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1964
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Klipsun, 1964
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Klipsun, 1964 - Cover
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KLIPSUN1964
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Klipsun, 1964 - Page [2] of cover
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BOARD OF TRUSTEES: Joseph Pemberton, President; Marshall Forrest,
Secretary; Bernice Hall, Stephen Chase, Davide Sprague | PRESIDENT OF THE
COLLEGE: James L. Jarrett | PUBLICATIONS ADVISOR: James H. Mulligan |
KLIPSUN STAFF: George P. Toulouse, Editor; Susan E. Weir, Assistant Editor;
Ray Burke, Cherie Coach, Judy McNickle, Charlene Shoemaker, Writers |
CONTRIBUTORS: Fred Dustman, Richard F. Simmons | PHOTOGRAPHERS: Calvin
Cole, Bill Heinz, Allan Lamb, Mike Harris, Harry Justice | Cover Photo:
Robert Wittmeier. WESTERN WASHINGTON STATE COLLEGE . . . . . . . . . .
Bellingham, Washington
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KLIPSUN64
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This is the College . . .
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CONTENTS 2 The College 5 James L. Jarrett 11 Legislature 16 Clubs 17
Homecoming 21 Sports 21 Football 24 Basketball 26 Wrestling 27
Swimming 28 Soccer 29 Golf and Tennis 30 Rugby 32 Baseball 34 Track
36 Intramurals 38 Research 44 Campus School 49 Special Section - A
depiction of student life, by Richard F. Simmons 65 Drama 68 Music 70
Founders Day 71 Celebrities 73 Political Awareness Week 75 Snow Festival
76 WUS 78 Publications 80 Dances 81 Seniors
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President's Message What are the words which always have been, always must
be, written in year- books? Goodbye. Nice knowing you. Good luck. Keep in
touch. So I say too, as we put the KLIPSUN under our arms and get ready to
depart - -for a week, a summer, a year, forever. It is a book to jog
memories, painfull, poignant, piquant, pleasant; but our hope is that as
the years pass, increasingly will the time at Western seem to have helped
lay a foundation for a full and abun-dant life. "Jame. l-LJ arrett "Dr.
Jarrett Resigns" Three weeks into Winter Quarter, a rumor hit Western's
Campus. It fluttered from table to table in the coffee shop, out into the
halls, through the lounges, into the dormitories, and across the campus.
On January 24, the Collegian verified the rumor in bold black type: "Dr.
Jarrett Resigns." Western's president, James L. Jarrett, would give up his
position at the College and accept a post as associate professor in the
College of Education on the University of Califor-nia's Berkeley campus.
Jarrett had served as president of the college for five years. He came to
Western from Chicago where he headed the Great Books Foundation in 1958 and
1959. In June, he will wind up a three-year term as chairman of the
Research Advisory Committee of the U.S. Office of Education. "It will be
a considerable change on my part, both in duties and in the way I spend
my time," Jarrett said. "Primary in my decision was a chance to be more
directly involved with research. There was too much scattering of my
energies as president." During Jarrett's five years at Western, the
college gained a new respect in the state Legislature. The presi-dent
made many trips to Olympia and, with the assistance of his assistant,
Harold Goltz, fought to the wire for every dollar that has been poured
into the campus since 1958. "For some time now I have realized that I
didn't want to spend all my days in this type of position. The change in
focus is what I'm looking forward to most. Philosophers have too long
neglected the field of edu-cation. I would like to do some research with
graduate students in the area of philosophy. "Although I have kept a hand
in teaching here at Western, I look forward to working with the students
again. I would like to put my philosophical mind to work on some of the
problems facing education today." Besides construction, which has doubled
in the past five years, Jarrett has concentrated much of his effort on
improving the faculty. "I have constantly believed that the quality of the
faculty is surely the most important ingredient in making a fine college.
I think that my own work in obtaining and sustaining the faculty is my
greatest contribution." When Jarrett came to Western in 1959, the adminis-
tration and the Board of Trustees said: "We believe that Dr. Jarrett will
make a distinctive contribution to the northwest and to the nation's
edu-cation. Under his vigorous leadership we hope to attain even greater
national prominence in the training of teachers." When Jarrett leaves in
August, those goals will have been realized.
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What place is this?" It is a college. But beyond that it is a different
place for every-one who attends. We are either here for a reason, or
because we do not yet have a reason. For some of us the college is a
means of security; for others it is a search, and for others it is a
means of escape. We can only try to say what it is. In this section of
the 1964 Klipsun, we have let you speak for yourselves as much as pos-
sible. This is the college, not in its totality, but as we know it; a
good class, a rough exam, a Friday. The measure of a man is how he lives.
The measure of a college is the lives of its students. "Whereby
personality is formed and maladjustments avoided." -Catalogue ... let's
go to the coffee shop"
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It was a little windy; hard to read in the wind. She looked up every
now and then, when the sun was too bright, or the wind too strong, or
the sentence too boring. Classes, every day classes; every week,
more classes. Wish they would turn on the fountain. Sounds nice. Hmmmm!
Wonder who he is? Is that the bell already? Better study. "The
formation of implicit units predominated the first period." Oh! I'm
sure. And it seemed so interesting in the catalogue. Oh well, this
quarter's almost over. If I can just get through the mid-terms. If I
could take some classes in my major. Next quarter I'll take a
language - maybe. Now, let's see, "The first period." Mon- day's not
bad. At least I didn't take any eight o'clocks. Beautiful weather, even
in the morning; so hard to study. De- pressing when it rains, hard to
study when you're depressed. Next quarter I won't take any of these
dull classes. Be through with Education anyway, just finish up my
major. It gets harder every year. Nice here though. A little windy.
Lay still book. Now, "In the first period, until the dichotomy ... "
"...and rain"
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The student is an adaptable and impressionable person. He has to be. He
is faced with many problems in college life, but with in-genuity and a
little skill in self-survival, and ability in line membership he can
graduate in four years. His first con-tacts with the new quarter help to
build stamina. "Well, I'm afraid that the class is closed." "But I have
it for my major." "All your general education classes out of the way?"
"Yes, I was advised to take them early." "Well, over to your left is a
list of the remaining classes." "Let's see. Art, History, Greek." The
student must develop a callous sweeping attitude toward money. The first
day of every quarter he spends all he can make in months. Keeping in mind
the immeasurable benefits to be derived, he walks boldly to Carver Gym to
pay his fees. "Hi kid, did you have a good va- cation?" "Yeah." "Boy, I
didn't study Independent Psychology. Did you?" "Yes, I did." "I just
slept, and read some, and had a wonderful time. It's hard to come back."
"Yes, it is." "But I really like school. I'd get so bored just staying at
home." "So would I." "Hey! what's the date? Oh, never mind, I already
wrote it in." "Did you see that boy? He stood in the wrong line; stood
there for half an hour." "Last quarter the whole thing only took me
twenty minutes." "Next, please." After paying fees, every student
pur-chases his books. "This is also part of the education." Excuse me.
Could you tell me where to find the Humanities books?" "Good God, Jane,
look at this, there must be hundreds." "No, I don't think we have any
used books left." "Excuse me, could I get through here?" "Well, when do
you think they will be back in?" "Twenty-eight fifty. Thank you."
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Western is many things to many people. To me it is an alarm clock ringing
in the tired darkness of a morning. It is a line, one long continuous
line, into the Registrar's Office, into Carver Gym, at every meal. It is
Fall, when piles of golden snow drift against the trees. It is a shelf of
library books that I've never read. It is a reading list I can never hope
to finish. It is an evening in France, Germany, or Poland via the foreign
films. It is cool nights; clear, or foggy days. And rain. It is a
pro-fessor who convinces me that I like science. It is an impulsive,
"Let's go to Gus's." It is long nights studying. It is a class let out
early. It is Christmas caroling and finals, the Snow Festival and finals,
the Spring Sports Informal and finals. And finals. It is the roommate who
leaves you notes. It is weeks without mail. It is a house- mother's
welcome when you're late. It is laundry every week with the washers
always full. It is walking by the rain-forest on a warm Spring day. It is
finally understanding why two things of equal weight land at the same
time, if you throw one out and drop the other. It is measuring beans,
writing French papers, ad-libing answers, and memorizing lists of dates.
It is an accumulation of lists, stuck on the bulletin board; do homework,
go to concert, read for tomorrow . . . It is the knock on the door when
the girl down the hall wants to talk. It is both success and failure. For
now it is my life. As a memory, who knows how glorious it might become?
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Neil Murray Judy Shaw A. S. President A. S. Secretary Terry Gallagher
Mike Boring Executive V. P. Program V. P. Acting President ommittees,
controversy and a dash of comedy could be found in full swing any Monday
afternoon in the Viking Union where Associated Student legis-lators held
their weekly meetings. Led by A.S. President Neil Murray, the men and
women in blue kept the air circulating with debates over such topics as
disaffiliation with the National Stu-dent Association, investigation of
election procedures, and handling of money in the Student Contingency
Fund. Beneath all the furor, however, a quiet but influen-tial change was
taking place that created an entirely new system of organization in the
legislative branch. The two key elements of the new system, which was
created according to Murray "to make the government more responsive and
receptive to students," were the establishment of a five- committee
legislative grouping and the creation of an independent judicial system.
The five committees, set up by Murray, were de-signed to group legislators
under a specialized organi-zation. Thus each lawmaker was given more time
to devote to his particular area instead of having to concen-trate on all
areas covered by student government. The first of the committees to yield
substantial suc-cess was the Academic Standards Committee. By the end of
fall quarter that group had succeeded in setting up a school-wide Student
Tutor Society with some 40 student tutors offering academic aid in 28
areas. Equally successful was the Constitution Revisions Committee. It
played a major role in securing an amend-ment to create an independent
judicial system for the first time at Western. Noel Cimino Linda Green
Despite some petty bickering, student government had one of its best
years. AN
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Ron Huddleston Ron Stephens Mary Wakefield Alan Morse George Toulouse
Acting P.A.C. Chmn. The Disciplinary Procedures Committee sought
throughout the year to bring an end to the double jeop-ardy policy that has
existed between the college and town officials regarding student
discipline. Successes were few, but according to Murray, it was not about
to give up. "This problem must be solved," the A.S. President insist-ed
in an address to Legislators winter quarter. "We must be direct and prompt
in our attempts to do so. And we will!" The final two committees, dealing
with responsible leadership and student welfare, had little to show - but
high hopes. House visitations and frosh elections were the chief duties of
the Leadership Committee, whereas the welfare group spent its time working
with Bellingham merchants INFLUENTIA L in hopes of securing a ten percent
discount for Western students. In addition to the five main committees,
legislators also served on the Book Store Board and the Food Service
Committee and kept a sharp eye on the college-owned Lakewood recreation
area and on the second branch of student government, the executive
officers. Of the three officials, Murray had the most extensive duties,
which included serving as ex-officio of all legis-lative committees and as
chairman of the Legislature. His executive officers, Mike Boring and Terry
Gal-lagher, had more specific but equally demanding jobs. As head of the
Program Council, Vice President Boring sponsored the Snow Festival, the
College Bowl and brought the folk-singing Smothers Brothers and pianist
Peter Nero to campus. CHANGE... ", Bruce Osborne Ron Holert Dave Mousel
Terry Thomas Ralph Munro
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Advisors Dr. Laurence Brewster and Richard C. Reynolds. G allagher, in
his job as Executive Vice- President, was in charge of the Public Affairs
Commission, which brought such notables as Gover-nor Rosellini, Dan Evans,
(Candidate for Governor), Negro Civil Rights speaker James Meredith, plus
others in the sphere of national and international affairs to Western's
Campus this year. Gallagher also served as A.S. President during winter
quarter. Completing the picture of student government is the newly
independent Judicial Board. Chief Justice Joel Lanphear got the Board
off to a bright start early last fall when he delivered its first
decision as an autonomous group. The decision, which cleared the
Elections Board from a charge of vio-lating election procedures, was read
by Lanphear from a written declaration - a procedure demanded by the
Legis-lature to insure a thoughtful judiciary system. Dr. John Hebal,
Advisor
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The legislature ground... it understand is a training helps the
participants to governmental functions, while at the same time providing
a valuable service to the school and the student body... -A. S. President
Neil Murray
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Western's Clubs and Organizations ALPINE CLUB ASSOCIATED WOMEN STUDENTS
ASSOCIATION OF CHILDHOOD EDUCATION BACHELOR'S CLUB BLUE BARNACLES
CANTERBURY CLUB CHESS CLUB CHRISTAIN SCIENCE COLHECON COLHECONOMIST
DAMES CLUB DESERT CLUB EPSILON PI TAU FORENSICS FOLK AND SQUARE DANCE
CLUB FRENCH CLUB GERMAN CLUB HELMSMEN HUI-O-HAWAIl INTERNATIONAL
RELATIONS CLUB INTERVARSITY CHRISTIAN FELLOWSHIP KAPPA DELTA PI LUTHERAN
STUDENTS ASSOCIATION MATH CLUB MODEL UNITED NATIONS NEWMAN CLUB
NORSEMEN Pl KAPPA DELTA PROFESSIONAL PHYSICAL EDUCATION CLUB PSYCHOLOGY
CLUB RHEBA D. NICKERSON SCHOLARSHIP SOCIETY SKI CLUB STUDENT WASHINGTON
EDUCATION ASS'N. UNITED CAMPUS CHRISTIAN FOUNDATION USHERS VALKYRIE
"W" CLUB WESTERN PLAYERS WOMEN'S RECREATION ASSOCIATION VIKING RIFLE
CLUB VIKING SOUNDERS VIKING YACHT CLUB YOUNG DEMOCRATS YOUNG
REPUBLICANS
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... Senior Barb Sivesind, Queen Sigrid ...hot start with annual bonfire"
"..Viking Squad easily downs P. L. U." XXVI" Veterans' day was given a
new twist at Western last fall when it became a day for remember-ing not
only the nation's military men, but the school's alumni as well. When
students returned from their three-day holiday, the annual Home-coming
festivities got under way. A combination kick-off-presentation assembly
held in the auditorium that night welcomed students back, gave them a
preview of the week's events and presented the stars of the week, the
royalty candidates and the football team. Clad in "bus driver" pants and
hat, sporty coach Jim Lounsberry got the evening off to a humorous start
as he introduced his team. Continuing the coach's humor, senior
halfback-turned-emcee Dick Nicholl in-troduced the 23 candidates for the
Royal Court and kept up a pithy patter as they paraded before their
public. The next evening, election results were quickly tabulated and the
nobility was announced. As one lone spotlight revealed the winners,
freshman Lynn Johnson, sophomore Darlene Bloom-field, junior Kathy
Failor, and senior Judi Munson were elevated to Royalty.
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Chosen to rule over the pretty princesses and the Homecoming activities
was senior Barbara Si-vesind, Queen Sigrid XXVI. Activities got off to a
hot start again Friday night when Westernites swung into action at the
annual bonfire, dur-ing which Dr. William Tomaras man-aged to get
thoroughly soaked. From there they tromped across campus to Skit Night.
Once again tradition was firmly upheld, as students combined jokes on
drinking and sex with the Grecian theme to produce an almost authentic
replica of a Greek orgy. Greeted by a misty morn, Viking fans piled out
Saturday to view a damp but delightful parade of floats, freezing
Grecians and sinister slave masters glid-ing down the main streets of
town. Westernites next headed for Civic Field to watch an inspired Viking
squad easily down their Tacoma rival, Pacific Lutheran University. The
32-to-6 vic-tory was sparked by halfback Dick Nicholl who tallied 19
points for the home team.
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Parade.. . Coronation... These contributed to making Homecoming '63
the biggest and best ever.
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The victorious Vikings then came back to campus for a smorgas-board
dinner put on by Saga Food Service before attending the last of the
festivities, the Queen's Ball. A final note to homecoming was heard a week
later at the A.S. Legis-lature meeting. There Co-chairmen Judy Shaw and
Elizabeth Diets were congratulated by A.S. President Neil Murray for
having directed "the most successful and profitable of all recent
homecomings."
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Even before the annual pilgrimage of students spilled over the campus in
the fall, athletics were under way. The football team was going through
its early practices as the heavy afternoons of August melted into the hazy
evenings of September. Pre-season polls predicted that the Vikings would
drop their share of games, but little did the crystal ball predict momentus
rebellion against the sideline sartorial melange of head coach Jim
Lounsberry. The coach's clothes received little attention as the Viks
opened with two straight victories, but once the squad lost a few
mid-season games some comments were dropped about the coach's personal
game wardrobe, Taking the broad and vocal hint, Lounsberry donned a white
shirt, tie, suit, and London Fog raincoat; gone were the gray "bus driver"
pants and the dirty-green "fisherman" raincoat. The season ended on a
pleasant note as the Viks blit-zed the PLU Knights to wind up the year
with a 5-4 record. But it was hard to tell whether the fans were more
pleased with the team's performance or with their neat and fashion-able
coach. While football was grabbing most of the notices, a relatively new
sport to the campus was becoming more active and gaining stature. Led by
player- coach Wayne Ty-ler, the Viking soccer team compiled a 1-2 record
against the more experienced squads of the University of British
Columbia, Skagit Valley College, and the University of Wash-ington. Never a
sport to retire because of inclement weather, its advocates continued on
through the winter and into the spring. While the football coach waited
for the fans to speak to him, the basketball coach took great pains to
speak to the fans. Before each tough game in the early stages of the
sea-son, coach Chuck Randall could be counted on to bewail the thought of
his small and "inexperienced" Vikings competing against some of the bigger
and more "talented" teams. A the campaign wore on, Randall had to change
his pattern because his Viks beat such teams as the Uni-versity of Idaho,
a major college team, and UPS, which at the time of their loss to the Viks
were ranked fifth in the nation by the NAIA. After the Vikings posted
wins over these impressive foes, Randall was forced to give up his
pre-game moaning. Besides, the opposing coach-es by that time were
complaining about the power and ability of the Vikings and there wasn't
room for two pessimists in the same paper. The Vikings were keeping
mistakes at a minimum on the basketball court but somebody wasn't so
careful when it came to putting uniforms on the players. The colors were
cheerful and matched nicely, the shirt and pants were in style as far as
those things are ever in style, but those bold letters across the players'
chests read VIK'S. It's nice to be possessive but what did the Viks have
that other teams didn't? That was probably a secret between the team and
the uniform designer. The mistake of putting the apostrophe where it
didn't belong obviously was done by someone outside of the college. At
least that's what the coaches said. A school noted for producing excellent
teachers simply doesn't make a grammatical mistake and then parade it
through-out the entire Pacific Northwest. But then, as one sideline
commentator asked, how many grandstanders noticed it? The wrestlers kept
pace with their basketball counterparts in the record department, as coach
William Tomaras produced an exciting, winning combination in the sport's
third year on campus. Swimming also enjoyed a good year, with the Viking
tankers swimming well throughout the season to give the squad its best
record in two years. Spring sports have always been the forte of Western
and this spring proved no exception. Baseball, golf, track, and tennis all
had a solid nucleus of talented veterans returning. Baseball and golf had
the biggest percentage of lettermen, but track and tennis have been
improving in quality and quantity over the past few years. As the
freshness of spring glides into the exuberance of summer, athletes and fans
can gaze back at the past year with satisfaction and fondness and look
ahead with hope and excitement to the start of a new cycle of Viking
sports.
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Bus driverpants didn't matter as Western a winning seaso n... had
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Despite dire warnings by coach Chuck Randall, 2015-05-082015-05-
08http://content.wwu.edu:80/cdm/ref/collection/klipsun/id/904590459046.pdfpage/klipsun/image/90
46.pdfpage
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the Viks did very well in the Evergreen conference race, finishing in
second place."
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Wrestling... where personal proficiency alone can result in victory...
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Western's swimming team had one of its most successful seasons in recent
years.
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Soccer ... a new sport on Western's Campus...
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Golf and Tennis teams look ready as they prepare for 1964 season.
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Rugby... Western's most popular sport. 30
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... at press time Western's baseball team was undefeated in conference
play...prospects for a conference championship were excellent. 33
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Track prospects best in years, says coach. Track, as life, is a series
of hurdles... Competition helps to overcome them.
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Intramurals play a large role in the overall training received at
college.
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Confucius, the epic Chinese philosopher and educator, once propounded: "Far
must thy researches go; Wouldst thou learn the' world to know . . . Buried
deep truth ever lies" His proverb applies as much in 1964 A.D. as it did in
500 B.C. Western's faculty, along with a number of undergraduate and
graduate students, has been shoveling away the soil of ignorance in their
quests for the buried gold of truth gained through research. Western has
changed from an institution of relatively little research activity a few
years ago to an institution of ascending research both in the sciences
and humanities programs. Dr. Herbert Taylor, chairman of the Bureau for
Faculty Research, has attributed one reason for the rapid re-search change
to monetary grants from outside agencies interested in research and
education. These totalled nearly $500,000 last year alone. However, not
all faculty and student research was financed by outside grants. Some
inde-pendent researchers have panned for their gold with only meager means
or none at all. Some outside sources that granted Western researchers a
generous helping hand were the National Science Foun-dation with $332,000,
the Department of Health, Education and Welfare with $64,197, the Atomic
Energy Commis-sion with $16,900, the City of Bellingham with $8,000, the
American Chemical Society with $5,550, and the Licensed Beverages
Corporation with $3,500. SCIENTIFIC RESEARCH By Raymond E. Burke One of
the most productive authors last year was Dr. John Wuest of the Government
Department, who wrote, had published, or obtained contracts for four books
about various governmental systems. Dr. Wuest worked on one of these books
with professor Randall Nelson of Southern Illinois University and another
with Dr. Harvey Hiller, Western his-tory professor. One of Dr. Wuest's
books, Primary Sources of American Government, is used by several
government classes at Western and at other universities and colleges
throughout the nation. It is already in its second edition. "The book is
written in a lively style . . . it is ideal for courses in political
science - American Government, Constitutional Law, and American Foreign
Policy," one critic wrote. Another evaluation read: "This is an excellent
readings book . it is adaptable to any approach to American Government."
Like Confucius, who stated that "truth lies buried deep," Dr. Wuest
explained that he devotes a considerable amount of time to research and
writing. "Through writing for publication I help Western's reputation, keep
up with my discipline, and improve my teaching. Royalties are secondary
purposes," Wuest quipped. Dr. Wuest said he was indebted to many people
for his successes including Western's Bureau for Faculty Re- search, Dr.
Taylor, and especially his wife Lydia, because "we often forego vacations
which allows me time to work on my books." They had long hair underneath
like a mechanical street sweeper, a growth of hair on their faces like a
beard, a body 15 inches long, and a long tail. They wore armor-plated
skin, had tiny pink noses and had delicate ears. There were four of them,
one pregnant. They were Western's four adult, "nine-banded" armadillos that
Dr. Carol Diers of the Psychology Department used in her research.
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Bill Chambers (above) assisted Dr. William Dittrich in dissecting in the
general study of the zinc metabolism of the rat. Dr. Diers' research
uncovered information about armadillo behavior. She isolated one of the
four iden-tical offspring born of the pregnant armadillo to see how it
would behave as compared to the other three. Included were instinctive
behavior, general development, Wadult hbeihalveior (later), and general
intelligence. watching the energetic creatures scamper about their cage
and scale the wire mesh wall holding them in, Dr. Diers remarked:
"Arma-dillos are strange creatures. Just looking at them is interesting."
About their diet she smiled and said: "They only eat 'Pard' dog food."
Dr. Diers also wrote or co-authored four articles for psychology journals
during the year. One, "Acquiescence and Measures of Social Desirability,"
was a study to determine whether acquiescence (the tendency to ans-wer
true rather than false) is a significant source of variance in personality
tests. She attempted to find out whether the tendency to answer true or to
answer in a socially desirable manner was more important in answering
items in a personality test. Her research was based on a personality test
adminis-tered to a group of students at Western in 1961. "Social
desirability seemed to be more important as a determinant of a typically
human response," she said. Social relations or interactions as computed
with statistics and mathematical formulas is the basis of Dr. rats to
obtain blood samples. The samples contain Zinc 65, a radioactive tracer
used Herbert Kariel's research, "Spatial Aspects of Student Enrollment
at W.W.S.C." Dr. Kariel, a member of the Geography Department, is
"tempting the dark abyss," as Confucius advocated, by his study of the
lo-cations and spatial distributions of Western students' original
geographical homes and the students' destina-tions. A random sample of 462
freshmen was used along with formulas, slide rules, and computers. "I'm
interested in the pattern of students in spatial relationships," he
explained, "in describing and analyzing the information to understand the
students and where they come from." The primary question was: "Why does a
student choose Western?" Dr. Kariel has considered several variables in
his research including human social contacts, natural barriers such as
mountains, the inter-national boundary between Canada and the U.S., and
in-tervening factors such as nearby colleges and/or junior colleges. ne
specific aspect of the study is the examina-tion of the telephone
company's data on the num-ber of calls between Bellingham and other cities
which would give some indication of the amount of social interaction
between distant places and Belling-ham. Dr. Kariel attempted to develop a
workable equa-tion that would enable him to predict future student
enrollment at W.W.S.C. as related to students' original
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geographical locations. Two aids for his work are a model of "population
distances of social interaction," and an "interactive hy-pothesis" that a
scholarly geographer, Gerald A.P. Car-rothers, established: "The gravity
concept of human in-teraction postulates that an attracting force of
interaction between two areas of human activity is created by the
population masses of the two areas, and a friction against interaction is
caused by the.intervening space over which the interaction must take
place." The formula reads: f(Pi, Pj) Sf(Dij) When asked if this was a
strange way of studying a geo-graphical problem, Dr. Kariel admitted that
it was a technical method. "But equations are easier to understand than
words, i.e., mathematics is a tool and adds precision to proving
hypotheses." As Confucius stated, "Thou must tempt the dark abyss, Wouldst
thou prove what Being is." So strives Dr. Wallace Heath of the Biology
Depart-ment who was probing for answers to physiological adaptation of
fish to a 24-hour cycle and deviations from it. Dr. Heath conducted
research with hatchery trout and crabs to determine whether or not they
could adapt to various changes in their environment including
tem-perature, sunlight, and water salinity. "What happens when man leaves
a 24-hour cycle to travel in space and other planets where different
cycles are in existence and cosmic radiation is different than on earth?"
This is one question puzzling Heath. Another is this: "Would man fall
apart if all cycles were re-moved?" Dr. Heath explained that two
biological theories exist about human physiological regulation. One theory
states that man is regulated by a built-in internal system or clock. "The
main point in my research is not whether or not there is a clock inside or
out, but how the organ-ism actually responds or adapts to the cycled
changes." The fish and crabs were put through a series of cycled changes
of temperature, light, and water salinity. "We found that the fish lost
their coordination at higher temperatures (86°F). Of the series
of light cycles (6, 12, 24, 36, and 48), the 24-hour cycle was the best
for tolerance, i.e., variation in adaption, vigor, and growth," he
explained. Dr. Heath commended the excellent cycling equip-ment designed
and constructed by Western technicians with money from the Bureau for
Faculty Research and other agencies. N aught but firmness gains the prize,
naught but fullness makes us wise," was another of Con- fucius' sayings.
Firmness and fullness of re-search in economics was fostered this year by
Byron (Above) Dr. Herbert Taylor peruses historical documents of Pacific
North-west Indian populations. (Below) George Garlick (left) and Alan
Eggleston (right), examine plank-ton specimens from Lake Whatcom.
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Haglund of Western's Economics Department. He probed the question
confronting many business management groups today: "Shall I recommend a
capital outlay for approval and how will I compute my future revenue,
costs, and profits from such an outlay of capital?" Haglund worked out a
method and a relatively easy-to- follow graph that reduces the rate of
time needed to exist about human physiological regulation. One theory
compute the discounted rate of return on a capital in-vestment. Instead of
the outmoded (although accurate) "Discounted Measurement" method, Haglund
said his new "Instantaneous Discounted Rate-of-Return" method is quick
and still accurate. An article on his research was published in The
Journal of Accountancy. n a book, Haglund described methods a small
busi-ness could use for organizing financial records be-fore sending out
information to nearby data ser-vice centers. Research for this book,
Accountant's Data Processing Services, led Haglund to various data
proces-sing service centers in Seattle, New York, Portland and Minnesota
for interviews and observations. "Thou must tempt the dark abyss, Wouldst
thou prove what Being is," advised Confucius. Tempting the dark abyss of
the Hudsons Bay Company's archives and records, Dr. Herbert Taylor
uncovered some perti-nent information about past Indian populations of
the Pacific Northwest. His research was published in an article,
"Aboriginal Populations of the Lower North-west Coast." Dr. Taylor
critically examined anthropologist James Mooney's estimates of Indian
populations in the Pacific Northwest which were compiled in 1928. Tay-lor
came up with what he termed, "More reliable popu-lation estimates for the
area." Taylor examined some of The Hudsons Bay Company's censuses, other
historical A nematode of the genus Parasitorhabditis, studies by Dr.
Benjamin Chitwood. documents and archeological surveys which Mooney
prob-ably did not have access to. Taylor considered smallpox, syphilis,
"intermittant fever" epidemics, and the writings of such men as Sir George
Simpson, and Sir James Doug-las. In almost all his estimates, Taylor wrote
that the In-dian populations of this area were considerably higher or
lower than either Mooney or the Hudsons Bay Company had stated. For
instance, Taylor said that the Vancouver Island Salish Indians in 1780
numbered about 15,500, not 8,900 (Mooney) or 7,093 (Hudsons Bay Company)
and the Chinook Indians numbered 5,000, not 22,000 (Moon-ey) or 2,585
(Hudsons Bay Company). One critic said that Taylor's research work was
"particularly valuable for those of us who are concerned with the history
of the fur trade in the Pacific North-west." Another "dark abyss"
confronting Taylor and his in-terest in research was attracted on an
archaeological field trip to the wilds of the Cascade Range by the Milk
Creek near the Cascade Trail. Taylor and 28 students learned more about
early man, traces of migratory routes into the Northwest coastal region
and the diet patterns of the Ozette Indians. Probing the mysteries of the
atomic nucleus and its constituents were Dr. Richard Lindsay (Physics)
and Dr. Edward Neuzil (Chemistry). "We are trying to state some general
laws based on our research," Lindsay said. "The experiments we have been
con-ducting alters the structure of target nuclei in an observ-able
way." Lindsay explained that he and Neuzil use high energy particles -
protons or helium ions - from the University of Washington's cyclotron,
the linear accelerator at USC or Minnesota, the highly energized
particles were positioned to allow them to collide with
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Dr. Wallace Heath is working with the study of physiological adaption of
fish and crabs to cycled changes. Dr. Herbert G. Kariel studies the
spatial patterns of student origin to answer the question: "Why does a
student choose Western?" an array of atomic nuclei (in the form of a thin
foil). The targets used by Lindsay and Neuzil were mag-nesium, aluminum,
vanadium, cobalt, and copper. "The resulting collision caused a nuclear
reaction in which the particles were scattered from the atomic nu-clei or
were absorbed with a heavier particle being re-emitted," Lindsay
explained. "The heavier particle that we looked for was Beryllium Seven
(Be 7 ) and was easily observed by gamma-ray spectroscopy' because it is
radio-active and emits a single gamma ray." The target of atomic nuclei
after bombardment contained the products that followed a nuclear
re-action and were radio-chemically analyzed for the Be7 in Western's
laboratory with the 400 Channel Analyzer. The Atomic Energy Commission
helped pur-chase the analyzer with its research grant. The nuclear theory
of visualizing the atomic nu-cleus as an evaporating liquid droplet is
incorrect, ac-cording to Lindsay. This was one conclusion of his research.
"In examining the competition of the emission of various kinds of clusters
of nucleons such as Be7, Helium 4, and Helium 3, we have found that the
nucleus in a highly excited state will emit the heavier clusters almost as
frequently as single nucleons in giving off extra-energy," Lindsay said.
"The water droplet, on the other hand, emits one molecule at a time. That
is, it does not emit clusters." Neuzil and Lindsay admitted that the
theoretical ex- Dr. Carol Diers restrains one of Western's "nine banded"
Armadillos that are the subjects of her present psychological stu-dies.
The atomic neucleus and it's constituents are of prime concern to Dr.
Richard Lindsay (left) and Dr. Edward Neuzil (right) in their research
ex-periments.
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planation of this behavior was incomplete. "However, the basic reason that
the atomic nucleus emits clusters of nucleons while the liquid droplet
emits only single molecules, is a simple matter of the differences in
sta-tistics which the two systems obey," Lindsay said. Western's Lake
Whatcom Project, carried out by the Institute for Freshwater Studies, is
in its third year of research under the sponsorship of the City of
Bellingham. Deep beneath the surface, near the surface and on the
surrounding shore, answers lt;about the physical, chemical, biological
and radiological facets of the lake were being uncovered by Dr. Gerald
Kraft and Dr. Charles Flora (on a leave at the University of British
Columbia). Specific areas of study included the lake's oxygen content,
water volume fluctuations, current and sedimentation patterns, plankton and
pollution. Early research determined that Whatcom is actually three lakes
in one. The project has been called "the most detailed study of its kind
in the world" since it includes several different studies. "One hope is
that Bellingham, which draws its water from the lake, will benefit from
the Institute's work," Kraft said. He explained that Wash-ington's
Department of Game decided to draw water from the lake's surface rather
than from the lake's lowest layer after advice from the Institute. Now the
Game Department's Whatcom Falls Fish Hatchery near the lake can keep fish
in the hatchery the entire year. In the past, the fish couldn't get enough
oxygen from the lake's water during the summer months. ne of the
biological phenomena in Lake What-com - nematodes (tiny round worms) - is
being studied by Dr. Benjamin Chitwood of the Biology Department. Chitwood
also has been doing re-search on a new species of the nematode genus,
Parasitof-habditis. A research project in educational psychology was
start-ed this year by Dr. Peter Elich and Dr. Charles Har-wood of the
Psychology Department under a $64,779 grant from the U.S. Office of
Education. The research consisted of two groups of students, one group
attend-ing regular classes, the other involved in a program of
independent study. A final comprehensive examination was given at the end
of the experiment to determine the effectiveness of the two programs. The
courses are Per-sonality and Adjustment, Child Development, Human
Learning, and Measurement and Test Construction. Some of the others
involved in research were Dr. Willian Abel, director of the Academic Year
Institute in Mathematics, with a $68,600 grant from the National Science
Foundation; Dr. William Dittrich, working on laboratory experiments on
radiation biophysics (physical and biological effects of radiation) and
radiation dosi-metry (measurements of radiation deposited in living and
dead material) and two lecture classes with $10,000 from the Atomic Energy
Commission; and Dr. Lowell Eddy, working on a petroleum research project
on Nickel IV complex compounds with $5,550 from the American Chemical
Society. Dr. Stanley M. Daugert of the Philo-sophy Department edited a
book, "Vedic Philosophies," while Dr. D. Peter Mazur delved into
mathematical prob-lems on predictions of fertility in a study entitled, "A
Demographic Model for Estimating Age-Order Specific Fertility Rates."
These are some of the most significant researchers and programs. Many
others were involved in a wide variety of projects, digging away the soil
of ignorance toward the prize of knowledge. While credit is due them,
their numbers are beyond the scope of this article.
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The Campus School, under the direction of Dr. Francis Hanson, is shaking
the traditional and pushing the experimental. Western's Campus School
... the need to know Rousseau's famous educational advice, "present
in-terest . . . that is the great motivator, and the only one which leads
surely and far," was stressed in more than one classroom in Western's
Campus School during 1963-64. The Iliad, The Aeneid, Plutarch's Lives,
Beowulf, Morte D'Arthur and the Book of Ruth from the Bible were some
examples of the books studied by sixth grade students as part of the
Campus School's new experiment- al humanities program. Leslie Crawford,
sixth grade Campus School teacher, instigated the new humanities program
in his classroom. It is part of an entirely new experimental concept of
inquiry in educational methods initiated by the Campus School. The
experimental humanities program was designed to determine whether or not
humanities concepts could be presented effectively at the elementary
school level. "In the past, children's capacities have been
underes-timated," Crawford said. However, most of the books used were
simplified versions commensurate with the students' abilities. During the
year, the humanities program dealt with classical, medieval, rennaisance
and modern cultures. Ma-jor religions of the world were studied, including
Judaism, Islam and Christianity. Several religious authorities spoke to
the class. During the study of the Book of Ruth, the students discussed
the ideas of honor and devotion, and how a similar message would be
written today - like a ro-mance novel. Civil law during Hebrew and Roman
eras, and English common law were studied and compared to the
contemporary U.S. system of law as part of the program. The students also
read several mythological books as part of the work. "I felt that
mythology was an im-portant part of the humanities program," Crawford
ex-plained.
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ne example of this study included the Egyptians' fear of the gods as
compared to the Greeks' admiration. During their study of Greek myths and
other literature, some of the students learned words like transformation
(applied to the gods - like Athena,) allegory, abyss, omnipotent,
reconciled, incarnated, and invincible. When asked whether or not the
students who studied the Greek literature would be bored if they were
re-quired to read it later in college, Crawford replied, "Most of the
students will want to read it again. They enjoyed it as they were caught
up in the romantic action." The study of mathematics was introduced as
an-other idea in the experiment. When the children studied about Egypt
they learned to add and subtract the Egyp-tian numbers up to one million.
They also learned to add and subtract Roman numerals, and compared the
Phoenician and Greek number system to the present Arabic system. "Is man
civilized?" was one question brought up by the students after the study of
the Greeks. Some of the students thought Americans and most cultures in
the last few decades were relatively civilized as com-pared to the Greeks
who threw babies over the walls of Troy as they attacked the city. Then
Crawford asked the students about the Second World War atrocities. The
students replied, "Civilization is an ideal that people are striving for."
After the study of Greeks and Romans, the humani-ties program was shifted
to the study of the Middle Ages and covered the Renaissance and the
Industrial Revolution. "The purpose of the humanities program was to
present an overview and appreciation of various cul-tures," Crawford
explained. "It was not supposed to be
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Campus School continued a pile of facts. We used 'time lines' to
establish dates of important general events like Ceasar and the Golden
Age of Rome." Crawford supplemented the humanities program with
educational films about various art forms, including frescoes, Corinthian
pillars, the Roman arch, Greek post and lintel system, and Greek and Roman
sculpture. The students also wrote research reports about the life of
the Greek and Roman city folk, including bronze manufacturing. The
students even used the tradi-tional note cards and outlines for these
papers. "I was well pleased with these reports. The children did a very
good job," Crawford said. Students also made simulated religious mosaics
us-ing tile, rock and glass. They made paper from papyrus plants as the
Egyptians did. "The students came up with paper like gray cardboard instead
of parchment," Craw-ford said. "They also made clay Egyptian houses, wove
cloth, drew mythological scenes, and danced and played ancient games."
Crawford said that the children made a castle and shields with various
coats of arms, during their study of the Middle Ages. A Middle Ages drama
was enacted, which gave the students an idea of how drama
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Campus School continued evolved from a religious theme to contemporary
enter-tainment. Along with the specific experimental humanities situation
in Crawford's classroom, the entire Campus School underwent some rather
extensive experimental changes in 1963-64. Since three to four thousand
people traveled through Western's Campus School during_1962- 63 observing
classroom activities and using facilities such as the children's library,
this year's observations were cut back. Observers were no longer allowed
into the school unless they had special permission from Dr. Frances
Hanson, Campus School Director. he reason for the change was because the
Campus School was redesignated as an elementary school for research and
experimentation. "We attempted this year to provide leadership in the
improvement of learning experiences for children by means of research and
experimentation," Dr. Hanson stated. She explained that three or four
thousand out-side observers in the school during a year was too great a
disturbance for classes. "We have important work to do and can't be
entertaining everybody," she said. How-ever, some observers were allowed
inside the school, but on a very limited basis. "No, the children were
not guinea pigs," Dr. Han-son replied when asked about the nature of the
ex-periments. "We did nothing that would interfere with the learning
processes of the children, although the school has a dual purpose of
teaching child development and learning about teacher education through
research and experimentation." Dr. Harold Chatland, Academic Dean, worked
closely with Dr. Hanson on the new Campus School program. He agreed that
the children were not guinea pigs. "The idea of children being used as
guinea pigs stems from some peoples' conservative and provincial ideas
about changes in educational trends. We are trying to find effective ways
to teach children," he said. "The Campus School exists for the youngsters,
not for school experi-mentors. If it's not an experimental school we
should drop the idea because it is expensive in both space and money. We
have two objectives: first, to make sure youngsters are well educated, and
second, to determine the best method to achieve the first objective." He
said that modern educators are concerned with the teaching of new
concepts in mathematics, reading and writing from kindergarten on up. I
athematics, for example, is now being taught *in the Campus School from
an understanding point of view as opposed to the traditional "rote"
method, according to Chatland. "In mathematics we not only want students
to learn to calculate with reasonable proficiency, but also to learn the
understanding or the 'why' of working mathematical problems," he
explained. Writing is another major area for concern in the Campus School
of today, according to Chatland. Pro-ject English, a federal government
sponsored experi-mental program, was launched this year in the Campus
School. It was designed to improve children's writing through reading of
children's literature classics and in-struction in structural
linguistics.
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Sometimes it's like the Battery Street tunnel in Seattle. You're driving
along and suddenly you don't see anything except rows of pale green
lights and you hear a loud roar of engines, then, woosh - you're out and
moving again only the scenery is a little different than before. ...and
that year came swiftly by Richard F. Simmons That's college sometimes.
It's really a big thing when you start, with colored lights and peo-ple
walking around and cars all over the place. Then for four years or so
you're going through this tunnel, but it's not really a tunnel, it's more
like another world, then - woosh, you're back with all the people and
the colored lights. You blink a couple of times and say, "What was that
all about again?" You feel different, sometimes sad, some-times happy and
lonely at the same time, but dif-ferent, always. They like to tag names on
that feeling: "edu-cated," "mature," "prepared" or maybe a combina- tion
of all three. It's funny, the beginning and the end aren't really
important. They remind you of a book cover. The binding doesn't make the
book good or bad, but the few hundred pages inside may relate a terrific
or a rotten story. Sometimes you get "something" out of a book, sometimes
you don't. That's like Western. You start at the begin-ning, proceed
until you come to the end, and then start all over again. Sometimes you
get "some-thing" out of it; sometimes you don't. But the im-portant part
of the story comes between enroll-ment and graduation . . THE BETWEEN
DAYS.
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be bright green, then there will be a line where the grass ends and the
leaves start. A few guys will be standing there with rakes rolling back the
blanket of leaves. It's as if the lawn just woke up and started to pull
back the covers slowly so the cold-shock of the morning wouldn't be too
great. Remember that part in Camelot where Gpulet sings "I've seen how
you sparkle when fall nips the . . ?" Sometimes that's the way you feel
during the fall-sparkling. Usually just after you get an 'A' or. 'B' in an
earth science or humanities test. Maybe you feel like picking up a handful
of leaves and chucking them at some girl then grab-bing her hand and
running through a big pile of leaves and kicking them everywhere. That's
what makes college tough. Not the studies so much, but the hundreds of
patterns you're expected to fit into. Everyone knows you will act a
certain way, and you do. You can't just go running through a pile of
leaves with some girl . . . "Hey look at that guy over there running
through those leaves with that girl. What a creep!" One time last fall I
had just walked out of "the Gestapo treatment . . "The leaves have fallen
and the trees are starting to look bare . . ." certain day. when
everything's autumn and you know that summer's gone. Did you ever notice
the trees along the walk up towards Old Main - right when the leaves are
all brown and gold? When it's wet, the walk is slippery. You walk along
carefully and something will brush against your face or land in your hair
and you look up and see leaves like little feathers falling everywhere.
It looks kind of funny when the groundskeepers rake them up. Half the lawn
will 50
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the Library to go over and take a biology test in Haggard Hall. It was
raining and I was bugged anyway because this guy in the Library who checks
books at the door really gave me the C.I.A. treat-ment. "Let me see that
book in your notebook there." He was persistent so I showed him. It was a
pretty dirty book that this guy in the dorm lent me. That's why it was in
my notebook. Some people are really nosey. Did you ever think that you
have a dishonest face? It was raining as I stepped out of the door, but
you know what? That damn Rain Forest thing doesn't bother me too much,
but that day it did. Why don't they turn a fountain off when it starts
to rain? It was about that time that I decided to be a non-conformist.
Sort of a neo-dadaist. Did you ever wish you could say to hell with
everything and start turning yourself on to individualism? One time I
took out this girl that I met in one of my reading sections. We got
talking about this individualism non-conformity idea. That was before I
decided to try it. Once she said that lots of college girls would like to
chuck everything but they have to keep up appearances. Some girls would
like to put a different colored rinse in their hair. She did say one
thing that bothered me a little bit. She said that when a girl sees a
good looking guy she probably thinks the same thing a guy does when he
sees an attractive girl. "What "When two girls get together they are
often talking about the same things guys talk about when they get
together . . ."
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I sat by this guy who had a beard... would he (or she) be like in bed?
That bothered me. Whenever I see a girl looking at me or I see a couple
of girls talking in the lounge or in the Coffee Shop I guess they aren't
always talking or thinking about new styles or hair-dos. A nyway, during
the middle of fall quarter I decided to go on this non-conformist kick.
You really have to respect some of these guys you see around campus. It
really takes guts and a tough chin to grow a beard. They scratch like
hell. Sometimes it's a little embarrassing to wear an old smelly
sweatshirt all the time, but if you want to be an individual and a
non-conformist it's the only way to go. I told my roommate that I was
going to grow a beard and start wearing old grubby sweat-shirts to class,
I remember he just layed there on his bed and said, "That's a dumb idea."
My roommate that quarter was a guy from Tacoma, a real jerk. He said he
was going into engineering but he quit Western at the end of winter
quarter. I figure you have to expect a guy like that to put you down for
being an individual. After my beard grew for a few days I decided to go
down to the Web in the basement of the UCCF house. It's a pretty swinging
place. Once in a while somebody will read poetry. Most of the time
everybody just sits around playing chess or cards or just talking. The
whole place was pretty dark except for a few candles on the tables and a
blue light which was glaring through this fish net. I sat down with some
guys who looked like they might be sort of avant- garde. Four guys - three
with beards. Now you look at a group like that and you say to your-self:
"I bet they're really having an intellectual discussion about art or
poetry." But you know what they were talking about? This girl on the
other side of the room. This guy with a real ratty beard said: "Why don't
we get some beer and that chick and all get drunk?" Well I started
talking to these two guys who were in my English class, just regular guys,
and we discussed this story by Conrad called "The Secret Sharer." One guy
asked me why I didn't shave. I gave him a bunch of crap about
individualism. I think he knew it was crap too. I wish he had asked me
why I grew a beard instead of why I didn't shave. After that night at the
Web, I decided to knock off the non-conformist stuff. Not because I
worried about getting ranked, but because there was this girl in my
English class that I wanted to take out, Lynn. I joked with her a couple
of times before class. She was tall with very deep auburn
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The library is really crowded on Friday and Saturday nights. . hair. She
didn't move around a lot when she walked. Whenever I saw her out of class
she never looked like she was going anywhere in particular-just walking.
Did you ever wish you could strike up a con-versation with somebody and
really snow them? Sometimes I think that I'm overly shy, That's how I
felt about Lynn. ne afternoon, a couple of days after I shaved off my
beard I walked into the big reading room in the Library. I noticed this
girl down at one end of the room that looked a lot like Lynn from English
102. For some reason my legs automatically turned that way and started
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walking towards her. Sure enough it was Lynn. Sometimes you feel scared
and brave at the same time - that's how I felt I sat down right next to
her. "Hi, how's English class, Lynn?" That was a pretty stupid thing to
say. "Fine, Bob. What did you think about that story by D. H. Lawrence?"
I hadn't read the story yet, so I was kind of.stumped. "Oh, I thought it
was pretty good. His de-scription was terrific. How did you do on the
mid-term?" I figured I'd better turn the conversa-tion. "Ever notice the
people who eat at SAGA?" " 'B', How did you do?" "I got a 'B' too. Did
you ever wonder just how important grades are?" "What do you mean, Bob?"
"Well, remember when we first came to West-ern they gave us a bunch of
bull about how you shouldn't think in terms of A,B,C,D,F, but in terms of
knowledge gained and the intellectual experi-ence. Then you have to work
your tail off for grades. If grades aren't important why do they bother
to pass them out?" I really messed that one up. Every time I start
talking to someone I really screw up. I kind of wished we would start
talking about D. H. again . . . "I know what you mean, you work your ..
." Lynn paused, I flinched. " .. head off and you think more about the
grade than the experience of learning." We talked a little more about
grades then I asked her if she would like to eat at SAGA with me that
night. She said sure. I found out she lived in Edens. Admittedly SAGA
isn't the most romantic place to dine with a girl, but when you're forced
to buy those meal tickets, you haven't got much choice. Did you ever
notice the slobs who eat in SAGA? You'd think that some guys at-tending
college would have a certain degree of culture. But no. Maybe that's why
they call it the trough sometimes, because of all the slobs who eat
there. Anyway Lynn and I sat down at this table with four slobs. It was
really embar-rassing. They were sitting there talking about some girl who
was supposed to be hot stuff. You'd think that they'd have some respect
since Lynn was there and everything, but no, they just went on describing
this girl: "'She's really stacked and lives up in Alpha."
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I wondered whether she wore pajamas you could see through, or maybe left
her shades open when she dressed .. Did you ever wonder what would
happen if you went back in time about fifty years, walked up to some
college guy and popped off with "I know this chick who's really stacked
and lives up in Alpha?" I bet he'd think you're crazy. It's strange how
each generation builds it's own vocabulary. A fter dinner we went over to
the Library and studied. I read that story by Lawrence, but pretended I
was re- reading it. About an hour before the Library closed we decided to
go look at house displays. It was Homecoming week. I asked her if she
would like to go to the Home-coming dance with me Saturday. I was really
surprised when she said she didn't have a date. Lynn was the first girl
I'd met who thought about something besides the mundane trivia of life.
She had a pretty face, sort of oval with a few freckles around her nose.
She puffed her hair out a little. What really got me was her mouth. Did
you ever see a girl's mouth that you wanted to kiss? Lynn had these eyes
that actually seemed to sparkle. Later I found out she had contacts.
Sometimes she wore little purple or red bows in her hair. Any-way, we
were just walking along and she said: "Did you ever wonder why you're in
college?" It kind of stopped me. "I suppose because I want to get a good
job." Did you ever wish you hadn't said something, especially sometimes
in class when you really say something stupid? Well that was one of those
times. Then she asked me if I ever wondered why
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I exist at all. What do you say when someone asks you, "why do you exist
at all?" Lynn told me that she goes up to her room at night, turns out
all the lights, opens the curtains and stands there looking at all the
colored neon signs in Bellingham. I must be a real clod, because you know
what I thought when she said that? I wondered if she just wore her
pajamas or even less when she looked out the window. She really had a fine
figure. The Homecoming game was pretty good, but I didn't think the queen
was too hot. This guy in the dorm bought me a bottle and I got pretty
plowed for the dance. Lynn told me earlier that she drank once in a while,
so we went to this party before the dance at this guy's place I know who
has an apartment. After the party we went to the dance. I swear,
everybody there was pretty drunk or putting on a pretty good act. As
usual, I messed up. I ran into this guy who I know and called him Jeff.
Actually his name was Al. I just hope he was drunk enough not to
remember. L ynn and I went out a couple of times after Homecoming but
never got too serious. She didn't come back winter quarter. Did you ever
wonder what happens to people when they leave school? You'll know somebody
"Some of the people there were pretty drunk, or at least they were
putting on a good act . ."
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She was the first girl I had known that I just wanted to talk to . . .
one quarter then you'll never see them again. Often you don't realize it
until you look through an old annual or something. Lynn went to work in an
insurance office in Seattle. I don't remember too much about winter
quarter. I moved in with a guy in upper Highland named Tim. We really had
a good time. A couple of times wve almost had to see Dean Mac - once for
having beer in the room and another time for put-ting a wastebasket full
of water outside a guy's door so when he opened the door all the water
flooded his room. Actually the whole thing was pretty damn funny. There
were a couple of good parties during winter quarter. One time I was
talking to this guy in the coffee shop and he asked if I wanted to go to
a keg party that Friday night. It cost a buck a head and you could bring a
girl if' you wanted. I wasn't going with anybody at the time so Tim and I
decided to drop in on it about 9:30. The party was on Garden Street. It
was really a wild one too. There were three kegs in the kitchen and
everybody was dancing and singing. This guy with a guitar was playing "Hey
li lee lile e li lee." Some of the verses got pretty rank. Even the girls
sang. You kind of wonder how phony some women are. When they get a little
wiped-out they really change. Two guys got in a fight. One of them. played
foot-ball fall quarter. Somebody broke it up before it got too bad
though. I guess people let off tension
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We went to the show on Sunday evenings - some of those damn foreign films
and their subtitles . .. in different ways. I remember a couple of guys
almost got in a fight after the Homecoming parade. Some of the mixers
during winter quarter were pretty good. Did you ever feel that maybe
you've grown out of something? Like rock-n-roll. When I first came to
Western I really liked the Toggery dances, but now I like the regular
Dance Band mixers just as well. T owards the end of winter quarter I
started going out regularly with this girl named Marie. I met her at the
WUS Week gamb-ling night. She was pretty nice and lived up in Ridgeway
Kappa. She told me that sometimes the girls up in Kappa dorm felt that
they were
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Did you ever look at the lights from Sehome Hill? - Up and down in a
steady stream - I wonder how many cars visit the 'hill' on a Friday or
Saturday night? really far away from the campus. She reminded me a little
of Lynn, only she had darker hair. Did you ever think about a girl and
then think of a whole bunch of Champagne bubbles? That's how I thought
about Marie She enjoyed having fun and doing things. She smiled a lot and
had very pretty teeth. Her lipstick looked purple and weird under street
lamps. Marie had blue eyes and a sort of small .nose, very attractive
though. She remind-ed me a lot of Lynn. Once for no reason at all she
asked me if I ever felt lonely. I said "Sure, especially when I go home
and see all my friends that I went to high school with. Most of them are
working, some went into the service. Only a few went to college or the
uni-
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versity. For some reason I feel lonely every time I go back home." Marie
sort of stared off. We were standing on the balcony of the VU during one
of the mixers. It was pretty warm for March. "I feel that same way too,"
she said. "You think all of your friends will be about the same forever I
guess, but when you see them all again they're somehow different. Some get
married, some move away, but they're all different." Did you ever want to
talk to someone all night? I really wanted to talk to Marie that night
but she had to be in by one. Those damn dorm hours really give me a pain.
College is supposed to teach a person a certain amount of responsibility
and maturity, but they don't even give you a chance to prove that you're
responsible and mature. I bet that most girls would be in earlier than one
or out of a can? I sure did - two a.m. if there weren't any hour
restrictions at It got so that I tcoo usmldenl'l all. the stuff .. Marie
and I went to a lot of foreign films to-wards the end of the quarter.
Those foreign films are great. After a while you don't even notice that
they're in another language. Sometimes you can gapick Sa out words without
even looking at the sub- 'We had a gas stove and t my mother kept writing
to us titles. about gas inhalation . ga haThe grade point took a turn for
the better at the end of winter quarter. I guess I studied a little
harder. It helped because I didn't do too well fall quarter. During the
vacation, Tim and I decided to come up early and look for an apartment.
The dorm is a nice place and all but it gets old pretty fast. Not much
privacy and no place to store cold beer. We found this place on Garden
Street. It wasn't a bad apartment except that the toilet ran all the time
and there wasn't much water pressure when the guys upstairs took a bath or
something. Once in a while the lights went off and on and the wall paper
wasn't too hot, but you have to expect that sort of thing. Sometimes I
imagined that it
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She asked me weat I thought about D. H. Lawrence - tth ought that I'd
better keep my mouth shut . . was an apartment on the left bank and I was
at-tending the Sorbonne or maybe an apartment in Greenwich Village that I
took as temporary lodg-ing while I attended night classes at Columbia
University. We had a gas stove and my mother kept writ-ing me letters
about all the people who die from seeping gas fumes and how we should be
careful and how I should keep an eye on Tim so that he didn't leave the
gas on all night. I wondered if Tim's mother wrote him letters telling him
to make sure I didn't leave the gas on at night. It was a lot of fun
cooking our own food. We ate a lot of TV dinners and beef stew. Did you
ever get sick of beef stew? Not just tired of eating it, but actually sick
of it? Like you could never eat another plate of the stuff? That's how I
felt about beef stew after a couple of weeks. Marie cooked spaghetti and
meat balls for us a couple of times and it really tasted good. I never
asked her if she could cook anything else. It was always spa-ghetti and
meat balls. Tim and I used to discuss a lot of things, mostly religion for
some reason. Tim was a pretty religious guy, at least I thought so until
he started taking out this Anne girl. One time Tim told
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me that his biggest shock in college came in one of his freshman sociology
classes. He said that the pTrofess or was lecturing on religion and said:
here was a Jewish fellow named Jesus Christ who started a sect which
developed into what we now know as Christianity." Tim said that this
bothered him for quite a while. But after the lecture he realized that
Christi-anity wasn't the only religion and perhaps people in other
religions had just as good a chance as he did. I didn't say much at the
time, but I thought a lot about the whole thing, especially at night. Did
you ever notice how you can lay ih bed and work out all your problems and
put everything in perfect working order for the next day? You can
rehearse an entire speech and know the perfect words. But in the morning
you forget, or the words don't seem as good. I think I'll start taking a
tablet and a pencil to bed with me so that I can write everything down. I
bet I could really come up with some good ideas. Probably bring up the
GPA too. Anyway, about the religion. I used to wonder what it would be
like if I were in India or Arabia and some professor stood up in front of
the class and said: "There was this fellow named Buddha," or "There was
this fellow named Mohammed." I guess there wasn't anything wrong with the
professor saying that "There was this fellow named Jesus Christ." It's all
a matter of how you approach the subject. Maybe Tim was too sensitive.
"Some profs really scare a person . ."
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Tim and I had this system worked out where if one of us was in the
apartment with a girl we would turn off the porch light and that would be
a signal for the other guy to take off for a while or else knock and come
back in about 15 minutes. I tried it once when Marie came over for a while
after one of the foreign films, but it didn't work out too well. Not the
light. Marie. So I didn't try it much after that. Tim met this Anne girl
and they went out for about two months. It got so that every night when I
came home that light would be off. After a week or so I told Tim that he
had to knock it off because I needed the sleep with finals coming up and
all. He said it didn't matter any more be-cause he was going into the
ministry. That really floored me. We talked about it practically all
night and he told me how college was an immoral place and how most people
didn't really know what they wanted. It's funny how everybody tells you
how immoral college is but you never seem to run into the real vice dens
around campus. I think most people who talk about the immorality in
college are just engaging in a little wishful think-ing. Tim took off
during the middle of finals week. I got a card from him during the
summer and he said he was in basic training at Fort Ord. That didn't sound
much like the ministry. but I figured he was going to try the service
before he went into a seminary. It's funny how you remember things that
happened last year. It seems like it was five years ago. .I guess I'm
really sentimental sometimes because it makes me a little sad to think
back on everything, even the funny things . . . I wonder if next year
will be the same? "I wonder if it'll be like this again next year?"
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Six diverse plays were offered by the Speech Department in the 1963- 1964
season. The sets ranged from the palace dwelling of Medea, to the forest
home of Little Mary Sunshine. A pseudo-Greek drama, "Medea", opened the
season. Medea is a woman betrayed in love who takes revenge on her lover.
"I love the pain, so thou shall laugh no more," she says. As a
production, "Medea" was well acted, but it fell flat with most of the
audience. Old Main's small stage came alive with music and color during
the Decem-ber showing of "Little Mary Sunshine." Little Mary sang gaily
in the face of adversity and "Looked for a sky of blue." Mary smiled and
smiled and ... smiled. But one must hand it to Little Mary. She was a
sellout. Gaiety was not the theme of "Wait-ing For Godot," who,
incidentally, never did show up. "Time has stopped" was the theme of
this existentialist play and two men wait in the insignificant world for
an uncertainty. They see that "It is not worthwhile." This could not be
said for the production itself, which was worthwhile. "The Tempest," was
a play of tor-ment, trouble, wonder and amazement. Prosper, the Duke of
Milan, is de-throned, tossed into the sea, and be-comes magician-king of
an island. Shakespeare's last play had music, danc-ing and magic. George
Bernard Shaw is considered by some to be the Shakespeare of the modern
age. His play "Candida", was the third of the season to feature a woman.
Shaw's brilliant style and in-tellectual humor were extremely well done.
Thornton Wilder's "Our Town", which produced a revolution in the theatre
when it was first produced, was the season's final play. Wilder's use of
narration, casual conversational style and minimal scenery, were all
innovations in the theatre far beyond his time. The theatrical season was
a suc-cess, and attendance far surpassed all pre-vious periods in
Western's history.
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Little Mary Sunshine "Waiting for Godot"
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The Tempest
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The goal of the Music Department is to give all students the experience of
performing in a major musical organi-zation. Under the leadership of Dr.
Frank D'Andrea, department chairman, musical programming was directed at
the average student as well as Western's 140 music majors. The men's
choir, the Western States-men, combined in concert with the women's
group, the Coed Chorus, and the select Concert Chorale in perform-ing
Handel's Messiah at Christmas and Schubert's A Major Mass during Spring
Quarter. The Vocollegians, a subdivision of the Chorale, also performed
in concert throughout the year. The Viking Band provided instrumental
entertainment for athletic events with pep songs and half-time shows.
The music of the masters was the forte of the student orchestras. The
String Orchestra specialized in chamber music, while the College Civic
Sym-phony Orchestra combined the talents of students and townspeople.
Highlighting the year for many music students were the statewide tours
between winter and spring quarters. Mluscal groups
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Senator Wayne Morse Democrat, Oregon Keynote speaker, Founders Day Dr.
Dean K. Crystal receives the Distinguished Citizen Award from Dr. James
L. Jarrett, President Morse Calls for Federal Aid In Founders Day Address
"Looking Ahead in Education," was the theme of guest speaker Sen. Wayne
Morse (D-Ore.) at Western's second annual Founders Day Ceremonies. Morse,
chairman of the Senate Education subcom-mittee, stressed the importance of
a system of federal scholarships as an "investment in our young people."
Founders Day, which commemorates the seventy-one years of growth since
Governor John McGraw signed a bill establishing a "normal school" in
Whatcom County, not only provides the opportunity for the College to
reflect in the light of its past growth, but it is also a day of honor and
recognition for an alumnus and a citizen of the state who have made
outstanding contribu-tions to society. The "Distinguished Citizen" and
the "Distinguished Alumnus" awards were presented respectively to Dr.
Dean K. Crystal and Dr. Arvid T. Lonseth. Dr. Crystal is the chief of
cardiovascular surgery at Children's Ortho-pedic Hospital in Seattle. He
has been a pioneer in heart surgery in this state since 1946, and recently
helped develop a new type of heart-lung machine for use in open heart
surgery. Dr. Lonseth is chairman of the Mathematics Depart-ment at Oregon
State University. After graduating from Western in 1932, he continued his
studies at Stanford and Berkeley. He was appointed a consultant to the
National Science Foundation last summer. At present he is working on a
"Galaxy Project," a research program on new techniques for digital
computers. Dr. Arvid T. Lonseth, 1964's Distinguished Alumnus of Western
Washington State College3'
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Elizabeth Schwarzkopf The Smothers Brothers "Lively and fascinating
entertainment ranging from the zany antics of the Smother's Brothers to
the scintillating tones of Peter Nero's piano; from Opera to Civil
Rights and political awareness..." (Continued)
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(Continued) Westernites learned from experi-ence this year that variety
is not only the spice of life, but the key to en-joyable entertainment.
Teaching this lesson were six na-tional celebrities ranging from pop
mu-sicians Peter Nero and the Smothers Brothers to opera singer Elizabeth
Schwarzkopf, conductor Milton Katims and the Seattle Symphony, Cornelia
Otis Skinner and civil rights speaker James Meredith. First to adorn
Western's stage were the Smothers Brothers, a folksinging duet that
brought melodies, merriment and money to campus as they attracted a
sell-out crowd to Carver Gym. Popular jazz pianist Nero followed the
comedian-singers with equal success. A more serious brand of music was
later presented through the talents of Miss Schwarzkopf, soprano, and
Katims, conductor of the Seattle Symphony. In their separate appearances
both encountered large and appreciative audiences. The civil rights
revolution of 1963 was reviewed by James Meredith, the first Negro to
graduate from the Uni-versity of Mississippi. Meredith told his
1200-member audience that the re- sponsibility for solving the problems of
racism rested on their shoulders. The sixth celebrated visitor, Cor-nelia
Otis Skinner, provided audiences with a delightful view of "The Wives of
Henry VIII" and another fond mem-ory of Western entertainment. James
Meredith First Negro to graduate from Ole Miss Peter Nero A night of
piano antics Cornelia Otis Skinner Concert-Lecture Series performer
Larry D. Abraham A member of the John Birch Society
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A panel of five Republicans and five Democrats participated in a discussion
of the Role of Politics in Education during Political Awareness Week. Most
of the participants were state legislators. (Continued) Richard G.
Christensen, Republican candidate for the nomination for Governor.
Daniel J. Evans, Republican candidate for the nomination for Governor.
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(Continuedj Large crowds filled the V. U. during Political Awareness Week.
Thomas Miller, chairman of Political Awareness Week, listens to the last
of P.A.W.'s speakers: Governor Albert D. Rosellini. The week increased the
awareness of students of their political surroundings, and created a new
atmosphere of understanding. Joseph E. Gandy, Repubican Candidate for
the nomination for Governor poses with Ron Stephens during his visit
here.
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Dan Gullicksen, Snow Festival chairman, crowns Peri Aiken Queen. This was
one of the few activities that could be carried on as the snow came down
in horrendous proportions and skiing ceased. Snow Festival..Snowed In
Dubbing Western's annual frolic at Mt. Baker a "Snow Festival" turned out
to be the biggest understatement of the year. When some 250 Vikings
reached their goal at the mountain lodge, the worst blizzard in recent
history struck. With icy winds and dense snow flurries, old man winter
curtailed the skiing activities for most of the week-end and buried cars
so deep many could not be located until mid-Sunday morning. Enthusiasm
for the Festival was undimmed, however, and as the ex- hausted chairman,
Dan Gullickson, later declared: "It was the biggest success ever.
Reigning over the two-day meet were King Jerry Manley and Queen Peri
Aiken, who were crowned Satur-day night at the fireside-dance held in the
warming hut. Others receiving honors were top racers, Gene Eagen, Jim
Stelling and Jay Ulland.
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W. U. S. WEEK: "All for a worthy cause" Smoke filled the room as
gamblers wandered aimlessly about - shuffling poker chips in their hands,
watching the roulette wheels spin, and itching to test their luck at
blackjack. Thus the final phase of this year's World University Service
festivities drew to a close after a week packed with activities which
netted nearly $1,300 for the international organiza-tion. The WUS drive,
held annually to raise money for needy colleges through-out the world,
was highlighted this year by a new addition - the Baby Grande Prix. The
contestants lined up atop High-land Drive early Saturday and proceeded in
spasmodic succession to soar, slide or stumble down the hill in timed
heats. Coming out far ahead was the "Blown Goat" driven by Duane Monro
and spon-sored by the Bachelor's Club. Topping off Saturday's events was
the traditional gambling night, held in the Viking Union under the
direction of WUS co-chairmen Ray Devier and Kathy Failor. Announcement
of the winners of the week's contests climaxed the final hours of the
festivities. Folksingers Joan Garber and Don Rieland were awarded $25 for
their performance in the Variety Show. Fresh-man Brian Hamel won the
title of Ugly Man for collecting $75 of the $118 donated throughout the
week in the contest. WUS is under the direction of Terry Gallagher,
Executive Vice-Presi-dent. "itching to try their luck at Blackjack - all
for a worthy cause."
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Ray Freddy Freeloader" Devier was chairman of this year's gambling
extravaganza. With the help of Kathy Failor, Devier was able to stage the
most successful WUS night in Western's history." The Western Ugly Man
contest brought laughs and chills to many during the annual talent show.
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Dick Simmons Editor, Collegian "To Comfort the Afflicted and Afflict the
Comforted" Staff meetings are held to a review each ' paper.
Controversy is the key word that de-scribed Western's two major
publica-tions this year. The Collegian, with its editorial poli-cy of
"comforting the afflicted and af-flicting the comforted" kept heads
rol-ling as it constantly jabbed Student Leg-islators, College policies,
and, in one special issue, the Bellingham Sterild, the city at the foot
of Sehome Hill. Edited by Dick Simmons, and man-aged by Dave Benseler,
the weekly news-paper grew from eight to twelve pages, with the 44- page
'freshman issue' be-ing the biggest on record. Size was not the
Collegian's only growth. From the weekly pamphlet of two years ago, the
paper grew to a tabloid publication that won state hon-ors as the "best
undergraduate publica-tion in the State of Washington," and in the middle
of Winter quarter of this year received further honor with a
'First-Class Honor Rating' from the Associated Collegiate Press. Equally
controversial, but in for-mat rather than editorial policy, was the 1964
Klipsun, edited by George P. Toulouse. For the first time in Western's
his-tory, the yearbook veered from the traditional pattern of annuals to
pre-sent modern magazine-style layouts with interpretative copy, a
minimum of group 'set' shots, and a better report of the 1963-64 school
year. Advisor to both major publications is James H. Mulligan. David
Benseler Business Mgr. Collegian
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George P. Toulouse Editor, Klipsun "Just before the deadline .. ." Ernie
Smith Managing Editor, Collegian Sue Weir Asst. Editor Klipsun
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1964 Junior Prom, "Brigadoon" The Viking Union was transformed into the
story-book land of "Brigadoon" for the 1964 Junior Prom. Janice Etzel
ruled as this year's Queen while students left the world of reality and
crossed the mythical "Bridge of the Doon." Once across, they found
themselves in a world of fantasy, where they were engulfed in imaginary
and haunting Scottish moors. The misty strains of Ken Cloud and his band
provided the romantic but unhighlandish music for the lads and lasses of
Western to kick their heels to. The intermission was highlighted by
traditional Scottish music played by Bill Patterson's Bagpipe band. Queen
Janice Etzel is escorted by A. S. President Neil Murray for the first
dance after her coronation.
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Graduating Seniors Gary Anderson B.A. in Mathematics Pat Adams B.A. in
Education, Elementary Concentration Shay Anderson B.A. in Education,
History David Alfred B.A. and B.A. in Education, Biology Norris
Andreason B.A. in Education, Physical Education Sue Allen B.A. in
Education, Elementary Concentration Margaret Arnott B.A. in Education
Elementary Concentration Alton Anderson B.A. and S in Chemistry Kent
Ashworth B.A. in Education, Government Dave Andersen B.A. in English
Charlotte Assink B.A. in Education, German Richard Anderson B.A. in
Education, Geography Kath B.A. Speec Brian Ayers B.A. in Education.
German herine Andreas in Education, h Therapy Judy Ayers B.A. in
Education, Elementary Concentration Lynn Armstrong B.A. in Government
Sandy Bacon B.A. in Education, Social Studies Don Ash B.A. in
Education, Elementary Concentration Stan Barber B.A. in Education,
Industrial Arts Steve Aspden B.A. and B.A. in Education. Geography Sue
Barclay B.A. in Education, Elementary Concentration Robert Austin B.A.
in Education, History #l ',r . i
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Dave Benseler B.A. in Honours, German Wayne Barsness B.A. in Education,
Business Education Betty Anne Berry B.A. in Education, Home Economics
Bruce Beaman B.A. in Education, History Carolyn Berry B.A. in English
Clyde Beattie B.A. in History Pat Birch B.A. in Education, History
Dolores Bee B.A. in Education, Social Studies Dallas Blair B.A. in
Education, Governnment Fredric Beisse B.A. in Social Studies William
Bloch B.A. in Mathematics all Don Berger B.A. in Education, History
Larry Blume B.A. in Economics Bruce Berry B.A. in Education, English
Dave Boeringa B.A. in Education, Geography Becky Bueler B.A. in
Education, Elementary Concentration Mike Boring B.A. in Education,
History Larry Bjorn B.A. in Economy, Business Neville Bradley B.A. in
Education, Physical Education Jim Bloch B.A. Mathematics Clarie Brady
B.A. in Education, Spanish Janet Blum B.A. in Social Anthropology 1~k
i';
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Virginia Brown B.A. in Education, Home Economics Vivian Braithwaite
B.A. in Education, Elementary Concentration Mrs. Roger Brumfield Don
Briggs B.A. in Economics, Business Kathy Buckner B.A. in Education,
Music LeRoy Brooke B.A. and B.A. in Education, Industrial Arts Ray
Burke B.A. in Education, English Sue Brower B.A. in Education,
Government Jerry Byers B.A. in Education, Music Ted Brower B.A. in
Economics Bill Cannon B.A. in Chemistry Roger Brumfield B.A. in
Education, General Science Frank Cetesnik B.A. in Education,, Elementary
Concentration Sharon Brune B.A. n Education, French Jim Chatterson B.A.
History Ruth Bunt B.A. and B.A. in Education, Art Russ Christensen
B.A. in Geography Ron Burton B.A. in History Alan Christopherson B.A.
in Education, English Ann Campbell B.A. in Elementary Education Dave
Claar B.A. and B.A. in Education, History Betty Carr B.A. in Education,
Business Education
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George Crighton B.A. Economics Trudy Clifford B.A. in Education, Home
Economics Clay Crook B.A. Business Economics Dan Cochenour B.A. and B.A.
in Education, Psychology Greg Cox B.A. in History, Social Anthropology
Erroi Collins B.A. in Education, Biology Paula Cupland B.A. in
Education, Physical Education Phyllis Compton B.A. in Education, English
Joan D'Allesandro B.A. in Education, Physical Education Ken Coupland
B.A. in Education, Physical Education Janice Davenport B.A. in
Education, Music E.i Phyllis Cronkhite B.A. in Education, Foreign
Languages Gary Debusschere B.A. in Education, Mathematics Mayo Cross
B.A. in Education, Library Science Carol Denny B.A. in Education,
Elementary Concentration Marsha Cuizon B.A. in Education, History Raymond
Paul Devier B.A. in Education. History Hans Dahl B.A. in Education,
Industrial Arts Gordon DeYoung B.A. in Education, Mathematics Dick
Danubio B.A. in Education, Industrial Arts Norman Dillman B.A. in
Education; History Phyllis Davis B.A. in Education, Art
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Marcia Dowling B.A. in Education, Elementary Concentration Jim Dixon
B.A. in Education, Physical Science Bernard Durnan B.A. in Government
Dennis Dobbs B.A. in Education, English Mary Ehlers B.A. in Mathematics
Elizabeth Carrison Dombrowski B.A. in Education, English Kent Ellwin
B.A. en Education, Industrial Arts Kathy Donoughue B.A. in Education,
Speech Dixie Emerson B.A. in Education, English Anita Dorsing B.A. in
Chemistry Russell Ensian B.A. in Educatioi Industrial Anr Karen Dunlap
B.A. in Education, French Carrie Ervin B.A. in Education, Home Economics
David Ehlers B.A. in Physics Carolyn Fairbanks B.A. in Education,
English Valerie Eilers B.A. in English David Fairbanks B.A. in
Education, English Ferrell Ely B.A. in Education, Industrial Arts
Michelle Fayette B.A. in Education, Social Studies Nancy Skewis Ensign
B.A. in Education, English Penny E'ricson B.A. in Education, English
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Kay Fredlund B.A. in Education, Physical Education Terry Gallagher B.A.
in Government, Psychology Carol Friske B.A. in Education, English Gary
Ferngren B.A. in History Joan Garber B.A. in Education, Art John Finlon
B.A. in Government Tom Geisness B.A. in Political Science Martha
Flickinger B.A. in Education, English Linda Johnson Gerken B.A. in
Education, Social Anthropology Bruce Foster B.A. in Economics Myrna Gill
B.A. in English Jan Friend B.A. in Education, Social Studies Marta
Goldstein B.A. in Educction, Social Studies William Gant B.A. in
Education, History Gerald Goodman B.A. in Education, Physical Education
Lester E. Geer B.A. in Education, Mathematics Rex Graff B.A. and B.A. in
Education, Industrial Artr Merle Gebers B.A. in Education. Speech Sue
Graham B.A. in Education Elementary Concentration John Gibbons B.A. in
Education, Biology Gordon Granade B.A. in Economics, Business Richard
Goerg B.A. in Education, Biology #/ f ..ter
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Klipsun, 1964 - Page 87
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Bob Hall B.A. and B.A. in Education, Biology Don Grant B.A. in
Education, General Science Dan Hallgrimson B.A. in Education, General
Science Dolores Gross B.A. in Education, English Carol Hamblin B.A. in
Education, Elementary Concentration Dave Grubb B.A. in Education,
Social Studies Kay Hanson B.A. in Education, Physical Education Dave
Gufler B.A. in Biology Walter Hardy B.A. in Education; Industrial Arts
Ann Hageman B.A. and B.A. in Education, Government Larry Harnden B.A.
in Education, Speech Sharon Hall B.A. in Education, English Sally
Hallock B.A. in Education, Physical Education Richard Hartley B.A. in
Education, Earth Science Julian FRansen B.A. in Education, History Gary
Haveman B.A. in Education, Mathematics Bob Hardwick B.A. and B.A. in
Education, Industrial Arts Ron Hawley B.A. in Mathematics JoAnn Harlowe
B.A. in Education, Social Studies Bryan Hearsey B.A. in Mathematics
Janet Hartley B.A. and B.A. in Education, English
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Klipsun, 1964 - Page 88
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Roy Helland B.A. sn Education, Industrial Arts Frank Hebert B.A. in
Education, Biology James C. Henry B.A. in Education, Industrial Arts
Richa'd Hedges B.A. in Education, Elementary Concentration Vern Hild
B.A. in Education, Hirtorv Joe Heikkila B.A. in Education, Social
Anthropology Laurel Hoffman B.A. and B.A. in Education, French Bill
Heinz B.A. in History Don Holert B.A. in History Mrs. Grayce Honaker
B.A. in aducatson, Elementzary Concentration Lotte Hemmerling B.A. in
Education, Home Economics Jim Hopkins B.A. in Education. History Philip
Hergert B.A. in Education, Industrial Arts Dan Howard B.A. and B.A. in
Education, Government Larry Hitchcock B.A. in Education, Physical
Education Fred Hulbert B.A. in Education, Social Studies Ervin Hogland
B.A. in Education, Biology JoAnne Hunter B.A. and B.A. in Education,
German Bob Holt B.A. in Education, Mathematics Jack lacolucci B.A. in
Education, English Joan Hoover B.A. in Education. Elementary
Concentration
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Klipsun, 1964 - Page 89
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Ingrid Johnson B.A. in Education, History Karen Izumi B.A. in Education,
Elementary Concentration Linda C. Johnson B.A. in Education, French
Susan Jabusch B.A. in Education, Elementary Concentration Terry Jones
B.A. in Education, Social Anthropology Martha Jackson B.A. in Education,
History Arlene Kawakami B.A. in Education, Art Carol Johnson B.A. in
Education, Elementary Concentration Robert Kennicott B.A. in Education,
Music Stephen Kester B.A. in Education, Art Julia Johnson B.A. in
Education, Elementary Concentration William Kindler B.A. in Chemistry
Kathy Jones B.A. in Education, Home Economics Mary King B.A. in
Education, Elementary Concentration Jeannette Kdrajala B,A. in Education,
Business Education Otto Kjaergaard James Kemp B.A. in Philosophy Linda
Kleve B.A. in Education, English Toni Kertson B.A. in Education, Social
Studies Kay Knutsen B.A. in Education, Elementary Concentration
Stephanie Keyes B.A. in Mathematics
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Klipsun, 1964 - Page 90
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Joel Lanphear B.A. in History Earl Kobberstad B.A. in Speech Therapy
Sheila Larsen B.A. in Education, B.A. in French Bill Kohlwes B.A. in
Education, Physical Education Diane Lee B.A. in Education, Home
Economics Stan Kohout B.A. in Education, Elementary Concentration Joan
Liebert B.A. in Education, English Jan Labell B.A. in Education,
Geography Maxine Lightburn B.A. in Education, Art Robert LaFollette
B.A. and B.A. in Education, Art Larry Lingbloom B.A. in Mathematics
Jerrold Larson B.A. in Economics and Government Gwen Lockhart B.A. in
Mathematics Joanne Laz B.A. in Economics Anne Logan B.A. in Education,
English Roger Libby B.A. in Education, English Grace Lundstedt B.A. in
Education, History Judy Lind B.A. in Education, Elementary Concentration
Donald Maclennan B.A. in Education, Physical Education Laurie Lindsay
B.A. in Education, Elementary Concentration Judith Locke B.A. in
Education, Home Economics
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Klipsun, 1964 - Page 91
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Nancy Martinson B.A. in Education, Elementary Concentration William F.
Maher B.A. in Education, Political Science Doug McCoy B.A. in Government
Mary Mallow B.A. in Education, English Karen McFadden B.A. in
Education, Speech Therapy Thomas Maloney B.A. in Sociology-
Anthropology Nancy McLaughlin B.A. in Education, Library Science Gordon
Martin B.A. in Psychology Cecile McMillan B.A. in Education, Social
Studies Mary Martin B.A. in Education, English Leslie. McNamara B.A.
in Education, English Clyde McBrayer B.A. in Education, Industrial Arts
H. Gaylord Meeks B.A. in Mathematics Terry McEwen B.A. in Chemistry
Susan Meier B.A. in Education, Physical Education Norman McFarland B.A.
in Economics, Business Ny la Menny B.A. in Education, Social
Anthropology Jane McLaughlin B.A. in Education, Speech Therapy Mike
Merriman B.A. in History Jim MacMillan B.A. in Chemistry Al Meucci B.A.
in Psychology Diane McNeal B.A. in Education, Elementary Concentration
J~i~i~~ ICe~lllll
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Klipsun, 1964 - Page 92
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Ken Moore B.A. and B.A. in Education, Government Dave Mousel B.A. in
Government Mary Ann Miller B.A. in Education, Home Economics Jim Nagle
B.A. in Social Anthropology Merrilee Mitchell B.A. in Education,
Physical Education Joel Niemeyer B.A. in Education, Social Studies Judi
Monson B.A. in Education, Library Science Edward Nelson B.A. in
Education, Social Studies Carroll Montgomery B.A. in Education, History
Judy Newton B.A. in Biology Allan Morse B.A. in Government Darryl
Nienaber B.A. in Economics, Business Marilyn Murphy B.A. and B.A. in
Education, Social Studies Volana Noel B.A. in Education, English Richard
Nathlich B.A. in Education, Mathematics Rod Nolan B.A. in Education,
Mathematics Bob Nelsen B.A. in Economics, Business James J. Novak B.A.
in Education, Industrial Arts Joy Nelson B.A. in Education, Home
Economics Mrs. Carolee Nunn B.A. and B.A. in Education, English Lyle
Nichols B.A. in Education, Biology Irrr~rr~l~r I ,-
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Klipsun, 1964 - Page 93
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Victoria Parypa B.A. in Education, Elementary Concentration Gary Nyland
B.A. in Education, Music Bertha. Pearson B.A. in Sociology- Anthropology
Sidney Ondeck B.A. in Chemistry Lou-Ellen Peffer B.A. in Education,
Physical Education Bruce Osborne B.A. in Education, English Judy
Pennington B.A. in Education, General Science Craig Parker B.A. in
Education, Music Ronald Petersen B.A. and B.A. in Education, Music Bill
Parks B.A. in English William Pickles B.A. in Education. English Dennis
Peacock B.A. in Art Don Porter B.A. in Education. History Bert Pedersen
B.A. in History Larry Potter B.A. in Recreation Dick Pennick B.A. and
B.A. in Education, History Larry Pound B.A. in Social Anthropology
Laurel Peterson B.A, in Education, Art Ken Price B.A. in Education,
Mathematics Michael Phelps B.A. in Chemistry Charlotte Poage B.A. in
Education, French Pr Iqwr . I . 2 . -7 it 'in, , -
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Klipsun, 1964 - Page 95
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Ken Schulz B.A. in Education, Physical Education Charles C. Sell B.A.
in Education, Physical Education Ken Sather B.A. in Education,
Elementary Concentration Glen Shagren B.A. in Education, History Kathy
Sauter B.A. in Education, Speech Therapy Judy Shaw B.A. in Education,
Elementary Concentration Betty Schmick B.A. in Education, Geography
Camille Sherwin B.A. in Education, Biology William Schoonover B.A. in
Education, English Charles Siler B.A. in Economics, Business - l;~ i
____ Lyle Schwarz B.A. and B.A. in Education, English Barbara Sivesind
B.A. and B.A. in Education, Government George Sevier B.A. in Economics
Jean Smelser B.A. Art Terry Shalander B.A. in Education, French Clifford
Smith B.A. Government Beverly Shelton B.A. in Education, Art Linda Smith
B.A. in Education, Elementary Concentration Bob Shular B.A. and B.A. in
Education, English Linnea Smith B.A. Education, Biology Dick Simmons
B.A. in English (Journalism)
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Klipsun, 1964 - Page 96
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Ron Spalding B.A. in Art Michael Smith B.A. in Education, Social
Studies Robert Spanfelner B.A. in Geography Robert Jim Smith B.A. in
Industrial Arts Ron Staflin B.A. and B.A. in Education, French William
Smith B.A. in Economics, Business Elcena Steinmann B.A. in Education,
Social Studies Lucy Smoyer B.A. in Education, Elementary Concentration
Marie Sterk B.A. tn Eaucaton, Home Economics Joan Spalding B.A. in
Education, Elementary Concentration Linda Stixrud B.A. in Education, Art
Chris Vall-Spinosa B.A. in Social Anthropology Arlene Sponheim B.A. in
Education, Physical Education Ray Stroble B.A. in History Margaret
Steiner B.A. in Education, History Rosalyn Stromberg B A. in Education,
Art Pat Stephens B.A. in Education Richard Stucky B.A. in Mathematics
Margaret Stewart B.A. in Education, Social Studies Geryalene Strum B.A.
in Education, Elementary Concentration Charles Stockwell B.A. in
Psychology
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Klipsun, 1964 - Page 96
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Joe Reasons B.A. in Educatzon, Physical Education Mary Lee Reed B.A. in
Education, Mathematics Pat Pulver B.A. in Education, Social
Anthropology Paulene Risch B.A. in Education, English Patricia Quigley
B.A. in Education, Elementary Concentration Mary Robinson B.A. in
Education, Elementary Concentration Larry Rayner B.A. in Education,
English Pam Romerdahl B.A. rn Education. English John Reaney B.A. in
Education, Language Arts William Rovik B.A. in Education, Social
Studies Marjorie Reed B.A. in Education, Music Larry Sandstrom B.A. in
Education, Industrial Arts Marty Reeves B.A. and B.A. in Education,
"Mathematics Tom Santeford B.A. in Education, Social Studies Pat Robbins
B.A. in Education, Social .Studies Tej. Santwan B.A. in English Joyce
Rocheford B.A. in Education, Elementary Concentration Norma Sargent
B.A. in Education, Social Studies Ron Romerdahl 3.A. in Industrial Arts
Charles Sarin B.A. in Education, Government Beatrice Rusch B.A. in
Education, Elementary Concentration
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Klipsun, 1964 - Page 97
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Robert Tarleck B.A. and B.A. in Education, English, (Pre-Professional)
Bob SuMrmers B.A. in Education, Biology Marsha Taylor B.A. in Home
Economics Gary Swanson B.A. in Education, Social Studies Karen Tenneson
B.A. in Education, Home Economics Joan Tackett B.A. in Education,
History Larry Thomas B.A. in Education, History Julia Tam B.A. in
Education, Elementary Concentration Lenora Thomsen B.A. in Eaucanron,
Social Studies George Toulouse B.A. in Government Gladys Taylor B.A. in
Education, Social Studies Gary Tubbs B.A. nt Philosophy Jan Tebleman
B.A. In Educatzon, Elementary Concentration Margo Tuengel B.A. in
Education, Social Studies Sharon Teyler B.A. in Education, TTpheeerca,p
y Patricia Unrein B.A. in Education, Home Economics Robert Thomas B.A.
in Education, English Marlene Vander Griend B.A. in Education, Elementary
Concentratinm, Shirley Tolsrria R.A. in Education, German Bonnie Van Loo
B.A. in Education, Physical Education Dale Trapeur B.A. in Education,
Business Education
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Klipsun, 1964 - Page 98
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Wendy Webster B.A. in Home Economics John Wade B.A. in Education,
Industrial Arts Julie Wiener B.A. in Education, English David Wahl B.A.
in Biology Pat Weiss B.A. in Education, Elementary Concentration Kathy
Walker B.A. in Education, Physical Education Rudi Weiss B.A. and B.A.
in Education, German Mary Jo Walton B.A; in Education, Elementary
Concentration Sandy Weygant B.A. in Education, Social Studies Carol
Wanner B.A. in Education, Elementary Concentration Leroy Wilbur B.A. in
Education, . Elementary Concentration Donald Weidenbruch B.A. in
Psychology Suzanne Williams B.A. in Education, Social Studies Duane
Wienker B.A. in Education, Physical Education William Williams B.A. in
Education, Music Roger Weiss B.A. in Biology Carl Williquette B.A. in
Education, Music Dena Wendling B.A. in German Christie Wilson B.A. in
Education, French Gary White B.A. in Education, History Russell Williams
B.A. in Education, Elementary Concentration sF it
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Klipsun, 1964 - Page 99
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Pat Wise B.A.. in Education. History Barbara Wood B.A. in Education,
Business Educatiod Howard Wilson B.A. and B.A. in Education, Industrial
Arts Karen Wood B.A. in Education, English Jerry Wilson B.A. in
Education, Social Studies Joyce Woodward B.A. in Education, Sociology-
Anthrobology Storey Wilson B.A. in Social Studies Barbara Wozleck B.A.
in Education, Physical Education Judy Wire B.A. in Education,
Mathematics Donald D. Young B.A. and B.A. in Education, Industrial Arts
Virginia Wise B.A. in Education, Hisiory Kay Zatrine B.A. in Education,
Music Elwyn Wood B.A and B.A. in Education, Chemistry Joan Zink B.A.
in Education, Muric Judy Woods B.A. and B.A. in Educatzon, l story Ann
Zion B.A. in Education, Art Mike Woolcock B.A. in Psychology Paige
Darragh B.A. in Mathematics Jim Wozleck B.A. in Education, Industrial
Art Vivian Zagelow B.A. in Education, Elementary Concentration
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Klipsun, 1964 - Page 100
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Western's 1964 Klipsun is an experiment in photo-journalism, a departure
from the standard, stereotyped concepts in yearbook design that have
plagued planners for years. By switching formats to the more progressive,
vitalized and energetic style, Western's yearbook joins with other
college yearbooks in becoming a true depic-tion of the career of the
student; not just the academic side, but the extracurricular aspects as
well. The members of the Klipsun staff hope that you will enjoy the book,
not only today, but in the years to come. Editor 1964 Klipsun 100
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Klipsun, 1964 - Page [3] of cover
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WESTERN WASHINGTON STATE COLLEGE 1899
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Klipsun, 1964 - Page [4] of cover
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PPPPP