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UBC Publications

UBC Reports Oct 1, 1975

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 LMPIft.  VIVLLUjIIUHS
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£)/■. Douglas T Kenny adjusts his presidential mortarboard after having
been officially installed as UBC's 7th president at a ceremony In the
campus War Memorial Gymnasium on Sept. 1 7. Onlookers, left to right,
are Hon. Walter Owen, B.C.'s Lieutenant-Governor, who installed
President Kenny in office; UBC's chancellor, Mr. Donovan Miller, who
presided at the ceremony and presented Dr. Kenny to his Honor; Prof.
Malcolm McGregor, UBC's director of ceremonies; and Mr. Jake van der
Kamp, president of the Alma Mater Society. Dr. McGregor and Mr. van
der Kamp robed the president. President Kenny's inaugural address is
reproduced In this issue of UBC Reports beginning on Page Two.
>
The University of British Columbia opened its
doors 60 years ago, on Sept. 30, 1915, to 325
students in a cluster of wooden and permanent buildings (pictured above) in the shadow
of the Vancouver General Hospital. What was
it like to be a student at UBC while the First
World War raged in Europe? Freelance writer
Eric Green interviewed some of UBC's earliest
graduates for the article beginning on Page
Four.
A group of researchers in UBCs Department
of Chemistry has developed a method which
makes it possible to produce synthetically a
variety of anti-cancer drugs. The leader of the
group is Prof. James Kutney, shown above
holding a molecular model of one of the
synthetic substances. He's surrounded by the
graduate and post-doctoral students who
aided him in the research. For details, see
Page Nine.
More than 400 students were employed in
career-oriented and community-based projects
in the summer of 1975 under a program
supported by the provincial Department of
Labor. Graduate students Tim Connor, right,
and Carmen Rodriguez, back to camera, both
of the Department of Hispanic and Italian
Studies, taught conversational English to
immigrants from Chile. For more pictures and
a story, see Pages Six and Seven. President's
Inaugural
Address
Dr. Douglas T. Kenny was
installed as the seventh president of the University of B.C.
at a ceremony in the campus
War Memorial Gymnasium on
Sept. 17. The actual installation of the president was relatively brief (see below).
Following the installation,
statements of welcome to the
president were given by Mr.
Donald McRae, a member of
the Faculty of Law and president of the UBC Faculty
Association; Mr. Jake van der
Kamp, president of the Alma
Mater Society; Mr. Ken
Andrews, an employee of the
Department of Physical Plant
and the UBC staff member
elected to serve on UBC's
Board of Governors; and Mr.
Kenneth Brawner, president of
the UBC Alumni Association.
President Kenny then delivered his inaugural address, the
full text of which begins at
right.
T
■ he
he subject of an address of this kind is likely to be
quite predictable. Audiences such as this expect to hear
about the objectives a new president plans to pursue,
and those in my position usually welcome the
opportunity to say what they think is the central
purpose of the institution they are going to serve.
But predictable as the subject of my talk may be, the
occasion is, to me personally at least, somewhat
surprising. I discover that today I am saying to myself
the same words I said to myself one September day in
1943 when I first arrived on this campus as a student:
"What am I doing here?"
And now I would like to repeat that question in
another form and more seriously: What are we all doing
here?
Officially, of course, we are here to install a new
president. And some of you may be here because classes
have been cancelled anyway and there's not much else to
do — at least not this early in the day. And I am here
because our director of ceremonies insisted they
couldn't carry out the installation unless I was present.
But whatever our various reasons for attending, I
would like to suggest that together we use the occasion
as an opportunity for renewal and reminder: for
renewing our commitment to the values this institution
stands for and for remembering the task those values
inevitably entail; for asking, in short, the question we
started with: What are we doing here? Why are we at a
university anyhow?
To answer that question, we have to ask what a
university really is and what its purposes really are. Let
me say at the outset that to me a university remains
fundamentally what it has been from its beginnings more
than five hundred years ago: a community of scholars.
By which I do not mean a place inhabited by dry
pedants, preoccupied with abstract and abstruse matters
interesting or important to nobody but themselves.
A
university can no longer be merely a cloister, a
retreat, an ivory tower, if-indeed universities ever were
so much these things as their detractors have claimed. A
university is a world within the world, a community
within the community, distinct but not separate,
autonomous but not isolated. In short, a university is a
community of learning — or, more accurately, a
community for learning.
That, in my view, is the essential nature of a
university. But, more specifically, what is its purpose —
which is to say, what is our purpose? If we ourselves are
ever in any doubt about it, there are plenty of people
outside the institution who are ready to tell us the
proper purpose of the university. They are quick to
insist that a university should be either a preserver and
perpetuator of traditional values, or an instrument for
social and political change, or a training ground for sorhfj
power elite — conservative or revolutionary.
But too often such people start prescribing what
university should do before considering what Wis. Or
we accept, as I believe we must, that fundamentally wi
are here to learn, then our particular purpose follows]
inevitably: to try to discover all we can about everything!
which is susceptible to serious intellectual inquiry: aboutj
ourselves as human beings, our bodies and minds anc
behavior; about the nature of the earth and universe :
inhabit; and most of all about how we can manage
live productively and peaceably with ourselves and trte
world around us.
O
i
ur purpose, then, is to learn not only for the salt*
of learning, which is a noble activity, but also in order tb
enhance and enrich the quality of life.
The phrase "quality of life" suggests many things, of
course, perhaps most of all intangible and immaterial
things. But we must not think it excludes practical
considerations. Man does not live by bread alone, b|
equally man does not live very well without bread.
St. Thomas Aquinas once said, "A certain measure
comfort is necessary for a virtuous life."
And so the university's concern for the quality of li
involves not only the so-called traditional disciplines o
the arts and sciences, but also those other discipline
which in their several ways also deal with that conce
law, medicine, education, dentistry, pharmacy, forestry
agriculture, engineering and commerce.
The task of every discipline in the university is to try
to understand not only what a better quality of life is.
but also how to attain it. It is our responsibility, in
short, to search not only for the end but for the means"
as well: they are always inextricable.
This process of learning and discovery is unending;
the job is never done. What is more, it can all too easily
be undone. Many forces are at work to undermirii
whatever we may have attained of an intellectually and
materially better life. The university's task is to preserve
what we have gained, and at the same time to maintain
the momentum of learning, to keep alive the hope an
the possibility of a better life.
John Maynard Keynes once proposed a toast to nT|
fellow economists as the "keepers of the possibility of
civilization." It was surely not just an economist's
cynicism which led him to speak of only the
"possibility" of attaining civilization. For civilization,
after all, is an ideal towards which we can move, by?
which we are unlikely ever to reach. In fact, to thiWk
smugly that we have arrived is proof that we have not.   ■*
But if we want to attain a better quality of life, a
higher degree of individual and social civilization, it «
essential that we develop an understanding of what we
mean    by   civilization:   we   can   hardly   move   with
and
m
Dr. Douglas Kenny, right,
reads the presidential pledge
of office after being presented
to Hon. Walter Owen, B.C.'s
Lieutenant-Governor, left, by
Chancellor Donovan Miller.
o
E confidence towards a goal we don't properly understand.
Of course, our conception of this goal is significantly
influenced by the culture which shapes us. Thus our
ideal of "civilization" is bound to be a Canadian one.
Another, different, kind of country, of which China is
today an extreme example, will have a very different
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"Our purpose ... is to learn not only for the sake
of learning ... but also to enhance and enrich the
quality of life."
notion of that goal. United in their commitment to a
total and all-embracing social "good", with the
individual's well-being imbedded in the system, their
whole way of life differs profoundly from ours and
consequently, of course, from the goals towards which
we strive.
In Canada, however, for good or ill, the path to
civilization, to social betterment, to enlightenment and
well-being, is still seen as primarily a path taken by the
individual. When we speak of a civilized life we tend to
think fundamentally of the civilized person. And in our
eyes the essential condition which will allow that
individual to become more civilized, to live a better kind
of life, is freedom of choice — freedom to choose where
to start and what path to follow.     01 course, we tend
to insist on freedom of choice because basically we
expect it. And that expectation of freedom is founded
to a considerable extent on our affluence. For in the
world's terms we are affluent. Out of the more than 140
countries in the world, Canada is ninth or tenth in the
size of its economy, fifth or sixth in the extent of its
world trade, second or third in terms of individual
economic well-being.
We live in a rich country. And freedom seems easy to
the rich. In our expected and comfortable freedom we
can all too easily forget the responsibility that goes with
it. Indeed, without an awareness of responsibility we will
most certainly lose our freedom, as we are constantly in
danger of doing.
This responsibility cannot be only inward-looking. If
we are to be responsible to ourselves and to our own
quest for civilization, we must realize that we also have
an obligation to others, to other parts and peoples of the
earth, an obligation to share with them our wealth and
experience and gain from them the wealth of their
experience, to exchange ideas with them, to learn from
older, more experienced civilizations, to discover the
ethics of cultures different from our own, so we may
compare their values and experience with ours and learn
from the comparison.
But when all is said, our own basic assumptions are
still inevitably individualist. To us, the individual man or
woman, remains the field in which we plant the seeds of
civilization and hope to see them grow.
T
■ hi
'his university's motto clearly expresses this
assumption. "Tuum Est," it says: "It is yours."
However, the word "Tuum", I am reminded by my
classical colleagues, is second person singular, not second
person plural. "Tuum Est", not "Vestrum Est". The
sense of our motto is that the university belongs most
essentially not to the broad group but to the single
individual; to each of you, rather than to all of you-as a
mass, collective entity.
Implicit in this statement is a difficult problem: how
can we give each individual the chance to seek the
quality of life he or she is looking for, to follow his or
her individual path to civilization, and at the same time
maintain and preserve a system of values to which we
can collectively subscribe? And how can we create
effective means for each individual to draw upon that
collective experience and wisdom without the system's
imposing unduly upon each student's, each faculty
member's freedom of choice and enquiry?
It is here that the question of how a university is
organized, how it functions, becomes critical. In other
words, what kind of institution should it be? One thing
is essential, namely, that the university must be
organized as far as possible to serve its basic function:
learning and discovery. It must have a structure which
supports and encourages free individual enquiry rather
than limits it. The contradictory demands of effective
institutional functioning and individual intellectual
enterprise require that the university be different from
most other institutions.
^^learly it cannot be, as many organizations have
come to be, a "managed institution", in which initiatives
and directives come from the top and are passed down
through successive layers of management to the rank and
file. A university, in short, cannot be an institution
where the administrators are more important than those
whose work they administer.
Anyone who knows anything about the university
knows that in fact it is not that kind of an organization.
Its real life is the work of individuals in classrooms,
offices, libraries and laboratories. It is the people doing
this work who matter the most. Thus any university —
or any society — which honors its administrators above
its scholars is in serious trouble, for it has lost touch
with its true nature and purpose.
That is why, incidentally, all today's pomp and
ceremony can be justified only if they are dedicated not
to the installation of an administrator, but to the whole
university and to the essential and creative work it
carries on, and can carry on only in an atmosphere free
from constraint.
What is more, a university must not only be internally
free, it must also be externally free. A university cannot
serve the ends of free enquiry, of the possibility of
civilization, if it is subject to undue external pressures to
serve immediate, so-called "practical" ends, however real
and important those ends may be, however sincere and
well-intentioned the motives of those who would push
the university towards direct response and immediate
action.
This is a hard truth for some to accept. Well-meaning,
committed to their fellows' well-being, such people
often feel that the university is irresponsibly oblivious to
the major problems facing society. Why, they ask, do we
not devise immediate means to control malignant
inflation, to prevent the frightening violence raging in
our cities and towns, to combat the traffic in hard drugs
and soft morality, to alleviate poverty and sickness? Is it
acceptable, they ask, that a public university, and its
members, should not use the full power of their
knowledge and privilege to attack these problems
directly and solve them?
For all that I have said about the necessity for the
university to be free from such pressure, these questions
Please turn to Page Ten
See IN A UGURAL ADDRESS
Sept. 17 installation ceremony was brief
The actual installation of Dr. Douglas
Kenny as UBC's seventh president was a
relatively brief part of the ceremony in
UBC's War Memorial Gymnasium on Sept.
17. Chancellor Donovan Miller first presented Dr. Kenny to the Visitor to the University, the Hon. Walter Owen, B.C.'s
Lieutenant-Governor. Here is the presentation statement.
CHANCELLOR DONOVAN MILLER: Your
Honor, Douglas Timothy Kenny, a native of
Victoria, joined the faculty of the University of
British Columbia in 1950. During his 25 years at
the University, starting as a lecturer and
progressing to the position of dean of Arts before
his appointment as president, he has been active in
the University and the community as a person who
has been aware of the challenges confronting
society.
He is a man who recognizes the value of higher
education to our society, he has had a continuing
concern that higher education should be available
to all British Columbia students who have the
interest and capability of benefitting from
education, he is a believer in academic freedom at
the University and in maintaining high-quality
teaching and scholarship. He is also a believer that
the feeling of humanism should be nurtured and
fostered throughout the University.
Your Honor, on behalf of the students, the
staff, the faculty, the Senate and the Board of
Governors, I present to you, the Visitor to the
University, the man, the teacher, the scientist, the
administrator and the humanist who will head our
great University, and ask that you install Douglas
Timothy Kenny as seventh president of the
University of British Columbia.
Dr. Kenny then repeated the following
pledge of office after the
Lieutenant-Governor.
"I, DOUGLAS TIMOTHY KENNY, pledge that
I will perform the duties of the President of the
University of British Columbia as prescribed by
law.
"I promise to defend the rights of the
University, uphold its worthy traditions and
principles and do all that is in my power to
promote its welfare."
After Dr. Kenny had repeated the pledge
of office, His Honor declared that Dr.
Kenny was duly installed as president of
UBC.
IIRP -Ronr»rt«/Ort   1    1Q7R/-* THE
WAT
IT WAS
The UBC Alumni Association's UBC 60 symbol at right reminds us that on Sept. 30,
1915, UBC opened its doors for the first time to 325 students at its Fairview campus in
the shadow of the Vancouver General Hospital. What was it like to be a student at UBC in
those days? Freelance writer Eric Green interviewed some of UBC's first students for the
article beginning below. Graduates of the period 1916 to 1923 gathered at UBC on Sept.
30 for a reunion and dedication ceremony marking the site of the first buildings on the
Point Grey campus. For details, turn to Page Eleven.
The University of B.C. celebrates a double
anniversary this year.
The first, a 60th, marks the opening of the University
in 1915. The second, a 50th, celebrates the 1925
relocation of the University to its present site on Point
Grey.
The decade between these two dates was an exciting
and troubling one, both for those who helped start UBC
and for those who were its first students.
The prelude years were full of drama as well. Only a
few years before the passing of the first Universities Act
of 1908 the province had emerged from the gold rush
era. B.C., a vigorous province, was on the threshold of
the incredible but intermittent growth of the 20th
century.
Before UBC opened its doors with 325 students in
1915, McGill College B.C. offered first- and second-year
courses to B.C. students eager for a higher education.
They completed their education in Montreal and
received a McGill degree.
These were anxious years for the province, and for
the politicians responsible for guiding B.C.'s economy. A
series of economic booms and recessions made the issue
of budgeting a great problem. For those who wanted a
provincial university, this meant, in turn, that their
hopes were continually disappointed.
The University's first president, Dr. Frank Wesbrook,
had dreamed of a "Cambridge on the Pacific" and
comprehensive plans were drawn up for a magnificent
campus on Point Grey. The government of the day had
offered almost $3 million for operating and capital costs
over two years and work had begun on the first buildings
on the Point Grey site.
BUDGETS SLASHED
But with the advent of the First World War in 1914,
budgets had to be slashed dramatically and work was
suspended at Point Grey. When students and faculty
members gathered on Sept. 30, 1915, for the first
lectures to be offered by the fledgling University of
British Columbia, they did so in the quarters formerly
occupied by McGill College B.C.
These quarters, which were to house UBC for the first
decade of its history, were a cluster of permanent and
semi-permanent buildings on Laurel Street between 10th
and 12th Avenue, in the Fairview area of Vancouver.
Much of the site, which is due east of the former King
Edward high school, is now occupied by the emergency
department of the Vancouver General Hospital.
What was it like to be a student at UBC in those
days? Recently, three of UBC's earliest students recalled
some of their experiences for UBC Reports.
Mrs. Sherwood Lett, a 1917 UBC graduate who was
Miss Evelyn Story when she attended McGill College and
UBC, recalls that the social life of that time — a little
more circumscribed than it is for today's students — was
considerably overshadowed by the First World War.
Mrs. Lett said students had simple dances, often in
the main campus meeting hall. There were "tea dances"
in some of the larger homes. "There wasn't nearly the
social life in the last years because of the lack of men.
We had set our 1917 graduation dance in Leicester
Court, which was a nice downtown ballroom. One of the
leading girls in Arts 1918 died suddenly, so we didn't
have our dance. We felt we couldn't be happy, even
though she wasn't from our year.
"There was always a shadow from the war. The
dances weren't the happy carefree things we saw later.
"Often the men you would have liked to go with
weren't there, because they were off at war."
Were romances cut off by the war? Mrs. Lett
explained, "We were all pretty young in those days. I
suppose we took it out in letters."
When men and women found each other attractive
they played tennis together, skated, and went to movies
in order to spend time in each other's company. "There
wasn't very much money to go to things. There were
house parties in each other's homes. I guess we went
walking. Sometimes the boys would walk you home
from college and have to take the streetcar back again."
Vancouver's downtown core was familiar to students.
The First World War had a staggering impact
on UBC's early students. Every male student
of that day had to take compulsory military
training. This photo from the University's
archives shows a 1916 Canadian Officer's
Training Corps parade at the Fairview
campus.
There were few stores on the southern slopes of False
Creek, so people went shopping downtown — "making a
day of it," one student from those early years said.
"This was our city. We didn't feel it was a formidable
place. I can remember when the first streetcar went up
Oak Street," Mrs. Lett said.
Miss Winifred Lee, another early UBC student,
remembers that the old Hotel Vancouver played a
special role in Vancouver life, and its Spanish Grill used
to have a supper dance. Couples would go down on the
streetcar to attend the dance. Wounded soldiers who
returned from the war received special attention, and
Miss Lee remembers that the UBC Literary Society held
a special dance for a soldier who returned.
The First World War affected everyone. A succinct
note in President Wesbrook's private papers suggests the
great impact of the war on the fledgling University,
whose plans were to be upset for decades by the
catastrophe. "Declaration of war, etc. led us not to open
tenders but refer to the Board."
Mrs. Lett recalls: "The war had a staggering impact. It
was staggering emotionally, and socially it was damaging.
From the point of view of character-building we learned
early not to let hurts prevent us from doing the job we
had to do.
"We girls at the University felt, because so many men
had gone, we had to work extra hard to keep the thing
going and to fill in the gaps for the men who weren't
there.
"There was a tremendous sense of dedication. It was
a hard time to be a teenager and a girl. We were made
serious before our time."
The young women, she said, would see friends they
had studied with for years getting on the troop trains.
They lived with a constant sense of the scale of the loss.
TOOK TOP MEN
"And the thing was that it took manv of the top
men. They had to do it. We wouldn't have had it
otherwise. There was little opportunity for women to
serve in a military capacity. So we worked at home."
Perhaps the emotional climate created by the sense of
loss made Evelyn Story aware of loneliness. She won a
literary award for a short story entitled "Loneliness: Its
Cure." The story reveals her awareness, as a student, of
the fact that professors are real human beings.
Many of UBC's first teachers made lasting impressions
on the students of that day.
FIRST MEETING
Miss Lee, because of her keen interest in literature,
recalls the first time she met Prof. Frederic Wood, who
taught English. "The first time I saw him he stood
looking out the classroom window, with his back to the
class. He paid no attention to us. He told us a way we
could remember his initials, F.G.C, by saying 'find good
cord wood'."
Miss Lee remembers him as a lecturer. "He had a
sense of fitness. He carefully designed his lectures to fit
what he wanted to talk about." She feels that we may
have lost the kind of elegance of speech that was
characteristic of many of UBC's first professors.
Prof. Wood taught the English novel, and featured
Joseph Conrad and Dickens. Students also read
Alexandre Dumas, Hardy and Sir Walter Scott. Miss Lee
remembers that Prof. Wood discussed the way Dickens
showed the social injustices of his time.
Prof. Wood founded the UBC Players' Club, which
produced theatre into the 1960s. Students in the early
years toured productions throughout B.C., providing
thousands of people with the only experience they had
of drama. The program was enthusiastically supported
by President Wesbrook, who saw that it functioned as an
excellent public relations activity for the new University.
Many men and women, prominent in Canadian life,
performed in Players' Club productions. In those years,
working with the club provided both a learning
experience and a social life for students.
Another of UBC's first students, Mr. William "Bill"
Abercrombie, remembers that his favorite professor was
Lemuel Robertson, and later, in economics, Prof.
Theodore "Teddy" Boggs.
"There was only one Ph.D., other than Wesbrook.
The others were  M.A.s and B.A.s. Many of them had
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y^f^^r**^;:1- "• pictures fetctim morris
Program a 'howling success'
More than 400 UBC students were employed in
research and community-based projects in the
summer of 1975 under a program supported by the
provincial government's Department of Labor.
The department awarded UBC $1.2 million for the
employment of graduate and senior undergraduate
students in the period May 1 to Aug. 31 under a
program entitled Careers '75. Graduate students were
paid $750 a month and undergraduates either $600
or $650 a month.
The program, termed a "howling success" by Dr.
Richard Spratley, UBC's research administrator, who
supervised the distribution of grants, enabled UBC
students to carry out a wide range of summer work.
Projects included the provision of legal aid in a
number of B.C. centres, assistance to rural doctors by
undergraduate medical students, and tutoring and
translation services for new Canadians by students
from the Department of English and the Department
of Hispanic and Italian Studies.
Many students spent the summer on the UBC
campus carrying out research studies allied to their
future careers.
Pictures, beginning at the top left on this page,
further illustrate the variety and scope of projects
undertaken by students.
1. Pacific Six, a. chawria: ensemble of music
students, gave free a capeits concerts in hospitals,
shopping centres and the-.'Tsawwassen ferry terminal.
Left to right are: Erea Northcott, Lyndsay
Richardson, Debbi GiN^-Michael Angel, Stuart
Tarbuck and Murray.Walj<      7
2. Architecture stude/teDavid Eaton, left, and
Robert McLean spent the simmer in Old Hazelton,
B.C., working on plans tertrtaMlitate old areas of the
town. I
3. Commerce   student:<€arol   Schmidt,   right,
advised
Indian
Doris Alexander, band clerk, and Noel Smith, of the
federal Department of Indian'Affairs and Northern
Development.
4. Psychology studeoJ1 tf«n Prkashin, back to
camera, worked with D>.Weoneth Craig of UBC's
Psychology department,">fi>developing treatment
procedures that allow people to cope with chronic
pain. Student is showfl vortting with patient in
Vancouver hospital. <n
5. Zoology students^fifty Hillaby, left, and
Christine Prescott hope _zg i Ufjish a layman's guide to
the wild animals in VansSStyer's Stanley Park. They
spent   the  summer  photographing  birds   and wild
i   on  financial  rranaaeifient on the  Kispiox
Reserve near HazetfcfvB.C. She's shown with
animals and amassing information on the habits of
each.
6. Anthropology student Carol McLean was in
charge of moving totem poles in UBC's Totem Pole
Park to the new campus Museum of Anthropology,
which will open in the spring of 1976.
7. and 8. Supervision of Careers '75 program at
UBC was in the hands of Dr. Richard Spratley,
campus research administrator, and secretary Rosa
Wong.
9. Commerce students John Marquardt, right, and
Boris Chinkus worked in two Vancouver community
centres providing store-front financial advice to
anyone who wanted it.
10. Busy food-information service that answered
questions on everything from home canning to
nutrition was run by Jane Ruddick, of the Food
Science department of the Faculty of Agricultural
Sciences.
11. Department of Theatre student Philip
Clarkson spent his summer repairing and restoring old
costumes, including these wedding gowns reflecting
styles in and around the years {left to right) 1940,
1930, 1920 and 1910.
II
6/UBC Reports/Oct. 1,1975
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Board plans
special! meeting
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>3ni,nif.iit^.-f^i>«h'rr,i»M- n .'ixni=; Drugs synthesized  by chemists
Led by Prof. James Kutney, a group in UBC's
Department of Chemistry has worked out a
method making it possible to produce
synthetically a variety of anti-cancer drugs.
Because of the group's efforts scientists will be
able to improve on nature by producing drugs
which don't occur in nature at all, ancl whose
anti-cancer properties may be much better than
those of natural drugs.
The UBC group has already manufactured two
drugs which are closely related to two naturally
occurring drugs now used to treat certain forms of
cancer.
One of the drugs they produced does occur in
nature. The other drug may occur naturally, but it
has not yet been found.
ANIMAL TESTS
"I can't overemphasize that the synthetic
compounds we have produced may not be
available for at least one year," Prof. Kutney said.
"At present, some of them are being tested on
laboratory animals. If these experiments are
successful, the compounds will be used on humans
in a series of much more elaborate tests."
The synthetic compounds which Prof. Kutney
and his team have produced are chemically related
to vinblastine and vincristine. Vinblastine and
vincristine are now widely used in treating certain
blood cancers, especially leukemia, a cancer of the
white blood cells, and Hodgkin's disease, a cancer
of the lymph nodes.
"There is also recent evidence," Prof. Kutney
said, "that vinblastine and vincristine show
significant activity in treating other types of
cancer, for example, tumors of the breast and
testicles, and sarcomas, a type of malignant tumor
which consists of connective tissue, such as
muscle.
"I  must warn that treatment of these types of
tumors in humans using vinblastine and vincristine
is still in the experimental stage, and that further
research is necessary before the treatment becomes
medically accepted."
Prof. Kutney said vinblastine and vincristine
occur naturally in the common periwinkle plant,
used extensively as a ground cover.
"The periwinkle plant originated in the
Caribbean. The people there used it as a medicinal
tea, and claimed it was effective in treating
diabetes and some other diseases," Prof. Kutney
said.
"Scientific research proved their claims wrong.
But it was discovered that vincristine and
vinblastine decreased the number of white cells in
the blood.
"Dr. R.L. Noble, recently retired as director of
the Cancer Research Centre at UBC, and Dr.
Charles Beer, a biochemist, while both were at the
University of Western Ontario, and the Eli Lilly
pharmaceutical firm in Indianapolis, were able to
show that vinblastine and vincristine are effective
in combatting certain types of cancer, especially
leukemia, a disease in which the white cells
multiply uncontrollably.
"A major problem in working with vincristine
and vinblastine is that they are very active and
complex and are associated in the periwinkle plant
with many other compounds which are inactive.
Isolating, extracting and purifying vinblastine and
vincristine is difficult and enormously expensive.
Literally acres of the plant are grown to obtain a
very small amount of the precious chemicals."
What Prof. Kutney has done after a decade of
work is develop a new process which will make
available chemical "analogs" — the whole variety
of compounds in this family of substances,
including vincristine and vinblastine.
"The starting materials we have used are cheap.
Another advantage of a synthetic process is that it
allows you to build a molecule in some organized
fashion. In this way we can build a series of
analogs which differ in a known way from the
natural drugs, and these differences will be
associated with different levels of effectiveness as
anti-cancer agents.
"By experimenting with different analogs;"
Prof. Kutney said, "we might be able to find out
just what part of the original molecule is necessary
for the desired effect against cancer.
"We might be able to eliminate part of the
original molecule which is unnecessary and
perhaps responsible for bad side-effects. Or we
might be able to come up with a totally new
compound which is much more effective than
anything found in nature."
BREAK APART
Prof. Kutney said it was difficult to take the
compounds as they appear in nature and
manipulate them to form analogs. The compounds
are so delicate that any tinkering with them tends
to break them apart. Each of the vincristine and
vinblastine molecules is made up of two halves
joined by a weak bond, he said. Combined, the
two halves are effective anti-cancer drugs.
Separate, they are inactive.
So Prof. Kutney's team built one half of the
molecule, then the other half, then joined them
together.
Prof. Kutney and his colleagues began on the
work in 1964. Their early work was supported by
three Canadian agencies — the National Research
Council, the Medical Research Council, and the
National Cancer Institute of Canada.
More recently, Prof. Kutney said, extremely
generous support came from the division of cancer
treatment of the U.S. National Cancer Institute,
part of the National Institutes of Health in
Bethesda, Maryland.
Seven Senators elected
UBC's Convocation has elected seven of its
members to serve on Senate, UBC's academic
parliament, until 1978.
A total of ten candidates were nominated for the
seven seats. Convocation met at UBC on Sept. 10 for
the election.
Successful candidates are: Ms. Monica Angus, who
has served on Senate previously; Mr. David Brousson,
a former Liberal member of the B.C. Legislature; Mr.
David Helliwell, a Vancouver chartered accountant;
Bogus  firms
try   corn job
One of the oldest con jobs has been tried
against the University of B.C.
Bogus advertising firms in the United States
have tried to bill the University "for placing
employment ads in a newspaper.
Trouble is, the newspaper, as far as the
Vancouver Better Business Bureau can
determine, doesn't exist.
It looks like an example of the classic fraud
of invoicing an organization for services that
were never requested.
Here's how it works:
The "advertising agency" clips a legitimate
employment ad placed by the University in a
local newspaper and makes up a phony page of
ads of a non-existent newspaper. Somewhere on
the page is the UBC ad. The firm then sends the
University a copy of the phony page of ads
along with an invoice, hoping that the account
will be routinely paid.
Well known to the Better Business Bureau
are the "American Advertising Agency" of 318
East Hiitcrest,- Suite 7, Inglewood, Calif., and
the "A.B.S. Advertising Agency" of 5116 West
190th St., Torrance, Calif.
The bureau is co-operating with U.S. postal
authorities in an investigation of the two
operations. Anyone receiving invoices from
either should send the invoice, the phony page
of ads, and especially the envelope in which
they were posted to Mr. John F. McLean,
director of Personnel, Main Mall North
Administration Building.
Mr. William M. Keenlyside, recently retired president
of Western Canada Steel; Mrs. Helen McCrae, former
dean of women at UBC; Ms. Norma B. Noble, who
has taught in B.C. public schools and at Capilano
College; and Ms. Charlotte Warren, second
vice-president of the UBC Alumni Association.
The election increases the number of Convocation
members of Senate to 11 and the total number of
Senators to 86. Currently serving on Senate as
Convocation members are: Mr. Justice J.C. Bouck, a
judge of the B.C. Supreme Court; Mrs. Frederick
Field, a former member of UBC's Board of
Governors; Mrs. W.T. Lane, a UBC graduate; and Mr.
Gordon Thom, principal of the B.C. Institute of
Technology.
Earlier this year Senate agreed to increase the
number of Convocation members from the four
prescribed in the new Universities Act to 11. In May,
Senate agreed to a special meeting of Convocation to
elect the seven additional Senators.
Ex-president honored
Dr. Norman MacKenzie, president emeritus of the
University of B.C., will be honored by the Canadian
Council of International Law in Ottawa on Oct. 24.
Chief Justice Bora Laskin, of the Canadian
Supreme Court, will present the John E. Read Medal
to Dr. MacKenzie, who was UBC's president from
1944 to 1962.
The medal is named for Dr. John E. Read, the
only Canadian ever appointed to the World Court at
The Hague, in the Netherlands, where he served for
nine years.
The award is made infrequently and the Oct. 24
presentation to Dr. MacKenzie will mark the first
time the medal has been awarded in the past five
years.
Dr. MacKenzie, after service in the First World
War, was a student at Dalhousie University in Halifax,
where he took his bachelor's degree in 1921 and his
law degree in 1923. He went on to Harvard, where he
received a master's degree in law, and Cambridge
University in England for further study in
international law.
After two years of service with the International
Labor Office in Geneva, Switzerland, Dr. MacKenzie
returned to Canada in 1927 to teach international law
and other subjects at the University of Toronto.
Faculty women
meet  Oct. 7
The first meeting of ther UBC Faculty Women's
Club will be held Oct. 7 witrV'Sherry Kendall, director
of volunteers at the Psychiatric Hospital, part of
UBC's Health Sciences Centre, as guest speaker.
Membership in the club, which was founded in
1917, is open to wives of faculty members and to
women members of the UBC faculty. The club will
meet six times during the Winter Session to hear
speakers such as UBC's Dean of Women Margaret
Fulton, Dean Emeritus of Education Neville Scarfe,
and Dr. R.H. Wright of B.C. Research.
The club members assist at UBC's International
House and the Crane Library for the blind and
partially sighted students on campus, and distribute
magazines for use in campus residence reading rooms,
as well as forming interest groups for activities such as
hiking, bridge, investment, cross-country skiing and
pre-school outings.
Contributions from club members support the
Anne Wesbrook Scholarship awarded annually, the
Jubilee Loan Fund and the Dean of Women's Fund.
A brochure outlining the club's 1975-76 activities
is available from Mrs. Marion Nodwell, this year's
president, at 922-4460, or the membership convenor,
Mrs. Grace Bell, at 224-6642.
The Oct. 7 meeting will take place at 3:00 p.m. in
the lower lounge of the UBC Faculty Club.
ts -to &
Two young women in first-year Medicine at the
University of British Columbia have won $1,000
awards offered by the UBC Faculty Women's Club to
mark International Women's Year.
Heather M. Cairns, 23, of Richmond, and Patricia
M. Pierce, 21, of West Vancouver, are the recipients.
Both women finished their Bachelor of Science
programs in May with first class standing. Miss Pierce
was included in the Dean's Honor List for 1975.
The award was initiated by the Faculty Women's
Club, whose president at that time was Mrs.
Katharine Farstad, to give added recognition on
campus to International Women's Year. Mrs. Vi
Forsyth convened a coffee party and sale in April
which raised more than $2,000.
A committee chosen by the dean of women and
the Faculty Women's Club selected the successful
candidates on their academic merit as well as their
participation in extra-curricular activities.
UBC Reports/Oct. 1, 1975/9 INAUGURAL ADDRESS
Continued from Page Three
are not ones to pass off lightly. For society supports us,
after all: it pays the faculty's salaries and most of the
cost of students' instruction; it provides the necessary
resources for us to carry on our work. Society has the
right to ask for something in return. The university has a
duty to provide value for money, to use responsibly the
public and private resources which are granted to it, to
give back something which will contribute to society's
growth and well-being.
But there is only a particular kind of contribution we
are equipped by our nature to make in return for
society's support. That contribution is the fruits of the
learning process in which we are engaged. Those fruits,
regrettably, are not always tangible or quick-ripening
ones. In fact, most are hard to see and slow to mature.
But our returns to society are of greater value for just
this reason, for they are more lasting returns. They are
to be found in the slow intellectual maturing of
students, in the long and patient searches of scholars,
both of which lead — in the long run — to the
enrichment and strengthening of society as a whole.
The value of our long-term contribution derives
precisely from the university's necessary freedom from
immediate pressures of time and circumstance. When we
are accused of living in an ivory tower, we can reply only
that the view from a tower can be a long one. Indeed,
towers are not built for viewing the ground they stand
on so much as for searching the horizon.
The university must maintain its freedom not only
from temporal but from partisan pressures. Our purpose
has been,, is and must always be the same: unbiased
critical enquiry. This may sound limited and dull, but in
fact it is the one true, reliable source of intellectual
excitement, activity and purpose.
On a host of issues the public is every day bombarded
by the views of "interested" parties. Statements tend to
be more aggressive than explanatory; choices are left
unexplored, consequences ignored, candor is
conspicuous by its absence.
But it is our business at a university to try to
overcome these limitations, to do our best to offer full,
honest and revealing explanations of events and
phenomena, based on dispassionate but concerned
research, to make probity and precision the hallmarks of
everything we say. Of course, this high standard is not
reached always by all members of the university
community, but it remairis our objective — and I am glad
to say, for this univemtiy; an objective often attained.
There are someiamong us who would subvert this
principle of dispassionate enquiry by insisting that the
university community commit itself to particular
political doctrines and take a partisan stand on all issues.
Such people are often well-intentioned, but we must
refute them by appealing to history — which, as
Santayana has reminded us, we are condemned to repeat
if we ignore.
REMAIN    IMPARTIAL
Looking at the past, where in fact has commitment to
a single, immovable and unchallengeable view generally
led? Ultimately to the denial and finally the extirpation
of every other view, to the persecution of dissenters.
In light of this consequence, the university cannot
afford the easy self-indulgence of monolithic
"commitment" to "causes". To avoid this fatal
contraction of the mind, the university must remain
disinterested and impartial, ready to examine any bit of
evidence that careful, courageous enquiry may yield,
wherever it leads. t
Even for immediate and practical reasons the
university must remain aloof from partisan battles. If we
are to resolve some of the world's current conflicts, we
need more than just strong convictions, more than mere
good intentions. We need unbiased analyses of complex
problems, careful investigation of the multiple
phenomena resulting from public and private policies:
we need a cool, clear eye for reality.
It is this service, this often thankless task of ferreting
out the facts and, if possible, the truth, that universities
by their detachment from disturbances and emotional
upheavals are peculiarly fitted to perform. And finally, if
we do not perform this task, who will?
So far I have spoken more of the university as an
entity, an institution, about its nature, its goals and
responsibilities. But as I stated at the beginning, the
university is a community, a community of scholars. So
the final question we must ask is not "What is the
university?" But "Who is it?" What kind of people are
needed to make this community the sort of place it
ought to be? What should these people be doing?
The very fact that the university is an institution is
often one of the problems faculty and students have to
cope with in doing their proper work. University people
have a way of resisting and resenting imposed
organization. They wouldn't be worth their salt if they
didn't. And, being individualists, they are frequently
bothered by the sheer size of the institution. Students
complain — and very understandably — of the
overwhelming bigness of UBC and what they feel as a
resultant impersonality.
At the same time-, we must remember that, given the
growth in scope and complexity of subjects we study,
size is almost an inevitable consequence. A university is
large partly just because the world of knowledge is large.
But the university, however large, contains its own
antidotes to the pressures of size. For this community
consists of individuals and individual relationships, of
student to teacher and of each to his or her colleagues.
And within the immensity of the university as a whole
there is a bond which ties each individual to each other
individual — students and teachers alike. Each is engaged
in the same fundamental activity — learning.
This fact of common occupation and purpose
between faculty and students is not always fully
understood. Often people outside the university — and
even some within it - assert that teaching is the prime
function of the university, and money and time spent on
research are somehow depriving students of their right to
the full benefits of instruction.
What these people forget is that teaching and research
are simply two forms of the same activity. Both teacher
and student are, in fact, doing research, be it in physics
or plant science, history, music or accounting. Both are
learning, and I assure you, if the teacher stops learning,
the student will soon be unable to learn from the
teacher.
LEARNING IS ACTION
For learning is not basically a matter of acquiring a
body of information, not a matter of getting stuffed
with a certain quantity of knowledge till you swell to
the proper size and weight to be stamped "B.A. or M.D.
— Fit for the market". Learning is not consumption but
action. It is a process, an often painfully acquired ability
to perform a very difficult kind of activity. We call it
thinking. And more particularly, thinking for
yourself. And that is why it is essential to ask the
question, who is the university? That is why it is crucial
to form a conception of the quality of life we are
striving for. To do this, the university — if it is to be a
real university — needs a particular kind of people,
among both faculty and students. And this university, if
it is to continue to be great, must constantly seek out
people who are truly capable of what life in this kind of
community demands: people who are not content with
the easy way or the easy answer, people with the
courage to be patient, to speak their minds without fear
of intimidation, to listen to others without fear of losing
precious prestige.
We need faculty who realize that the attainment of
their professional qualifications — the sacred Ph.D. — is
not the end but the beginning of true learning. We need
students who realize that the acquisition of a degree —
the coveted bachelor's — is not an end in itself, but only
a means towards beginning to discover what life is, and
more important what it can be.
This university needs people who are concerned not
only with what they are learning, but much more
essentially with why they are learning.
That "why", as I have said, consists of the persistent
attempt to conceive and attain a higher quality of life, to
maintain the "possibility of civilization". Knowledge
gained without that perspective, without constantly
trying to redefine and reaffirm our values and our aims,
is knowledge brutalized.
Without an awareness that civilization is only a
precarious possibility, knowledge becomes an instrument
without meaning or purpose. And that is a dangerous
instrument. For we have heard that "knowledge is
power", which is true. And we have heard that "power
corrupts", which is also true. To complete the syllogism
is to say, "knowledge corrupts". Only by asking
ourselves "why are we learning?" can we escape the
inevitable closure of that threatening syllogism. That is
why the question I ask today is the essential question for
each of us at the university to ask every day. What are
we doing here?
HHH Vol. 21, No. 10 - Oct. 1,
IIIkI 1975.   Published   by   the
IIII II University of British Columbia
^bWBbtf^btf and distributed free. UBC
REPORTS Reports appears on
Wednesdays during the University's Winter
Session. J.A. Banham, Editor. Bruce Baker and
Anne Shorter, Production Supervisors. Letters to
the Editor should be sent to Information
Services, Main Mall North Administration
Building, UBC, 2075 Wesbrook Place,
Vancouver, B.C. V6T  1W5.
UBC seeks
source of
pollution
Public health officials have recommended that
every attempt be made to discourage the use of
Wreck Beach and Tower Beach below the UBC
campus because of high fecal coliform counts in the
waters off Point Grey.
The recommendation is contained in a report
issued by the Boundary Health Unit, the provincial
health unit responsible for the Point Grey area.
The report concludes that the waters off the two
Point Grey beaches have shown consistently high
fecal coliform counts in the summer of 1975 and
represent a "potential health hazard" to swimmers.
DISCOURAGE    USE
The Health Unit's report recommends that the use
of Point Grey beaches should be discouraged "until
proper sanitary facilities with suitable maintenance
are provided ... and the problems causing the high
fecal counts eliminated beyond any reasonable
doubt."
The report pinpoints two factors which it says
contribute to the pollution — the north arm of the
Fraser River and the UBC storm drain system that
terminates at Tower Beach, and which the report says
has been shown to contain a "component of human
sewage."
UBC officials say they are frankly puzzled about
the source of pollution in the storm drain system,
which collects surface water on the campus north of
Agronomy Road. Sewage from UBC buildings
empties not into the storm-drain system but into
sanitary sewers that eventually reach the lona Island
treatment plant in the Fraser River.
Since mid-August, when Boundary Health Unit
officials first warned of pollution in Point Grey
waters, UBC Physical Plant officials have carried out
extensive investigations of the storm drain system,
but can find no apparent connection with sanitary
sewers.
This fall, UBC and Boundary Health Unit officials
will continue to co-operate in an attempt to
determine the source of human sewage in the storm
drain system. Water samples will be taken from
various legs of the system for analysis. If a sample
from one particular leg yields a high coliform count,
an attempt will be made to determine the pollution
source.
During August, Boundary Health Unit officials
analysed water samples taken at 14 points around
Point Grey from the mouth of the Fraser River to
Spanish Banks.
The highest coliform counts were found in the
vicinity of the log-booming grounds at the mouth of
the Fraser River near Wreck Beach and at Tower
Beach. The count at the mouth of the Fraser was
1,942 per 100 millilitres of water, and at Tower
Beach 754 per 100 millilitres.
Health Unit officials said the maximum acceptable
level for swimming or other contact activity is a
coliform count of 200 per 100 millilitres of water.
SAMPLES    TAKEN
Health Unit officials took samples of water from
the storm drain system on the UBC campus near the
former Fort Camp residences and at the corner of
Chancellor Boulevard and Crescent Road. Dr. W.G.
Meekison, director of the Boundary Health Unit, did
not release any figures for coliform counts from
water samples taken on the campus. He said the only
purpose in taking these samples was to determine
whether they contained a component of human
sewage.
The Boundary Health Unit's report also
recommends that the appropriate agencies concerned
with pollution control carry out further investigations
to determine the contribution made by current and
tidal flows from the north arm of the Fraser to the
overall pollution problem.
Dr. Meekison pointed out that so-called
"coliforms" are relatively harmless organisms found
in the human digestive tract. They lend themselves to
easy detection in water samples and are an indicator
that more harmful, disease-causing organisms may be
present.
The Boundary Health Unit says it will carry out
another monitoring program in Point Grey waters in
the summer of 1976.
1/inio^r* ./^.^    -     .^-.r- THE WAY IT WAS
Continued from Page Five
students with an anecdote: "We were fortunate, being so
small. Dr. Andrew Hutchinson, when he got married,
brought his wife from the East. He asked all the girls in
his biology class to serve tea because he didn't know any
other young people.
"Dr. R.H. Clark was the professor of chemistry. They
had almost all boys in the chemistry classes, so when
they wanted to have a party they asked a few girls to
come to make up the numbers, and they'd have it at the
Clarks' house.
"Freddie Wood used to have Sunday afternoon teas
and have students into his home. Most of the faculty
made this attempt, especially with out-of-town students.
They'd entertain students active in student affairs ...
maybe they wanted to find out what was going on.
"I don't think they invited us because they thought
we were important to the University. They just saw us as
persons they were teaching and wanted to get to know."
NO  CONSTRAINTS
Mrs. Lett remembers that there were no "special
constraints" on female students. "You could take any
course you chose. But I don't think, at that stage, any
women would think of going in for engineering. But that
wasn't because of the University's attitude. Our society
didn't consider women would be interested in becoming
engineers. They did take biology, physics and chemistry,
which are scientific subjects.
"Women were always at a premium at social
functions," a fact that reflected the pioneer quality of
the society, as well as the impact of the First World War.
Mrs. Lett ran for the position of president of the
Alma Mater Society in the second year of UBC's
operation. The constitution of the AMS at McGill
College was examined, and at President Wesbrook's
suggestion a committee was struck to look at changes or
development of the constitution for use at UBC.
The students were aware of the University Act of
1908, which included a clause that said: 'That the
women students shall have equality of privilege with
men students...." The wife of the minister of education.
Dr. Henry Esson Young, may have been influential in
having the clause inserted. Rosalind Young is credited
with having helped to draft the first act.
Students, Mrs. Lett said, believed that women were
"students of the University first, and therefore should
have equality of rights, whether in voting or in the right
to hold office. That's the kind of AMS constitution we
presented.
"We didn't use the phrase 'women's liberation,' but at
that time, 1915 to 1917, there was an active movement
in Canada to get the vote for women. We didn't have it
in 1915. For women to have equality on campus was a
step ahead of what the country had come to," Mrs. Lett
said, adding, "I was concerned because I was brought up
in an atmosphere where we discussed politics a great deal
at home. I was very interested in seeing a fair deal."
The year after Evelyn Story ran for the AMS
presidency, and missed winning by one vote, Norah Coy
was elected president."She was the first woman
president of the AMS," Mrs. Left said.
Mrs. Lett also recalls that transportation to the
Fairview area was important for the students of that
day. Many students lived in the West End and travelled
to campus by streetcar, or walked if they didn't have the
fare.
"There were very few people from Shaughnessy
Heights. Students from west of Granville would walk to
the University. Students from the North Shore travelled
by ferry and streetcar. Students from the East End came
by streetcar and from New Westminster they came by
tramcar.
CARS UNHEARD OF
"The distances they had to travel were quite
considerable. Travel by private automobile was unheard
of. The only boy I knew who had a car was the son of
the chief of police. He was sometimes able to get the
loan of his father's car," Mrs. Lett said.
Asked how she got to the Fairview campus, she
remembered: "What time you got up depended on
where you lived. Now, it happened that I lived within
easy walking distance of the University. I could walk in
15 minutes.
"We had to have our beds made and the dishes done
up before we went to University. But our courses were
not heavy. We didn't always have to be at the University
at nine o'clock."
Miss Lee lived in the Kitsilano area. It was from there
that she went to McGill College and UBC, travelling
along Broadway in a streetcar and transferring to the
Fairview Belt Line, so-called because the streetcars on
the   line   travelled   in   a   continuous   circle   in   both
:;*tfe^y;#y
«:. - . - ■■„: •.- s-c
Members of the Fairview Committee view the Leonard S. Klinck stone, set in the Fairview
Grove at UBC. The stone marks the site of the first buildings on the Point Grey campus.
From left to right, Mr. George Ledingham, an early graduate of UBC's Fairview campus; Dr.
Blythe Eagles, dean emeritus of UBC's Faculty of Agriculture; Mr. Arthur Lord, a former
member of UBC's Board of Governors; and Mrs. Sherwood Lett, who studied at both the
Fairview and Point Grey campuses.
Dedication ceremony at UBC
For ten years before the University of British
Columbia settled into its present location on Point
Grey in 1925, the everyday operations of the
University were carried on in a cluster of buildings
in the shadow of the Vancouver General Hospital.
On Tuesday (Sept. 30), more than 100 of the
students and faculty who attended the Fairview
campus, as it was called, gathered at Cecil Green
Park at UBC to mark the 50th anniversary of the
opening of the Point Grey campus.
The Sept. 30 reunion was organized by the
Fairview Committee, made up of members of the
graduating classes of 1916 to 1928 and chaired by
Dr. Blythe Eagles, dean emeritus of UBC's Faculty
of Agriculture. All of the Fairview Committee
spent at least one year on the Fairview campus,
and some were members of the first group of
students enrolled at UBC when it moved to its
present site at Point Grey.
Tuesday, after being welcomed back to the
campus by President Douglas Kenny, Chancellor
Donovan Miller and others, the alumni boarded
buses for the Fairview Grove, a grove of trees on
campus south of the Institute of Animal Resource
Ecology. At a ceremony there, they dedicated the
site of the first two temporary buildings on the
Point Grey campus. One of them, a wooden shack,
housed dynamite used for blasting, and the other,
a building with a wooden floor and canvas sides
and roof, was UBC's first residence.
It was in this building that Dr. Leonard S.
Klinck, former dean of Agriculture and UBC's
second president from 1919 to 1944, lived for
three summers while he prepared land at Point
Grey for agricultural plots. This first residence is
now marked by the Leonard S. Klinck stone,
unveiled at the ceremony by Dr. Klinck's son,
Ronald Klinck.
Both the ten-ton stone and its accompanying
four-ton seat are rocks excavated from the
basement of the Walter H. Gage Residence when it
was under construction.
The Fairview Committee hopes to erect a
covered shelter and outdoor gallery of pictures of
UBC's history at the Fairview Grove in the future.
The first sod for the shelter was turned by Mr.
Arthur Lord, an early graduate of UBC and a
former member of the Board of Governors.
directions via Broadway and Main, Hastings and
Granville Streets.
The old streetcars, she recalls, were flimsy things,
with wheels in the middle. It meant they were great toys
for the male students who travelled the line. "The boys
used to bounce on the back of the cars to make them
jump the tracks. It made the conductor pretty
unhappy."
Mr. Abercrombie graduated from Britannia high
school at the age of 15. He says: "It was a ridiculously
tender age. I should never have been allowed to go on to
University at that age. I should have stayed out for a
couple of years and worked, to gain maturity."
Mr. Abercrombie says he lived "on the wrong side of
the tracks. The East End. The aristocrats, the elite, lived
in the West End in those days." The East End was,
however, an exciting place, at the heart of the rapidly
growing City of Vancouver.
When he went to University, his mother, a widow,
had moved to the Central Park area, or South
Vancouver. "I used to commute from there to McGill
College on the interurban." At Commercial Drive and
Broadway he transferred to the Robson Street car, and
at Main and Broadway he took the Fairview Belt Line to
McGill College. The trip took about an hour, sometimes
more.
Students from communities like Ladner (now Delta),
would take board and room in the city.
Campus life for the first students of UBC went on
against the background of world-shaking events in
Europe. There were also tragedies on the home front.
On Oct. 20, 1918, just three weeks before the end of
the First World War, President Wesbrook died at the age
of 50. Influenza epidemics were taking a heavy toll of
life in those years and a small funeral service for
President Wesbrook had to be held on the grounds of the
family home because public health authorities had
banned large public gatherings.
President Wesbrook was succeeded by Dr. Leonard S.
Klinck, who had joined the UBC faculty in 1915 as dean
of the College of Agriculture and professor of agronomy.
He was to continue as UBC's president for 25 years until
his retirement in 1944.
Between 1915 and 1922 UBC's enrolment increased
from 325 students to 1,200 and the Fairview campus
had become inadequate for the expanding student body.
In 1922 and 1923 the students mounted a publicity
campaign, later to become known as the Great Trek,
which resulted in the government of the day
appropriating funds for the completion of buildings at
Point Grey.
And so, finally, in 1925, 17 years after the passage of
the first University Act and ten years after UBC first
opened its doors to students, the University moved to its
permanent home on the tip of Point Grey.
< in/* _r!» - r
PREPARED FOR UBC REPORTS BY THE UBC ALUMNI ASSOCIATION
UBC is on its way to an outstanding collection of rare children's books as a result of a gift from
Stan and Rose Arkley. With Prof. Sheila Egoff right, they survey just some of the 1,000-item
collection. Ken Mayer photo.
Graduate donates  rare books
Tom Sawyer, Little Red Riding Hood and Winnie
The Pooh live in the UBC Library.
No, the Library is not about to go into
competition with Disneyland, but it is now home to
an outstanding collection of rare children's books.
The collection of over 1,000 items is the gift of
Stanley T. Arkley, BA'25, and his wife. Rose Arkley.
The collection represents a lifelong interest by Mrs.
Arkley in early childhood education and an active
collecting career of both Arkleys spanning nearly 20
years.
The Arkley books join the almost 500 items
already in the University's collection. Eventually, the
collection will be available for study purposes to
anyone interested in the field.
Prof. Sheila Egoff, of the UBC School of
Librarianship, pointed out that the books are already
in use by her students of children's literature and by
other students in bibliography. The Arkley collection
"forms the foundation of what we hope will be a
large   collection,"   she said.  Someday,  Prof.  Egoff
hopes there will be a group, "The Friends of the Rose
and Stan Arkley Collection," to help promote the
growth of the collection.
To ensure that the collection does grow and that it
has the resources to acquire additions — "the prices
of children's books have soared" — the Arkleys have
endowed their collection with a $10,000 fund.
The collection, which will have its official opening
at the Pacific Rim Conference on Children's
Literature in May, 1976, contains books from the late
18th century to the early 20th century. The oldest is
a 1788 edition of a book by Thomas Day.
There are some delightful books — some an inch
square, some that open up like an accordion. There
are also some first editions of Tom Sawyer and
Winnie The Pooh, and even the chapbooks, originally
sold by English pedlars for a penny. It would take
much more than a penny to buy any of them today.
Prof. Egoff said there are some books in the Arkley
collection that "it would be difficult to put a price
on."
ALUMNI CONCERTS
m
Dates:
Time:
October 9
October 23
November 6
November 20
8:00 p.m.
Place:
Price:
Music Building
UBC
Convenient parking
S6.00 series
S2.00 single performance
FREE STUDENT PERFORMANCE TUESDAY NOON PRECEDING EACH EVEN ING PROG RAM
Bureau
provides
speakers
If an audience is what you have, and a speaker is
what you need, the UBC Speakers' Bureau may be
just the thing to fill the bill.
The Speakers' Bureau, a new project of the alumni
association, has been in the planning stages for several
months and is now in the process of enlisting eager,
able — not to mention entertaining and informative —
speakers from all areas of the campus. The range of
their topics is as diverse as the interests of the
University itself.
Art in society, the metric system, world
population in the year 2000, film production,
developing human potential, education in Russia,
some painless preventative dentistry — including the
finer points of brushing and flossing, marine
pollution, censorship in the media, and estate
planning are just a very few of the topics suggested by
our speakers.
The concept of the bureau has gained enthusiastic
support throughout the campus as a means of
increasing community contact with the University.
Plans are that the bureau will be in full operation
before the end of the year.
An alumni committee, headed by Dr. Oscar
Sziklai, of the Faculty of Forestry and a member of
the alumni board of management, is preparing a
brochure for distribution to community groups. It
will contain an outline of the services of the bureau, a
listing of the speakers and topics, and instructions for
requesting a speaker.
Arrangements for speaking engagements will be
handled through the alumni office, which has
appointed Carol Kelly as co-ordinator of the program.
To place the name of your group or organization on
the list to receive the Speakers' Bureau brochure,
contact Ms. Kelly at the alumni office, 6251 N.W.
Marine Dr., Vancouver V6T 1A6 (228-3313).
While this program was originally intended to fill
requests from the Lower Mainland, a special effort
will be made to arrange speakers for out-of-town
groups. So, if you need a speaker, just speak up, the
UBC Speakers' Bureau is waiting to hear from you.
China visitor
to speak
A peek through the bamboo curtain of the
People's Republic of China is in store for alumni who
live in California. Tour guide — with an artist's and
educator's viewpoint — is Prof. Sam Black, who
visited China earlier this year with a group organized
by the UBC Centre for Continuing Education.
Prof. Black, of UBC's Faculty of Education, is an
internationally known artist whose works are
included in public and private collections in North
America and Europe. He will be illustrating his
personal view of China, "From Pender to Peking,"
with his own drawings and sketches.
San Francisco area alumni will gather to meet
Prof. Black on Friday, Nov. 14, with final details still
to be arranged. The following night, Los Angeles
alumni will meet Prof. Black at a reception and
dinner at the University of Southern California
Faculty Center.
Complete details for both events will be included
in invitations to be mailed in mid-October. For
further information: in San Francisco, contact
Stewart or Joann Dickson at (415) 453-1035; in Los
Angeles, contact Helen Chang, (213) 799-0787 or Dr.
Roy Griffiths, (213) 882-2174.

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