UBC Publications

UBC Publications

UBC Publications

The President's Report 1960-61 1962

Item Metadata

Download

Media
presrep-1.0115182.pdf
Metadata
JSON: presrep-1.0115182.json
JSON-LD: presrep-1.0115182-ld.json
RDF/XML (Pretty): presrep-1.0115182-rdf.xml
RDF/JSON: presrep-1.0115182-rdf.json
Turtle: presrep-1.0115182-turtle.txt
N-Triples: presrep-1.0115182-rdf-ntriples.txt
Original Record: presrep-1.0115182-source.json
Full Text
presrep-1.0115182-fulltext.txt
Citation
presrep-1.0115182.ris

Full Text

 THE  PRESIDENT'S
REPORT   1960-61
THE UNIVERSITY
OE BRITISH COLUMBIA, VANCOUVER, CANADA, 1962 THE PRESIDENT'S REPORT 1960-61 THE
PRESIDENTS
REPORT   1960-61
The  Report  of
Dr.   Norman   A    M.   MacKenzie
to  The  Senate  and
Board   of  Governors   of
The University of British Columbia
for   the   period
July   1,   I960,   to   June   10,   1961
VANCOUVER,   CANADA,    1962 TO THE BOARD OF GOVERNORS
AND THE SENATE OF THE
UNIVERSITY OF BRITISH COLUMBIA
Ladies and Qenilemen:
Last year my report dealt with the place of graduate
studies in the University and steps we must take to develop
this vitally important area. This year, I have considered the
professional schools, because I think it timely and important
to call attention to the work of those departments, schools
and faculties which are training young British Columbians
for admission to professions both in this Province and
elsewhere in Canada.
N. A. M. MacKenzie
President EDUCATION
FOR THE
PROFESSIONS
The university act of 1908 left no
room for doubt concerning the place the new University was
intended to fill in the life of the Province:
"The University shall, so far as possible and to the full
extent which its resources from time to time permit, provide
for (a) such instruction in all branches of liberal education
as may enable students to become proficient in and qualify for
degrees, diplomas and certificates in science, commerce, arts,
literature, law, medicine and all other branches of learning;
(b) such instruction, especially, whether theoretical, technical,
artistic, or otherwise, as may he of service to persons engaged
or about to engage in manufactures, mining, engineering,
agricultural and industrial pursuits of the Province of British
Columbia; (c) facilities for the prosecution of original research
in science, literature, arts, medicine, law and especially the
applications of science. ..." THE   PRESIDENT S   REPORT
In 1915, when the University first began to offer courses
of instruction, it consisted of three faculties: Arts and Science,
Agriculture and Applied Science. By the mid-point of World
War II only one other area of interest had been added:
Commerce. Remarkable growth and development of the University has taken place in the last fifteen years, for we have
added in succession Law, Pharmacy, Forestry, Commerce
and Business Administration, Medicine, Graduate Studies,
Education, Home Economics, Physical Education and Recreation, Architecture, Music, and the Fine Arts. With the
announcement by the Prime Minister of the Province in
February 1962 that sufficient capital and operating funds will
be made available to begin the development of a Faculty of
Dentistry, the University of British Columbia now offers
courses of instruction in all the principal fields of human
inquiry, and the dream of the men who first sought to establish
the University has become a reality.
The most significant change is that whereby the University
has been transformed practically overnight from a small compact liberal arts college into a major institution of higher learning, with appropriate attention being given to the preparation
of young people for professional careers in society.
A good deal of discussion, debate and controversy continues
within the universities and throughout the country concerning
the responsibility of the universities for the professional training of citizens. Perhaps it is more accurate to state that there
are those who feel and who state very emphatically that the
business of the universities is "education", the development of THE   PRESIDENT S   REPORT
the intellect and the mind and not, to them, the more practical
and even the more sordid business of professional and technical
instruction and training. This attitude is in some ways a natural
and salutary one, for it does ensure that our universities will
concern themselves in part at least with the highest ideals and
goals. But the hard facts of life are that most of us have to make
our own living or become dependents of those who do earn.
About the only individuals in our society who need have little
or no concern about the practical, that is wage or salary earning
or the revenue-producing value of their education, are the sons
and daughters of the wealthy, and those women who give up
their careers following marriage. It is true that the wealthy can,
if they care to, lead a life of leisure, but most of them are just
as interested in their own competence and involvement in
practical affairs as the rest of us. Many women, even though
married, find that professional training and competence are
either essential or helpful, and even in the case of those who
can give all their time and energies to their home and their
families, the education and training they have received are
passed on to their children and in addition make them among
the most useful of our citizens in a democratic society.
For the rest, whether the higher education which the individual interests himself in and takes be limited to the liberal
arts or is concerned almost exclusively with one of the professions, in the end the graduates of our colleges and universities
do go to work and do make use of what they have learned in
college and university, either directly in a professional way or
indirectly in the careers in which they engage. Because of this, IO THE   PRESIDENTS   REPORT
the continuing debate I have mentioned above, while useful
and stimulating, will not likely and should not change materially the policy of universities in respect of the "useful" and the
"not-so-useful" courses and opportunities which universities
provide.
In brief, the professions have always had a place and a
senior place in universities throughout the centuries; and while
we claim and state that the arts, letters and sciences are and
should be the heart and the core and the most important section of a university, the professions and professional training
are equally honourable and just as important in terms of the
services universities render to the young men and women who
come to them, to their communities, and to the nation.
Professional training under the aegis of universities, with
special courses of study leading to the right to practice, is often
thought of as a recent development. In reality, there is nothing
new about such programmes, since medicine, law and theology
were taught as early as the eleventh century at major European
universities such as Salerno, Bologna, and Paris. It is true,
however, that until the turn of the last century there was a
tendency on the part of boards of governors and faculties in
Britain and Canada to accept as worthy areas of study only
those disciplines which were non-technical in nature and which
involved the teaching of principle but not practice.
The college was originally concerned with and thought of
as being in the service of classical and liberal education. A
hundred years ago, seventy-five per cent of all professional
courses of training now accepted as an integral part of univer- THE   PRESIDENT S   REPORT II
sity teaching were left to other agencies. Medicine, for example, was frequently taught by the apprentice system and the
right to practice dentistry could be obtained in a similar manner. Under such irregular arrangements, no uniform standards
of achievement were required and the level of service the professional man offered to persons who paid for his skill and
knowledge depended almost totally on his sense of responsibility and ethical convictions.
Our attitudes towards professional training have changed
over the last fifty years. One has only to think of recent developments in fields such as social work, physical and occupational therapy, physical education and recreation. On the other
hand, as the years of training required to produce highly
skilled professional persons lengthen, so some areas of their
operation will fall into sub-professional or technical classifications: laboratory assistants, dental hygienists and practical
nurses are cases in point.
It follows, therefore, that universities must maintain flexibility in their attitudes towards training for the professions, and
no one can predict what additional professional fields will
become of interest to them in the next quarter century. Explosive developments in research and enquiry in every area of
learning make specialization a practical necessity. Aerophysics,
aeronautical engineering, soil science, and business administration are fields of professional activity which have come into
being over the last thirty years.
A variety of forces are at work in contemporary society
which have led us to reverse some of our traditional ideas 12 THE   PRESIDENT S   REPORT
about professional training, with the consequent result that
everywhere institutions of higher learning are tending to concentrate more and more on professional preparation. Such a
result is perhaps inevitable in a growing society and expanding
economy, where the demand for trained persons continues to
increase year by year, but this does not in any way mean that
the traditional humane studies can be neglected or downgraded. It means only that universities are conscious as never
before of their many-sided responsibility to the society which
they both serve and lead. No progressive university in the
second half of the twentieth century can neglect the proper
demands made upon it and any one that does is retrograde.
Situations do alter cases and those of us who are directly
responsible for the education of young Canadians must continue to change or modify teaching methods and course-content
in order to ensure that our students receive instruction which
will best fit them to serve themselves and the society which
aids and supports them.
Every citizen, I think, is aware of the social and scientific
revolution that has overtaken us. Daily newspapers are full
of stories about new machines, new techniques, new processes,
new adventures of the mind; and many of the inventions
which once belonged to the imagination of the writers of
science fiction are now realities. With these changes have come
rapid developments in industry and commerce, in urbanization, in communications, in increased supplies of creature
comforts, and, of course, in special public demands for professional services. THE   PRESIDENTS   REPORT 13
No man lives a day without making personal demands on
professionally trained persons: doctors, dentists, engineers,
teachers, lawyers, business experts, and many others. Each of
these has been trained according to a set of rigorous principles
established by the professional group to which he belongs, and
formal training, which is a costly procedure both for society
and the individual, may extend over as many as ten or more
years beyond the high school.
The basic qualification for the professional man is that he
be able to master the vital system of ideas of his time, not only
in his chosen field of specialization but also in the world in
which he lives. In addition, he must acquire a set of attitudes,
a group of skills and an ethical code which will enable him
to render service of a high order. In most cases his course of
training is prescribed both by the professional faculty in which
he is enrolled at the university and by persons who are already
practitioners and who have a natural and proper concern for
the kind and quality of persons admitted to their ranks. For
that reason, candidates are carefully screened, follow a prescribed curriculum, and may, upon graduation, be required to
undergo a period of in-service training culminating in a series
of comprehensive examinations set by the profession. The
young man or woman will then gain entry into a group whose
goals are to maintain and improve services by ensuring that
the most recent results of research and enquiry are immediately
made available to the public. By way of reward, the professional person enjoys good social position and status, and fairly
generous financial rewards, but what is more important, the 14 THE   PRESIDENTS   REPORT
satisfaction that comes from dedicated and responsible service
to others.
The need for graduates of our professional faculties continues to grow as government, industry and commerce make
increasing demands to fill important posts in an expanding
economy. To this must be added a quickened interest everywhere in higher education. The "population explosion" at the
universities across Canada began at the end of World War II
when thousands of ex-service men enrolled upon their return
from service in the armed forces. Nowhere was this explosion
as violent as it was at U.B.C, where the enrolment jumped
from 2430 in 1944-45 t0 9°35 in J 946-47 to 9374 in
1947-48. For the session 1960-61 enrolment of full-time
winter session students stood at 11,621.
The demand for engineers, to cite but one example, has
been doubling every ten years over the past several decades.
There is every reason to expect this demand to continue
because we have ceased to be primarily an agricultural nation
and are becoming an industrial nation of major importance.
In the late 1920s about 35 per cent of Canada's work force
was engaged in the renewable resource industries: forestry,
agriculture and fishing. By 1980, probably only 10 to 12
per cent of the labour force will be so engaged. To meet
needs in this professional area Canada has relied heavily during
the past fifteen years on trained persons coming to us as immigrants, but this source, owing to industrial expansion in
Europe, is no longer available, and Canada must now rely
on its own institutions to train the engineers it will require. THE   PRESIDENTS   REPORT 15
In certain fields, many of our graduates tend to remain in
the Province. In others, however, they go to other places in
Canada and many are attracted by the higher salaries in the
United States. This drift varies from decade to decade, but
there was a period between 1945 and 1950 when many of
our ablest young men and women went off either to complete
their studies elsewhere or to accept professional posts. In
forestry, understandably, most of our graduates tend to remain
here. The following tables, prepared by Professor F. M.
Knapp in August i960, illustrate this point:
Remaining in British Columbia  528  (82.8%)
In the rest of Canada     71  (11.1%)
Foreign     39 ( 6.1%)
Total... 638
In government service 200 (31.3%)
In industry   378 (59.2%)
In education   42 (  6.6%)
In other occupations .. 18 (  2.9%)
Total  638
It is interesting to note that 66 per cent of our graduates
in agriculture are resident in the Province, 17 per cent are in
other parts of Canada, 12.5 per cent are in the United States,
and 4.5 per cent in other countries. The largest group is
engaged professionally in various capacities in industries related
to agriculture. Twenty-two per cent of our graduates are
research scientists in one or another of the varied disciplines 16 THE   PRESIDENT'S   REPORT
which now contribute to knowledge in the general area of
agriculture. Teaching at the university and high school level
claims 14 per cent of our graduates. In the field of extension
and in the advisory and regulatory services of government 18
per cent of our graduates are to be found. A further 8 per cent
are actively engaged in production agriculture, the majority
in British Columbia. Approximately 12 per cent of our graduates are employed in a variety of other occupations, mostly of
a higher professional nature: for example, radio and television
broadcasting, medicine and veterinary medicine, public relations, librarians and press correspondents.
In many professional fields, the doctorate is now a basic
qualification. It is no longer possible to master the facts, the
theories and principles in many fields without prolonged years
of study, which may be as long as ten years following graduation from high school. For that reason, it is important that the
graduate school grow and evolve to meet the new demands for
specialized training in the professions.
It is not possible to build a great "comprehensive" university unless teaching and research are carried on in every department, school and faculty. Basic research must be encouraged,
for the findings of the scholar nearly always have direct
contributions to make to the work of the applied scientist.
In addition to passing on the accumulated knowledge of
the past to younger generations, universities must also
be directly involved in pushing back the boundaries of
the known.
In the professional schools, the results of research work THE   PRESIDENT S   REPORT 17
generally have direct application to the community at large,
and at the University of British Columbia we have made it a
policy to aid and encourage such service. Members of faculty
who are particularly well-qualified in their fields and disciplines frequently go off to other parts of the world to carry out
teaching and research missions for agencies such as UNESCO,
the World Health Organization, the FAO, the External Aid
Office, the Colombo Plan. In the recent past, members of our
professional staff have been sent on missions to India, Honolulu, South Africa, Ghana, Malaya, South America, Russia,
China and other countries. Still others have served or are serving on royal commissions appointed by the Federal and provincial governments.
These colleagues are given formal leave of absence to carry
out such assignments, their salaries being paid by the agencies
which recruit them. However, they keep rank and tenure
during their period of absence, and the experience and knowledge they gain are invaluable not only to the individual concerned but also to the University as a whole. Provided that
teaching and research standards are maintained, it is good and
desirable for colleagues to participate in such undertakings.
Indeed, they should be encouraged to do so. As the physical
world shrinks, as nations are brought closer together, so we
move to a position where the social, economic, educational and
political problems of the most remote parts of the world
become our own. The pooling of trained persons, the free
exchange of knowledge at every level, the application of the
most recent discoveries in every field of human enquiry to THE   PRESIDENT S   REPORT
world problems—all of this must be done if men are to try to
live together in peace.
Whatever our universities may have been, they are now an
integral part of society, and to the limits of their resources,
they assist in the solution of problems growing out of the
business, industrial and commercial world. At the moment of
writing, there are over one hundred research projects going on
in the Faculty of Applied Science alone, many of them sponsored though not controlled by industry and government.
These projects range from studies on screening irrigation water
supplies to studies of the production of uranium dioxide, from
the development of non-nuclear uses of uranium to reading
machines for the blind and aids for the deaf, from special
modulation procedures to a three-dimensional electrocardiographic computer.
Since the cultivation of soft fruits is an important industry
in this Province, colleagues in the Faculty of Agriculture are
carrying out projects in tree fruits, small fruits, floriculture and
ornamentals, which include basic studies as well as problems
of a more immediate significance. In the field of agronomy, the
development of Rhizoma alfalfa is an outstanding example of
the approach to a long-term, fundamental problem. The
department of dairying has conducted research for the improvement of the milk supply of British Columbia and the contributions that have emerged in this field have added to our basic
knowledge of micro-organisms. In animal science, work on the
breeding of farm animals has contributed directly to the formulation of government policies both provincial and national, THE   PRESIDENTS   REPORT 19
while investigations carried out by the head of the department
of poultry science and his colleagues have brought international recognition to the University.
The Faculty of Forestry has been working actively in fundamental studies of the morphology and genetics of seeds and
seedlings. Such studies have revealed genetic, environmental
and behavioural differences between seeds from many areas,
and have led to a better understanding of seed storage procedures and methods of evaluating the quality of stored seeds.
Studies in the growth behaviour of Douglas fir and western
hemlock, and factors affecting growth have been conducted
by many staff members, and as a result a body of knowledge
is being accumulated which is of inestimable value to forestry
on this coast.
Another group of studies is concerned with anatomical
features and their effect on wood properties. These are in part
of genetic origin and in part the result of environment.
Although studies of a similar nature are going on elsewhere
with different species, there are unique and distinctive features
to much of the work done in our own Faculty.
Ties between the School of Architecture and the Division
of Building Research of the National Research Council have
been close, and several members of the staff of the School are
involved in projects under the auspices of the Division of
Building Research.
Although our Faculty of Medicine was established only
eleven years ago—we did not graduate our first medical class
until 1954—excellent work is being done in research and 20 THE   PRESIDENT S   REPORT
teaching, and the University is actively engaged now in a
major undertaking—planning for the building, staffing and
equipping of a first-class teaching hospital, and a health
sciences centre. Some of the projects now under way will contribute directly to the health and welfare of every citizen in
the Province.
In Commerce and Business Administration, the Faculty
continues to provide adult training through the large number
of courses offered in the diploma division. Interest on the part
of the public in these professional programmes remains high:
the number of adult students in evening and Saturday-morning
classes and correspondence courses has reached 2,000. These
courses, all provided by regular members of the teaching staff
of the Faculty, are offered as direct services to the community
and are in addition to the courses offered during the day to
regular students registered in the Faculty.
At the moment, colleagues in this Faculty are engaged in
an important and imaginative project in Malaya. Under an
agreement between the University and the External Aid Office
of Canada, the Faculty was asked to provide a project director
and teaching associates to assist the University of Malaya in
both Singapore and Kuala Lumpur to provide training in the
field of business administration. This programme began in
May 1961 and is scheduled to continue for four years. In
addition to accepting responsibility for staffing the project, we
have undertaken to assist the University of Malaya in training
its own staff by accepting some of their teachers through the
External Aid office. Two members of the University of THE   PRESIDENTS   REPORT 21
Malaya teaching staff are expected to begin their studies here
in the summer of 1962 and others will follow in later months.
The University, then, is working within the limits of its
resources, to bring the advantages of research to the whole
community. At the same time, a start has been made on a
general area of education which has been too long neglected.
New knowledge is being added to most professional fields at
such a rate that it becomes more and more difficult for practitioners to keep abreast of current changes. Yet if our doctors,
lawyers, engineers, nurses and teachers are to give maximum
service at the most competent level, they must be aware of the
latest developments in their disciplines.
The department of extension, through its valuable and
imaginative programme of courses, both credit and non-credit,
is working to extend the campus of the University to the whole
province. The new leisure which has come to our citizens with
the shortening of the work-week, has combined with a
quickened interest everywhere in education to underline the
need for continuing education through night classes. An examination of the director's report for the year 1961-62 shows the
extent to which the services of the University are being made
available to both professional and non-professional groups.
Apart from the programmes I have mentioned in medicine,
mathematics, commerce and business administration, and
pharmacy, members of faculty are offering extension courses
in applied science, agriculture, law, forestry, and education.
While many of these courses do not fall under the heading of
continuing education for specific professional groups, never- 22 THE   PRESIDENTS   REPORT
theless they do offer wide choice for professional people to
enrich their background of experience in fields ancillary to
their own.
It is common knowledge that professional training, research
and high level graduate work are very expensive. When we
made a study of medical education on this continent prior to
the establishment of our own Faculty of Medicine, we learned
that the average annual cost per student varied from
$3,000.00 to $10,000.00, and this does not include the
very large sums (in our case last year over a million and a half
dollars) from outside sources expended upon research. Dentistry is equally expensive, and all of the professional schools
require more money on a per-student basis than does the
Faculty of Arts. While British Columbia is physically a very
large Province, its present population is still under 1,700,000,
and most of that population is concentrated in the Greater
Vancouver and Lower Mainland areas and in Greater Victoria. Our social services and our means of communication are
also very costly. This means that public monies, and other
monies too, available for higher education are definitely limited and so far have been quite inadequate to enable us to
render the services we would like to render. At the same time,
the professional faculties and schools already established adjacent to the greatest concentration of population and to the
major institutions serving these professions on the Point Grey
Campus of the University of British Columbia are adequate
to serve all of the present needs of the Province. It would be
an unnecessary and wasteful expenditure of our limited public THE   PRESIDENT S   REPORT 23
monies if these professional schools and faculties were duplicated anywhere else at the present time.
This does not in any way preclude the possibility of developing other kinds of institutions elsewhere in the Province.
It is inevitable that junior colleges, community colleges and
liberal arts colleges will develop in centres of population
throughout the Province. However, it will be many years
before it will be necessary to have, say, a second Faculty of
Medicine or Dentistry, or another School of Social Work or
Architecture. Now, and certainly for the next decade, we
must concentrate on developing a major university of unquestionable excellence and at the same time encourage the growth
of other kinds of institutions elsewhere. This can and must be
done. Victoria College has already shown what can be accomplished by way of turning a two-year college into a four-year
institution: the results they have achieved are excellent and
they have the full support of the University in their plans for
development.
But such speculation is for the future of higher education
in this nation. At the moment, we are faced with the serious
task of providing sound education, both liberal and professional, in the decade of the sixties. This will not be an easy
task. Indeed at the moment and all across Canada, many of
the problems seem almost insuperable. In a paper delivered
to the N.C.C.U.C. conference in November of 1961, Dr.
Edward Sheffield of the Canadian Universities Foundation
states that by 1970 we may expect 312,000 full-time students
at  our universities in contrast to the 114,000 at the time of 24 THE   PRESIDENT S   REPORT
writing. This means that numbers will almost triple within
a decade. The consequent strain on the resources of every
university and college in this country concerns me as it does
most of my colleagues. If we are to meet this happy crisis in
education, then more of our energies, money, and time must
go into finding solutions to the problems now confronting us.
We must have but one goal in education: to ensure that
every young British Columbian who has the ability and
capacity to undertake university studies be guaranteed education and training to the highest level of which he is capable.
No lesser goal is worthy of us. VISITING
LECTURERS
Across the academic year, many distinguished visitors come to the campus to give addresses on a wide
range of subjects. Some of the guests come under the auspices
of national and international organizations; others are brought
here with funds provided from special sources; while many
come at the invitation of the Alma Mater Society and student
clubs.
Naturally, there are too many lecturers to list here and all
I can do is to name some of our more prominent visitors:
His Excellency Carlo de Ferrariis Salzano, Italian ambassador to Canada, on "One hundred years of independent and
united Italy".
Sir Charles Darwin, former master of Christ's College,
Cambridge. Colloquium jointly sponsored by the departments
of mathematics and physics. 26 THE   PRESIDENT'S   REPORT
Dr. Brock Chisholm gave a Leon and Thea Koerner
Foundation Lecture.
The Honourable Lester B. Pearson gave the first of three
lectures with the general title "A critical evaluation of the
United Nations". The lecture series was made possible by
a grant from a friend of the University. The second lecture
was given March 9 by Mr. Ernest Gross, a New York international lawyer and former deputy representative of the U.S.
government to the U.N. The third lecture was given March
15 by Sir Patrick Dean, permanent United Kingdom delegate
to the United Nations.
Simmons and McBride Lecture by Dr. Louis Tobian,
associate professor of medicine at the University of Minnesota.
Sir Charles Arden'Clarke, formerly with the Colonial and
Commonwealth Relations Office of the British government,
spoke under the auspices of special events committee.
The first Festival of the Contemporary Arts brought to the
campus a number of distinguished contemporary poets, musicians, film makers and dancers for an event which proved an
unqualified success. Credit for the success of this week should
be given to the joint faculty-student committee headed by
Professor B.C. Binning, head of the department of fine arts.
Arthur Schlesinger, professor of history at Harvard and a
Pulitzer prize winner, lectured in the auditorium under the
auspices of the fine arts and special events committee.
Prof. Thorsten Streyffert of Stockholm, Sweden, delivered
the annual H. R. MacMillan lecture in forestry. RETIREMENTS
In reporting the retirement of the following members of the staff, I would like to express the gratitude
of all those associated with the University to these our friends,
teachers and colleagues:
Mm Ellen Bell, cashier in cafeteria.
Mr. A. C. Cooke, professor, history.
Dean Q. M. Shrum, dean of the Faculty of Graduate
Studies, head, department of physics.
Mr. F. W. Vernon, professor, mechanical engineering. PUBLIC
OCCASIONS
On October 27th, i960, honorary degrees
were conferred upon:
John W. Qardner, president of the Carnegie Corporation
of New York and of the Carnegie Foundation for the Advancement of Teaching, LL.D.
The Honourable Howard C. Qreen, Secretary of State for
External Affairs, LL.D.
Sir Frank C. Francis, Knight Commander of the Bath,
director and principal librarian of the British Museum, D.Litt.
Louis B. Wright, director of the Folger Shakespeare
Library, D.Litt.
Sydney C. Barry, deputy-minister of agriculture in the
Government of Canada, D.Sc.
Thomas W. Cameron, director of the Institute of Parasitology at McGill University, D.Sc. 30 THE   PRESIDENT S   REPORT
On May 25, 1961 honorary degrees were conferred upon:
Earle D. MacPhee, dean emeritus of the Faculty of Commerce and Business Administration, and dean of administrative and financial affairs of this University, LL.D.
Paul E. Cooper, engineer, industrialist and humanitarian,
D.Sc.
Qordon M. Shrum, dean of the Faculty of Graduate
Studies, professor and head of the department of physics,
director of the British Columbia Research Council, fellow of
the Royal Society of Canada, D.Sc.
On May 25, 1961 honorary degrees were conferred upon:
Sperrin N. F. Chant, O.B.E., professor and head of the
department of psychology, dean of the Faculty of Arts and
Science, LL.D.
The Rt. Hon. Sir Oliver Franks, Privy Councillor, Knight
Grand Cross of the Order of St. Michael and St. George,
master of arts, chairman of Lloyds Bank, and, commencing
in 1962, provost of Worcester College, Oxford, LL.D.
Qeorge C. Miller, mayor of Vancouver in 1937-38,
president of the Union of British Columbia Municipalities in
1940-41, president of the Canadian Federation of Mayors
and Municipalities in 1951-52, LL.D.
James L. Qray, general manager, vice-president and president of Atomic Energy of Canada Ltd., D.Sc.
On May 29th, 1961 honorary degrees were conferred at
Victoria College upon:
Dr. C. J. Armstrong, president of the University of
Nevada, LL.D. THE   PRESIDENTS   REPORT 31
Mrs. Henry Esson Young, on the first staff of Victoria
College, wife of its first principal, and 1946-48, president of
Victoria branch of U.B.C. Extension, LL.D.
The following new buildings were officially opened:
The Thea Koerner House, May 24, 1961.
The George Cunningham Building, May 24, 1961.
The Sherwood Lett House, September 30, i960.
The Panhellenie House, November 30, i960. OBITUARIES
With regret I report the deaths of the
following members of the Board of Governors, the Faculty
and the employed staff:
Dr. C. Q. Campbell, assistant dean and assistant professor,
medicine, May 29, 1961.
Dr. W. P. Fister, clinical instructor, psychiatry, May 19,
1961.
Chancellor A. E. Qrauer, July 28, 1961.
Dr. M.L. fetter, assistant professor, German, October 24,
i960.
Mr. F. Lasserre, professor and director, Architecture,
April 6, 1961.
Mr. Kannosuke Mori, landscape consultant, Japanese
Garden, 1959-1960.
Dr. S. Stewart Murray, clinical associate professor, preventive medicine, September 23, i960.
Mr. A. E. Prim, janitor, Acadia Camp, January 20, 1961.
Mr. W. H. Richardson, porter, Youth Training Camp,
August 18, i960. '•i.
fcs
^
""flPlPiri ,
The George T. Cunningham
building (above) for the Faculty of Pharmacy was one of
several new buildings opened
during the past year. The
photograph at left shows one
of the modern laboratories in
the building. The building, a
wing of the Wesbrook building, is named for the senior
member of the University's
Board of Governors.  The high cost of professional education is illustrated in the photograph at top left
which shows a research laboratory equipped with expensive scientific apparatus.
The photograph above shows a faculty member and students of the Faculty of
Agriculture engaged in beef cattle research. At bottom left is a photograph of one
of the hundreds of conferences, sponsored by the UBC extension department, which
annually bring thousands of persons to University study centres for continuing
professional education. ii u *\WY iV W \Y \_
v/;;;/;a;iiTU™u'Wp
■ i i i i i i i i i i
1111111111111111111111
,m^<
w
VV'
v
The Thea Koerner Graduate Centre, which was opened in
the past year, was a gift to the University from Dr. Leon
Koerner. It is named for Dr. Koerner's late wife. The build
ing provides dining, recreational and library facilities for the
more than 700 graduate students enrolled at the University.
Architects were Thompson, Berwick and Pratt. SUMMARY (EXCLUDING CAPITAL ADDITIONS TO ENDOWMENT, STUDENT LOAN
OF   REVENUE AND CAPITAL DEVELOPMENT FUNDS)
AND   EXPENDITURE       april i, i960 to march 3i, 1961
REVENUE
GENERAL FUNDS
TRUST FUNDS
NON-ENDOWMENT
ENDOWMENT
lUIRL
%
Teaching
And General
Purposes
%
Fellowships,
Scholarships,
Prizes and
Bursaries
%
Research
%
%
%
Province of British Columbia Grants. ..     	
Government nf Canada Grants
United States Government
$ 5,900,000.00
2,107,242.83
4,350,243.65
488,059.62
45.9
16.4
33.9
3.8
$ 40,569.33
46,543.93
605,082.40
14,274.28
5.7
6.6
85.7
2.0
$      100.00
20,000.00
308,979.35
929.34
6.1
93.6
.3
$    18,929.05
1,724,462.59
191,655.30
648,170.50
1,716.82
.7
66.7
7.4
25.1
.1
$      -
47,795.01
100.0
$ 5,959,598.38
3,898,249.35
191,655.30
4,350,243.65
1,562,232.25
552,775.07
36.1
23.6
1.2
26.3
9.5
3.3
Student Fees                     ....                   _   ..
Gifts and Grants (Commerce, Industry, Associations,
Foundations and Individuals)
Miscellaneous             .           _
$12,845,546.10
100.0
$706,469.94
100.0
$330,008.69
100.0
$2,584,934.26
100.0
$47,795.01
100.0
$16,514,754.00
100.0
EXPENDITURE
Academic Faculties and Departments and Associated
Academic Services
$ 9,585,606.69
707,291.46
1,893,374.62
288,605.94
32,822.79
108,631.00
31,678.82
80,952.21
74.6
5.5
14.7
2.3
.3
.9
.2
.6
$590,044.27
2,596.48
78,241.70
83.5
.4
11.1
$         —
324,017.52
98.2
2,470,721.86
95.6
$ 1,622.47
29,764.45
3.4
62.3
$10,177,273.43
707,291.46
1,893,374.62
291,202,42
111,064.49
462,412.97
2,502,400.68
80,952.21
61.6
4.3
11.5
1.8
.7
2.8
15.1
.5
Administration
Service Departments and Maintenance.           	
General Expenses           ._        	
Athletics               ...                ...               .
Fellowships, Scholarships, Prizes and Bursaries.     -    ..  ..
Research     .
Miscellaneous
Buildings, including Furnishings, Equipment and
Campus Development                .....
$12,728,963.53
116,582.57
99.1
.9
$670,882.45
35,587.49
95.0
5.0
$324,017.52
5,991.17
98.2
1.8
$2,470,721.86
114,212.40
95.6
4.4
$31,386.92
16,408.09
65.7
34.3
$16,225,972.28
116,582.57
155,791.06
16,408.09
98.3
.7
.9
.1
Non-Endowment Funds carried forward to meet
Expenditures in  1361-62
Endowment Fund Income carried forward to 1961-62 .
$12,845,546.10
100.0
$706,469.94
100.0
$330,008.69
100.0
$2,584,934.26
100.0
$47,795.01
100.0
$16,514,754.00
100.0

Cite

Citation Scheme:

        

Citations by CSL (citeproc-js)

Usage Statistics

Share

Embed

Customize your widget with the following options, then copy and paste the code below into the HTML of your page to embed this item in your website.
                        
                            <div id="ubcOpenCollectionsWidgetDisplay">
                            <script id="ubcOpenCollectionsWidget"
                            src="{[{embed.src}]}"
                            data-item="{[{embed.item}]}"
                            data-collection="{[{embed.collection}]}"
                            data-metadata="{[{embed.showMetadata}]}"
                            data-width="{[{embed.width}]}"
                            async >
                            </script>
                            </div>
                        
                    
IIIF logo Our image viewer uses the IIIF 2.0 standard. To load this item in other compatible viewers, use this url:
https://iiif.library.ubc.ca/presentation/cdm.presrep.1-0115182/manifest

Comment

Related Items