time as dean of the Liberal Arts College, regent of the College of Nursing and superintendent of parochial schools in Portland (1937-1939). From 1946 to 1949, he was vice president of King's College at Wilkes-Barre, Pennsylvania, also under Holy Cross auspices. After one interim year on the faculty at Notre Dame, Father Scandlon

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returned to the University of Portland to hold the dual post of vice president and dean of the College of Liberal Arts under Father Sweeney before his health deteriorated. An exemplary priest, his concern and affection for othersespecially students-was evident in the final letter he wrote to The Beacon (March 21, 1951) a few days before his death: I just want to take advantage of the channels of the school paper to express my gratitude to the student body of the University of Portland.

I am sorry I did not get to know more of you, but I have prayed for all of you.

Keep up the good work you are doing as students in a great Catholic university. I am most grateful for your many prayers and Masses, flowers and other manifestations of your devotion to me.

Remember that as students of a Catholic university you are bound to be outstanding and that every bit of knowledge and holiness you acquire at school will be your strongest help in the years to come.

May God bless all of you.

Less than a year later James Culligan died on November 18,1952, as a result of an accident. The senior layman at the University, he began by teaching business courses in 1922 but spent twenty-five years in the post of treasurer.

Over the years he had acquired the nickname "Cold Cash" Culligan because of his zealous determination to keep the school financially solvent. Although he was adamant that all bills be paid in "cold cash," those w h o knew him recognized the warmth of a Christian gentleman underneath his icy fiscal outlook. As Father Sweeney put it: " O n e of the pleasant discoveries you made after a couple of years on the Peninsula was that he had a soft heart; it was the chink in his armor. In spite of apocalyptic threats, he would always carry you along if you swore you did not have the money to pay." In 1953, friends of James Culligan established an annual memorial faculty award in his name to be given at each spring commencement. (See Appendix for Citation and List of Recipients of the Culligan Faculty Award.)

Jim "Cold Cash" Culligan shortly before he died in 1952.

Father John B. Delaunay died on February 16,1953, after a protracted illness.

A native of France, he received his university degree from the Sorbonne and joined the University in 1933 where he held a series of key positions, notably head of the Psychology Department and dean of men. From 1937 to 1942, he served on the Oregon State Welfare Commission and founded the mental health clinic at the University in 1949, later to be known as the Delaunay Institute for Mental Health (eventually separated from the University). He emerged as one of the more popular instructors, and his fame spread well beyond the boundaries of the campus. He had the reputation of being a captivating raconteur, a quality equaled only by his sensitivity and compassion for others. He was a confidant and counselor to most w h o crossed his way. He became a kind of guru for the veterans. Nearly every morning, students would congregate outside his office window in the Psychology Building near the tennis courts and listen to Father Delaunay comment on his world. It would be a mixture of high speculation and low gossip. The last time Profes-

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sor Narcisco Zancanella saw him at Providence Hospital shortly before his death, he told Father Delaunay: "Hurry back, Father, because the grass is beginning to grow beneath your window!"

T h e University and alumni inaugurated an annual Rev. John B . Delaunay Memorial Award in April 1953 to be given to an Oregon institution or individual which had made a significant contribution in the field of social justice. Unfortunately, the award was not adequately funded and lapsed after t w o years. Thus, the Delaunay Institute became his obvious memorial, but presumably the one he would value the most lingered on in the hearts of those w h o knew him. T h e following quote by a freshman coed in the fall semester of 1951, as reported in The Beacon, illustrates his impact on students: For any freshman, the first crowded days of coeducation at University of Portland are a kaleidoscope of colorful impressions . . . the kindness of all the faculty . . . the beautiful sunny weather . . . faces, faces and more faces . . . and Father Delaunay.

CAMPUS C H A N G E S

Ramifications of the academic changes during the years 1945 to 1955 had a profound effect on the campus, chiefly in the form of additional buildings.

Before the Second World War, the campus was dominated by four brick structures (West Hall, Christie Hall, Howard Hall and Science Hall) shadowing a few scattered wooden buildings. T h e rest of the campus was principally open land; and although the farm was gone, the expansive, pastoral atmosphere remained. By 1955, however, Waud's Bluff reflected an architectural hodge-podge. Because of pyramiding enrollment after the war and the need to separate the prep school facilities from the college, new buildings were imperative. The University erected two wood-frame buildings in 1946, Columbia Hall and Chemistry Annex. They were meant to house' the high school department until Columbia Prep was moved off campus in 1948. A similar structure, known as the Psychology Building, was constructed in 1947, and two years later a psychological clinic building was added.

T h e University also acquired several buildings through the Federal Works Agency or the War Assets Administration. St. Joseph's Hall, containing fourteen apartments, came in 1946 from Vanport, a shipyard housing project; subsequently others were dismantled, moved to the campus and reassembled.

There were Music Hall, a complex of three barracks brought from C a m p Adair (Corvallis, Oregon), and Education Hall which formerly served as a recreation center for the Hudson wartime housing project at Vancouver, Washington. They were erected in 1947 and 1948 respectively. Music Hall, arranged in U-shaped fashion, had approximately forty rooms utilized for classes, ensemble and rehearsal rooms, offices and equipment storage; a small recital hall occupied the west wing. Later, Music Hall was connected to Education Hall by a hallway-sometimes referred to as the "Danzig corridor" because of friction between the music and drama professors. With extensive remodeling, Education Hall became the University Theater with a main stage

Father John B. Delaunay, possibly the most popular professor between 1933 and 1953.

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in the rear section of the auditorium and offices and other rooms adjoining the foyer. Those wood-frame buildings were all classified as "temporary," and with the exception of St. Joseph's Hall which stood near the end of the gymnasium, all were located on land formerly used for farming.

That western parcel of land became an integral part of the campus after 1945.

A gravel road, put through in a general cast-west direction in front of Music Hall, Education Hall, Columbia Hall and the Psychology Building, linked the new section of the campus with the old. Although the main entrance was the original road that skirted the bluff to West Hall, the secondary drive, coming off Willamette Boulevard at N . Haven Avenue, soon became the primary road to the campus. Increased traffic by day students and lay faculty necessitated the development of a 300-car gravel parking lot in order to accommodate the growing number of automobiles.

The first of the two major buildings erected during that era was the Engineering Building. Several benefactors aided in funding the structure which was built of reinforced concrete with brick veneer. Father Mehling, then president, displayed a decided reluctance in the venture when he was told that the projected cost approached the $600,(XX) figure. After consultation with the provincial, word came from South Bend: "$500,000 and not a penny more!" The recorded cost upon completion was $453,(XX). Construction began in 1948 and the dedication took place a year later in June.

The three-story Engineering Building, exhibiting a kind of stateliness in its massive rectangular simplicity, possessed approximately 45,(XX) square feet with more than an ample amount of classrooms, offices and laboratories for the then small Engineering and Physics departments. Dr. Merle Starr, a physics instructor, expressed the feeling of "rattling around" after moving into it. Much of the equipment for the building was either purchased from war surplus sales, or donated by individuals and industries, or built by Brother Godfrey and other faculty. It was unfortunate that, because of the obvious attempt to keep construction costs at a minimum, the building was not properly lighted, possessed a noisy heating system that caused the radiator pipes to pound throughout the classrooms and had no basement. Regarding the latter, faculty members in the Physics and Engineering departmentsâ&#x20AC;&#x201D;on their own initiative and without permit-dug out a basement themselves using just hand tools (picks, shovels and wheelbarrows). The lighting and heating system were also subsequently corrected.

The other significant building was the new student cafeteria, bookstore and recreation center. It replaced the old Pilot House, a wooden structure erected in 1939 on the site of the present library. Construction of the new Pilot House began in 1950 and was completed in January 1951. It was a modest one-story, 60-foot by 160-foot concrete block building that cost about $40,000. In the beginning, the Pilot House lacked interior walls and, therefore, was an entirely open area designed as a cafeteria that could accommodate 500 people. The plan was to close down the Commons and have the food service management at the Pilot House feed everyone, including priests, brothers, faculty and resident

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students. Complaints over the quality of food, however, prompted a change; and by 1952, the C o m m o n s was back in operation for all campus residents.

Clever remodeling eventually made the new Pilot House a comfortable gathering place for day students. By 1955, it had the " C o v e " cafeteria at the north end with a long hallway running down the center to the other end. O n one side of the hallway was a lounge with pool tables and pinball machines; on the other, there were ASUP and student publication offices and a bookstore which had been moved over from West Hall. Anyone of that era certainly would recall John E. " P a t " Sage, a colorful character, w h o , with his wife Ruby, managed the bookstore.

Mention should be made of two other buildings added to the campus during that period. In August, 1952, through the efforts of Father Sweeney and Brother Godfrey, a retired Portland lumberman, Angus B. Mcintosh, agreed to present the University with his twenty-inch reflector telescope, one of three developed by Corning Glass Works in preparation for the Palomar telescope of California. With assistance from Colonel Allen Gee, United States Army, retired, w h o designed the framework, Mcintosh owned one of the most advanced small observatories in the country. It was situated in his backyard in Council Crest until he decided to donate it to the University of Portland.

(Many institutions actively sought the gift but it was generally thought that because Mcintosh originally came from Nova Scotia, the birthplace of Brother Godfrey, the decision to offer it to the University of Portland was virtually assured after a few minutes of reminiscing between the t w o about their homeland.) Rudie Wilhelm's trucking company of Portland donated use of a large crane to move the hardware to the campus that summer; and under the supervision of Dr. Starr, the wood structure to house the telescope was constructed by faculty and students. Even Father Sweeney, w h o was still president, spent several days nailing shiplap on the roof. T h e senior class of 1952 had agreed to make the Mcintosh-Gee Observatory their class project.

The second minor building was the new heating plant in the center of the campus. An accidental fire destroyed the old plant in January 1947, and there was no heat in the campus buildings for a week. The new plant, costing $12,(XX), was thirty-feet by thirty-feet in size, made out of brick and dominated by a seventy-five-foot smokestack. T w o years later on the evening of March 19, 1949, fire severely damaged Howard Hall. It became a three-alarm call using thirty pieces of fire equipment before the blaze was brought under control. T w o firemen were hospitalized and numerous others were overcome by chlorine fumes when the fire reached the storage closet containing chemicals for purifying the swimming pool. T h e loss amounted to nearly $50,000; much of the interior, particularly the basketball court, was destroyed.

Besides the unexpected remodeling of Howard Hall, the University made minor alterations to West Hall. The stairs had to be reinforced, new electrical wiring installed and a new telephone switchboard added in the mailroom in the south wing of the ground floor. In brief, the lower level, once devoted to a refectory, kitchen, bookstore and recreation room, now housed offices, class-

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rooms and a print shop. With the departure of the nuns during the war, St. Mary's Hall no longer served as a convent, but rather became a resident hall for priests and brothers. Christie Hall, Science Hall and the C o m m o n s remained essentially the same. The campus acquired, two special landmarks in 1948. The "Praying Hands" war memorial, designed and erected by the senior class of that year, honored those former students w h o lost their lives in World War II. The second was the eight-ton rock, obtained by Brother Godfrey, on which the University affixed a bronze plaque commemorating the Lewis and Clark Expedition and particularly the visit of Captain William Clark's party which reached Waud's Bluff in 1806.

ACADEMIC PROGRAMS

T h e academic organization during the period 1945 to 1955 remained much the same with only minor alterations in general policy and procedure. What changes there were came in the extension of some existing programs and the introduction of some new courses of study that produced greater curriculum diversity. Procedures for matriculating at the University were refined by 1955.

T h e college entrance examination was being used, and certain high school prerequisite courses demanded at least a " C " average grade. Placement examinations were required of all entering freshmen, and the University of Portland Bulletin reflected an improved format that listed general rules ami regulations applicable to academic programs. Minor changes consisted of reducing the minimum graduation requirement to 128 semester hours, requiring a more precise procedure for admitting transfer students, and publishing an honor roll at the end of each semester. T h e University still operated on the semester system, still used the honor-point grading method, and still demanded a substantial portion of required lower-division work.

T h e University formally divided the academic departmental organization into undergraduate and graduate divisions; both evidenced an increase in specialized courses and a general upgrading of standards. Within the undergraduate division, the four established colleges continued to be the College of Liberal Arts, the College of Science, the College of Business Administration and the College of Nursing. T w o new "schools" were organized in 1947 when the School of Music was separated from the College of Liberal Arts, and the pre-engineering course in the College of Science became the School of Engineering. In 1951, the University also agreed to allow a separate and independent Department of Air Science and Tactics to be established under the United States Air Force Reserve Officers Training Corps program.

The College of Liberal Arts, largest in the IJniversity, included Departments of Education, English, Foreign Languages, History, Philosophy, Physical Education, Psychology, Religion, Social Science and Speech and Drama. In the College of Business Administration, there were two departments, Business Administration and Industrial Administration. The College of Science consisted of Departments of Chemistry, Mathematics, Physics and Zoology.

The College of Nursing continued at St. Vincent Hospital and blended

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academic and theoretical courses with nursing practice and clinical experience.

T h e School of Music offered a baccalaureate degree in several specific areas but emphasized music education for prospective teachers; and the School of Engineering offered a general four-year program with fundamentals in civil, electrical and mechanical engineering. In the Department of Air Science and Tactics, the curriculum was divided into a basic course at the lower-division level and an advanced course for upper-division students while thoroughly integrating its professional training into other academic branches of the University. Entrance into the advanced course was restricted by quotas; those w h o completed the four-year program were obligated for one-year active duty, although the majority presumably considered an Air Force career.

The Graduate School began as a separate entity, with a dean, in 1950. Prior to that, graduate work in several disciplines had been offered on an irregular basis, normally during summer sessions. In 1946, the Department of Chemistry extended its graduate program throughout the academic year. Other departments broadened their graduate offerings shortly afterward; this forced the creation of a director of graduate studies in 1948 and the establishment of the Graduate School two years later. T h e Graduate dean worked with a committee on graduate studies to set policy and conducted the ordinary administration with the support of the chairmen of the several departments offering graduate work. By 1955, a master's degree could be acquired in education, English, library science, psychology and music; chemistry and zoology had abandoned their graduate programs by then. The Psychology Department, having inaugurated a P h . D . degree in both clinical and experimental psychology in the late 1940's, maintained a number of students at the dissertation stage; and the Department of Education was on the verge of implementing both an E d . D . and a P h . D . O n e innovation that aided the Graduate School was the introduction of evening courses in September 1949.

From 1946 through the early 1950's, enrollment favored professional programs over liberal arts. (See Appendix for Summary of Degrees Awarded by the University.) A study of the class of 1951 revealed that the majority of students expected to enter business or practical professions, and that they decided upon their vocational goals early in their collegiate experience. Job security was the most frequently reported reason for career choice. By 1955, however, the pendulum was swinging back so that the number of liberal arts majors about equaled the number of those enrolled in the professional programs. The emphasis on career training for business and industry appealed to veterans w h o had experienced the Depression and World War II. O n e faculty member recalled those ex-servicemen after the war. "They did not stand for any fooling around," he said, "and they really made the other youngsters, w h o were just coming in from high school, s t u d y . . . . They were here to get something. We found them very serious students and very capable."

Most students reacted to core courses as expected; they viewed them as a burdensome delay in the advance toward their particular majors. Yet, there was evidence that some students when confronted with those required courses

His Eminence Richard Cardinal Cushing (center) receiving honorary degree in 1952from Rev. Michael Gavin (left), president, and Rev. James Anderson (right), vice president.

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found that their intellectual horizons had expanded. "I was floundering," reported one former GI who came in 1946. "I did not have a real direction, but I would say that the greatest thing I got out of it [the core curriculum], to me, were the philosophy courses."

Fundamentally, the core curriculum remained unchanged from the previous era, although specific courses and credit-hour requirements did fluctuate slightly. Religion (for Catholic students only) and philosophy (for all) continued to be the matrix of the core. The College of Liberal Arts, which possessed the heaviest concentration of prerequisite courses, required eight credit hours of religion and fifteen credit hours of philosophy. In the College of Business Administration, College of Science and School of Music, it was eight and twelve respectively; while in the College of Nursing, it was eight and nine; and in the School of Engineering, eight and six. The College of Liberal Arts demanded seventy-eight hours of prerequisite courses (principally in religion, philosophy, the humanities and sciences) of which all but six were to be completed at the lower-division level. Thus, there was little opportunity either to choose electivcs or begin one's major until the junior year. The other colleges and schools of the University, to a lesser extent, followed that pattern depending upon professional requirements.

N O T A B L E PROGRAMS

Within the College of Liberal Arts, brief mention should be made of several departments with impressive development. While the areas of English, history, religion, foreign languages and social sciences strengthened their faculties and remodeled their curriculum, the great advances were in psychology, drama and education. The Physical Education Department, established in 1947, offered a Bachelor of Arts degree but with the gradual de-emphasis on sports in the 1950's the program was eventually terminated.

The growth of the psychology program was phenomenal. It started under the direction of Father Delaunay but moved to new heights with the services of men such as Rev. William A. Botzum and Dr. Gordon K. Higginson.

Interestingly, the University of Notre Dame did not even have a Psychology Department when the University of Portland commenced its doctoral program in 1949 and became the only Catholic college west of St. Louis to offer graduate work in psychology. Enrollment at both undergraduate and graduate levels increased steadily in that department as the University committed itself to a vigorous psychology program.

The year 1950 marked the beginning of a rejuvenated drama program under the Department of Speech and Drama. Prior to that, students could major in speech but only minor in drama. Rev. Robert F. Bch, head of the department, hired Paul E. Ouellette and his wife Marie in 1949; immediately after their arrival, the curriculum was enlarged significantly to create a major in drama.

In 1953, Paul Ouellette became department chairman. Forced to use Education Hall as a theater, Professor Ouellette developed a workable proscenium stage and set about establishing a viable educational theater program that consis-

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tently presented several major productions a year. His first play, "Christmas Carol," opened in the fall of 1949 on a $50 budget. Costumes came out of Goodwill and coffee cans with 100-watt bulbs provided stage lighting. Marie Ouellette, besides teaching speech classes, subsequently designed and made most of the costumes that later evolved into one of the best collections of college theater wardrobes on the West Coast. In 1953, he organized the Panorama Playhouse School of Theatre at Bend, Oregon, that continued for several years. The unique project, accredited by the University, offered students the opportunity to participate in summer stock with professional theater people. Speech courses became part of the core curriculum during those years, and the University participated actively in the Intercollegiate Forensic Association of Oregon after 1951. The campus radio station, KDUP, received increased attention; and with the advent of television, the department introduced several new communication courses.

The Department of Education, then in the College of Liberal Arts and directed by several successful chairmen, began its bid for dominance in the field of teacher education in Northern Oregon and Southwest Washington.

Only a modicum of professional courses were offered before 1949, but that year an expanded program began in both elementary and secondary education. Over the next several years, marked by curriculum reform and acquisition of additional faculty, notable achievements occurred, principally the approval of the Portland public schools to allow University of Portland students to practice teaching in district schools and the first accreditation of the program by the Oregon State Board of Education. This accreditation, after five years of petitioning, was announced in 1953. One year later, a senior at the University, Alban L. Weber, was selected as one of the seven outstanding male education students in Oregon. Because the University was centered in the important metropolitan area of Oregon, the Department of Education grew and became a pivotal program over the years.

In the College of Sciences, the Chemistry Department continued to enjoy its academic reputation as one of the finest in the Northwest. The legacy of men, such as Father Ernest Davis, Walter Stolt and Father Joseph McGrath of earlier times, lingered on with the added impact of younger men who joined the department after the war. In 1947, it received accreditation from the American Chemical Society. But the falling enrollment of the 1950's forced termination of the chemistry graduate program. By the early 1950's, it was being rivaled by the growing prestige of two other departments in the College of Sciences. Both zoology and physics were upgrading their programs and faculties. The Mathematics Department, although small in size, continued to be a solid staple for the college.

In general, the various departments in the College of Sciences established a strong reputation for instruction and research. Faculty publications increased and distinctions were won by certain individuals. Dr. Arthur R. Moore, an internationally-recognized physiologist, and Dr. Blonde! Carleton, for example, received a grant from the United States Public Health Service in 1951, and

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the Atomic Energy Commission invited Brother Godfrey to teach radiation mathematics at Oak Ridge, Tennessee, on a regular basis during the summers.

The two other colleges at the University were by no means inactive. Indeed, the College of Business Administration and the College of Nursing throughout that period from 1945 to 1955 were instrumental in maintaining a stable influence and, to some extent, sustaining the University in the era of growth.

The College of Nursing at St. Vincent Hospital, because of its high enrollment, was a critical source of revenue during the war years; and although the demand for nurses lessened after 1945, the slack was taken up by the College of Business Administration which passed the College of Liberal Arts in enrollment. Perhaps the most valuable development in business administration, however, was the increased contact it established with the local business community which later enabled the college to consider an M . B . A. program.

O n e example of that contact was the Greater Portland Industries Expositions of 1950 and 1951, where the University sponsored an industrial fair complete with displays and equipment loaned from local firms. The events attracted sizeable crowds from the city.

Wilbur S. Williams, dean of engineering (1953-1967), advising a student.

When reviewing the general academic thrust of the University of Portland, one sees that the most dramatic advances occurred in the School of Engineering and the School of Music. They, along with psychology and drama, enjoyed the spotlight of the 1950's. Engineering had several advantages, principally a growing interest on the part of students' to enter a profession where employment opportunities were abundant in the years after the war, local business and industry support and a University administration that demonstrated a firm commitment to the program. The expanded four-year general engineering course that began in 1948 and was shortly to be enhanced by a new building graduated its first class in 1950 by awarding fifty-two Bachelor of Science degrees. Three deans administered the engineering program during those years, but it was Dean Wilbur S. Williams (1953-1967) who essentially guided the school through its formative years. His wisdom to avoid over-specialization, thus preserving a general engineering curriculum which enabled graduates to enter careers with a degree of versatility, proved effective.

T h e beginnings of the engineering and physics " O p e n House Night" in that period gave the wider community an opportunity to visit the school and see at first hand the advances of the program. The addition of the weather station on top of Engineering Building and the acquisition of new equipment, such as x-ray and radar instruments, were interesting features of the new program.

The School of Music, separated from the College of Liberal Arts in 1947, became the first academic program to admit women on the campus. (Nursing was located at St. Vincent Hospital and, of course, summer sessions had been open to w o m e n for some years.) Louis P. Artau, a highly touted music educator in the Pacific Northwest, assumed the deanship and began to develop the program. There is little doubt that the motivating force behind the expansion of music and drama in the late 194()'s was the president, Father Mehling. He was determined to expand the cultural offerings of the Univer-

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sity. During Dean Artau's ten-year tenure (1946-1956), he utilized a number of talented teachers. Aside from the matter of artistic temperaments that occasionally clashed, the major issue concerned the fundamental objective of the program. There were those faculty w h o wished the school to adopt a conservatory role and train students for concert careers. Others rejected performance orientation and sought to promote a curriculum for preparing students to become music teachers. Ultimately, the group favoring music education w o n .

In the beginning, the members of the music faculty had to exhibit a true pioneer spirit in their efforts to establish a cultural influence at a predominantly men's college where music was only tolerated if the gleemen sang the fight song or the marching band paraded at half-time. The school purchased expensive capital items such as grand and upright pianos and stringed, brass, woodwind and percussion instruments; because Music Hall was not the best building as far as acoustics or looks were concerned, there was a persistent attempt to make it suitable. When running out of space, other facilities had to be used temporarily, such as the time the music faculty occupied the small foyer in the old C o m m o n s (St. Mary's) next to the women's restroom and hung a sign on the wall, "Chamber Music." A chamber orchestra termed "Collegium Musicum" was formed in 1948 and paved the way for more diversified activities such as concerts, guest performances and recitals that soon caught the attention of the city and particularly the Portland symphony.

COLUMBIA P R E P

O n June 3 , 1955, the Oregon fournal ran an article with the headline: "Doors Close for G o o d - C o l u m b i a 'Prep' Ends 54-Year Life." The news was not surprising to most w h o had followed the course of the high school over the ten years since the war; nevertheless, it came as a disappointment to many parents in the city and certainly to most of the faculty and administration at the University of Portland. To members of the Holy Cross community, especially those at the University before 1945, Columbia Prep remained an integral part of their educational commitment in the Pacific Northwest. With the establishment of Central Catholic High School for boys in the late 1930's, Columbia Prep lost its exclusive position. Furthermore, because of state accreditation requirements, it was difficult to maintain the prep school program on a university campus that was bulging at the seams. It was thought, and rightly so, that the presence of older college students on campus was not conducive to the proper educational and social influence of high school students. Father Miltner, toward the end of his presidency, conducted meetings with the religious faculty on the future of Columbia Prep. Eventually, it was agreed to separate the high school geographically from the college. Rev. Michael Early, former president, worked with Father Mehling to find an alternative solution. Failing to gain archdiocesan financial support and unable to continue University subsidization, the Holy Cross congregation made a final heroic effort to save Columbia Prep themselves.

In 1948, the Holy Cross congregation acquired a fifty-acre tract from the

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former Wilcox Estate on Shattuck Road in southwest Portland. The choice property with stately trees, rolling lawns, large reflecting pool and a beautiful two and one-half story house cost nearly $100,000. Temporary quonset-hut buildings and gymnasium were added as well as athletic fields for the "Crusader" team. The school opened in its new quarters that September with a faculty of twelve, many loaned from or formerly with the University. The principals of the prep school in the two years after the war were Rev. Henry A. Geuss and Rev. Charles Hamel. Father Early became principal in 1947 and remained in that position until 1952. He planned the move to the Wilcox Estate and supervised its re-establishment. In 1952, Rev. James d'Autremont replaced Father Early and continued on until the closure.

The new site, situated far out in the suburbs of Portland, certainly hampered attendance. Although Columbia Prep continued to be a boarding school, the majority of boys were from the city; and those that resided across the Willamette on the North or East side were dissuaded from attending because of commuting problems. It was easier to attend Central Catholic or one of the public high schools. That, coupled with the unceasing rumor that Columbia Prep was ever on the verge of closing, caused a drop in registration. In 1946, enrollment stood at 230, but began to dip. It leveled off at 159 in 1948, the year of the move, and hovered around that figure until 1955. Finding it impossible to raise needed revenue, the Holy Cross priests were forced to face the inevitable. T h e decision of the provincial council at that time to assume a high school in Niles, Illinois, which enjoyed diocesan support obviously weakened the argument to save Columbia Prep. T h e voices of the "Men of Columbia" were finally stilled; but in the last Columbiad, issued in the spring of 1955, the institution proudly proclaimed their enduring educational objective: Columbia Prep is constructed upon the principle of building the whole man, teaching a boy not only how to make a living, but how to live. Columbia Prep desires that its graduates possess not only the finest education possible but also that they be men of sterling character.

The class of 1955, some of w h o m enrolled at the University, were the fortunate ones; the classes of 1956,1957 and 1958 had to turn elsewhere to find such noble aims. And the University of Portland, bereft of its older educational brother, n o w had to stand alone.

T H E FACULTY

Any assessment of the faculty during the decade following World War II must begin with some statistical comparisons. Considering only regular full-time faculty, there were 87 recorded in 1946-1947; this figure climbed to 132 in 1949-1950 and dropped to 72 by 1954-1955. The total instructional staff (including part-time teachers) reached nearly 200 in the fall of 1949, the peak year in enrollment during that era. Undoubtedly, one of the significant changes resulting from the shifts in personnel concerned the ratio between religious (priests, brothers and nuns) and lay teachers. Consideration of those maintain-

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ing full-time status reveals that there were thirty-six clergy as contrasted to fifty-one lay faculty in 1946-1947; in 1949-1950, the ratio became thirty-nine to ninety-three; and in 1954-1955, it was thirty-one to forty-one. T h e part-time instructors were, almost without exception, lay teachers. That decade marked the end of the numerical superiority of the Holy Cross fathers and brothers as teachers at the institution. Moreover, two other distinct trends began at that time which became increasingly dominant in the future. T h e first was the increasing proportion of women added to the faculty. Before the Second World War, the women instructors taught in the College of Nursing at St. Vincent Hospital across town. After the war, particularly when the institution became coeducational, w o m e n teachers began to appear on the campus. In 1950, out of the 132 regular faculty, twenty-one were women; over the next several years, the figure climbed slowing with w o m e n instructors joining the faculties of music, education and library science. The second feature was the increased numbers of earned doctorates. In 1947, about one-sixth of the regular faculty possessed doctoral degrees, and the percentage expanded until it reached nearly one-third in 1955 (See Appendix for a list of some prominent members of the faculty who joined the University during those years.)

From the point of view of the Holy Cross fathers, 1951 and 1952 were vintage years, which virtually put to rest once and for all that to be sent to the University of Portland was to be sent into exile. Father Mehling, as provincial, sent a number of highly-qualified priests out from Notre Dame to bolster the faculty during the cutback. Many of them held doctorates or the near equivalency. They included Rev. Thomas McDonagh (economics), Rev. William A. Botzum (psychology), Rev. Jerome Boyle (philosophy), Rev. Walter W. Goff (history), Rev. Gregory J. Lombardo (theology), Rev. Michael G. O'Brien (English), Rev. Joseph L. Powers (history), Rev. Thomas G. LaPine (education) and Rev. Ambrose J. Wheeler (zoology). Rev. David H . Fosselman (sociology), who came to Portland for one year in 1950-1951 and left to complete his P h . D . at Catholic University, also returned in 1952. Most of those men remained for many years and contributed substantially to the future development of the institution.

The role of Holy Cross congregation at the University of Portland cannot be over-emphasized. The "living endowment," which is another way of referring to the contributed services of Holy Cross faculty, was responsible for keeping operational expenditures d o w n . By 1955, the contributed services of the Holy Cross fathers and brothers donated to the University amounted to $180,000, or roughly one-fifth of the annual budget. Moreover, the Holy Cross added a special tone to the campus atmosphere that was pervasive but incapable of measurement. Although proportionally the religious were outnumbered by the lay teachers, the priests and brothers preserved their sense of "community." Rev. Herman Reith, who came in 1949 and taught philosophy for a short time at Portland, remembered that there was "a great community spirit out there" which he missed after returning to Notre Dame. "I have been back a couple of times since," he said, "and I have found the same fine spirit."

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The counseling role of the clergy continued to prove invaluable to the student.

As residents, they remained close to the students outside the classroom; main long and lasting friendships were built between the teacher and the taught. An example is an account by a former student of the early 1950's w h o , perplexed over an assignment, visited Father Erwin Orkiszewski's room one night: I went down to Father Orki's room. He was then living in number 14 in St. Joe's, and it was about eleven-fifteen at night, and I knew he would probably be in bed by then. I knocked on the door, and he came . . . and let me in. I then brought up this point. He said, "Well, have you read so and so?" And I said, " N o , " and he said, "Well, I suggest you do and see what he says." Then with great precision he talked on this one point for forty-five minutes.

(It is interesting to note that the student was Barry Hagan, w h o subsequently became a Holy Cross priest and joined the Department of History at the University in 1961.)

The priests continued to aid the archdiocese by assisting in parish work on weekends. N e w men often received such distant places as La Grande or Myrtle Creek, Oregon. Father William Coughlan, even in those days, made his regular trip to Battleground, Washington, each weekend. Such efforts, on top of regular teaching, were undoubtedly exhausting. Nevertheless, the religious life had its moments of relaxation. O n Wednesday evenings, for example, the clergy would gather in the C o m m o n s for what came to be a traditional weekly community party. As the story goes, Father Sweeney played golf with an executive of a local beer distributorship one day and they wagered on the game. Father Sweeney w o n . T h e result was that every Wednesday for several years a truck unobtrusively pulled up to the C o m m o n s and delivered two cases of beer for the priests.

T h e growth of the lay faculty had an effect on community life, although it is safe to state that the University of Portland fortunately avoided those serious frictions between priest and lay professor that sometimes jarred other Catholic colleges. Several lay faculty who came in the late 1940's and early 1950's did sense, in the words of one, that a kind of "iron curtain" separated one group from the other. It was true that throughout the fifties, the lay faculty were not invited to lunch with the clergy in the old C o m m o n s and when the new C o m m o n s was built, the faculty dining room was divided by a curtain with lay faculty sitting on one side and religious on the other. That situation lasted until one day in the early 1960's when the president ordered that the curtain be figuratively "torn asunder." It was suddenly opened and all dined together thereafter. Presumably, the religious must have initially resented the increased role of the layman, but the relatively small size of faculty and the common problems they faced prompted a feeling of closeness. Aside from normal personality clashes having nothing to do with whether a person was clerical or not, the fact was that the lay professors were, by and large, dedicated and sympathetic to the religious faculty.

O n e of the most startling developments to occur during that period was the

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beginning of a cohesive, collective faculty consciousness that sometimes was flaunted in the face of the administration. The line between administrative authority and faculty responsibility was always recognized and rarely challenged. The priests, operating as they did under a religious vow of obedience, were obviously hampered; but the impact of an expanding lay faculty altered the situation and no doubt had a salutary effect on the priests' lot. The matter of faculty rights first appeared in the wake of the layoffs during Father Sweeney's administration. A chapter of the national organization known as the American Association of University Professors (AAUP) was formed around 1951 by a group of lay teachers under the leadership of Dr. Arthur Moore in zoology. The central issue was termination of contracts, but the organization quickly moved to salary and fringe benefits.

As expected, teaching loads were high and salaries low. Most instructors averaged between twelve to eighteen lecture hours per week, certainly above normal by modern standards. The Holy Cross faculty never saw their "salaries," which were contributed to the University; and since their room, board and incidentals were supplied by the religious community, at best they received meager pocket money from the superior only if it was deemed necessary. Lay faculty salaries were unrecorded and a promulgated salary scale was non-existent. Indeed, the adoption of formal, standardized annual contracts did not occur until the end of the 1950's. Lay faculty were compelled to make individual arrangements, and the University operated essentially on word-of-mouth promises. O n e lay professor in 1947 was paid $2700 for nine months of teaching; and he was implored by a colleague that if he did not go to the president and ask for a raise, his pay would be the same the next year.

Another earned $3800 for a twelve-month arrangement in 1949-1950 which included room and board at the University.

In general, many lay faculty of that period accepted salaries that may have been low by comparative college standards because there were other benefits.

Those that stayed on apparently found the atmosphere of the institution comfortable and the educational mission compelling. More than a little evidence suggests that when some of the informality of governance was lost in subsequent years as the University increased its bureaucracy, the sense of insecurity actually increased among the faculty. Personal arrangements then shifted to paper agreements, and a certain closeness between faculty and administration was lost. Be that as it may, the working conditions for lay faculty at that time could still be trying. Dr. Ernest Hayes, w h o joined the Department of Education in 1954, related that at the end of his first year he visited the dean of faculties to inquire about a raise. He was told: "Dr. Hayes, a person always spends up to his income!" T h e implication was, of course, that if he received a raise he would just spend it anyway; nevertheless, with persistence, he managed to gain a $1600 increase the following year.

O u t of that milieu emerged an active A A U P chapter that brought some pressure on the administration to alleviate specific problems affecting faculty.

While it had the trappings of a "Young T u r k " movement, in actual fact the

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A A U P never recruited a majority of the faculty (lay or religious) and never became very effective. By 1955, it had fallen into disarray, soon to be replaced by a newly-established faculty association that proved, in the long run, to have a broader base of support and, therefore, enjoyed more success in identifying faculty needs and articulating them to the administration. Nevertheless, the A A U P , in its moment, was an early signal for the necessity to improve the faculty-administration relationship. The only other organization that promoted some communication between those two important groups on campus was the Faculty Wives Club, which began in the spring of 1949 with the wife of Joel F. Kahn, instructor in mathematics, serving as first president pro tern.

Through a scries of annual social affairs and potlucks, that organization eventually emerged as an important force in promoting faculty unity.

From a scholarly point of view, the faculty and the administration took a major step forward in 1947 with the establishment of the University of Portland Press. It was heralded by the Oregon Journal on June 15 of that year with the headline: "Portland University Press Publishes Its First Book." The book was an edited volume by Brother David Martin, University librarian, entitled Catholic Library Practice and consisted of articles by authorities on librarianship. That event was quickly followed by the founding of the University of Portland Review in 1948, in its way perhaps one of the more enduring faculty accomplishments in the modern history of the institution. Rev. John W Schebcrle was the founder and first editor of the Review. A professor of English at the University since 1934, he and a group of faculty that included Dr. Blondel Carleton, Dr. Merle Starr, Rev. Maurice Rigley and others decided they would introduce an annual journal that would be facultydirected, something more than the usual campus literary magazine. Father Schebeiie wanted a collegiate journal of arts and sciences that provided academic articles, sound fiction, stimulating poetry and reviews of books "written in a manner comprehensible to an intelligent reader." He was not aiming the new publication at the specialist but rather at the educated generalist. He stated: We expect our articles to be examples of sound scholarship. . . . Some of our contributors may make demands on the reader. . . . I suppose we should say that any subject, past or present, interesting, fresh in approach, in good style, in the Sciences and Humanities, will be considered for publication in this periodical.

From the beginning, the Review had Father Mehling's blessing. As president when the first issue rolled off the old Columban Press, he declared: "True culture demands a breadth of knowledge and interests. Anyone with a real interest in the things of the mind will find here both enjoyment and profit."

Subsequent presidents and dedicated faculty continued to support the Review, one of the oldest, continuously published collegiate journals of its kind in the Pacific Northwest. Besides exemplifying the educational aim of the University of Portland, the Review served as a publication outlet for many professors as well as off-campus writers. Ample evidence, nevertheless, suggests that the

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University continued to place its highest priority on teaching excellence.

Students, of course, will always debate the degree of effectiveness of a particular professor. Even one respected teacher, loved by countless students over the years and regarded as a versatile scholar, did not seriously damage his reputation despite the fact that he, on several occasions, fell asleep during his own lectures-dozing briefly then waking up and continuing as if nothing had happened, much to the amazement of stunned students.

S T U D E N T LIFE

A review of campus life during the decade 1945 to 1955 brings two aspects to light. One was the persisting spiritual attitudes unabashedly expressed by the students; the other was the gradual broadening of their activities and interests.

The first resulted principally from the continuing concern of the men of Holy Cross. The other was the direct influence of two new groups on campus, namely, the older, generally more serious-minded veterans and the women students. In some respects, the era was the "last hurrah" of traditional collegiate life at the University of Portland.

Regardless of the fact that the veterans, because of their age, were allowed some latitude concerning campus living, the revised code of conduct was still enforced. In 1948, The Pilot was issued and became the first student handbook.

Over the years, such manuals were regularly submitted to entering freshmen delineating campus regulations (personal behavior, dress codes, and the like).

The Beacon regularly published disciplinary rules with concluding sentences such as: "The University of Portland cherishes a high-minded devotion to the noblest ideals of college life. Men and women who aspire to Christian culture will respect it." The faculty-dominated committee on discipline meted out expulsions, suspensions or "campusing" punishment for various infractions.

Rectors still occasionally performed bed checks in the dorms, and Catholic students were strongly encouraged to attend daily Mass. Nevertheless, campus life was far from that of a seminary, as Father Thomas Jones would have quickly admitted. As prefect of religion, he was charged with printing the weekly Religious Bulletin for the campus. Sensing that some students were not reading it, he added a sentence stating that he would give anyone a dollar who read it and contacted him about it. No one did! For a time, he announced the student Mass in the morning by ringing a hand bell on the steps of Christie Chapel, but he abandoned the procedure after being chased inside several days in a row when the coach's dog became ferocious at the sound.

Those were the days when freshmen wore "beanies," sophomores sold "West Hall elevator passes" to gullible students,juniors dominated fraternities and spirit clubs and seniors drank beer at the "T-Room" (Twilight Room on Lombard). The T-Room evolved into its uncontested position as the official "pub" for University of Portland students and faculty during that time. Other taverns along Lombard have intermittently enjoyed appeal, but there has never been a sustained challenger to the T-Room. Alums who have gathered around the tables there since 1950 like to reminisce about the incident that made

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the T - R o o m the place to meet after classes or after a big game. It was the evening when a new bartender at a nearby bar-then the student hangoutrefused to serve one of the Pilot basketball players because he was black. All the student-patrons reportedly rose en masse, left and walked down to " T h e Green A r r o w " (former name of the Twilight Room). Asked if he would serve the player that bartender replied: "I will serve any man w h o puts his money on the bar and acts like a gentleman!" The T - R o o m has been uncontested since.

All agree that when the University went coed, the campus atmosphere changed. At first, male chauvinism was overt. O n e student body president, in confidence, told the dean of w o m e n that the boys were leery of dating campus girls w h o were piqued because busloads of Marylhurst College girls were always transported to the dances. Apparently, that was the most serious problem facing the first dean of women-aside from getting the maintenance department to install more women's lavatories on campus. (Reportedly, the only women's lavatory that existed was in Music Hall on the farthest side of the campus, which added to the confusion during the ten minutes between classes.) But by 1953, the males had mellowed. They came to classes cleanshaven; dressing and behaving better, they gave greater credence to the theory that w o m e n are the civilizing force in history. The j o b description for the first dean of w o m e n , as succinctly worded in The Beacon, obviously came close to the mark when it stated that her assignment was "adjusting the life of the campus to the coeds as well as adjusting the coeds to campus life."

While social integration was the initial task, some effort had to be launched in order to give w o m e n an effective role in student affairs. Just prior to becoming coeducational, a major reform in student government took place.

The Student Activity Council (SAC) altered election rules in 1948 and permitted all officers to be selected by popular vote of the entire student body. In March 1949, after considerable debate, the much-battered SAC constitution was cast aside. O u t of the turmoil came the Associated Students of the University of Portland (ASUP). In the words of one student leader, the new government would "weld together all students and student organizations into a strongly united g r o u p . " Kevin Collins became the first A S U P president in the spring of 1949. Part of the reform was the drafting of a new constitution giving broader powers to the students and creating a more defined series of special committees. The establishment of the Inter-Club Council (ICC) that same year enhanced the new committee system of government because it contained representatives from all authorized student organizations.

C. Kevin Collins, first president of Associated Students of University of Portland (ASUP), spring 1949.

That, indeed, was the beginning of modern student government at the University of Portland which has been generally active and at times instrumental in influencing campus opinion and policy. During the reform period, the A S U P also established contact with neighboring colleges and universities.

University of Portland students first demonstrated a growing politicalization by attending the Pacific Northwest College Congress in 1946 and hosting the Oregon Federation of Collegiate Leaders Convention in 1947. In 1948, the U n i v e r s i t y c o - s p o n s o r e d the C a t h o l i c Leadership Conference with

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Marylhurst College on their campus. T h e next year, the Intercollegiate Council began after a series of dinner meetings with student leaders from several Portland area colleges. Its purpose was to coordinate policies and programs where possible. O n e of the results of that organization was to obtain a reduction of prices for college students at d o w n t o w n theaters. That same year, 1949, A S U P voted to join two national student associations: the United States National Student Association, which was organized by American students after attending the World Student Congress at Prague in 1946, and the National Federation of Catholic College Students.

When women students entered campus life, Marie Ouellette, acting dean ot w o m e n , proposed a constitution for an Associated Women Students (AWS) organization, which was drafted and ratified by 1952 after the AWS had spent nearly a year in the I C C as a " c l u b . " T h e ASUP, in order to accommodate AWS representatives on the executive council while at the same time demanding "freedoms" from the University administration, initiated several constitutional reforms between 1952 and 1954. T h e end result was an extension of rights for ASUP, development of student activity fees and AWS representation on the ASUP executive council, while also coordinating all women's activities on campus. Gloria Marinacci (later Cutsforth) became the first AWS president in 1952 and Mary Margaret Dundore, serving as the first full-time dean of w o m e n , assisted in the development of that organization after 1953. In 1955, four AWS members attended the Associated Women Students State Convention at Oregon State College.

The Beacon, after suffering a diminishing role during the wartime hiatus, returned with an expanded circulation and modern format. It increased from a four-page monthly to an enlarged weekly, with issues sometimes numbering twelve pages. It served an important function in cementing student opinion during development ot A S U P and AWS, as well as in presenting a crusading thrust on other campus matters. The Beacon staff evidenced a journalistic skill that brought regional acclaim and consistently high ratings from the Associated Collegiate Press. In 1952 the association granted The Beacon its "AllAmerican" award, the beginning of numerous national recognitions.

Many consider various issues of The Log during that period as being the best examples of the annual student yearbook ever published at the University.

Through the use of new printing techniques, additional colors, creative layout design, clever photography and interesting copy, particular issues were notab l e / s u c h as in 1948^, 1949 and 1950. The 1948 yearbook received the"AllCatholic" honor from the Catholic Collegiate Press Association survey, winning twenty-nine excellent ratings out of thirty categories. T h e theme of the 1949 annual was "Spirit of Portland University," thus formally introducing to the school its most popular personality-SPU, the bewhiskered sailor in a sou'wester which had been chosen the preceding year as the University's student emblem. The 1950 Log was the largest in the school's history, 228 pages. Because ot drastic budget cuts the following year, the 1951 issue had only ninety-six pages. For its size, however, it maintained the high-quality stan-

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dards of previous years despite student editor Keith Caldwell's humorous comment that the name should be changed from The Log to "The Twig."

The third major student publication was The Preface, a quarterly magazine that resumed publication in 1947. A popular pre-war literary journal under the direction of the English Department, The Preface again offered students the opportunity to publish essays, fiction pieces and poetry. Much of its success, which had its ups and downs as far as student interest was concerned, must go to Rev. Maurice Rigley. A fun-loving, "free spirit" priest, his enthusiasm for the journal and his willingness to let students assume greater control in its management kept it alive. A number of other publications continued on or were revived after the war, but all folded for various reasons by 1955. They included The Biolog, sponsored by the Biology Club, and The Quadrant (later changed to The Engineer), published by the Engineers' Club.

While student publications declined, campus clubs and societies increased.

Approximately two dozen honor societies and interest clubs were active, some bridging the war years and others emerging anew. Leading the list of national honor societies was the Omicron chapter of Delta Epsilon Sigma (national Catholic scholastic honor society), followed by such others as Alpha Tau 1 )elta (nursing) and Beta Beta Beta (biology); new national societies added included Alpha Psi Omega (drama, 1948), Pi Phi Mu (music, 1950), Alpha Kappa Psi (business, 1952), Blue Key (honor fraternity, 1951), Pi Delta Phi (French, 1953) and Phi Beta (women's music and speech sorority, 1953). Some mirrored strong academic clubs, notably the Biology Club and the Business Ad Club, two of the more prestigious organizations. The Engineers' Club continued to be active, while several other student groups operated with various degrees of visibility, namely, the Barristers Club, Iota Kappa Pi (formerly Intercollegiate Knights), Spanish Club, History Club, International Relations Club, Future Teachers of America, Music Coeds, Monogram Club, Young Democrats, Young Republicans, Ski Club, Spurs, Philosophy Club and Omega Tau Gamma (the initials O.T.G. standing for out-of-town girls).

Perhaps the newest organization receiving the greatest attention in the early 1950's was Arnold Air Society of AFROTC, with its "Mitchell Rifles," both established in 1952. The former was a society of cadet officers created to further traditions and mission of the United States Air Force; the latter was the elite drill team that posted an impressive record of championships in annual precision drill meets for a number of years. They won their first Northwest regional title in 1952. As far as the ROTC program was concerned, the highlight of the year came at the annual Portland Day Review. It began in 1954 and continued for several years. The mayor of Portland and other invited guests and representatives of the University took the salute on a VIP platform on the field in front of Howard Hall as units of cadets passed in review. The University marching band provided music during the ceremony as special awards were given to outstanding cadets of the year.

Religious organizations, always an important facet of campus life, continued to exert an influence. Several major Catholic action groups established

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prior to 1945 remained, most notably the Holy Name Society, St. Vincent de Paul Society and the Sodality. The Marians, with their devotion to the Blessed Mother, established "The Living Rosary" that became a May tradition at the campus grotto during the 1950's, with women in long white dresses representing the "Hail Marys" and men in dark suits serving as the "Our Fathers" and "Glory Be's." In 1954, a group of coeds formed the Young Christian Students, but perhaps most significant of all was the Blanchet Club. It began as a discussion group and evolved into a Catholic action program in the truest sense. Part of the motivation came from the urging of Rev. Francis Kennard, a young diocesan priest who later spent many years as a missionary in Peru. As spiritual adviser to the Blanchet Club around 1950, he asked them: "Why don't you get off your tail and really do something?" As a result of his prompting, men such as Dan Christianson, Kev Collins, Harry Glcason and others established the Blanchet House on N.W Fourth Avenue and Glisan Street in the heart of Portland's skid road district. It began as a soup kitchen for derelicts in 1952; through the charitable efforts of many individuals over the years, it has maintained the fundamental purpose of feeding hungry people every day of the year without asking anything in return. "Christ is our model," said one of the founders. "The basic purpose of the place is to feed God's poor. To try to see Christ through them."

Finally, the era witnessed a dramatic increase in cultural activities. Weekly convocations featured student variety shows or prominent speakers. The Drama Department could be counted on to stage a number of premier plays each season that ranged from the serious to the slapstick, such as the March 1953 production of Shakespeare's "Othello" (with one of the largest casts ever used at the University) and the October 1953 presentation of "Arsenic and Old Lace"; the music school always offered a number of recitals and concerts each year. Perhaps the most significant development, however, was the inauguration of the cultural series in 1947 that featured various guest performers and artists annually. One of the highlights of the new series was Lotte Lehman, world-famous soprano, singing to a packed Howard Hall. An art exhibition series began in 1949 to round out the program.

Dances dominated the social calendar. There were the popular engineers' Barn Dance and the junior and senior proms. The Biologists' Ball was a mid-year formal that had the distinction of being the oldest annual dance up to that time. The Sweetheart Ball, revived in 1954 commemorating St. Valentine's Day, was always well attended because it was the only free formal of the year. In 1952, ROTC sponsored its first annual Military Ball that was to surpass the Biologists' Ball as the oldest traditional formal dance. The high point of the evening was the selection of the "Little Colonel." The 1954 Military Ball at Palais Royale featured the Jimmy and Tommy Dorsey orchestra. A number of smaller "sock-hops" or twirp dances were frequently scheduled; and after the school became coeducational in 1951, officials permitted noon dancing in the Pilot House.

Aside from Homecoming, the two yearly events that received the widest

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support from the student population were the fall Carnival and the spring Campus Day. The former was usually a project of the Inter-Club Council with all proceeds from tickets, booths and games being distributed among the clubs or donated for specific campus improvements. Student organizers of the 1953 Carnival, for example, raffled off a new Pontiac and donated all income from the affair to renovation of the Pilot House. Campus Day was a student picnic in May that had its origins in the 1930's. ASUP assumed sponsorship of it in the 1950's. The event began with a military Mass at the Praying Hands memorial, followed by selection of a king and queen for the day, a cookout and games, games and more games.

ATHLETICS

Between those two regular events-the Carnival and Campus Day-there were always a host of other organized or impromptu activities to break up the monotony of winter rains and scholastic worries; unquestionably, the one area that assuredly generated a wide student interest was athletics. Yet, in the total context of campus life, it must be admitted that sports ceased to be the prime focal point of attention. Some have persistently maintained that the decision to end intercollegiate football after the 1949 season was the turning point in the athletic history of the University; but in the light of the changing attitudes of American college students in the 1950's and 1960's, a better explanation is that the growing diversification of student interest merely placed intercollegiate sports in a more balanced perspective. For the small colleges and universities of America, the challenge was not so much to de-emphasize athletics, but rather to increase the variety of other extracurricular activities demanded by a new generation of collegians.

Whatever the case, the "football controversy" at the University of Portland proved to be a sad reckoning with the realities of the 1950's at the expense of a traditional ideal. Father Mehling's decision on February 11,1950, was the coup de grace of the "Notre Dame of the West" fixation that was, for all intents and purposes, dead a generation earlier. "It is sufficient to say that extraordinary expenses involved in the development and expansion program of the University have left us lacking in . . . funds to finance first-class football," he stated in his formal announcement. "The administration feels that available resources could be used to better advantage in developing all departments of the University." History proved him correct, for the University of Portland was one of the first of the major Catholic institutions of higher learning to drop the expensive sport. (Some students, showing their disappointment or disgust, buried a football in funeral-like ceremony somewhere on campus. Where? No one seems to remember. May it rest in peace!)

After the three-year suspension of intercollegiate athletics during the Second World War, Harold W Moe was hired as director of physical education and head football coach. Hoping to revive football on The Bluff, he said: "We do not expect to set the world on fire, but we will play a good interesting game."

His prediction was essentially accurate. Despite a win-loss record of 5-12 and 2

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ties during his three-year tenure as coach, there were some close, exciting games. The pep rallies after the war, however, were not comparable in enthusiasm to those before. T h e older veterans showed interest, but in the view of one professor, they were not the "rah-rah" types. Even Father Delaunay found it difficult to generate excitement at those rallies. Certainly a primary factor for the growing disenchantment on the part of fans was the scheduling of major teams such as Oregon State, Washington State, Nevada, College of the Pacific, Montana and the like. Although Moe revolutionized the Pilot offense (abandoning the single wing for the T-formation) and developed an awesome line attack, the University could not win many games. Even old rival Willamette University defeated the Pilots in the opening game of the 1948 season, by the score of 9-6.

Harry Wright, a former Notre Dame star w h o reportedly on one occasion in a game against Northwestern individually put seven opponent players on the injury list, became head mentor for the final 1949 season. In his first game, Portland's varsity crushed Central Washington 32-0 at the Vaughn Street Park, and then later defeated Montana State on their home territory, 40-0. Wright's record in that year, however, was 3 wins and 5 losses with the final victory coming against Lewis and Clark, 35-20. Thus ended football at the University of Portland. The alumni tried desperately to raise funds in the spring of 1950 to save football, but the campaign fell short. Some people implored the University to cut back its schedule and enter the small-college Northwest league instead of terminating football. This would not have solved the financial problem; it would only have provided more victories. A final footnote on football: over a forty-eight year period, the school played 320 recorded games, winning 150, losing 136 and tying 34. But in the last fifteen seasons when the University attempted to go "big time," the record was 34-55-6.

With football gone, basketball instantly became the favored sport. After the one-year assignment of Len Yandle (1945-1946), James " M u s h " Torson assumed control of the Pilot basketball team. He remained head coach until 1954-1955 when Art McLarney and Mike Tichy replaced him. Torson also served briefly as athletic director (1950-1951) but was succeeded by former University and Columbia Prep coach Edmond Fiene from 1951 to 1956. In September 1952, Fiene announced that the University had been accepted by the National Collegiate Athletic Association, which gave a major boost to the sports program and obviously aided in mollifying some of the bitterness over the termination of the football program.

Under Torson, the seasons were lengthy and the opponents were strong.

The varsity squad averaged over twenty-five games per season; and while facing major West Coast basketball powers, the Pilots developed interesting rivalries with Oregon State, Santa Clara, Gonzaga and Seattle University-the latter becoming the arch foe when the O'Brien twins (Johnny and Eddie) handled the ball for the Chieftains. Moreover, Portland fans took an instant liking tor Torson squads and often packed the Pacific International Livestock pavilion where many home games were played. Those were years when men

Ed Fiene, long-time coach at University and Columbia Prep.

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Jim "Mush" Parson (left), basketball coach from 1946 to 1954, with assistant Mike Tichy (right).

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such as Jim and Jack Winters, Million Harvest McGilvery, Andy Johnson and Ray Foleen delighted spectators, and when many of the school's records for basketball were established. The 1950-1951 season produced the largest win record in UP history, 23-6. The season attendance the following year reached 126,711 when the Pilot squad played thirty-five games and won twenty-four of them. In brief, Torson's eight years averaged out to 143 wins and 110 losses (.565 percentage); in six of those seasons from 1948-1949 through 1954-1955, Pilot teams reached the National Association of Intercollegiate Basketball tournament at Kansas City. Although never winning the national championship, the University was always a contender.

Torson, for a time, also coached baseball. He replaced Jack Wilson after the 1946 season and remained through the 1949 season. Vincc Pesky coached in 1950, Floyd Simmons in 1951, Art McLarney from 1952 through 1954 and Rich Carlascio from 1955 through 1956. Only Northwest collegiate teams were scheduled; but during most of those years, the Pilots were over the .500 percentage mark. The only losing seasons were 1952, 1953 and 1955. Names such as John and Tom Becic, Len Farrcll, Rudolph Satalich and Bob Glennen are still remembered in the record books.

Track was revived in 1946 under Len Yandle; but George Philbrook, the coach who salvaged the sport in the mid-1930's, returned in 1947 and did it again. He stayed on as head coach through 1952 after turning over the assignment briefly to Charles Bowles in 1951. Philbrook's thinclads, during his total often seasons on The Bluff, were outstanding in Northwest events, and broke nearly all track and field records of the school. An easy-going man who was close to his teams, he possessed the ability to inspire confidence and to draw out the best in his athletes. Ed Fiene replaced Philbrook and coached from 1953 through 1956. He inherited a promising program and was able to install, with limited funds, the first official-size track (440-yard) on campus in 1952. Some of the excavating, grading and curbing was donated by local construction firms so that the anticipated cost of $15,000 became an actual outlay of $2500.

An average of five or six meets were scheduled each spring. The University, hosting the 1949 annual Portland Invitational at Jefferson High School track, came in second in the six-school event. In 1950, Philbrook established the Northern Pacific Invitational meet on campus. Ten Northwest colleges entered and Portland placed fourth; the following year, the Pilot team ran second in the same invitational which registered eighteen entries. Perhaps the highlight of the period was the decisive victories over the Oregon State track team in 1953 and 1954. The University of Portland emerged also as a powerful contender in cross-country, and the campus became the site of the annual Oregon Intercollegiate Cross-Country championship on at least one occasion.

The principal minor sports were tennis, golf and skiing. The University displayed flashy talent in all three, but particularly in tennis and golf which were classified as varsity sports. (Skiing was offered on a club basis.) In many respects, that era witnessed a high point for both tennis and golf as evidenced by the number of impressive wins posted in intercollegiate contests. Tennis,

ADecadeofUpsandDoivns

163

for example, benefited from such athletes as Jim Flynn and Jack Neer who continued on, long after their collegiate careers, to become outstanding regional amateurs. Bruce Cudd became a freshman in 1951 and under golf coach Father Clarence Durbin quickly displayed his talent. Among the many honors he garnered, two stand out. He received the Bill Hay ward Memorial trophy, awarded annually to the person contributing most to amateur athletics in Oregon, at the Oregon Sports Broadcasters and Writers Association banquet in 1954. Then in his senior year, he was named to the 1955 United States Walker Cup team. The ski team, under various coaches such as Father Robert Beh ("The Skiing Chaplain"), Vernon Hughes and Nap Rocques, recorded several notable victories during intercollegiate meets. Leading "Skipilots" included Howard Hermanson, Ken Underdahl and Joseph Lisac.

A PROMISING PLATEAU

Happily, the University of Portland maneuvered its way through the decade of crises. Although weakened in some areas, the institution managed to maintain a position of relative strength and promise. Ironically, the University of Portland celebrated its Golden Jubilee in 1951 during the darkest moment of its history; there were some at that point in time who were convinced that the institution could not survive another year, let alone twenty-five years. By 1955, however, a general feeling of optimism prevailed.

In broad terms, the decade following the Second World War was a time when the University attempted to keep pace with educational demands without sacrificing its unique character. Undoubtedly, certain changes occurred that altered the historic profile of the school. In 1955, Columbia Prep was gone; there were new academic and professional thrusts; there was a sizeable faculty dominated numerically by lay instructors; the administration was striving to improve management of educational and fiscal resources; there were a number of new buildings; the students displayed greater involvement in University life and a wider extracurricular interest; and there were women students. In spite of such changes, the singular point to be remembered is that the University of Portland preserved the essential characteristics of its heritage-particularly the educational objective of preparing Christian humanists for an active life.

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Wreckage from Vanportfloodof 1948 where many veterans lived while attending the University. (Courtesy of Oregon Historical Society) Broadway in the early 1950's, scene of teenage "cruising" on Friday and Saturday nights. (Courtesy of Oregon Historical Society)

Disadvantaged men line up forfree meal at Blanchet House, established by University of Portland students in early 1950's.

Scenic Oregon Coast, favorite spot for student retreats. (Courtesy of Portland Chamber of Commerce)

I 'iewpoint I"

VIEWPOINT

M

OST AMERICANS ended the 1930's trying to escape poverty and entered the 1950's striving for greater affluence. In between, during those roily years of the 1940's, the nation underwent a period of stressful, unsettling change. T h e transformation bore deep into society, altering the life styles and the perspectives of citizens everywhere, particularly in the urban centers of the country.

T h e city of Portland reflected that transformation. Prior to the Second World War, Portland still exhibited strong traces of p r o vincialism. Geographically, it resembled a kind of medieval market town: a quaint business district at the core encircled by rings of quiet residential n e i g h b o r h o o d s , sleepy rural villages and productive farmland. By 1955, however, an e n o r m o u s metropolitan sprawl

V

was evident. T h e city, m o r e cosmopolitan in flavor and more confusing in form, grew in size as a result of annexation o f outlying districts; the population j u m p e d to approximately 400,000 inside the city limits while the greater Portland area continued its steady g r o w t h . Waves of i m m i g r a n t s , particularly those w h o came during the war to w o r k in shipyards and defense plants, blended in with Portland's reclaimed citizens, men and w o m e n w h o returned after spending the war years in the armed services. O n e notable change after 1945 concerned the ethnic c o m plexion of the city when black Americans dislodged the Chinese and Japanese, thus b e coming the principal non-Caucasian m i n o r ity. T h e t e r m " m o s s b a c k , " often attributed to Portlandcrs, disappeared slowly as a generation of outsiders assumed their place in

165

Several members of first Associate Board of Trustees (1950). First row (left to right): Harry Murphy, Rev. Robert Sweeney, Hall S. Lusk, Edward L. Casey. Second row: Arnold Peterschmidt, Rev. Michael Gavin, William C Schmitt, Lee F. Herron, R. Gerald Barnett, Henry J. Zilka.

Some of Holy Cross community in front of West Hall shortly after Father Robert Sweeney became president in 1950. First row (left to right): Rev. Arthur Near, Rev. Maurice Rigley, Rev. Robert Sweeney, Rev. Claude Boehm, Rev. Raymond Pieper, Rev. James Fogarty. Second row: Rev. Archibald McDowell, Rev. Robert Beh, Bro. Austin Guenther. Rev. Robert King, Rev. Richard Murphy, Rev. Henry Guess.

Third row: Rev. Clarence Durbin, Rev. James Anderson, Rev. Charles Hamel, Rev. Thomas Jones, Rev. Clement Kane, Rev. Erwin Orkiszewski.

Fourth row: Rev. David Fosselman, Rev. Cornelius Hooyboer, Rev. Michael Gavin, Rev. John Molter, Rev. Victor Boisvert, Rev. George Dum. Fifth row: Bro. David Martin, Bro. Ferdinand Moser, Bro. Pius Leising, Rev. John Hooyboer, Rev. Joseph McGrath, Rev. John Scheberle, Rev. William Coughlan.

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urban life.

A certain wartime drabness hung on for a few years after V-J Day while Portland adjusted to a new economy wrenched by the closing of the shipyards and defense plants.

The visual reminders of World War II eventually faded, soon to be found only in war surplus stores, such as G. I.Joe's or Wigwam, that popped up throughout the city.

The lights of Broadway twinkled again from the marquees of the Paramount and the Orpheum theaters, colorful window displays reappeared in Meier and Frank's and other department stores, and the crowds that thronged Fifth and Sixth avenues on a weekday no longer wore uniform colors of khaki tan and olive green.

Original Pilot House, a wood-frame structure situated on site of present library.

"SPU" (Spirit of Portland University) as it appeared when first introduced in 1949. Figure later became popularly referred to as "Wally Pilot."

New Pilot House, as it appeared in early 1960's before Victory Bell (right) was removed from area near St. Joseph's Hall (far right).

Architecturally, the city manifested the restless mood of its inhabitants. In 1948 two buildings were erected that featured modern "thermopane" glass encased in functional, boxlike structures. One was the Equitable Building on S.W. Sixth and the other was the Oregonian Building on S.W. Broadway.

That was the same year that the Oregon Journal moved from the Jackson Tower to its new quarters in the renovated Public Market building on Front Avenue. Three years later the completion of the eleven-story State

Office Building on S.W. Fifth and Columbia marked the beginnings of a construction boom which would dramatically alter Portland's skyscape. Because of limited space in the downtown business district, city planners began to cope realistically with the phenomenal increase in automobile traffic. The Harbor Drive project became operational by 1950 and evolved into a busy thoroughfare along the west bank of the Willamette, accented with scenic strips of lawn between a divided highway and shadowed by the salvaged mast

Viewpoint I'

167

Students between classes at new Engineering Building, completed in 1949.

The Living Rosary, a traditional May Day observance at the University during the 1950's. of the old battleship Oregon. About that time the city fathers also established the one-way street system in the core area in order to reduce traffic congestion. The familiar red-and-white buses of the Portland Traction Company began to lose revenue and downtown parking became a premium which forced the city to enlarge parking facilities, sometimes at the expense of its pioneer heritage. Efforts to raze the Pioneer Post Office were fortunately thwarted, but the elegant Portland Hotel was not so lucky.

That grand "Grey Lady of Sixth Avenue" fell to the wrecking ball in 1951 after having sheltered most of Portland's illustrious visitors since 1890. The hotel was replaced by a concrete parking lot.

In many respects, 1945 to 1955 was an iconoclastic decade when "newness" was envied and "oldness" was suspect. The emphasis seemed to be on youth. It was an era of zoot-suits, pegged pants and argyle socks, of tight ankle-length skirts, cashmere sweaters and Armishaw shoes, of hot rods and drive-

in movies. It was a time when teenagers began "cruising" Broadway on Friday and Saturday nights, when Jolly Joan Restaurant was a popular hangout and when after-amovie snack stops were made at Tik Tok drive-in on 12th and Sandy or Yaw's drive-in in the Hollywood District.

There was a noticeable increase in restaurants and supper clubs which catered to adults, among them the swank Hill Villa on S.W. Terwilliger, the family-oriented Country Kitchen out on the east side, Henry

Freshmen wearing beanies embark upon annual scrub-down of "Early Hall" (bus stop) on Willamette Boulevard.

Columbia Prep boys on steps of Columbia Hall, 1941.

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Thiele's in northwest Portland, C a r o Amico's pizza parlor and Tai Ping Terrace on Barbur Boulevard. "Bottle clubs," the chief centers for dining and dancing entertainment, existed until May 1953 when the state of O r e g o n legalized liquor by the drink.

Perhaps the leader of the pack was Amato's Theater-Restaurant in m i d t o w n which featured lively entertainment and emcee Earl M o s s m a n , the " m a y o r of B r o a d w a y " ( T N T in a Top Hat). For an evening of strictly dancing, couples went to Palais Royale or M c E l roy's Ballroom for the big band sound or to the Division Street Corral on Saturday night

for country-western music. T h o s e were the days when people could listen to Portlander M o n t e Ballou and his Castle Jazz Band or to O r e g o n ' s J o h n n y Ray singing " T h e Little White Cloud That Cried."

Families still enjoyed attending Jantzcn Beach and the O a k s A m u s e m e n t Park, spending a Sunday afternoon in one of the city's many parks, taking a drive to the O r e g o n coast or up the C o l u m b i a G o r g e , or hopping o n t o the T w e n t y - t h i r d Avenue streetcar to catch a g a m e at old Vaughn Street ball park. In 1946 the Portland Beavers, using h o m e t o w n favorites like H a r v e Storey at

third base and submarine pitcher Ad Liska. w o n the Pacific Coast League pennant under manager Marv O w e n , and in 1949 the club broke the color bar with exciting black players Luis Marquez and Frank Austin. T h e last g a m e at the Vaughn Street park was in September 1955. After the old park was torn d o w n baseball games were played in M u l t n o m a h Stadium.

Television came to Portland in the early 1950's. Debate raged over U H F versus V H F w h e n Channel 27 (later Channel 12), the first local station, went on the air. Television sets were primitive as were the p r o g r a m s , but

Wilcox estate in Southwest Portland, site of Columbia Prep from 1948 until its closure in 1955.

I 'iewpoint I'

serials such as "I Love Lucy" and the Milton Berle comedy show were sufficiently novel to keep families sitting home in darkened living rooms. Motion picture theaters in their battle to attract a declining patronage began a major campaign known as "Movies are better than ever," despite the fact that they were not. Radio was slowly dialed out and only local disc jockeys-men with the blarney of Barney Keep-and the traditional daytime soap operas managed to keep some semblance of an audience.

Although Portlanders demonstrated an increasing awareness about national and international events, the major shocks of that era came from two local incidents. The first centered on city hall. In 1948, Mrs. Dorothy McCullough lee. an attorney and former state legislator, won a landslide victory in the mayor's race, ousting incumbent Earl Riley.

She campaigned on a reform ticket promising to "clean the city" of gambling and racketeering, and while she received many nicknames, the one that stuck was "Mrs. Airwick." Mayor Lee immediately launched a crackdown on cardrooms, punchboards

Music Hall in 1950's. and pinball machines; she brought in Charles Pray, retired state police superintendent, as her new chief of police-which reportedly prompted one local gangster to cry out: "Let us pray!" It was true that Portland was known along the West Coast as a "wide-open town," but Mayor Lee lost much support in her zcalousness and was defeated in the 1952 election by Fred L. Peterson.

The other crisis was the devastating flood that struck the region in the spring of 1948.

Reports of rising rivers due to a particularly heavy spring runoff began in May. By the end of the month, the Columbia River threatened Interstate Bridge, backed up to Fifth Street in Vancouver and completely inundated Sauvie Island causing considerable loss to farmers. The Willamette River also left its banks and filled the merry-go-round at Oaks Park and flooded the Union Depot in Portland (where one person reportedly caught a fifteen-pound steclhcad). Then on the afternoon of May 30, the flood broke through the dikes around Vanport, the former "shipyard city" in the lowland area along the Columbia River. A torrent of water

Scene from play "Arsenic and Old Lace," staged at University theater in 1953.

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Classroom scene in early 1950's after University became coeducational.

Student nurses observe surgical procedure at St. Vincent Hospital.

rushed in and rose to a height of twelve feet.

Fortunately, since most of the residents of Vanport were away on that Memorial Day, loss of life was surprisingly low. Nevertheless, over 18,000 people lost their homes and belongings in a matter of minutes. President Harry S. Truman, upon visiting the region after the flood, approved a ten million dollar relief bill to aid the victims and assist in the mammoth cleanup of the area.

The North Portland Peninsula, which had experienced a large share of flood damage, continued its urban progress during the decade. Major sections of rural land were subdivided into residential lots and districts, among them Kenton, Arbor Lodge, Mocks Crest, University Park and Portsmouth.

St. Johns' economy was seriously weakened after the war with the closing of the shipyards. What eventually saved the

small community was the revived activity of firms such as the Coast Veneer Company, Continental Can Corporation, Portland Woolen Mills, and Purdy Brush factory. The conversion of Swan Island from shipbuilding to ship repair was also an important factor.

Nevertheless, many small businesses in St. Johns suffered during those hard times.

Slim's Restaurant, a popular place during the war because it was able to cash workers' Friday payroll checks, barely recovered. Surber and Cochrane Tavern and Cardroom struggled during the transition as did other longtime establishments, for example, Crouchley's Plumbing, St. Johns Hardware, Currin's Drug Store, Bonham & Currier Clothing Store and Jersey Market. Those and other firms, notably the St. Johns Review, served as enduring links between the community's past and the emerging era of ex-

I 'iewpoint V panding business. By 1955 the Fred Bauer Chevrolet dealership and other new enterprises appeared on the peninsula to stimulate the economic life at North Portland.

The transformation of the University of Portland from a small college and high school in 1945 to a rapidly expanding institution of higher learning by 1955 must be viewed within the context of a growing metropolitan center adjusting to fundamental changes in American society. To be sure, the University enjoyed the advantages of being the city's only recognized university. In that era of dynamic transition, circumstances more than prudential planning enabled it to begin to realize the dream of the 1930's of becoming a prominent educational institution genuinely identified with the region.

Although the Congregation of Holy Cross abandoned Columbia Prep high school, the

decision assured a continued commitment to the collegiate program. The phenomenal expansion of student enrollment after the Second World War, despite the temporary registration slippage during the Korean conflict, forced the University to broaden its curricular and administrative model. New educational priorities, however, had to be reconciled with economic realities; but internal challenges notwithstanding, the postwar decade proved to be a significant period of readjustment. The University of Portland took a major step forward in establishing an improved foundation upon which to build its future policies and programs. By the end of the 1950's the University was benefiting from increased community support and was in turn making a greater educational and cultural contribution to Portland and the region than ever before in its history.

171

Father John Hooyboer counseling a student in his room at St. Joseph's Hall.

Old library in basement of Christie Hall.

"Praying Hands Memorial," designed and erected by students in 1948 to honor former classmen who died in World War II.

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A POINT OF PRIDE

MAP OF CAMPUS IN 1950 /.

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West Hall 21.

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Christie Hall 23.

Howard Hall 24.

St. Joseph's Hall 25.

Pilot House Psychology Building 26.

Columbia Hall 21.

Education Hall 28.

Psychology Clinics 29.

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Music Hall Heating Plant 31.

Chemistry Annex Science Hall Engineering Buildingr St. Mary's Hall The Commons Chefs Home Maintenance Building General Warehouse Football Field

Baseball Diamond Tennis Courts War Memorial Victory Bell The Grotto Main Entrance Parking Lot Parking Lot Football, Track Baseball Diamond Bus Stop

•- ..TT^^'WJWWWSKSSSS Z"'Vl*S,TY OK PORTLAND

^jtwam i mill i t a f ^ f f i ^ f t ^ u Annual AFROTC

Military Mass near Praying Hands Memorial (right) became a prominentfeature of spring Campus Day.

C H A P T E R SIX

The Challenge Of Change: University Of Portland, 1955-1967

A ITER THE BUMPY odysscy of the previous decade, the period 1955 to A A l%7 seemed smooth, almost placid, by contrast. Yet, strong undercurJ L J L . rents of change eventually surfaced to alter the course of the University of Portland. By 1962, according to Rev. Howard J. Kenna, president, the University was entering an "era so marvelously changing and brightly challenging," that he could confidently add: "In it we shall live and flourish." That statement to the University community reflected the feeling of confidence that prevailed. It was not a kind of "whistling in the dark" remark, but an honest assessment of the institution's internal strength and the promise of continued growth supported by national projections for American higher education.

ADMINISTRATIVE ORGANIZATION

T w o factors re-enforcing that hopefulness were executive continuity and administrative reform. Both provided a calming effect and a sense of progress.

Regarding executive continuity, the two decades and more after 1955 proved to be the longest period of administrative stability in the history of the University. That was because of two men: Rev. Howard J. Kenna and Rev. Paul E. Waldschmidt. Both served extended terms as president and both shared similar views on administrative procedures and policies. Moreover, both possessed the personal temperament and expertise for effective leadership. In the words of one professor at the time: "I thought that there was a definite change in the direction the University was taking when Father Kenna arrived.

We felt that with Father Kenna and Father Waldschmidt, things really began to change and move forward . . .; it was a period of definite transition and I felt even the attitudes of the faculty began to change, that there was a certain unity, a cohesion among the faculty."

In the spring of 1955, Father Theodore Mehling designated Father Kenna as president. The provincial took special care in selecting a replacement for Father Gavin, obviously serving as an interim president and happy to resume 173

Rev. Howard J. Kenna, C.S.C, fourteenth president of the University, 1955-1962.

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his teaching duties in philosophy. Father Kenna was nearly fifty-four years of age when he commenced his presidency in September 1955. He was a trained mathematician, but a significant portion of his priestly career had been in administration, serving as superior of Moreau Seminary, vice president of academic affairs at Notre Dame and, after a brief period on the general council of the Congregation of Holy Cross, president of Holy Cross College (Seminary) in Washington, D.C., from 1953 to 1955. Affectionately called "Doc" by those priests who remembered him as the infirmarian in seminary days, Father Kenna was largely unknown by the majority of the faculty when he arrived.

His soft voice, his friendly eyes slightly enlarged by thick glasses and his prematurely-white hair that accented the rugged features of his face, gave him a gentle, grandfatherly look. That proved somewhat deceiving, however, for many soon discovered that the new president possessed shrewd judgment of character and a sharply-honed sense of practicality.

Father Kenna brought a thirty-five-year old priest with him to become vice president. He was Father Paul Waldschmidt who had taught theology at Holy Cross College from 1950 to 1955 after earning degrees from University of Notre Dame, Laval University in Quebec and a doctorate in theology (STD) at the Angelicum in Rome. Father Kenna recognized Father Waldschmidt's administrative potential at Holy Cross College. Because of the general practice within the Congregation of Holy Cross at that time of combining the office of president with that of religious superior, Father Kenna was technically limited to two terms (six years). In 1961, the superior general in Rome granted Father Kenna special dispensation for a third (three-year) term; but circumstances soon altered the situation when Father Kenna was unexpectedly elected provincial of the Indiana Province of the Congregation of Holy Cross at the general chapter meeting in Rome in 1962. (Father Mehling had died in Chile in 1961 and the assistant provincial, Rev. Bernard Mullahy, completed Father Mehling's unexpired term as provincial.)

Rev. Paul E. Waldschmidt, C.S.C, shown here with student leaders, served as vice president under Father Howard Kenna. In 1962 Father Waldschmidt became president of the University.

Once again, the University of Portland found itself favored by the benevolent influence of a provincial. Father Kenna, as in the case of Father Mehling's elevation from president to provincial twelve years before, displayed an enormous concern for the University's continued development. An added plus was the fact that Father Waldschmidt, groomed to succeed Father Kenna, was able to step into the presidency without any jarring effects. It was at that point, the beginning of Father Waldschmidt's administration in 1962, that the Holy Cross community at the University-following an example set by Notre Dame a few years earlier-separated the office of religious superior from the presidency. The tenure of president became indefinite, therefore, while the religious superior remained limited to the maximum two-term rule (six years) stipulated by canon law. Father William Duffy replaced Father Kenna as religious superior at Portland in 1962 and Father Waldschmidt began his lengthy tenure as fifteenth president of the University. His presidency witnessed the most productive era in the history of the institution; and by all accounts, he was the architect of the University of Portland in its present form.

The Challenge of Change 175

Besides executive continuity, the other characteristic was administrative reform. By 1967, a new organizational model had been implemented which improved the broad operation of the University. Staff personnel increased sizeably between 1955 and 1967 and functioned in newly-designated supervisory and clerical posts. From the point of view of student records, the University employed its first professionally-trained registrar, Francis G. Morgan, in 1966. West Hall began a transformation that eventually saw it become principally an administrative building. Classrooms were replaced by small offices with desks, telephones, filing cabinets and various business machines of all shapes and sounds. The growth of bureaucracy, usually taken as a sign of progress, seems to be essential for a maturing organization. In the eternal quest for efficiency, however, some of the personal warmth of an institution is unavoidably lost. It remains the persistent dilemma confronting organizations moving from smallness to bigness. Nonetheless, bureaucracyif constantly patrolled-can substitute consistency for caprice.

The development of an effective organizational structure began when Father Waldschmidt drafted the first University of Portland statutes and articles of administration in the late 1950's, periodically modified in the 1960's. The following summary delineates the administrative configuration that evolved during the years 1955 to 1967. Prior to the legal transfer of the University of Portland to a predominantly lay Board of Regents in 1967, two groups shared the primary governance of the institution. The Board of Trustees, the official legal governing body responsible for all general educational and financial matters, was composed of the provincial superior of the Indiana province, the president and vice president of the University and two additional members of the Congregation of Holy Cross assigned by the provincial. The Board of Regents, an advisory group principally concerned with matters of business, development and public relations, consisted of the president, executive and financial vice presidents and approximately twenty-five members of the business community, of w h o m at least four had to be alumni.

The president headed the executive administration. Father Waldschmidt, besides serving as vice president under Father Kenna, also held the post of dean of the faculties between 1956 and 1961. Rev. Lloyd Teske became dean of faculties during the last year of Father Kcnna's term. Father Waldschmidt created t w o additional vice presidential positions when he became president in 1962. C )ne was executive vice president with authority to serve as the principal officer of the University in the president's absence and to act in all matters entrusted to his care by the president. Rev. Joseph L. Powers, the first to be named executive vice president, remained in that capacity until 1971. T h e other was financial vice president, charged with supervising all financial operations.

Rev. Joseph A. Kehoe served in that position from 1962 to 1968. He worked directly with Arnold B. Pcterschmidt, controller, and Leo Walsh, treasurer.

The University also established the position of assistant to the president whose duties varied at the discretion of the president, but generally were directed toward coordinating the offices of alumni relations, development and public

Father Joseph L. Powers, executii president, 1962-1911.

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information. Father McGrath became the first assistant to the president in 1956. Rev. James E. Norton served in that office from 1958 to 1962 followed by Rudolph "Rudie" Melone from 1962 to 1966. In 1965, Father Waldschmidt created a temporary post known as special assistant to the president for academic affairs. Rev. Charles W Harris, who arrived from Notre Dame that year, took charge of it and assumed control of an academic self-study project initiated the year before.

The three offices under the jurisdiction of the assistant to the president expanded operations considerably during those years. The alumni office, directed by Rudie Melone (1956-1962) developed wider contact with graduates and the advance continued with his successors, Galen Espinosa (1962-1965) and Rev. John Van Wolvlear (1965-1971). One of the notable decisions of that office was the establishment of the annual Alumnus of the Year Award in 1960 (See Appendix). The first recipient was Anthony Gcrharz, Jr., a popular 1941 graduate whose devotion to his Alma Mater-particularly by encouraging prospective students to attend the University-was exemplary indeed. The office of development was organized by Father Sweeney in 1952; after he resigned in 1958, Carl S. Miller served as director for seven years, succeeded by Rev. Glenn R. Boarman (1964-1971), who thoroughly revamped development and procedures. Finally, the office of public information emerged as a more effective department through the efforts of a number of directors from 1955 to 1967. Perhaps the most significant director was Charles A. Boice (1960-1965).

Regarding the broad policies of the executive administration, they were generally determined by an Executive Council which had its antecedents prior to that period, but was apparently not as active as it became in the 196()'s. The Executive Council consisted of the president and vice presidents, the assistant to the president, dean of faculties and dean of students; it acted as advisory board to the president in coordinating the various areas of the University with the general directives from the Board of Trustees and Board of Regents.

Father Michael O'Brien (left), appointed academic vice president in 1962, discusses policy with Rudie Melone (right), assistant to the president in the early 1960's.

The principal academic administrator continued to be the dean of faculties.

For decades, that position-sometimes designated prefect of studies, director of studies or dean of studies-held the status of vice president. It was not until the reform of 1962 that the dean of faculties was superseded in the administrative hierarchy by the executive and financial vice presidents. The dean of faculties was responsible for all academic matters of the University, and by 1967, had become classified as vice president for academic affairs. When Father Waldschmidt became president in 1962, Rev. Michael G. O'Brien was appointed to that post and remained there until 1967.

Beneath the dean of faculties in the organizational network, there were various permanent academic committees of the University (such as admissions, academic standing, rank and tenure, and scholarship), as well as the several deans of the colleges and schools. The committees were composed largely of faculty serving one-year assignments; below the deans were the department heads and faculty. An important policy-making body influencing educational affairs was the Academic Council. The dean of faculties acted as

Phe Challenge of Change 177

chairman of the council, made up of the executive vice president, academic deans, director of admissions, registrar and one member from each college and school elected by their particular faculties. Professors served two-year terms, subject to re-election. Although the Academic Council shared in the decision process pertinent to educational matters, it was not an effective mechanism for faculty-administration dialogue.

Finally, two corollary sectors of campus life-student life and auxiliary services-developed dramatically, reflecting the urgency for expanding services to the rising resident student population. The University abolished the office of director of student welfare in 1956 and all matters of student life were placed under the authority of the dean of students (who generally served also as dean of men). Father Joseph Powers was dean of students from 1956 to 1960; he was succeeded briefly by Rev. Donald P. Draine and later by Rev. James Norton (1962-1967). The dean was assisted by two boards: the board of discipline (composed of faculty) and board of student welfare (a mixture of students and faculty). The dean of women continued to be Mary Margaret Dundore; other staff personnel included a student counselor, veterans' coordinator, health service personnel (with full-time nurse and part-time physician) and head residents with student resident assistants for each dorm. The position of prefect of religion changed in 1960 during Rev. Richard A. Laurick's tenure and became known as University chaplain. The growth of campus ministry illustrated the trend toward promoting greater diversification in spiritual programs; priests, such as Father Glenn Boarman (1962-1964) and Father James R. Trepanier (1964-1967), laid the foundation for enlarging the activities of campus ministry.

The other area, auxiliary services, also directly affected student life. Under the supervision of the financial vice president, improvements were accomplished in the management of the bookstore (under the direction of such extraordinarily fine persons as Brother Meinrad Sccard and Brother Paul Loos), the Commons and Pilot House (food services) and the buildings and grounds. Undoubtedly, the two key people in that latter department were Joseph Galipeau, superintendent, and his assistant, eventually to succeed him, Gottlieb "Ted" Deiss. They both exhibited a remarkable devotion to the University and possessed that rare talent for knowing how to repair everything at hardly any cost.

VIEW FROM T H E T O P

From their vantage point on the third floor of West Hall where the executive offices were located, Fathers Kenna and Waldschmidt sought to gain a clear perspective of the state of the University as quickly as possible. Being new to the institution in 1955 possibly enabled them to assess conditions more objectively. Indeed, they had no sooner settled into their offices than a series of pressing problems landed on their desks. It must have been disheartening to discover in September 1955 that the city fire marshal had condemned West Hall horn the second floor up, thus requiring immediate and expensive remodel-

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ing. Moreover, a degree of disenchantment still persisted on the part of some alumni and friends of the University over closure of Columbia Prep and termination of football. To make matters worse, there were no women's dorms on campus and yet the University had committed itself to coeducation.

And, finally, Portland State College in only a matter of time would reach university status and have a major impact on future enrollment.

The administration was well aware of the history of Catholic colleges and universities in America up to 1955. Normally born in poverty and growing out of academies and prep schools conducted by religious orders, they had entered a period of rapid expansion following World War II. Rising academic standards were evidence of greater professionalism on the part of a faculty predominantly lay and committed to an extended curricular model. It was deemed necessary to accept the University of Portland as it existed in 1955, therefore, but future commitments of resources had to be carefully weighed against the projected realities. Thus, Father Kenna abandoned an idea he had toyed with regarding phasing out the School of Engineering. "I had to be convinced that a program in general engineering was sufficient and was useful," he said later. "I had the feeling that for a small college to run an engineering school was almost suicidal." But he agreed to preserve the engineering school because it "was already established and was useful and there was no point in discontinuing it if we could manage to keep it going adequately." Father Sweeney's dream of establishing a law school, however, never materialized. The University did not accept the offer to purchase the Northwest School of Law in Portland. On the surface, the decision to veto that idea resulted because of a failure to reach a financial agreement, but perhaps more significant, it demonstrated the administration's reluctance to invest in another high-cost professional program.

It became apparent to the new administration in 1955 that the age of innocence in higher education was over. The University, in order to survive, had to initiate cautious, long-range planning that could be speedily translated into bold action. Caught in an increasing struggle of competition with large, public-supported institutions, the small, private university would enjoy little margin for error in the ensuing decades. One of the major weaknesses of the University of Portland which Fathers Kenna and Waldschmidt recognized shortly after their arrival concerned the withering relationship of the University vis-a-vis the wider community.

The school had a relatively low profile in the city, never fully capitalizing on its unique status as being the only "university" in Portland at that time. With their attention riveted on the athletic program, most Portlandcrs were apparently unaware of the University's academic programs. This was brought out by a 1960-1961 random survey conducted by the University under the direction of Assistant Professor Jean Boddewyn. The results of the survey were published in the 1962 issue of the University of Portland Review (vol. XIV, no. 1) under the title "What Do People Know and Think of Major Portland Colleges and Universities?" Of the four major institutions of higher learning considered (Reed College, Portland State College, Lewis and Clark College and

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University of Portland), the University of Portland did not fare well. A summary of the findings indicated that most people knew it was a churchaffiliated institution and associated it with athletics, but most were unaware that it was then offering extensive graduate degree programs at the master's and doctorate levels; in short, the majority of persons interviewed had little knowledge of the University's academic achievements or its potential.

Fathers Kenna and Waldschmidt, therefore, set about to raise the image of the University. The Board of Regents advised them to establish contact with specific local and regional organizations, both civic and educational. Father Kenna later recalled: "We made an attempt then to get into a closer relationship [with the city] and to take part in civic activities generally: in the city clubs, speaking at various meetings of Rotary, Kiwanis, and so on." T h e administration encouraged faculty to develop a sense of community involvement; and one tangible effort was the inauguration of a speakers' bureau in the early 1960's, whereby faculty members were available to give talks or lectures to interested groups in the city.

Besides going to the community, the administration recognized that the community should come to the campus. O n e of the first assignments given to Father Norton as assistant to the president in the late 1950's was to organize two annual conferences. O n e was a symposium on church and state that began in 1958 in cooperation with the National Council of Christians and Jews. For several years, leading speakers were invited to those yearly public conferences.

The other was the labor-management conference, a successful venture that continued annually for years under the sponsorship of the School of Business Administration. Finally, out of the remnants of the Mothers' Club, which had been particularly helpful in the days of Columbia Prep, came the Ladies' Advisory Council, sometimes known as the President's Women's Committee.

T h e organization sponsored a number of social events that increased greater awareness of the University in the city, such as the President's Ball, an annual formal affair for the University and its friends launched in October 1964 at the Hilton Hotel ballroom.

Nevertheless, the new administration realized that the University had a number of advantages in its favor. It had the singular status of a university in the city; it was urban-based and coeducational; it had a strong liberal arts college surrounded by a cluster of professional schools and was embarking on a solid and diversified graduate program. Thus, there was every likelihood that the University could expect a constant, although modest, growth rate in student registration for the foreseeable future. Indeed, that was the case. In 1955, a total of 1182 students registered in the fall semester; by 1961 after a steady increase, the count reached 1811. In the fall of 1966, enrollment stood at 1856.

(See Appendix for Summary of Student Enrollment.)

The fiscal situation, given prudential management, was also promising.

T h e annual operating budgets between 1955 and 1967 illustrate an era of rapid expansion. In 1955, the annual budget was approximately $1,000,000; in the 1961-1962 year, the budget was twice that amount; by 1966-1967, it had risen to

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$3,800,000. The total assets of the University, recorded at a little over $6,000,000 in 1962, climbed to nearly $11,000,000 in 1967. Those expanding assets based on unadjusted historical costs, reflected capital improvements, particularly in the form of new buildings.

O v e r those years, the University operated with small deficits alleviated periodically by tuition increases. Tuition continued to be the chief source of revenue; but the administration made every effort to refrain from raising tuition more than once in any four-year period so that students would face increased education costs only once while at the University. Nevertheless, dtie to expansion of facilities and national inflationary trends, tuition doubled during that twelve-year period from $490 per year in 1955 to SIO(X) in 1967. (See Appendix for Summary of Basic Annual Tuition.)

Tuition revenue obviously had to be supplemented by donations in order to sustain growth. An improved development office especially in the L960's accounted for a number of major gifts from individuals and foundations, as well as for grants and loans from the government. It is estimated that the University raised nearly 25 million dollars during the 1960's, principally for bricks and mortar projects. Perhaps the best example of development promotion was the " O n c e in a Century Campaign." It was inaugurated in 1965-1966 with $25,000,000 as the projected goal, of which about two-thirds were urged for endowment to support faculty salaries, research and student grants. The drive fell short of its target, but did generate crucial dollars for the University.

A major windfall for the University-indeed, for higher education in generalcame in the form of government money. In the 1950's, universities and colleges were able to obtain federal government low-percentage loans, particularly for revenue-producing buildings, such as dining halls and dormitories, which in large measure explains the ambitious building program. By the late 1950's, the University appeared to be fiscally sound. Using tuition money, gifts and loans, it retired the major mortgage debt that had fallen as an ominous shadow over the institution in the early 1950's.

As the decade of the sixties commenced, the administration decided to seek an impartial assessment of the University and its long-range potential in light of the constantly shifting stance of competing institutions of higher learning.

To that end, the University commissioned George Ebey Associates, an independent research and consulting service in California, to prepare a thorough study of the institution in relation to national educational forecasts and the specified plans of various regional colleges and universities. T h e Ebey analysis, it was hoped, would assist the University of Portland in formulating its future educational strategies. The study was completed in 1961 and the report was submitted to the Board of Trustees in April 1962. In brief, the Ebey report confirmed the high expectations so prevalent at that time; but unfortunately, some of its rosy predictions proved erroneous.

Father Glenn Boarman, director of development. 1964-1911.

Employing virtually all available evidence both at the University and in the Oregon State System of Higher Education, the Ebey report concluded that the University of Portland was on the threshold of a dramatic period of growth

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with the predicted enrollment to exceed 3000 students by 1976. It stated that the University would always have "a strong Northwest orientation," but that "its future role should be basically that of an undergraduate residential institution serving a wide geographical area. In this role it is important to provide desirable facilities," the report asserted, "which will influence larger numbers of students from the Northwest and elsewhere to avail themselves of its educational opportunities." Although presenting a promising prospect for the future, the analysis cautioned the University by suggesting that it should: 1. Continue to be primarily an undergraduate institution with a strong emphasis upon the liberal arts.

2. Strengthen its present program, including its graduate work in education and psychology, before considering the addition of new offerings.

3. Acid new majors or specialized courses only if there is reasonable assurance that they will be self-supporting.

4. Consider the grouping of education, physical education, music, and art into a School of Education, with the alternative of adding psychology also as a School of Education and Psychology. Ultimately, the University may also desire to organize its College of Liberal Arts into divisions.

5. Systematically maintain cost data on instruction for the purpose of avoiding the overextension of its resources.

In retrospect, the Ebey report was valuable because it provided a new, objective and comprehensive perspective of the University and brought into sharp focus some critical areas that needed to be monitored. Where it failed was in its effort to chart certain patterns into the next decade, particularly student enrollment forecasts. Some key variables which were barely recognizable at that time eventually blunted the great leap forward, such as the Viet Nam War, spiraling inflation, the phenomenal rise of Oregon community colleges, the expansion of the California State System of Higher Education which checked the flow of out-of-state students and the national drift toward population-zero. All those factors, and more, accounted for the leveling off of enrollment in the early 196()'s that came close to being a fatal blow for many institutions of higher learning. After gearing up for a seemingly unending parade of students, the jolt came with the realization that enrollment at four-year academic institutions would begin to drop in the 1970's.

CAMPUS CHANGES

To the casual observer, the most impressive feature of that era must have been the massive construction program which substantially altered the appearance of the campus. The University of Portland erected six major buildings during the ten-year period from 1957 to 1967 while acquiring several smaller structures along Portsmouth Avenue; moreover, a considerable amount of remodeling occurred in the older buildings as well as improvements to the campus grounds, mostly in the form of catch-up maintenance and landscaping.

Four of the six new buildings were student dormitories constructed because of the increasing resident population. T w o accommodated women w h o , for

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the most part, had been living under University auspices in rented dormitory quarters at Providence Hospital and transported to and from the University by shuttle buses. The two men's dorms supplemented existing facilities. Regarding the remaining two new buildings, one was a large dining hall and the other was a library. The total construction cost for the six buildings approximated $6,000,000. Normal sources of income or even special campaign drives could hardly have financed the construction. What made it possible were the federal government low-interest, long-term loans available through agencies such as the Department of Housing, Education and Welfare or Housing and Urban Development. All the buildings with the exception of the library were funded with federal money, exclusive of any portions designated for religious observances. Chapels, for instance, had to be paid for through private donations or University revenue. The library was not an income-producing building and therefore was financed by private gifts and foundation grants.

By 1957, the University was becoming predominately a boarding school with nearly one-half of the total enrollment in residence. A brief summary of the geographical location of students for the fall semesters of 1962 and 1966 illustrate the need for campus living facilities. In 1962, total enrollment (undergraduate and graduate) was 1756, of w h o m 838 resided in the PortlandVancouver area and could commute with relative ease. Of the remaining 918 potentially dormitory-inclined students, 330 came from Oregon (outside of Portland), 148 from Washington (outside of Vancouver), 225 from California, 157 from other states or United States possessions and 58 from foreign countries. During the next four years, a leveling period in student registration, those figures remained rather constant. In the fall semester of 1966, by comparison, the total enrollment reached 1856, of w h o m 856 resided in the Portland-Vancouver area. O f the other 1000 students, 303 were from Oregon (outside of Portland), 138 from Washington (outside of Vancouver), 295 from California, 203 from other states or United States possessions and 61 from foreign countries. The ratio of men to w o m e n undergraduates became more nearly equal: 59 percent men and 41 percent women in 1962 as compared to 56 percent and 44 percent respectively in 1966. Because of the existence of two men's dormitories (Christie Hall and St. Joseph's Hall), a women's residence hall received first priority. In 1957, the University completed construction on Villa Maria, located off Portsmouth Avenue. It was not the ideal site, but in order to obtain permission from the superior general of the Congregation of Holy Cross to construct the first women's dormitory, the stipulation came to place it as far away as possible from the men's residence hall. It was a two-story concrete reinforced building with brick veneer designed after a residence hall at Holy Names College in Spokane, Washington. The cost was slightly over $450,000 and could accommodate nearly 100 women students. In 1961, a wing added to Villa Maria enlarged the capacity to around 170 students.

In 1964, an eight-story women's dormitory was built adjacent to Villa Maria, of similar concrete and brick design. It cost approximately $1,770,000 and provided housing for 367 students. It was named Mehling Hall after the

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president who initiated the policy of coeducation at the University. Both buildings, functional in appearance, featured modern interior facilities. Between the construction of Villa Maria and completion of Mehling Hall, the University purchased three wood-frame houses along Portsmouth Avenue in 1959 and used them as temporary quarters for senior girls. They were named Villa St. Ann, Villa Theresa and Villa Elizabeth. After 1964, they were utilized by men students and designated as Fisher Hall, Aquinas Hall and DeSales Hall.

Eventually when hopes of a new psychology building had collapsed, Aquinas Hall, the largest of the three, became the Delaunay Institute for Mental Health.

It was at that juncture that the administration began to purchase individual home lots across Portsmouth Avenue as they became available, thus slowly increasing the campus acreage.

The University constructed the first of the two new men's dormitories in 1959. Holy Cross Hall (changed to Kenna Hall in 1974) was a two-story concrete and brick construction designed in an " X " shape, thus allowing for four wings. Located next to Christie Hall and costing roughly $875,000, it provided modern rooms for 225 students along with several guest suites for visitors. In 1967, Shipstad Hall opened. Named for Eddie Shipstad of Los Angeles, California, an honorary alumnus and benefactor, it was placed near the main entrance drive on Willamette Boulevard. Shipstad Hall, a four-story men's dormitory, accommodated 266 boarders with one apartment suite on each floor for the rector and certain faculty. The cost came to $1,344,000.

The old library in the basement of Christie Hall had become unacceptable during the decade after World War II. As early as February 1943, Brother David Martin, librarian, stated in a strongly worded article appearing in The Bookman: "The greatest need of the University of Portland is a new Library. The need is so great," he maintained, "that it is actually holding back the general advancement of the University." In the crisis years of the early 1950's, it seemed hopeless to expect a new library. By 1954, the library had over 60,000 volumes and numerous pieces of processing and microfilm equipment which made storage problems acute. Room 209 in West Hall was used as an annex for some of the library holdings, particularly those acquired for the Department of Education; and two other major disciplines were storing pertinent volumes in their buildings, notably psychology and engineering. To make matters worse, the all-too-frequent leaks from water pipes in the upper floors of Christie often caused havoc in that dark, subterranean library. One year a special silver tea for Friends of the Library was embarrassingly halted because a student had inadvertently left water running in the washbasin of his first floor room; and Cora Miller, assistant librarian, reportedly counted fifty-one major leaks in one particular year. Mops and buckets, therefore, became familiar equipment in the library.

A special committee of Friends of the Library began a drive in February 1955 to raise funds for a new library. The campaign was headed by Edgar W. Smith, prominent Portland businessman; in less than a month, $88,000 was acquired in direct contributions and pledges. So confident were the Friends of the

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Library that they selected the Portland architectural firm of Wolff and Zimmer to design a two-level structural-steel frame building with exterior brick, blue tile and glass. A feeling of openness and light was a distinctive feature, in contrast to the old library known to some students as "The Dark Hole of Christie." It was obvious that the original goal of $150,000 would scarcely be ample to construct such an impressive edifice. After Father Kenna became president, the University sought additional funding to supplement private donations, and eventually secured a major gift from the Ford Foundation.

Construction began, and the Wilson W Clark Memorial Library opened in 1958, named in remembrance of the father of Maurie Clark, a generous benefactor. Cost of the library was $377,000 less equipment; and because of its elegant simplicity, it won the American Institute of Architects award as the best major building erected in Oregon in 1959. The beautiful "Seat of Wisdom" (Mary with Child) sculpture by artist Frederic Littman enhanced the red brick entrance facade. The interior included air conditioning, daylight lowerlevel for periodicals, microfilm area, music room for listening to records (known as the "Italian Room" because of the generosity of many members of the Society of Italian Arts in Portland), faculty room with rare books and the Buckley Conference Room (donated by James Buckley) accented with samples of different Oregon woods related to the timber industry. The main level contained open stacks, offices, processing rooms, a large reference room framed with gigantic windows and a comfortable lounge for casual discussion and art exhibits. The remainder of the stacks were located on the mezzanine.

The Library still possessed the odor of newness when preparations began on the University Commons, a major dining hall with facilities for 1100 students and the faculty. The cost came to $577,600, and it opened in 1959. The light-colored brick matched the nearby Engineering Building. The spacious main dining room was stylishly decorated with copper chandeliers hanging from an arched suspension-formed ceiling; from the windows with multicolored sections of glass, one could look out at a beautifully landscaped rock garden high above the Willamette River. Besides the complete kitchen facility, there were two faculty dining rooms (originally separating the religious from the lay professors), a smaller guest dining room, and an attractive Terrace Room for special banquets and luncheons located on the lower level which opened out on a slate rock patio. It was after the opening of the new Commons that the University began to contract the management of the dining hall to such companies as Saga Food Service. The old Commons was renamed St. Mary's and became a multi-purpose building with classrooms, office services and College of Nursing offices. The former large dining room was converted into a chapel on weekends and served as a main lecture hall during the week.

By 1967, however, extensive remodeling altered the entire building. Under the control of campus ministry, it became St. Mary's Chapel, with discussion and reading rooms and chaplain's offices.

The University seriously discussed plans for erecting several other buildings, some of which would materialize at a later date. A classroom and faculty

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office building was certainly required and actually reached the drawing board by 1967. Throughout the 1950's and 1960's, a modern student union was also often mentioned. The on-again, off-again campaign drive for a psychology building and clinic continued, but by the mid-1960's, the momentum had all but evaporated, causing considerable frustration within the psychology faculty. As one member put it: "The new building became almost a legend. We had more meetings from 1958 till 1967 to talk about the new building that it began to look to me like a mirage."

There were four other proposed buildings deserving brief mention that shared similar will-of-thc-wisp features during those years. One was a new athletic center. Another stucture long envisioned was a religious residence hall.

A permanent University chapel had long been contemplated also, but with the establishment of St. Mary's Chapel, the urgency for a new chapel building diminished. Finally, there was the University Tower campaign, an idea that never really matured. In the middle 196()'s, when senior citizen condominiums were coming into vogue, the University proposed construction of a modern high-rise retirement home on the bluff behind the Commons and Engineering Building. Conceived as a non-profit corporation under the auspices of the Holy Cross fathers, the project proved financially risky in its early promotional stage however and was subsequently abandoned.

Aside from the new buildings that actually came to dot the campus, a constant hubbub of remodeling went on in older buildings. West Hall was altered considerably as were most of the other buildings. The fire that gutted part of the Music Building in January 1965 necessitated extensive remodeling; but the major catastrophe of the era was the Columbus Day storm of October 12, 1962. A hurricane-type windstorm, a rare phenomenon in the Pacific Northwest, pushed down the Willamette Valley after unexpectedly swerving inland from the Pacific Ocean. It hit Portland on Friday afternoon around the dinner hour with gusts well over 100 miles per hour. The storm left incredible damage in its wake. On the campus, the blow toppled huge evergreen trees; and slate shingles from Science Hall flew like frisbees across the campus with one crashing through an apartment window in St. Joseph's Hall smashing a picture tube in a television set. Most of the resident students were eating supper in the Commons when the storm began. Father Cornelius Hooyboer, who witnessed some of the destruction, hurried to the religious dining room and in a state of agitation, reported that the roof of St. Joseph's Hall had just blown off. Some priests who were dining and unaware of the severity of the storm at that moment, laughed uproariously, to Father Con's chagrin. And then the power lines snapped and the lights went out all over the campus.

Although campus power was restored by the next morning, most residents of North Portland were without electricity for two days.

The campus long carried the scars of the Columbus Day storm. The once heavily timbered campus had slowly receded over the decades to make room for buildings, farmland and playing fields. In the middle 1950's, a disease infesting many of the fir trees near West Hall, forced a major cutting; this

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decimated the small forest and brought cries of protests from students and friends of the University who mistakenly thought the administration was wantonly destroying the scenic beauty of Waud's Bluff. After the storm, however, new trees and shrubs were planted; and they grew, not in nature's fashion of random clusters, but in an orderly, balanced symmetry.

Compensation for the loss of a rural, almost wilderness quality was achieved in the decision around 1964 to beautify the grounds by means of professional landscaping. In July of that year, Brother Ferdinand Moser died, that "gentle man of the gardens," as one priest described him. When he came to the University as a mathematics instructor in 1933, there were very few flowers and shrubs on the campus. An interest in gardening consumed him and he was responsible for planting thousands of shrubs and bushes on the campus. Father Boarman in the development office remarked once that Brother Ferdinand "worked without two nickels to rub together and with nothing more than a spade and a pocketknife."

Both Father Waldschmidt, who displayed a fondness for gardening, and Father Boarman, who was interested in developing the scenic quality of the campus, gave the landscaping project high priority after 1964. Brother Ferdinand's contribution was immeasurable, to say the least; but in 1964, Ted Deiss became superintendent of grounds. A professional horticulturist and one of the most dedicated and diligent staff members, he donated a greenhouse, acquired a skilled grounds crew and began to develop a master landscape plan that ultimately transformed the campus into its parklike setting of balance and beauty.

Many other refinements over the years 1955 to 1967 further illustrate the physical growth of a modern campus, such as enlarging parking facilities, improving roads and sidewalks, posting traffic signs, expanding outdoor lighting and the digging of a well near the heating plant which enabled a low-cost sprinkling system to make lawns greener and flower beds more colorful. Perhaps nothing demonstrated the change better than the landmark decision in 1961. In that year, an old night watchman, who walked with his cane to make the rounds on what was essentially a firewatch, retired. In his place came the campus police with blue uniforms and exposed sidearms. From 1961 to 1964, they were the Pinkerton Service. Later, the University employed Lawrence Security until the beginning of the 1970's when the University assumed control of its internal security with staff personnel and student assistants, sans policelike uniforms and weapons.

ACADEMIC PROGRAMS

The academic development can be roughly divided into two phases. The period 1955 to 1963 was generally characterized by cautious additions to the faculty and slight refinement of established programs and policies. In the later period, 1963 to 1967, the academic thrust was toward broad reform and marked by several features. First, there was a steady influx of new faculty, often young and dynamic, and generally trained toward narrow specialization. Second,

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there was a serious review of the curriculum in each academic area that resulted in significant program changes and a proliferation of new courses. Third, a sense of insularity began to emerge within departments which promoted localized cohesion at the expense of interdisciplinary cooperation. Finally, there was a distinct rise of professionalism among the general faculty as primary commitments became more openly centered on academic disciplines rather than on the University as an institution. To a great extent those features reflected national collegiate trends and, therefore, it might be said that the University of Portland was only entering the mainstream of American academia at that point. Nevertheless, the University adhered to its traditional goals of education, as expressed in the 1966 Bulletin, "to provide an intellectual, spiritual, cultural and social environment" that would encourage in the individual student "intellectual curiosity, precision, discrimination and commitment to meaningful service in his society."

O n e of the highlights of the era that certainly underscored the University's essential purpose occurred during the visit of Dr. Mortimer J. Adler, a man w h o Time magazine had declared was "probably one of the best minds at large." Professor Adler, then at the University of Chicago, had been co-editor (with Dr. Robert Maynard Hutchins) of the "Great Books of the Western World" and was, as well, a recognized author in his own right. He was the principal speaker at the president's inaugural convocation on January 13,1963, honoring Father Waldschmidt. T h e ceremony took place on a cold, snowy Sunday afternoon, although Howard Hall was packed when the academic procession of faculty and dignitaries that followed the venerable grand marshal Brother Godfrey from the Pilot House reached the floor of the g y m nasium. There were a number of short speeches and presentation of honorary degrees before Dr. Adler rose to address the audience. He spoke of the need to give "liberal schooling to all our young people." He defined "liberal schooling" as "the indispensable preparation both for citizenship and for the virtuous use of free time;" and indicated that as a result of societal changes in modern times, what once was a curriculum designed to prepare the few for leadership "must now be the preparation of all for such contribution as each can make to the society in which we live."

Dr. Adler then zeroed in on the fundamental educational aim of the University of Portland when he affirmed the belief that liberal education rested firmly on two traditional points, namely, the basic skills of the mind required for practical functioning and communication, and what he termed "the side of substance. .. [or] humanities, which centuries ago would have been called 'humane letters.'" With that, he concluded: A Catholic University, such as this one, is uniquely able to keep liberal education at the core of its curriculum and at the heart of all its teaching. You have only to look at the catalog of the University of Portland (which in my judgment is one of the handsomest college catalogs I have ever seen) and note that philosophy is required in all schools of this University; not only in the School of Liberal Arts, but in the Schools of Science, of Business Administration, Engineering, of

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Nursing, of Teaching, as well. And, in myjudgment, even more important is the fact that theology is also taught in all these schools. I would like to see more of it required, for theology I still regard as the queen of the sciences; or to put that more properly in twentieth century terms, theology is the fountainhead of all truly humane learning, the center of humanities, precisely because the human is best understood and most wisely directed in the light of the Divine.

T h u s , the scholastic focus of the University of Portland remained centered on the concept of a "core curriculum," that is, that body of prerequisite courses which in the 1966-1967 year consisted of forty-eight semester hours. Accordingly, the University required every student to take six hours in each of the following disciplines: communicative skills, fine arts, mathematics, physical or biological science and social science or history. Nine hours were required in both theology and philosophy. Non-Catholic students were permitted to substitute courses in the humanities for theology if they so desired. That University "core curriculum" was the minimum; and students in the College of Arts and Sciences were required to take an expanded "core" of an additional thirty-three hours which amounted to a total of eighty-one hours out of the minimum 120 semester hours needed for graduation. In keeping with the educational aim of the University, the concept of the core curriculum was rooted in the belief that an undergraduate student must have a significant encounter with the various branches of k n o w l e d g e that formed the framework of the liberal tradition in Western culture.

Looked at from a broad perspective, the University gave every indication of being academically secure in 1967. T h e Northwest Association of Secondary and Higher Schools awarded the University its full ten-year accreditation in 1960; by 1967, several regional or national societies had extended their professional endorsements, such as the National League of Nursing, American Chemical Society and Oregon State Department of Education. Preparations for achieving national accreditation for the School of Business and School of Engineering were also under way. T h e University continued to function on the semester basis with an expanded summer session, used the honor-point system for grading and operated under a precise set of academic regulations that were extensive and clearly defined. Curriculum reform over those years resulted in greater diversification of courses, virtually all of which had become three credit hours; and those dreadful and poorly attended Saturday morning classes were abandoned by 1967.

Between 1955 and 1967, student academic interests began a shift toward the liberal arts. If one omitted the graduate school registrants who were at least one-half in the liberal arts wing (exclusive of the graduate program in business administration and education) and added the enrollment figures of the School of Music to the liberal arts count, the comparison in 1966 was 832 in liberal arts to 821 in the professional schools. Engineering, music and business administration remained rather constant in enrollment during those years with science leveling off in the 196()'s at the same time nursing enrollment was dropping.

O n e of the interesting developments was the doubling of women's enrollment

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in the College of Liberal Arts and Sciences. Moreover, the degrees granted each year during that period reflected the broad pattern of academic concentration. (See Appendix for Summary of Degrees Awarded.) Perhaps the most striking trend, however, was the advance of the Graduate School which tripled over that twelve-year period. To some extent, the growth was because several undergraduate departments in the College of Liberal Arts had embarked upon new master's programs; but the chief reason was the acceleration of established graduate departments, notably education and library science.

The College of Liberal Arts was the largest academic division in the University. The deans during those years were Rev. John W. Schebcrlc (1955-1958), Rev. Lloyd W. Teske (1958-1963), Rev. Jerome Boyle (1963-1965) and Rev. Charles Harris (1965-1968). In 1966, the College of Arts and Sciences was created by amalgamating the College of Science, School of Music and College of Liberal Arts. Various departments within that unit experienced phenomenal growth over the years largely because they serviced the core curriculum at one end and developed small graduate programs at the other. The Departments of English and History serve as examples. In 1955, the English faculty numbered five teachers, and by 1965 had risen to eleven. History over the same span moved from three to eight full-time teachers with at least three part-time instructors. Both departments demonstrated an intense effort to provide broader course offerings on narrower topics with a keener emphasis on scholarship, a characteristic that could be said of several other departments and schools at the University. It was in the middle 196()'s that Rabbi Emanuel Rose with assistance from the Jewish Chautauqua Society began teaching courses in the history of the Jewish people and serving in the campus ministry program as counselor for Jewish students.

Departments of Theology and Philosophy remodeled their curricula and added lay teachers to their respective faculties, including a woman theologian and a woman philosopher. More courses and a variety of instructors provided students with increased selectivity within the core requirements, which began to lessen the old criticism of "too much theology and philosophy." Both departments were administratively separate to underscore the fact that they were distinct academic disciplines, dissimilar to the trend in some other colleges that blended the two subjects. Aside from their on-campus development, they both began to exercise a more forceful role in the community as well as in professional circles.

The Department of Foreign Languages made significant gains. Classical languages (Greek and Latin) were giving way to modern language and literature courses in Spanish, French, German, Russian and Italian; and in 1958, through the efforts of the faculty and under the direction of Rev. John T. Bigcr, the department constructed the first collegiate language laboratory in the state of Oregon. Located cm the fifth floor of West Hall, it had over sixty student stations with earphones and control room containing ten channels built out of recorders using specially prepared tapes made by the faculty. It was an innovative teaching technique that was soon adopted by other schools in the region.

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The Department of Speech and Drama continued its growth, although the speech area never gained the degree of recognition enjoyed by drama. Twice.

University-produced musical comedies were selected by the American Educational Theater Association to tour the Orient: "The Boy Friend" in 1959 and "Once Upon a Mattress" in 1965. One of the outstanding developments as far as promoting educational theater in the city was the children's theater program. When Professor Catherine Roberts joined the faculty in 1962, she began to supervise the project and did much of the play writing and directing for children's theater, which sought to provide a cultural outlet for children in the community as well as to teach the craft of theater to students. One of her notable successes was "Naughty, Naughty Kate," a musical adaptation of "The Taming of the Shrew," that had a clever theme song entitled, "Don't Be Afraid of Shakespeare."

There was a concerted move to enlarge the Department of Social Sciences, especially after 1961. A number of promising political scientists, sociologists and economists were brought in to bolster the program; and it was not long until their presence was widely felt. They took an active interest in both campus and community affairs, and one or two of them developed a controversial charisma that was heartily applauded by many students. Psychology was the premier department in the College of Liberal Arts, however, largely because of its respected doctoral program and its connection with the Delaunay Clinic. It had the added advantage of obtaining numerous research grants from agencies such as the National Science Foundation or private benefactor gifts enabling the department to amass a sizeable faculty. During the 1960's, it suffered from a kind of professional schizophrenia. The faculty members were split between those oriented toward clinical training and those favoring experimental or research-minded training; the issue was not resolved until the formal separation of Delaunay Clinic from University control in 1965. Perhaps the singular problem facing the department throughout the period was the fact that the graduate level-prestigious as it was-inordinatcly overshadowed the undergraduate program.

The deans of the College of Science before merging with the College of Liberal Arts were Rev. John A. Molter (1950-1956) and Rev. James Anderson (1956-1966). The Departments of Chemistry, Zoology, Physics and Mathematics within the college were smaller in comparison to those in liberal arts, but they possessed notable scholars and a fine tradition of teaching excellence.

The college received some National Science Foundation grants, acquired highly qualified faculty as the need arose and continued to upgrade their curriculum. Because of restrictive financial resources, however, equipping science laboratories was always a problem and did much to limit the research capabilities of professors.

The establishment of the computer center, an impressive accomplishment, had long-range ramifications for both the College of Science and the University as a whole. As early as 1958, Professor Peter C. Knobloch in mathematics began to use computer facilities of the American Data Services (ADS) in

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Portland. In 1960, the University purchased a Burroughs 205 that was kept at the ADS location in the city and used by mathematics students learning to program in ALGOL, a scientific/engineering computer language. The General Insurance Company of Seattle gave the University another B-205 and some peripherals (407 accounting machines, two collators, two summary punches, etc.). By the following year, the University moved both computers on campus; a subsequent decision to expand the center in 1966 resulted in purchase of a Honey well-1200, the beginning of the modern computer center packed with increasingly sophisticated hardware that would eventually occupy much of the first floor of the Engineering Building. The student accounts system was written for the B-205 in the summer of 1965, and other academic management systems were programmed soon after. In 1966, the University sponsored its first annual high school computer workshop; and over the next several years of expansion and modernization, the computer center provided time for faculty and student usage and offered shared-time agreements to off-campus organizations and neighboring schools.

The School of Music flourished under its deans, Louis Artau (1948-1956), Clayton Hare (1956-1964) and Philippe De La Mare (1964-1966). The program was, by its very nature, expensive to maintain because of the need for instructional equipment, adequate facility space and the relatively low student-teacher ratio. The internal differences revolving around educational goals, namely, conservatory training versus music education, were resolved in 1967 in favor of the latter; and a number of high-caliber faculty and several specific programs brought the school regional prominence. Two principal examples were Felice Wolmut's opera workshops and the inauguration of the yearly stage band festival in 1966 that began with six high school band entries but expanded within a few years to include as many as fifty bands from the Northwest in annual competition.

The major development in the College of Nursing (subsequently changed to status of "School") occurred in the early 1960's when it moved from St. Vincent Hospital to the University premises. The deans were Sister Ernestine Marie, FCSP (1951-1959), Sister Joan Francis, FCSP (1959-1961) and Verniajane Huffman (1961-1973), the first lay woman dean. Dean Huffman was responsible for moving the school in 1961 from what she called that "never-never land" across town to the campus; by 1964, all nursing students were integrated into University life. Even though the nursing offices in Chemistry Annex and later in St. Mary's were primitive by comparison to the hospital quarters, Dean Huffman remarked: "We felt it was more important that we be on this campus uncomfortable, than we be away from it comfortable." Curriculum changes generally encouraged by accreditation requirements of the National League of Nursing in the mid-1960's laid the basis for a solid four-year program which included one, and later two, mandatory summer sessions. The Seatlantic Project (later known as Project RE ASH) commenced in 1965. A federallyfunded program designed to aid in the recruitment and retention of minority students, it was one of several government grants obtained by the school over

Verniajane Huffman, dean of the School of Nursing, 1961-1913.

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the next decade which stimulated nursing enrollment and curriculum reform.

T h e College of Business Administration, later relegated to "School" classification, was under the leadership of three deans during that era: Edward Sandstrom (1952-1957), Edmund Smith (1957-1965) and Arthur A. Schulte, Jr. (1965-1971). T h e origins of the business program stretched back to the founding days of the University, thereby making it the oldest professional school on campus. By 1967, it offered concentrations in areas such as accounting, finance. marketing, industrial management and business economics. T h e period 1955 to 1967 witnessed a profound curricular reform. O n e of Father Kenna's early decisions was to bring Dean Smith out from Notre Dame to strengthen the program. Dean Smith immediately began to upgrade faculty and improve salaries. Devoted to the principle of the core curriculum, he required business students to take approximately 50 percent of their courses in liberal arts disciplines. The Master of Business Administration degree was established in 1959, but the main thrust remained the undergraduate program. Dean Schulte improved the business curriculum by adding further requirements in mathematics statistics, behavioral sciences, systems analysis and management courses and by establishing greater contact with the local business community.

T h e School of Engineering provided a general four-year course involving the fundamentals of civil, electrical and mechanical engineering clustered around the core curriculum. As in the case of the School of Business Administration, by 1967 it was striving to attain national accreditation. The school remained under the steady hand of Dean Wilbur Williams (1953-1967), whose wise leadership and devoted service paved the way for its future growth and achievements.

T h e emergence of the School of Education out of the College of Liberal Arts was a momentous step forward, although in retrospect, a painful birth.

Courses were offered in the 1930's but it was not until after World War II that a full elementary and secondary program appeared. Between 1962 and 1976, it was k n o w n as the School of Teaching Arts. A major stumbling block proved to be the periodic evaluation by the Oregon State Board of Education in the 1950's and 1960's; finally, in 1967 the University received full accreditation for its School of Education. In the words of one dean, every evaluation proved to be "a minor catastrophe" until 1967. T h e deans w h o saw it through were Dr. Harold Morris (head of the department, 1953-1962), followed by Dr. William Smith (1962-1965) and Dr. Ernest Hayes (1965- ). T h e School of Education was characterized by constant reform of the curriculum during that period of crucial transition. While a number of teachers came and went during those hectic years, a sturdy nucleus of individuals kept the program viable. O n e of the most prominent was Dr. Paul Gaiser, retired president of Clark College in Vancouver, Washington, and a respected Northwest educator. Dr. Gaiser joined the faculty in 1956; and for the next several years, he was instrumental in shaping the graduate program in education. With the establishment of master's and doctoral degrees in the 1950's, the department launched evening courses and full-blown summer session programs which permitted teachers

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and administrators to earn advanced degrees and upgrade themselves without leaving the Portland area. The undergraduate and graduate programs in education proved an immediate success; by the end of the 1960's, nearly every public and private elementary and secondary school in the city employed University of Portland graduates.

Finally, the Graduate School was an administrative body consisting of various deans working with a graduate committee of directors representing the various departments and schools offering advanced degrees. Rev. John A. Molter was dean at the beginning of the era (1953-1956), succeeded by Rev. William Botzum (1956-1966) and Rev. Donald Draine (1966-1967). It was Father Botzum, however, who organized effective management of the office. The actual graduate instruction remained within the colleges, schools or departments with policies being determined by the graduate council.

T H E IMPACT OF S E L F - S T U D Y

All the basic academic units of the University, each in its own way, embarked upon a period of evaluation and experimentation in the 1960's. Every department, school or college expressed genuine interest in enlarging personnel, strengthening programs and establishing realistic goals. That sense of reform became decidedly noticeable after 1962 and reached a crescendo in the University self-study project of 1964-1966 which inaugurated sweeping changes on a broad academic front. It is unfortunate that rapid moments of change often become clouded in controversies which tend to blur proposals and personalities. In that instance, the self-study touched off internal feuds and strained some professional relationships. Several of the policies implemented at the peak of the self-study were subsequently modified or abandoned; but in retrospect, the over-all impact of the self-study was beneficial. It brought divergent ideas out into the open with regard to the future role of the University. The ripple effect of the self-study continued into the 1970's.

The first hints of it appeared in discussions at the annual faculty orientation program held in September 1963. In an address at the orientation, Father Waldschmidt urged the faculty to reconsider old assumptions and dream of new possibilities. He stated: We cannot afford to sit back, complacently satisfied. It seems to me that the business we are in-the education of youth-demands that there be a chronic dissatisfaction with what we arc doing! But, it must be an enthusiastic dissatisfaction not a frustrated one. We must be constantly seeking to improve. This does not mean arbitrarily rearranging courses or changing course contents in the middle ot the semester or academic year. But it does mean carefully evaluating our present programs; keeping abreast of new ideas, new methods, that arc being proposed. It means keeping our classes stimulating, challenging, using some imagination in endeavoring to free the minds of the students. The regular academic channels and processes by which change finally takes place in a curriculum are a fairly safe guarantee that we will not be continually uprooting our academic programs. I do not believe that valid, solid education can take place in

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the midst of turmoil. But I d o not think that it can take place in an apathetic, half-hearted, uninspired environment either.

The plea sparked further discussions on specific matters of reform in faculty meetings and convocations. In a series of meetings of the College of Liberal Arts in 1963 and 1964, the faculty considered an administrative proposal to restructure the core curriculum by substituting freshman seminars with selected teachers serving as discussion leaders for the standard courses. After considerable debate, the idea was narrowly voted down. A few months later, the administration took another step by launching a study of University objectives and standards. In a luncheon speech to the 1964 faculty orientation, Father Waldschmidt outlined the goals of such a study: 1) to clarify and improve the core curriculum, 2) to define the characteristics of a truly educated person, 3) to promote interdisciplinary interest, both in the classroom and across the University, and 4) to build closer personal working relationships between faculty and students.

Subsequently, the University formed several ad hoc committees concerning such matters as aims and objectives, major and minor programs, core curriculum and graduate studies. Virtually all full-time faculty members were involved in committee work during the first year; and often department chairmen and other faculty-as well as students- were called before specific committees or subcommittees to give advice or answer questions on pertinent matters. The chairmen of the various standing committees composed the steering committee which, for a time, functioned under the direction of the executive vice president.

It was during the early stages of the project that Rev. Charles Harris, special assistant to the president, assumed control. He joined the University in early 1965 after the self-study was underway. Over the next year and a half, meetings continued with reports drafted and disseminated among the faculty. Father Harris, a physicist from Notre Dame with wide teaching and research experience, had an unenviable task. He recalled that the criteria for the assignment seemed to require "a tough S.O.B. who would be willing to do thejob," and that the provincial suggested he was most qualified. It is safe to state that before too many months had elapsed, he was either admired or distrusted by the faculty. He became something of a paradox: possessing a profound interior spirituality while at the same time capable of displaying a stern singlemindedness. Through it all, nonetheless, he guided the self-study and by 1967 the University instituted a number of recommendations. Because many of the changes fell heaviest in the arts and sciences area, Father Harris became dean of the College of Liberal Arts (later the College of Arts and Sciences) and thereby took personal charge of implementing the new policies. He replaced Rev. Jerome Boyle as dean, a quiet-speaking Thomistic philosopher, greatly adFather Charles Harris, special assistant to the mired by the majority of his faculty but seemingly uneasy about administering president for academic affairs and subsequently the college caught in the agony of change. dean of the College of Arts and Sciences, 1965-1968.

The thrust of the self-study reform rested on the belief that the University

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had to seize the moment and advance rapidly in strengthening the academic quality of instruction and scholarship. In essence, that meant concentrating on three areas: improving the academic organization, upgrading the faculty and raising the caliber of students. Regarding the first, the conviction was that the University had too many academic administrators for its size. Therefore, a consolidation of authority began with the amalgamation of the College of Science and the School of Music within the newly-formed College of Arts and Sciences. Department heads became non-administrative personnel, only carrying lighter teaching loads than their colleagues; this alteration was emphasized by substituting the name "faculty" for "department." The various "faculties" were then grouped under a series of "divisions," each supervised by a division chairman. The four professional schools (nursing, business administration, engineering and education) and the Graduate School continued to be administered by deans. Those schools felt less effect from the reorganizational structure than the new College of Arts and Sciences where complaints were soon rampant. The chief criticism stemmed from former departments, traditionally exercising a degree of exclusivity, that feared a loss of professional autonomy and openly wondered at the mixture of "faculties" within divisions. Some divisions became an uncomfortable potpourri of disciplines, such as the Division of Philosophy, Psychology, History and Social Sciences, while others, specifically the Division of Theology and the Division of Music, appeared to be insularized. Personality problems confused the issue; but on the other hand, some divisions cooperated effectively.

The second area was improving the quality of faculty. A number of understaffed departments or those possessing an insufficient number of doctorates were strengthened. Father Harris was particularly interested in upgrading the social sciences. It had been the policy of the University since 1955 to encourage faculty not yet having earned doctorates to acquire them. In many instances, the administration granted sabbaticals or leaves of absence as incentive to complete terminal degrees. Moreover, every effort was made to hire young, promising teachers as well as senior faculty recognized in their specialty to strengthen weaker spots in certain disciplines. To a large extent, professional contributions, aside from teaching, became increasingly important factors in evaluation of faculty for promotion in rank or for the granting of tenure.

Finally, there was the concerted move to bring students of higher quality to the University. It was expected that improvements in administrative processes and faculty professionalism would create an academic milieu which would attract larger numbers of highly motivated scholar-oriented students. By 1966, the University required all entering freshmen to take the Scholastic Aptitude Test (SAT) administered by the College Entrance Examination Board (CEEB), among other evaluative examinations. The University, for example, developed a prediction formula for forecasting college grade-point averages through the efforts of Dr. Ernest Hayes. Since 1957, the "Hayes Prediction," based on several variables taken from SAT scores, specific high school grades and sex, proved reliable. Father Harris felt, as did many faculty, that elevating

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admission standards would increase enrollment. He began by raising entrance requirements for the College of Arts and Sciences, while at the same time encouraging his faculty to develop new programs for superior students, among them an Honors Program and a College Scholars Program. The former was easily established by restricting several sections of freshman and sophomore core courses for students predicted to have above-average GPA's.

The College Scholars posed a more difficult problem. A faculty committee was created to supervise the program for junior and senior students with GPA's of 3.5 or better. Upon approval of the committee and acceptance of a faculty sponsor in the area of the student's concentration, the "college scholar" was permitted to pursue most of his or her upper-division work on a tutorial basis. According to the aims and regulations of the program, the purpose was: "To provide students with freedom from certain academic requirements, opportunity for critically guided independent study, and the ability to cut across departmental lines in the area of concentration." The College Scholars Program afforded the student a large measure of responsibility and encouraged intellectual initiative and self-reliance. Indeed, it became one of the genuine achievements at the University during that period. Perhaps one of the most important consequences of the self-study reform, however, was the implementation of an improved academic counseling system. This was especially helpful to students in the College of Arts and Sciences faced with a variety of core courses and major and minor programs. As a result, each department became responsible for its majors and each instructor served as academic adviser for several assigned students.

Certainly Father Harris's role in the self-study was significant, but it must be remembered that he was principally a catalyst for change, for many of the reforms were born in the heated debates of faculty committees. As dean of the College of Arts and Sciences, Father Harris's approach polarized the faculty on certain issues. The singular problem of his administration, in retrospect, seemed to center on a particular point, namely, to some faculty members the self-study reforms were just the beginning of a more thorough and fundamental transformation of the University; to others the reforms were the conclusion of change. That latter feeling was expressed vividly in a meeting of the faculty search committee screening applicants for a new dean in 1968, after Father Harris's resignation. During a discussion session on the criteria for the next dean, one professor blurted out in all seriousness: "I want a dean with no ideas!

We've had enough ideas!"

Before leaving academic developments, mention should be made of another experiment that had nothing to do with the self-study but became one of the more popular programs of the reform era. It was the Salzburg Program. A number of American colleges and universities in the 1960's were embarking on "year-abroad" programs. In cooperation with the Institute of European Studies, the University of Portland established an overseas branch in Salzburg, Austria, in 1964. It was a sophomore-year course which combined specific study and travel designed to explore Europe's past and present. Rev.

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Ambrose Wheeler became the first director of the Salzburg Program in 1964-1965, and paved the way for subsequent yearly groups to reside in that picturesque, cultural city. Although minor problems existed, such as trying to improve ways of integrating students into European life and customs so that Haus Wartenberg would not become a sort of American ghetto, the Salzburg Program achieved success from the start.

T H E FACULTY

The faculty increased sizeably during that twelve-year span. In 1955, full-time faculty numbered seventy-two, of w h o m thirty-one were religious and forty-one were laity; a total of twenty-three possessed doctorates. By 1962, the teaching staff comprised a total of 202, of w h o m 140 were full-time faculty.

T h e religious teachers increased slightly, but the principal increase was in lay faculty who reached nearly 100 in number. Thirty-five faculty had doctorates.

As enrollment leveled in the 1960's, the University reduced the faculty, particularly part-time teachers, so that by the 1966-1967 academic year, the composition was as follows: 144 members of w h o m 123 were full-time faculty, 32 of those were priests or brothers of the Congregation of Holy Cross and 40 possessed doctorates. Comparing the 1966-1967 figures with enrollment, the student-teacher ratio was thirteen to one, a fact that was attractive to students, parents and faculty but a concern to the financial officers of the University. The changing character of the faculty also had two further economic ramifications.

First, with the constant climb of lay faculty, the aggregate cost of salaries increased and the "contributed services" of the Holy Cross became proportionately less. Second, the trend toward earned doctorates continued which had to be compensated by higher salaries.

Three subtle characteristics became evident particularly after 1960. They were the emergence of a greater sense of faculty consciousness, an increase in professional involvement and more experimental instruction in the classroom.

Each, while having distinct features, was interrelated and enhanced the academic climate at the University. T h e growth of faculty consciousness advanced a feeling of collective cohesion. Individual instructors seemed to demonstrate a greater sense of being part of a larger group experiencing similar conditions and possessing similar aspirations. Presumably, the size of the University fostered that notion of cohesiveness and rapport because the faculty was small enough for everyone to k n o w each other personally as well as professionally. As one professor put it: "What I like about this school is that it is small enough that what you do makes a difference, and you get credit for it, and it is appreciated. And by and large, we are working with a student body that are splendid people."

One important organization during that era was the Faculty Association. It began in May 1956 when twenty-two members of the faculty and administration met for a regular meeting of the American Association of University Professors. They decided that another organization distinct from the national A A U P was needed to consider local problems, namely, promoting fellowship

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and communication among the faculty, establishing improved dialogue with the administration, increasing faculty fringe benefits and fostering greater professional development and service to the University. The association received administration endorsement in October 1956 when Father Kenna announced: "The project of organizing the faculty of the University of Portland into a voluntary professional association for professional development is an excellent one of which I heartily approve."

On October 22, 1956, the new organization became a reality with the election of Dr. Ernest Hayes, president; Rudie Melone, vice president; Mary Margaret Dundore, secretary; and Narcisco Zancanella, treasurer. Over the years, the Faculty Association held monthly luncheon meetings in the Commons; and most of its accomplishments centered on improving faculty morale and welfare benefits, such as the system of issuing formal letters of tenure, accident and disability insurance, full retirement program under Teachers Insurance Annuity Association, family health and group accident insurance plans through either Blue Cross or Kaiser Health Foundation, a $1(),()(K) life insurance plan for every faculty member and a University credit union. Most of the welfare benefits were financed in part or completely by the University.

One benefit often regarded as highly advantageous to married faculty was tuition remission for a professor's immediate family.

The AAUP, after the mid-1950's, lapsed into inactivity, largely because of the existence of the Faculty Association and lack of any major clashes between faculty and administration. It was revived in 1964 and met spasmodically thereafter. It is true that the Faculty Association, despite its faculty welfare achievements, did drift along aimlessly at times. The association did conduct some seminars on improvement of teaching techniques and a faculty news bulletin was issued periodically, but much of the impetus for instructional experimentation came out of faculty orientations or departmental deliberations. Occasionally, the association fell into a kind of hibernation when officers displayed little inclination to become involved, which prompted one newlyelected president at the 1963 luncheon in the Terrace Room of the Commons to shock his colleagues when he stated, after receiving the gavel: "I promise to raise this organization to greater heights of mediocrity."

Unquestionably, a principal concern to the lay faculty was the question of salaries. Most accepted the fact that a small, private university could not be competitive with larger state-supported schools and that the particular mission of the University of Portland demanded some financial sacrifice. That may explain the absence of any hue and cry over a particular passage in the cover letter attached to the annual contracts that appeared in faculty mailboxes in the spring of 1962. It read in part: "As a University faculty member you long ago established the hierarchy of spiritual and intellectual values above the material, realizing that not by bread alone does man live."

Furthermore, the faculty was sufficiently aware of the perennial budgetary difficulties of the school. What concerned them most, at least by 1963, was the absence of a promulgated salary scale. As a result of faculty-administration

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dialogue on the matter, a scale was devised and presented to the faculty in the beginning of the spring semester in 1963. Each academic rank was classified into a series of grades with corresponding salary figures. An abbreviated version of that original scale of 1963 was: for the rank of instructor, the salary ranged from $50(X) to $6625; assistant professor, $5270 to $8470; associate professor, $6040 to $9875 and professor, $7180 to $10,550. Because of national inflation, annual adjustments were, of course, necessary. By 1966, the average faculty salary at the University was between $7845 to $8430 as reported in The AAUP Bulletin. When comparing that with twenty-two colleges and university (state and private) in the Northwest that made such data available, the University ranged from average to below average. That fact, supported by other statistics, certainly indicated a problem. Yet, statistics can be misleading, for in actual fact, the pay at the junior level (instructor and assistant professor), where the bulk of the faculty were located, ranked average. It was at the senior level (associate and full professor) that salaries fell below average. Over the next decade, the administration gave faculty salaries a higher priority than ever before in the school's history.

There were a number of corollary organizations that encouraged faculty closeness. The Faculty Women's Club remained active by sponsoring a number of social events each year. The faculty-staff bowling league began around 1957 and was popular over the years. The founders were Father James Leahy and Brother Pius Leising. The latter, sacristan for the Holy Cross community, was a remarkably unobtrusive and gentle soul; but on the lanes, he exhibited a surprisingly competitive spirit. He was a master bowler and unofficial instructor of many interested in perfecting their game. He once caused considerable consternation to a new woman teacher, a Lutheran who had never been closely associated with Catholic clergy. When she casually expressed some dissatisfaction concerning her delivery of the bowling ball, Brother Pius promptly took her over to Christie Chapel and had her roll tennis balls down the aisle toward the altar, hoping to show her a better approach.

An increase in professional involvement was another feature, caused in large measure by the influx of both young instructors fresh out of graduate schools and intense senior-level scholars. Departments displayed keener interest in having professors attend professional meetings, and faculty began to receive lighter teaching loads in order to stimulate research activity. A perusal of the "Faculty News and Notes" throughout the decade of the 1960's indicates that a growing number of professors were developing higher profiles within their professional societies. Due to all this, individual faculty members began to receive prestigious research grants or fellowships by the end of the decade. Just to mention three: a Guggenheim Fellowship won by Dr. Jane Record in economics (1968); a National Endowment for the Humanities grant given to Dr. Lillian Pereyra in history (1970); and the "Trainers of Teachers" awardone of six grants offered by the United States Office of Education that year-received by Dr. Harold Stauffer in education (1970).

Two further examples of academic activities across the University were the

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University of Portland Review and the Faculty Colloquium, both of which promoted interdisciplinary dialogue among the faculty. When Father Scheberle, founder and editor, was transferred to Notre Dame in 1961, the Review nearly ceased to exist. It was salvaged by a number of faculty, under the leadership of Father Erwin Orkiszewski, with assurances from the administration that a budget for publishing the Review would be increased. By 1965. a major staff reorganization occurred, and the journal began to be published semi-annually with a modern format; moreover, it achieved national distribution, which prompted one professor to comment that the Review "is the only thing that travels around the country representing the University of Portland with the exception of the basketball team."

The Faculty Colloquium, an idea launched by Dr. Jane Record, began about 1966. It had Father Harris's blessing; and as dean of the College of Arts and Sciences, he implored his faculty to participate. The intent was to establish an ongoing exchange of ideas by having faculty and students of all departments conduct periodic sessions at which a formal paper would be presented by a professor with open discussion following. During its existence, a number of interesting meetings resulted; on some occasions certain academic disciplines squared off against others in lively debate. After a few years, however, attendance began to wane. For whatever the reason, the colloquium died quietly, much like the "Last Lecture Series" inaugurated by a political scientist a few years earlier, who pleaded with each faculty member to give a lecture in the Pilot House on any topic, pretending that it would be the last opportunity to share his or her wisdom with the University community. Several teachers liked the idea, but apparently the students were not excited about listening to the final words of a passing professor. Only a handful came for the first lecture, thus making it the last "Last Lecture."

The faculty displayed more progressive attitudes toward teaching, and the principal motivation probably stemmed from the students. It must be remembered that a significant attitudinal change was occurring within the student population at that time. The so-called "new breed" was more active than passive, more idealistic than practical and more iconoclastic than traditional; students were prone to demand informality rather than formality. Add to that a mixture of young, dynamic instructors who were professionally charged (and usually socially-oriented) and a host of new technological teaching aids, and the chemistry of the classroom was bound to be affected. Some teachers, used to expounding from the lectern, undoubtedly became ruefully aware, as St. Augustine did, that the vandals were hammering at their gates.

In the 1950's, classes were rather formal, not unlike those in other colleges.

Because of the University's Catholic heritage, there was a crucifix in virtually every room and since classes usually began with a prayer, it was normal procedure for students to stand when the teacher entered the classroom. If the teacher was late, students waited ten minutes for an instructor possessing a master's degree and twenty minutes for one with a doctorate (although that formula, devised by some unknown person in the distant past, was constantly

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undergoing variation-much to the amusement of the faculty). A regulation that students and lay faculty dress appropriately was enforced. Priests and brothers wore a Roman collar with their usual black cassocks.

Blackboards, maps or charts were the extent of audio-visual aids; students sat in rows, often assigned seats, and "taking of the roll" was generally automatic. Most teachers lectured; most students diligently scribbled notes with a textbook near at hand. Questions were rarely asked in class, but on some occasions a brief discussion would ensue between several students and the teacher with the remainder of the class awaiting its conclusion so that more notes could be taken. Pop quizzes were expected as well as those dreaded mid-semester and final examinations. Term papers were customarily assigned in upper-division courses; and in most cases, professors encouraged students to supplement the textbook with outside readings. When the bell rang ending the period, students promptly put on coats and gathered books while the teacher shuffled notes, announced assignments and, if so inclined, tried to squeeze in a final prayer before the students filtered into the hallways.

By the end of the 1960's, the classroom atmosphere had changed. Classes became more informal; the trend was toward more relaxed, seminar-type sessions with students scattered randomly around the room or sitting in a semi-circle at tables or in chairs. Prayers at the beginning of class had all but vanished. Some lay teachers and most students dressed more casually, and the priests abandoned the cassock in favor of a black suit with Roman collar. (A few priests wore "civilian" attire.) Most professors continued to lecture but did it more informally, in effect, camouflaging the technique with attempts to draw students into discussions. The textbook, although still often required in courses, became a tertiary tool supporting professorial remarks and discussions on outside readings. T h e impact of the "paperback revolution" encouraged instructors to adopt several small volumes as supplementary reading.

Although quizzes were still a staple of some professors, the tendency was to find alternative types of testing. Most courses maintained the final examination; but some teachers experimented with take-home tests, open-book tests and oral examinations. Most examinations in the liberal arts area became essay rather than objective; and numerous teaching aids were utilized, especially after the University developed an instructional media center. Slide, movie and overhead projectors, along with an array of other equipment such as tape recorders and television, became fashionable. O n e professor showed so many slides that his students complained about "always being in the dark."

Instructional innovation encouraged a different type of teacher-student contact. It developed an open, personal approach in the academic life that often produced strong friendships and improved communication, although in some instances teachers moved dangerously close to forming "peer" relationships with their students, which was a far cry from the traditional locus parentis.

Rather than try to judge the two forms of instruction, the traditional method and the progressive approach, it would be wiser to conclude simply that they were different; the former produced a passive learner, while the latter encour-

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aged an active inquirer. Perhaps the student of the 1960's was more expressive. more articulate than his counterpart of the 1950's, but it would be pushing the point too far to state that he or she was more knowledgeable or, for that matter, better educated for it all.

Before leaving the faculty, it would be appropriate to review a few notable professors during the years 1955 to 1967 w h o left an impression on the minds and memories of that generation of students. (See Appendix for a list of some prominent members of the faculty w h o joined the University during those years.) Father John Scheberle had the reputation of being difficult. He possessed the potential of a brilliant scholar but chose to foresake that role in order to be an exceptional teacher of English literature. Father Scheberle appeared to be absentminded, with hands always busy shuffling papers as if some valuable document had suddenly disappeared; but students might recall his deep sensitivity, his weeping openly, for example, in a sophomore literature class while reciting Chesterton's moving poem, " T h e Donkey."

Few students, even faculty, ever really came to know the sterling qualities in Father Robert King. His philosophy classes were not the most popular; but in his gentle, unassuming way, he was probably wiser and more knowledgeable in his specialty than most instructors at the University. Beneath that deadpan expression was a compassionate man with a jocular wit. Even when he knew he was dying of cancer, he maintained his wry sense of humor. Dr. Vladas Juodeika, for a number of years, was the Political Science Department. He had been the economic minister for Lithuania during part of the 1930's, when apparently his more memorable accomplishment was to reduce the price of beer in that country. Students flocked to his classes and suffered through his broken English just to hear of his experiences under Nazi and Soviet rule.

Rev. Maurice Rigley, w h o joined the English Department in 1938 and died unexpectedly in 1961, was a sort of Jongleur de Dieu. T h e students of the 1960's would have truly appreciated him, with his puckish personality and enticing eccentricities. He used to take care of a small section of grass between West Hall and Christie Hall for exercise and amusement: mowing and raking and watering what came to be called "Rigley Field." He would frequently sit on a wooden folding chair, reading his breviary with a garden hose. Because of back problems, he would occasionally hang like a monkey from a limb of a maple tree, as students passed by wondering what he was doing. "Rigley Field" was established in his honor by the class of 1964.

The stories of Brother Godfrey are, of course, legion. His general science classes were always packed, especially by those who had little chance of passing any other science course. " B G " would take it as a personal affront if a student did not do passing work in his class, and was always willing to give tutorial assistance to those in difficulty. He was a chip off no one's block and had a wisecrack for all occasions. O n e of his oft-quoted remarks was that the University of Portland was "built on a bluff and run on the same principle."

Space prevents mentioning many other exceptional teachers who distinguished themselves during the years 1955 to 1967. However, several w h o died

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should be remembered, such as Father John Molter (zoology), Brother Ferdinand (mathematics and groundskecper), Professor Lou Bauer (engineering), Professor James Thompson (music), Dean Edmund Smith (business administration), and Father James Fogarty (sociology) who passed away quietly on the banks of a Northwest stream with a fishing pole in his hands (probably the way he would have preferred to have died). It was the death of Father Charles Miltner in April 1966 that proved to be the most poignant, partly because of the way he died, but more significantly because it seemed to represent a turning point, an end of an era when scholar-priests were common fixtures at the University of Portland.

Father Miltner had come to the University in the 1930's, and over the years had served the institution in various capacities-priest, scholar, teacher, dean and president. To many, he represented the finest attributes of both the Congregation of Holy Cross and the University of Portland. He was as lovable as he was loving; generations of students, faculty and friends of the University admired him for his critical intellect, his Christian attitude and his courageous spirit. Even his heart attacks and the amputation of one leg-which forced him to travel about the campus in a green golf cart-did not slow him d o w n . A testimonial was given in his honor shortly after his eightieth birthday. Father Miltner had decided to retire and return to Notre Dame. About a hundred friends and former students gathered for the banquet in the C o m mons on the evening of April 13, 1966. T h e various speakers combined wisecracks with plaudits in their tributes to him. Then Father Miltner rose to address the audience. He began: "I do not really know whether I should be puffed up with pride or just pleasantly embarrassed. O n occasions like this," he said, "I have noticed that a custom has g r o w n up according to which anyone w h o has achieved more than the biblical three score and ten is asked to give his reasons for his longevity." Father Miltner then spoke briefly of life and death, incorporating the views of many wise men over the ages. In a few minutes, he concluded: Well, I shall wind up with a little word from Dean Swift-whom all of you English teachers know, even though the rest of you do not. He said that . . . the latter part of a wise man's life is taken up by curing the follies, the fallacies and the false opinions that he contracted in the first part. Because, after all purely human triviality, we all know that He who gives life measures it. So we all live as long as the Lord wants us to live. Thank you.

There was a great ovation as Father Miltner took his seat. Monsignor Francis Murnane then took the microphone for a brief expression of thanks to Father Miltner, followed by a few comments from Father George D u m . Then Father Robert Beh went to the podium to speak. Father D u m , w h o was sitting next to Father Miltner, recalled the startling events that followed: As Father Beh took the microphone from me and began to speak a few words of remembrance, Father Miltner's head fell forward, he slipped off the side of his

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chair and fell to the floor beside me. Monsignor Murnane who was seated at his left helped me to try to lift him up. He breathed heavily once or twice and then ceased. I realized that he was having a stroke or an attack of some kind and called out for Doctor Meicnberg, his personal physician, who was attending the dinner.

Doctor Meienberg felt his pulse, sent someone for an emergency kit in his car, and began immediately to administer massage to get the heart moving. . . . After sustained and vigorous efforts to revive Father Miltner had produced no effect.

Doctor Meienberg pronounced him dead ascribing his death to a massive cerebral hemorrhage. Father Duffy administered the Sacrament of Extreme Unction and read the prayers for the dying while all those present knelt answering the prayers.

S T U D E N T LIFE

O n e of the most noticeable changes in American collegiate life during the 1950's and 1960's was the transformation of student values. It is easier to chart the change than to explain it. Without delving into societal conditions that influenced youth and what came to be known as the "counter-culture" of the 1960's, distinctions were certainly apparent. "Joe College" and "Betty C o e d " of the 1950's evolved into the unisex, prototype "flower children." T h e freshman class of 1955 was the offspring of the Depression and possessed vivid memories of the Second World War. The freshman class of 1966 was a product of an affluent era weary of cold-war missile rattling, disturbed about glaring social injustice and distrustful of the old Yankee ideals of success and work.

Generalizations, to be sure, and there were obviously exceptions within the student population across the country, from campus to campus. Students at the University of Portland never reached the extreme margins of the "student left" movement, however, and at best only echoed some of the ideas articulated in a more strident voice on larger campuses. But the fact remains that professors at the University became fully aware by 1965 or 1966 that a distinctive new type of student, w h o was idealistic and freedom-oriented, had replaced the realistic, security-minded student of the fifties. Father James Leahy (philosophy) w h o taught throughout those unsettling years, probably expressed the opinion of many instructors on campus when he declared: "I found it a challenge to teach . . . and always enjoyed teaching-up until the latter years when all those changes began; I found it difficult, changing thought and changing techniques."

It would be risky to suggest the precise point when students at the University of Portland began to reflect certain counter-culture attitudes; yet, by the year 1963, a value change was discernible and perhaps-as some believe-the assassination of President John F. Kennedy triggered the transformation. If that be true, something more significant, almost of apocalyptic proportions than just a mortal man, died on the streets of Dallas, Texas, that day. Senator Kennedy visited the campus during his campaign swing through the N o r t h west in 1960 and received a tumultuous welcome. He symbolized a new, fresh and inspiring quality in American politics with which young people especially could identify. His personal charisma and reform rhetoric awakened a new

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spirit of commitment to public service; it was almost too good to be true. And then came the crash of Camelot and its disillusioning aftermath.

It was Friday, November 22, 1963. The sun was shining when the news bulletins of the shooting began to filter across the campus around 10:30 a.m.

Everyone was stunned; classes were casually cancelled as students and faculty quietly picked up their books and papers and left the classrooms. T h e bell in St. Mary's commenced to ring and tolled on and on after the agonizing pronouncement came that the president was dead. After hasty preparations, a noon Mass was offered at St. Mary's Chapel by Father Waldschmidt. People wept openly; the flag outside, at half-mast, stirred occasionally in the autumn breeze; the sky turned grey by early afternoon and the campus appeared deserted and remained so for the rest of the weekend.

T h e freshman class in 1963-1964 was the graduating class of 1967, and their collegiate years became a strange bittersweet mixture not quite comparable to that of any other class. The class of 1967 could not be sheltered from the effects of national and international forces that cut deep into their collegiate lives: the assassination of a president, the conclusion of Vatican II, the escalation of war in Southeast Asia, the presidential election of 1964, the free speech movement that erupted on the campus of the University of California at Berkeley, the civil rights demonstrations in city after city and the conquest of outer space. It was an age of paradox: of breakthroughs in ideas and breakdowns in institutions. Customary collegiate activities, so much a part of traditional student life, began to evaporate by the late 1960's. Some of the established forms continued, such as the Carnival or H o m e c o m i n g or Campus Day, with less enthusiasm; but those typical college pranks no longer seemed to capture the fancy of students. "Panty raids" virtually ceased; freshmen no longer wore purple and white beanies; Greek letter fraternities and sororities seemed to smack of an older regime; old sweatshirts with phrases such as " T h e Devil Made Me Do It" replaced the respected monogram sweater. Rather than see how many students could squeeze into a Volkswagen, some studentsadmittedly a minority-spent their energies on seeing h o w many people could be mustered for a demonstration. In short, before 1965, students on several occasions clandestinely raised women's lingerie to the top of the flagpole on the bluff. By 1970, a student protest erupted over the A F R O T C ' s raising the Stars and Stripes on the same flagpole.

While the students at the University of Portland avoided the radical excess that became all too c o m m o n on other campuses, they could not hide their growing cynicism or frustration. There were some instances of protests, threats, marches and meetings; but by and large, the students tempered their activism with a reflective attitude. T h e charge sometimes heard, that the student population was apathetic, remained highly suspect. "Apathy," defined one dean of students during that era, "is when one group of students is not interested in doing what another group wants them to d o . " O n e member of the student body in the late 1960's explained it this way: "I think a lot of student unrest on other campuses is due to the pseudo-intellectuals. Students here do

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not like this. Students come here to have a good time and to learn."

Perhaps a wiser analysis would be that University of Portland students showed genuine concern about society, but they did not feel cornered by "the establishment." The channeling of student activism into a constructive approach was evident by rising enlistments in the Peace Corps and VISTA (Volunteers in Service to America). According to 1973 national statistics acquired from the information coordinator of A C T I O N in Washington, D . C . , the State of Oregon had an exemplary record of volunteerism. Oregon ranked among the top five for Peace Corps volunteer-producing states for some time, and the University of Portland was a part of that admirable achievement.

When comparing the University with Northwest institutions, specifically the University of Oregon, University of Washington and University of Puget Sound, the University of Portland ranked second, slightly behind the University of Oregon in per capita volunteer production. Sixty-three students from the University of Portland accepted Peace Corps assignments during that general period; VISTA statistics also indicated that on a per capita basis, the University ranked above average.

The outward signs depicting modified student behavior were more recognizable, of course, than subtle, interior transformations. To that extent, perhaps the most controversial change involved dress code and appropriate conduct for campus living, particularly dining hall and dormitory regulations.

By the mid-1960's, it was obvious that the "good old days" of highly authoritative restrictions were gone. N o longer would it be possible for a dean of students to ask a young man to put on his T-shirt when playing tennis for fear that his upper anatomy might offend a group of nuns taking courses in the summer session; or that girls would be required to take a special course stressing "social graces" that was briefly instituted in 1959 (and later vetoed by the Academic Council with Father Miltner leading the attack).

There were complaints about the "housemother" type of resident director that ultimately forced a reform of the head residents' system which produced dormitory governance emphasizing student participation. With the construction of women's dormitories, Guide to Women's Residence Halls were printed stating regulations concerning quiet hours, closing hours and a host of other details. A "demerit system" for infractions was enforced with penalties usually meted out in the form of being "campused." The booklets provide an interesting view of the changing scene in the sixties. T h e following are excerpts from a Guide for w o m e n students, circa 1965: Street attire is considered to be skirts and sweaters or dresses. Sports attire is considered to be capri pants, bcrmuda shorts, but not short shorts . . . [andl some type of footwear such as sandals, tennis shoes, etc.

Women students are expected to be in street attire in the main lounge and front halls of the dormitory. Sports attire may be worn in the recreation rooms and on Saturdays in the front halls and main lounges. (Cut offs may not be worn in the main lounges.) . . .

Street attire should be worn to all classes, to the library, to the Commons

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(except on Saturdays and at Friday dinner), at times when regular classes are in session on campus, to the Pilot House before 7:00 p.m.

Sports attire may be worn in the vicinity of the women's dorms for athletic participation or taking walks, on the tennis courts, decorating for dances or for play rehearsals, after 7:00 p.m. weekdays except in above specified areas.

Dining room attire includes street attire Monday through Friday, sports attire on Saturdays, dress up for Sunday meals.

Neatness and cleanliness is expected of you in the way in which you keep your room as well as in your personal appearance. Your room is to be tidy by 11:30 each day. (Demerits will be given if this is not done.)

Quiet hours from 7:15-9:30 p.m. and after 11:00 p.m., Sunday through Thursday. This will be strictly enforced, with the usual penalty for excessive noise: 5 demerits.

When it's dark enough to turn on your lights in the evening, it's then time to pull your shades. A dorm is a source of curiosity; it is good taste to insure your own privacy, and to discourage the curious . . . .

Always stand up when your Head Resident, a parent, priest, or other adults enter the room where you are. This and similar courtesies, such as holding doors, expressing pleasant greetings, etc., are important to practice . . . .

Talking or shouting from windows is not a ladylike mode of behavior; don't forget yourselves . . . .

No posters are authorized in the women's dormitories except as specifically allowed by the Head Resident....

No pets are allowed in dorms-(except fish!)

Handbooks for men's residence halls reflected a more liberal policy concerning living regulations. The primary concern by 1965, however, was the dress code. Before the mid-1960's, men wore jackets and neckties to supper at the C o m m o n s . When the new C o m m o n s was opened, family-style dinners were served-a holdover from earlier timesâ&#x20AC;&#x201D;with a student host serving at each table; there were even assigned seats. That policy, however, was abandoned in favor of cafeteria-style meals, and it was not long until a relaxation of dress rules began. First, male students were permitted to go to supper sans neckties; then came the great debate over the definition of "jacket" which by 1965 came to mean a sweater, which eventually came to mean a sweatshirt, which eventually came to mean a T-shirt. By 1967, the rule read: "Appropriate and neat attire is to be worn at all times," but the students in actuality considered it "neat" to interpret the term "appropriate" as broadly as possible.

The great struggle climaxed with the abandoning of the dress code in 1968.

Handbooks for students after that gave slight mention of dress codes, and students began to appear in classes or in the library wearing "grubbies." Some teachers resisted and made gallant efforts to require their students to come to class "properly" dressed. Others ignored the issue as largely a struggle between students and administration. O n e professor was quoted in The Beacon to the effect that he was more concerned what his students had in their minds than what they wore over their bodies. Father James Brady, a residence hall rector, offered his opinion of the change during the sixties with the remark:

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"Well, from that point on the dress just went down and down and down. The problem really was that, as we relaxed the dress regulations, nothing was ever put in to raise the tastes of the students."

The Associated Students of the University of Portland (ASUP) continued its broadening influence on campus life. Certain student governments were popular, others were not; and the perennial problem of student democracy persisted, namely, trying to keep the student body interested in government rather than trying to keep the government interested in the student body.

Getting students out to vote in elections was often a demoralizing experience for candidates, and only during an occasional controversial campaign or a constitutional crisis, such as occurred in 1963 when the document was severely amended, was widespread, grassroot concern evident. The ASUP eventually absorbed the Associated Women Students organization (AWS) in the 1960's, and toward the end of the decade the Inter-Club Council disappeared. Senate meetings were held regularly, but discussion principally centered on alloting money for student activities.

The most significant development, in retrospect, was the inauguration of the annual Leadership Conference. Sponsored by ASUP, it began in 1956 as a three-day conference, known originally as "SPU Camp" (Spirit of Portland University), and conducted in September at Seaside on the Oregon coast.

Student leaders attended with specific faculty members and administrators for the purpose of discussing campus and academic policies. Father Kenna regarded the Leadership Conference as "particularly helpful" and said that it gave the administration an important contact with influential students, thus producing "a mutual understanding which was very helpful to us at that time." ASUP continued to host the meetings early in the fall semester of each year, usually deciding on membership and agenda items in consultation with the University president. Normally held on the coast, the conference began with Friday supper followed by a general meeting of nearly a hundred participants; small discussion groups were then formed to deliberate particular problems or aspects of University life throughout Saturday. Reports from each group with recommendations were subsequently presented to a general meeting after Sunday morning Mass, usually sparking a lively debate that went on until check-out time in the early afternoon. Social activities were not neglected, of course. A few hours on Saturday afternoon, for instance, were reserved for recreation, particularly a beach picnic with frisbee tossing, softball games and kite flying contests. (Father Waldschmidt surprised everyone with his talent for making kites do strange things.)

The total effect was to promote understanding and generate ideas that could be brought back to the campus and implemented throughout the year. Father James Trepanier, University chaplain from 1964 to 1967, considered the annual Leadership Conference "a really terrific event, . . one of the finest and most imaginative activities" at the University. Unquestionably, it did much to calm potentially troubled waters and enabled students, faculty and administrators to coordinate and cooperate on vital issues each year. Dr. Mary Margaret

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Dundore, long-time dean of women at the University (and because of her regal beauty often quietly referred to as " T h e Goddess" by the bachelor members of the lay faculty), thought that "communication on campus" was one of the pivotal problems at that juncture. "And by this I mean communication from the top administration down and all the way around," she explained.

Certainly one of the features of that era was an improved dialogue among the faculty, administration, alumni and regents; and the Leadership Conference came to serve as an important mechanism in that communication.

As far as the general student body was concerned, however, The Beacon was the primary sounding board for campus ideas. Over those years, the format and quality of the weekly student newspaper fluctuated, depending upon the editors and their staffs. Students occasionally took exception to editorials, however, which prompted debates; and in rare instances, an "underground" newspaper (usually entitled The Bacon) appeared in the Pilot House, a product of some clandestine mimeograph machine. The Log, during the years 1955 to 1967, continued to be a consistently high quality student annual, supplemented in 1965 by a new publication k n o w n as the Student Directory. It was published each fall with individual pictures of administrators, faculty, staff and students with their addresses and telephone numbers.

The Preface, under the direction of the English faculty, remained the annual student publication devoted to literary and poetry pieces, although it never received the wide distribution that it warranted. K D U P was much more effective. The campus radio station, located in Music Hall, beamed a wide variety of music and talk shows across the campus. O n e of the disc jockeys in the late 1950's was Dick Klinger, later to become a prominent radio and T V personality in Portland.

The primary cultural activities were drama productions, musical concerts and recitals and appearances by guest lecturers and performers. A number of outstanding theater productions were staged in Education Hall; and it became a tradition for Father Thomas Kelly (classics), one of the ardent theatergoers on campus, to spend a few moments with the cast on opening night just before curtain time to offer a blessing. Then the lights would dim and the play would begin. There were some memorable productions, among them George Bernard Shaw's "Devil's Disciple" (1956), Shakespeare's "As You Like It" (1957), Moliere's "Doctor in Spite of H i m s e l f (1958), Jean Anouilh's " T h e Lark" (1964), Robert Bolt's "Man for All Seasons" (1965) and Tennessee Williams's "Cat on a Hot Tin R o o f (1965). Perhaps one of the best was T. S. Eliot's modern morality play, " T h e Cocktail Party" (1958) with excellent performances by Ann Foley, Frederic McNamara, William Gratton, Dorothea Greene and Barbara Mulkcy.

Among musicals staged in cooperation with the School of Music, four notable ones were "Kiss Me Kate," " T h e Boy Friend," "Once Upon a Mattress" and " M y Fair Lady." " R o m e o and Juliet" and Marlowe's "Tragical History of Dr. Faustus" deserve mention because of creative set design by Professor Jerome Badraun; William Gratton, w h o later joined the Drama

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Department, directed a fine production of "Becket." Some of the notable performers over those years were Mary Murphy, Fred McNamara. Barbara Mulkcy, David Spooner, Janet Grosse, Monique Rowe, Roxanne Whitsell.

James Cranna, Robert Durand, Dennis Alexander and Paul Wintield, who became a professional actor and was nominated for an academy award in 1974.

Clayton Hare, dean of the School of Music during most of that period. assembled a talented staff; and the orchestra, band, chorus and ensembles (instrumental and vocal) presented a number of events. During the mid-1960's, the University inaugurated the annual Humanities Festival which introduced a series of international and national performers and lecturers at special student convocations; and in 1967, there occurred a "Salute to the Arts," a ten-day program featuring a variety of visiting artists. Some of the notable personalities appearing on campus were comedians Dennis Day and Jack Benny, British actor John Stuart Anderson, actress Agnes Moorehead, British authors Christopher Hollis and Robert Speaight, Norwegian concert pianist Thoralf Norheim, American poet Gary Snyder and Dutch mime artist Frans Reynders. Also, prominent politicians came, among them, Senator John F. Kennedy, Governor Adlai Stevenson, Representative Edith Green and Oregon Senators Wayne Morse, Mark Hatfield and Richard L. Neuberger.

Religious activities were an important facet on the campus scene. The University had always attempted to fashion an educational program that would transcend the classroom by establishing a Christian atmosphere enabling students to transfer formal learning into social action. In the wake of Vatican II, a gradual shift in student religious, philosophical and social concerns became apparent. In part, it stemmed from the harmonizing ecumenical movement, but it also was born out of a growing sense of disunity and individualism within American society that had a particular impact on youth, especially the advance of existentialist attitudes and a distrust of established formalism and institutions. Father Joseph Haley, professor of theology during that period of transition claimed that "the understanding of religion is becoming much more personal. There is presently an exaggerated reaction to the institutional aspects of religion." Several traditional forms of institutional religion continued as before, such as daily Masses, but some other types disappeared, notably, religious-oriented clubs, the annual student retreat, the Advent Wreath ceremony, the spring military Mass at the Praying Hands memorial and the Living Rosary.

Most Rev. Robert J. Dwyer, archbishop of Portland in Oregon, 1966-1914.

One of the most innovative religious movements to evolve during that period was Father Charles Harris's "Antioch weekends." He initiated the program at Notre Dame earlier where it proved successful. Based on the Cursillo concept, popular in adult Catholic circles at that time, the Antioch "retreat" was designed both for students experiencing a "faith crisis" and for those seeking to refine their Christian life. It was a highly structured program with a team of students and faculty leaders. Those weekend excursions into the wilderness of Oregon-and the soul-were named after the early Christian experience at Antioch; and in the view of one student, they were "not intended

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to be a theological debate" but rather to handle the vital question: "Can Christianity be useful to a student today?"

The Antioch weekends also may have assisted other spinoffs of the social apostolate. Just as the Peace Corps and VISTA volunteers became meaningful outlets for societal commitment, so did U P C A P (University of Portland C o m m u n i t y Action Program), a federally-funded enterprise designed to stimulate community participation for improving urban conditions throughout Portland. The University, through the energies of Father James Kelly and others, encouraged students in U P C A P to work with underprivileged youth in North Portland. O n some occasions, as many as two hundred students became involved, when other collegians were demonstrating against socialeconomic-political conditions across the land. Under the general auspices of campus ministry or Social Science Department, similar activities were conducted, such as the annual marriage institute, or the draft-counseling program of Father Nicholas Ayo. O n e notable trend over those years was the decline of student interest in what had previously been the principal staple of collegiate life: dances, clubs and athletics. During the 1950's and early 1960's, the popular dances were the Twirp Dance, Biologists' Ball, Sweetheart Ball and junior and senior proms.

The formal President's Ball, inaugurated in 1964, lasted only a few years, and most of the remainder disappeared also, save for such traditional affairs as the engineers' Barn Dance, Homecoming Dance and the Military Ball. Regular enterprises, namely, the Carnival or the Roaring 2()'s or Campus Day, barely survived. There were a fair number of impromptu dances each year, but it became obvious that students were turning to other forms of entertainment.

A new annual event did begin in 1964 that instantly became the most imaginative: International Week. Each day of International Week was hosted by students from a particular country, region or continent, sponsoring displays, dinners and dances that appealed to students of a generation pledged to universal fellowship. With the influx of non-American students, the character of the University changed slightly in the 1960's. Chilean students dominated the tennis team, and soccer once again became popular. O n campus, African, Arab and Asian students often wore their colorful native dress, and Hawaiian students emerged as a dominant group; their festive luaus, multicolored garments and happy-go-lucky personalities made them most attractive.

In order to assist foreign students or those from distinctive cultures (such as the Hawaiians), the University established a counseling and scholarship program supervised by an international student adviser. Rev. Robert Lochner served in that capacity from 1962 to 1965 and was also moderator of a revised International Relations Club that sought to build understanding and friendship between foreign and American students. After 1965, Father Frederick Barr became international student adviser, followed by Father Joseph Haley.

Various corollary efforts were implemented to assist international students that ranged from introducing a new course, "English as a Second Language," to faculty wives participating in the host family project by inviting interna-

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tional students to their homes for holiday dinners or entertaining them during vacation periods when most of the campus was closed. The University of Portland by 1970 had one of the highest percentages of international students per capita of all Oregon colleges. That was also true of Afro-Americans, and in the late 1960's, Vernon Chatman of the Urban League became adviser for black students on campus.

Most of the student clubs and fraternities mentioned in the previous chapter continued into the 1960's; some of the organizations born during those years were the Philomathean (1958), a senior women's honorary; Sigma Tau Omega (1961), a service-social fraternity; and Theta Tau Delta (1965), a service-social sorority. One of the special projects of Sigma Tau Omega occurred in 1963 when members and pledges constructed the large seventy-foot by thirty-fivefoot letter "P" on the bluff overlooking Swan Island.

ATHLETICS

Sports, especially basketball, still captured student attention, but a decided decline was apparent by 1967. Freshmen and sophomores, exhibiting a high school preoccupation with sports, seemed to be the strongest supporters of intercollegiate games. One of the distinctive features of the era was the remarkable enthusiasm for intramural sports. There were occasions in the late 1960's when students manifested larger attendance at an intramural football game or field hockey match than at an intercollegiate contest. Al Negratti, athletic director (1956-1969), served as head basketball coach from 1955 to 1967.

He was a large, muscular man, always neatly groomed, exhibiting a warmth and charm off the court; but on the court, he was a strict disciplinarian, sometimes displaying a volatile temper. When disturbed by a referee's decision, he would jump up and start to take off his blazer as if ready to engage in physical combat. During his twelve years, Coach Negratti had six winning seasons with a record of 163 wins against 156 losses for a .571 percentage. In 1957 and 1958, the varsity made it to the NAIA playoffs, and in 1959, they went as far as the NCAA regionals. In 1957, the Pilots lost to Tennessee State at the Kansas City NAIA tournament by a score of 70 to 87 (Tennessee State went on to become the tournament champion); in the 1957-1958 season, the Pilots upset nationally-ranked Bradley University. In the following year, Negratti's squad, rated in the top twenty teams of the country, triumphed over archrival Seattle University, played in a Madison Square Garden tournament defeating Iowa before losing to Dayton, and finally lost in a regional NCAA playoff game to DePaul by one point, 56 to 57. The year 1958-1959 was the high water mark in intercollegiate basketball for the University.

Al Negratti, athletic director and basketball coach during this era.

The 1959-1960 year, with only one senior returning, was Negratti's first losing season. The team won eleven and lost twenty-six, but the Pilots did post a victory over the University of Oregon Ducks, hosted the new City of Roses tournament and played in the Far West Classic. The year of rebuilding in 1960-1961 was successful as the team won sixteen and lost nine, barely missing a bid to the NCAA regionals. But from 1961 to 1967, basketball began to slide;

The Cliallenge of Change 213

only in 1963-1964 did Portland have a winning year with a 17-9 record. Some of the moments during the last six years of the Negratti era were exciting, nonetheless. The record attendance at any Portland game was 11,401 on February 10, 1962, when the Pilots defeated Oregon State 67-58 in the Memorial Coliseum. The Pilots entered a number of prestigious tournaments, such as the Knights of Columbus Invitational, Far West Classic, WCAC tournament, Las Vegas tournament, Vanderbilt Classic and the Rainbow Classic.

The University, however, found it difficult to compete against powerful nationally-ranked teams of the NCAA as a small independent school.

Schedules were tough and road trips were rough, which was most apparent when the Pilots played John Wooden's UCLA in the 1966-1967 season, losing by a score of 57 to 122. The theory seemed to be that playing a major schedule would help recruitment; and while road trips east or south were financially profitable because of guarantees, the losing seasons were demoralizing to fans at home. The alumni especially became disenchanted. Nevertheless, those were memorable years when the University of Portland made its bid for national prominence in basketball. And who will ever forget some of the talented players that Al Negratti attracted to The Bluff: Dick Jolley, Jim Armstrong, Wally Panel, Frank Rector, Ray Scott, Jim Altenhofen, John Westermann, Bill Garner, Art Easterly, Steve Anstett, Jim Dortch, Cincinnatus Powell, Chuck Rogers, George Koch, Mick Toner, Paul Gloden, Jesse Perry, Charles Stroughter and Terry Pollreisz. Ray Scott and Cincy Powell went on to become outstanding players in professional basketball.

Baseball, while lacking flashy notoriety, maintained a consistent level of quality. Portland competed principally with Northwest teams, and under the coaching of men such as Richard Carlascio, Bob Glennen, John Coefield, Jack Baker and Joe Etzel, generally fielded strong teams. Occasionally, the Pilots made it to the District 8 NCAA playoffs and they enjoyed three consecutive seasons with twenty victories. As in basketball, the high point of baseball occurred from 1956 through 1960 when the University posted a total of ninety-six wins and forty-two losses. Then after a six-year slump, the diamond squad began its comeback in 1967 with a record of fourteen and eleven under second-year coach Joe Etzel. Etzel was the strong-arm pitcher during those triumphant years when former UP star Bob Glennen coached (1957-1960). Some of the outstanding players were Harvey Jones, Marv Delplanche, Len Farrell, Bill McCallen, Bill Wiitala, Larry Larsen and Art Bull.

Track, golf and tennis were relegated to minor sports status. Track teams competed with Northwest schools under NCAA, but lacked the excitement of the Philbrook years. Coaches during those years included Bill Smith, Tom O'Conner, Harley Lewis and Kent Soldan. In general, the track program struggled to survive. Part of the problem was that before 1961, the track team lacked a suitable track. The situation was rectified, however, when Morrison Conway of Cascade Construction Company, with generous assistance from other local firms and individuals, installed one of the first "experimental" rubberized-asphalt, all-weather tracks in the country.

214

A POINT OF PRIDE

The track, built in 1961, was composed of 50 percent rubber buffing. 25 percent asphalt and 25 percent sand. It was a quarter-mile, ten-lane oval with 220-yard straightaway that included runways and takeoffs. It was located near the main entrance, next to the major parking lot. Inside the oval track was a regulation football field as well as pole vault pit, broad jump runway and pit and shot put and discus rings. The new track did much to revive interest in a program that had slipped in the late 1950's when basketball and baseball reigned supreme on The Bluff. The University did not field a team in 1960, but during the years of coaches O'Conner (1961-1964), Lewis (1965-1966) and Soldan (1967-1972), the thinclads recorded five winning seasons averaging eight major meets a year. In 1967, former University of Oregon long-distance star Jim Grelle, remembered for his sub-four-minutc mile races, his membership on the U.S. National Track team for ten consecutive years and his performance on the 1960 United States Olympic team, became assistant coach.

Golf was coached by Father Clarence Durbin in the 1950's and later by Bill Highfield (1960-1961). It was a varsity sport until 1962 with outstanding players such as Larry Lambcrger, Jerry Mowlds, Milton Peterson and the Altenhofen brothers. Tennis, under coaches MikeTichy, Father Arthur Near, Dickjolley, Father Francis Gangemi and Bill Rose, was also a strong varsity team until, as in the case of golf, it became a club sport. Bill Rose, an outstanding netman in the late 1950's, was followed by a group of young players from Chile in the early 1960's who made the team exciting; they included Omar and Ernesto Pabst, Humbcrto Becerra and Manuel Hernandez. In 1961, the UP tennis squad upset the University of Washington whose teams had been undefeated for about twenty-five years.

Soccer became popular in the 1960's, and the team won the Forest Edy cup in 1962. International students revived it at the University and some contests with local teams were wild affairs-more sock 'em than soccer. Swimming and skiing were experimented with as club sports but never became serious programs. Once in awhile the Monogram Club would host a smoker to raise money, but such eventsâ&#x20AC;&#x201D;once customary in former times when the institution was a boys' boarding school-were rare. It is noteworthy that during the 1950's and early 1960's, intercollegiate and intramural programs for women were highly successful. Oma Blankcnship, a dedicated and popular instructor of physical education, was instrumental in developing some outstanding women's volleyball, basketball and tennis teams at the University.

TRANSFER OF C O N T R O L

During the early years of his presidency, Father Waldschmidt commenced a protracted discussion on the question of transferring the legal and financial responsibility of the University from the Congregation of Holy Cross to a Board of Regents. The administration, along with certain members of the advisory lay Board of Regents, considered the matter with the provincial. The reasons were simple. With the existing level of operations and the projected expansion of the University, the Congregation of Holy Cross could not

Tfie Challenge of Change 215

continue to commit major portions of the provincial resources to institutions such as Portland and Notre D a n e . A shortage of priestly vocations and a growing Holy Cross apostolate '.n other areas (parish, chaplaincy and missionary work) necessitated a form of retrenchment.

Moreover, it was becoming a national trend. Other Catholic teaching orders ar.d Protestant denominations were finding it difficult to serve as the principal supporter of their schools. The solution appeared to be in striving to establish each college or university as a self-sufficient institution. The notion that denominational institutions were becoming laicized in order to attract government funding may have been accurate in some instances, but many private colleges and universities had previously created the legal apparatus permitting them to qualify for public monies, particularly for crucial financing of capital investments. Be that as it may, it was clear that the reasoning behind the move at the University of Portland had virtually little to do with that issue.

Details for the transfer were resolved by the end of 1966, and final approval came at a Holy Cross chapter meeting conducted at Notre D a m e in January 1967. The vote was forty-one to one. At that meeting, a similar plan for enlarging lay control of the University of Notre D a m e was also accepted.

Under the transfer plan, as announced a short time later in Portland, the Congregation of Holy Cross formally relinquished authority over the University of Portland along with all assets and obligations to a restructured Board of Regents consisting of twenty-five members, of w h o m the overwhelming majority were laymen. T h e new board agreed to assume full legal and financial responsibility for the school. T h e board was also responsible for the approval of all administrative selections, including the president. T h e only stipulation insisted upon by the Congregation of Holy Cross in the deed and trust agreement, the legal instrument of transfer, was the following: This conveyance and the transfers of personal property recited herein are made and executed upon the following trusts and conditions, namely, that the premises described herein and the personal property shall be used, kept and maintained for the operation of the University of Portland as an institution of higher education which (1) recognizes the study of theology as a valid academic discipline and includes such study as an integral part of the basic or core curriculum required of all its students; (2) offers a comprehensive curriculum of at least baccalaureate level and of academic, non polemic, quality in the philosophical, theological and cultural aspects and tenets of the traditional and contemporary Roman Catholic religion; which shall be an integral part of the basic or core curriculum required of all its Catholic students; and (3) emphasizes the importance of a scale of values for its students, the necessity of the examined life and of moral, ethical and spiritual commitment. Wherefore, it cooperates fully with representatives of Christian and non-Christian religions in making available to its students religious counseling, guidance, direction and services, providing, however, that such activities shall be conducted and financially supported entirely by the particular church or denomination and in no way by the University. The Congregation of Holy Cross shall have prior and exclusive rights to provide such services for the Roman Catholic students at the University of Portland.

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A POINT OF PRIDE

Careful reading of the deed and trust indicates that the University of Portland preserved its fundamental educational philosophy in perpetuity, and that violation of that agreement would automatically result in the ownership of the University reverting back to the Congregation of Holy Cross.

Unquestionably one of the momentous events in the long history of the institution, the 1967 transfer climaxed an era punctuated by substantial reform.

As expected, it would have long-range ramifications on the course of the University's history throughout the remainder of the century; but one of the immediate effects of the transfer concerned the special relationship of the Holy Cross order vis-a-vis the University. The agreement never intended to diminish the role of the Holy Cross priests and brothers, although the transfer document did not designate them as a favored party. Some of the clergy were understandably disappointed. According to one priest: "In a sense, we were disenfranchised. We lost our property. .. and very shortly it began to be felt that it was no longer our University." Yet, the rank and file of the lay faculty and administrators endorsed the continuing commitment of Holy Cross, and that expression was also unanimous among the Board of Regents.

The years following the transfer proved that legal technicalities need not erode firm traditions, for a broad consensus remained that the University of Portland should continue as a Holy Cross institution as long as the priests and brothers of that society desired it; and as the institution charted its course into the uncertain waters of the future, the issue became diminutive in comparison to the monumental crises that appeared by 1969. The decade of the 1970's required heroic energies from all-clergy and laity-to save the University from financial disaster.

Graceful Multnomah Falls, one of the scenic spots along Columbia Gorge highway east of Portland. (Courtesy of Oregon Journal)

Viewpoint VI

VIEWPOINT

T

HE YEARS 1955 to 1967 were a stimulating period of conspicuous change, possibly the greatest in Portland's history since pioneer times. The mood to move and to modernize became contagious. In part it was prompted by the momentum for progress and the sense of prosperity that flowed out of the postwar decade. Perhaps more significantly, it reflected the social and cultural restlessness of that American generation in search of new modes of experience and expression. In retrospect, the energetic fifties served as a welcome threshold to the vibrant psychedelic sixties which not only altered the physical profile of the city but seemingly produced a psychological transformation that affected

VI

a sizeable portion of its inhabitants. Folk singer Bob Dylan may have captured that vertigo feeling best with his line: "For the times they arc a'changing."

Certainly a noticeable change was the expansion of suburbia. Beavcrton, Gresham, Troutdale, Lake Oswego, Lake Grove, Tigard, Cedar Hills, Sylvan and other outlying districts grew at a phenomenal rate in the 1950's. A burgeoning population and the availability of relatively inexpensive land adjacent to central Portland turned those once small communities into "satellite cities" with self-contained shopping centers, flourishing regional industries and look-alike housing developments all connected to a seemingly moribund downtown core area, as spokes on

217

a wheel, by a network ot freeways. The "flight to the suburbs" reduced the inner city's population to approximately 380.01X) while concurrently causing the greater metropolitan region to swell to over a million inhabitants by 1967.

The construction boom that began after the Second World War continued. The Port of Portland opened its new International Airport in 1958, and although the facility occasioned a sharp increase in passenger service to the City of Roses (from about 750.00(1 annually in 1958 to over 2,000,000 in 1967), the principal public controversy centered on

The Big Dipper, thrill ride at Jantzen Beach Amusement Park. Giant roller coaster, one of the largest in the country, was dismantled in 1969 when amusement park gave way to a shopping center. (Courtesy of Oregon Historical Society) Panoramic view of Portland from Council Crest. Mt. Hood in background. (Courtesy of Portland Chamber of Commerce)

218

A POINT OF PRIDE the huge abstract mural, by local artist Louis Buncc, which hung inside the main entrance.

For many citizens of the 1950's, the painting was regarded as radically decadent; in the 1960's most regarded it as tame by contemporary standards. During the late fifties the Portland Development Commission unveiled its South Auditorium project, a vast urban renewal enterprise that eventually cleared fifty-four city blocks containing several ethnic neighborhoods. In their place came high-rise apartment and business buildings interlaced with tree-studded streets and picturesque malls. The Civic Auditorium was extensively renovated and the magnificent Forecourt Fountain constructed across from the auditorium's main entrance was subsequently described by a New York Times writer as "perhaps the greatest open space since the Renaissance."

In 1960 the citizens of Portland witnessed the completion of two other urban renewal projects. One was the Exposition-Recreation Building, commonly known as the Memorial Coliseum, located on an cast side urban redevelopment site near the Broadway and Steel bridges. Besides having a versatile arena capable of seating 12,500 for a basketball

game, the facility possessed exhibition halls, private meeting rooms and a memorial plaza highlighted by a fountain and a giant plaque listing names of Oregonians who died in World War II. The other was the new Lloyd Center not far from the Memorial Coliseum.

The dream of California millionaire Robert B. Lloyd, it became at that time the largest shopping center under one roof in the world-approximately fifty-six square blocks containing over one hundred stores, shops and restaurants encircled by thirty-four blocks of parking space. The Lloyd Center was one of the first of a number of large regional integrated retail centers constructed in the Portland metropolitan area.

Both the Memorial Coliseum and the Lloyd Center opened the year following the Oregon Centennial celebration, an event marking one hundred years of statehood.

Throughout 1959 the pioneer theme was dominant with scores of activities and exhibits throughout the city, particularly at the Portland International Livestock and Exposition Center that summer. Perhaps in some oblique fashion the Oregon Centennial helped to check Portland's growing disenchantment with its past. Whatever the case,

The "T-Room," popular pub on Lombard Street.

Father Maurice Rigley reading breviary beneath the maple tree near West Hall, an area of campus that came to be known as "Rigley Field."

**- 1%T "â&#x20AC;˘

Viewpoint VI

219

Aerial view of campus during 1963 construction of Mehling Hall (center) and land-fill operation of Mock's Bottom (above campus).

Note new dry docks at Swan Island (right).

(Courtesy of Port of Portland and Delano Photographies) New Commons shortly after it opened in 1959.

Terrace Room and patio in foreground.

the city's historical commission and various citizens' groups interested in preserving pioneer landmarks began to have an impact.

In 1964 the city council authorized the purchase of the forty-six acre Pittock Estate with its elegant two-story mansion in the Imperial Heights section of the West Hills, the same year that a fire destroyed the gigantic log cabin (Forestry Building) built for the Lewis and Clark Fair at the beginning of the century. Two years later in 1966 the Oregon Historical Society moved to its new building on S.W. Park Avenue near Broadway and Jeffersonâ&#x20AC;&#x201D; an appropriate location since that was the terminal point of the Great Plank Road which linked the Tualatin Valley region with the city a hundred years before. It was also in 1966 that the city purchased the Civic Stadium (formerly Multnomah Stadium)

from the Multnomah Athletic Club. The purchase price was slightly over two million dollars, with added funds being spent on renovation and the laying of a new "tartan" turf.

By the early 1960's, the new Portland Zoo along Canyon Road enjoyed the distinction of being one of the country's finest, noted particularly for its advanced zoological exhibits, the children's contact zoo, the Ladybug Theater and the Zoolincr railroad that traveled to and from Washington Park.

In 1962 the Cambodian bull elephant Thonglaw sired its famous offspring "Packy," the first elephant to be born in the United States in forty-four years. Thereafter, the zoo received national attention as a result of Thonglaw and his prolific harem. Adjacent to the zoo was the Oregon Museum of

Typical dorm room scene in Mehling Hall, largest women's residence building on campus.

220

A POINT OF PRIDE

One of the early luaus in the 1950's sponsored by Hawaiian Club.

Scene from Jean Anouilh's "The Lark," a popular University theater production of 1963-1964 season.

Science and Industry (OMSI) which also served as an important educational resource for visitors.

A number of highways and boulevards were improved to handle the increased traffic, but the notable development was the coming of the freeways, particularly the Banfield Freeway which ran eastward through Sullivan's Gulch and up the Columbia River Gorge, the Sunset Highway which served as an express route to the Oregon coast, and Interstate-5 (1-5) which cut across western Oregon in a north-south direction from California to Washington. In October 1955 the state completed the fourteen-million dollar Marquam Bridge project over the Willamette River. The double-decked bridge, described by Portland's art commission as

"graceless" in design, enabled 77,000 vehicles daily in 1975 to cross the Willamette on Interstate-5 just south of Portland's main business district.

Those who moved to the region must have felt the recreational dilemma that had long confronted local inhabitants, namely the traditional pull of nature versus the allure of an expanding urban life. Portland, resting conveniently as it did at the lower end of a lush agricultural valley surrounded by rugged mountains and thick forests, enjoyed a gentle climate and an ideal geographical location.

To the west was the picturesque Pacific Ocean and in the opposite direction the majestic Cascade mountain range and the high desert plateau of Eastern Oregon. It was a virtual paradise for anyone who enjoyed

Viewpoint VI outdoor sports. Yet by the 1960's, as Portland enlarged its entertainment offerings, residents also found equal fascination with glittering big-city life. The Portland Symphony and the opera association attracted greater audiences and the Civic Theater, along with other theatrical groups such as the Mark Allen Players, staged an impressive variety of performances each season. The Portland Art Museum also achieved higher visibility by sponsoring exhibits of famed artists.

Restaurants and clubs featuring period atmosphere enhanced the city's night life, among them the River Queen, a plush restaurant constructed on an old sternwhccler moored on the Willamette, or the Benson Hotel's posh London Grill and Trader Vic's Polynesian restaurant with the adjoining Piccadilly Bar, or the Barbary Coast in the Hoyt Hotel featuring former madam Gracie Hansen at the Roaring 2()'s Club. For ethnic cuisine there was the Rheinlander, or Athens West, or Sylvia's Italian restaurant. Jerry's Gables was always popular, noted for its

small dining space and large steaks. For live but intimate entertainment, one could hardly find anything better on a weekend than Sidney's on S.W. Fifth and Lincoln with Sid Porter at the piano and his wife at the microphone.

Portland Beaver baseball still claimed a following of fans, but ice hockey drew the crowds. Those were the years when Hal Laycoe's Portland Buckaroos were frequent champions of the Western Hockey League and Portlanders packed the Memorial Coliseum to watch defenseman Connie Madigan square off against an opponent. Horse racing at Portland Meadows and dog racing out at Fairvicw Park also vied for the entertainment dollar, and the roar at Portland Speedway at Delta Park was heard across a summer weekend. Other popular recreational activities included golf, tennis, bowling, fishing, boating and skiing.

Two loc.l events dominated the news. In the middle fifties, State Attorney General Robert Y. Thornton launched an all-out at-

221

Freshmen engaged in fraternity highjinks in 1965.

University students enrolled in the Salzburg Program enjoy sightseeing in Europe when not "hitting the books."

Father Charles Miltner (left) was forced to travel about campus in his familiar green golf cart because of amputated leg and chronic heart ailment. Beside him is Father George Dum, long-time professor of philosophy. New library building in background.

222

A POINT OF PRIDE

Campaigning on eve of student elections in mid-1960's.

Ill.lll"

newspaper strike of 1959 caused by the walktack on organized gambling in the state. In out of the stcreotypers for both the Oregon 1956 Terry D. Schrunk ended Fred L. Peterson's tenure as mayor and soon after local and Journal and The Oregonian. Other crafts restate authorities with the aid of Oregonian in- fused to cross picket lines. There was viovestigative reporting uncovered the activities lence in the form of sniper incidents and the of several underworld racketeers, notably dynamiting of newspaper trucks as nonunion Big Jim Elkins, an admitted bankrollcr for workers clashed with unionists. S.I. gambling spots in the city. The issue lasted Ncwhouse who purchased The Oregonian in throughout the late 1950's; there were grand the early 1950's eventually bought the Oregon jury indictments and some trials involving Journal in 1961. A labor press paper known as Portland notables. (Even Mayor Schrunk the Portland Reporter struggled for a time to was charged with complicity and later acquit- keep the strike issue alive, even after the court ted.) Nevertheless, Robert Kennedy who settled the matter in favor of management. was at the time chief counsel for the Senate The North Portland Peninsula reflected the Permanent Subcommittee on Investigation changes of the city. Apart from an expanding became interested in the matter and visited residential population, the chief factor was Portland; and it has been claimed that Portthe increase of businesses and various urban land's effort to ferret out organized crime services. Swan Island flourished as a center gave major impetus to the birth of the Senate for ship repair and several large dry docks Rackets Committee. were built on the island. A major portion of Mock's Bottom, reclaimed by dredge-fill The other issue involved the Portland

Morning Mass in Christie Hall chapel during mid-1960's.

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"Cove" scene in Pilot House between morning classes, 1958.

from the river, was turned over to light industry. The Port of Portland initiated its Rivergate Industrial District near the future site of Kelly Point in 1962, and some citywide businesses moved to the peninsula, such as Fred Meyer Shopping Center in 1962. Perhaps one of the most significant additions was the completion of the Kaiser Permanente Hospital on Greeley Avenue in 1959. St. Johns, of course, continued to be the commercial hub of the peninsula, but the most visible transformation was the growth of small businesses along an ever-incrcasingly congested Lombard Street.

The University of Portland embarked upon its impressive era of expansion after 1955. A new administration and a pervasive feeling of confidence guided the institution into the 1960's culminating in the addition of several major campus buildings. The promise of a steady climb in student enrollment demanded increased facilities and a larger, more

professionally-prepared faculty. The period after 1962, in particular, was marked by sweeping administrative and curricular reforms and by a proliferation of academic and professional programs designed to accommodate the projected educational needs of the University. In brief, throughout the 1960's the University drifted with the major currents of American higher education. Although internal policy shifts and occasional professional rifts kept the campus in a degree of flux, the general mood at the University was one of optimism. Yet by 1967 certain signs on the horizon appeared ominous: the leveling off of student enrollment, the growth of campus unrest and the initial "Carnival" night on campus, c. 1958, with weakening of a stock market long bullish.

Father Robert Sweeney (left with camera), There was, indeed, a growing suspicion among some administrators and a few faculty former president, standing next to Father Howard Kenna, then president that the impressive twelve-year advance of of the University. the University of Portland was about to falter.

224

A POINTOFPRIDE

St.foseph's Hall after Columbus Day storm of 1962.

Board of Regents at time of 1961 transfer of University ownership from Congregation of Holy Cross to Regents. James L. Buckley (center foreground), chairman, is flanked (left to right) by Rev. Joseph Powers, executive vice president, Rev. Howard Kenna, former president and then provincial, Rev. Paul Waldschmidt, president, and Henry A. Carey, Jr., subsequent chairman of the board.

Pilot hoop action in 1965. Art Easterly (52) rebounds as Cincy Powell (50) assists.

Homecoming exhibit and princess court in front of Engineering Building in 1962.

CHAPTER

SEVEN

Finding A Future: University Of Portland, 1967-1976

S

AMUEL J O H N S O N once said: " T h e future is purchased by the present."

This might well describe the attitude that prevailed at the University of Portland during those nine years following the transfer of the institution from a religious corporation to a lay Board of Regents. It became apparent, first, to the administrative officers and the newly-empowered regents and then, subsequently, to the faculty, staff and students that the University faced an impending financial crisis as the decade of the 1960's closed, and that only swift solutions could preserve the future existence of the school.

Such challenges were not unique to the University of Portland. Across the country, the specter of severe fiscal emergency was an all too familiar partner of college and university presidents. By 1970, institutions of higher learninglarge and small, public and private, prestigious and modest-shared the common prospect of debilitating retrenchment or, even worse, bankruptcy and foreclosure. For small, private colleges and universities, the situation was particularly acute since they often lacked the financial endowments to carry them through a period of readjustment.

The economic problem confronting American higher education stemmed principally from two national trends: mounting inflation and dwindling enrollment ot the college-bound student. T h e 1960's was an unprecedented era of soaring costs and expanding facilities and faculties. The monetary outlay, however, was regarded as a sound investment for the anticipated growth needs of the 1970's, widely assumed but never materializing. Within the context of unchecked inflation and an unusually high rate of recession, the stress on the national economy was bound to affect colleges and universities. Endowments withered as the stock market dropped in the early 197()'s and registration slipped as potential students rejected the customary four-year college education; and other forms of traditional revenue resources, such as government grants and private gifts, began to shrink. Operational expenses had to be sliced drastically and personnel trimmed; but the cold fact was that administrations were forced to grow accustomed to working with deficit budgets and increas225

Rev. Paul E. Waldschmidt, C.S.C, fifteenth president of the University, 1962-

226

A P O I N T OF PRIDE

ing debt. Most colleges and universities found it impossible to operate in the black during the period 1967 to 1976 and some did not survive.

FROM CRISIS TO CONFIDENCE

^5**

Most Rev. Cornelius Power (right, holding crozier) who became archbishop oj Portland in Oregon in 1914. Standing next to him is the venerable Archbishop Edward Howard, retired. (Courtesy of Catholic Sentinel}

Fortunately, the University of Portland did survive. Courageous decisions and careful planning were the chief factors responsible for the turnabout after 1971, the year that the fiscal emergency reached crisis proportions. Over the four-year span, 1967 through 1971, the University's operating budget grew from $4,095,000 to $5,720,000. Revenue failed to keep pace with expenses. however, and each year produced larger current operating deficits. During the 1960's, the University had to develop a pattern for meeting its financial obligations, not unlike other schools in similar straits. Simply put, it had to pay off the prior year's borrowings with tuition revenue at the beginning of each semester and then borrow sufficient funds to operate the remainder of the year. That process was repeated annually and the amount borrowed grew steadily as the institution slipped further into debt. Finally, in the spring of 1971, the accumulated deficit reached $1.8 million. Reserve funds of the University were utilized to reduce the accumulative current fund debt to $1.0 million, and lending institutions threatened to withdraw credit unless the University placed its fiscal operations in order. That critical situation resulted from three underlying problems, namely, a decrease in the rate oi enrollment, overstaffing in certain academic and administrative areas and several high-cost programs which failed to receive expected outside financial support. Regarding enrollment, fall semester figures indicated a modest trend upward over the period; but compared with anticipated forecasts, the rate increase was insufficient to offset costs, particularly true for the years 1968 through 1971 when the total head count moved from 1785 students in 1968 to 1945 students in 1971.

It was not until 1974 that the University surpassed the previous all-time record enrollment set in 1949 (2027 students) and reached 2147 in the fall semester; the growth continued, climbing to 2222 in September 1975. (See Appendix for Summary of Student Enrollment.) Enrollment figures do not necessarily provide an accurate profile because included in the 1970 statistics, unlike earlier times, were students enrolled in various satellite projects outside the main academic division, such as continuing education and certain special on-campus or off-campus credit programs. The primary strength of an institution such as the University of Portland rested on its full-time undergraduate registration, and figures showed a serious slippage before the recovery began in 1974. In 1967, there was a total of 1412 full-time undergraduates enrolled at the University during the fall semester; by 1973, the number had declined to 1285 before the upward swing began in 1974 with 1357. At the beginning of the 1975-1976 academic year, the University's enrollment surged ahead further, reaching 1518 full-time undergraduate students.

The enrollment slump had its greatest impact at the lower-division level (particularly in the College of Arts and Sciences), due in part to the phenomenal growth of the region's community colleges and exacerbated by other

Finding a Future 227

trends of a national character, such as the end of the Viet N a m War and the compulsory draft system and the erosion of the mystique that all high school seniors ought to attend a four-year college. The shift in student mix was also significant, caused largely by the drift toward professional education as o p posed to traditional liberal arts education. Whereas in 1967 the ratio of undergraduate students in the College of Arts and Sciences was slightly over 55 percent in comparison with the professional schools (business administration, engineering, nursing and education), by 1975 the College of Arts and Sciences accounted for approximately 38 percent. Although registration seemed to indicate a slow turnabout for the College of Arts and Sciences by 1974 as modest gains were recorded, the fact remained that for the first time in the history of the University (with the exception of the Second World War years) more students enrolled in the professional schools (particularly nursing and engineering) than in the liberal arts. All indices suggested by 1976 that the professional schools would continue to outrun the College of Arts and Sciences for at least a decade.

Throughout the period of enrollment decline, the faculty complement became inflated. The student-faculty ratio dropped to 11.9 to 1 by 1971 when national averages for large state-supported institutions hovered around 22 to 1.

After the University geared up for the expected increases in student population, the total faculty in 1967 was 144 with 123 full-time teachers. Measures had to be initiated by 1970 to lower instructional personnel either by terminating some untenured teachers or by not replacing retired faculty with full-time instructors. The result was that by 1975, the full-time faculty dropped to approximately one hundred. Adjustments during the early 1970's occasioned some protests, for many terminated instructors were popular. The policy certainly affected University morale and caused some anguish; yet when comparing the procedure for faculty cutbacks with that of other colleges and universities, the University of Portland exhibited a high degree of professional forthrightness and personal sensitivity to all concerned. Small consolation to those professors forced to depart, perhaps, but in the overwhelming majority of terminations, there was an absence of inordinate criticism or censure.

Apart from enrollment fluctuations and faculty adjustments, the question of maintaining high-cost instructional programs became a central issue. The administration, after careful reassessment, concluded that three graduate programs had to be eliminated, namely, the master's program in library science and the doctorate programs in education and psychology. The elimination of the psychology doctorate proved to be the most controversial (as will be discussed later) but the startling fact was that the annual budget of the Department of Psychology was larger than the combined budgets for all the other departments in the College of Arts and Sciences. For a time, the Board of Regents, hoping that more permanent funding could be acquired from government and foundation grants, preserved the program. Unfortunately, that hope proved futile. Time expired and the doctoral program had to be phased out over a three-year period beginning in the fall of 1971.

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The recovery began in the fill of 1971 after that bleak spring when the University, having disinvested crucial endowment funds, still carried an operating deficit of $1.0 million. It is interesting to note, however, that the University's total assets steadily increased during that period. The figures below indicate the growth of assets, exclusive of the inflationary factor: Total Assets of the University of Portland 1967 1968 1969 1970 1971 1972 1973 1974 1975

$10,881,000 13,482,000 14,753,000 15,485,000 15,398,000 15,775,000 16,861,000 17,623,000 18,042,000

The table reveals a surprising growth rate considering the financial plight of the University. Only in 1971 did the use of reserve funds for the operating budget reverse the constant climb of assets. Various gifts that could have been invested, thus becoming a part of the University's assets in normal times, were necessarily utilized to defray operational expenses during the period of financial emergency. The t w o buildings added to the campus (Buckley Center in 1969 and Mago Hunt Center in 1974) accounted for part of the increase in assets, but the major j u m p in 1968-1969 resulted chiefly from the merger of Multnomah College with the University of Portland.

Multnomah College was a private, vocational-oriented junior college in Portland. With the advent of Portland C o m m u n i t y College and Mt. Hood C o m m u n i t y College, both tax-supported institutions, President John S. Griffith and the regents of Multnomah College realized that the future of their small but successful private institution was dim indeed. Negotiations with the University of Portland finally culminated in a merger effective in August 1969.

Multnomah College's assets, consisting of valuable city property and equipment recorded at $1,779,000, were transferred to the University. In a publicstatement regarding the merger, Father Waldschmidt announced in April 1969 that in order to perpetuate the name "Multnomah College," the regents voted to name the engineering school the "Multnomah School of Engineering" and, further, they allocated $300,000 for general endowment to the engineering school and another $300,000 to endow three chairs in honor of the regents of Multnomah College as represented by three long-time members: Mr. Ernest C . Willard, Mr. Lorentz Bruun and Mr. Daniel Hoffman. Dr. John Griffith, president of the college, was asked to join the University in the newly-created position of senior vice president.

In effect, the Multnomah College merger provided critical lead time until the spring ofl971 when thc.Board of Regents, fully alerted about the impending economic crunch, began to lay the foundations for recovery. In the fall of

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1971, the University acquired the largest single gift it had ever received up to that point. T h e Pamplin family, through the generosity of Robert B . Pamplin, Jr. and his father, donated $450,000 in unrestricted funds to be given over a five-year period (1971 through 1976). Simultaneously, the regents established a matching program. All monies were to be used to balance annual operations.

It was at the meeting of the Board of Regents in October 1971 that Robert B. Pamplin, Jr. announced the family gift and extended the challenge to other regents to combine resources and match it. The moment was fraught with emotion. After an affirmative decision was reached, Father Waldschmidt rose to acknowledge the pledge and concluded his remarks by turning to Robert Pamplin, Jr. and expressing his appreciation. T h e young man quietly replied: "Father, you do not need to thank me-1 love this University!"

Meanwhile, the University enacted a series of corrective measures that established a process of institutional accountability. T h e result was the emergence of an operating model that linked the staffing of faculty to the student credit hours generated in each particular academic area. Summer school, which generally ran in the red, was salvaged by the implementation of contingent contracts for instructors which tied salary to the number of students enrolled. The new model had the effect of rewarding strong programs and forcing weaker programs to develop within a more realistic financial framework. In addition, all other non-academic operating areas of the University were adjusted and consolidations effected. The central administration utilized idle resources (including facilities), brought direct and indirect expenses into line and renegotiated lines of credit and outside contracts.

The effect was immediate and significant. In 1971-1972, the University achieved a $60,000 budget surplus compared to the previous year which recorded a $613,000 deficitâ&#x20AC;&#x201D;in one year, a turnaround of $673,000. In planning the 1972-1973 year, officials decided to place a moratorium on salary and fringe benefits lor all members of the University. T h e personnel, once having had the situation clearly explained to them, accepted the sacrifice. All those interlocking decisions (the Pamplin family gift, the regents' matching program, the academic and management retrenchment action and the moratorium on salaries) resulted in 1972-1973 being the second consecutive year of balanced operations with further reduction of the then current fund debt.

The fiscal periods between 1973 and 1976 were also in the black and generated sufficient surpluses to eliminate the one million dollar deficit. As the University of Portland completed its seventy-fifth year in 1976, it achieved what many thought impossible and what the institution itself had never accomplished in its struggling history. It possessed no current fund deficit and was financially solvent! That fact was even more surprising when considering the operating budget had nearly doubled during the ten-year period from $3.777,(XX) in 1967-1968 to almost $7,000,000 in 1975-1976.

Student tuition, always the primary source of revenue, rose from $1,000 per year in 1966 to $2,200 in 1976. (See Appendix for Summary of Basic Annual Tuition.) It should be emphasized, however, that although rampant inflation

Robert B. Pamplin, Jr., receiving award from Father Waldschmidt.

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compelled a sizeable increase in student charges, the University of Portland remained one of the least expensive major independent institutions ot higher learning in the Northwest.

Tuition accounted for approximately two-thirds of the student's instructional costs at private institutions of higher learning, whereas at tax-supported public colleges and universities, it averaged about one-fourth. It was imperative, therefore, for private colleges to supplement tuition with grants, gifts and revenue raising ventures often referred to as auxiliary enterprises. The University made steady progress by improving techniques in the development office and utilizing plant facilities (residence halls, dining halls, classroom buildings and campus grounds) in a more productive manner. O n e significant feature at the University during that era was the thrust toward promoting specific development programs that attracted potential benefactors and the renting of idle facilities during the off-season (primarily summers) to a host of groups ranging from the Bureau of Land Management and the National Convention of Estonian Americans to professional football teams (the Portland Storm in 1974 and the Portland Thunder in 1975) which used the campus for their summer training camps. In 1975, Lawrence Scruggs became conference director, a new post designed to promote rental use of University facilities.

Another crucial area was student aid. In order to avoid pricing the University out of its potential market, increases in scholarships, grants, loans and work-study were essential. Those funds helped many students defray part of their over-all outlay for tuition and fees. Several federally-funded grants and government-insured loan programs available during those years proved to be important for students, especially those from low and middle income families.

As far as Oregon college students were concerned, the State Scholarship Act made it possible for students residing in the state to gain additional assistance while still permitting them to enroll in the institution of their choice.

A more significant impact on the private colleges and universities of O r e gon was the contribution of the Oregon Independent College Foundation (OICF) and the Oregon Independent College Association (OICA). The former, born in the early 1950's was a voluntary consortium of private colleges and universities created to consolidate and coordinate requests for monetary contributions from local businesses and industries. With the aid of executive secretary Grant Cosgrove, the O I C F canvassed business corporations for donations and distributed the funds according to an agreed upon formula tied to enrollment. In the words of an Oregon fournal editorial (October 20,1974), the "success story [of OICF] has been possible only because business and industrial leaders have come to recognize the value of private higher education and because they appreciate the united approach to giving as an alternative to multiple appeals for operational support."

The O I C A , on the other hand, was strictly an informational and lobbying group consisting of most of Oregon's independent institutions that offered a unified voice for the private sector of higher education. Through the indefatigable leadership of the executive director, Dr. James Sullivan, it promoted

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the passage of the Contract of Services Bill in the 1969-1970 biennial session of the Oregon state legislature. The enactment, modified over the years, became a model for other states interested in providing institutional support to private schools. The Contract of Services Act, simply stated, provided each independent college or university in the state a particular amount for every thirty semester hours of credit Oregon resident students completed. The rationale was that it would cost less to assist the private schools for educating Oregon students than to have them attend the public institutions. In 1969-1970, the payment was $50 per thirty semester hours of credit completed by Oregon students; by the beginning of the 1976 academic year, the payment for educational services had been raised to $500. In the case of the University of Portland, where slightly over 50 percent of the student body came from Oregon in those years, the financial benefits were notable.

In summary, certainly one of the most impressive innovations emerging from the period of financial instability was the new fiscal operating model that more than any other development established the procedure for the economic recovery of the University. It was grounded on the principle that there was not an implicit conflict between solid academically-viable programs and fiscal responsibility. Through the combined efforts of reviewing instructional programs, reforming budgetary processes and refining methods of gaining a more productive use of the University's resources and assets, the operational model moved closer toward a full-scale management by objectives formula.

It became clear in the midst of the fiscal crisis that the student-faculty ratio could be pulled from 11.9 to 1 to a more economically productive ratio without jeopardizing the quality of instruction. In essence, it was accomplished; and in 1976, the ratio reached 16.5 to 1, still well below the national average. Perhaps more important, however, was the relationship between direct and indirect instructional costs. For every teacher in a classroom, a number of services (indirect) had to function efficiently and effectively. The admissions office had to recruit and process prospective students, the registrar's office had to assign rooms and keep records and the library, the computer center, the dormitories, dining hall, bookstore, maintenance shop and a host of other services had to be available. A key ratio in the new operating model, aside from the studentfaculty comparison, therefore, concerned direct (variable) and indirect (fixed) instructional costs. An analysis of any college or university experiencing financial difficulties invariably would indicate that indirect instructional costs were surpassing direct costs. Such was the case at the University of Portland in 1970-1971, but the recovery phase which followed showed a significant adjustment in the ratio. By 1975, for every dollar spent on direct instruction, the University spent approximately eighty cents on indirect costs, accounting for the so-called "economic miracle" in the early 1970's.

ADMINISTRATIVE ORGANIZATION

If the term "reform" characterized the administrative structure over the previous era, then "refinement" was the description for the period 1967-1976.

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The organizational chart remained fundamentally the same as before with only several adjustments or additions. As of 1975, full-time and part-time personnel numbered 305.

Full-Time Personnel Executive Officers Senior Administrators General Staff Faculty Clerical Service

5 21 32 99 44 46

247 Part-Time Personnel General Staff Adjunct Faculty Clerical Service

10 35 7 6 58

The specific breakdown of full-time personnel classifications were as follows: The executive officers were president, executive and financial vicepresident (combined into one position), vice president for academic affairs, senior vice president and dean of students. Senior administrators were divided into four areas. Under the executive and financial vice president there were the treasurer and the directors of several departments: development, administrative services, computer center, financial aid, athletics and buildings and grounds. The vice president for academic affairs supervised the academic deans as well as the registrar and directors of library, research and instructional media. T h e senior vice president was in charge of the directors of admissions, public relations and alumni. T h e dean of students was assisted by the associate dean of students and coordinator of housing, food and facilities. The thirtyt w o general staff positions served as a support group for the various senior administrators. Full-time faculty was the largest single group in University personnel, followed by service and clerical employees.

The Board of Regents met semiannually (in the fall and spring) as a formal corporate body; but they divided the bulk of their supervisory responsibilities among several standing committees which functioned throughout the year (an executive committee and three regular committees: finance, development and academic affairs). There were also special committees on student life and alumni affairs, buildings and grounds, Multnomah School of Engineering subcommittee and a nominating committee. In the fall of 1969, the regents initiated a momentous move by modifying the by-laws to provide for three ex-officio members on the board, namely, the dean of students, the chairman of the new Academic Senate and a student to be selected by the ASUP senate.

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It was an historic decision in the sense that at that time, the addition of faculty and student representatives to governing boards of colleges and universities was still relatively u n c o m m o n . In a statement to the University community, Father Waldschmidt noted that, although the University of Portland was under private control, it was "still in every sense of the word a public trust.

There are many 'publics' whose interests in the University must be preservcd-students, faculty, staff, administration, alumni, parents, benefactors, government, etc. It is the task of the Regents to see that the University fulfills its commitments to all of these trusts." And he added: " O u r Board of Regents has by its action . . ., made certain that a faculty and a student viewpoint would be available to assist the Regents in carrying out their responsibilities." T h e first student regent was Thomas Palmesano and the first faculty regent was Rev. Joseph P. Browne, chairman of the Academic Senate and associate professor of library science.

Father Paul E. Waldschmidt continued as president of the University. A firm but affable man, his energy and enthusiasm seemed to grow each year while many college presidents across the country retreated to less stressful occupations; he, however, remained undaunted and seemed, in the words of Isaiah, "like a peg in a sure spot." There were moments, such as in the spring of 1971, when his usual cherubic face on a Chestertonlike frame showed definite signs of fatigue. But through it all he continued to demonstrate wise and steady leadership, forever buoyant and optimistic. He had an extraordinary gift for saying the right thing at the right time, and it is doubtful that he ever delivered a poor speech. Over the years he became a nationally-respected educator and a forceful voice for private higher education.

Father Joseph Powers remained executive vice president until 1971. A former history professor and a person of temperate mood and distinguished presence, he stepped d o w n during the reshuffling of senior administrative posts in 1971; after a brief stint as director of the Salzburg program and associate dean, he assumed the deanship of the College of Arts and Sciences in 1973 during unsettling times. Dr. John Griffith, former president of Multnomah College, joined the University after the merger. His vast experience as an administrator and his long association with the Portland public schools made him a valuable asset in the newly-created position of senior vice president.

Dr. Louis C. Vaccaro was appointed vice president for academic affairs in 1967, the first layman to serve in that position. He replaced Father Michael O'Brien who spent two years as the Salzburg program director before returning to the English Department in 1970. Dr. Vaccaro was professionally trained in educational administration, and during his three years at the University established new approaches for administrative dialogue with faculty and students. He left the University in 1970 to become president of Marycrest College in Davenport, Iowa. A faculty search committee was promptly established to find a replacement; in the interim, however, Father O ' B r i e n like Cincinnatus being called from the plow-reluctantly left the classroom to become acting academic vice president.

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In the meantime, Father Joseph Kehoe resigned as financial vice president and treasurer in 1968. Those years of slumping over a calculator in a confining office on the third floor of West Hall never seemed to agree with his active nature, and he happily returned to teaching economics. In his place came Lyle N . O m d a h l , former vice president of finance for O m a r k Industries, Inc.. in Oregon, just as the financial nightmare commenced. His position was made doubly difficult the following year when Arnold B. Peterschmidt retired after forty-two years of service to the University that witnessed his rise from instructor of business administration in 1927 to dean of that school and eventually controller. "Pete," as he was always k n o w n , was a tall man with a calm but decidedly determined manner. He could be gruff, but never could quite mask his gentle nature or sense of humor; he shared the distinction with few of having k n o w n every president of the University from Father E. P. Murphy to Father Paul Waldschmidt.

The University made some significant administrative adjustments in the academic year 1970-1971, necessitated on the surface by the resignations of 1 )r.

Vaccaro and Mr. O m d a h l . Substantially, however, the administrative changes were designed to cope with both the rising economic pressures and the undercurrent of dissension emerging from the ranks of faculty and students.

Acting on the regents' demand for fiscal accountability and the faculty search committee's recommendations concerning the academic vice presidential position, the president took the initiative. Father Waldschmidt announced the new appointments in the early spring of 1971. Father O'Brien agreed to remain as academic vice president and Dr. Arthur A. Schulte, Jr., dean of the School of Business Administration, was selected to fill a consolidated position of executive and financial vice president. Both men had been previously endorsed by the faculty search committee over all outside applicants; and in retrospect, the decision proved a wise one, for each of the men possessed the necessary temperament and expertise to take charge of their respective posts in that critical hour.

Father O'Brien, of course, had the advantage of being academic vice president before; yet, his chief asset in 1971 was not his administrative experience but his professorial approach. His gentle, unflappable manner spiced with scholarly instincts and Celtic h u m o r generated a sense of security among the faculty. He was more a reservoir for ideas than a fountain gushing forth instructional strategies to be foisted upon teachers weary of administrative jargon and newfangled experiments. His practical, judicious nature had a decidedly calming effect. Ironically, Dr. Schulte's impact was disquieting where it was needed, namely, in the financial area. He was an academician noted for his excellence as a teacher and skill as an administrator; but he also possessed the pragmatic instincts of a businessman. Indeed, Dr. Schulte was the principal person responsible for the University's economic recovery. His baptism was swift and startling. O n his first day in the financial vice president's office, the lending institution handling the University's account telephoned, informing him that no further loans would be granted and immediate

Finding a Future 235

steps must be taken to reduce the existing debt by $300,000. Dr. Schulte's decisions were not always popular because of the compelling need to trim expenses and set fiscal priorities, but he became widely respected for his candor and courage. He made a special effort to keep faculty and staff informed about the financial state of the University which, in the long run, did much not only to belay fear and suspicion, but also to build understanding and confidence. When he formally accepted the position as executive and financial vice president, his promise was brief but powerful: "I will work hard and I will pray hard." He kept his word.

Concurrently, alterations occurred in other administrative areas as the University sought to strengthen itself. The student life office underwent a major reform, particularly after the appointment of Harold Westby as dean of students in 1971. Father James Norton w h o became dean in 1962, had resigned in 1967 to be replaced by Kevin Collins, the first lay dean of students in the history of the school. An alumnus and former student body president, Dean Collins served in that post until 1969. After Dean Collins resigned in 1969, James Goodwin served as dean of students until midway through the academic year 1970-1971. Dr. Dundore was acting dean until the appointment of Dean Westby in June 1971. Having previously been a student, a teacher and an administrator (associate director of development) at the University, Westby possessed a basic familiarity with the institution's educational philosophy which stood him in good stead. After assuming charge of student life in 1971, he began a thorough reappraisal of the office based on what he described as a "willingness to experiment within the perimeters of the value structure of the institution." In those years of transition, he reorganized staff positions and added an associate dean of students and a full-time professionally-trained director of counseling services to the office.

A number of support services within jurisdiction of student life witnessed marked improvement during the next several years, particularly residence hall policies, health and food services, student publications, student judicial system, international student programs, psychological counseling and student social-cultural activities. Perhaps four of the most significant developments associated with student life administration between 1971 and 1976, however, were the decisions to transfer the campus security to the director of administrative services office thereby avoiding an implicit conflict of interests, to end the mandatory housing program that had required all unmarried students under twenty-one not residing with a parent or guardian to live in University housing, to develop a more flexible food service with extended dining hours and to resist the trend toward coed dormitories.

The offices of alumni affairs, public relations and information and development also progressed substantially. Father John Hooyboer replaced Father John Van Wolvlear as director of alumni and career placement in 1969. Besides constantly traveling to promote alumni chapters, Father Hooyboer served as editor of the alumni edition of the Bulletin until 1974 when Donald Leighton assumed the post. T h e periodical, which changed its format greatly over the

Dr. Arthur Schulte (left), executive and financial vice president, with Father Michael O'Brien, academic vice president, on their way to third floor offices in West Hall during stormy times.

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years, became an important communication link with former students; but the most popular event in that regard was the annual Alumni Reunion conducted in traditional fashion. It occurred during the Rose Festival weekend in midJune, beginning on Friday afternoon with a golf tournament followed by a picnic supper in the Terrace Room of the Commons. Much of Saturday was devoted to Rose Festival activities (especially viewing the Grand Floral Parade); but in the evening, the alumni participated in a memorial Mass at St. Mary's Chapel followed by a cocktail hour, a banquet and a dance in the Commons. Then on Sunday, a family Mass preceded a brunch that concluded the weekend.

It is arguable whether or not the University paid sufficient attention to the office of public relations and information over the years in light of what other colleges and universities did to publicize their institutions. Few individuals recognized the need before 1950 to even have a public relations office, and it was not until the 1960's that directors with professional experience were hired.

They were Vclma Clyde (1966-1969), John Humes (1969-1971), Nancy Ostberg (1971-1972) and Barbara Miller (1972).

In the development office the director, Father Glenn Boarman (1964-1971), established much in the way of broadening contacts and securing gifts. Rev. Michael J. Heppen (1971-1975) followed Father Boarman, and it was during his administration that an anonymous benefactor created the University of Portland Medal in 1972, a recognition to be conferred periodically on specific Oregonians of achievement with a one-year scholarship in each of their names given to a worthy student. (See Appendix for Names of Recipients.) In 1975, Leland N. Chester was appointed director of development with Larry S. Koch serving as his assistant.

CAMPUS CHANGES

Despite the inflationary economy and the financial constraints which pinched operational budgets during the years 1967 to 1976, the University of Portland managed to construct two major buildings and remodel several others. Such accomplishments, along with landscaping improvements, produced a modern, functional setting that still preserved a traditional collegiate atmosphere.

The effect was a balanced utilization of space and structures-gardens and lawn accented with shrubs, flowering trees and stately evergreens interspersed among a variety of permanent buildings. By 1975, all electrical power lines were underground; there was adequate lighting and parking and miles of paved roads and sidewalks crisscrossing the scenic ninety-two acre campus.

Buckley Center, opened in January 1969, immediately became the most impressive and versatile building on campus, with the possible exception of venerable West Hall. Located near the center of the campus between Science Hall and the Library, it faced the southwest across from the Commons and Engineering Building, thus creating an expansive quadrangle. The multipurpose instructional and office facility was named after James L. Buckley, chairman of the first lay Board of Regents and former vice president of

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Georgia-Pacific Corporation whose gift was the major source of funding. It took a year and a half to construct and cost approximately $2,500,000, of which nearly $1,000,000 came from federal loan grants. The Higher Education Facilities Act provided about $732,000 while roughly $264,000 was received from the Public Health Services Act for nursing facilities. Built of reinforced concrete and brick veneer, Buckley Center consisted of over 92,000 square feet and had three wings with an adjoining auditorium-lecture hall. One threestory wing contained eighteen general purpose classrooms and twelve seminar rooms, while the other two (one possessing four floors) consisted of 123 faculty offices. The hub of the building where the wings converged contained a mailroom, telephone exchange, secretarial office, a series of deans' suites and a faculty lounge. The basement level housed an instructional media center, language laboratory, campus radio-television studio, music laboratory, print shop and storerooms.

In order to make room for Buckley Center, St. Joseph's Hall had to be razed.

A new entrance drive, pushed through from Willamette Boulevard just east of the former main road onto the campus, ran in a north-south direction between the Pilot House and Howard Hall. It became a divided drive with flowering cherry trees separating the traffic lanes and sidewalks. As it approached Buckley Center, the drive veered to the left and up a slight grade to West Hall where it connected with the old road that skirted the bluff back to Willamette Boulevard. Landscaped grounds and shrubs enhanced with a terrace bordered by low greystone walls became a part of the Buckley Center complex and created a picturesque scene.

The new building did much to elevate a sagging morale that was becoming evident; most individuals agreed that from a practical standpoint (with the exception of an air conditioning system that never seemed to work effectively) Buckley Center was well designed and luxuriously equipped. In summary, Buckley Center became the principal instructional and academic resource center of the University, particularly for the College of Arts and Sciences, the School of Nursing and the School of Education; it also housed the offices of the Graduate School and student life. The School of Business Administration jointly occupied West Hall with the majority of the administrative offices of the University, while Science Hall continued to house the science faculty; the Multnomah School of Engineering remained in the Engineering Building.

Certainly one of the highlights of the period was the dedication of the new multipurpose building. On the evening of Friday, February 7,1969, the Most Rev. Robert J. Dwyer, archbishop of Portland in Oregon, formally blessed Buckley Center. That event was followed by a premiere performance in Buckley auditorium of a commissioned cantata, "For Men Yet Unborn" written and conducted by Gerald Kechley, professor of music at the University of Washington. It featured the University choir and orchestra with a soprano solo by Portland singer Gloria Cutsforth; honorary degrees were conferred upon the Honorable Edith Green, United States representative of Oregon's third district, and Mr. James L. Buckley. Professor Jacques Barzun

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of Columbia University delivered an address entitled "Knowledge Development and the Quality of Life." The University faculty sponsored a series of topical panel discussions and exhibits open to all interested persons during the weekend. In all, it was a memorable experience that generated considerable warmth among members of the University community, despite the unseasonably cold weather that weekend and the prevailing chilly winds that blew across the quadrangles of academe in those years.

The second major structure erected was the Mago Hunt Center for the Performing Arts which opened in 1973. It was named after the wife of William H. Hunt, a member of the Board of Regents and a substantial donor to the new fine arts facility. A five-alarm fire had destroyed the old theater and music hall complex of wooden buildings on the morning of April 18,1969. The blaze, starting in the theater area of Education Hall, spread rapidly throughout the building and adjacent structures (Music Hall and a small frame building formerly the psychological clinic that then housed offices for The Beacon, the University's Community Action Program and the government-funded Upward Bound program). Although the buildings eventually burned to the ground, many students rushed out of dorms in the early morning hours and bravely assisted firemen in rescuing valuable items-everything from pianos to flutes. According to Fire Chief James Riopelle, an alumnus of the University, only the southerly winds saved the Library and other nearby buildings.

By dawn, the fire was finally brought under control, but it left charred consequences. The estimated loss reached one half of a million dollars. The AFROTC detachment headquarters occupying a wing of Education Hall lost all its records and supplies; all the theater costumes and equipment that had taken years to acquire were destroyed. Dr. Philippe De La Mare, chairman of the Division of Music, estimated that two-thirds of the orchestra and band instruments were lost.

Ironically, the University theater was about to open with the play, "Roshomon," that weekend, under the direction of Professor Catherine Roberts. It was the first time in the University's history that a mainstage production was to be directed by a woman. Professor Roberts long awaited the opportunity and remarked afterward: "I thought: 'Oh! If they ever say I can direct on mainstage, I will feel like I have arrived.' Well, I arrived all right." When the new Hunt Center opened in 1973, Professor Paul Ouellette extended the opportunity again to Professor Roberts, and one of the mainstage plays featured that first season was "Roshomon." The first production to be performed in the Hunt Center in the fall of 1973, however, was the musical, "The Man of La Mancha." One of the moving songs of the play was "The Impossible Dream," an appropriate theme to Professor Ouellette who had dreamed of a modern, versatile theater; and the new facility must have erased some of the memories of those lean, makeshift years in old Education Hall.

The Hunt Center, situated on the site of the former Music Hall, was box-shaped and functional with the exterior constructed of pre-cast concrete panels. The cost, not including equipment, approximated $800,000, of which

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a significant portion was supported by the William H . Hunt gift with the remainder funded through long-term government financing, other private gifts and what was left of the insurance money from the fire. The over-all cost of Hunt Center was modest but it was expertly planned for practical usage and, therefore, became one of the finest teaching facilities for drama, television and music in the Northwest. (What was particularly important about the financial arrangements for Hunt Center was that it would never burden annual operations. The University was able to establish a sinking fund that not only covered annual debt service payments, but also provided funds for on-going maintenance and equipment replacement costs.)

T h e theater portion, accented by a serene turquoise and ultramarine blue decor, was intimate and versatile. It had a seating capacity of 325 and a thrust stage with hidden orchestra pit and hydraulic center platform. The hybrid stage was easily converted from the usual proscenium to an in-the-round arena. Because of a glass-enclosed electronic control booth above and behind the audience, the theater, in effect, also served as a closed-circuit television studio with automatic lighting and sound controls. Adjacent to the theater was a 150-seat music recital hall with a small platform stage. An elegantly decorated lobby connected the theater and recital hall. Regarding other features of Hunt Center, there were storage rooms, scenery and costume shops, dressing rooms, drama rehearsal room and eight music practice rooms. The entire stucturc was air-conditioned and adorned with commissioned paintings and wood sculptured pieces. T h e gala opening occurred on Wednesday and Thursday, October 17 and 18,1973; and it was an invitational affair that attracted the most distinguished of Portland's social register.

As far as other campus improvements were concerned, virtually every building underwent significant remodeling during that period. More office space was added to West Hall and the brick exterior was sandblasted and remortared; Christie Hall, in planned stages over four summers, underwent complete extensive renovation and as a result of a generous gift from the Tektronix Foundation, a major addition was made to the Engineering Building. T h e University also upgraded the C o m m o n s , remodeled portions of Science Hall, refurbished Howard Hall and continually improved every dormitory. Columbia Hall, after Education Hall was destroyed, became headquarters for the A F R O T C detachment with one end being rented to the Portland Development Commission. Under the supervision of Gordon Lund, the office of the P D C established a vital link between the University and North Portland neighborhood improvement organizations.

Villa Maria, once primarily a women's residence hall, was converted to a Continuing Education Center and increased use by off-campus conference groups followed. The name of Holy Cross Hall was changed to Kenna Hall in 1973 in memory of Father Howard Kenna (who died that year) and remained principally a residence dormitory, although the student publications office was eventually located in one wing of the basement. The University archives under the direction of Brother David Martin moved to basement quarters in

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Shipstad Hall in 1972; and the main floor of remodeled Christie Hall came to house health services, student government offices and the credit union.

A residence building for the Holy Cross priests and brothers, long contemplated but ever so elusive, finally materialized. Hopes for such a hall began in the 1930's but financial priorities constantly shelved the idea. After the legal transfer in 1967, renewed impetus for a separate residence was manifested among members of the Holy Cross community. While Father James Anderson was local superior in the early 1970's, the religious community reached a decision and acquired property adjacent to the campus across Portsmouth Avenue near the Delaunay Clinic. The project was totally financed out of Holy Cross funds; and after a series of delays (due primarily to city zoning complications and an issue to save a large chestnut tree that was considered a rare species), work began on Holy Cross Court, sometimes jokingly referred to as "Anderson's Arms." The complex, completed in the winter of 1974, consisted of twenty individual apartment units connected by partially covered walkways, and also included a common recreation room, chapel and laundrystorage facilities. Holy Cross Court, a series of brown wood frame structures linked together in semi-cloistered fashion and enhanced by Japanese landscaping, accentuated a non-traditional living style for the religious community by affording each member a degree of privacy yet preserving the essence of communal spiritual life. Some priests continued to reside on campus, however, in Shipstad Hall, Kenna Hall or Christie Hall for personal reasons or because of their duties as rectors of the dormitories.

In retrospect, changes to the campus between 1946 and 1976 were considerable, almost incomprehensible when recalling the economic pressures of that era. After thirty years of expanding facilities, space on the ninety-two acre campus became a premium. The institution demonstrated a determination to keep pace with educational needs when many thought it fiscally impossible.

Aside from the physical changes-the bricks and mortar improvements-some striking features were the invisible costs in managing the plant facilities.

Before the Great Depression, the educational operation could be deemed simple, even quaint by modern standards. Direct costs were minimal. There were few faculty salaries and the farm supplied much of the dairy and produce needs; typewriters and telephones were rare fixtures and all the campus buildings could be heated with a few cords of wood each winter. In contrast, on a normal January day in 1976, the heating plant used 2200 gallons of oil; the annual charges during the academic year 1975-1976 for telephones was $118,800; for electricity, $54,540 and for garbage collection, $10,570.

FORMATION OF T H E ACADEMIC SENATE

From an academic standpoint, what perhaps symbolized the era more than anything else was the increasing awareness by faculty and administrators that, within realistic perimeters, solid education and sound economics could be complementary partners in the learning process. The animated atmosphere of the 1960's that caused colleges and universities to proliferate programs, pro-

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mote specialization and, in essence, treat the student as a consumer, had to be reconciled with the financial constraints of the 1970's. The marriage was not always blissful. Many students and faculty harbored a suspicion that administrators were only dollar-oriented, while on the other hand, administrators seemed perplexed as to why students and faculty failed to sec that unless swift steps were taken to preserve financial solvency, there would be no educational institutions at all. In short, it required new forms of communication.

An improved dialogue among all sectors of the University community was a striking feature after 1967, and certainly one of the best examples of that development was the formation of an Academic Senate in 1968. It had a soothing effect on the heated issues of the era, and the casing of tensions probably resulted as much from the face-to-face contact of divergent groups as it did from any concrete decisions enacted by the organization. Prior to 1968, the governance of the University permitted limited faculty input. T h e Academic Council consisted of elected faculty representatives from each college and school at the University together with the academic deans and several executive administrators; but in the swing toward "shared responsibility" epitomizing the drive toward expanded faculty involvement in the 1960's, the Academic Council fell under criticism. T h e feeling was that faculty opinion on academic matters could not be expressed adequately. The Faculty Association, on the other hand, concerned itself chiefly with welfare matters.

By 1967, the question of a "faculty senate" became widely discussed, prompted in large part by key administrators. It was no "revolution from below" but a combined effort of professors and senior officials w h o sought to initiate a new policy-determining group on academic matters. The Faculty Association, during the era of the legal transfer, began to reconsider the role of the faculty in its relationship to the administration and the newly-empowered Board of Regents. After a debate at the May 1967 meeting of the association over the issue of placing one faculty representative on the Board of Regents, the executive committee of the Faculty Association (under the supervision of president-elect Dr. Rolfe La Forge) appointed an ad hoc committee on reorganization. The committee conducted meetings that summer with the administration and some regents, studied faculty manuals and senate by-laws of other colleges and universities and invited position papers from interested faculty. In September, the c o m m i t t e e reported in a U n i v e r s i t y - w i d e memorandum "that there is serious interest, if not agreement, among the faculty on the proposed Faculty Senate." Faculty unionism was never an issue.

A series of meetings followed that fall, culminating in a faculty convocation jointly sponsored by the Faculty Association and the University's chapter of the American Association of University Professors (AAUP) on Saturday morning, December 2,1967. T h e theme of the meeting was "Faculty Participation in Governance of Universities," and off-campus speakers directly involved in faculty senates at Portland State College, Oregon State University and Willamette University addressed the gathering.

By January 1968. Dr. La Forge had selected a streamlined committee to draft

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a proposed constitution reflecting faculty opinion. A special University-wide faculty meeting occurred in early February to consider it, and by April 1968, in the wake of that protracted discussion and some frayed tempers among the faculty, the draft committee revised the constitution. The finished product was a compromise document and subsequently was approved by a margin of 70 percent of the eligible faculty and administration. T h e name was altered to "Academic Senate" since key administrators were given ex officio positions on the senate; and, after receiving temporary approval from the Board of Regents, the new Academic Senate began to function in the fall of 1968 after elections in October of that year. The Academic Council ceased to exist immediately; and, although some effort was manifested to preserve the Faculty Association for welfare issues, it also disappeared within a few months.

T h e precise wording of the constitution underwent some changes during the three-year trial period before the regents finally extended their full endorsement to the modified document in 1972. There were, during the years 1970 to 1975, some further changes in the organization dealing with membership, most notably the seating of two ex officio student representatives to be determined by ASUP. The standing committees were formally increased with the addition of a faculty welfare committee in 1975. By-laws were drafted during the early phase of the senate's development which sought to improve the operation of the organization providing, among other things, that an ad hoc committee on reapportionment be selected each spring to monitor the constituency so as to insure the constitutionally-required ratio of at least 51 percent elected faculty members, as opposed to the ex officio membership.

T h e authority and responsibility of the senate, as outlined in section one of the constitution, was limited to academic policy, particularly the following: 1. Faculty appointments, reappointments, decisions not to reappoint and dismissal of faculty.

2. Faculty promotions, granting of rank and tenure.

3. Curriculum development, degree requirements, admission requirements and academic regulations.

4. Teaching methods and research.

5. And other matters which are purely academic in nature.

T h e University president had the right to propose new policies or changes in existing policies for the senate's consideration, and any petition signed by either three senators or ten full-time faculty members could be placed on the senate's agenda. Moreover, the University president could veto any senate action which would then be sent to the Board of Regents for resolution. The constitution also stipulated that the Academic Senate was "the proper body to express the advice of the faculty with respect to policies and practices in non-academic areas" and to "express such opinions and make such recommendations on these matters to the University administration and the Board of Regents as it sees fit." That ability to advise was facilitated by placing at least one senator on each of the several advisory committees. T h e composition of

Finding a Future 243

the Academic Senate varied slightly over the years but, as in the case of the 1975-1976 year, consisted of twelve ex officio members: University president, executive vice president, senior vice president, academic vice president, the six academic deans and t w o student representatives. The remainder of the m e m bership were twenty-one elected full-time faculty members serving three-year terms and representing specific academic areas.

The principal officers of the senate, which constituted the executive committee, were the chairman, secretary and chairmen of the following standing committees: committee on committees, graduate studies and research, rank and tenure, faculty welfare, curriculum and academic regulations. The chairman of the senate, secretary of the senate and chairmen of standing committees, except committee on rank and tenure, were to be elected faculty members only; and to be eligible for election as a principal officer, one had to have been a senator for at least one year. The committee on committees made appointments to all other senate committees as well as offering recommendations to the president for the composition of his advisory committees, such as financial affairs, library, teacher education, athletic control, development and public relations, student aid and placement, student affairs, University press and publications, computer center and student-faculty court. All had heavy concentrations of faculty to assist appropriate administrative personnel charged with the responsibility for each; student representatives were appointed by A S U P to nearly all the committees.

Born in an era of crisis and change, the Academic Senate evolved after a period of muscle-flexing into a cooperative and supportive structure for the administration. There certainly were moments of tension, nevertheless. Few senators in 1971, one suspects, would ever forget the debate on February 23 regarding the phasing out of the P h . D . program in psychology. Professor Ron Smit, chairman of the senate, anxiously gaveled the meeting to order; after routine reports from the committee chairmen, Father Waldschmidt and Roger Conkling, chairman of the Board of Regents, addressed the senate on the heated issue. T h e senate chamber seemed electrically charged. An overflow crowd of spectators had jammed into the meeting r o o m on the third floor of Buckley that afternoon to watch or influence the debate, and many exhibited open disppointment or anger.

In retrospect, the Academic Senate accomplished its desired end, but not without criticism. To some members of the faculty, especially in the early stages, it was an instrument of ridicule, either regarded, in the words of one teacher, as "a new toy" for professors to play administrators, or it was written off by the more militant as nothing more than a "rubber stamp" for the administration. A few, on the other hand, viewed it initially as a threat to the administration. A more accurate interpretation, however, is probably that once the role of the Academic Senate was properly defined in the minds of the University community, it functioned smoothly and opened channels of communication theretofore unknown. During placid times, it served in a sure and steady manner. Its notable value emerged in periods of crisis, however, when

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it responded as an indispensable forum for faculty viewpoint and consensus.

Unquestionably, one of the practical architects who laid the foundations for the senate's judicious discussion and decision-making was its first chairman.

Rev. Joseph P. Browne. His precise, formal manner combined with insistence on following parliamentary procedure created a rational atmosphere which permitted thorough debate that stopped short of personal attacks or ideological harangues. The tradition continued with his successors.

ACADEMIC POLICY A N D P R O G R A M S

There were few major alterations concerning academic regulations and programs during the period. Most changes were embellishments of existing programs or logical extensions of others; and it was clear to all that the consuming argument over the fundamental aims of the University, waged during the mid-1960's, ceased. A general agreement prevailed that the University of Portland remained strongly committed to the goals of reconciling tradition with modernity, of preserving liberal arts as a basis for education, of promoting individualized instruction with social, cultural and spiritual growth of its students. The core curriculum continued to stand at the center of that educational process; it became evident that minor disagreements primarily revolved around the question of specific courses or unpopular teachers or required hours. At least, most students seemed to agree with the principle ot the core curriculum as explained in the 1975 Bulletin, that "there are certain areas of knowledge and of skill to which all students in an institution of higher learning should be introduced," and that the core courses were within the framework of the "liberal tradition in Western Culture, that is, upon the idea that knowledge for its own sake is a value and, indeed, the value that is most distinctive of a university."

The assumption that students supported the principle of the core was decidedly reinforced by surveys conducted in the College of Arts and Sciences (1974 and 1975). Surprisingly, the overwhelming majority interviewed approved the concept of core curriculum. A persistent feeling existed in thel970's after departments redesigned core courses and offered students a greater latitude to challenge or substitute specific courses, therefore, that the once seemingly ubiquitous condemnation of the core curriculum was definitely subsiding. Be that as it may, the University core required every student to take course work in literature (three hours), fine arts (three hours), social science (six hours), history (three hours), mathematics (three hours), science (six hours), philosophy (nine hours), theology (nine hours) and six hours in electives outside the requirements of the major, or forty-eight semester hours of the 120 minimum required hours to graduate. The College of Arts and Sciences continued its extended core curriculum that approximated a total of seventy-five semester hours with additional courses in speech, English, literature, foreign language, history, philosophy and theology.

Father Erwin Orkiszewski, familiar professor oj freshman history courses after 1941.

The University kept the honor point grading system, but following the national collegiate trend, replaced the "F" (failure) grade with the " N P "

Finding a Future 245

(no-pass). Moreover, students were permitted to take up to seven courses during their undergraduate study strictly on a pass/no-pass basis. The new grading scheme, of course, created havoc with the traditional honor roll system and necessitated a change to a percentage formula, that is, summa cum laude was awarded to all students receiving a 4.00 GPA, maxima cum laude to the next 5 percent, magna cum laude to the next 8 percent and cum laude to the next 12 percent. In 1967 the University inaugurated a revised semester schedule.

Under the new system, the fall semester began in early September immediately following Labor Day, so that the final examinations would occur before Christmas vacation. The second semester under the new plan commenced in earlyjanuary, thereby pushing spring final examinations back to the first part of May. In general, the University reflected the vicissitudes of higher education in the 1970's. Early acceptance and advanced placement became important features in the admissions department as a result of increased testing: CEEB (College Entrance Examination Board), SAT (Scholastic Aptitude Test), ACT (American College Test), APE (Advanced Placement Examination) and CLEP (College-Level Examination Program). The latter two were particufo**Âť : larly important in extending college credit to students who demonstrated proficiency through examinations in a variety of subjects, thus permitting some freshmen to begin college at the sophomore level.

Another significant development concerned student financial planning which expanded opportunities for government grants under BEOG (Basic Educational Opportunity Grants) or federal and state loans, such as NDSL (National Direct Student Loan) and OGLP (Oregon Guaranteed Loan Program). The University continued to maintain a relatively sizeable number of institutional tuition grants and scholarships. One University scholarship fund which in many ways epitomized the genre of gifts presented by benefactors was The Brother Godfrey Vassallo, C . S . C , Scholarship. Started in 1974 by John C. Beckman, one of Brother Godfrey's former students, it typified the strong devotion that could develop between the teacher and the taught. A number of other student aid funds were established during that era by appreciative friends: The Owen and Celeste Cheatham Fund (1967), The Frank Father John Van Wolvlear, versatile administrator and popular priest on campus.

Kicrnan,Jr., Memorial Fund (1967), The C.S.C. Student Aid Fund (1970), The Bernard P. Doherty Scholarship (1973), The Harry A. Merlo Scholarship Fund (1975) and several Pamplin Foundation Scholarships (including The Paul E. Waldschmidt, C . S . C , Scholarship; The Arthur A. Schulte, Jr., Scholarship and The James M. Boyle AFROTC Tuition Assistance Grant).

I

A new dimension of higher education became evident on campus with the advance of the continuing education program at the University, particularly after 1970. The University of Portland followed the trend evident across the country in continuing education courses. Villa Maria became the Continuing Education Center and a large variety of short courses, evening enrichment classes, workshops, seminars, conferences and institutes were offered throughout the year. Continuing education became an extension of the Uni-

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versity's instructional arm by offering both credit and non-credit courses in a variety of areas that included business, education, engineering, tire service, management, public safety, public utility management, liberal arts, philosophy and religion.

Continuing education unquestionably became an important educational thrust of the University although the traditional academic branches of the University continued to dominate enrollment. Registration summaries over the years 1967 to 1976 did reflect a sturdy swing from the College of Arts and Sciences to the professional schools, however, particularly in the Schools of Nursing and Engineering. Enrollment in the School of Education dropped.

T h e College of Arts and Sciences, after slipping in the early 1970's, demonstrated a slight rise by 1975, suggesting a partial recovery of student interest in the liberal arts that would possibly continue into the late 1970's. That shift was seen in a comparison of fall semester statistics of 1967 and 1975 regarding undergraduate students, excluding graduate students and those classified as "University specials." O f a total of 1467 undergraduates in September 1967, the breakdown was: 811, College of Arts and Sciences; 149, engineering; 255, business administration; 93, nursing; and 159, education. O f a total of 1746 undergraduates in September 1975, the breakdown was: 656, College of Arts and Sciences; 250, engineering; 321, business administration; 460, nursing; and 59, education. Graduate enrollment also jumped from 305 to 450 degrees over that same time span. (See Appendix for a Summary of Degrees Awarded by the University.)

SURVEY OF SPECIFIC PROGRAMS

When considering the developments of the various regular academic divisions of the University, it is clear that challenges of the era had an enormous impact on the College of Arts and Sciences. As enrollment slipped and the effects of fiscal retrenchment set in, faculty morale plummeted; and it was not until fixed signs of recovery began after 1973 that a new note of optimism became audible.

Personnel cutbacks and the severe trimming of some academic programs exacerbated the feeling of insecurity. Most would agree that one of the more difficult posts in the University's administration was that of the dean of the College of Arts and Sciences w h o , aside from the normal pressures of administration, had to coordinate departments that favored academic exclusivity.

In the spring of 1968, Father Charles Harris resigned as dean of the College of Arts and Sciences and was succeeded by Father James G. Anderson. The latter served two years (1968-1970) and then relinquished the post for health reasons. The University, recognizing the increased responsibilities of that office after Father Harris's tenure, created an associate dean to handle much of the detailed administration. Father Lloyd Teske, who had been at Notre Dame for several years, returned in 1968 and assumed the associate deanship. Fathers Anderson and Teske did much to restore an attitude of cooperation among the faculty that was jeopardized during the previous era. They jettisoned the controversial "division system" in 1969 and allowed the return of depart-

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ments. Moreover, they opened lines of communication between disciplines by regularizing the departmental chairmen meetings.

Father Joseph P. Browne, associate professor of library science, replaced Father Anderson and served as dean from 1970 to 1973. Father Teske remained as associate dean until 1972 when he became director of the Salzburg Program.

Father Joseph Powers served as associate dean for one year; and after Father Browne left the office for a chief librarian's position at another college in 1973, Father Powers moved to the deanship. Lt. Col. James M . Boyle, professor of aerospace studies and commandant of the University of Portland's A F R O T C (1969-1973), retired from the Air Force and accepted the appointment as associate dean in 1973. With a P h . D . in history and having taught for several years at the Air Force Academy, Dr. Boyle easily established himself in the academic milieu of the University.

The College of Arts and Sciences developed several interdisciplinary programs by 1976. It was part of a continuing movement to broaden intellectual perspectives and create academic options. The College Scholars program for superior upper-division students continued to be a prime example of that thrust while several new programs were added. In 1974, the college abandoned the Freshman Honors program in favor of the Collegium N o v u m , a series of special sections within the core curriculum designed to offer select students an individualized and integrated study of history, literature, political science, sociology, speech, philosophy and theology. A newly-established Interdisciplinary Studies program also proved to be increasingly popular because it allowed students to acquire a broad major, that is, twelve semester hours of upper-division work in three separate departments within the University.

The A F R O T C program of aerospace studies continued at the University even during the height of the student protest over Viet N a m , and enrollment mounted steadily with students from community colleges and other four-year colleges in the area permitted to participate in the University program. In 1972, under the command of Lt. Col. James Boyle, the University of Portland received one of five Air Force Outstanding Unit Awards for A F R O T C programs in the country. In the late 1960's, there was a concerted effort to establish a Black Studies program, but aside from a series of courses being introduced that specialized in black history and culture, no unified program emerged. For a time the University tried vainly to develop a consortium program with other colleges and universities in the Portland area. T h e College of Arts and Sciences did launch a Peace Studies interdisciplinary program in 1975, committed to the study of moderation and prevention of war, with a number of new courses emphasizing political, economic, technological and social implications of progress toward peace.

Certainly one ot the most successful ventures in terms of student enrollment was the Bachelor of Science in Administration of Justice under the direction of Dr. George Lamb. It, along with a master's degree program, allowed for integrated study through the University, combining course work in areas such as psychology, sociology, political science, business, humanities and educa-

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tion. The United States Department of Justice established the Law Enforcement Education Program (LEEP) in 1969 to enable law enforcement personnel to receive a college education that would broaden their intellectual outlook and upgrade their professional skills.

The University, with special support from the College of Arts and Sciences, experimented with several other programs that for administrative or financial reasons were subsequently abandoned. The Upward Bound project, funded by the United States Office of Educational Opportunity, began in 1967 and sought to prepare academically deprived-minority or underprivileged-high school-age students for college level work. Another was the Newgate Project, also a government-funded program which started the following year and enlisted faculty for teaching basic college courses within the walls of Oregon State Penitentiary. Both programs were phased out after two or three years.

During that same general period, the College of Arts and Sciences initiated three programs that operated a short time but proved ultimately unsuccessful.

O n e was a Latin American Studies exchange program with the University of Santiago in Chile. The other was a student-faculty exchange with Xavier University of N e w Orleans, a predominantly black, Roman Catholic institution. Finally, the foreign language department attempted a junior year in Spain program. Conceived and directed by Dr. Manuel Macias as a year-abroad study, it was inaugurated in 1970 in cooperation with the University ot Navarra (Pamplona), and during its two-year history proved educationally viable but financially unfeasible. Thus, only the Salzburg Program for sophomores, started in 1964, remained as an active foreign studies program throughout the period.

T h e academic organization of the College ol Arts and Sciences underwent some alteration. The college abandoned the experimental "divisions" with their separate "faculties" and returned to the departmental system. In those areas where departments were exceedingly small, there was some amalgamation that combined several disciplines into larger administrative units, such as the Department of Creative and Communicative Arts (a merger of drama, music and speech), the Department of English and Modern Languages (Spanish, German and French), the Department ol Physical and Lile Sciences (which included majors in chemistry, physics, life sciences, biochemistry, physical science and medical technology) and the Department of Psychology and Social Sciences (political science and sociology). One controversial decision was the transfer of the economics major from the College ol Arts and Sciences to the School of Business Administration.

Those consolidated departments along with the traditional ones that remained (history, mathematics, philosophy ami theology) shared common efforts to preserve academic standards, to reform departmental administration, to experiment with new tonus of instructional strategies ami to promote continued professional involvement in the face of financial retrenchment.

Each department within the College of Arts and Sciences had to grapple with the knotty problem of tying educational ideals to fiscal realities.

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Possibly one of the most significant alterations occurred in the Department of Theology. It was, in a sense, a silent revolution that went largely unnoticed.

The University had traditionally required all Catholic students to take specific courses in religion, but in the mid-1960's the department began to restructure the curriculum so that courses were "theology" rather than "religion." The emphasis moved from apologetic to academic and the revision had profound implications because it enabled theology to become a discipline of scholarly inquiry. The position was reinforced in 1969 when the department hired its first Protestant theologian, Dr. Dan Danner. In the following year the theology requirement was extended to all students regardless of their religious persuasion. (It had become a practice of some Roman Catholic students having had religion in high school to proclaim themselves non-Catholic at the point of matriculation in order to escape the required religion courses at the University.) The study of religious thought and theological principles by all students was defended, in the words of one professor, because "a person is not liberally educated if he or she is not informed or does not have a sophisticated knowledge and understanding of and a respect for the various religions of the world." Subsequently the department created a major in theology, the first time in the history of the University. No longer was theology just a service course, and with greater variety in courses and teachers no longer could theology be criticized on the basis of being a non-academic subject. Indeed, as the questions of personal morality and professional ethics became more of a concern in American society, students seemed to sense the relevancy of studying both theology and philosophy.

In retrospect, those were challenging years for the College of Arts and Sciences. The elimination of the division system, the consolidation of smaller disciplines into new departments, the maintaining of a balance between professional involvement offcampus and progressive instruction in the classroom and the struggle to elevate faculty morale during financial stringencies demanded leadership and cooperation. In a statement to one departmental unit undergoing consolidation in 1974, Father Waldschmidt summarized the problem confronting academic disciplines in that era of readjustment: "We insist that we are trying to provide our students with a liberal education-even those with professional majors. The principal source of that liberalizing education must be the College of Arts and Sciences" that offered "genuine humanizing courses" with a faculty that "must continue to question and challenge their approaches to teaching their subject areas."

The professional schools also made significant strides, the foremost being the School of Nursing. Under the leadership of Dean Verniajane Huffman (1971-1973), the nursing school became campus-centered and secured federal funding for new physical facilities and curriculum reform. When Dean Huffman resigned in 1973, Patricia Chadwick became acting dean and subsequently dean. Having the advantage of a solid foundation, Dean Chadwick was able to increase her staff and refine the nursing program. By the fall of 1975, the School of Nursing was the dominant professional school with a

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faculty complement of twenty-seven (nineteen full-time and eight part-time) and a total nursing student registration of slightly more than 450. The curriculum prepared the students for professional nursing careers with a Bachelor of Science degree.

The principle of having career-oriented training grounded on a strong liberal arts program (core curriculum) at the lower-division level was accepted in nursing as it was in the other professional schools. In the School of Business Administration, for example, approximately 50 percent of students' course work occurred in the College of Arts and Sciences. Dr. Arthur A. Schulte, Jr. served as dean during the early part of the period (1966-1971) until Dr. Kentj.

Collings succeeded him in 1971. The oldest professional school at the University and the most stable, the School of Business Administration attained a high degree of visibility during those years by improving its curriculum and increasing its faculty. It maintained a dependable M.B.A. program but continued to emphasize undergraduate specialization in accounting, management and marketing. Enrollment remained steady even during the lean years when other areas slipped in registration.

It would be difficult to assess its impact on the business community during those years, but it is safe to state that the school raised its image in the region by hosting numerous conferences and seminars and by encouraging faculty to become involved in professional activities offcampus. During the mid-1960's, the school began sponsoring student teams to participate in computer games (simulating the management of particular mythical businesses) on an intercollegiate basis; and University teams frequently won championships in their competitive division. In 1969, the Pamplin Family Foundation endowed a chair, the Pamplin Professorship, in the School of Business Administration which was the first of such endowed chairs at the University of Portland; and as the institution approached the seventy-fifth anniversary, professional accreditation of the School of Business Administration by the American Assembly of Collegiate Schools of Business appeared likely.

The Multnomah School of Engineering won national accreditation by the Engineers' Council for Professional Development (ECPD) in 1974. Dean Wilbur Williams (1953-1967) fought valiantly to upgrade the program, and the legacy of his leadership laid the foundation for the school's subsequent success.

The merger with Multnomah College coupled with growing support from local industry and the Board of Regents furthered the development of curriculum, staff and facilities which made professional accreditation possible. After Dean Williams's retirement in 1967, the school was under the direction of three successive deans: Dr. Thomas J. Killian (1967-1970), Dr. John L. Hummer (1970-1972) and Dr. Donald R. Mash (1972-1976). The Multnomah School of Engineering enlarged its undergraduate program in the 1970's to include Bachelor of Science degrees in various specializations (civil, mechanical, electrical, general, industrial and computer engineering as well as engineering science). Furthermore, it inaugurated a Master of Science degree in both mechanical and electrical engineering; and with the prospect of greater en-

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gineering j o b opportunities in industry, government, education and private consulting firms, enrollment continued to climb steadily.

Job market forecasts, while helping the engineering school, had adverse effects on the School of Education. During the early 1970's, the national need for teachers leveled off and was beginning to decline. The end of the post-war "baby b o o m " and the move toward "population-zero" had a withering impact on teacher education programs across the country as fewer college students considered careers in elementary and secondary education. At the University of Portland, Dean Ernest Hayes (1965) directed the School of Education through that difficult era. His sense of timing and his insistence upon innovative instruction and realistic course offerings kept the program fiscally sound. When enrollment dipped at one e n d - t h e undergraduate level-he successfully boosted it at the other e n d - t h e graduate level. Even after the doctorate degree in education was phased out, the master's program continued strong. T h e School of Education dominated the summer sessions for two decades and eventually established a smooth working relationship with the State Board of Education which culminated in full accreditation by the Oregon Teachers Standards and Practices Commission for the preparation of elementary and secondary teachers.

Dr. Hayes also served as dean of the Graduate School (1971). He was preceded by acting deans Dr. Arthur A. Schulte, Jr. (1968-1969) and Father Joseph Kehoe (1969-1971). T h e Graduate School was an administrative office that supervised academic areas offering advanced degrees in business administration, communications, drama, education, engineering, English, history, music and physical sciences. T h e Criminal Justice Program was managed by Dr. George Lamb, a 1929 alumnus w h o retired from government service in 1967 to join the University as a "dollar-a-year" administrator. The most striking feature of the Graduate School, after some expensive programs had been curtailed (doctorates in psychology and education and the master's in library science) was that it rested firmly on strong undergraduate programs.

By 1976, graduate programs existed only in areas that could be closely monitored and institutionally supported.

T H E FACULTY

The most obvious feature regarding faculty developments was the reduction of teaching personnel. In 1966-1967, there were 123 full-time faculty and twenty-one adjunct (part-time or special) faculty for a total of 144. Statistics for the academic year 1975-1976 revealed a decline, particularly evident in full-time teachers. O u t of a total instructional staff of 136,101 were full-time faculty (two of w h o m were on leaves of absence). By 1976, the large majority of full-time faculty held the middle academic ranks (assistant or associate professorships) while few were full professors or instructors; nearly one-third of the full-time teachers were w o m e n and more than one-half of the total held earned doctorates. Considering all members of the University possessing academic rank (including adjunct faculty, administrative personnel and emeriti), the total

Dr. George Lamb, member offirstcollege graduating class at Columbia in 1929 who became a University administrator after retiring from federal government in mid-1960's. Here he is shown with Secretary of the Interior Stuart Udall (left) and Senator Richard Byrd (right) of West Virginia upon being appointed first director of Office of Coal Research under Dept. of Interior during Kennedy administration.

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reached 172. O f that number, the approximate percentages were 22 percent clergy and 78 percent laity, 71 percent male and 29 percent female, 49 percent with doctorates, 44 percent with masters' degrees and the remaining 7 percent with bachelors' degrees. T h e faculty in 1975-1976 had a wide range of academic backgrounds, having completed their graduate studies at over seventy-five different universities throughout the United States and Europe; and (exclusive of the School of Nursing where the doctorate was not common), about 80 percent of the full-time faculty possessed the P h . D . or other terminal degrees.

Statistics, however, seldom provide a full perspective. What made the University of Portland faculty a valuable asset was not to be found in such classifications but rather in their individual commitment as teachers and their collective dedication to the goals of the institution. Observers over the years have often commented on those qualities. O n a Saturday in October 1974, for example, the instructor development committee at the University conducted one of its periodic faculty workshops. Dr. Donald Hoyt, director of the office of education research at Kansas State University, acted as a resource person and although he came principally to discuss the question of improving a model for student evaluations of faculty, he used the opportunity to assess the role of instructional performance of the University of Portland. In a letter to the committee chairman after his departure (October 22,1974), he stated frankly: " T h e visit to your campus was delightful. It must be especially nice to be surrounded by colleagues who do not feel apologetic for caring about education." H e then added: I was sincerely impressed with the apparent dedication to teaching of the faculty as a whole. I suppose I should not be surprised; you make no serious pretense to make the level of research and scholarly contributions expected of institutions offering broad-scaled doctoral work. But even in comparison with other 'teaching-oriented' institutions that I have visited, I thought your faculty was unusually committed.

Universities and colleges across the country were under siege during most of the years from 1967 to 1976, beset first by student unrest and then by financial tensions. Both were prompted by a wide range of disruptive policies and practices in American society for which higher education had little responsibility or control. As collegiate enrollment leveled off and the economic situation grew tighter, colleges and universities began to release faculty and trim departmental budgets drastically. N e w terms suddenly entered the vocabulary of American academia, among them "quota system" and "annualized contract." T h e University of Portland faculty, of course, experienced the ripple effect of those trying times. It adopted the quota system after 1971.

Each department or school received an allotment for both rank (principally the senior level ranks of associate professor and full professor) and tenure (those approved for permanent employment on or before their seventh annual contract). Promotions in rank, therefore, became more difficult to receive under the quota system, and those faculty members judged to be tenure-

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worthy when no tenured slots were available had the opportunity either to seek positions elsewhere or accept an "annualized contract" in hopes of acquiring tenure at some later date. Administrators, torn between the hard fiscal realities and the personal feelings toward their teachers, struggled to preserve a sense of security in insecure times. The result was predictable.

Faculty morale sagged in the early 1970's as professorial positions-oncc so prevalent in the country-virtually disappeared.

T h e University reduced the instructional staff sufficiently by 1974 that the student-faculty ratio reached the financially acceptable level of 16.5 to 1. Much of it was accomplished by not replacing those teachers w h o retired and using either existing faculty members w h o were professionally capable of teaching in allied disciplines or hiring adjunct (part-time) instructors to fill the gaps.

Certain cutbacks, nevertheless, did cause faculty rumblings and student protests, and the local chapter of American Association of University Professors (AAUP) manifested a revived interest among an element of the faculty. Yet, of the relatively few faculty w h o lost their positions, nearly all conducted themselves in a professional manner. In certain instances where it was possible, the University assisted in relocating terminated faculty at other institutions, and on several occasions offered some the opportunity to remain on the staff in an administrative capacity. (See Appendix for a list of some of the prominent members of the faculty w h o joined the University during those years.)

When considering the University of Portland faculty as a body from the mid-1960's to the mid-1970's, it is important to note that certain professional changes in attitude and emphasis occurred. Although alterations were in part motivated by fiscal pressures, some of the m o m e n t u m came from academic developments within higher education exclusive of economic factors. A new student generation, emerging out of the sixties, forced a re-evaluation of both subject content and instructional strategies. Students in 1967 were, at the risk of generalizing, exceedingly serious, idealistic and highly charged in a political and moral sense. "Relevancy" was their battle cry and "immediacy" their target. Societal circumstances and world events influenced their outlook and actions. By the early years of the 1970's, however, many issues beyond the collegiate walls had altered sufficiently to produce a discernible transformation in student behavior. But more importantly, the residue of that explosive era seemed to linger on. Students in 1976 remained fundamentally idealistic and moralistic, yet displayed a noticeable tendency to be pragmatic and professionally-oriented.

It was a welcome blend, for faculty members could be heard to comment on the similarities of students in the mid-1970's with those in the mid-1950's. The drift was even more acceptable to teachers because students began to evidence a nostalgia for collegiate fun and games, almost as if they recognized that there was plenty of time after departing from the University to confront the problems of the wider society; that while they were in college, they intended to make the most of those short, seemingly carefree days. Obviously, student attitudes influenced teaching methodologies. Instructors trained in graduate

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schools before 1965 usually began their classroom teaching with a confident feeling about their goals and their role. Scholarship was sacred and instructional techniques rested heavily on the lecture method. Professors regarded themselves as specialists, obliged to be actively engaged in research. The "publish or perish" dictum haunted academicians and administrators alike.

In actual fact, however, institutions such as the University of Portland needed learned generalises and gifted teachers. More and more faculty m e m bers after 1967 began to assume a new professional posture by attempting innovative teaching techniques. With the assistance of the new instructional media center in Buckley Center, audio-visual aids were readily available.

Although the lecture method continued to be usedâ&#x20AC;&#x201D;and possibly abusedsmall classes in small classrooms with tables and chairs instead of traditional rows of desks tended to foster informality. Moreover, faculty convocations conducted in the 1970's stressed instructor development with a thrust toward interdisciplinary studies, prompting faculty members to invite colleagues from other fields to their classes as resource people when discussing a pertinent problem. Some departments established team-taught courses that examined a topic from the perspective of several disciplines, such as the freshman course "Introduction to Business" under the direction of Drs. Roger A. Crabbs and George Chou presented in the fall of 1975. During the semester, the students heard from twenty-four guest speakers representing a wide spectrum of viewpoints on contemporary business, from professors in liberal arts to practical-minded management executives.

Apart from the fact that faculty became more instructionally-flexible, professional involvement continued to receive high priority. T h e only difference was that in the 1970's, as opposed to an earlier era, faculty seemed to welcome the point that their primary obligation was effective teaching and that professional research and publication be pursued when time or energy permitted.

T h e inauguration of the research council in 1968 did help to keep a scholarly incentive alive. Dr. George Lamb became chairman of the program, and yearly grants from the University and alumni established an annual budget that averaged between $5,000 and $10,000. During the period 1967 to 1976, the council awarded approximately $50,000 to individual faculty members for research projects that usually resulted in scholarly publication. Other efforts, such as encouraging faculty members to deliver papers at professional meetings, to attend national conferences or to write articles for learned journals, demonstrated the institution's insistence that faculty remain active in thenspecialities. Certain departments, in particular, attained distinctive reputations in the academic community and a relatively large percentage of professors published or received research grants. Furthermore, the University of Portland Review continued to be published semi-annually; under the editorship of Dr. Thompson M. Faller, the journal celebrated its twenty-fifth anniversary in the fall of 1973.

O n e of the persistent assumptions so often noted by off-campus visitors or new faculty members was the view that the institution exhibited a refreshing

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feeling of professional cooperation and social harmony. Certainly those professors w h o spent a considerable part of their careers at the University found the experience satisfying. C )ne professor w h o left in the 1950's under a cloud of departmental controversy and remained displeased for years about particular policies and personalities, declared emphatically in 1971: "All I can say is that I still love the damn place."

Unquestionably, both the size and the aims of the University of Portland account for much of the esprit de corps among the faculty. Those not accepting the educational philosophy of the institution or desiring wider latitude for research and instructional specialization obviously did not come or, if they did, they did not remain long. Moreover, because salaries were seldom competitive with larger universities, a professor had to appreciate possible benefits beyond monetary ones. Presumably, the University attracted instructors committed to teaching in a relatively small institution where faculty relationships could be close, where student contact was optimal and where all that transpired in the curricular and extra-curricular enterprise was premised on a Christian value system.

During the years 1967 to 1976, there was a distinct effort to restore some of the camaraderie that slipped in the early 1960's. O n e can speculate that the decade of the sixties witnessed a certain internal fragmentation because of the rapid growth of personnel and bureaucracy. Students tended to challenge concepts of traditional collegiate life; staff and administrators became more remote and a highly specialized faculty seemed to drift into professional and social isolation. While all that was taking place, the problem was compounded by the internal debates emanating out of such eathargic experiences as the self-study project, the legal transfer, the renewed emphasis on professional schools and the formation of the Academic Senate. Oddly enough, Buckley Center which had such a positive influence in so many ways seemed to accentuate faculty disunity. Prior to 1969, teachers (of different disciplines often) shared offices because of limited space. With the opening of Buckley Center, the dispersement of faculty members was greater and the new faculty lounge was not geographically conducive to attract a spontaneous and informal gathering of professors.

The Faculty Women's Club continued to render an important service by sponsoring two or three potlucks each year, always prefaced by a social hour with punch (Who will forget the green St. Patrick's Day concoction made by chemistry teacher Dr. Carl Bonhorst?), and sometimes concluding with a sing-along. Other formal or informal events involving smaller elements of the faculty and staff were the bowling league, the Monday night faculty poker club, faculty religious retreats, and those evenings of special cuisine prepared

by Father Roland Simonitsch or Dr. Manuel Macias. O n e event always popular was the president's dinner following spring commencement exercises in May. Previously a formal, sit-down affair for faculty and staff and their spouses, it was altered in 1972 and became an informal supper for the University personnel and their families. The rationale was that after a weekend laden

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wmi Brother Godfrey taking photographs for The Directory, shortly before he died in 1914.

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with formal activities, the faculty and staff would enjoy a relaxing barbecue picnic at the C o m m o n s .

T h e campus with its buildings and its budgets and its curriculum and its playing fields and all of its other ingredients are, of course, essential; but a thriving university must rest principally on a surer foundation: dedicated teaching faculty. The faculty often forget the impressions they make on students, but students never do. Sometimes it takes a tragic loss to rekindle the notion of how influential a teacher can be on those he or she has taught. In the year 1974-1975, two prominent teachers died, and the lesson was quickly brought home again to the University community. At the start of the fall semester in 1974, Brother Godfrey Vassallo was busily taking photographs of students and faculty for the Directory as had been his custom for several years.

Sometime in the early morning hours of September 12, however, he died quietly alone in his room. He was eighty years old and had come to the University in 1929. Over the years, Brother Godfrey emerged as one of the more enchanting personalities in the city, and on campus his reputation as a punster and a fixer-of-all-things became legendary. At the time of his death, he was professor emeritus in physics. (Since he never wanted to retire, he did not.) Versatility marked his service to the University. He was an outstanding teacher, and for him each class was an adventure and each student an individual. Many who knew him in later years did not realize that he was a scholarly authority in nuclear physics and radioactive medicine, a former football coach, a baseball umpire, a track and field announcer, a stamp collector, a photographer, a "rock h o u n d " and grand marshal at commencements longer than anyone could remember.

Brother Godfrey could be gruff, but he always kept a twinkle in his eye.

Like a modern day Robin Hood, he attacked the pomposity and the pedantic but gave everything to the honest and simple. Scores of students went through the University of Portland on what commonly became known as a "Brother Godfrey Grant," money he personally raised from friends to pay tuition for a serious student in financial need. He loved people, but his greatest love was demonstrated in his spiritual life, a brother of the Holy Cross for sixty-three years. Hundreds of friends came to wish Brother Godfrey farewell at the funeral Mass in St. Mary's Chapel; one faculty member commented after the funeral: "If there is something to be fixed in Heaven, like a bell system or a PA system, I know what BG is doing now!"

The other death occurred on April 13,1975. Professor Paul E. Ouellette had a history of a heart ailment and was recovering from an attack the previous week. He insisted on returning to the University on Friday night, April 11, to supervise the opening of the musical production "Die Fledermaus" at Hunt Center. Afterward, there was a reception in the faculty lounge where Father Joseph Powers, dean of the College of Arts and Sciences, honored several active teachers w h o had spent twenty-five years or more at the college. Each Professor Paul Ouellette, teacher, administrator was presented with a silver cup with his name engraved upon it. Professor and drama director who developed the educational theater program at the University. Ouellette received one, and that was the last time most of his colleagues saw

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him. He was stricken on Sunday afternoon at his home and died en route to the hospital. "Mr. O . " as the students often called him, became a nationallyrecognized theater director. He directed an estimated 200 plays in his twentysix years at the University, and although only fifty years old, he developed a prominent drama program from a mere interest group.

Over the years 1967 to 1976, other members of the University community died, each in his own way leaving a void in the life of the institution and in the hearts of friends and associates. There were the deaths of Father Robert King and Brother Meinrad Secard in 1973 and Father Thomas Kelly in 1976, all of w h o m had devoted years of service to the University; and there were the deaths of various staff personnel, many friends of the University and loyal alumni, and, of course, some students, wonderful young people whose lives were cut short by illness or accident.

S T U D E N T LIFE

Judging by outward appearances, the attitudinal transformation of college students during the years 1967 through 1976 swung in pendulum fashion.

Student radicalism, flowing out of the scarred decade of the 1960's reached a crescendo in the early 1970's, whereupon it diminished. In its place, there was a kind of revival of a collegiate life style reminiscent of the 1950's. H o w fundamental the change was, is no doubt arguable. T h e implication in discussing the contemporary scene, even with all the bits and pieces of evidence, is that judgments must be tentative. Substantive trends are often indistinguishable from ephemeral fads with the result that conclusions, however cautious, ultimately rest heavily on an impressionistic analysis.

At the University of Portland, students mirrored many of the broad patterns of collegiate behavior, albeit to a lesser intensity, that manifested themselves at larger institutions of higher education across the country. The impact of world and national issues shattered the fragile academic atmosphere like bullets ricocheting around the campus in unpredictable fashion. The presidential election of 1968 witnessed a surge in student politicalization, and the Kent State incident shocked the sensibilities of many. During the heated aftermath of the United States's entry into Cambodia in 1970, the University was alerted that a group of non-student activists threatened to b o m b Columbia Hall where the A F R O T C unit was headquartered; and at spring commencement, some graduating seniors wore white armbands. Nevertheless, the University of Portland came through the era of student protest virtually unscathed. Perhaps the greatest "crisis" was the Mehling Hall sit-in one February night in 1971, staged by some students w h o demanded a relaxation of intervisitation rules in the dormitories.

The unsettling time did coincide with a kaleidoscope of ideas and fads emanating from a youth "counter-culture" inclined toward group liberations and individual celebrations. "Hard rock" music, the drug "scene," the search for happiness in a "hippy" life style of "do your o w n thing," and a bundle of other approaches for self-expression and personal fulfillment were interwoven

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within the fabric of that generation raised with idealism and affluence but shaken by societal conditions as they existed. In all, it manifested an uneasy era in higher education. Too often persons are judged by appearances. After 1967, college students began to assume the "grubby look." The University's dress code disappeared and long hair, beards and mustaches, faded jeans and tiedyed shirts became the fashion. T h e brief exposure of the mini-skirt gave way to the maxi-skirt for girls that ultimately ended up in the "unisex look" making it difficult to distinguish between males and females. Sandals and wafBe-stompers, guitars, war surplus jackets, wide leather belts and purses with long straps were ever present. Anything smacking of conventional collegiate attire was forsaken. Freshman beanies disappeared; lettcrman sweaters became passe; and it was indeed an oddity to see a coed in a dress or a fellow in blazer and slacks. At one spring commencement in the early 1970's, seniors by a narrow margin nearly vetoed the wearing of traditional caps and gowns. T h e new clothing seemed to cover rebellious individuals w h o spoke in a constantly changing jargon spiced with generational idiom, w h o evidenced a distinct clannishness and a distrust of the adult world. The "counter-culture," iconoclastic and idealistic, splintered into two polarized movements: one was student activism and the other was student apathy. Both seemed radical. The former sought to alter the wider society while the latter sought to abandon it.

Hal Westby, dean of students after 1911.

By 1973, however, a change was underway. In the post-Watergate world, student radicalism subsided markedly and a stillness settled over the University campus. Old slogans and issues disappeared beneath the weight of a creeping awareness of new problems: economic inflation, unemployment, energy shortage, overpopulation, crime and the like. Students manifested more concern about vocational preparation and seemed to ponder more than to pontificate. Commuters began to form car pools or ride bicycles or travel by bus to and from the University; young people displayed a growing frugality that suggested a lingering sense of social-economic humanitarianism reminiscent of the 1960's. In the month of November 1975, for instance, students sponsored two special days that typified that awareness. O n e was a "Day of Ecological Concern" designed to promote the conservation of energy. Lights were turned off in some classrooms and elevators were used less frequently. T h e other was the "World Day of Fast" when money saved from meals not eaten was sent to hunger-relief agencies.

With the drift back to traditional collegiate activities, athletics as well as fraternities and sororities enjoyed a revival. Once more the call for improving "school spirit" was heard ubiquitously. T h e idea of collegiate pranks again tickled the fancy of undergraduates, such as an occasional "panty raid" on a women's dorm or "streaking" across the football field in the twilight hours of a spring night or decorating Shipstad Hall with toilet paper just before final exam week (much to the horror of the maintenance staff), or precariously placing a BankAmericard sign on the "Tree of Life" sculpture high on the wall of Mehling Hall one Halloween night. Some professors viewed the transformation with suspicion, likening it to some kind of new cultural ice age that was

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covering a healthy tendency toward social criticism. Others applauded the return of college high jinks as an atavistic phenomenon; to them it was much like recognizing an old friend in a crowd of strangers.

Students unquestionably demonstrated a greater openness to faculty and a youthful exuberance for social interaction. Hard narcotics was fortunately never a serious problem on campus; and although there was evidence of "pot smoking," it diminished with the return to that traditional collegiate staplebeer. "Keggers" became more visible, and local pubs, such as the T-Room, Don and Pat's and The Zero Inn, served as popular watering holes for students. More importantly, students showed greater concern for academic studies with an eye on future careers. In short, "rap sessions" once heavily punctuated by strident rhetoric against "The Establishment" mellowed and became penetrating discussions in search of common ways to improve "The System." The grubby look declined, marking a decided shift toward concern for appearance within the context of youth-culture fashions: flair-bottomed slacks, wide leather belts, platform shoes and coordinated ensembles. Hair styles were shorter, neater and generally trimmed.

Any attempt at a definitive assessment of student values during that period would be presumptuous if not impossible. Obviously the University of Portland, as a unique institution, could not be easily compared with other colleges and universities. Moreover, within the University's student population, there were sufficient diversity and continuous shifting of mix to defy definition. Nevertheless, it is possible to draw a tentative non-attitudinal profile of the University of Portland student between 1967 and 1975. When considering the total student count over those years, the ratio of men to women consistently narrowed with male students averaging between 50 and 60 percent. Approximately two-thirds were Roman Catholic in 1967 but the figure slipped to about one-third in 1976. The number of students living in campus residence halls dropped from nearly one-half to slightly over onequarter, although an upswing in dormitory occupancy was evident by 1975.

Most students came from the West Coast states, particularly the Pacific Northwest, and about one-third had permanent addresses in the Portland area. The majority came from middle-income families; married students increased to about 30 percent; and the mean age of students rose, approaching the mid-twenties by 1976. Perhaps the most striking change of all was the growth of student enrollment in the professional schools. At the beginning of the academic year 1975-1976, 62.5 percent of the total students were registered in professional programs, a complete turnaround from 1967 when that percentage was majoring in the liberal arts.

Regardless of the differences, a homogeneity in students at the University of Portland accounted for a certain sameness in attitudinal and behavior patterns.

To what extent the University of Portland influenced or altered student values, of course, could be debated. Obviously, professors and administrators seriously entertained the notion that the University, from the point of view both of scholastic achievement and of atmosphere, did have a beneficial effect.

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To test that assumption, the University attempted to trace the institutional impact on the class of 1970. T h e project, supervised by the Department of Psychology, began in September 1966 under the direction of Dr. William Banaka, Dr. Rolfe La Forge and Robert Shouldis. The four-year study charted the changing attitudes of the freshman class of 1966 through graduation in 1970; it consisted of periodic questionnaires and interviews that could be measured against similar student data compiled and published elsewhere. T h e purpose of the investigation, in the words of the report, was to test the validity of a prevailing criticism that "Catholic colleges fail to produce graduates who have the characteristics of a person educated in a quality liberal arts collegeespecially lacking the intellectual and social values and attitudes." The report, released in November 1970, contained a wealth of information and statistics that prevent simplistic analysis. O n the question of why the University of Portland campus seemed relatively quiet during the years of student protest, for example, the report indicated that the institution did influence student energies toward constructive, value-oriented actions; and that based on comparable data, the senior class of 1970 "were much more like the product of high-quality institutions than of low-quality institutions in terms of social and religious values." T h e study asserted that the University of Portland did not manifest "the anti-intellectualism previously alleged to exist among Catholics in Catholic colleges."

In brief, the report summarized that the personality patterns, intellectual abilities and family backgrounds of the University of Portland students were "close to the average American college student," making the senior class of 1970 "very much like the average graduate of American colleges" in many ways. Nonetheless, the investigation maintained that between freshman and senior years at the University, there were noticeable attitudinal changes that "ran counter to the findings of earlier studies showing an intellectual and social conservatism among Catholic graduates of Catholic colleges." In terms of personal educational values, students shifted over the four years away from philosophies related to "singularly" intellectual and religious development to a "broadened" perspective of life: As students progressed [from 1966 to 1970], they became less concerned about conformity but equally as concerned about their individual development and being of genuine help to their fellow man. Thus, the University appears to offer a balanced emphasis between individuality and social good, and at the same time minimizing conventionality just for the sake of social acceptance.

STUDENT ORGANIZATIONS

Campus-centered organizations served as the most facile vehicles for promoting student involvement and focusing collegiate opinion. A variety of clubs and interest groups were popular during the years 1967 to 1976, most of which had been established in an earlier era. As is often the case, however, the

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percentage who actively participated in campus affairs was relatively small when considering the entire student body. The period from 1967 to approximately 1972 evidenced a withering of student interest in traditional college activities. Indeed, it became a status symbol not to belong to fraternities, sororities or other formal organizations. A number of informal, loosely structured groups did emerge, but the pendulum began to swing back so that in 1976 there was a distinct return to collegiate clubbishness.

Student government and publications reflected the drift of campus life.

Associated Students of the University of Portland (ASUP) election campaigns and senate debates certainly registered the vicissitudes of student priorities, and there were moments when constitutional squabbles and heated factionalism made campus politics nearly inoperable. Student government, particularly between 1969 and 1972, demonstrated an intense activism directed toward social issues and University reform. The call for "participatory democracy" was a resounding theme with the constant campaign to politicize the so-called "apathetic" student. The ASUP, by increasing the student activity fee, caused debate in the student senate to center on disbursing funds for programs, among them UPCAP (University of Portland Community Action Program), TAP (Tutoring Aid Program) and OSPIRG (Oregon Student Public Interest Group), or on subsidizing organizations sponsoring campuswide attractions that ranged from rock concerts to guest speakers.

The annual Student Leadership Conference remained a premier event of the fall semester. Approximately sixty students along with thirty faculty and administrators assembled for a weekend, usually at Gearhart on the Oregon coast, to discuss campus issues. Some conferences were conducted in a tense and heated atmosphere. The idea had evolved that the Leadership Conference should decide policy rather than just define issues that should be resolved, which was the original intent. As a result, several of the concluding general sessions dragged on for hours with debates over motions, amendments and counter-amendments until final votes were recorded and everyone journeyed back to Portland numbed and exhausted. By 1973, the confrontational climate had subsided, as ASUP concerns shifted toward a more prudent and relaxed discussion of the issues.

The theme of the 1975 Leadership Conference was the plea for a revival of campus spirit; in the October 29 issue of The Beacon following the conference, ASUP president Joseph Basilone declared: "We need to restore the college spirit and camaraderie that was once present on college campuses." The plea was genuine, but more importantly it was an idea whose time had come again as reflected by the changing temper of The Beacon. In the late 1960's and early 1970's, the weekly student newspaper displayed a crusading zeal; it often ran "expose" articles and guest editorials by unsigned students or alumni that frequently appeared uneven in coverage and distorted in viewpoint. In all fairness, students seemed divided on the merits of The Beacon; some expressed open hostility while others applauded its adversary journalism.

It would be difficult to summarize The Beacon over that span of time with

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student editors and their staffs changing each year. Considering student newspapers on other campuses, The Beacon maintained a principle of responsible reporting, despite occasional excesses, and demonstrated remarkably good taste as well as sound management and technical skill. A number of Beacon writers learned their craft well enough under the guiding eye of Barbara Miller (publications adviser) to move immediately into journalistic careers.

The Log continued in those years when a number of colleges and universities across the nation suspended publication of yearbooks because of student disinterest. As in the case of the newspaper, The Log was a valuable expression of student opinion over a specific academic year, both from the point of view of what was included in the volume and what was omitted; although the perennial, but unanswerable, question was, to what degree did a particular yearbook reflect the student population as a whole? Some tentative assumptions can be offered about The Logs from 1967 to 1976. First, there was a steady technical growth, notably in improved design, layout, photography and use of color. Second, there was a rather successful effort to unify each yearbook around a common and generally well-conceived theme that-accurately or not-mirrored the major impulses of the student body. Finally, there was a distinct stress on mood photography at the expense of informative copy. Some Logs did not include an index and tended to de-emphasize academic activities.

One particular annual in the late 1960's avoided using the name "University of Portland" on the cover and throughout the book. In the drive for artistic or existential expression, the prime purpose of producing a useful record of collegiate highlights and personalities that could be consulted in subsequent years when memories grow dim was sacrificed.

Regarding other publications, there was the Dedalus, formerly entitled The Preface, which carried a variety of student articles and poetry. Another was the Directory, an annual reference booklet containing photographs of students, faculty and staff along with other pertinent information. Finally, there were The Student Handbook with relevant regulations and material about student life, The Religious Bulletin, a campus ministry periodical and What's Happening, a weekly calendar publicizing forthcoming events. KDUP, the on-campus radio station, developed a greater volume of interest after the University installed modernized studios with sophisticated electronic equipment (even closed-circuit television capability) in Buckley Center. It had the effect of attracting increased numbers of communication majors seeking practical experience in broadcasting.

The remaining student organizations generally consisted of service groups, special interest clubs, sororities and fraternities devoted to spirit and service projects and professional societies. Some groups fluctuated markedly from year to year depending on student appeal, and most of those popular in the 1970's were formed in an earlier era (see Chapter VI). Organizations particularly endorsed by students in the 1970's included the Chess Club, the Karate Club, the Outing Club (hiking and mountain climbing), the Renaissance Society, the Black Student Union, the Chinese Student Association, the

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Hawaiian Club, the Student Nurses Organization, Phi Alpha Theta (Rho Pi chapter of the international honor society in history) and a revived Ski Club.

CAMPUS ACTIVITIES

There were both an increase and a diversification of campus events. With larger numbers of students exhibiting a wider variety of interests, the great calm that had traditionally settled over the campus after the dinner hour virtually ended. On any given week night in the mid-1970's, the parking lots were surprisingly crowded with automobiles and sidewalks often throbbed as people scurried along to classes, meetings or other events. The increased utilization of buildings from early morning until around 10 p.m. was the direct result of three factors: the expansion of regular academic courses into the evening hours, the enlargement of the continuing education program and the broadening of special cultural attractions. Regarding the latter, an important decision of ASUP was the funding of a new cultural arts board composed of students interested in a greater variety of on-campus activities.

Some of the speakers and performers who visited the University deserve mention. Senator Wayne Morse of Oregon spoke to an overflow audience in Mehling auditorium in the late 1960's, and his constitutional and legal attack on the role of United States foreign policy in Southeast Asia struck a sympathetic chord among many spectators. Another memorable event was the visit of United States Attorney-General Robert F. Kennedy during the Oregon primary race in the spring of 1968. He received a tumultuous welcome in the Commons where he gave an address on the issues of the campaign just a few weeks before he was assassinated. United States Senator Eugene McCarthy also made a campaign stop during that presidential election year. Other distinguished visitors included historian Henry Steele Commanger, consumer-advocate Ralph Nader, famed defense attorney F. Lee Bailey, journalist I. F. Stone, composer-conductor Aaron Copland, astronaut and second man to walk on the moon Colonel Edwin "Buzz" Aldrin, authorpsychoanalyst Rollo May, historian-journalist Max Lerner, actor John Stuart Anderson, New York opera baritone Edward Pierson, popular singers Helen Reddy and Jim Croce, CBS news personality Charles Kuralt and comedians and social critics Dick Gregory and Tom Smothers.

One of the most memorable moments, however, was "The Bob Hope Revue" in the fall of 1974. The famed entertainer, with supporting talent from the University of Portland, staged a two-hour variety show at the Memorial Coliseum with proceeds going to the school. While on campus for the purpose of viewing the new Mago Hunt Center, Bob Hope held a press conference for the media on the lawn in front of the theater, much to the delight of students who queried him about such matters as his politics, age and friendship with some fellow named Bing.

Besides Homecoming (or the Winter Festival) and International Week, a number of other attractions crowded the yearly social calendar. Focusing particularly on the years 1970 to 1976, the activities seemed to have been rather

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evenly dispersed between those that were new and those that were variations of former events. The Marshall Beach party on Sauvie Island unofficially opened each year, ostensibly presented for the purpose of encouraging students to become acquainted. Late October was the traditional time ot the Barn Dance, the first major dance of the school year and the oldest on-going social event of the University. It had changed surprisingly little over the years, still managing to preserve its western motif, the famous slide and the field day of campus high jinks that included such enterprising contests as cow milking, tug-of-war and climbing the greased pole. Students especially enjoyed the annual visits of the "Royal Lichtenstein Quarter Ring Circus" and the lunch hour concerts or arts and crafts demonstrations in Buckley foyer.

Dances replaced concerts as the chief activity by 1973. Mostly informal and conducted in the C o m m o n s , the bands performed on a portable stage (which virtually became a permanent fixture at one end of the main dining room). The music was decidedly "rock" and decidedly loud. Familiar combos included "Boones Farm," "Crazy Horse," " O l d Medicine Show," " T h e Incredible Johnny Limbo" and "Johnny Golden and the Family Jewels." Although a duel evolved between hard rock music and soft, wordy ballads, one significant transformation was the revival of "the fifties sound," particularly Elvis Presley-type tunes. By 1975, costume dances with students dressed in 1950's style (and occasionally asking faculty members to lend their clothes) were the rage. T h e major formal dance of the year was the spring Military Ball, although the Alpha Kappa Psi formal (a part of Homecoming Week) held at T h e Q u a y in Vancouver began to rival "Mil Ball" after 1975.

A myriad of other activities, of course, crowded the schedule during the long middle months of the academic school year. There were such things as car rallies, impromptu hootenanies at the Backdoor (St. Mary's Chapel), folk dance demonstrations, holiday parties (on Halloween, Christmas, St. Valentine's Day, Mardi Gras and St. Patrick's Day) and those "pre-functions," a euphemistic term for keggers that preceded dances and basketball games. The ASUP Carnival was conducted intermittingly as was the fun-and-games evening known as "Las Vegas Night." After the remodeling of the Pilot House in the early 1970's, the lounge became a more effective recreational center for students w h o wished to spend leisure hours shooting pool or playing foosball.

The Pilot House was the scene of numerous attractions; perhaps most notable was " T h e Coffee H o u s e , " an informal talent show staged at intervals throughout the year and billed as "an evening of easy listening" that favored popular music performed by student vocalists or instrumentalists.

In retrospect, however, the highlight of the year was probably a toss-up between the Hawaiian Club's "Luau" and the "People Show." The former began as a phase of International Week. Club members had tropical flowers and specially prepared cuisine (such as kalva pig, chicken long rice, lomi lomi salmon, haupia and pineapple) flown in from the Hawaiian Islands for the festive affair in the C o m m o n s . A colorfully staged production of island dancing and music followed the dinner. The "People Show," started around

Finding a Future 265

1970 by student Liz Theriault, was a University-wide talent show. It was presented annually in Buckley auditorium and featured a variety of musical and comedy acts. Unfortunately, the extravaganza lapsed after several years.

With the distinct rise in cultural activities, the thrust was more toward the performing arts rather than the visual arts (paintings, sculpturing and the like).

Aside from occasional lectures, demonstrations, workshops and exhibitions (such as Brother David Martin's "Gallery Displays" in the library), the visual arts received insufficient attention. Music and drama were the principal cultural outlets. The music faculty became highly visible on campus in the 1970's.

The traditional fare of Christinas and spring concerts, student recitals and the Stage Band Festival were supplemented by other events. Under the direction of Dr. Roger Doyle (choral), Dr. Gerald Poe (winds and brass) and Professor Anthony Porto (strings), several new groups performed regularly throughout the school year, primarily the University's orchestra and choir, the concert choir and chamber singers and various specialized ensembles (winds, brasses, strings and a jazz band). Regional concert tours were organized again after having lapsed for several years; there was also an increase in local performances in the city and on television. The Chamber Singers Vespers in December became a popular attraction on campus as did the "Messiah Sing-In" where vocalists in the metropolitan area were invited to join in a sight-reading songfest of Handel's "Messiah".

Drama productions on campus were restricted severely after the fire destroyed the University theater in 1969. When the Hunt Center opened in the fall of 1973, however, the drama department launched something akin to a "Restoration Era." The new facility permitted versatility in productions that was never before possible on campus; and by pursuing the policy of educational theater, the department finally succeeded in balancing its efforts in training students in the technical skills as well as in acting. Children's theater remained an important vehicle for teaching theater craft as well as for entertaining young people in the metropolitan area. Some of the children's plays were "Blue Kangaroo," "Happening in a Hideaway," "Hansel and Gretel With Karl" and "Please Don't Sneeze."

The main stage productions each year, varying from heavy dramas to lighthearted musicals, included "Richard III," "Who's Afraid of Virginia Woolf," "Citizen Tom Paine," "Marat Sade," "Midsummer Night's Dream," "Last of the Red Hot Lovers," "Fiorello" and "Romulus the Great." "The Boy Friend," an especially delightful production, was restaged in the spring of 1971 and subsequently traveled on a USO tour. Some of the memorable players of those years who made their exit from the University's stage to enter other scenes of life were Richard Poole, Ernie Casciato, Cindy Ramsey, Pam Ledwidge, Judith Tucker, Mike Snyder, Nancy Pigott, Barbara Hollcraft, Leslie Sarnoff, Anne Waldron, Brent McCarter and Norman Husa.

The growth of the University's educational theater program and its regional acceptance in large measure could be attributed to the indefatigable Professor Paul Ouellette. His directorial talent was only equaled by his administrative

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skill. A perfectionist by nature and always brutally demanding, both on himself and on those who worked with him, Ouellette never lost sight of his mission, namely educational theater. His colleagues over the years became accustomed to his artistically high standards. Professsor Jerome Badraun, for example, developed into a gifted set designer, able to create illusions on the stage from a budget that was sometimes equally make-believe.

The University of Portland maintained its Roman Catholic heritage in campus life while adopting a broader, ecumenical orientation as a result of Vatican II. During those years, less emphasis was placed on some external forms of Catholicism and student organizations, such as the Sodality, the Holy Name Club or the St. Vincent De Paul Society, all but vanished. Yet, within that student generation, so morally outraged about conditions in American life and so devoted to the cause of social action, there began to emerge an intense and subjective religiosity, a kind of devotio moderna. All it needed, apparently, were some alternative outlets for it to become a constructive force. That occurred, particularly through the efforts of the campus ministry. As a University chaplain remarked: "We cannot listen to the words the students say, but we need to hear what they are trying to say."

A significant change began when the campus ministry redesigned its program and enlarged its staff. Early in 1969 under the direction of Rev. Thomas Baker, the Christian center opened in St. Mary's Chapel and was named "The Backdoor." Meeting rooms, a study area with small library, a kitchen and large lounge became available to students as a Christian fellowship center. Students assisted the chaplain in managing the center and scrounging up an assortment of furniture and equipment that included an old piano. On some evenings, particularly on a weekend, a variety of activities took place. In the lounge, there might be a hootenany featuring Bill Houston on the banjo and Patti Glynn at the piano entertaining as many as a hundred students, while the chaplain would be counseling some students in his office, several others studying for a test in the small library, a club meeting going on in another room and priests preparing for Mass in the nearby sacristy.

Folk Masses attracted greater numbers of students; and the Antioch weekend program grew under the leadership of Rev. Harry Cronin, whose official position was playwright-in-residcnce at the University. By the time Rev. Frederick Barr replaced Father Baker as University chaplain in 1972, a Christian revival was flourishing. Conventional forms of Roman Catholic ritual continued, buttressed by other expressions of Christian devotion, such as fellowship socials, panel discussions on ecumenism and talks by prominent religious leaders of various denominations. It was within that new "revival" atmosphere that the charismatic movement began under the direction of Rev. Thomas Bill. The weekly Saturday evening prayer meetings started with a few students but eventually drew many more to the chapel including off-campus visitors. By 1975, close to 200 persons attended the meetings regularly.

Whether people came through the front door of the chapel or "The Backdoor," the campus ministry program succeeded by contributing a broader

Finding a Future 267

dimension of spiritual awareness to students in their campus living experience.

ATHLETICS

Intercollegiate sports lost some of its appeal after the mid-1960's. Changing student interest was presumably the chief reason, although win-loss records did not help the cause. Basketball remained the premier sport; but with the close of the Negratti era, Pilot teams fumbled their way for several years until there was a rekindling of spirit. Bill Turner, former assistant coach from Stanford, became head mentor in 1967 and stayed two years, trying to rebuild a team while confronted with personnel problems and an unrealistic schedule of basketball powers that included UCLA. There were some bright moments during his tenure, particularly the afternoon the Pilots defeated highly-ranked Oklahoma City in Howard Hall with a controlled offense led by Paul Gloden, Terry Pollreisz and Jesse Perry. Turner retired from coaching at the end of the 1969 season with an 8-44 record.

The almost simultaneous resignation of athletic director Al Negratti forced the board of athletic control into a state of reassessment. Key appointments were necessary as was a broad review of the athletic program caused by mounting fiscal pressures, schedule and recruitment problems and the eligibility policy. (The University of Portland's academic requirement for athletics was higher than the National Collegiate Athletic Association's eligibility rule.)

After thorough deliberation, the athletic board recommended continuance of a major University basketball schedule with some modification, an adjustment of the eligibility rule by the Academic Senate to square with NCAA standards and a concerted effort to gain league affiliation. The first two recommendations were accomplished within two years; entry into a competitive league, however, had to wait.

The search for a head basketball coach proceeded through the spring of 1969 until "Ernie" Smith was hired. Smith was a highly respected coach from the University of Albuquerque, New Mexico, with a winning record and a winning personality."He was the kind of man," wrote one student, "that when you met him you liked him." Rev. John Van Wolvelear agreed to become acting director of athletics. Howard Hall gym received a new floor with purple and white trim, and Coach Smith recruited a number of promising student athletes such as SamTabet and Milton Adams. Enthusiasm for the forthcoming season was evident among the student body and alumni as practice began in mid-October 1969. Then just a few weeks before the first game, Coach Smith died suddenly of a heart attack at the age of forty.

Assistant Coach Joe Etzel stepped in to direct the stunned team for the 1969-1970 season, an unforgettable year of pride and anguish. They dedicated their season to Coach Smith's memory, and the University community rallied around the inexperienced team and its young coach. The final record was four wins and twenty-two losses. When the University of Portland played Santa Clara that year, a team ranked seventh in the nation, the Purple Pit (Howard Hall) was a sellout. Under the pressure of a partisan crowd shouting for an

Baseball coach Joe Etzel, former University of Portland letterman who became athletic director in 1910.

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upset, the spunky Pilots nearly defeated the visitors in a heartbreaker that was not decided until the final second. The score was 80 to 79.

In the spring of 1970, the athletic board recommended Joe Etzel as athletic director and Jack Avina of San Mateo Junior College as coach. The administration concurred. A man known for disciplined ball control and hard-nosed defense, Avina began to salvage a floundering basketball program. The first three seasons were disappointing to Avina and dismal for Pilot fans, although Avina inched toward a more realistic schedule. Perhaps the most disheartening aspect were the dreary road treks into the Midwest, profitable because ot financial guarantees but disastrous to the win-loss record when confronting such teams as Creighton, Dayton, Marquette and Vanderbilt. At the end of his third year, Avina's record was twenty-four wins against fifty-six defeats.

Then in 1973-1974, the University enjoyed its first winning season in a decade with a record of 15 and 11. In the following year, the team came close, 13 and 16, and showed considerable character. Few fans will forget some of those w h o struggled to bring the Purple and White back to prominence: Milt Adams (who won the Bill Schmitt-Athlete of the Year award in 1970, 1971 and 1972, more for his positive attitude than his lightning speed and incredible jumping ability), Gary Strachan and Kenny Hettrick (both recruited out of Central Catholic High School in Portland), Stan Talley, Ron Davidson, Quentin "Stretch" Braxton, Floyd " T i n y " Banks, Frank Severs, Doug Lauricella, Rick Parks, Frank Babcock and Leonard Williams.

By the 1975-1976 season, students were demonstrating a renewed interest in basketball. Perhaps the first noticeable sign came in 1973 when male cheerleaders dressed in white coveralls, purple T-shirts and purple and white hats replaced the dancing rally girls. Known as the "Athletic Supporters," their clownlike antics enlivened the sideline atmosphere. By 1975, alumni were financially assisting the athletic department in a number of ways, two of which were the Pilot H o o p Club, not to be confused with the Booster organization, and the annual Century Club dinner founded in the early 1970's by prominent Portland businessman, Al Giusti.

O n November 28,1975, Coach Avina unveiled his "new look" at Howard Hallâ&#x20AC;&#x201D;a varsity squad dominated by freshmen. Although it was during Thanksgiving vacation, the gymnasium was nearly packed to watch the scrappy young Pilots battle a strong University of the Pacific team. The cheerleaders were there and the pep band introduced the new Fight Song (written by Dr. Gerald Poe) and the new Alma Mater song (written by I )r. Peg Vance), composed in honor of the University's seventy-fifth anniversary.

Despite the fact that the Pilots lost in overtime 71 to 67, the fans applauded; and they came back the next night to see the UP underdog team edge Fresno State in overtime 72 to 70. And they came back the rest of the season. Although the record for 1975-1976 was 8-19 the Portland Pilots won their first and most important victory in over a decade-the fans. Coach Avina, once called "Cactus Jack," became "Smiling Jack."

In summing up the intercollegiate basketball program at the University,

Finding a Future 269

two developments proved particularly significant. O n e was the restoration of the UP-Portland State rivalry that had been curtailed during the Negratti era.

In the 1971-1972 season, the Pilots and Vikings met twice in Memorial Coliseum. It marked the beginning of a fully-recognized "City Championship" match. The winner received the "Big Al" trophy, donated by Al Giusti. Each team won one game the first year (with one contest going into double overtime in favor of UP) and they shared the trophy. T h e two teams split again the second year. In 1973-1974, the civil war was enlarged to three games, with the Pilots winning the cup in the third and deciding game. T h e Vikings won it back in 1974-1975 and held on to it in 1975-1976. Those U P - P S U contests were generally close and always spirited; they were unquestionably some of the most exciting basketball games ever played in the city.

The second development was the entry into the West Coast Athletic C o n ference (WCAC). The University made formal application in early 1975 when an opening appeared in the W C A C , primarily a basketball conference consisting of Seattle University, Santa Clara, University of San Francisco, St. Mary's, Nevada-Reno, Loyola at Los Angeles and Pepperdine. The W C A C voted to accept the University of Portland beginning with the 1976-1977 season, thus ending fifty-four years for U P as a collegiate independent. Lest people forget, it should be noted that it was the University of Portland over the years that consistently sustained major league collegiate basketball in Portland. Other Oregon universities may have played occasional games in the city but it was the Pilots w h o regularly scheduled leading N C A A teams.

"We have found a home for everything but track," said athletic director Joe Etzel when he announced the decision of the W C A C to accept the University.

Under the terms of the league, the University would compete in three sports besides basketball, specifically cross-country, golf and tennis. The year before, Coach Etzel participated in the formation of the Northern Pacific Baseball league (Nor-Pac) which included Boise State, Gonzaga University, Portland State, Seattle University, University of Idaho and University of Puget Sound.

Baseball was always regarded as a major sport, and the University traditionally fielded competitive teams. The chief problem hampering all spring sports during the period after 1967 was the decision to readjust the second semester so that it ended early in May. Etzel, as head baseball coach, nevertheless continued to average a thirty to forty game schedule. His teams were respectable between 1968 and 1976, but the telescoped seasons with more double-headers and shorter span between games, caused a hardship on the players, particularly the pitchers. The Pilot squads recorded winning seasons in 1968, 1969 and 1970; the 1971 year tied at 14-14. The remaining seasons came close with the exception of 1973 (9-26) and 1976 (15-26-1).

The baseball diamond, known as Farley Field in memory of Father James Farley, was moved near Portsmouth Avenue facing Mehling Hall, in the 1960's, and improved with a cyclone fence around the outfield, enclosed dugouts, bleacher seats and an electric scoreboard. A number of players during those years went on to sign with professional clubs after graduation, including Terry

Father Thomas Kelly, Classical scholar and Renaissance man, watching a Pilot baseball game. (Photo by Michael Ziegler)

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Pollreisz (Baltimore Orioles), Tim De Caminada (New York Mets) and Jim Golden and Tom Hannibal (New York Yankees). Tim Deardorff in 1975 was ranked twelfth in the nation and was selected as a top university division hitter on the West Coast. There were also other student athletes who contributed greatly to those baseball squads, particularly Bob Eterno, Bill Mebesius and Mike Mako. The creation of the Nor-Pac league gave impetus to Coach Joe Etzel's baseball program because the league champions automatically earned a place in the NCAA regionals.

Track fought valiantly for recognition each spring. Coach Kent Soldan, former UP track star, coached the Pilot thinclads from 1972 with the assistance of famed Oregon milcr Jim Grelle. His teams won twenty-eight and lost eleven meets. In 1973, Coach Jerry Ross took over as head coach and Grelle continued to supervise the long-distance runners. The Pilot track teams kept their winning tradition alive, and several of the outstanding athletes of the Soldan-Ross era were Jim Housen, Dave White, Carl Meininger, Steve Noye, Rick Johnson and Jim Nuccio.

Dr. George Lamb coached golf while Bill Rose and John La Plante guided tennis, with Ed Leonard serving as net coach in the interim. Both golf and tennis moved from club sports to varsity status as the University prepared for WCAC competition. Some of the outstanding student golfers were Jim Cassidy, Tom Fennel, Stuart Watson, Greg Zancanella and Jim Bisio; and a few of the notable nctmen were Glenn Barker, John Berg, Mike Wittmayer, Ray Heikkala, Dwight Dudley and Alfredo Isaac.

A "new" sport captured the fascination of many in 1975. It was soccer, revived presumably because of the phenomenal impact of the Portland Timber franchise of the North American Soccer League in the city during the summer of 1975. Soccer was not new to The Bluff, however. Before World War I, soccer virtually was a major sport; and during the 1960's, it was renewed by international students. In the fall of 1975, a group of enthusiastic students joined the Oregon Collegiate Soccer Association on a club basis.

One of the principal developments affecting college athletics was the Title IX regulations of the Education Amendment Act of 1972 issued by the Office of Civil Rights of the Department of Health, Education and Welfare. Briefly stated, Title IX sought to prohibit discrimination on the basis of sex in a number of federally-funded educational or activity programs. It was not long until the matter was interpreted to apply to both intramural and intercollegiate athletic programs and forced colleges and universities to re-examine their sports offerings for women. The University of Portland, trying to comply with those regulations and any unforeseen ramifications, promptly initiated such activities as intercollegiate basketball, volleyball and softball for women.

Regarding athletics in general, intercollegiate sports always received a lion's share of the publicity and, unfortunately, much of the support or criticism from alumni or off-campus friends. Many failed to realize the importance of intramural activity in the extracurricular life of the University. Even without intercollegiate athletics subsidized by special fund drives or revenue-

Finding a Future 271

producing events, the need for a broad spectrum of athletic and recreational opportunities with adequate coaching personnel would still be essential. Intramural games of nearly every conceivable kind-flag football, field hockey, volleyball and a score of other activitiesâ&#x20AC;&#x201D;involved most students in one way or another. It had become obvious after World War II that a new athletic facility was sorely needed. Aging Howard Hall, originally built for a high school and a small college, could scarcely be expected to serve the expanding athletic and recreational needs of a university indefinitely. As a result of a generous gift in 1975 by an anonymous benefactor interested in stimulating the push for a new, versatile sports center on campus, the regents gave a convincing nod of approval. The University immediately used the funds to develop architectural plans that would hopefully attract major donations for the purpose of constructing a modern athletic complex.

C O M M E N C E M E N T W E E K E N D , 1976

The University of Portland, the first private institution of higher learning in the state to be designated a bicentennial campus by the Oregon Bicentennial Commission, celebrated the nation's 200-year anniversary with a series of week-long activities known as "Festival USA" in April 1976. Student-faculty attention then turned to the upcoming final examinations. But in that instance, the usual hectic conclusion of an academic year had one added ingredient: the expectation of launching the University of Portland's Diamond Anniversary Year. Throughout the spring semester of 1976, a student-faculty committee busily planned varied events honoring the University's seventy-five-year history which would dominate activities during the following academic year.

The official announcement of the seventy-fifth anniversary came on commencement weekend. In most respects, the weekend followed its customary schedule, opening with the senior farewell party in Mehling Hall lounge on Friday evening, May 7. On Saturday there were the traditional ceremonies such as the commissioning of the AFROTC graduates, the pinning ceremony for the student nurses and the senior awards program. After a no-host cocktail hour, the graduates and their families attended the president's dinner in the Commons where honorary degree recipients briefly addressed the group. The ceremonies on Sunday began with the traditional morning baccalaureate Mass in Howard Hall after which there was the blessing of the senior class flag which was carried in procession to the flagpole on the bluff by the "honor seniors" (those having the highest GPA's) and raised over the campus to fly for the following year. The flag ceremony, following long tradition, concluded with the senior class giving "three cheers" for the faculty.

After a University-hosted brunch in the Commons, the commencement program moved off campus for the final activity. Although normally conducted at the Civic Auditorium, the 1976 degree granting ceremony occurred at the Memorial Coliseum. Graduates, faculty and the president's party, all attired in academic regalia, made the procession into the coliseum behind grand marshal Dr. Manuel Macias and to the music of the University brass

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quartet. After the traditional valedictory speech, the awarding of the degrees (one of which went to Anthony J. Weber, the oldest living gradtiate of Columbia University, 1905) and the commencement address by the Honorable John F. Kilkenny, Senior Circuit Judge, U.S. Court of Appeals (Portland, Oregon) and alumnus of Columbia Prep, 1919, the president of the University ended the ceremony with his annual congratulatory message to the graduating class of 1976. Father Waldschmidt's concluding remarks, however, reminded those in attendance that the University was just completing its seventy-fifth year of operation. With that, he officially opened the University of Portland's Diamond Jubilee Year.

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"Renaissance Fair" in summer 1913 beneath east end of St. Johns Bridge, site of new Cathedral Park.

(Courtesy of Oregon Historical Society) Skyline of downtown Portland in 1916.

(Courtesy of Oregon Journal) "People's Day" on November 11, 1913 when an estimated 35,000 Portlanders viewed new Fremont Bridge. (Courtesy of Oregon State Highway Division)

I 'iewpoint VII

VIEWPOINT

I

N 1976, the year the United States observed its Bicentennial and the University of Portland celebrated its Diamond Jubilee, the incorporated city of Portland was only 125 years old, still young in linear development when compared to many other metropolitan areas of the country. Despite the proximity of its frontier origins, Portland manifested characteristics of a modern urban center entering a so-called "post-industrial" era. For over two decades, residents of the region had been caught up in the kaleidoscope of change, a race to modernity that afforded little opportunity to ponder longrange consequences of decisions made in the name of progress.

As the nation prepared for its 200th anniversary, however, Americans paused

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VII

momentarily to reflect upon the past and to speculate about the future. Some observers sensed a growing suspicion in the minds of citizens across the land that the American society suffered from a kind of malaise which, left unchecked, would undermine the nation's basic ideals and institutions. The optimism so evident in the 1950's and early 1960's had seemingly turned to skepticism or pessimism.

Portlanders demonstrated a measure of that anxiety. For them, the initial years of the 1970's became a period of questioning, of expressing doubt about the drift of American society as a result of political scandals, foreign policy ventures, economic recession and a host of social ills. One of the principal issues to emerge centered on the question of

Academic Deans Council in 1916. Left to right: Dr. Kent Collins, dean of School of Business Administration; Rev. Joseph Powers, dean of College of Arts and Sciences; Rev. Michael O'Brien, academic vice president (chairman); Dr. Ernest Hayes, dean of School of Education and Graduate School; Professor Patricia Chadwick, dean of School of Nursing; and Dr. Donald Mash, dean of Multnomah School of Engineering.

Moment of merger when Multnomah College joined University of Portland in 1969.

Effecting the legal union are (seated, left to right) Rev. Paul Waldschmidt, president of the University, and Dr. John Griffith, president of Multnomah College, with James Buckley, chairman of University Board of Regents, and Ernest Willard, chairman of Multnomah College Board of Regents.

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P7ew of Buckley Center in foreground after opening in January 1969. Other buildings are (left to right) Kenna Hall, Howard Hall, Christie Hall and West Hall. Mock's Bottom in background.

Monthly meeting of Academic Senate, 1911.

environment, or how to continue the urbanindustrial advance and still preserve the region's natural habitat. Some Oregonians viewed the matter simp'istically as a struggle between ecologists and technologists, but the question was more complex than that. It was rooted in a broader concept of livability. Indeed, the familiar slogan "Keep Oregon Green" which illustrated the traditional fear of forest fires shifted dramatically in the 1970's to "Keep Oregon Livable."

In essence, environment became a twoedged concern: to preserve the scenic rural and wilderness areas and to prevent the deterioration of urban society. Regarding the former, Oregon was in the forefront of states developing significant environmental quality standards and promoting citizens' awareness of ecological issues. Numerous ordinances and legislative acts, passed at the local, county and state governments, regulated

land use and restricted various forms of pollution. Public ownership of the Oregon coast was safeguarded and special acts, such as Oregon's famous "Bottle Bill" that forbade the sale of nondeposit beverage containers or Multnomah County's auto emission tests that hoped to reduce air pollution, greatly enhanced environmental efforts. Perhaps the James G. Blaine Society which appeared in Oregon at that time epitomized the public mood. Although a "tongue-in-cheek" group, the members received wide endorsement in their publicity stunts to warn outof-staters-especially Californians-about the hazards and hardships of Oregon. One of their popular statements was: "You know it is summer in Oregon when the rain is warm." Even Governor Tom McCall, a principal advocate of conservation, received national notoriety when he urged tourists to visit Oregon but not to remain long.

Viewpoint VII Pressing problems associated with the development of urban society sparked concern.

Many metropolitan residents equated "big city" with "bad city." Portland experienced some of the urban ills all too common elsewhere: increases in crime, vice, racial strife, narcotics, slums, pornography and unemployment. The downtown core area evidenced signs of decay as did some of the central city neighborhoods. By the middle 1970's, citizens with the aid of city, state and federal funding sought to check the trends before Portland fell into the morass of urban neglect.

Although the city's population dropped slightly by 1974 (estimated at 372,200) and the suburban region continued its steady climb, perhaps the most dramatic development was the alteration of the urban skyline.

Portland's limited downtown core area, perched as it was on a narrow land shelf between the harbor and the West Hills, underwent major rejuvenation. It was a successful blend of restoration and new construction.

Aged buildings of pioneer vintage in Old Town were refurbished while other sectors of the city witnessed the erection of modern high-rise structures, among them the twenty-six-story Portland Plaza and the forty-story First National Bank Tower.

Another redevelopment project initiated was the seventy-acre John's Landing south of city center that featured condominiums and shops on a 4,000-foot river frontage. The city also launched plans to redesign Harbor Drive and

turn that neglected waterfront resource into an attractive array of shops, restaurants and gardens. But the most ambitious renewal plan ever undertaken to beautify the central business district and still preserve its functional use was the Portland Mall project, unveiled in 1976.

Besides Portland's "new look" as a city of skyscrapers and shopping malls, it remained foremost a city of bridges. In 1973 the Fremont Bridge was added to the collection of spans that crisscrossed the Willamette River.

It opened on November 15 following a day of public inspection known as "People's Day" with citizens strolling across the double-decked, eight-lane, 360-foot high suspension bridge that connected the new Stadium Freeway interchange with Interstate-5 on the east side of the river. The Fremont Bridge was something of an engineering feat. The 902-foot arched center span weighing 6,000 tons was constructed at Swan Island; it was then transported up river by barge, painstakingly raised 175 feet in the air with jacks and bolted to the east and west approaches.

Portland during the first half of the 1970's suffered from both the natural growing pains of a city on the move and the impact of the economic recession that swept the country.

Unemployment statistically increased, chasing the national average, and attempts to reform local government and to refine regional planning became major issues. After fourterm Mayor Terry D. Schrunk retired in

Campus fire in spring 1969 that destroyed Education Hall (University theater), Music Hall and Student Affairs building.

Convocation, part of the dedication ceremony of Buckley Center in February 1969, at which Professor Jacques Barzun (at podium) of Columbia University, New York, addressed assembled faculty, students and friends in new auditorium. Seated behind Barzun (left to right) are Dr. Louis Vaccaro, academic vice president; Most Rev. Robert Dwyer, archbishop of Portland; Rev. Paul Waldschmidt, president; fames Buckley, chairman of Board of Regents (for whom new building was named); and Rev. Joseph Powers, executive vice president.

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Scenefrom Children's Theater production of "Hansel and Gretel,"fall 1914.

\912, the voters selected an energetic young liberal, Neil Goldschmidt, to head the commission form of government at city hall.

Mayor Goldschmidt's campaign to consolidate city and Multnomah County governments failed in the election of 1974, but the need for regional cooperation as urban problems spilled out into the suburbs produced such organizations as the Columbia Region Association of Governments (CRAG). After the great "gasoline crisis" in the winter of 1973-1974 which forced automobile drivers to queue up at service stations, commuters began to give greater support to the Tri-Met bus system (a cooperative venture of the tri-counties—Multnomah, Clackamas and Washington), in operation since 1969.

Tourism to the Pacific Northwest, however, strangely resisted the recession and the

cautions of the James G. Blaine Society, although some industries, particularly those connected with home construction and forest products, did feel the weight of a sagging economy in the early 1970's. Nevertheless, Portland remained a hospitable locale for tourist and resident alike. It became more and more a city of recreation. The number of restaurants-from the fashionable to the funky-increased, and there was a noticeable growth of entertainment opportunities.

Within the realm of the arts, Portland continued to demonstrate a lively interest in symphonies and theater, and a myriad of art galleries sprang up around the city. It also exhibited a traditional enthusiasm for sports.

In some circles Portland was known as the "jogging capital" of the country and it became rather commonplace to witness persons of all sizes and shapes loping along wooded

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Mago Hunt Center for the Performing Arts which opened in 1913.

Viewpoint VII

Lounging in remodeled "Cove" cafeteria of Pilot House between classes. trails or up and down sidewalks and boulevards in brightly colored sweatsuits.

Bicycle paths were authorized by the city fathers and the many parks scattered throughout the metropolitan area hosted a variety of recreational programs under the auspices of the park bureau.

For those interested in the relaxed posture of a spectator, Portland offered a suitable mixture of athletic activities ranging from interscholastic and intercollegiate games to professional teams. Although the Portland Beaver Baseball Club died in 1972 along with the Portland Buckaroos of the Western Hockey League a short time later, the Portland Trailblazers of the National Basketball Association came to the city and captured a large following with former UCLA superstars Sidney Wicks and Bill Walton. A city baseball team known as the "Mavericks" was put together after the Beaver franchise folded 1910's version of 1950's dance in Commons featuring Flash Cadillac and the Continental Kids.

277

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A POINT OF PRIDE

Debate over student rights in 1911. Dr. Mary Margaret Dundore, dean of women (left), and Father Waldschmidt (center)flankedby student leaders.

Soccer revived on The Bluff.

and went on to amaze those die-hard fans still bitter over major league manipulation of minor league ball; and remnants of the Buckaroo ice hockey teams played occasional games for their supporters at the Jantzen Beach arena.

With the creation of World Football League in 1974, the city had its chance to field a professional team. Portland was in more ways than one taken by "The Storm" in the initial year of the league, and subsequently by "The Thunder" in 1975. The latter team would probably have garnered a fair share of the recreational dollar had not the WFL collapsed because of financial problems. But the big news in sports was the arrival of "the other football." In 1975 Portland formed a soccer team and entered the North American Soccer League. The new "Portland Timbers," depending heavily on British players recruited by coach Vic Crowe, exploded upon the scene and captivated a following

Viewpoint VII

279

Tip-off of renewal of former basketball rivalry between University of Portland and Portland State in 1911. Left to right: UP coach Jack Avina, PSU coach Ken Edwards, Portland Mayor Neil Goldschmidt and Al Giusti, donator of "Big Al" city championship trophy (foreground). (Courtesy of Oregon Journal; photographer-Al Monner)

scarcely familiar with the sport. Crowds jammed into Civic Stadium to watch Jimmy Kelly and his colleagues scamper around the artificial turf-33,503, for example, reveled in the Timber victory over the St. Louis Stars in a playoff game on August 17,1975, one of the larger throngs to see a sports event at the stadium. Portlanders were delighted at a winning team at a reasonable ticket price, and their enthusiasm remained firm when the Timbers opened the 1976 season.

Those living in the metropolitan area in 1976 obviously had their own special recollections of the City of Roses. Perhaps they include some of the following: reading Doug Baker's column in the Oregon Journal, listening to Bruce Kelly's "new Oregon Singers," saying hello to blind Bob Bennett who celebrated his forty-fifth year as a "newspaper boy" on the comer of Fifth and Alder that year, enjoying a hot fudge sundae at a Farrell's Ice Cream Parlour, watching familiar

Dick Ross on an evening television newscast, thumbing through Joe Bianco's "Northwest Magazine" section of The Sunday Oregonian, having a picnic in Laurelhurst Park, catching a classic film at Tigard's Joy Theater, taking a Sunday drive up the Columbia Gorge, visiting Alpenrose Dairy, observing the Grand Floral Parade in early June, waiting for a Tri-Met bus, splashing in the Forecourt Fountain, purchasing a bucket of Kentucky Fried Chicken, driving down to Mt. Angel for the "Oktoberfest," doing some lastminute shopping at a Fred Meyer store, having a quiet supper at the Inn of the Quay Restaurant in Vancouver, watching sailboats tack to and fro on the Columbia River, strolling through the Lloyd Center and pausing to watch the skaters in the sunken ice arena, talking to a group of boys fishing for catfish off Swan Island, having a wiener roast on Sauvie Island, hearing the rat-a-tat-tat of the rain on the window in the winter, waiting for

Women's intercollegiate volleyball contest in Howard Hall.

280

A POINTOFPRIDE the rhododendrons to verify the presence of spring, walking through the rose gardens in Washington Park and viewing magnificent Mt. Hood on a clear day when the east wind blew the haze away.

Most of the North Portland Peninsula during that era was virtually indistinguishable from the city. Only sections along the Columbia River side, from Delta Park and Smith Lake to Kelly Point retained a rural setting; the remainder had largely become residential or industrial. Swan Island, jammed with dry docks, light industry and a struggling Ports o' Call Village of riverside restaurants and shops, in no way resembled that sandy finger of land that Captain William Clark saw over a century and a half before. Likewise, Mock's Bottom was nearly blanketed with manufacturing enterprises, and further out on the Willamette side of the

Students and faculty members vote to adjourn 1910 Leadership Conference at Gearhart on Oregon Coast.

Pilot game in Purple Pit (Howard Hall), 1976. Note "SPU" and rally boy in background.

peninsula, the Port of Portland continued to expand the Rivergate Industrial District.

Lombard Street, like a rivulet of shops and service stations, ran down the center of the peninsula, bisecting residential areas and giving the impression of a unified business sector. St. Johns toward the end of Lombard continued to be the focal point of the peninsula. Although displaying little resemblance to the rugged milltown it was in pioneer times, it still preserved its original, intense sense of community spirit. Perhaps the major development illustrating that tendency, other than its annual "St. Johns Daze" each spring with its community-sponsored parade, was the citizens' attempt to establish "Cathedral Park" near the end of the St. Johns Bridge.

After several years of heroic effort, the residents finally convinced the Portland City Council in the spring of 1976 to authorize and

Action at home plate, spring 1916. assure adequate funding for the new Cathedral Park beneath the Gothic supports of the St. Johns Bridge.

The University of Portland, as in the case of the city of Portland and the peninsula, bore the marks of physical change from pioneer to modern. Its ninety-two acre landscaped campus on Waud's Bluff high above the Willamette River and overlooking Swan Island and the city was no longer the cloistered, monasticlike school it was in 1901.

In 1976 the University was a nationally recognized institution of higher learning possessing solid regional identification; it contributed greatly to the educational and cultural growth of the city and had a strong economic impact on Portland and the peninsula.

The years 1967 to 1976 witnessed momentous growth at the University. Not only

did the campus grounds and facilities show dramatic improvement but student enrollment advanced above the 2,000 mark and there was a significant thrust in the expansion of the University's instructional capability within the various academic and professional (undergraduate and graduate) programs.

Moreover, the legal transfer of the institution from the hands of the Congregation of Holy Cross to a lay Board of Regents, coinciding with a major reform of the administrative and fiscal model, placed the University of Portland in a favorable position to confront the challengesâ&#x20AC;&#x201D;educational and economic-of an uncertain future. In an age of withering private higher education, it was particularly noteworthy that the University of Portland by 1976 had attained a point of internal strength and promise never before achieved in its seventy-five year history.

Alumni "telethon" of 1916, important funding source for University.

.\,aUl 282

. i n 11 • . . »

A POINT OF PRIDE

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Map of campus in 1916.

Traditional tug-of-war, highlight of Engineers' Week that precedes annual fall semester Barn Dance.

.

Final Point

The Final Point:

A CONCLUSION

T

HE UNIVERSITY of Portland completed its seventy-fifth year of operation in the spring of 1976, and preparations for celebrating its Diamond Jubilee prompted the University community to recall with considerable pride the historical evolution of the institution-its battle to survive and mature, its courage to become educationally distinctive and its determination to achieve academic and professional recognition. The course was not easy; the impressive advance of the University of Portland over those seven and one-half decades was the result of an agreeable blend of farsighted leadership on the part of a few and an abiding dedication on the part of many.

It should be remembered that, coinciding with the development of the University of Portland during the years of 1901 to 1976, American higher education experienced a major transformation, possibly the most significant alteration in post-secondary education since the Renaissance. The era was marked by an unprecedented increase in educational opportunities for people interested in higher learning as evidenced by the expansion of enrollment and curricular programs. Pressure for change accelerated dramatically after World The

City...

283

284

A POINT OF PRIDE

The Campus.

The Old

War II. State and federal government funding grew rapidly, encouraging construction of campus facilities and the acquisition of expensive capital equipment. Four-year colleges and universities cxploded-in both size and numbcr-and in some instances produced what came to be known as the "multiversity," institutions with burgeoning enrollments, a proliferation of specialized degree programs and satellite campuses that stretched far and wide.

Graduate schools churned out Ph.D.'s; alternative forms of higher and adult education flourished with community colleges at one end and continuing education and post-doctoral institutes at the other.

In the process, the phenomenal growth of institutions of higher learning greatly influenced instructional techniques and curriculum. New technology altered traditional teaching methods. It was the age of computers, microfilm and closed-circuit television; electronic media began to accompany the professor in the classroom, raising in the minds of some the specter of an advancing Orwellian nightmare when machines would replace mortal teachers in the "learning process." Regarding content, new professional, specialized and technical courses began to edge out the conventional liberal arts which resulted in a certain confusion about the over-all purpose of higher education. Robert Hutchins in his book The Higher Learning in America (1936) warned that the modern university in its quest to become vocationally oriented might eventually degenerate into a type of "service station" dispensing job training skills at the expense of academic civilizing courses.

It was within that educational ferment that the University of Portland evolved. Conceived by noble minds, men such as Father Basil Moreau and Archbishop Alexander Christie, Columbia University began in 1901, and then was virtually left to struggle in a rather alien climate for several decades.

Through the heroic energies of the Congregation of Holy Cross, the University groped its way along. In the 1920's, the institution narrowly averted a major catastrophe. The Oregon School Bill which would have closed private

Final Point 285

Evening lights

schools in the state was ruled unconstitutional by the United States Supreme Court in 1925. In some features, the decision was reminiscent of the famous Dartmouth College case in 1819 which protected private higher education from possible state encroachment and assured non-public colleges of their right to receive philanthropic endowment. Daniel Webster's memorable statement in defense of Dartmouth College, a private institution, echoed down through the next century: "It is a small college . . . but there are some of us who love it."

It was a simple but forceful remark that in some way explains the devotion exhibited by so many toward the University of Portland over the years.

By the middle of the 1930's, the Holy Cross fathers reached two important decisions, namely, to emphasize the collegiate level and to establish greater regional identity for the institution by adopting a new name, the "University of Portland." It was a turning point; but the educational advance was temporarily delayed, checked by the twin forces of the Great Depression and the Second World War. Together they had a withering effect; and had it not been for Columbia Prep, the institution could scarcely have escaped financial ruin.

After 1945, circumstances seemed promising; and the University of Portland embarked upon its greatest era of expansion, an unsettling time, marked by surges of rapid physical growth only to be marred by spasmodic moments of severe retrenchment. The fiscal crises of the early 1950's-unquestionably the University's darkest hour-and of the early 1970's proved to be severe tests.

Sound leadership and dedication, however, enabled the institution to adjust its operations and recover in both instances. By 1976, the University of Portland had attained a relatively stable position in all principal sectors and appeared to be on the threshold of another flourishing epoch.

As of the spring of 1976, the University of Portland was in a stronger position than at any time in its seventy-five-year history. The University was fiscally solvent, had operated within a balanced annual budget for five consecutive years, had the highest student enrollment ever, employed a

The

New...

286

A POINTOFPRIDE

Morning mist

remarkably competent and professional faculty and staff, maintained an efficiently-managed educational center providing all essential learning and living services, claimed one of the most attractive campuses in the region, enjoyed an ever-increasing respect beyond the University (both with the academic and non-academic community) and possessed the broadest instructional capability of accredited undergraduate and graduate programs of any private institution of higher learning in Oregon and Southwest Washington.

Nevertheless, the University of Portland-as in the case of all private institutions of higher education-will surely face challenges during the remainder of the century and beyond. Yet, if history offers any lessons, one of them certainly is that periods of stress or crisis should not only be expected but anticipated. Enrollment fluctuations, fiscal emergencies, the vicissitudes of government support and private philanthropy, internal personnel problems and the change of administrative leadership will be key variables in the future as they were in the past.

A review of the University of Portland from its inception brings out some enduring principles. The term "tradition" is not strong enough to explain a lasting acceptance over the seventy-five years. Tradition, after all, is only an affectionate toleration connecting one generation with another. The proper word must be "principle," for a principle is not merely tolerated but persist-

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Final Point 287

ently reaffirmed and defended. Four principles remained constantly fixed as the institution moved through the decades of change, much as the piercing eyes of a portrait follow one across a room. Taken collectively, they provided the University with its primary source of educational strength, with its abiding uniqueness. These principles are: First, the University of Portland is a private institution, Christian in orientation, Roman Catholic in tradition. Courses in theology and philosophy, the key elements of the core curriculum, were preserved in an effort to focus student attention on moral and ethical issues and to encourage the development of a value system for personal conduct.

Second, the University of Portland is dedicated to the principle of attention to the individual student. The University always recognized that education could not be mass-produced; that only through the communication of individual minds would true intellectual growth occur. Therefore, maintaining a studentfaculty ratio that would be conducive to individual development was always a prime commitment.

Third, the University of Portland emphasizes breadth of education rather than narrow specialization because the University believed in the value of the humanizing influence that only a general education in the liberal arts could provide.

Fourth, the University of Portland seeks to educate the whole person. Rooted in the Judaeo-Christian heritage, the University of Portland provided an environment that encouraged and facilitated the intellectual, spiritual, cultural and social growth of its students. It endeavored not to permit a wall of separation to be built between the academic requisites of the student on campus and the practical world beyond. In short, the University always conceived the extracurricular life in educational terms and as a natural extension of the curricular experience.

To be sustained, those principles needed the enthusiastic endorsement of the University community. Much of the credit must go to the Congregation of Holy Cross, those countless priests and brothers w h o endured the hardships of building an institution of higher learning out of a small preparatory school.

Their indefatigable energies, their educational perspective and their charitable resources endowed the University of Portland with its particular form and flavor. Although the numbers of priests and brothers diminished in proportion to lay faculty and staff as a result of the expansion of the institution after the Second World War, the imprint of the Congregation of Holy Cross remained indelibly on the University. Even with the legal transfer to a lay Board of Regents in 1967 which left some members of Holy Cross admittedly shaken, their commitment held firm. In a widely dispersed document entitled Apostolic Plan issued by the priests of Holy Cross in Oregon (January 1975), the direction for the future was precise: Religious engaged in active work at the University must recognize that they form the nucleus for the permanent, continuing Christian influence at the University.

The many dedicated Christian laymen at the University certainly are collaborators with the Religious-but the Holy Cross Fathers and Brothers as an

A walk to the chapel. .

A time to pray. . .

288

A POINT OF PRIDE

on-going Community provide for continuity and stability. Consequently, in addition to their teaching and administrative responsibilities, the Religious at the University must be concerned with fostering not only the academic but also the apostolic goals of the University. They must be willing to work individually and collectively with students to assist with their Christian development. Retired Religious at the University should also feel a responsibility for fostering the apostolic goals of the University to the extent that their health and time permit.

That position was reaffirmed a few months later by Rev. Richard F. Berg, religious superior of the priests of Holy Cross in Oregon. Asserting the need to preserve the "traditional mandate" of Holy Cross to the University, he urged not only continued development of secular scholarship, but "at the same time, as a [religious] community we arc conscious of our responsibility to search out, to contemplate, and to integrate into our daily lives CatholicChristian values which effectively and in diverse ways herald the gospel of Jesus Christ who still lives among all at the University of Portland."

The Holy Cross commitment to the University goes farther than just

A time to learn

Final Point 289

appealing to the presence of the clerical order on campus. It defends the crux of the Holy Cross educational ideal: to prepare Christian Humanists for the active life. The Beginning Point of this book emphasized the milieu from which was fashioned an educational institution to train an immigrant class struggling to carve out a practical place in a society emerging from a frontier experience. It was considered an important goal in those formative years; the founders of the school believed it imperative to insert the spiritual dimension into a student's academic experience while preparing him for a secular world.

The Final Point hopefully illustrates that those two streams of thought-the spiritual and the practicalâ&#x20AC;&#x201D;continue to converge in the academic and professional preparation of students in the modern era. To many it would seem a gigantic folly, a miscalculation on the grandest scale, to insist on one without the other. Yet, oddly enough, those two realms of educational training have been and no doubt will continue to be separated in the curricular programs of many colleges and universities. The argument that a liberal arts foundation set in a Judaeo-Christian framework is not practical or relevant for specialized

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290

A POINT OF PRIDE

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vocational preparation at the collegiate level remains a popular assumption in contemporary times.

T h e other side of the argument asserts that to one surveying the history of America in the twentieth century, the expected contribution of higher learning to the personal, social and material advancement is especially important; indeed, a college or university must provide broader cultural, intellectual and ethical perspectives to those w h o will assume positions of influence-great or small—in the practical world of affairs. Perhaps Cardinal John Henry N e w m a n summed up the issue best (Sermon 1, of Sermons on Various Occasions) when he conceived the object of a university as being: . . . to reunite things which were in the beginning joined together by God, and have been put asunder by man. . . . It will not satisfy me, what satisfies so many, to have two independent systems, intellectual and religious, going at once side by side, by a sort of division of labour, and only accidentally brought together. It will not satisfy me, if religion is here, and science there, and young men converse with science all day, and lodge with religion in the evening. . . . I wish the intellect to range with utmost freedom, and religion to enjoy an equal freedom, but what I am stipulating is, that they should be found in one and the same place, and

f Final Point 291

A time to be aware

exemplified in the same persons.

That has been the pivotal point, the union of two fundamental streams of inquiry which the University of Portland has consistently defended. That has been its Point of Pride.

As the University of Portland proceeds toward the twenty-first century, the obligations to carry on that essential philosophy of education, formed during the years 1901 to 1976, will by necessity pass on to others. Those future students, teachers, administrators, alumni, regents and friends will have to exert energy and exhibit wisdom in order to preserve the University as a viable institution without abandoning that proud heritage. They will have the rightful responsibility and power to decide crucial policies; may they also remember their duty to hear the whispers of those who labored before them.

So nigh is grandeur to our dust, So near is God to man, When Duty whispers low, Thou must, The youth replies, / can.

(Ralph Waldo Emerson Voluntaries, Canto iii)

A time to remember. . .

A Point of Pride.

APPENDICES SELECT B I B L I O G R A P H Y INDEX

Appendices 295

APPENDICES Presidents of the University Rev. Edward P. Murphy 1901-1902 Rev. Michael Quinlan 1902-1906 Rev. Joseph Gallagher 1906-1914 Rev. John T. Boland 1914-1919 Rev. Eugene P. Burke 1919-1925 Rev. Joseph N. Donahue 1925-1928 Rev. Louis M. Kelley 1928-1934 Rev. Joseph P. Boyle 1934-1936

Rev. Michael J. Early 1936-1940 Rev. Charles C. Miltner 1940-1946 Rev. Theodore J. Mehling 1946-1950 Rev. Robert H. Sweeney 1950-1952 Rev. Michael J. Gavin 1952-1955 Rev. Howard J. Kenna 1955-1962 Rev. Paul E. Waldschmidt 1962-

Original members of University of Portland Associate Board of Lay Trustees (1950) Rev. Theodore J. Mehling Rev. Robert H. Sweeney Richard G. Barnett George H. Buckler Edward L. Casey Thomas W Dant, Sr. Aaron M. Frank Lee F. Herron

Charles J. Hirschbuhl Hon. Hall S. Lusk Edward C. Sammons William C. Schmitt Ernest G. Swigert Henry J. Zilka Rev. William S. Scandlon

Chairmen of the Associate Board of Lay Trustees and the Board of Regents Board of Lay Trustees: Advisory Board

Hon. HallS. Lusk 1950-1956 Lee F. Herron 1956-1958

Board of Regents: Advisory Board

James L. Buckley

Board of Regents: Governing Body

James L. Buckley 1967-1969 Roger L. Conkling 1969-1971 Henry A. Carey, Jr. 1971-1972

Thomas W. Dant, Sr. 1958-1960 Henry J. Zilka 1960-1964

1964-1967 William H.Hunt 1972-1976 Robert B. Pamplin, Jr. 1976-

Board of Regentsâ&#x20AC;&#x201D;Fall 1976 Rev. James G. Anderson Fred C. Baker Graham J. Barbey Patrick E. Becker John C. Beckman Rev. Richard Berg Anthony Brandenthaler James L. Buckley Brian R. Casey Earle M. Chiles Maurie Clark Dr. Roger L. Conkling L. G. Cutlip

Thomas W Dant, Jr. Robert F. Dwyer, Sr. Mrs. Donald H. Finlcy Donald J. Georgcson Dr. John S. Griffith Walter F. Henningsen, Jr. Daniel W. Hoffman Rev. John Hooyboer William H.Hunt Walter E.Jameson Robert Mark Johnson Rev. Wm. M. Lewers Lawrence D. Lindsay (continued)

296

A P O I N T OF PRIDE (continued) Mary A. M c C r a v e y Paul F. M u r p h y Manena Nichol B. E. Niedcrmcycr, Sr. Rev. Michael G . O'Brien Gordon D. Orput Dr. Robert B . Pamplin, Jr. Rev. Joseph L. Powers Lawrence R o c k w o o d Dr. A r t h u r A. Schulte, Jr. LeRoy B . Staver

Fred A. Stickel Dr. David E. Sullivan George Swindells Stephen Ebcrly T h o m p s o n H o w a r d Vollum Rev. Paul E. Waldschmidt Harold Westby C . H a r o l d Weston, Jr. Henry A. Carey, Emeritus J. F. Reis, Emeritus J u d g e Hall S. Lusk, Emeritus

Academic Vice Presidents (Sometimes known as Director of Studies, Prefect of Studies, Dean, Dean of Studies and Dean of the Faculties)

Rev. James D . M u r p h y Vice President 1901-1902 Patrick E. Sullivan Director of Studies 1901-1902 Rev. W.J. Marr Vice President 1902-1903 Rev. P . J . C a r r o l l Director of Studies 1902-1904 Rev. J. P. Thillman Vice President 1903-1904 Rev. H u g h S. Gallagher Vice President 1904-1917 Rev. George Marr Director of Studies 1911-1916 Rev. William F. C u n n i n g h a m Vice President and Director of Studies 1917-1918 Rev. James S. Ready Vice President 1918-1919 Rev. George F. H o r w a r t h Director of Studies 1918-1920 Rev. H u g h S. Gallagher Vice President 1919-1921 Director of Studies 1920-1921 Rev. T h o m a s E. Burke Vice President 1921-1925 Director of Studies 1921-1922 Rev. Joseph N . D o n a h u e Prefect of Studies 1922-1925 Rev. Eugene P. Burke Vice President 1925-1928 Rev. Edgar J . Misch Director of Studies 1925-1928 Rev. T h o m a s A. Lahey Vice President and Director of Studies 1928-1929

Rev. William A. Carey Vice President and Dean of Studies 1929-1933 Rev. Michael J. Early Vice President 1933-1934 Dean of Studies 1933-1936 Rev. William S. Scandlon Dean 1936-1938 Rev. T h e o d o r e J. Mehling Dean 1938-1946 Rev. Oscar R. Hcntgcs Vice President 1939-1946 Rev. Francis P. Goodall Vice President 1946-1949 Rev. J o h n J. H o o y b o e r Dean of Studies 1946-1951 Rev. Robert H . Sweeney Vice President 1949-1950 Rev. William S. Scandlon Vice President 1950 Rev. Michael J. Gavin Vice President 1951-1952 Rev. Charles F. Hamel Dean of Studies 1951-1952 Rev. James G. Anderson Vice President 1952-1955 Rev. Joseph S. McGrath Dean of Faculties 1952-1956 Rev. Paul E. Waldschmidt Vice President 1955-1962 Dean of Faculties 1956-1962 Rev. Michael G. O'Brien Dean of Faculties 1962-1967 Dr. Louis C . Vaccaro Academic Vice President 1967-1970 Rev. Michael G. O'Brien Academic Vice President 1970-

Appendices 297

Administrative and Financial Vice Presidents (Sometimes known as Secretary, Treasurer, Controller, Executive Vice President, Senior Vice President)

Rev. Thomas E. Burke Secretary 1922-1930 Treasurer 1925-1927 James A. Culligan Treasurer 1927-1933 Rev. John J. Margraf Secretary 1930-1933 James A. Culligan Secretary-Treasurer 1933-1952 Arnold B. Peterschmidt Controller 1951-1969 Leo A. Walsh Treasurer 1953-1966

Rev. Joseph A. Kehoe Financial Vice President 1962-1968 Treasurer 1966-1968 Lyle Omdahl Financial Vice President 1968-1971 Rev. Joseph L. Powers Executive Vice President 1962-1971 Dr. John S.Griffith Senior Vice President 1969Randolph A. Koop Treasurer 1969Dr. Arthur A. Schulte. Jr. Executive and Financial Vice President 1971-

Academic Deans (Since 1935) COLLEGE OF ARTS AND SCIENCES

Rev. Michael J. Early Dean of the Liberal College 1933-1937 Rev. William Scandlon Dean of the Liberal College 1937-1938 Rev. Theodore J. Mehling Dean of Studies 1938-1939 Dean of College of Liberal Arts 1939-1943 Rev. John W Scheberle Dean of College of Liberal Arts 1943-1946 Rev. Charles C. Miltner Dean of College of Liberal Arts 1946-1949 Rev. Robert W. Sweeney Dean of College of Liberal Arts 1949-1950 Rev. William Scandlon Dean of College of Liberal Arts 1950-1951 Rev. Charles C. Miltner Dean of College of Liberal Arts 1951-1955

Rev. John W. Scheberle Dean of College of Liberal Arts 1955-1958 Rev. Lloyd W. Teske Dean of College of Liberal Arts 1958-1963 Rev. Jerome Boyle Dean of College of Liberal Arts 1963-1965 Rev. Charles Harris Dean of College of Liberal Arts (after 1966, College of Arts and Sciences) 1965-1968 Rev. James G. Anderson Dean of College of Arts and Sciences 1968-1970 Rev. Joseph P. Browne Dean of College of Arts and Sciences 1970-1973 Rev. Joseph L. Powers Dean of College of Arts and Sciences 1973-

COLLEGE OF SCIENCE

(Separated from College of Liberal Arts in 1939 and joined College of Arts and Sciences as a Department in 1966)

Rev. Joseph S. McGrath 1939-1944 Frederick J. Kohlruss 1944-1947 Rev. Joseph S. McGrath 1947-1950

Rev. John A. Molter, 1950-1956 Rev. James G. Anderson 1956-1966

S C H O O L OF MUSIC

(Formed in 1948 and joined College of Arts and Sciences as a Department hi 1966)

Louis P. Artau 1948-1956 Clayton Hare 1956-1964

Dr. Philippe R. DcLaMarc (continued)

1964-1966

298

A P O I N T OF PRIDE (continued) SCHOOL OF BUSINESS A D M I N I S T R A T I O N

Arnold B. Peterschmidt 1935-1952 Edward J. Sandstrom 1952-1957 Edmund A. Smith 1957-1965

Dr. Arthur A. Schulte, Jr. 1965-1971 Dr. KentJ.Collings 1971-

*

SCHOOL OF NURSING

Rev. Charles A. McAllister 1936-1938 Sister Genevieve, FCSP 1938-1944 Sister Elizabeth Clare, FCSP 1944-1947 Sister John of the Cross, FCSP 1947-1951

Sister Ernestine Marie, FCSP 1951-1959 Sister Joan Frances, FCSP 1959-1961 Verniajane Huffman 1961-1973 Patricia Chadwick 1973-

SCHOOL OF ENGINEERING

James E. Griffith 1948-1952 Walter S. Thompson 1952-1953 Wilbur S. Williams 1953-1967

Dr. Thomas J. Killian 1967-1970 Dr. John L. Hummer 1970-1972 Dr. Donald R. Mash 1972-

GRADUATE SCHOOL

Rev. Joseph S. McGrath 1948-1953 Rev. John A. Molter 1953-1956 Rev. William A. Botzum 1956-1966 Rev. Donald P. Drainc 1966-1968

Dr. Arthur A. Schulte, Jr. (Acting Dean) 1968-1969 Rev. Joseph A. Kchoe (Acting Dean) 1969-1971 Dr. Ernest Hayes 1971-

SCHOOL OF E D U C A T I O N (Separated from College of Liberal Arts in 1962)

Dr. Harold W Morris Dr. William W Smith

1962 1962-1965

Dr. Ernest Hayes

1965-

Directors of Religious Life Rev. James D. Murphy Prefect of Discipline 1901-1902 Rev. W.J. Marr Prefect of Discipline 1902-1903 Rev. P.J. Dalton Prefect of Discipline 1905-1906 Rev. T. H. Corbett Prefect of Discipline 1907-1908 Rev. Leo J. Heiser Prefect of Discipline 1908-1912 Rev. George J. Marr Prefect of Religion 1910-1911 Rev. James H. Gallagan Prefect of Religion 1911-1914 Rev. Thomas H. Corbett Prefect of Religion 1914-1916 Rev. Dominic J. Cannon Prefect of Religion 1916-1921 Rev. Cornelius J. Hagerty Prefect of Religion 1921-1924 Rev. Edgar J. Misch Prefect of Religion 1924-1925 Rev. Eugene P. Burke Prefect of Religion 1925-1930

Rev. John J. Margraf Prefect of Religion 1930-1931 Rev. Andrew Schreyer Prefect of Religion 1931-1932 Rev. James P. Kehoe Prefect of Religion 1932-1933 Director of Religion 1933-1934 Rev. John B. Delaunay Director of Religion 1934-1941 Rev. James Ready Student Chaplain 1935-1936 Rev. James P. Kehoe Student Chaplain 1936-1941 Rev. Oscar R. Hcntges Director of Discipline 1934-1938 Rev. William J. Coughlan Director of Discipline 1938-1946 Rev. Regis H. Ritcr Prefect of Religion 1941-1949 Rev. Thomas P.Jones Prefect of Religion 1949-1951 Rev. Arthur W. Near Prefect of Religion 1951-1953 (continued)

Appendices (continued) Rev. Clement A. Kane 1 )irector of Discipline 1946-1952 Rev. T h o m a s P.Jones Prefect of Religion 1953-1956 Rev. Archibald M . M c D o w e l l Prefect of Religion 1956-1958 Rev. Richard A. Laurick Prefect of Religion 1958-1960 University Chaplain 1960-1962

R e v Glenn R. Boarman University Chaplain Rev. James R. Trepanier University Chaplain Rev. T h o m a s I. Baker University Chaplain Rev. Frederick F. Barr University Chaplain

299

1962-1964 1964-1967 1967-1972 1972-

Deans of Students Rev. A r t h u r B . HopeDirector of Student Life 1933-1934 Rev. J o h n B . Delaunay Dean of Men 1934-1953 Rev. Clement A. Kane 1 )irector of Student Welfare 1951-1952 Rev. Erwin W. Orkiszewski 1 )irector of Student Welfare 1952-1956 Marie H . Ouellette Dean of Women 1952-1953 Rev. Joseph L. Powers Dean of Men 1954-1956 Mary Margaret D u n d o r e Dean of Women 1953-1970 Rev. Joseph L. Powers Dean of Students 1956-1960

Rev. Donald P. Drainc Dean of Students 1960-1962 Rev. James E. N o r t o n Dean of Students 1962-1967 C . Kevin Collins Dean of Students 1967-1969 James G o o d w i n Dean of Students 1969-1971 â&#x20AC;˘ Dr. Mary Margaret D u n d o r e Associate Dean 1970-1975 Acting Dean of Students Spring 971 Harold C . Westby Dean of Students 1971Rev. |aines W. Thornton Associate Dean 1973Carolyn A. H o w a r d Assistant Dean 1975-

Full-Time Directors of Counseling Services Dr. Roland Saylor

1969-1973

Dr. Russell Freeland

1973-

Directors of Alumni Relations Rudolph J. Melone 1956-1962 Galen Espinosa 1962-1964

Rev. J o h n L. Van Wolvlear 1964-1969 Rev. J o h n J. H o o y b o e r 1969-

Directors of Public Relations and Information Rev. J o h n J. H o o y b o e r Public Relations 1952-1956 Rudolph J. Melone Director of Publicity 1956-1958 Rev. James E. N o r t o n Director of Publicity with Edward J . C a m e r o n 1958-1960 Charles A. Boice Director of Public Information 1960-1965 Malcolm H . M a c E w a n Director of Public Information 1965-1966

Vehna E. Clyde Director of PublicInformation 1966-1969 John H u m e s Director of PublicInformation 1969-1971 Nancy Ostberg Director of Public Information 1971-1972 Barbara Miller Director of Public Relations and Information 1972-

300

A POINT OF PRIDE

Directors of Development Rev. Robert H. Sweeney Director of the Foundation 1956-1958 CarlS. Miller I )irector of the Foundation 1958-1964 Rev. Glenn R. Boarman Director of Development 1964-1971

Rev. Michael J. Hcppcn Director of Development Lcland N . Chester Director of Development

1971-1975 1975-

Directors of the Computer Center Peter C . Knobloeh 1965-1967 Alan D . Peterson 1967 Dr. Michael F. M c C o y 1967-1968

Dr. William Wilson 1968-1970 S. Michael Arts 1970-

Registrars of the University Rev. Joseph N . D o n a h u e 1922-1925 Rev. Edgar J. Misch 1925-1928 Rudolph R. Rosenblueth 1928-1929 Edwin J . Fitzpatrick 1929-1942 Bernard T. Walls 1942-1946 T h o m a s E . Linden 1946-1949

Paul L. Lyons 1949-1951 A. Wayne Durrell 1951-1952 Charles E. Lauer 1952-1956 Rev. T h o m a s G. LaPine 1956-1964 Rev. Michael G. O'Brien 1964-1966 Francis G. Morgan 1966-

Librarians of the University Brother Camillus 1927-1928 Brother David Martin Librarian 1928-1966 Archivist 1966-

Rev. Joseph P. B r o w n e 1966-1970 William J. Pease 1970-1974 Rev. James Simonson 1974-1976 Rev. Joseph P. B r o w n e 1976-

Directors of the Salzburg P r o g r a m Rev. Ambrose J. Wheeler 1964-1965 R e v G r e g o r y J. L o m b a r d o 1965-1966 Rev. Joseph E. Haley 1966-1967 Rev. Michael G. O'Brien 1967-1969 Rev. Robert F. Beh 1969-1970 Rev. Gregory J. L o m b a r d o 1970-1971

Rev. Joseph L. Powers 1971-1972 Rev. Lloyd W. Teske 1972-1973 Rev. J o h n L. Van Wolvlear 1973-1974 Rev. Lloyd W Teske 1974-1975 Rev. J o h n L. Van Wolvlear 1975-1976

Commanders of Air Force Reserve Officers Training Corps Lt. Lt. Lt. Lt. Lt.

C o l . Raleigh D . Smith 1951-1953 C o l . William Bryan 1953-1955 C o l . R a y m o n d F. O ' N c i l 1955-1957 C o l . Morris W. McGee 1957-1959 C o l . Richard L. Gillett 1959-1962

Lt. Lt. Lt. Lt.

C o l . Francis H . C . Zeck 1962-1966 C o l . Elmer F. Wasche 1966-1969 C o l . James M . Boyle 1969-1973 C o l . Edwin C . Lindberg 1973-1976

Presidents of the Faculty Association Dr. Ernest Haves 1956-1957 Rudolph J. Melone 1957-1958

Dr. William Smith E d m u n d A. Smith /continued)

1958-1959 1959-1960

Appendices 301 (continued) Dr. Sheridan P. McCabc 1960-1961 Dr. Blondel H. Carleton 1961-1962 Dr. William Klopher 1962-1963 Dr. Manual J. Macias 1963-1964

Rev. Glenn R. Boarman 1964-1965 Dr. Arthur A. Schulte. ]r. 1965-1966 Dr. Harold M. Stauffer" 1966-1967 Dr. G. Rolfe La Forge 1967-1968

Chairmen of the Academic Senate Rev. Joseph Browne 1968-1970 Ronald Smit 1970-1972

Rev. James Anderson 1972-1974 Dr. Harold Stauffer 1974-1976

The James A. Culligan Faculty Award Established by the University of Portland in 1953 through the efforts of friends of James A Culligan-former teacher and administrator at the University from 1922 to 1952.

RECIPIENTS:

The citation over the years has read: Arnold B. Pcterschmidt 1953 "To a man or woman who has served devotedly Narcisco Zancanella 1954 in different capacities at the University and Paul E. Ouellette 1955 always with the University's best interests Philip Loprinzi 1956 WilburS. Williams 1957 foremost in his or her considerations. . . .

Bernice I. Orwig 1958 'Peaching ability, direction of students, good judgment and wise counsel, devotion to duty, and Philippe DcLaMarc 1959 Dr. Blondel H. Carleton 1960 manifest love of the institution."

Dr. Paul E. Wack 1961 Dr. Ernest Hayes 1962 Dr. Manuel J. Macias 1963 Edmund A.Smith 1964

Dr. Sheridan P. McCabc 1965 Louis Bauer 1966 Dr. Arthur A. Schulte. Jr. 1967 Dr. James T. Covert 1968 AnneC.Ferlic 1969 Dr. Lillian A. Perevra 1970 Ronald P. Smit 1971 Brother Godfrey Vassalo 1972 MiroslavC.Rokos 1973 Dr. Loretta E. Zimmerman 1974 Dr. Kent Collings 1975 Rev. Joseph L. Powers 1976

T h e Reverend Charles C. Miltner, C . S . C , Award Established by the University of Portland in 1973 and given for outstanding service to the University.

RECIPIENTS:

Rev. John J. Hooyboer Gottlieb Deiss 1974

1973

Mrs. Genevieve Finlayson Robert Oitzinger 1976

1975

The University of Portland Medal Established by the Board of Regents of the University of Portland in 1972 and awarded to Oregonians of achievement, of selfless community service, as well as to members of the University's family of friends.

RECIPIENTS:

Rev. Paul E. Waldschmidt Ira C.Keller 1972 John F. Kilkenny 1972

1972

Arthur J. Decio 1972 FredA.Stickel 1973 Luther G.Jerstad 1973

302

A 1'OIN I O F P R I D E

Recipients of the Alumni Award for Student Leadership Richard Grant 1960 Pamela Albright 1961 Joseph Kremers 1962

Barbara Deiss 1963 Diane D o h c r t y 1964

Thomas A. Gerhardt Memorial Award for Student Leadership (Beginning with 1965, the award has been dedicated to the memory of'I'homas A. Gerhardt, a 1955 graduate of the University, an outstanding leader and student body president, a most active alumnus and effective member of the Alumni Board of Directors.

Mr. Gerhardt died in 1964 at age 30.)

William Madden 1965 Edward Mosey 1966 Kathleen Doyle 1967 William J. Lindekugel 1968 Leslie Ann Yorkston 1968 Kathleen Ann Sullivan 1970

Alfred James Riles 1971 Daniel C . O'Neill 1972 William C . Taormina 1973 Kathleen L. Watt 1974 Carl R. Meininger 1975 T h o m a s M . Manning 1976

Recipients of the Alumnus of the Year Award A n t h o n y Gerharz '41 1960 Ed Fitzpatrick '29 1961 T h o m a s Carey '38 1962 E d w a r d O ' M e a r a '37 1963 Robert D w y e r '34 1964 Peter C . Leineweber '35 1965 P h i l i p J . R o t h ' 4 3 1966 T h o m a s C . Walsh '60 1967 W m . I. M c D o n a l d , M . D . '42 1968

Sr. Flora Mary M a c D o n a l d , FCSP '38 1969 J. Bernard H a r r i n g t o n ' 4 2 1970 George A. Van Hoomissen '51 1971 Kevin J. Van Hoomissen '54 1972 M a u r o F. Potestio '50 1973 James H . R i o p e l l e ' 4 0 1974 Al C . Giusti '41 1975 Dr. J a m e s T. C o v e r t '59 1976

Editors of " T h e University of Portland Review" R e v J o h n W. Scheberle Editor 1948-1961 Rev. Erwin W. Orkiszewski Editor 1961-1964 Editor-in-Chief 1964-1967 with Dr. James T. Covert Managing Editor

Dr. James T. Covert Editor 1967-1968 Dr. Lillian A. Pcrcyra Editor 1968-1971 Dr. T h o m p s o n M . Faller Editor 1971-

Presidents of Associated Students of University of Portland Kevin Collins Spring 1949 Richard Pizzo 1949-1950 William Colbert* 1950 H o w a r d " S y " Rooen 1950-1951 Samuel Vassallo 1951-1952 Joseph Keating 1952-1953 Lee Flegel 1953-1954 T h o m a s Gerhardt 1954-1955 Joseph Daley 1955-1956 Robert Goggin 1956-1957 James G o d w i n 1957-1958 J o h n Maddocks 1958-1959 Kenneth Harris 1959-1960 Michael Burkhartsmeier 1960-1961 Kenneth McMullin 1961-1962

David Joyce 1962-1963 Joseph Ballard 1963-1964 Richard Pashley 1964-1965 Michael M c C a r t h y 1965-1966 Emil " T e d " Michaud 1966-1967 James Fawcett 1967-1968 Randolph Byrd 1968-1969 Kevin Belton 1969-1970 Frederick Stifter 1970-1971 Michael Temple 1971-1972 Marc McD cv i t t 1972-1973 J o h n H u r t h 1973-1974 Michael St. George 1974-1975 Joseph Basilone 1975-1976 ^resigned shortly after to enter armed service

Appendices 303

Editors of " T h e Beacon"

(During war years The Beacon was published by faculty adviser)

Jack Hayes Fall 1934-Spring 1935 Edward O'Meara Fall 1935-Spring 1936 Russell Hays Fall 1936 James Boyle Spring 1937 Russell Hays Fall 1937-Spring 1938 William Clancy Fall 1938 Martin Evatz Spring 1939 Joseph Maloney Fall 1939-Spring 1940 Frank Larrowe Fall 1940 Gordon Littig Spring 1941 Hal Lauer Fall 1941 Robert Soule Spring 1942 Jack Weiby Fall 1942-Spring 1943 '(ieorgc Huycke Oct. 1943 Barbara Kosderka and Dorothy Garrahan (co-contributors) Nov. 1943-Spring 1944 Jack Sheen and Emagene Coc (co-contributors) Fall 1944-Oct. 1945 Norman McCormick Nov. 1945-Fall 1946 Grant Skelley Spring 1947 James Thielen Fall 1947 Paul Rask Spring 1948-Fall 1948 Rudy Melone Spring 1949-Fall 1949 Thomas Carter Spring 1950 Dennis Moran Fall 1950-Spring 1951 Edward Springer Fall 1951 Douglas Geymer Spring 1952 Joseph Kovach Fall 1952-Spring 1953

Kevin Van Hoomissen Fall 1953Spring 1954 James Foley Fall 1954 Arlene Gowlinski and Edward Cameron (co-editors) Spring 1955 Arlene Gowinski Fall 1955-Spring 1956 L.John Flood Fall 1956-Spring 1957 Barbara DeKlotz Fall 1957-Spring 1958 Jack Hill and Patricia Chambers (co-editors) Fall 1958-Spring 1959 Janice Aman Fall 1959-Spring 1960 Phyllis Purcell Fall 1960-Spring 1961 Thomas Condon Fall 1961-Spring 1962 Joseph Ballard Fall 1962-Spring 1963 Robert Devlin Fall 1963 James Collins Spring 1964 Daniel Yost Fall 1964-Spring 1965 J.Jay Lowery Fall 1965-Spring 1966 Thomas Caruso Fall 1966-Spring 1967 Susan Cottingham Fall 1967-Spring 1968 James Golden Fall 1968 Peter Wolf, Jr. Spring 1969-Fall 1969 James McDonald Spring 1970-I'all 1970 Patrick Cashman Spring 1971-Fall 1971 Missy Anderson Spring 1972-FalI 1972 Larry Mueller Spring 1973-Fall 1973 Janie Taylor Spring 1974-Fall 1974 John Bernard Spring 1975-Fall 1975 Sharon Van Sickle Spring 1976-

Presidents of Alumni Association Ed O'Meara '37 1940-1946 Larry Manion '35 1946-1947 Beth De Sully '38 1947-1948 Dan Flood '39 1948-1949 Jerome B. Buckley '24 1949-1951 Dr. Robert T. Childs '42 1951-1952 C. Kevin Collins '50 1952-1954 Phillip J. Roth'43 1954-1955 Jack Hayes '35 1955-1956 Merv Belknap '47 1956-1957 Pete Leineweber '35 1957-1958 Bernie Harrington '42 1958-1959 Neil Meagher '39 1959-1961 George Van Hoomissen '51 1961-1962

Don Adkisson '54 1962-1963 Tom Moore '50 1963-1964 James V Creegan '52 1964-1965 Dr. Donald F. Kelly '49 1965-1966 Kevin Van Hoomissen '54 1966-1967 Jack Goetze '47 1967-1968 George Bocci '55 1968-1969 Eugene Comfort '61 1969-1970 JamesJ. Cleary'60 1970-1971 Arthur J. Wiesejr. '41 1971-1972 Wayne W. Kollas '62 1972-1973 Dr. Donald Sirianni '59 1973-1974 David C. Grove '59 1974-1975 Patrick E. Becker '63 1975-1976

304

A P O I N T OF PRIDE

Athletic Directors of the University Rev. J o h n Farley 1921-1927 Eugene L. M u r p h v 1927-1936 George W Philbrook 1936-1942 Robert L. M a t h e w s 1942-1945 Harold W. M o e 1945-1950

James M . Torson 1950-1951 E d m o n d F. Fiene 1951-1956 Dr. Albert E. Negratti 1956-1969 Rev. J o h n L. Van Wolvlear 1969-1970 Joseph A. Etzel 1970-

Athletic Coaches (Note: In some instances specific coaches andlor seasons are not listed because of inadequate records or because varsity teams did not compete on an interscholastic or intercollegiate basis.)

FOOTBALL Albert J. C r o n a n 1903 Francis " F r a n k " Lonergan 1904-1907 G o r d o n Moores 1908 D o m i n i c Callicrate 1909 William Schmitt 1910 D o m i n i c Callicrate 1911-1916 Leo " T i c " Malarkey 1917 H u g h i c M c K e n n a 1918

Ad D e w e y 1919 E d w a r d " S l i p " Madigan 1920-1921 Maurice " C l i p p e r " Smith 1922-1924 Vincent " T u b b y " Harrington 1924-1926 Eugene " G e n e " M u r p h y 1927-1936 Robert " M a t t y " M a t h e w s 1937-1942 Hal M o e 1946-1948 H a r r y Wright 1949

BASKETBALL Francis " F r a n k " Lonergan 1907-1908 William Schmitt 1911-1912 D o m i n i c Callicrate 1912-1915 Morrison C o n w a y 1915-1917 Leo " T i c " Malarkey 1917-1918 H e r m a n C o o k 1918-1919 Maurice " C l i p p e r " Smith 1922-1923 Rev. J o h n A. Reynolds with T o m Berry 1923-1924 M i k e Smith with T o m Berry 1924-1925 Vincent " T u b b y " Harrington 1925-1927

BASEBALL Ted Corbett 1905 Charles M o o r e 1907 Joseph Clancy 1908 Charles " D o l l y " Gray G e o r g e O r t 1911

1909-1910

Eugene " G e n e " M u r p h y 1927-1928 E d m o n d Fiene 1928-1934 Edwin Fitzpatrick 1934-1942 Robert " M a t t y " M a t h e w s 1942-1943 Len Yandle 1945-1946 James " M u s h " Torson 1946-1954 Art M c L a r n e y â&#x20AC;&#x201D; M i k e Tichy 1954-1955 Al Negratti 1955-1967 Bill Turner 1967-1969 Ernie S m i t h â&#x20AC;&#x201D; J o e Etzel 1969-1970 Jack Avina 1970-

Rev. John C . McGinn 1912-1913 Rev. William C u n n i n g h a m , with Elbert Carrico 1914-1916 Morrison C o n w a y 1917 H e r m a n C o o k 1919 (continued)

Appendices (continued)

Rev. John Farley 1921-1925 Vincent "Tubby" Harrington 1926 Eugene "Gene" Murphy 1927-1935 George Weber 1936 Rev. Thomas J. Lane 1937-1939 Rev. Thomas}. Lane with Bill Garbarino 1940-1941 Robert "Matty" Mathews 1942 Lacy Zenner 1943

Jack Wilson 1946 James "Mush" Torson 1947-1949 Vince Pesky 1950 Floyd Simmons 1951 Art McLamey 1952-1954 Rich Carlascio 1955-1956 Bob Glennen 1957-1960 John Coefield 1961 -1963 Jack Baker 1964-1965 Joe Etzel 1965-

TRACK

Walter Gearin 1904 Francis "Frank" Lonergan 1904-1908 William Schmitt 1911 Dominic Callicrate 1912-1917 Rev. John A. Reynolds' 1923 Maurice "Clipper" Smith 1924 Tom Berry 1925 Vincent "Tubby" Harrington 1926-1927 George Philbrook 1935-1942 Robert "Matty" Mathews 1943 Len Yandle 1946

George Philbrook 1947-1950 Charles Bowles 1951 George Philbrook 1952 Edmund Fiene 1953-1956 William Smith 1957-1960 Tom O'Connor 1961-1964 Harley Lewis 1965-1966 Kent Soldan with Jim Grelle 1967-1972 Jerry Ross with Jim Grelle 1973-

TENNIS

Rev. William Cunningham* Rev. John Farley* Edwin Fitzpatrick* Carljorgensen 1946-1947 Mike Tichy 1954-1956

Rev. Arthur Near 1957-1962 Rev. Francis Gangemi 1963-1964 Bill Rose 1965-1969 Ed Leonard 1970-1971 John La Plante 1972*precise years unrecorded

GOLF

Rev. Clarence Durbin 1950-1959 Bill Highfield 1960-1961 George Mack III 1967-1968

George Lamb 1969with assistance from I )an Danner and Jerry Mowlds

SOCCER

James H.Bach 1911-1915 Rev. Paul E. Waldschmidt 1960-1962 Rev. Joseph E. Haley 1962-1964

Kurt Kornas 1965 Dennis O'Meara 1974-

305

306

A P O I N T OF PRIDE

Summary of Student Enrollment (Figures from 1901 through 1930 include high school enrollment. 1931 through 1934 enrollment is college only.)

COLUMBIA UNIVERSITY 1901 52 1902 90 1906 141 1907 159 1911 159 172 1912 1916 149 154 1917 1921 242 1922 207

1903 1908 1913 1918 1923

113 167 152 206 228

1904 1909 1914 1919 1924

114 148 174 260 235

1905 1910 1915 1920 1925

110 143 125 235 248

1926 1931

1928 1933

318 202

1929 1934

322 329

1930

369

1938 1943 1948 1953 1958

667 348 1970 1113 1434

1939 1944 1949 1954 1959

779 259 2027 1144 1532

1963 1968 1973

1750 1785 2024

1964 1969 1974

1841 1878 2147

304 140

1927 1932

314 185

UNIVERSITY OF P O R T L A N D (Fall Semester Figures) 511 1936 1937 1935 410 483 1940 1941 1942 708 782 765 1945 1946 1646 1947 1924 658 1950 1951 1952 1239 1566 1275 1955 1956 1957 1182 1196 1374 1960 1965 1970 1975

1961 1966 1971

1730 1859 1959 2222

1811 1856 1945

1962 1967 1972

1756 1751 1985

S u m m a r y of Basic Annual Tuition 1901-1902

S

1902-1904 (Prep) (College)

50

50 100

1904-1905 (Prep) (College)

50 80

1905-1908 (Prep/College)

50

1908-1918 (Prep/College) (Grammar) 1918-1923 (Prep/College) (Grammar) 1923-1926 (Prep/College)

75 60

75 60

75

1926-1928 (Prep/College)

1952-1954

425

1954-1957

490

100

1928-1933 (College)

100

1957-1959

600

1933-1934

114

1959-1963

660

1934-1935

125

1963-1965

800

1935-1938

165

1965-1967

1000

1938-1939

175

1967-1968

1100

1939-1942

200

1968-1969

12(X)

1942-1945

220

1969-1971

1500

1945-1946

300

1971-1973

1700

1946-1947

360

1973-1975

1900

1947-1949

385

1975-1976

2200

1949-1952

400

\ppendices

307

S u m m a r y o f D e g r e e s A w a r d e d b y U n i v e r s i t y o f P o r t l a n d1 1934

1935

1936

1937

1938

4 13

9 14

20 11

23 19

16 15

10 Year Total

Year

1929

1930

1931

1932

Arts & Sciences Business Education Engineering Nursing Graduate

4 2

3 3

5 6

1933 2

1

6

Total

6

6

11

1

8

17

23

31

42

47

192

Year

1939

1940

1941

1942

1943

1944

1945

1946

1947

1948

10 Year Total

Arts & Sciences Business Education Engineering Nursing Graduate

21 15

32 31

30 36

29 23

41 19

16 5

7 5

16 7

40 70

57 94

27

24

16

27

43 2

79 3

25 3

37 2

46 4

31 7

289 305 0 0 355 21

Total

63

87

82

79

105

103

40

62

160

189

970

Year

1949

1950

1951

1952

1953

1954

1955

1956

1957

1958

10 Year Total

Arts & Sciences Business Education Engineering Nursing Graduate

106 172

186 244

151 137

112 65

79 61

99 59

94 56

99 67

104 69

25 3

52 37 28

51 35 12

112 71 1 36 42 22

19 19 26

27 12 29

17 24 33

30 18 49

19 23 34

22 17 37

Total

306

547

386

284

241

208

232

247

242

249

2,942

Year

1959

1960

1961

1962

1963

1964

1965

1966

1967

1968

10 Year Total

Arts &' Sciences Business Education Engineering Nursing Graduate

99 75 34 21 17 67

72 61 24 42 29 72

99 49 19 21 23 69

119 60 30 22 20 87

131 54 37 22 24 71

156 84 47 35 24 96

141 56 34 23 10 108

159 36 31 30 16 84

125 49 45 26 15 101

141 41 40 32 16 Ki3

1,242 565 341 274 194 858

Total

313

300

280

338

339

442

372

356

361

373

3,474

Year

1969

1970

1971

1972

1973

1974

1975

1976

8 Year Total

Arts & Sciences Business Education Engineering Nursing Graduate

144 53 42 26 10 74

174 68 58 23 18 87

157 60 44 40 13 182

138 54 42 15 17 179

148 59 48 17 32 174

142 47 27 34 58 182

128 52 26 37 80 154

154 56 25 33 89 158

1,157 447 312 224 317 1,120

Total

349

428

496

445

478

490

477

515

3,678

16

Grand Total for years 1929 through 1916: 11,256

86 90 0 0 16 o

1.142 1.001 1 273 252 273

308

A P O I N T OF PRIDE

Prominent Professors of The University The following is a list of full-time teaching faculty (with arrival year and academic area) who served the I University seven years or more. In some instances, certain professors listed below eventually assumed administration positions.

Rev. William J. Marr 1902 English and Latin Rev. I high S. Gallagher 1903 Latin Brother J e r o m e 1903 Mathematics Brother John Berchmans 1904 Drawing and Music Brother Francis DeSales 1904 Bookkeeping Brother Norbert Henske 1905 Modern Languages Rev. Joseph J. Gallagher 1906 English Rev. Stephen A. Gavin 1906 English Brother Tobias 1907 English Rev. Leo J. Heiser 1908 Science Rev. Walter O ' D o n n e l l 1908 Latin and Spanish 1 )ominic Callicrate 1909 Mathematics Rev. Ernest A. Davis 1909 Chemistry Rev. Dominic J. C a n n o n 1911 Physics Rev. William F. C u n n i n g h a m 1913 Philosophy and English Rev. Francis T. Mahcr 1913 French Row Eugene P. Burke 1919 English Row John F. Farley 1920 Physical Education Row Thomas E. Burke 1921 English and Religion James A. Culligan 1922 Mathematics Rudolph Rosenblueth 1923 Mathematics and Spanish Rev. Oscar R. Hentges 1924 German R e v Edgar Misch 1924 History and Economics Rev.James A. Fogarty 1926 Economics Rev. William f. Lyons 1927 History Eugene Murphy 1927 Physical Education

Arnold B . Peterschmidt 1927 Business Administration E d m o n d F. Fiene 1928 Physical Education Frederick J. Kohlruss 1928 Biology Brother David Martin 1928 Library Rev. M a t t h e w A. C o y l e 1929 English Brother Godfrey Vassallo 1929 Physics Rev. J o h n B . Delaunay 1933 Psychology Rev. Michael J. Early 1933 Religion Leo J. Meienberg 1933 Anatomy and Physiology Brother Ferdinand Moser 1933 Engineering Rev. Michael A . Mulcaire 1933 Economics Rev. George L. D u m 1934 Philosophy Rev. J o h n J. H o o y b o e r 1934 English ' Carljorgensen 1934 Physical Education Rev. James P. Kehoe 1934 History Rev. John J. Margraf 1934 Speech Rev. William S. Scandlon 1934 Philosophy Rev. J o h n W. Scheberle 1934 English Rev. Robert J . Shcehan 1934 Biology George W. Philbrook 1935 Physical Education Rev. J o h n J. Tiernan 1935 Social Science L. E . W r i g h t 1935 Band Rev. William J . Coughlan 1936 Mathematics Herbert H e y w o o d 1936 Art J o h n A. Wiesner 1936 Business Administration Rev. Clement E. Kane 1937 Politics

William J. Keane 1937 Physics Robert L. M a t h e w s 1937 Physical Education Rev Theodore J. Mehling 1937 English Walter J. Stott 1937 Chemistry Rev. Louis P. Barcelo 1938 Religion Rev. Michael J. Gavin 1938 Philosophy Grace E. Hogl 1938 Nursing Rev. Maurice S. Rigley 1938 English Sister Agnes Bohemia, F.C.S.P. 1939 Nursing Arthur L. Istvanovic 1939 Biology Edith H . Linebarger 1939 Nursing Rev. Joseph McGrath 1939 Chemistry E d w a r d J. Sandstrom 1939 Business Administration Arthur L. Stevens 1939 Zoology Rev. Charles C . Miltner 1940 Philosophy Herbert V. H . Thatcher 1940 Nursing Edwin M . Kinderman 1941 Chemistry Charles E. Lauer 1941 Mathematics Rev. Regis H . Ritcr 1941 Philosophy Rev. George T. Meagher 1942 History Rev. Richard D . M u r p h y 1942 Physics Sister Stanislaus, F.C.S.P. 1942 Nursing Gertrude Stickney 1943 Nursing Librarian Cora Miller 1944 Library J o h n C . CJroeger 1945 Spanish and German Rev. Philip J. Mitchell 1945 History and Politics (continued)

Appendices (continued) Rev. J o h n A. Molter 1945 Zoology Rev. James G. Anderson 1946 Chemistry Louis P. Artau 1946 Music Rev. Robert F. Beh 1946 Speech Rev. Claude L. Boehm 1946 English Rev. Clarence R. Durbin 1946 Economics Rev. Francis P. Goodall 1946 Mathematics Opal Hagenbuch 1946 Assistant Librarian, Nursing Rev. Charles F. Hamel 1946 French Rev. Cornelius H o o y b o e r 1946 English Philip ( i . Loprinzi 1946 Business Administration Warren S. MacGregor 1946 Chemistry Elizabeth H . Schirmer 1946 Nursing Rev. John T. Biger

1947 French Blondel H. Carleton 1947 Biology Philippe DeLaMare 1947 Music Rev. H u g o H . Hoever 1947 Philosophy Rev. Erwin Orkiszewski 1947 History James O O t h u s 1947 Engineering Merle A. Starr Physics t 1947 James M . Torson 1947 Physical Education Aurora Potter U n d e r w o o d 1947 Music Rex U n d e r w o o d 1947 Music Narcisco Zancanella 1947 Spanish

Cornelius V. Cremer 1948 Education Rev. T h o m a s P. Jones 1948 Religion Arthur R. M o o r e 1948 Physiology Rev. Arthur W. Near 1948 History

Harriett E. O s b o r n

1948 Nursing Isabella Curl Piana 1948 Music Rev R a v m o n d A. Pieper 1948 ' English Carl Bonhorst 1949 Chemistry Rev. William T. Duffy 1949 Mathematics Vladasjuodeika 1949 Political Science Rev. Robert W. King 1949 Philosophy Rev. Archibald M c D o w e l l 1949 Philosophy Bernice I. O r w i g 1949 Chemistry and Biology Marie H . Ouellette 1949 Speech and Drama Paul E. Ouellette 1949 Speech and Drama William C . P h e l a n 1949 Engineering Rev. Robert H . Sweeney 1949 Education Michael W. Tichy 1949 Physical Education P a u l E . Wack 1949 Physics W i l b u r S . Williams 1949 Engineering D o r o t h y D . Eggert 1950 Nursing Susie B . E m m o n s 1950 Education Rev. David H . Fosselman 1950 Sociology Gertrude M . Lee 1950 Nursing Sister Ernestine Marie, F.C.S.P. 1950 Nursing Rev. William A. B o t z u m 1951 Psychology

Rev. Jerome Boyle 1951 Philosophy Rev. Walter W. Goff 1951 History Gordon K. Higginson 1951 Psychology Rev. Gregory I. L o m b a r d o 1951 Theology Rev. Michael G. O'Brien 1951 English Rev. Joseph L. Powers 1951 History

Melvin J. Setvin 1951 Engineering Rev. T h o m a s G. LaPine 1952 Education Rev. Ambrose J. Wheeler 1952 Zoology Donald A. Dierks 1953 Music Harold W. Morris 1953 Education Virginia J. Mueller 1953 Nursing Francis H . M u r p h y 1953 Engineering Kurt H . Siecke 1953 Engineering Rose Mary Stafford 1953 Nursing Rev. Richard A. Terry 1953 Psychology Rev. Lloyd W. Teske 1953 English Persis DeLaMare 1954 Nursing Truest Hayes 1954 Education Rev. James L. Leahy 1954 Philosophy

Kermit M. Shafer 1954 Speech and Drama Louis Bauer, Jr. 1955 Engineering O m a E. Blankenship 1955 Physical Education Daisy L. Ellman 1955 Nursing Clayton Hare 1955 Music Rev. T h o m a s A. Kelly 1955 Classics Peter C . Knobloch 1955 Mathematics Albert E. Negratti 1955 Physical Education Paul F. Gaiser 1956 Education Rev. Joseph A. Kehoe 1956 Economics Rudolph J. Melone 1956 History William Smith 1956 Education Jean J. Boddewyn 1957 Business Administration Franz J. Gebert 1957 German (continued)

309

310

A P O I N T OF PRIDL

(continued) Ector B. Latham 1957 Engineering Louise M . Lightwine 1957 Education Wallace Martin 1957 Engineering

Edmund A. Smith 1957 Business Administration Felice Wolmut 1957 Music A n n e C . Ferlic 1958 Nursing Walter G. Klopfer 1958 Psychology Manuel J. Macias 1958 Spanish Sheridan P. McCabc

1958 Psychology Rev James E. N o r t o n 1958 Economics Arthur A. Schulte, Jr. 1958 Business Administration Robert C . Berschinski 1959 Business Admittistration Walter Brenton 1959 Engineering Rev. Paul E. Fryberger 1959 Economics A n d r e w Loney, Jr. 1959 Music Rev. Roland G. Simonitsch 1959 Theology Robert ('.iss 1960 Engineering R e v Richard J. D o w n s 1960 Philosophy

Vernia |. 1 luffman I960' Nursing John R. Keller I960 English Joseph W. M c C o y 1960 Chemistry E. Hobart Collins 1961 Physics lames T. Covert 1961 History Mary Ann Fredenburg 1961 Nursing Rev. Barry Hagan 1961 History Rev. Joseph E. Haley 1961 Fh oology

Henry K . N agel 1961 German J e r o m e N . Badraun 1962 Speech and Drama Rev. T h o m a s L. Bill 1962 Philosophy R e v Glenn R. Boarman 1962 Philosophy Rev. G . J a m e s Bradv 1962 Theology J o h n R. D o n o g h u e 1962 Psychology Alan A. Fisher 1962 Education L. Ester Koehler 1962 Nursing Catherine F. Roberts 1962 Speech and Drama Marie L. Skellenger 1962 Nursing Harold M . Stauffer 1962 Education Lillian A. Pereyra 1963 History Rev. Charles D . Sherrcr 1963 English K . J a n e Wanl 1963 Library Science Rev. Frederick F. Barr 1964 Theology Rev. Joseph P. B r o w n e 1964 Library Science T h o m p s o n M . Faller 1964 Philosophy Rev. Lawrence Henry 1964 English Rev. Bernard Kuo-Wei H w a n g 1964 Theology Philip W. Kennedy 1964 History Franz K. Mayr 1964 Philosophy Anthony P o r t o 1964 Music Rev. Chester S. Prusynski 1964 Business Administration Marian F. Tews 1964 Nursing Henry Baich 1965 Education Betty J. Heiskari 1965 Nursing

Rev. James E. Kelly

1965 Sociology PaulS.Melhuish 1965 Speech Rev. Bernard L. McAvov 1965 Philosophy Wallace Reed 1965 Mathematics Claus C . Sinai 1965 Business Administration Ronald P. Smit 1965 Mathematics R a y m o n d L. T h o m p s o n 1965 Engineering Rev. Nicholas R. Ayo 1966 English William H . Banaka 1966 Psychology Nancy Mitchell M i d l a n d 1966 Foreign Languages Michael F. M c C o y 1966 Mathematics Miroslav C . Rokos 1966 Engineering Margaret Ann Vance 1966 Music H a r o l d G . Westby 1966 Communications Russell Braden 1967 Business Administration Elizabeth Fox 1967 Library Science Rev. Michael J. Heppen 1967 Business Administration J o h n C . Neelev 1967 Biology J o h n I. Olivier 1967 History Loretta E. Z i m m e r m a n 1967 History Patricia L. Chadwick 1968 Nursing D o n n a Jean Corlctt 1968 Education Rev. Daniel G. Danner 1968 Theology Rev. George C . Bernard 1969 Theology (continued)

Appendices (continued) James M . Boyle ory 1969 Aerospace Studies and History y Kent Collings 1969 Business Administration Virginia S. Wales 1969 Education Karl Wetzel 1969 Physics Robert J. Albright* 1970 Engineering

Rev. William B . H u n d * 1972 Philosophy Helmut Becker* 1973 Business Administration Roger O . Doyle* 1973 Music Shirley M u r p h y * 1973 Nursing Gordon C . Schloming* 1973 Political Science

Louis J. Masson* 1970 English Michael D . Snow* 1970 Biology Marie J . Driever* 1971 Nursing Robert W. Duff* 1972 Sociology Joan E. H e n s h a w * 1972 Nursing

* ApprovedJor tenure and expected to remain seven years.

H o n o r a r y D e g r e e s Conferred by the U n i v e r s i t y o f P o r t l a n d 1935

T h e Most Rev. Edward J. Kelly T h e Most Rev. Duane G. H u n t T h e Honorable (Gen.) Charles H . Martin

1936

T h e Most Rev. Gerald Shaughnessy, S.M. T h o m a s Martin Joyce, M . I ) .

1937 1938

1939

The Rt. Rev. Arthur C . Lane The Rt. Rev. Lambert B u r t o n , O . S . B .

T h e Honorable John I. O'Phelan David W. Hazen Jane V. Doyle His Eminence Amleto Cardinal Giovanni Cicognani, D . D .

1948

T h e M o s t Rev. W m . J . C o n d o n , D . D .

Edgar W. Smith

1949

T h e Most Rev. Leo F. Fahey, D . I ) .

Rex Putnam M i n e . Lottc Lchmann

1950

The Most Rev. Joseph P. Dougherty E. C . S a m m o n s

1951

J o h n A. Zehntbauer T h e Very Rev. Christopher J. O "Toole. C . S . C .

Aaron M . Frank The Most Rev. Edward D . H o w a r d , D . D .

Rev. T h e o d o r e J . Mehling, C . S . C .

1952

T h e Very Rev. Albert A. Lemieux. S.J. T h e Rev. Martin Thielen Major General William E. Hall, U S A F Walter Houser Brattain H o w a r d Vollum His Eminence Richard Cardinal Gushing, D . D .

1953

T h e Very Rev. Joseph Fulton, O . P .

T h e Honorable J o h n C . H . Wu T h e Honorable D o r o t h y M c C u l l o u g h Lee A r t h u r Russell M o o r e

1954

General Carlos P. R o m u l o Rt. Rev. Abbott Peter Damian Jentges, O . S . B .

Rt. Rev. Msgr. Charles Marcus Smith Harry Clyde Blair, M . D .

1955

T h e Most Rev. William Mark D u k e , D . D .

J o h n Lawrence Sullivan Edgar Fosburg Kaiser O w e n Patrick M c N u l t y (Dennis Day)

Rt. Rev. Msgr. T h o m a s J. Tobin

The Honorable John P. Kavanaugh Hopkin Jenkins Sister Miriam Theresa, S . H . N .

Eva Emery I )ye 1940

T h e Most Rev. Charles D . White, D . D .

Brother AratorJustin, F.S.C. Charles A. H o w a r d

1941

T h e Rt. Rev. John F. Gallagher T h e Honorable Hall S. Lusk

1942

Rt. Rev. Msgr. G e o r g e J . Campbell (Mayor) Joseph K. Carson, Jr.

1943

T h e Most Rev. Francis P. Leipzig, D . D .

T h e Honorable Donald E. L o n g

1944

T h e Rt. Rev. Raphael Heider, O . S . B .

Frank R. M e n n e . M . D .

1945

T h e Rev. Robert H . Sweeney. C . S . C .

Joaquin Felix dos Reis T h e o d o r e R. Gamble Carlos Alberto Alvarado, M . D .

1946

Rt. Rev. Msgr. Edward J. Murnane David W. E . B a i r d , M . D .

1947

Rt. Rev. J. G.Stafford Ben H u r L a m p m a n

1956

T h e Most Rev. Bernard J. Topal T h e Honorable Paul K. T. Sih Lawrence Welk Louis P. Artau (continued)

311

312

A P O I N T OF PRIDE

(continued) 1957

1958

T h o m a s Cardinal Tien, S.V.D. T h e Most Rev. T h o m a s A. Connolly, D . D .

Eugene E. Trefethen Harry W. Morrison T h e Most Rev. Joseph Lennox Federal, D.D. Gardiner H o w l a n d Shaw

1959

T h e Most Reverend 1 lenryj.

Theodore

1960

T h e Most Rev. J a m e s J . Byrne, D . D .

Anthony Brandenthaler

1961

T h e Rt. Rev. Msgr. E d m u n d G. Van der Zanden T h e Rt. Rev. Msgr. Philip H u g h e s The Rev. Willis Whalen

1962

T h e Most Rev. T h o m a s E. Gill, D . l ) .

The Honorable Arthur J. Goldberg T h e Rev. William H . McDougall F. Leo Smith

1963

1964

1965

1966

1967

1968

Dr. Harry L.Dillin Dr. Maria G. Mayer Harding L. Lawrence T h e Most Rev. James V. Casey, D . l ) .

Dr. H o w a r d H . Hanson J o h n T. Cunniff

1969

James L . B u c k l e y T h e Honorable Edith Green Ann Blyth (Mrs. James V. M c N u l t y ) Dudley D o well M o n s i g n o r J o h n Tracy Ellis George E d w a r d Mulgrue Dr. H o w a r d A. Rusk Dr. Edward Staunton West

1970

George A. Lamb Colonel Edwin E. Aldrin,Jr. Charles Stark Draper Reverend C o l m a n J . Barry

1971

T h e Most Rev. Mark J. Hurley Jay Saunders Redding Sylvia Porter (Mrs. G. Sumner Collins) Harrison Evans Salisbury

1972

Most Reverend T h o m a s J. Connolly T h e Honorable Helen Delich Bentley T h e Honorable Terry D . Schrunk Robert Boisseau Pamplin, Sr. Robert Boisseau Pamplin, Jr. Roger L. Conkling

1973

Warren H . P h i l l i p s Most Reverend Edward L. Heston (Posthumously) J o h n Douccttc

1974

Dr. Rheba de Tornyay La, U n - Y u n g Most Rev. Joseph L. H o w z e , D . D .

Rev. Leonard P. Cowley, D . D .

Louis J. Putz, C . S . C .

Kaiser,Jr. Bloomfield

T h e Very Rev. H o w a r d J . Kenna, C . S . C .

M o r t i m e r J. Adler Arnold B. Peterschmidt Edwin Harold Shipstad The Most Rev. R o b t . J . Dwyer, D.D. Frank Marion Folsom Mother Mary Philothca, F.C.S.P. Brother Godfrey Vassallo, C . S . C .

O w e n Robertson C h e a t h a m The Most Rev. H u g h A. D o n o h o e , D . I ) .

Walter F. Sheehan Angus L. Bonier Dorothy Buffum ("handler Rev. Charles C . Miltner, C . S . C .

1 lis Excellency Sergio Gutierrez-Olivos The Most Reverend Victor J . Reed, LL.D. John J. Snyder, Jr. (Posthumously) Frederick 1). Rossini J o h n T. Hay ward Lena F. Edwards Eva Adams The Most Rev. John J. Scanlan. D . D .

Paul 1). Woodring Jacob Avshalomov M.Jack Murdock Arthur Sherwood Flemming Right Rev. M o n s i g n o r C . O ' N e i l D ' A m o u r Rosalind Russell (Mrs. Frederick Brisson) Patrick Michael McGradv

Dr.J.H.Hexter

1975

1976

Martin Gang M o s t Reverend Joseph Kclanthara Loren D . McKinley Patricia Roberts Harris Reverend T h e o d o r e M . H e s b u r g h , C . S . C .

Most Reverend Cornelius M . Power, D . I ) . , J . C . I ) .

Joseph R. Bianco Aaron Copland A n t h o n y J. Weber William H . H u n t John F. Kilkenny Most Reverend Francis T. Hurley William L. M c C o y , Jr.

Appendices

313

Songs of the University

Columbia, Columbia

by L e o J . Malarkey (Air: M a r y l a n d , M y Maryland)

C O M E ALL YE SONS Alma Mater Song (Words and Music by Rev. Eugene Burke. CSC)

to;.

Come all ye We'll raise a

T h e dearest school in all the land, Columbia, Columbia; T h e m o t h e r of a loyal b a n d , Columbia, Columbia.

In life's hard fight you point the way, You clear the p a t h , you cheer the day, For y o u r success we'll always pray, Columbia, Columbia.

sons of song to

pledge bear

your hearts thy col-

mighty Portland heroes bold and

P yT

to ors

lift in

her for thru the

f f f J U mem'ry's feat or

hal- lowed vie- to-

£ j j

U and gay who

J 1 J ;3 f

J

Your sons shed h o n o r on y o u r n a m e , Columbia, Columbia; Your teams have always b r o u g h t you fame, Columbia, Columbia.

T h e battle lost or victory w o n Praises loud are always s u n g , T o you the dear, the dauntless o n e , Columbia, Columbia.

You've taught us to revere the t r u t h , Columbia, Columbia; And held the love of our free y o u t h , Columbia, Columbia.

May those fond days together pass'd In sacred m e m o r i e s hold us fast, And we'll be loyal to the last, Columbia, Columbia.

j> . " I ; ; ; t\ J - J ^ ^ P

aye, tray

de-

^ ^ cup. ry,

all

its with

pre- cious ho- nor

J

;

ines to sup, and when the scenes of days we crowning thee, and when thy boys come marching

f

± loved shall home a-

¥

fc

throng, be gain. their

fc thy thy

on our hearts and

f jlrP r

sa- cred song: Old one re-frain: "

sons are sons are

i

f r lips lips

this sing

^ m

Portland U, our Portland U, r~. ^J— 1st ending Final

J

i

true to thee. true to

\> } J- J

(We'll

raise

a) thee.

314

A P O I N T OF PRIDE

UNIVERSITY OF PORTLAND FIGHT SONG Clark-Lemmer-Dum Chorus: ononis. ___vr_ .

f\

Tight,

fight

for Portland

U , sweep ever

on to victo-ry!

Sfcj? f /I I M * *** Each time you score. men, the thunders j,y p=^ Let's

^

1^ M-j' ^

r

*Mu^m.

Rah! Rah! O n , men. on to the goal. We want a

j i , j> ,,j» y

WTTT^ vie- t'ry, we want this

game.

J J

^ »#' 3 »'

? \

^

fight- ing spi- rit that

\f=$

±±

You've got that

g

3=*

flings to glory

migh- ty

^^a

Portland's name!

E ^ ^fel^S^gS Port- land, your team is fighting for the glory of your

J J'DyJl> ' >WrJJ'^ B 2name.

3)J|J> Portland, your men are on their way to make the

li

P* g j i E g ^ S ^

mountains e- eho your fame.

Up, men of Portland cheer

m^^^m them, raise

* ^

your voi- ces loud

song as they inarch

J

and free.

(Chorus: ^ u u i us.;

3^m

.

£ ^

Pi- lots.

On !

ZZZ^sIZZ

Plow thru the

Sail on

to

vie-

a-long on their way to victo- ry!

(Repeat Chorus)

.

•

to- ry!

ipipig^W^

foaming waves and

rule the surging

^•^i-i-ifYir^jii-j^Li J sea. Your courage

undaunted,

j^W^^-^z^ true

w

^ 3

*> • - f

^Llt

. O n - ward,

your spirit bold and

ye Pi-lots

of Port-

land

U!

(Verse:)

Keep

a- roll-

*TH*

g^fefc ^

ing ! bend

f v ^U^rU,N tJ^-j+t+jt ^=^¥ j 7i Roll-

ing,

your

/

oars

F^

7 *

ti—fr

Heave a- h o , there!

m =£*

GO! (Shouted)

1

on to vie- to- ry! Heave a- h o , there!

w^mmm^f^^^ foe.

^

to the sea!

Ev'ry man with

eye upon the

Let's give them a

jE+^E^^g^

i

M ,--jjfirir J-LUJU >'-^^ On,

roar. men.

make it ring, boys, with one, two, three. Rah!

^

A

p

S S

i',>\ SE£

O N PILOTS O N Pep Song (Words and Music by Rev. G. L. D u m . CSC)

(Repeat " O n , Pilots, o n '

Appendices

315

Official Arms of the University of Portland

A l m a Mater—1975

Margaret A. Vance

Moderate)

iAc

^

m

Up-

on

a-mette,the

m

w

^

the bluff

high o-'ver the Wil-

spires of learn- ing reach'up 1 to1 the sky.

The U n - i - v e r - s i - t y of Port- land,

f^Si

high, her sons and daugh-ters

Allegro

stand-

ards

held

^ri^hH-h will

re- m e m - bcr.

Fight Song

Gerald Poe

v

f • ^^Mq^^a-J—IfTlti Fight! Fightl'Fight! U. of P. Win!Win!Win! U . of P.

+T r r l u ^ T i ^ r H - f ^ g ^ I ight on Port- land on to vie- to- ry. We can win this game just wait and see.

Fight! Fight! Fight! U . of P. Win!'Win!'Win! U . of P.

ty'r JV i I r * *r * IP r j r n T T n Fight!

Fight! Win!

Win! Fight on to v i e - t o - r y !

T h e arms of the University of Portland are: a green shield bearing a silver cross moline and crossed anchors. Beneath the cross and anchors are six w a v y bars of silver and blue and on a blue chief .\n open b o o k . (Vert, behind a united argent cross moline crossed anchors, the base barry w a v y argent and azure. And o n a chief azure an open b o o k proper, the clasps gold.) These are an adaptation of the arms of the C o n g r e g a t i o n of H o l y Cross and the city of P o r t l a n d . N o crest is placed above the shield. T h e m o t t o is placed o n an cscroll under the shield and is: "Veritas vos liberabit."

Select Bibliography

SELECT

317

BIBLIOGRAPHY

T h e following is a select bibliography. U n d e r the category " P r i mary Sources," for example, many d o c u m e n t s (manuscript and typescript) and various printed materials issued by the University over the years and presently deposited in the University of P o r t land Archives were consulted but are not listed here because of space limitation. T h e y include such disparate items as corre-

spondence, m e m o r a n d a , booklets, pamphlets, reports, meeting minutes, recorded speeches, occasional circulars, minor periodicals and p h o t o g r a p h s . Normally, however, pertinent sources are cited in the text. All photographs not credited belong to the U n i versity of Portland.

Primary Sources DOCUMENTS " A d m i n i s t r a t o r s , Teaching P e r s o n n e l , C o a c h e s and I m p o r t a n t E v e n t s , 1901-1974." C o m p i l e d by B r o t h e r D a v i d M a r t i n .

Mimeographed booklet, 1975. University of Portland Archives.

Carroll, Rev. PatrickJ., C . S . C . " M y Columbia M e m o r i e s . " U n p u b lished memoir, 1949. University of Portland Archives.

Clancy, Rev. R a y m o n d J., C . S . C . " C o l u m b i a University, 1901-1935, and University of Portland, 1935-1952." Unpublished typescript, 1951. University of Portland Archives.

"Future Development [of the ] University of P o r t l a n d . " Compiled

by George Ebey Associates, Research and Consulting Service, Palo Alto, California, April 1962. Printed report. University of Portland Archives.

Gallagher, Rev. H u g h , C . S . C . "Recollections of C o l u m b i a Univers i t y . " U n p u b l i s h e d m e m o i r , 1944. U n i v e r s i t y of P o r t l a n d Archives.

"Hespersus Literary Society M i n u t e s . " Sept. 21, 1892 to May 3,1895; Feb. 2 5 , 1898 to May 18, 1900. Portland University. 2 manuscript volumes. Willamette University Archives.

LaForge, R.; Banaka, W ; Shouldis, R. "Final Report: A Study of the University of Portland Class of 1970." M i m e o g r a p h e d booklet, 1970. University of Portland Archives.

"Minutes of University Council M e e t i n g s . " c. 1923 to 1940. C o l u m bia University and University of Portland. Manuscript. University ot Portland Archives.

"Portland University Y . M . C . A . M i n u t e s . " February 15, 1892 to N o v e m b e r 9, 1899. Manuscript. Willamette University Archives.

Schreiber, Leo (Brother Wilfred. C . S . C ) . "Recollections of C o l u m bia University." Unpublished memoir, 1944. University of P o r t land Archives.

"University Firsts and O t h e r N o t e w o r t h y E v e n t s . " Compiled by Brother David Martin. M i m e o g r a p h e d booklet, 1974. University of Portland Archives.

"University of Portland Deed of Trust, April 1968." Manuscript.

University of Portland Archives.

"University of Portland Oral History, 1901-1972." Oral History P r o gram # 1 . Edited by Brother David Martin. 7 volumes. T r a n s cribed interviews from tapes, 1972. University of Portland Archives.

"University of Portland Self-Study R e p o r t . " 3 volumes. 1960. U n i versity of Portland Archives.

"University of Portland Self-Study Report to N o r t h w e s t Associat i o n . " 1970. University of Portland Archives.

"University of Portland Statutes and Articles of Administration."

Various editions. Mimeographed booklet. University of Portland Archives.

UNIVERSITY PERIODICALS Columbia University Catalogue, 1902-1933 ( N a m e changed to Columbia University Bulletin, 1933-1935).

Portland University Catalogues, 1891-1893, 1896-1897. 1898-1899.

The Beacon, 1935-1976.

The Columbiad, 1902-1955.

The Log, 1935-1976.

The University of Portland Bulletin, 1935-1976.

The Webfoot. College annual published by Portland University, 1896.

University Courant, Vol. N o . 1 (Sept. 1893)-Vol. Ill, N o . 9 (June 1896); Vol. VII, N o . 1 (Oct. 1899)-Vol. VII, N o . 9 (June 1900). Portland University.

University of Portland Review, 1948-1976.

NEWSPAPERS Catholic Sentinel, 1900-1976. Random issues consulted during time period of this study.

Oregon Journal. R a n d o m issues consulted during time period of this study.

Pacific Christian Advocate, 1890-1900.

The Centenary: 100 Years oj the Catholic Church in the Oregon Country.

Supplement to Catholic Sentinel, Portland, O r e g o n , May 4, 1939.

The Oregonian. Random issues consulted during time period of this study.

BOOKS, PAMPHLETS AND REPORTS A Report from the Committee of Fifteen to the Council oj the City of Portland. Issued by Port of Portland, Portland, O r e g o n , 1921.

Blanchet, Francis, et al. Early Catholic Missions in Old Oregon. Vol. I. Edited by Clarence 13. Bagley. Seattle: L o w m a n and I lanford C o . , 1932.

Blanchet, Francis. Notices and Voyages oj the Famed Quebec Mission to the Pacific Northwest; Being the correspondence, notices, etc. of Fathers Blanchet and Demers, et al, 1838-1841. Portland: Oregon Historical Society, 1956.

Bulletin of the Educational Conference of the Priests of Holy Cross. Vol. XII, Dec. 1954 and Vol. X X X , Doe. 1962. South Bend: Provincial H o u s e , publisher.

Constitutions of the Congregation of Holy Cross. N e w York: Holy (Iross Generate, 1951.

Development Progress and Facilities of the Port. Issued by Port of Portland Commission and C o m m i s s i o n of Public Docks, Portland, O r e g o n , 1920.

History of the Expedition of (Captains Lewis and Clark, 1804-05-06. Vol. II. Chicago: A. C . M c C l u r g & C o . , 1903.

318

APOINTOFPRIDL

History of the Expedition under the Command oj Lewis and Clark. Edited

by Elliott C o n e s . 4 volumes. New York: Harper. 1893.

Lewis, Meriwether. Original Journals oj the Lewis and Clark Expedition, 1804-1806. Edited by Reuben Gold T h w a i t e s . Vol. III. IV and VIII. N e w York: D o d d . Mead & C o . . 1905.

Methodist Episcopal Church Handbook and Annual Reports for Years 18891900. New York: Board of Education, publisher.

M o r e a u . The Verv Reverend Basil Anthonv Mary. Circular Letters.

English translation by Edward L. Heston. C . S . C . Vol. land II. N o publisher listed.

Official Journal oj the Oregon Annual Conferences oj the Methodist Episcopal Church, 1890-1904. 3 volumes. Published by the Secretaries.

Portland. O r e g o n .

Pratt, Laurence. / Remember Portland: A Vivid Look at Sturdy Days.

Portland: Metropolitan Printing C o . , 1965.

State of O r e g o n . Biennial Reports of the Superintendent of Public Instruction of Oregon from 1891 through 1898.

Secondary Sources THESES Basilone, [oseph C . "A 1 listory ot Student G o v e r n m e n t at University of Portland. 1901-1955." Unpublished Senior thesis. University ot Portland, 1976.

Blankenship, Larry E. " T h e History ot the Athletic Department ot the University ot" Portland, 1902-1950." Unpublished Senior thesis, University of Portland, 1971.

B r o m b e r g , AileneJ. " C o l u m b i a University: Early Years as Revealed by a Study of The Columbiad." Unpublished Master's thesis, U n i versity ot Portland, 1959.

B u r t o n , Audrey B. "Publications of the Faculty (1935-1945), University of Portland." Unpublished Master's thesis. University of Portland, 1966.

C a m p b e l l , Mother Mary de Sales. " O u t l i n e for a History of Portland University from 1936-1942." Unpublished Master's thesis. U n i versity of Portland, I960.

Clausen, John Wesley. "A study of Vocational Choices Made by Seniors at the University of Portland, 1951." Unpublished Master's thesis. University of Portland, 1953.

Dinneen, Lawrence A. " A Questionnaire Survey to Determine Causes for Student Mortality at the University of Portland."

Unpublished Master's thesis. University of Portland, 1933.

I )onohoe, Sister M. C o l u m b a . "A I listory of C o l u m b i a University, O c t o b e r 1929-June 1935, as Reported in Flic Columbiad." U n p u b lished Master's thesis. University of Portland, 1959.

Guest, Sister M. Rose Margaret. "A History of the University of Portland. 1951-1955, as Seen T h r o u g h The Beacon." Unpublished Master's thesis. University of Portland. 1960.

H u n t , Brother J o h n C , F.S.C.H. " A History of C o l u m b i a University, October 1922-June 1929, as Reported in The Columbiad."

Unpublished Master's thesis. University of Portland, 1957.

1 owry, John B. " T h e 1 listory of Football at the University of Portland." Unpublished Senior thesis. University of Portland. 1972.

Mclntire, George R. "History of the Methodist University of Portland. 1891-1900 in Relation to the Educational Policy of the Methodist Episcopal Church ( N o r t h ) . " Unpublished Master's thesis. University of O r e g o n , 1922.

Monaco, Mario C . "Factors Affecting Choice of University or C o l lege." Unpublished Master's thesis. University of Portland, 1953.

Nicdcrmcvcr. Edward C . "A Study of Coeducation at the University of Portland." Unpublished Master's thesis. University of Portland. 1953.

Nuccio, James E. " 1 he 1 listory of the Track Program at the University ot Portland." Unpublished Senior thesis. University of Portland. 1972.

O ' D o n n e l l , Sister Miriam Margaret. "In Faith and Kindness: The Life of Most Reverend Alexander Christie, D . D . . Fourth Archbishop of Portland in O r e g o n . " Unpublished Master's thesis. University of Portland, 1945.'

Reynolds, Sister Miriam Louise, S . N . J . M . "Printed Materials Useful to Scholars of Catholic N o r t h w e s t History." Unpublished Master's thesis. University of Portland, 1953.

Ryan, Frank G. "A Contribution to the History of the University of Portland, 1912 to 1922." Unpublished Master's thesis. University of Portland, 1957.

Schoeningh, Sister Mary Imelda. " T h e History of the University of Portland: The Years Between September 1942 and May 1946."

Unpublished Master's thesis, University of Portland. 1957.

Ternes, Sister Mary Bernadine. "A I listory ot the University ot Portland, October 1946 to August 1951, as Reported in The Beacon." Unpublished Master's thesis. University ot' Portland, 1959.

BOOKS Carey, Charles Henry. History of Oregon. Vol. II. Chicago-Portland: Pioneer Historical Publishing C o . , 1922.

Catta, Canon Etienne ami Catta, Tony. Basil Anthony Mary Moreau.

English translation by Edward L. H e s t o n . 2 volumes. Milwaukee: Bruce Publishing C o . , 1955.

C a v a n a u g h , Rev. J o h n , C . S . C . Flic Priests ol Holy Cross, Notre Dame.

Notre Dame Press, n.d.

C o r n i n g , H o w a r d McKinley. Willamette Landings. 2nd edition. Portland: Oregon Historical Society. 1973.

Cour, Robert M . The Plywood Age, Commemorating the Fiftieth Anniversary of Fir Plywood. Published by Douglas Fir Plywood Assoc.

Portland: Binford and M o r t . 1955.

Dana, Marshall N . Newspaper Story: Fifty Years of tfie Oregon Journal, 1902-1952. Portland: O r e g o n Journal, 1951.

Dryden, Cecil P. Give All to Oregon! Missionary Pioneers of the Far West.

N e w York: Hastings H o u s e , 1968.

Gaston, Joseph. Portland, Oregon: Its History and Builders. Vol. II. Chicago-Portland: S . J . Clarke Publishing C o . , 1911.

Gatke, Robert M o u l t o n . Chronicles oj Willamette: Flic Pioneer University of the West. Vol. I. Portland: Binford and M o r t , 1943.

Hines, Rev. 11. K. An Illustrated History oj the State of Oregon. Chicago: Lewis Publishing C o . . 1893.

H o p e , Rev. A r t h u r J . , C . S . C . Notre Dame: One Hundred Years. Notre Dame: University of Notre Dame Press, 1943.

Lyons, Sister Letitia Mary. Francis Norbert Blanche! and the Founding of

Select Bibliography 319 the Oregon Missions, 1838-1848. Washington, D . C . : Catholic U n i versity of America Press, 1940.

MacEoin, Gary. Father Moreau: Founder oj Holy Cross. Milwaukee: Bruce Publishing C o . , 1962.

M a d d u x , Percy. City on the Willamette: The Story of Portland, Oregon.

Portland: Binford and M o r t . 1952.

O ' D o n n e l l . Terence and Vaughan, Thomas. Portland: A Historical Sketch and Guide. Portland: O r e g o n Historical Society, 1976. ()'I lara, Edwin V Pioneer Catholic History oj Oregon. Revised edition.

Paterson, N.J.: St. A n t h o n y Guild Press. 1939.

Pictorial Oregon: The Wonderland. Portland: Portland Press C l u b , 1915.

Pollard, Lancaster. Oregon and the Pacific Northwest. Portland: Binford and M o r t , 1946.

Portrait and Biographical Record of Portland and Vicinity Oregon. Chicago: C h a p m a n Publishing C o . , 1903.

Powers. Edward J., Catholic Higher Education in America: A History.

N e w York: Applcton-Ccntury-Crofts, 1972.

Purdy, Ruby Fay. The Rose City of the World: Portland, Oregon. P o r t land: Binford and M o r t , 1947.

Smith, Ronald O . and Falkenstein, Lynda. Rendezvous in the Pacific Northwest. Portland: Great Western Publishing C o . , 1974.

Snyder, Eugene E. Early Portland, Stump-Town Triumphant: Rival Towns on the Willamette, 1831-1854. Portland: Binford and M o r t , 1970.

Strong, Emory. Stone Age on the Columbia River. Portland: Binford and M o r t , 1960.

The Oregonian Souvenir. Portland: Tewis ,mc\ Dryden Printing C o . , 1892."

U . S . Works Project Administration. History of Education in Portland.

Written by WPA Adult Education Project under sponsorship of General Extension Division. State System of Higher Education.

Edited by Alfred Powers and H o w a r d McKinley C o r n i n g , 1937.

Vaughan, T h o m a s and M c M a t h , George A. A Century of Portland Architecture. Portland: O r e g o n Historical Society. 1967.

Yarnes, T h o m a s D . A History of Oregon Methodism. Edited by 1 larvev E. Tobie. Portland: Parthenon Press, n.d.

ARTICLES A N D PAMPHLETS "Birthplace of Fir P l y w o o d , " The Timberman, An International Lumber Journal. O c t o b e r 1949.

Clark, Malcolm, Jr. " T h e Bigot Disclosed: 90 Years of N a t i v i s m , " Oregon Historical Quarterly, LXXV, N o . 2 (June 1974).

Plantz, Samuel. The History of Education in the Methodist Episcopal Church, 1892 to 1911. N e w York: Board of Education of Methodist Episcopal C h u r c h , 1917.

Ross, Marion D . "Architecture in O r e g o n , 1845-1895,"Oregon Historical Quarterly, LVII, N o . 1 (March 1956). " T h e Catholic University in the Modern World," Delta Epsilon Sigma Bulletin, XVIII, N o . 3 (Oct. 1973).

320

A POINT OF PRIDE

Index 321

INDEX (Index docs not include specific reference material listed in Appendices) Academic Council (University Council), 98,137, 176,177,206,241,242 Academic programs (general), 41-45, 65, 71-76, 101-106,131-134,144-150,186-197,225-231, 244-251 Academic Senate, 98,232,233, 241-243, 255, 267,274 Adams, Milton, 267, 268

Adler, Dr. Mortimer J., 187 Administrative organization (general), 37-38, 65-68, 87-88, 97-99,134-141,173-181, 214-216, 225-236,240-244 Advanced Placement Examination (APE), 245 Air Force Outstanding Unit Award, 247 Air Force Reserve Officers Training Corps (AFROTC), 144,172, 205, 238, 239, 247, 257, 271 Air Science and Tactics, Department of, 144, 145 Akin,F.S.,15 Albany College, 85 Aldrin, Colonel Edwin "Buzz," 263 Alexander. Dennis, 210 Alma Mater Song, 109, 268 Alpha Kappa Psi (business), 158, 264 Alpha Psi Omega (drama), 158 Alpha Tau Delta (nursing), 108, 158 Altenhofen brothers, 214 Altenhofenjim, 213 Alumni Association, 68,114,138 Alumni Reunion, 236 American Assembly of Collegiate Schools of Business, 250 American Association of University Professors (AAUP), 153, 154,197,198, 241, 253 American Chemical Society, 76, 147,188 American College Test (ACT), 245 American Data Services, 190 American Educational Theater Association, 190 American Institute of Architects, 184 American Red Cross, 117 Anderson. Rev. James G., 136, 190, 240, 246, 247 Anderson,John Stuart, 210, 263 Angelicum, 174 Annual Collegiate Choral Festival, 109 Annual Indoor Invitational Track Meet, 85 Anstett, Steve, 213 Antioch Weekend Program, 210, 211, 266 Aquinas Hall, 183 Armed Forces Institute, 116 Armstrong,Jim, 213 Army Enlisted Reserve Corps, 116 Arnold Air Society, 158 Artau, Louis P., 148, 149, 191 Arts and Sciences, College of, 188, 189, 194-196, 200, 226, 227, 233, 237, 244, 246, 247-250, 256 Associated Collegiate Press, 110, 157 Associated Women Students (AWS), 157, 208 Astor, John Jacob, 2 Athletics (general), 49-53, 83-86.111-115, 160-163.212-214,267-271 Atomic Energy Commission, 148

Austin, Frank, 168 Autzen, Thomas, 59 Avina. Coach Jack, 268, 279 Ayo, Father Nicholas, 211

Blanchet Club, 159 "Blanchet Gold Medal, The." 44 Blanchet House. 159,164 Blankenship, Oma. 214 "Bloody Thursday," 89 Blount, Larry. 112

Babcock. Frank,268 Bach, James, 53 Backdoor, The (St. Mary's Chapel), 264, 266 Bacon, The, 209 Badraun, Professor Jerome, 209, 266 Bailey, F. Lee, 263 Baker, Doug, 279 Baker, Mayor George L., 90, 92 Baker's Theater, George L., 58 Baker, Jack, 213 Baker, Rev. Thomas, 266 Ballentine Street, 40 Ballou, Monte (CastleJazz Band), 168 Banaka, Dr. William, 260 Band, The, 49 Banks, Floyd "Tiny," 268 Barcelo, Rev. Louis, 107,108 Barker, Glenn, 270 Barn Dance, 211, 264 Barr, Father Frederick, 211, 266 Barristers Club, 158 Barzun, Professor Jacques, 237, 275 Basic Educational Opportunity Grants (BEOG) 245 Basilone, Joseph, 261 Bauer, Brother Christopher, 68, 69 Bauer, Professor Lou, 203 Beacon, The, 81,82, 99,109,110,112,114, 115, 117, 140,141,155,156,157, 209, 238, 261, 262 Becerra, Humberto, 214 Becic, John, 162 Becic, Tom, 162 Beckman, John O , 245 Beh, Rev. Robert F., 146,163,165, 203 Belles Lettres Literary Society, 23 Benedictine Monks, 8, 33 Bennett, Bob, 279 Benny, Jack, 210 Berg, John, 270 Berg, Rev. Richard F., 288 Bertrand, Brother Louis, 68 Beta Beta Beta (biology), 108,158 Bianco, Joe, 279 Bicknell, Charles, 112 Biennial Report, 14 Biger, Rev. John T , 189 Bill, Rev. Thomas, 266 Biolog, The, 82,110,158 Biologist (Biology) Club, 109,110,158 Biologists'Ball, 159 Bisio,Jim,270 Black Student Union, 262 Black Studies Program, 247 Blaine Society, James G., 274, 276 Blanchet, Rev. Frances N., 3-9, 36

Blue Key (honor), 158 Boarders' Club, 109 Boarman. Rev. Glenn R., 176.177. 180. 1S6. 236 Boddewvn.Jean, 178 Boice, Charles A., 176 Boland. Rev.JohnT.,37,42,53 Bonhorst, Dr. Carl, 255 Bonneville Dam. 122, 124 Bookman, The, 104,183 -Bottle Bill," 274 Botzum, Rev. William A., 146, 151. 193 Bowles, Charles, 162 Boy Scout Movement, 107, 108 Boyle, Dr. (Lt. Col.) James M., 245, 247 Boyle, Rev. Jerome, 151, 189, 194 Boyle, Rev. JoscphJ., 66, 67, 76. 87, 88, 97, 100, 105 Brady, Ann, 116 Brady, Father James, 207 Brady, Dr. John, 104 Braxton, Quentin "Stretch," 268 Brennan, Father, 78 Brennan, Lawrence. 66 Bridenstein, Donald, 115 British Northwest Company, 2 Britton, Bob, 114 Broestl, Father Laurence, 106 Brown, Crandall, 81 Browne, Rev. Joseph P., 233, 244, 247 Bruun, Lorentz, 228 Buckley, James L., 184, 224, 236, 237, 273, 275 Buckley Center, 69, 228, 236, 237, 243, 254, 255, 262, 264, 265, 274 Buckley Conference Room, 184 Bull, Art, 213 Bulletin of Columbia University, 67, 73, 78 Bunce, Louis, 218 Burke, Rev. Eugene P., 37, 38, 47, 65, 66, 71, 79, 82,91,109 Burke. Rev. Thomas L., 38, 66 Business Ad Club, 109, 158 Business Administration, College (School) of, 72,73,102,103,137,144,146.148,179,192, 234,237,248,250 C.S.C. Student Aid Fund, 245 Caldwell, Keith, 158 Callicratc, Mrs., 52 Callicrate, Dominic, 30, 47, 50, 52 Cameron, Judge George, 53 Camp Adair (Corvallis, Oregon), 141 Campus (Clean-up) Day, 111, 160, 205, 211 Cannon, Father Dominic, 47 Canyon Road,27, 58

322

A POINTOFPRIDE

Caples, Nancy. 29

Caples, Dr. William, 29 Carey, Tom, 112 Carey, Rev. William A., 66 Carhart, Gustave, 54 Carlascio, Richard, 162,213 Carleton, Dr. Blondel. 147, 154 Carlin, Jack, 113 Carnival, 160,205.211,223 Carroll, Rev. Patrick J., 35, 36 Carson,Jr.,Joseph K.,92 Cascade (college), 139 ( isi adc Construction Company, 213 (lasciato, Ernie, 265 Casey, William Allen, 54 Cassidy, Agnes Cecilia, 111 Cassidy.Jim, 270 Catalogue, 67,81 Cathedral Park, 280,281 Catholic Civil Rights Association, 64 Catholic Collegiate Press Association, 157 Catholic Leadership Conference, 156 Catholic Library Practice, 154 Catholic Missionaries, 3, 4 Catholic Scouter's Club, 108 Catholic Sentinel, 34,97 Catholic Youth Federation, 108 ( A-ntenary Methodist Church, 21 Central Catholic High School, 101, 106, 149, 150, 268 Central Washington (college), 161 Century Club Dinner, 268

Chadwick, Patricia, 249,273 Chamber of Commerce, 28 Chamber Singers Vespers, 265 Champoeg, 3 Charles, Brother, 39 Chatman, Vernon, 212 Cheatham Fund, The Owen and Celeste, 245 Chemistry Annex, 141,191 Chemistry, Department of. 76. 144. 145. 147, 190 Chess Club, 262 Chester, Leland N..236 Chinatown, 28 Chinese Student Association. 262 Chou, 1 )r. George, 254 Christianson, Dan, 159 Christie. Archbishop Alexander, 8, 9, 33-37. 39, 43,46,53-55,60,62,87,284 Christie Chapel, 155, 199.222 "Christie Gold Medal," The, 44 Christie 1 lall. 39-42. 44. 48. 53. 61, 62, 68. 69, 71, 75. 76. 78-80,86. 94.95, 99, 104. 116, 117. 141, 144,182.183,202.239,240 Christie Literary Society (Christie Club). 48, 49.

81 Cicognani, Most Reverend Amleto Giovanni, 111' "City Championship," 269 City of Roses tournament, 212 Civic Auditorium. 58. 131. 218. 271 Clark, Maurie, 184 Clark. Captain William. 1. 2, 4. 6. 9. 144. 280 Clark. Memorial Library, Wilson W.. 184 "Class Tree," The, 39,40

"Clearing," The. 4. 27 "Cliffdwellers," The. 50, 83-85. 96 Club Hall, 22, 24 Club Room (Reading Room), 44 Clyde. Velma. 236 Coefield. John. 213 "Coffee House." The. 264 College Entrance Examination Board (CEEB), 195,245 College-Level Examination Program (CLEF), 245 College Scholars Program, 196, 247 Collegium Musicum, 149 Collegium Novum, 247 Collings. Dr. Kent J.. 250, 273 Collins, Kevin, 156, 159,235 Columbia Assembly, 81 Columbia Basin Project, 124 '"Columbia, Columbia," 50, 63 Columbia Colosseum, 38, 50-52, 61, 70, 85, 86 Columbia Hall. 141, 142, 239, 257 Columbia Park, 29. 60 "Columbia Players," 82, 110 Columbia Preparatory School (Columbia Prep), 45, 66, 68, 72, 81, 82, 100,101,105,106, 114, 115,127,135,136,141, 149,150,163,167,168, 171,178,179,272,285 Columbia Region Association of Governments (CRAG), 276 Columbia University, 9, 33-42, 44, 46, 51-55, 60, 61, 63-65, 70-79, 81-84, 86-88, 93, 94, 97, 105, 272,284 Columbia University of New York City, 87 Columbia Villa, 126 Columbiad, The, 47, 49, 53, 54, 70, 73, 74, 78-82, 84.87,105.150 Columbian Assembly, 49 Columbian Literary Society, 23 Columbian Press, 154 Columbian Society, 49. 81 Columbus Day Storm, 185, 224 Commager, Henry Steele, 263

Commons, 22. 69, 86, 125,128,138,142-144, 149,152,177,184,185,198, 207, 219,236,239, 263,264,271 Computer Center, 190-191 Conkling, Roger, 243 "Consolidated University," 19, 20, 31 Continuing Education Center, 239, 245 Contract of Services Bill, 231 Conway, Morrison A., 61, 68, 213 Copland, Aaron, 263 Corbett, Henry, 27 Corbett, Ted, 52 Corby, Rev. William. 7 "Core Curriculum," 73. 188, 189, 192, 215, 244 "Cornbread Rebellion," 80 Corpus Christi, 53

Cosgrove, Grant, 230 Couch, Captain Benjamin, 27 Coughlan, Father William, 152 "Cove," The. 143 Coyle, Rev. Matthew. 82, 107, 110 Crabbs, Dr. Roger A.. 254 Cranna, James, 210

Creative and Communication Arts. Department

of, 248 Croce.Jim, 263 Cronin, Rev. Harry, 266 Crowley, Dan, 112 Cudd, Bruce. 163 Culligan,James A.. 66-68. 79. 82, 97. 98.

134-136. 140 Culture Club. 49 Cunningham. Rev. William F.. 37. 107 Cutsforth (Marinacci). Gloria, 157, 237

Daily News, 28 Daly Student Loan Fund, Edgar J., 138 Danner.Dr. Dan. 249 Dardis' Orchestra, Joe, 79

d'Autremont, Rev. James, 150 Davidson, Ron, 268 Davis, Father Ernest, 47, 54, 76,147 Day, Dennis, 210 Deardorff, Tim, 270 Debating Club, 109 1 )e Caminada, Tim, 270 Deck, Richard "Poop," 112, 127 Dedalus (The Preface), 262 DeFrietas, Ed, 112 Deiss, Gottlieb "Ted," 177, 186 DeLaMare. Dr. Philippe, 191,238 Delaunay, Rev. John B.,81,98. 107. 108, 119, 126.

134,135,137,140,141,146.161 Delaunay Institute for Mental Health (Clinic), 140,141,183,190,240 Delaunay Memorial Award, Rev.John B., 141 Delplanche, Marv, 213 Delta Epsilon Sigma (honor), 108, 158 Delta Park, 91, 221, 280 1 )emers, Rev. Modeste, 4 Dent, Jim, 112 Depression, 89, 97,101, 119,121,124, 126, 131, 145,204,240,285 DeSales Hall, 183 DeSmet, Rev. John, 4, 5 de Valera, Eamon, 43, 62 Diamond Anniversary (Jubilee) Year, 271-273, 283 Dimick, Ralph, 50 Doane, Rev. Nehemiah, 13,17 Doherty Scholarship, The Bernard P., 245 Don and Pat's, 259 Donahue, Rev. Joseph N., 38, 43, 66, 72 I )oremus. Father, 69

Dortch.Jim, 213 Downey, Clement J., 65 Doyle, Dr. Roger, 265 Draine, Rev. Donald P., 177,193 Drama Club, 82 Drama Department, 159 Dudley, Dwight, 270 Duffy/Father William, 174, 204 Du Fresne, Bernard, 65 Dum, Father George, 109, 165, 203, 221 Dundon, Robert, 65 Dundore, Mary Margaret, 137,157, 177,198, 209,235,278

Index Durand. Robert. 210 Durbin, Father Clarence, 163, 165. 214 Durrell, A. Wayne, 135, 137 Dwyer, Most Rev. Robert J., 210, 237, 275 Early, Rev. Michael J., 39, 51, 66, 67, 76. 85. 86.

97,98,111,119,149,150 "Early Hall," 100 "East Hall," 14, 22 Easterly, Art, 213 Ebey Associates (report), George, 180, 181 "Ecological Concern, Day of," 258 Education Amendment Act (Title IX regulations), 270 Education Hall, 141, 142,146, 209, 238, 239 Education, School of, 75,103,104,144,145, 147, 183.192,237,246,251 Education, State Board of, 251 Edy ( aip, Forest (soccer), 214 Electric Land Company, 29 Ellman, Daisy, 116 Empire Theater, 58 Engineer (The Quadrant/, The, 158 Engineering Building, 142. 167,184,191, 236, 237,239 Engineering, School of, 137,142, 144-146, 148, 178, 188. '192.246 Engineers' Barn Dance, 115,159

Engineers'Club, 109,158 Engineers' Council for Professional Development (ECPD), 250 English, Department of, 144, 189 English and Modern Languages, Department of, 248 Enzler, Joe, 112, 114 Ernest, Brother. 107 Ernestine Marie, FCSP, Sister, 191 Espinosa, Galen, 176 Estonian American, National Convention ot, 230 Eterno, Bob, 270

Etzel, Coach Joe, 213,267-270 European Studies, Institute of. 196 Evening Telegram, 28, 51 Executive Council, 176

Faculty Association. 197. 198, 241, 242 Faculty Colloquium, 200 Faculty (general). 45-47. 76-78, 106-108, 150-155, 197-204.251-257 "Faculty News and Notes," 199 Faculty Senate. 241 Faculty Wives (Women's) Club, 154, 199. 255 Taller, Dr. Thompson M.,254 Farley, lather [ohn "Pop." 52. 53. 83. 84, 269 Farley Field, 269 Farnsworth, Louis. 112 Farrell, Ten, 162.213 Tar West Classic. 212. 213 Felix of Austria. Archduke, 111 Fennel. Tom, 270 Fiene. Edmond. 84. 161. 162 "Tight Song." 109. 268 "Fighting Irish." The. S3

First National Bank of Oregon. 104. 139 Fisher Hall, 183 Fitzgerald, Bishop Oscar P., 14 Fitzpatrick. Edwin, 65, 84, 86. 113. 127 Flannigan, Pat. 48 Flood 0948). 169 Flood's Orchestra, Dan, 79 Flynn.Jim, 163 Fogarty, Father James, 78, 82,165, 203 Toleen.Ray, 162 Foley, Ann, 209 Ford Foundation, 184 foreign Languages, Department of, 144, 189 Forensic Club, 109 Fort Vancouver, 2-4, 6 Fosselman, Rev. David H., 151. 165 "Founder's Day," 53 Fox, Thomas J., 34, 53 Francais, Rev. Gilbert, 7, 35, 36, 55 Freshman Honors, 247 Friedhoff, Jack, 113 "Friends of the Library," 104. 183 Future Teachers of America, 158 G.I. Bill, 132 Gaiser, Dr. Paul, 192 Galipeau, Joseph, 177 Gallagher, Rev. Hugh S., 37, 38, 42, 47 Gallagher, Rev. Joseph A., 37, 40, 47, 53 Gallien,Mrs. E.H.,104 Gambee, Louis P., 68 Gangemi, Father Francis, 214 Garbarino, Bill, 113

Gardner, Ed, 114 Garner, Bill, 213 Gavin, Rev. MichaclJ., 135, 136, 145,165,173 Gearin, Walter, 52 "Cearin Gold Medal," The, 44

Gee, Colonel Allen, 143 Georgia-Pacific Corporation, 237 Gerharz, Anthony, 176 Ceuss, Rev. Henry A., 106, 150. 165 Gibson, Lyman, 112 Gill,J.K.,13,58 Gilman, Frank, 117 Giusti, Al, 268, 269, 279 Gleason, Harry, 159 (ilee Club (Gleemen), The, 49, 82,109, 117 Glennen, Bob, 162,213 Gloden, Paul, 213, 267 Glynn, Patti, 26)6 Goff, Rev. Walter W., 151 Golden, Jim, 270 Golden Jubilee. 163 Goldschmidt, Neil, 276 Gonzaga, 84, 112, 114, 161 Goodall, Rev. Francis P., 134. 135 Goodrich. Professor Frederick, 82 Goodwin, James, 235 Graduate School, 137,145, 189. 193, 195, 237, 246,251 Granger, Rev. Alexis, 7 Gratton, William, 209 Gray, Charles "Dolly," 52 Great Plank Road, 219

}2}

Greater Portland Industries Exposition, 148 Green, Representative Edith. 210. 237 Greene, Dorothea. 209 Gregory, Dick. 263 Grelle, Jim, 214,270 Griffith, John S.. 228, 233. 273 Cross. Most Rev. William H.. 8 Grosse, Janet. 210 Hagan. Rev. Barry. 152 Hagan. Ray, 65 Hagerty, Rev. Cornelius, 38. 43. 47. 79. 80

Haley, Father Joseph, 210,211 Half-Hour Club. 49 Halloween Party, 79 Hamel, Rev. Charles, 106. 135, 150. 165 Hannibal, Tom, 270

Hare, Clayton, 191,210 Harrington, Bernie, 112 Harrington, Roy, 113 Harrington, Vincent "Tubby," 84 Harris, Rev. Charles W.. 176'. 189. 194-196, 200.

210, 246 Hatfield, Senator Mark, 210 Hawaiian Club, 263. 264 Hayes, Dr. Ernest, 153, 192. 195. 198. 251. 273 Hayward,Bill,52,163 Hazen, David Wheeler. 104 Heikkala,Ray,270 Henske, Brother Norbert. 101 Hentges, Rev. Oscar P., 97 1 leppen. Rev. Michael J., 236

Herbert, Rev. Peter, 107 Hermanson, Howard, 163 Hernandez, Manuel, 214 I lesperus Literary Society, 23 Hettriek, Kenny, 268 Hey wood, Herbert, 86

1 ligginson, Dr. Gordon K., 146 Higher Education Facilities Act, 237 Highfield, Bill, 214 Hill Military Academy, 52. 64 limes. Dr. Harvey K., 13, 17 Hirschbuhl Scholarship, Charles B., 138 History Club, 158 History, Department of, 144, 189, 195 Hoffman, Daniel, 228 Tlollcraft, Barbara, 265 Hollis, Christopher, 210 Holy Communion League, 80 Holy Cross College (Seminary), 174 Holy Cross, Congregation of, 5-10, 35-39, 46.

53, 60, 61, 67, 68, 94, 97, 98, 106, 108, 111.

133-136, 139,149-151, 153, 155, 171,174, 175, 185, 197, 199, 203, 214-216, 240, 256, 281, 284.

285,287.288,289 Holy Cross Court, 240 Holy Cross Dorm (Kenna Hall), 68. 183. 239 Holy Cross Parish, 46, 79 Holy Cross Sisters, Marianite community ot, 6 Holy Name Club, 266

Holy Name Society, 53,80,108, 159 Holy Names of Jesus and Mary, Sisters ot, 5, 64 Homecoming (Winter Festival), 114, 159, 205, 211,263,264

324

A P O I N T OF PRIDE

Honor Society, 108 1 lonors Program, 196

Hooyboer, Rev. Cornelius A., 138,165, 185 Hooyboer. Rev.JohnJ., 107, 109, 110, 134-138.

165,171,235

Hope, Rev. Arthur B., 82,98,110 Hope, Bob. 263 Horwarth, Rev. George F., 37, 38 Houghton, Rev. R.C., 12

1 lousen.Jim, 270 Howard, Archbishop Edward D., 64, 70, 72, 74, 108,226 Howard Hall, 38, 68, 70, 71, 79, 81, 82, 84-86, 92, 93, 99, 115, 141, 143,158,159,187, 237, 239,

267,268,271 1 louston, Bill, 266 Houston, Frank, 40 Houston Tract (estate), 68,100 Hoyt, Dr. Donald, 252 Hubbard, Mrs. Mattie, 22, 24 1 ludson's Bay Company, 2-4 1 luffman, Dean Verniajane, 191, 249 1 lughes, Vernon, 163 Humes, John, 236 I luinmer. Dr. John L., 250 1 hint Center, Mago, 228, 238, 239, 256, 263, 265,276 Hunt, William H., 238, 239 I luntsinger, Delbert, 112 Husa, Norman, 265 Hutchins, Dr. Robert Maynard, 187, 284 Industrial Administration, Department of, 144 Industrial Relations, Institute of, 108 Inter-Club Council (ICC),, 156, 160,208 Intercollegiate Council, 157 Intercollegiate Forensic Association of Oregon, 147 Intercollegiate Knights, 109, 158 Interdisciplinary Studies Program, 247 International Relations Club, 109, 158, 211 International Week, 211,263, 264 Iota Kappa Pi. 158 "Irish." The. 50 Isaac. Alfredo. 270 Italian Arts. Society of, 184 "Italian Room," 184

K D U P (Radio), 147, 209, 262

Kahn,JoelF.,154 Kaiser, Henry, 125 Kaiser Health Foundation, 198 Kaiser Permanente Hospital, 223 Kaiser Shipyards, 116 Kane, Father Clement A., 108,115,134,135, 165 Karate Club, 262 Kavanaugh.J.P., 6)4 Kechley, Gerald, 237 Keep, Barney, 169 Kehoe, Rev. Joseph A., 175, 224, 251 Kelleher, Bill. 48 Kelleher, Professor Joseph P.S.. 41 Kelley, Rev. Louis M., 66-68, 72, 74, 76,87 Kelly, Dan, 52 Kelly,HallJ.,2,3 Kelly, Father James, 211 Kelly, Father Thomas, 209, 257, 269 Kelly, Point, 3, 223, 280 Kenna, Rev. Howard J., 173-175, 177-179,184, 192,198,208,223,224,239 Kenna Hall (former Holy Cross Dorm), 68, 239, 240 Kennard, Rev. Francis, 159 Kennedy, Rev. Alan, 81 Kennedy, President John F., 204, 210 Kennedy, U.S. Attorney General Robert F., 222, 263 Kidwcll, Pauline, 113 Kicrnan, Jr. Memorial Fund, The Frank, 245 Kilkenny, Judge John, 272 Killian,Dr.ThomasJ.,250 King, Father Robert, 165, 202, 257 King's Daughters, 24 Kinney, Richard J., 109 Klinger, Dick, 209 Knights of Columbus, 64, 84, 213 "Knights of Columbus Medal," The, 44 Knobloch, Professor Peter C , 190 Koch, George, 213 Koch, Larry S., 236 Kohlruss, Professor FrederickJ., 76 Korean War, 132,171 Korhanen, Al, 113 Ku Klux Klan, 54,64 Kuinner, Rev. A., 13 Kuralt, Charles, 26)3

Jackson. C.S. "Sam." 90

Jacques, Emil, 77 Jantzen Beach, 91, 123. 168,278 Jenkins. 1 lopkin, 104 Jennings, P. J., 44 Jesuits, The, 4, 5 Jewish Chautauqua Society, 189 Joan Francis, FCSP, Sister, 191 John, James, 27. 29 Johnson. Andy. 162

fohnson, Rick. 270 Jolley, Dick, 213,214 Jones. 1 larvey, 213 Jones. Father Thomas, 137, 155 Joseph, Brother. 40. 68

Juodeika, Dr. Vladas, 202 Justice Program. Administration of. 247, 251

Ladies' Advisory Council (President's Women's Committee), 179 La Forge, Dr. Rolf, 241, 260 Lahey, Rev. Thomas A., 66 Lamb, Dr. George, 65,86, 87, 247, 251, 254, 270 Lamberger, Larry, 214 Land Management, Bureau of, 230 Lane, Rev.JohnJ., 106 Lane, Father Thomas J., 113,114 LaPine, Rev. Thomas G., 151 LaPlante. John, 270 Larsen, Larry, 213 "Las Vegas Night," 264 Las Vegas Tournament, 213 Latin American Studies, 248

Lauer, Charles E., 137 Lauerman. Rev. Lucien, 107 Lauricella, Doug, 268 Laurick, Rev. Richard A.. 177 Law Enforcement Education Program (LEEP), 248 Lawrence Security. 186 Lay Trustees, Associate Board of, 139, 165 Leadership Conference, 208, 209, 261, 280 Leahy, Father James, 199,204 Ledwidge, Pam, 265 Lee, Rev. Charles, 110 Lee, Dorothy MeCullough, 169 Lee. Jason, 3, 59 Lehman, Lotte, 159 Leighton, Donald, 235 Leising, Brother Pius, 165,199 Lemmcy, Vic, 109 Lenahan, Brother Camillus, 75 Leonard, Ed,270 Lcrncr, Max, 263 Lewis, Harley, 213, 214 Lewis, Captain Meriwether, 2 Lewis and Clark College, 139, 161, 178 Lewis and Clark Expedition, 1, 2,144 Lewis and Clark Exposition, 58, 59 Liberal Arts, College of, 16, 17, 102, 103, 134, 135, 137,139,140,144, 146-148,189,190.192,

194 Liberal College, 72, 73, 77, 102 Library, 75,171,236,238 "Library, Friends of the," 104, 183 Library Science, Schooi of, 75,104, 105 Linden, Thomas E., 134 Linfield College, 84-86, 112, 113, 139 Linn Town (Linnton), 29, 93 Lisac, Joseph, 163 Littman, Frederic, 184 "Living Rosary," The, 159,167, 210 Lochner, Father Robert, 211 Log, The, 81, 99, 110,114, 157,158, 209, 262 Lombard Street, 60, 93 Lombardo, Rev. GregoryJ., 151 Lonergan, Francis, 50, 6)4 Loos, Brother Paul, 177 Loprinzi, Phil, 112 Lovejoy, Amos, 4, 27 Lund, Gordon, 239 Lunn, Arnold, HI Lusk, Hall, 64 Lyons, Paul L., 135

Macias, Dr. Manuel, 248, 255, 271, 291 Madigan, Edward "Slip," 83 Mahcr, Father Francis T., 44 Mako, Mike, 270 Malarkey, Daniel,Jr., 6)4 Malarkey, Gerald, 54 Malarkey, Leo "Tic," 50 Maloney, Frank, 112,113 Margraf, Rev. John J., 66,110 Marians, The, 159 Marr, Father George, 37, 47 Marr, Rev. William J., 35, 37

Index Marshall, Everett, 111 Marshall Beach Party, The, 264 Martin, Brother David, 75, 76, 82,104,105,107, 154,183,239,265 Marylhurst College, 63, 74, 79,109,133, 139.

156,157 Masat.Dr. RobertJ.,133 Mash, Dr. Donald R., 250, 273 Mathematics Department, 144,147, 190 Mathews, Coach Robert "Matty," 109,112, 113 May, Rollo, 263 Mayer Scholarship, Mark A., 138 Meacham, Walter E., 104 Mebcsius, Bill, 270 Mehling, Rev. Theodore J., 97,116,134-136,139, 142,148,149,151,154,160,173,174 Mehling Hall, 22,182,183, 219, 257, 258, 263, 269,271 Meienberg, Doctor, 204 Meininger, Carl, 270 Melone, Rudolph "Rudie," 176, 198 Melvin Tract, 40 Memorial Coliseum, 213, 218, 221, 263, 269, 271 Merlo Scholarship Fund, The Harry A., 245 "Messiah Sing-In," 265 Methodist Board of Education, 15 Methodist Episcopal Church, 9, 11-13, 15, 16,19, 21 Methodist University, 40 Metropolitan Club, 138 Military Ball, 159, 211, 264 Miller, Barbara, 236, 262 Miller, CarlS., 176 Miller, Miss Cora, 105, 183 Miltner, Rev. Charles C , 75, 97, 98,104,107, 108, 110, 115-117, 126, 134,135,149,203, 206, 221 Miner, Father Peter, 68 Minim Department, 39 "Mitchell Rifles," 158 Mock, Henry, 29 Mock,John,22,28,29,30 Mock's Bottom, 9, 29, 30, 56, 59, 92, 93,117, 222,280 Mock's Crest, 29. 91, 93,170 Mock's Farm, 29, 121,126 Mock's Mansion, 28, 29 Moe. Harold W., 160,161 Molter, Rev. John A., 165,190, 193, 203 Monogram Club, 82, 83,109,158, 214 Montana State, 112, 161 Montana, University of, 112, 161 Montana Wesleyan University, 19 Moore. Dr. Arthur R., 147, 153 Moore, Charles, 52 Moorehead, Agnes, 210 Moores, Gordon, 50 Moreau. Rev. Basil Anthony, 5-10, 36, 284 Moreau Seminary. 174 Morgan, Francis G., 175 Morris, Dr. Harold, 192 Morrissey, Rev. Andrew, 35-37, 55 Morse. Senator Wayne, 210, 263 Moser, Brother Ferdinand. 69. 165. 186, 203 Mothers' Club, 68. 86. 138. 179

Mt. Hood Community College, 228 Mowlds, Jerry, 214 Muirhead, Walter "Moose," 52 Mulkey, Barbara, 209, 210 Mullahy, Rev. Bernard, 174 Multnomah Athletic Club, 24, 27, 58, 91, 219 Multnomah College, 139, 228, 233 Multnomah School of Engineering, 228, 232, 237,250 Murnane, Monsignor Francis, 203, 204 Murphy, Rev. Edmund P., 34, 234 Murphy, Edward, 86 Murphy, Eugene "Gene," 84,112 Murphy, Rev. James D., 34 Murphy, John, 52 Murphy, Joseph, 117 Murphy, Mary, 210 Murphy, Pete, 86 Music Coeds, 158 Music Hall, 141,142,149,156,169,185,209,238 Music, School of, 132,137,144-146,148, 188,189, 191,195,209,210,238 McAllister, Rev. Charles A., 106 McBride,Paul,86 McCall, Governor Tom, 274 McCallcn, Bill, 213 McCartcr, Brent, 265 McCarthy, Senator Eugene, 263 McCaw, Martin and White, 14 McChrystal, Edward D., 117-119 McDonagh, Rev. Thomas, 151 McGilvery, Million Harvest, 162 McGinn, Father John, 47, 54 McGinnis, Paul, 113 McCrath, Rev. Joseph S., 137,147,165, 176 Mcintosh, Angus B., 143 McKcnna, Francis I.,33 McLarncy, Art, 161,162 McLoughlin, Dr. John, 2, 3, 87 McNamara, Frederic, 209, 210 McNaughton,E.B.,104 Nader, Ralph, 263 National Association of Intercollegiate Athletics Basketball Tournament, 162, 212 National Catholic Education Association, 65 National Collegiate Athletic Association (NCAA), 161, 212, 267, 269, 270 National Council of Christians and Jews, 179 National Direct Student Loan (NDSL), 245 National Federation of Catholic College Students, 157 National Junior Tennis Tournament, 86 National League of Nursing, 188, 191 National Science Foundation, 190 National Youth Administration (NYA), 101 Near, Rev. Arthur W., 135,137,165, 214 Nccr.Jack, 163 Negratti, Albert, 212, 213, 267, 269 Neuberger, Senator Richard L., 210 Newgate Project, 248 Newman, Cardinal John Henry, 290 New York Advocate, 15 Norbert, Brother, 47

325

Norhcim.Thoralf,210 North Portland Peninsula. 9. 28. 29. 59. 93. 126.

170,185, 222, 239. 280 Northern Pacific Baseball League (Nor-Pac'.

269,270 Northern Pacific Invitational, 162 Northwest Association of Secondary and 1 ligher Schools, 65, 66. 73. 188 Northwest Conference, 113 Northwest Intercollegiate Invitational Ski Meet, 114 Northwest School of Law, 178 Norton, Rev. James E., 176. 177. 179. 235 Notre Dame de Namur, Sisters of, 5. 99 "Notre Dame of the West." 33. 35. 61. 70, 88, 160 Notre Dame, University of, 7, 33-35, 37. 38. 43.

45, 46, 50-52, 63, 68, 71, 74. 75, 78. 83-85. 94.

134-136,139, 146, 174,192,194, 200, 215, 24(> Noye, Steve, 270 Nuccio,Jim,270 Nursing, College (School) of, 65, 73. 74, 94. 101.

102,107,108,110,113,115, 132,137.139.144, 146, 148, 151, 184, 191, 237, 246, 249, 252 Nursing Choral Club, College of. 109 O'Brien, Rev. Michael G., 151, 176, 233, 234.

235, 273 O'Brien Twins (Johnny and Eddie), 161 Observatory, 143

O'Conner, Tom, 213,214 O'Donnell, Rev. Charles, 70 O'Donncll, "Wild Bill," 11.3 O'Hagen, Marty, 112, 113 O'HaraJohn P., 36 "O'Hara Gold Medal," The, 44 Old St. Helen's Hall, 13 "Old Time Picnic," 79, 96 Omdahl, LyleN., 234 O'Meara, Edward, 82, 110 Omega Tau Gamma (out-of-town girls), 158 "Once in a Century Campaign," 180 "On, Pilots, On," 109 O'Phelan, Judge John I., 104 Oregon Agricultural College, 24, 51 Oregon Centennial Celebration, 218 Oregon City, 4, 5, 27 Oregon Colleges Foundation, 139 Oregon Collegiate Soccer Association, 270 Oregon Federation of Collegiate Leaders Convention, 156 Oregon Guaranteed Loan Program (OGLP), 245 Oregon Historical Society, 219 Oregon Independent College Association, 230 Oregon Intercollegiate Basketball Championship, 113 Oregon Intercollegiate Cross-Country Championship, 162 Oregon Intercollegiate Football Association, 24 Oregon Intercollegiate Forensic Association, 110 Oregon Journal, 70, 82, 90. 122, 149, 154, 166, 222, 230,279 Oregon Museum of Science and Industry (OMSI),219 Oregon Normal, 84,113

326

A P O I N T OF PRIDE

O r e g o n School Bill ( C o m p u l s o r v Education Bill), 5 4 , 5 5 , 6 3 - 6 5 , 9 3 , 2 8 4 (Jregon Sports Broadcasters and Writers Association, 163 O r e g o n State Board of Education. 147, 188 O r e g o n State College (University), 45, 84-86.

112-114. 116, 161.'l62. 213. 241 ' ( Jregon State Legislature. 58, 231 ( ) r e g o n State Penitentiary, 248 O r e g o n St.ite System of Higher Education, 180 O r e g o n State Welfare C o m m i s s i o n , 140 O r e g o n Student Public Interest C r o u p (OSPIRG),261 O r e g o n Teachers Standards and Practices

Commission, 251 O r e g o n , University of, 24, 4 5 , 50, 52, 84, 8 5 , 112-114.206 O r e g o n Yards (shipbuilding), 125, 126 Oregonian, The, 19-21, 2 8 , 35, 7 0 , 1 0 5 , 1 1 2 , 122, 124,166,222,279 O r k i s z e w s k i , Rev. E r w i n W., 137,138, 152, 200, 244

On, George, 52 Ostberg, Nancy, 236 O'Toole, Paul, 112 Ouellette, M r s . Marie H . , 137, 146, 147, 157 Ouellette, Professor Paul E., 137, 146, 238, 256.

265.266 O u t i n g C l u b , 262 O v e r t o n , William, 4 Pabst, O m a r and Ernesto, 214 Pacific Christian Advocate, 15, 17, 19, 20 Pacific ("oast Association of Collegiate Registrars, 65 Pacific. College of. 12, 161 Pacific International Livestock Exposition, 9 1 , 161 Pacific Lutheran, 84. 112 Pacific N o r t h w e s t College C o n g r e s s . 156 Pacific University, 24, 51, 84-86. 112.113, 139 P a h n e s a n o , Thomas, 233 Pamplin, (Pamplin f a m i l y ) , Robert B . , Jr., 229 Pamplin Professorship, The. 250 Pamplin Foundation Scholarships, 245

Panel, Wally, 213 Panorama Playhouse School of T h e a t r e . Bend.

O r e g o n . 147 Parks."Rick. 268 Parsons. Mabel H o l m e s , 104 Paulson. Mark P.. 87 Peace C o r p s . 2(16.211 Pearl Harbor. 115.122.124 "People S h o w . " The. 26)4

Pereyra, Dr. Lillian, 199 Perrv. Iesse.213.267

Pesky, Vince, 113.162 Peterschmidt, Arnold B., 135. 136, 175. 234 Peterson. Charles. I l l Peterson, Milton. 214

Pettygrove, Francis W.. 4. 27 Phi Alpha Hieta (Rho Pi Chapter), 263 Phi Beta (Women's Music and Speech). 153 P h i l b r o o k . Coach G e o r g e , 8 5 , 112. 113.115.126.

162.213

Philomatheans, 212 Philopatrians, 49 Philosopher C l u b . 109.158 Philosophy. D e p a r t m e n t of, 144. 189, 195 P h o t o g r a p h y C l u b . 109 Physical and Life Sciences, D e p a r t m e n t of, 248 Physical Education D e p a r t m e n t , 144, 146 Physics D e p a r t m e n t . 142. 144,190

Pi Delta Phi (French), 158 Pierce, Rev. G . M . . 12 Pierson, E d w a r d , 263 Pigott, Nancy, 265 Pilot, The, 155 Pilot H o o p C l u b , 268 Pilot H o u s e , 100, 142. 143, 159, 160, 166, 177, 187, 200, 209, 223, 237, 264, 277 " P i l o t s , T h e , " 110-113, 161, 162, 212, 213, 269 Pinkerton Service, 186 Pi Phi M u (Music). 158 P i t t m a n , Anna M . , 59 Pittock, M r s . H e n r y L., 59 Poe, Dr. Gerald, 265, 268 Political Science D e p a r t m e n t , 202 Pollreisz, Terry, 213, 267, 270 Poole, Richard, 265 Porter, Sid, 221 Portland Academy, 52 Portland Art M u s e u m , 221 Portland (Beavers) Baseball C l u b , 52, 91,168, 221,277 Portland Buckaroos (Ice H o c k e y ) , 221, 277, 278 P o r t l a n d , City of (general), 57-61, 89-94, 121-127.165-171,217-223,273-281 Portland C o m m u n i t y College, 228 "Portland Day." Ill Portland Day Review, 158 Portland D e v e l o p m e n t C o m m i s s i o n , 218, 239 Portland Guarantee C o m p a n y , 1 1 , 1 3 , 1 5 , 1 9 , 22, 29 Portland Hospital, 19,20 Portland Ice Arena, 139 Portland International Livestock and Exposition Center, 218 Portland Interscholastic League, 51 Portland Invitational, 162 Portland Manufacturing C o m p a n y , 59 Portland Players, 109,110 P o r t l a n d , Port of, 28, 5 9 , 92, 217, 2 2 3 , 280 Portland Relays, 113 Portland Reporter, 222 Portland Rose Festival Association, 59 Portland State University (College), 101, 133, 178,241,269 Portland Street Railway C o m p a n y , 59 Portland S y m p h o n y , 149, 221 Portland Taylor Street C h u r c h , 12 Portland T i m b e r s , 270, 278, 279 Portland Traction C o m p a n y , 125, 167 Portland Trail Blazers, 277 Portland. University of (educational p h i l o s o p h y ) . 1-10.'283-291 Portland Universitv (Methodist). 9. 11-21, 24.

2 5 , 3 0 , 3 1 , 3 3 , 6 0 , 7 4 , 106,112 Portland University Athletic Association, 24 Portland Universitv Board of Trustees, 11, 13, 15.17

Portland, University of. Associated Students ( A S U P ) , 143, 156! 157, 160, 208. 232. 242. 243.

261,263,264 Portland Bulletin, Universitv of. 144. 187. 235.

244 Portland C o m m u n i t y Action P r o g r a m ( U P C A P ) , University of, 211, 2 3 8 . 261 Portland Medal. University of, 236 Portland Press, University of, 154 Portland Review, I University of, 154, 178, 2(H). 254 P o r t o , Professor A n t h o n y , 265 P o r t s m o u t h ( " C i t y of P o r t s m o u t h " ) , 29, 60. 9 3 , 170 Powell, Cincinnatus, 213 P o w e r s , Rev. Joseph L., 137, 151. 175. 177, 233.

247,256,273 Praying H a n d s War M e m o r i a l , T h e , 117, 144, 160,171,210 Preface, The (The Sextant), 110, 158.209 Presentation, Sisters of, 3 9 , 6)0, 99 Propeller, The, 110 Providence Hospital, 182 Psychology Building, 140-142 Psychology D e p a r t m e n t , 140, 144, 145, 195, 227, 260 Psychology and Social Sciences. D e p a r t m e n t of.

248 Public Health Services Act. 2.37 Puget S o u n d , University of, 16,19, 20, 84, 85, 112, 206 Purgatorial Society, 80 Quadrant, The (The Engineer), 110. 158 Q u i n l a n , Rev. Michael A . , 3 5 , 37-39, 5.3 Radio C l u b , 109,110 Ramsey, Cindy, 265 Ready, Rev. J a m e s S., 3 7 , 4 8 , 7 8 R e c o r d , Dr. J a n e , 199,200 Rector, Frank, 213 Reed College, 76, 86, 139, 178 Regents, Board of, 175,176, 179, 214-216, 224, 225, 227-229, 232, 233, 236, 238, 241-243, 250, 281,287 Reith, Rev. H e r m a n , 151 Religion, D e p a r t m e n t of, 144 Religious Bulletin, The, 155,26)2 Renaissance Society, 262 Reserve Officers Training C o r p s ( R O T C ) , 132, 158,159 Reynders, Frans, 210 Reynolds, Father J o h n , 85 Richardson H . H . , 14 Rigley, Rev. Maurice, 107, 110,154, 158, 165, 202, 218 Riopelle, Fire C h i e f j a m e s , 238 Riter. Rev. Regis H . . 134 Rivcrgate Industrial District, 9, 2 2 3 , 280 R o b e r t s , Professor Catherine, 190, 238 R o c k n e , Knute, 5 1 . 8 3 . 8 5 . 9 6 Rockwell, D . D . , Rev. L . E . , 21 R o c q u e s , N a p , 163 Rogers, C h u c k , 213 Roosevelt, President Franklin D . , 8 9 , 1 2 2 , 1 2 4 , 126

Index Roosevelt H i g h School, 93 Rosary College Extension School of Library Science, 104 R o s e , Bill, 214, 270 Rose, Rabbi E m a n u e l , 189 Rose Festival, 58, 59, 236 Ross. Dick. 279 Ross, Coach Jerry, 270 R o w e , M o n i q u e , 210 Rubinoff, D a v i d , 111 " S P U C a m p , " 208 Saga Food Service, 184 Sage, J o h n E. " P a t , " 143 St. Helens, 27, 59 St. J o h n s , 2, 2 1 , 22, 26, 27-29, 40, 48, 59, 60, 7 9 , 93,125,126,170,223.280 St. J o h n s Bridge, 90, 9 3 , 280, 281

"St. Johns Daze," 280 St. Johns Review, 170 St. J o s e p h , Brothers of, 6 St. J o s e p h , Feast of, 53 St. Joseph's Hall, 141,142,182,185, 224, 237 St. Joseph's H o m e for the A g e d , 5 St. M a r t i n ' s , 79, 84,112 St. Mary's Academy, 5 , 34, 4 8 , 63 St. Mary's Chapel (Old C o m m o n s ) , 70, 184,185, 205, 236, 256, 264, 266 St. Mary's C o n v e n t , 3 8 , 60, 69, 9 9 , 144 St. Mary's College, 84, 112 St. Mary's H o m e for O r p h a n B o y s , 5 St. Michael's College, 5 St. Michael, Feast of, 53 St. Patrick's Day, 53 St. Patrick's Parish, 34 St. T h o m a s Philosophical Society, 80, 82 St. Vincent de Paul Society, 108, 159, 266 St. Vincent Hospital. 5. 65, 74, 7 7 . 102. 107, 115, 144,148,151,191 Salzburg P r o g r a m . 196, 197, 221, 2 3 3 , 247, 248 Sanctuary of O u r Sorrowful Mother, T h e ( " T h e

Grotto"), 92 Sanctuary Society (Sanctuary Knights), 5 3 , 108 S a n d s t r o m , E d w a r d , 192 San Francisco, University of, 112 Santa Clara College, 8 4 , 1 1 2 , 161 Santiago (Chile), University of, 248 Sarnoff, Leslie, 265 Satalich. R u d o l p h . 162 Sauvie Island, 2 , 1 6 9 , 2 6 4 , 2 7 9 Scandlon. Rev. William S.. 97. 108. 135. 139 Scheberle. Father [ohn W.. 107, 110, 154, 165, 189, 200.202 Schmitt. William " B i l l . " 50. 268 Scholastic Aptitude Test ( S A T ) . 195, 245 Schomacher, M r s . E d w a r d , 104 Schooler. V e m , 114 Schrunk. M a y o r Terry D . , 222, 275 Schulmerick, Melvin. 70 Schulte. Dr. A r t h u r A . , Jr., 192, 234. 235. 245.

250.251 Science. College of, 102. 103. 136. 137. 144. 146.

147.189.190,195 Science Hall. 100, 110. 141. 144. 185. 236. 237. 239 Scott, H a r v e y W., 1 5 , 2 0

Scott H i g h School, 8 3 , 84 Scott, Ray, 213 Scouting for Catholics, 107 Scruggs, Lawrence, 230 "Seat of W i s d o m " (Mary with Child), 184 Seatlantic Project (Project Reash), 191 Seattle University (College). 86, 161 Secard, Brother M e i n r a d , 177, 257 Seghers, Bishop Charles J o h n , 5, 8 Seminar C l u b , 82 Severs, Frank, 268 Sextant, The (The Preface), 110 S h a n a h a n . J i m , 114 Shaw, Jack, 113 Shipstad Hall (Eddie Shipstad). 86, 139,183, 240, 258 Shouldis, R o b e r t , 260 Sigma Tau O m e g a , 212 S i m m o n s , Floyd, 16)2 Simonitsch, Father Roland, 255 Ski C l u b , 109,158, 263 S m i t , Professor R o n , 243 S m i t h , C o a c h Bill, 213 S m i t h , Edgar W., 183 S m i t h , E d m u n d , 192, 203 S m i t h , " E r n i e , " 26)7 S m i t h , Maurice " C l i p p e r , " 83-86, 96 S m i t h , Lieutenant Colonel Raleigh D . , 133 S m i t h , Dr. William, 192 Snyder, Gary, 210 Snyder, M i k e , 265 Social Science, D e p a r t m e n t of, 144,190, 195, 211 Sodality, 159,266 Soldan, K e n t , 213, 214, 270 Sorin, Rev. E d w a r d , 7 South B e n d , 7, 3 5 , 46 Southern O r e g o n College, 85 Spam P r o g r a m (University of N a v a r r a ) , 248 Spanish C l u b , 109, 158 Speaight, R o b e r t , 210 Speech and D r a m a , D e p a r t m e n t of, 144, 146, 190 Spooner, David, 210 " S p u r s , " 158 Stadium ( M u l t n o m a h Civic), 24, 50, 8 3 , 84, 91, 114,125,168,219 Stage Band Festival, 265 Starr, Dr. Merle, 142, 143, 154 State Scholarship Act. 230 Stauffer, Dr. H a r o l d , 199 Stevenson, G o v e r n o r Adlai, 210 S t o ^ . Walter. 147 Stone, I. F., 263 Strachan, Gary, 268 Stratton, Dr. Charles O , 12. 13, 15-18, 22 Stroughter, Charles, 213 Student Activity Council (SAC), 81, 109. 111.

115.117.156 Student B o d y Association, 49 Student Directory, 209, 256. 262 Student Handbook, The, 262 Student life (general), 48-49. 53-54, 78-83, 108-111,115-119. 155-160, 204-212, 257-267 Student Nurses O r g a n i z a t i o n , 263 Student Volunteer M o v e m e n t , 24 Sullivan. Bill v. 52

327

Sullivan. Dr. J a m e s . 230 Sullivan. Patrick E . , 3 4 S u m m e r Sessions. 7 4 . 75. 104. 132. 134 S u p r e m e C o u r t . 55. 94. 285 S w a n Island. 2 . 9. 21. 29. 30. 59. 79. 89. 92. 9 3 .

101. 108. 115. 116. 123. 125. 126, 170. 212. 222.

275,279-281 Sweeney, Rev. Robert H . . 135-137. 139. 140. 143.

152.153.165.176.178.223 Sweet. George, 114 Sweetheart Ball. 159, 211 Tabct, S a m , 267 Tallcy. Stan. 268 Teachers Insurance Annuity Association. 198 Teaching A r t s . School of. 192

Tedescbi.Joe, 112 Tektronix F o u n d a t i o n , 239 Terrace R o o m . 184, 198.236 Teske. Rev. f lovd W.. 105, 175, 189, 246. 247 Theology. D e p a r t m e n t of, 189. 195, 249 T h e o p i l e , Sister, 39 Theriault, Liz, 265 T h e t a Tau Delta, 212

Thillman, Rev. John, 36,37,46 T h o m p s o n , Professor J a m e s , 203

Tichy, Mike, 161,162,214 Tobias, Brother. 4 7 , 4 8

Tobin, Rev. Thomas J., 104,108 Toner, M i c k , 213 Torson. fames " M u s h , " 161, 162 " T o u c h d o w n P a r a d e , " 109, 128 Trepanier, Father | a m c s R.. 177. 208 " T - R o o m " (Twilight R o o m ) . 155, 156, 218. 259 T r u m a n , President I larry S., 126, 170 Trustees. Board of, 9 8 , 139, 175, 176. 180 T u c k e r . J u d i t h , 265 Turner, Bill, 267 Tutoring Aid P r o g r a m (TAP), 261 U C L A , 213 U l l m a n , Miss Amelia, 47 Ulrich, Brother, 68 U n d c r d a h l . K c n , 163 United States Air Force, 132, 145 U n i t e d States Cadet N u r s e C o r p s , 116 United States Marine C o r p s , 115 United States National Bank of O r e g o n , 139 United States National Student Association, 157 United States Office of Educational O p p o r t u n i t y , 248 United States Public Health Service, 147 U n i t e d States Walker C u p Team, 16.3 United War Chest, 117 University C o u n c i l , 98 University Courant, 18, 24, 25 University Credit U n i o n , 198 University O r c h e s t r a , 82 University Park, 3 . 11, 13, 15, 16, 18-22, 29, 30.

33,41,46,54,60.93,170 University Park Land C o m p a n y , 19. 20. 33 University Theater, 141 University Tower. 185 U p w a r d B o u n d Project, 238, 248 U r b a n . Brother. 68

328

A POINTOFPRIDE

Vaccaro, Dr. Louis C , 233, 234, 275 Vance, Dr. Margaret (Peg), 268 Vancouver, Washington, 9, 58, 91,122,141, 279 Vanderbilt Classic, 213 Van Hoomissen,John, 112 Van Perre. Professor Clemens, 82 Vanport ("Shipyard City"), 121,122,141,169, 170 Vanport College, 1.33 Van Scoy, Dr. Thomas, 12,13,18,19, 22 Van Wolvlear, Rev. John, 176, 235, 245, 267 Vassallo, Brother Godfrey, 68, 76, 79,100,108, 116, 138, 142-144,148,187, 202, 245, 256, 291 Vaughn, "Champ," 84 Victory Bell, 116 Vict Nam War, 181,227,247 Villa Elizabeth, 183 Villa Maria, 182, 183, 239, 245 Villa St. Ann, 183 Villa Theresa, 183

Vincentians, 108 Vital, Brother, 72 Volunteers in Service to America (VISTA), 206, 211 WCAC: Tournament, 213, 270 Waldschmidt, Rev. Paul E., vi-viii, x, 173-179, 186, 187, 193, 194, 205, 208, 214, 224, 225, 228, 229, 233, 234, 243, 245, 249, 272, 273, 275, 278 Waldron, Anne, 265 Walls, Bernard T , 134 Walsh, Leo A., 136, 175 War Assets Administration, 141 War Chest Drive (Community Chest Drive), 126 Washington High, 51

Watson, Stuart, 270 Waud,John,29 Waud's Bluff. 1,8,9,14,16, 21, 29, 30, 60,115, 126,141,144,186,281 Weber,. AlbanL., 147 Weber, Anthony J., 272 Weber, Frederick I., 68 Weber, George, 113 Webfoot, The, 24 Weixlgartner, Dr. Wolfgang J., 117 West Coast Athletic Conference (WCAC), 269 West Hall, 8,13,14,16, 20, 22-24, 33, 34, 36, 39, 40, 41, 42, 44, 46, 48, 49, 61, 69, 71, 72, 76, 77, 99,105,115, 116,141-143,175,177,183,185, 189,202,234,236,237,239 Westby, Harold, 235, 258 Westcott, Art, 112 Wcstcrmann.John, 213 What's Happening, 262 Wheeler, Rev. Ambrose J., 151,197 Whelly, Father John, 108 Whitaker, Dr. George, 20 White, Dave, 270 Whitman, Marcus, 3, 4 Whitsell, Roxanne, 210 Wiitala, Bill, 213 Wilcox Estate, 150 Wilfred, Brother, 36, 68, 69 Wilhelm's Trucking Company, Rudie, 143 Willamette Boulevard, 14, 29, 30, 39, 40, 71, 142, 237 Willamette University, 12,13,15-17, 19-21, 51, 84-86,112,113,139,161,241 Willard, Ernest C , 228 Williams, Hon. George H., 12

Williams, Leonard, 268 Williams. Dean Wilbur S., 148,192, 250 Willis, Attorney P L . . 12. 15 Wilson.Jack, 162 Winficld, Paul, 210 Winters, Jack, 162 Winters,Jim, 162 Wittmaycr. Mike, 270 Wolff and Zimmcr, 184 Wolmut, Felice, 191 "World Day of Fast,"258 World Student Congress, 157 World War II, 75,101,106, 107, 116, 121. 131. 132.

141.145,150,160,163,165,166, 204, 217. 218.

227, 285 Wright, Harry, 161 Wright, L.E., 109 Xavier University of New Orleans, 248 YMCA,12,24 YWCA.24 Yandle, Len, 161,162 Young Christian Students, 159 Young, Clarence J., 104 Young Democrats, 158 Young Republicans, 158 Zahm, Rev. John A., 7, 35-37, 39, 44, 55 Zancanclla, Greg, 270 Zancanclla, Professor Narcisco, 141, 198 Zcnncr, Lacy, 113 Zoology, Department of, 144, 190

J

AMES T. COVERT, professor of history at the University of Portland, has been a

member of the faculty since 1961. He received his

B.A. in history from the University in 1959 and earned both an M.A. and Ph.D. from the University of Oregon. In 1970 he was named a Danforth Associate by the Danforth Foundation.

A University of Portland History Project Grant enabled Dr. Covert to pursue, over a period of four years, the voluminous research necessary to write this, the first published history of the University.

He is also co-editor of a book Student Freedom in American Higher Education, published in 1969 by Teachers College Press, Columbia University, and is the author of numerous articles for learned journals. His areas of scholarly interest are the Middle Ages, Victorian and Edwardian England, and Tudor-Stuart England.

Avocationally he is a wood carver, musician, sports enthusiast, and devotee of Sherlock Holmes.