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UBC Publications

UBC Reports Apr 30, 1968

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UBC Reports
VOLUME 14, No. 2
APRIL, 1968
SHARING an April fools' day joke with students in the
New Arts I program is Dr. F. Kenneth Hare, president-
designate of UBC. On April 1, the day Dr. Hare visited the
New Arts I building during a familiarization visit to the
campus, the annual goon edition of The Ubyssey appeared
wjth a banner headline announcing the president-designate's
resignation. The dateline on the edition was April 1, 1986. For
a review of Dr. Hare's recently-published book, "On University
Freedom," see page two. A tape-recorded discussion on New
Arts I by three students and one of the co-chairmen of the
program, Dr. Ian Ross, appears on pages four and five. Photo
by B. C. Jennings.
Faster, Smarter UBC
Will Be Operational
UBC's Board of Governors has approved installation of a new "third
generation" computer which will increase by approximately four times
the speed and ten times the memory
capacity  of   UBC's   present   machine.
The new IBM 360, model 67, will be
operational in October of this year and
will replace the existing IBM 7044
In addition to increasing the speed
and memory capacity of the present
equipment, the IBM 360 will make it
possible for many computer users to
use the new machine at the same
time and receive responses in seconds at any of several dozen  remote
terminals located at strategic campus
The new system 360 will be rented
from IBM at a cost of about $80,000
per month. The rental costs will be
paid by the University, supplemented
by a substantial contribution from the
National' Research  Council.
UBC announced its intention to install the new computer in April, 1967.
Computers are assembled to order
and take up to 18 months to complete.
Dr. James M. Kennedy, director of
UBC's computing centre, said the new
system will enable  UBC to be in the
Dean of Arts Resigns;
Accepts Post at York
The resignation of Dr. Dennis M.
Healy as dean of the faculty of arts
at the University of B.C. has been
announced by Acting President Walter  H. Gage.
Dean Healy, who has been dean of
arts at UBC since 1965, has resigned
to become vice-president of York University in Toronto.
Dean Gage said the Board of Governors had accepted Dean Healy's
resignation "with great regret."
He said Dean Healy had initiated
and carried through some notable pro
jects while Dean, including the new
Arts 1 program and a revision of the
third and fourth year bachelor of arts
program that has strengthened the
faculty's academic offerings.
"The faculty of arts," Dean Gage
said, "is the largest at UBC, enrolling
more than 5,500 students, and presents
difficult problems of administration as
a result of continued expansion.
"Dean  Healy has done an excellent
Please turn to pa°e six
This Year
forefront     of     University     computer
Several other Canadian universities
are making similar advances in computing facilities. UBC's new machine
is designed to meet the increasing
need for computing in research, teach-^
ing and administration.
The new system will largely eliminate "queuing" by computer users.
UBC's present machine can only be
used by one person at a time, but
the new system is capable of being
used by several persons at the same
Dr. Kennedy said that at present
about 1,800 undergraduates and 600
professors and graduate students use
UBC's existing facilities. These numbers will increase as the new machine
opens new areas of study. The system
will also be a stimulus to the development of the new computer science department, Dr. Kennedy said.
The new system will provide half a
dozen terminals situated in areas of
heavy programming, each equipped to
scan programs on cards and feed
them by telephone wires to the computer. These terminals will also be
equipped with printers to record the
machine's   responses.
Several dozen terminals will have
typewriter-style equipment to enable
users to "converse" with the new
computer, either to compose and run
short programs or to tap material
stored in the computer's memory
The first stage of construction for
the new TRIUMF nuclear research
facility will begin next fall on UBC's
south campus.
TRIUMF is the cyclotron, or particle
accelerator, to be operated jointly by
the University of Alberta, the University of Victoria, Simon Fraser University and the University of B.C.
It will be the only accelerator in
Canada capable of producing the
short-lived sub-atomic particles called
mesons, whose interaction with nuclei
has received little study, and it will
yield 1,000 times more mesons than
any existing machine anywhere.
TRIUMF's capability as a meson
generator, along with its more commonplace ability to produce powerful
beams of protons and neutrons, will
make it a uniquely flexible research
tool. It will enable Canadian scientists
to pioneer the new and relatively unexplored field of intermediate-energy
physics and to make significant contributions to man's understanding of
the construction of the atomic nucleus.
The TRIUMF project is being
funded largely by the federal government, through the Atomic Energy
Control Board of Canada, and by the
four universities. The total cost of
the facility is expected to run to about
$27 million, with the B.C. universities
contributing about $4 million.
First step toward construction of
the project will be taken this summer,
when tenders will be called for a
15,000-square-foot office block and
workshop to accommodate members
of the TRIUMF team on the seven-
acre site provided by UBC in the undeveloped south campus area.
Construction of this building is expected to begin in September and to
be completed in the spring of 1969.
The TRIUMF research facility will
consist of a huge accelerator hall to
house the 75-foot spiral magnet, which
forms the core of the cyclotron, and
various associated laboratory facilities.
Construction of this second building
is not expected to begin until 1970, and
it will take about a year to complete.
The time scale for development of
the TRIUMF facilities is determined
by the time needed for construction
of the magnet. Fabrication of the major components of the magnet—some
of them from steel plate 10 inches
thick — will take an estimated two
years, and another year will be required to assemble them on site. The
cyclotron is expected to be in operation in 1973-74.
The initial federal grant to launch
the construction of TRIUMF was announced recently in Ottawa by the
Hon. Jean-Luc Pepin, Minister of
Energy, Mines and Resources.
The first grant amounted to $650,000
and M. Pepin said he expected a further grant of $650,000 would be made
within the next six months.
M. Pepin said that apart from furthering knowledge of nuclear structures, the cyclotron would also contribute to the search for new ways to
explore nuclear energy for peaceful
He called TRIUMF a unique venture for Canada, involving as it does
close co-operation among four universities.
The acronym TRIUMF (for Tri-Uni-
versity Meson Facility) was chosen
when the cyclotron was first proposed
as a joint venture of British Columbia's three public universities — the
University of Victoria, Simon Fraser
University and UBC. The name has
been retained in spite of the fact that
Please turn to back pa^e
Book Could Modify Higher Education Here
(The following review of a book
by UBC's president-designate, Dr
F. Kenneth Hare, was written for
UBC Reports by Professor Cyril
Belshaw, head of the department of
anthropology and sociology, and
himself the author of articles and
a book on university affairs and
On University Freedom in the
Canadian Context By Kenneth
Hare. Published in association with
Carleton University by University
of Toronto Press. 1968.  Pp; vi + 80.
In February, 1967, Dr. Kenneth
Hare delivered the Plaunt lectures
at Carleton University, subsequently revising them for publication in
a succinct and highly readable
We should be delighted that Dr.
Hare has been able to speak so
frankly on matters of general principle, which affect all of us, before
assuming the cloak of office. We
should hope that the chill atmosphere of university affairs in British Columbia does not lead him to
tighten the cloak around him; that
he speaks out further on these
issues, and develops themes which
could not be stated in the few
words available to him in the
Plaunt lectures.
University freedom is a complex,
mysterious mixture of tangible and
intangible processes, most of which
are judged as a matter of faith
within the university community,
and in terms which are not often
comprehended outside that community.
Clear, objective analysis is rare;
freedom is won and held on the
campus battlefield and political
arena. Universities have only recently, and then in a minority of
cases,   created   research   opportun
ities   for   the   detached,   scholarly
study of their own operations.
Dr. Hare was thus wise to limit
himself to one major theme; the
"so-called autonomy" of universities as institutions, an autonomy
which he interprets as a reflection
of the relations (mainly financial)
between universities and the governments which support them. The
choice of theme was not merely a
matter of economy of presentation;
it was also the result of a judgment
about the current state of university freedom in Canada.
In MOST places (the words are
Dr. Hare's, the emphasis mine) the
"freedom of the scholar . . . has
been largely won." The freedom of
the student — to choose courses of
study, curriculum, institutions — is
"not so healthy," but nevertheless
Canadian students are better off in
this regard than those of most
other countries.
Although there is much to be
examined in both these fields, it is
the autonomy of universities that is
in greatest danger in Canada; and
unless that autonomy is secured we
cannot make much progress in
solving the problems which the
freedom of the scholar and the
freedom of the student bring in
their train.
The author's argument is complex and wide-ranging. From the
many points made I select three
which seem to me to have considerable relevance in the British Columbia scene.
At least by implication, they differ from those made in the Macdonald Report, and could have an
important modifying effect upon
the directions of higher education
in this province.
In the English and American tradition, Dr. Hare is strongly in
favour of the buffer committee, a
politically   independent   and   occa-
Medal Award Honors
Ex-Agriculture Dean
Forty University of B.C. graduates
have endowed a fund to provide an
annual medal award honouring Dean
Emeritus Blythe Eagles, who retired
last year as dean of agriculture.
The award, to be known as the Dean
Blythe Eagles Medal, will go annually "to a student in the graduating year
in agriculture who, in the opinion of
the staff, has best been able to combine good academic standing with outstanding contributions in student or
community affairs."
The first award will be made in
May of this year.
UBC graduate Dr. Joseph Morgan,
now head of the Cancer Research Institute at the University of Saskatchewan and one of the organizers of the
fund, said the endowment founders
were all former students of Dr. Eagles
in the period 1934 to 1948.
"The medal," he said, "serves to
pay tribute to Dr. Eagles' outstanding
personal   qualities   and   especially   to
School Head
To Stay On
Professor Samuel Rothstein, whose
resignation as head of the University
of B.C.'s school of librarianship was
announced in January, has agreed to
continue to head the school he
founded in 1961.
Prof. Rothstein was requested by
the Board ■ of Governors and Acting
President Walter Gage to reconsider
his decision to resign, and will now
stay on as head of the school.
The resignation would have been
effective on June 30 this year. Prof.
Rothstein had planned to remain a
member of the UBC faculty to devote
additional time to teaching and
express the gratitude of those whom
he helped in their scientific careers
through advice, direction and inspiration."
Dean Walter Gage, acting president
of UBC, said the medal award was a
fitting tribute to a teacher and scholar
who inspired students through teaching and research over a 37-year period.
Dean Gage, who also chairs UBC's
awards committee, said the founders
hoped that other former students of
Dean Eagles would make contributions to the  medal endowment fund.
Contributions should be sent to
Dean Gage at the  University of B.C.
Dean Eagles began his career at the
University of B.C. as a student in 1918.
He was awarded the Governor-General's gold medal for standing highest
in the bachelor of arts graduating
class in 1922.
After graduate work at the University of Toronto, where he received
his master of arts and doctor of philosophy degrees, and in England, Dr.
Eagles joined the UBC faculty as assistant professor of dairying in 1929.
He has been a member of the UBC
faculty since then, except for a brief
period in 1932-33 when he worked as
a research chemist for the former
Powell River Pulp and Paper Company. He became head of the department of dairying in 1936 and was
named dean of agriculture in August
Dr. Eagles now holds the rank of
lecturer in the faculty of agriculture
and continues to lecture to UBC students. He will receive the honorary
degree of doctor of science during
UBC's spring congregation  May 30.
VOLUME  14,  No. 2
APRIL,  1968
sionally statutorily supported group
which, on behalf of the legislature,
controls the general growth of uni*
versifies and places funds at the
disposal of individual institutions.
In the Commonwealth tradition, he
leans towards a University Grants
Committee type of buffer rather
than the North American Board of
Regents form.
However, it is extremely difficult
for such a committee to face two
ways at the same time; to represent
the interests of BOTH the legislature and the universities, particularly when the universities are
numerous and competing.
Dr. Hare makes the novel suggestion, of considerable importance
to British Columbia, that the provincial buffer committee be matched by an organization of academic
university representatives. Immediately it can be seen that such a
committee, whether or not statutorily empowered, could ensure
that inter - university differences,
and the total budgetary request on
behalf of the provincial universities, could be settled by academics
in terms of academic considerations. The dangers of non-academic
pressure and manipulation would
be minimized, and the universities
would be forced to come to terms
with each other at their own level,
rather than project their rivalries
and differences into a political or
quasi-political arena.
The problem of inter-university
co-operation and planning is indeed
central in Dr. Hare's thinking. He
emerges as a convinced federalist.
One of the implicit assumptions
of the Macdonald Report was that
federalism represents a limitation
on the autonomy of the individual
campuses, a limitation that was undesirable if new, experimental programmes were to be initiated. The
fact that the University of California system has been able to give
birth to two such different brothers
as Irvine and Santa Cruz should at
least cast doubt upon the assumption.
I, for one, believe that Victoria
would have grown more strongly,
Simon Fraser would have avoided
most of its troubles, and U.B.C.
would have been more coherent
and mature, if British Columbia
had opted for a federal university
This leads to a consideration of
the place of junior colleges within
an over-all structure of higher education. In British Columbia, again
following the Macdonald report we
have committed ourselves to the
nurturing of colleges under the
supervision of local education
boards. There is here the merit of
building upon local initiatives, and
providing a financial base. There
are also severe disadvantages. The
Okanagan example has shown how
negative local rivalries can become.
- The transfer of students into the
full university system raises serious
doubts about the theory that colleges can be considered separately
from the main university system.
The interests and points of view of
school boards suggest that the
growth of individual colleges into
universities, which will be inevitable as the population of the province expands rapidly, will be
achieved only through painful controversy and staff pruning on the
one hand, or an undermining of
university standards on the other.
Dr. Hare does not take up these
points directly, since they are particular to British Columbia, and it
would be wrong to pre-judge his
ideas about a solution to such questions. But it is clear from his brief
remarks on "work-a-day liberal arts
colleges" (p. 52) that he .will view
the situation here with concern,
and will bring fresh ideas to bear
upon it
One of the puzzling features of
academic freedom, to a layman, is
the difficulty of communicating an
answer to the question, freedom for
what? This is a question that Dr.
Hare is forced, in these pages, to
leave aside, at least as a matter of
systematic treatment As an author,
he is addressing himself primarily
to a knowledgeable academic and
lay public. But as a university
president, he will be communicating with individuals throughout the
polity who do not share our assumptions about the unpredictable
and uncertain nature of creativity,
or about the values of negative
evidence as men and women search
for new knowledge or more refined
He will be talking to taxpayers
who feel that it is right to demand
optimum creative and teaching results, and who find it difficult to
believe that to achieve such an
optimum it is sometimes necessary
to provide an academic shelter for
the man who is, at least for the
moment marking time.
There are in the book many implicit indications of Dr. Hare's
views about the nature of freedom,
and about why it is important that
autonomy be preserved and
strengthened. Many of these are
what might be thought of as the
negative aspects of freedom.
The university system must be
protected from undue interference.
He who pays the piper does NOT
call the tune. Freedom to teach
and to learn implies lack of interference from outside, and indeed a
lack of interference from one's colleagues. Here we have gained
much, and with good result
There is also the other, more
positive question, reflected in the
lay puzzlement to which I referred
earlier. Is it indeed possible to
create conditions which maximize,
if not creativity itself, at least the
opportunity for creativity? How
does one know, and how judge?
Time and again, Dr. Hare concerns himself with matters which
bear upon these question. This is
particularly the case when he
writes of the fundamental research
purposes of universities, or the
need for rationality in the distribution of resources, both between and
within institutions, or the difficulty
of overcoming vested interests and
jealousies, as we watch the successes of colleagues elsewhere.
But the biggest conundrum of all
awaits another lecture from Dr..
Hare's pen. Some universities use
their freedom to stagnate, others to
move ahead. In some universities
the conservative and critical faculty
uses its powers to stifle the creative
impulses of colleagues. In others,
innovation and discovery are the
order of the day.
In all universities, some elements
are more free than others, some
more creative than others.
The conundrum is this: once the
formal conditions of freedom have
been achieved, what distribution of
resources, what internal order of
decision-making, will optimize the
conditions for creative scholarship
within the university?
A discussion of this question
would be an intriguing and natural
sequel to the Plaunt Lectures of
1967. UBC CHEMIST Dr. Norman Basco will use this $30,000 machine for photographing chemical reactions which take place
in less than a thousandth of a second. Purchased with National Research Council and UBC chemistry department funds,
the machine, known as a vacuum spectrometer, will be used
for basic research in the field of flash photolysis, or the decomposition of chemical compounds by light irradiation. His
research may have importance for pollution experts.
$30,000  Camera' Photographs
Very Fast Chemical Reactions
A $30,000 "camera" for photographing chemical reactions that take place
in less than a thousandth of a second
has been installed at the University
of B.C.
The complicated device, known as
a vacuum spectrograph, will be used
by assistant professor of chemistry Dr.
Norman Basco for basic research in
the field of "flash photolysis," or the
decomposition of chemical compounds by light irradiation.
Photolysis is a term chemists use
to describe a wide variety of chemical
reactions that most people take for
Bleaching or color change resulting
from exposure to the sun are probably
the most common examples of photolysis. It is a potent factor in air pollution as well.
One of the compounds which Dr.
Basco has been investigating in his
studies is nitrogen dioxide, one of the
major   air   pollutants   resulting   from
industrial processes.
Nitrogen dioxide in the atmosphere
is photolyzed, or decomposed, by the
action of the sun and pollution researchers have been studying it to
determine what new substances are
created in the process.
Dr. Basco and his research team are
not searching for any remedy for air
pollution, but his laboratory studies
of the decomposition of nitrogen dioxide could be of great interest to air
pollution experts.
Dr. Basco's studies are concerned
with understanding the way in which
molecules break up and reunite, a
process which is fundamental to all
In his chemistry building laboratory
Dr. Basco subjects gases and solutions to blinding flashes of light irradiation a million times brighter
than an ordinary electric light bulb.
Contracts Awarded  for
New  Lab,  Clock Tower
UBC's Board of Governors has
awarded three construction contracts
with a total value of $318,325.
The largest single contract for $201,-
937 went to R. A. Hall Limited for a
new structural testing laboratory for
the  civil  engineering  department.
The laboratory will be built on the
site of the new applied science development to the last of the existing
chemical engineering building. It will
be incorporated into a larger civil
engineering building in the future.
The new laboratory replaces a materials testing facility in the existing
civil engineering building. It will provide facilities for research by graduate
students and faculty members on the
behavior of structural materials and
components when subjected to loads
and   stresses.
A second contract for $97,000 went
to Smith Bros, and Wilson Ltd. for
construction of a new carillon and bell
tower adjacent to the UBC Library.
Mr. Leon Ladner, a former member
of UBC's Board of Governors, will
provide a total gift of $160,000 for construction of the tower and purchase
and installation of clock and carillon
A third contract for $19,388 also
went to Smith Bros, and Wilson to
provide for revisions in the electrical
panel and switchboard installation in
the UBC Library, including associated
service connections and grounds development  in the  Library vicinity.
Volume 14, No. 2 — April, 1968. Author-
ized as second class mail by the Post
Office Department, Ottawa, and for payment of postage in cash. Published by the
University of British Columbia and distributed free of charge to friends and
graduates of the University. Material appearing herein may be reproduced freely.
Letters are welcome and should be addressed to The Information Office, UBC,
Vancouver 8,  B.C.
The intense light irradiation, which
lasts for a hundred thousandth of a
second, causes instant decomposition
of the compound being studied.
After the initial flash a second flash
of light is used to photograph the
fragments into which the molecules
have decomposed. Photographs can
be taken at any time between one
hundred thousandth and one hundredth of a second after the initial
The second flash produces a spectrum of dark lines or bands on a
photographic plate in the spectrograph linked to the flash photolysis
Dr. Basco and his research team
then study the photographic plates
and by comparing the light and dark
bands to known spectra can determine what substances were produced
during decomposition, and how rapidly these substances react
Sometimes the researchers obtain a
new spectrum which fails to fit any
known pattern. Further analysis is
then carried out to determine exactly
what substances were produced during   decomposition.
Dr. Basco's new $30,000 vacuum
spectrograph will permit him to widen
the range of spectra which can be
photographed after decomposition
takes place.
He said the spectrographs currently
in use in his laboratory contain air
which absorbs light of shorter wave
lengths and eliminates the possibility
of photographing the spectra of many
of the decomposed substances.
"By eliminating air from the spectrograph," he said, "and using special
plates which respond to light of
shorter wave lengths we will be able
to photograph the spectra of almost
anything present after decomposition."
Bulk of the funds — $25,000 — for
purchase of the new vacuum spectrograph came from Canada's National
Research Council. The other $5,000
came from department of chemistry
Dr. Basco, a native of England, has
been a member of the UBC faculty
since 1964. He was educated at Birmingham   University   and   Cambridge.
The Heart Foundation of British
Columbia has made 18 grants totalling
$210,000 to support research in nine
University of B.C. departments.
The largest single grant of $24,100
was made to Dr. S. M. Friedman, of
the UBC anatomy department, to enable him to continue investigating the
relationship between the ability of the
body to regulate salt and the regulation of blood pressure.
Previous Heart Foundation grants
have led Dr. Friedman and his research team to the conclusion that the
distribution of sodium, one of the elements of salt, in the wall of blood vessels is a major determinant of the
thickness of the blood vessel.
The current grant will assist the
team in their efforts to define the way
in which the kidney and hormone systems of the body operate to regulate
salt distribution in the blood vessel
Other major Heart Foundation
grants were made to:
• Dr. G. E. Dower, of the department of pharmacology. He gets $18,200
for continuing research and clinical
trials of a polarcardiograph, which detects heart damage more accurately
than the standard electrocardiograph.
• Dr. K. A. Evelyn, director of the
G. F. Strong Laboratory, has been
granted $17,700 for a continuing study
of hereditary factors in high blood
pressure In humans.
His research team is analysing the
protein composition of the walls of
human arteries in an attempt to
identify the factors responsible for
high blood pressure.
• A similar $17,700 grant has been
made to Dr. J. G. Foulks, of the department of pharmacology, for studies
of the electrical and contractile functions of the heart and the way they
are affected by drugs and other inorganic chemicals.
• Dr. W. G. Trapp, of the UBC
surgery department, has received
$14,000 to support clinical research on
a new type of heart-lung machine to
be installed in UBC's hyperbaric
chamber at the Vancouver General
The chamber is a 24-foot long cylinder and involves the use of pure oxygen under pressure as a treatment in
itself or as an adjunct for special
kinds of surgery.
• Dr. Paris Constantinides, of the
pathology department, has received
$13,300 for a continuation of studies
on the mechanism of heart attacks
and strokes with the help of experimental models. He also plans to study
the lipid-handling enzymes of arterial
walls and their ability to regenerate
after injury.
Other Heart Foundation grants are
as follows: Dr. Peter Allen, surgery,
$4,000; Dr. J. A. Birkbeck, paediatrics,
$10,900; Dr. A. M. Cairns and Dr. A.
R. Cox, medicine, $12,500; Dr. A. R.
Cox, medicine, $7,700; Dr. J. P. Kutney, chemistry, $14,000; Dr. K. L. MacCannell, pharmacology, $9,100; Dr. A.
I. Munro, surgery, $1,000; Dr. J. A. Osborne and associates, pharmacology,
$12,100; Dr. D. J. Randall, zoology,
$7,700; Dr. M. C. Sutter, pharmacology,
$10,500; Dr. M. N. Vyas, medicine,
$10,000, and Dr. W. A. Webber, anatomy, $5,500.
Last year the Heart Foundation
made 18 grants totalling $175,870 to
UBC researchers.
Two University of B.C. faculty members have been awarded Guggenheim
fellowships, rated as one of the
world's most prestigious academic
Winners are Dr. Lionel Tiger, of the
anthropology, and sociology department, and Dr. David Randall, assistant professor of zoology.
Dr. Tiger will use his $7,000 award
to continue research into the biological factors affecting human behaviour
at the British Museum in London and
at the London School of Economics.
Dr. Randall, who was awarded a
$7,500 fellowship, plans to spend the
next year in Bristol, England, to work
with a research group studying the
respiratory system of fishes. The Best Thing That Ever Happei
(UBC's radical New Arts I program has completed its first year of operation. To test reaction to the
program, UBC Reports asked one of the two New Arts
I coordinators, Dr. Ian Ross, to select three students
for a tape-recorded discussion. The participants, in addition to Dr. Ross, are first year students Silke Andre sen,
David Sharpe and Steve Graham. For a description of
how New Arts I operates, see the box below.)
UBC REPORTS: Well, we are here today to discuss
your reactions to the New Arts I program. I wonder
if we can begin, Silke, by asking you to give us your
reactions and how you feel about Arts I generally.
MISS SILKE ANDRESEN: Well, my reaction, on
the whole, has been quite favorable. When I first heard
about it, I asked some friends who were going to UBC
if they had heard about the program. They said, "It's
a good idea; apply." And — so there I was, in September, among the 240 people in New Arts I.
Since then, I've sometimes had severe doubts about
the program. But now that I've assessed what I've gotten out of the year, I think generally it's been much
better than what I would have gotten out of a regular
first-year program.
Other than Arts I, I take psychology 100 and German 100 and I've found that German doesn't really
give me that much. It's like all language courses; I go
home and memorize, I do exercises, but that's all there
is to it And psychology, again it's sitting in a big lecture hall. Right now I do.my readings, but it's never
really  contemplating  an  issue.
UBCR: How does the kind of thing that happens
in Arts I vary significantly from the two outside courses
that you take? In what specific ways does the professor
conduct the  Arts   I   lecture  or  seminar?
MISS ANDRESEN: Well, I think the first thing is
that he doesn't conduct; the students conduct it. At
least that is how it came to be as we got to know
each other in the course of the session. You know that
our curriculum in group two consists of a study of a
series of themes: war, love, death, and education. Well,
a seminar or two before we take up a new theme, we
agree on the reading to be done and the sequence of
When we come to the period devoted to the new
theme, supposedly everybody has done his reading, and
seminars usually begin with a student presenting a
report or a strong point of view on the topic. And afterwards we either agree with what has been said or disagree and begin to evaluate the argument.
UBCR: And it largely becomes a seminar or discussion group?
MISS ANDRESEN: Right And there isn't really that
much that the professor — Dr. Ross, for instance —
does, other than trying to steer the discussion back to
the main issue if people go off on tangents or are reduced to name-calling.  In those senses,  he controls  it.
UBCR: Dr. Ross, perhaps you can be more specific
about this. Silke says that one specific thing may arise
out of the discussion and will be thoroughly debated.
A more conservative academic might say that the object is not to discuss a specific idea within, say, Plato's
"Symposium,"   but to  get  some   idea   of  the   structure
How Arts I Works
When UBC's New Arts I program was approved, it was described as "the most fundamental change in curriculum in the history of the
faculty of arts."
The 240 students accepted for the program
in September, 1967, were divided into two sections
of 120 students each. Each section is staffed by
six instructors, each of whom direct the work of
20 students.
Each section meets as a group for lectures
and each instructor also conducts seminars and
tutorials for his own group of 20 students.
Students completing the New Arts I program
successfully are given credit for nine units of
work in the first year. Arts I students are also
required to take two additional courses—a foreign
language and an elective course.
The curriculum of the New Arts I program
consists of a sequence of themes of broad humanistic interest. Group one dealt with conflict between freedom and authority and its relationship
to responsibility. Group two studied the theme of
war. in the first term and love, death and education in the second.
The academic week of the New Arts I student
take's the following shape: six hours in regular
courses, one two-hour lecture or panel discussion
with all the members of the Arts I group, four
hours in seminar discussions, a tutorial session to
discuss an independent study project or essay,
and attendance at a film or monitoring of a
television or radio presentation relative to the
group's theme.
Students are also required to make contributions to seminar meetings, and for independent
study they may be reading a classical work of
literature, doing research on a topic in current
affairs or observing contemporary institutions,
such as a law court, in action.
Co-chairmen of the New Arts I program are
Dr. Gerald F. McGuigan, assistant professor of
economics, and Dr. Ian Ross, associate professor
of English.
of thought, the whole framework of thought of Plato.
Do you think there might be a danger in allowing what
a conservative academic might describe as undisciplined student thought?
DR. IAN ROSS: Well, let's accept that there is a
problem. You mentioned Plato's "Symposium." The
students attempt, in their discussion, to elucidate the
argument of the Symposium which concerns different
views of love. Different students attach themselves to
these views, and out of the expression of opinions we
get a dialogue somewhat similar to the one Plato constructs.
Now, I don't believe that teaching is telling. I believe that teaching is opening up perspectives and communicating a passionate desire to arrive at the truth. It
is not enough for one man to say, "Such-and-such is
the structure of  Plato's thought."
Every reader of Plato has to come to his terms with
the structure of Plato's thought and evaluate it for himself if it is really to be a part of his thinking and not
mere information. The best way to see what Plato is
after, indeed, the best way to tackle any question of
values, is to participate in dialogue, to follow the back-
and-forth movement of ideas about the importance of
sensual love or the love of wisdom or whatever may
be the issue addressed.
It may be that some students will come out of one
of these seminars, having heard a number of points of
view expressed, somewhat confused, but I take it that
if he's worth his salt he goes back over in his mind
what he's heard and wrestles with the structure of
Plato's thought.
My concept of teaching, then, includes creating the
conditions for students to take up ideas and make them
their own in a critical way through the discipline of
discussion and independent study.
UBCR: Steve Graham, I understand that you have
some reservations about the Arts I program and the
way   it  operates?
MR. STEVE GRAHAM: Well, I joined Arts I because I became somewhat cynical about the university
set-up. I told Dr.-Ross, as a matter of fact, that if I
could work and not come to the seminars I'd just as
soon do that, because as far as I was concerned a BA
was what you need after your name to get anywhere.
And I was hoping in Arts I to deal with social questions. I guess my attitude towards it from the beginning was preconceived. I wanted to deal with social
issues, and the reason I took love was that I was hoping
to deal with modern social problems such as divorce,
promiscuity, prostitution, homosexuality—what actually
is tenderness and this feeling we call love?
Throughout  the   whole  thing   I   felt  that  we  were
beating around the bush and not getting anywhere. Too
much time was spent theorizing, theorizing, and whereas theorizing is fashionable at cocktail parties and may
have some use to that extent, it isn't really too good
when you get out into  life.
And I found the same thing in dealing with war.
We didn't seem to dwell too much on the horrors of
the trenches or the real causes of it. We touched on
them, but even the bulk of the library's books, which
were supposed to get at the reasons for aggressiveness,
didn't really.
And by the time we got to death, I was pretty well
disgusted,   books costing the  price they did.
We're doing education right now and one thing that
bothers me a lot, or did, was Plato's "Republic." I
couldn't see why we wasted time on a book like that,
because it doesn't deal with a modern situation. Here
was Plato setting up ideas to deal with the shortcomings of man, trying to set up a perfect sort of government, and then completely denying the human frailties that people have within themselves.
It was a Cloud Nine world which didn't deal with
the way we are today. Perhaps in the education field.
I'm less qualified because I had given thought to the
other fields before I came to UBC. I had never really
thought of the concept of education, which is what is
being discussed. I thought more of just changing the
curriculum to drastically improve it over what the government presently gives elementary and high school
As for myself, I found that change didn't come from
what I read, although! noted a couple of places where
it did, but from mixing with the students in Arts I.
I did come in somewhat cynical, being an idealist in a
school where idealism didn't exactly flourish. So with
the students I took a conservative, hard line and had
them present back to me the ideas that I stood for,
hoping of course at the same time that they would
convince  me.
I find that I've got a balance now and don't regard
getting a BA as something which is necessary but as
something which can fulfil you. In this way, it is helping me become more of a balanced person, and I think
it's worth it.
UBCR: Do I sense, then, that Arts I has not quite
lived up to your expectations?
MR. GRAHAM: Oh no. I found education in high
school for the most part dull, and it disappointed me.
I   regarded   university   as  worldly  — the  thing  to  do.
Actually what I wanted was all the answers to life
on a silver platter. I had been hoping for something,
perhaps more reading in the sociology line, and that of
course comes next year. But I still felt that university
could deal with human problems as they are, rather
than with just sitting  around and theorizing.
I don't really go along with the idea that you have
to start off with ideas. I think that all of us are smart
enough to have some when we come in, so we can wor^
from there.
UBCR: David, could we hear briefly from you now
about your feelings about Arts I?
MR. DAVID SHARPE: First of all I'd like to take up
a couple of things Steve mentioned. You criticij^*
Plato because he wasn't relevant for today, that Re
wasn't really in a modern situation. You said that he
set up a republic which didn't take into account what
people actually are. Do you feel that perhaps this is the
conclusion that you were supposed to come to, that we
took Plato not to agree with him necessarily, but-to
find out constructively, intelligently how to disagree
with him?
Now I think you'll find that in many present-day
systems — education systems, political systems — that
Arts I student David Sharpe, left, makes a point during
a tape recorded discussion of the radical new program,"
which  has just  completed its first year of operation.
there is a basic split made between reason and emotion
which I think goes back to Plato. He considers only the
reason without the emotion, and I think that this is "a
hang-up that we have right up to the present-day
The high school system is working under the assumption that people can be educated as intellects, that
their emotional development will just happen along
with it, on the side.
I read the precis of the Chant Report and there it*
was expressly stated that they were only interested in
the intellect. Now I think that this proves that the consideration of Plato is very revelant to us.
MR. GRAHAM: Well, I dig the latter half of what
you've been saying. I agree that it doesn't seem to
take emotions into account. But on the very point of
whether we are supposed to question Plato, I think
that this is something for high school, not something
for university.
. I think we should go to farther fields. This again,
I think, is theorizing. I think we should get down to
dealing with  practical  problems.
MR. SHARPE: This is a very practical problem. Arts
I is set up on the idea that the individual should be
educated, both reason and emotion. At least this is how
our particular part of Arts I is working. We are forming a group which is emotionally tied together, the
group spirit and the whole bit; we're friends. There's
an air of respect, of friendship, in our group. Now this
was established first of all, before we could get into
actual  development as a group. ^
UBCR: Do you feel that if you were not in the Arts
I program, if you were part of the larger body of first-
year "arts students, that that feeling of friendship and
closeness would not be possible?
MR. SHARPE: I would say that it would be ver£
difficult. In Arts I we are in an experimental situation.
We are aware that we are in this experimental situation and we are conscious of what's going on. We
evaluate what we do as we do it. ^
We see that it is to our advantage educationally
to form a group — not just get together and sit around"
and talk, but actually form a group. And I don't think
that this would take place in first year, first of all because nobody would be aware that this is what should
be done; secondly, because of the course set-up in th-cy
first year. ~«
UBCR: Do you personally feel that Arts I has lived
up to the expectations that you had for it? led To Me
1 MR.   SHARPE:   I   don't   indulge   in   expectations.   I
went into Arts I just because it was something different,
and I am entirely satisfied with Arts I. I think it's the
best thing that has ever happened to me, not just educationally, and that it has specific advantages for me.
It   has   made   me   very   enthusiastic   for   education.
Right now, after going through Arts I, the thing I want
to do most of all is to continue my education.  It has
^ given me a new slant on education.
I look upon education now as being something more
than mastering of areas of knowledge. Ifs more a dealing with inter-relationships, with insights. Through the
* year there have been  many occasions when suddenly
A Student of Arts 1
high school two years ago I decided I didn't want to
go to university because I didn't feel it offered me
At the suggestion of an uncle, who is a Danish
teacher, I enrolled for a five-month course at a Danish
Folkehojskole, where the learning experience is similar
to that in Arts I. I didn't realize that until I enrolled
here, of course.
Most of them are residence-type colleges and there
are no marks or exams. Most of my time there was
devoted to doing things that I wanted to do and the
discovery of the satisfaction that could be gained from
this sort of activity.
Most of these Danish schools are limited to an enrolment of 100 students — the one I attended had only
Other participants in the discussion reproduced on these
~  pages are students Steve Graham, right, and Miss Silke
Andresen, and Dr. Ian Ross, who with Dr. Gerald F.
things just sort of click on a metaphysical level, such
as — what is government?
"* Well, what is government? This sort of thing. And
then just sort of magically, after thinking about it for
a long time, things just fall into place. Now this is
what I would call real education, and it is probably
something which would happen in the regular system.
But after 12 years of high school, it has not produced
as much as it has in this one year of Arts I. I think
that if we had 12 years in the Arts I system, the things
we'd be doing now would be fantastic, fantastic.
I think that Arts I has several other advantages.
It's introduced me to areas of interest that I never even
» „knew I was interested in. If I was going into regular
first year, I would have to make decisions on which
courses I wanted to take.
Because Arts I is free, that is, you can consider the
subjects freely from various points of view, I naturally
fQund that my considerations of various subjects always
sift down to education theory.
-»• When we looked  at the  17th century, without plan
ning it I found that I was looking at the school systems
of the 17th century. During this past couple of months,
I have spent most of my time arranging a plan for an
Arts II, dealing very concretely with educational theory.
. I would say that my whole year has been based
upon this. I'm surprised even now that I'm interested
in educational theory. Arts I has allowed me to discover tliis.
It has also given me the opportunity of groping
around. This is something that's very hard to explain,
1but I'm deeply appreciative of the fact that for three
«» months I could grope around, not knowing where I
was or what I should be doing, and yet not being
penalized for it, as I would be if I had assignments,
and in the end being able to come to a decision in a
free and natural way.
Our  particular group  has  no assignments,  and this
cultivates in me the ability to work on my own. This
includes self-discipline in the traditional way of sitting
„ down  and  being  able to  keep at the  books,  but also
self-discipline which  includes initiative.
I   think   that   through   this   year   I've   acquired   this
ability to start things on my own, without anyone even
hinting that I should be doing something.
■•^' UBCR: Silke, on the whole, has the Arts  I  program
*  lived up to the expectations you  had for it when  you
entered university?
MISS   ANDRESEN:   Well,   when   I   graduated   from
McGuigan is one of two co-chairmen of the New Arts I
Photo by B. C. fennings.
32 — and so, as you can imagine, there was close contact and a seminar-type of education.
I guess I came to university because I found, contrary to what Steven thinks, that the world really
doesn't offer you that much. If you go out and get a
job, you don't find what you're looking for there. You
need the abstract — you need the ideas. You don't
read Plato in high school, you don't really meet up
with  ideas.
I found that I needed ideas in abstract I was selling
advertising for a newspaper, and that isn't very abstract; it's just figuring out good things to write and
how to sell things. And I really felt this need, that I
wanted to talk to somebody about war or the idea of
war in general, or love in general.
UBCR: David has spoken of the interpersonal relationships that he has found so rewarding within the
Arts I program. Have you found the close-knit, discussion-seminar type of thing to be the kind of thing
you wanted? Do you feel you benefit from this more
than from  a  straight lecture-type  program?
MISS ANDRESEN: Yes, I benefit more, because you
learn more, I think, by expressing your ideas, and
while you're saying it you find out whether it's really
good or you get shot down.
In other words, when you're sitting in a lecture hall
it's much easier just to sit there and not think critically about what's being fed to you. I realize that the
prof, wants you to be critical, but I think it's very
difficult sometimes  to  be  critical.
UBCR: You  mean the setting is prohibitive.
MISS ANDRESEN: It is, definitely. Certainly we
are allowed to ask questions — I'm sure that most
profs, are even glad to have students ask questions,
but it doesn't always seem feasible, and I think most
first-year students are sometimes a bit awed by the
whole  UBC atmosphere.
I think it's probably the uncertainty of being away
from home and being out on your own and facing a
whole new atmosphere. It takes a long time for a freshman just to get used to the idea.
UBCR: Dr. Ross, have you found in general, among
the students in the Arts I program, a willingness and
eagerness to participate in the lecture-discussion kind
of thing?
DR. ROSS: Yes, I think so. We don't have a formal
lecture hall, as you  know. In fact, we have a finished
room with a carpet on the floor and we hold our big
meetings there, and people are on the same level, as it
were. We can get a back-and-forth discussion on the
basis of the  physical  environment almost immediately.
UBCR: And you have not found a significant number of students who are reluctant to participate in the
general discussion?
DR. ROSS: Well, I find through the year a growing
willingness to contribute. I think some students started
out very passive, feeling that it wasn't their place to
speak. I believe some of the girls felt that.
UBCR: Can we deal now with the future? There has
been an evaluation study of the program going on during the year, has there not?
DR. ROSS: Both publicly and privately, I would say.
I think everybody's been evaluating it in one way or
another. There is a committee of the Faculty of Arts
with the specific duty of seeing what we're doing and
trying to assess it in some way. They've issued two
questionnaires, and members of the evaluating committee have sat in on our big meetings and seminars.
UBCR: I take it then that the Arts I program for
first-year students will be continued next year.
DR. ROSS: Yes indeed. We'll call again for applications from the incoming first-year class. We have 240
places, and if we get more than 240 applications, we'll
have to run some kind of ballot to fill the places. We
were set up to do that last year but as it turned out
we didn't need to  send anyone away.
UBCR: David, you mentioned that some plans are
afoot for an Arts II program. Can you tell us how this
has evolved, who's been involved in it, and give us
some information about your hopes and plans?
MR. SHARPE: Yes. We realize that the university
will not be able to set up an Arts II program next
year. There are a number of students who, because of
their experiences in Arts I, wish very much for a second
year in the same type of education. These students have
decided to propose to the university a program set up
by these students, in consultation with professors.
It would be small-scale, and not the kind of program
the university would offer if it does set up a full-scale
Arts II. But for those people who have the initiative
and the energy to do it, they will have their second
year Arts II.
There would be one basic difference, in that the
individual will be able to specialize to a far greater
degree. I think there is potential in the concept of education in Arts I that hasn't been developed in one year.
We've been introduced into one whole area in the Arts
I method of education, but there is an opportunity for
specialization which hasn't been tapped yet.
Now one more year will not merely be a continuation of Arts I, a sort of hesitancy to leave the nest. The
advantage will be that, having gotten used to the Arts I
method of education, we will be able to take full advantage of our experience next year.
We have a professor who is willing to continue next
year, and I have full confidence in this professor. I
think that Arts II, if it receives permission to go ahead,
will be fantastic — I've used that word before but I
can't put it any other way.
UBCR: And you would plan to take such a program,
would you?
MR. SHARPE: Definitely, yes.
UBCR: How about you, Silke?
MISS ANDRESEN: No, I'm not volunteering for this
program, because through Arts I I've discovered what
I  want to do.
UBCR:  What  is that?
MISS ANDRESEN: Well, I found that most of my
essays and writings take a psychological-sociological
viewpoint. I didn't know this was what I really wanted
at the beginning of the year, but I found that you sort
of discover what you want to do, and that's how I found
out what  I  want to  major  in.
UBCR: And, Steve, I take it you plan to go into the
second year of university but not into the Arts II program?
MR. GRAHAM: So many students who come into
first year take courses thinking they're going to be
great and find they're all  disappointing flops.
We've had a chance to find out what we like, and I
know what I want to take. I think Arts II is good but
I don't feel it's for me.
UBCR:  What will   you  go  into?
MR. GRAHAM: Religious Studies and Anthropology.
DR. ROSS: It might be of interest just to mention
that we are considering possible themes for next year.
You see, one of our ideas is to take a thematic approach
so that we can explore different areas of knowledge
and have people put forward different points of view.
The group that I'm in, planning for next year's
Arts I, is suggesting the broad theme of "The forest
and the city" as a possibility, and I believe the other
group is thinking of "The social contract" and then
"Twentieth century disintegration" as their theme.
MR. SHARPE: Yes, I might mention in Arts II we
thought a good theme would be "The city," taken not
as a municipal organization but as a gathering of
people through time, a natural gathering of people.
UBCR: And this would include everything from the
Greek city state  up to the  modern  city?
MR. SHARPE: Yes, everything that the group would
want to consider. I think that the group is in a position
to sit down and know what it wants to consider.
DR. ROSS: We might, in fact, be studying an area
in our own city.
MR. SHARPE: Yes, there are all sorts of possibilities. UBC's armed services units recently surprised B.C.'s lieutenant-governor, the Honourable George Pearkes, with the gift
of a bellows made from western yew and laburnum. Presentation was made at the last parade of UBC's three services units,
which have now been disbanded. Mr. Pearkes took the salute
at the last parade and presented commissions to officer cadets.
Looking on are Chancellor John M. Buchanan, centre, and
Dr. Lawrence Ranta, campus army commander.
Parade Dismissed' Heard for
Last Time In UBC Armoury
The University of B.C.'s three armed service units were reviewed for the
last time, in March by B.C.'s Lieutenant-Governor, Major-General George
R.  Pearkes.
The   1968 tri-service   parade   in  the
UBC armoury was the last for campus army, navy and air force units
because of a Department of National
Defence decision to disband university armed forces units.
The   Lieutenant-Governor,   in   addi-
Board Approves Rental
Rates for New Housing
The University of B.C.'s Board of
Governors has approved rental rates
recommended by a client's committee
planning a new campus residence development for 1,200 students.
The Board also approved a recommendation from the client's committee, which includes representatives of
the student body, authorizing architect Reno C. Negrin and Associates
to proceed with preliminary drawings
for the project
The new residence development is
to be constructed on Wesbrook Crescent on a site previously occupied by
a federal government wireless station.
It will consist of three low-rise
buildings and two 15-storey towers
housing 600 senior students in single
rooms and 600 other students in one-
bedroom housekeeping suites or single
Unlike other UBC residences, the
complex will provide room only,
rather than room and board.
Joins ACE
Mrs. Hilda MacKenzie, associate
professor'of education at UBC, has
been elected to the executive of an
international organization on childhood education.
Mrs. MacKenzie has been named
vice-president for primary education
on the international executive board
of the Association for Childhood Education International with headquarters
in Washington, D.C.
The Association, which, has branches
all over the world, sponsors annual
study conferences, provincial workshops and symposiums and publishes
research papers which are used in 89
countries. There is a B.C. board of
ACE and an active UBC branch of
some   100 students.
The complex will be built under an
arrangement, new to UBC, known as
a negotiated contract, which will speed
construction and give the University
greater financial control.
Rental rates in the new project will
be $60 per month for students living
in single rooms and $65 per person
per month for students living in the
housekeeping suites.
The negotiated contract arrangement under which the residences will
be constructed involves placing a ceiling on the total construction cost before detailed planning begins.
Under the arrangement, the architects will begin early negotiations with
a selected group of contractors, who
will make proposals for the use of
specific materials and construction
methods that will complete the project
within the pre-determined price
The proposal that will produce the
best quality housing for the fixed price
will win the contract
The new residences are a major part
of UBC's drive to provide on-campus
housing for 25 per cent of its unmarried students by 1970.
UBC now provides housing for 2,881
students, or 19 per cent of the unmarried group. Present plans call for
a doubling of this figure over the next
three years.
Four new residence towers are currently under construction in the
Totem Park and Vanier areas and a
complex of buildings housing 275 married students and their families was
opened this year at Acadia Park.
Completion of current projects and
the 1,200-student Wireless Station
complex will allow UBC to demolish
substandard hut accommodation now
being used by 1,000 students in Fort
and Acadia Camps.
tion to inspecting the 120 officer
cadets in the three units, took the
salute during a march past and presented commission scrolls to 25 student cadets who will graduate this
year or who have qualified for commissions.
Disbanding of the UBC armed
forces units will mark the end of-44
years of military training involving
an  estimated   10,000 UBC  students.
The first units of the Canadian Officers Training Corps was organized
in 1914 at McGill College, UBC's forerunner. One of the organizers was
Professor Harry T Logan, then a
lecturer in classics at the College, who
joined the first UBC faculty in 1915
before going overseas as a World War
I machine  gunner.
The UBC unit was disbanded in
1920 and reorganized in 1928, again
under the leadership of Professor
Logan, whose 52-year association with
UBC ended only last year when he
retired fully from teaching duties.
In the ensuing years, students voluntarily contributed their training pay
to a Corps building fund which was
used to construct an indoor rifle
range, originally located in the basement of the old arts building, and the
UBC Armoury, built in 1941 with
$48,000 from the fund.
It was during the war years, when
the unit was commanded by Dr. Gordon M. Shrum. that the COTC contingent reached its peak enrolments
of nearly 1900 students.
In 1943, units of the navy and the
air force were added to the campus
military   picture.   During   World   War
II the three units trained a total of
1,680 students for commissions.
After World War II enrolment in
the service units declined but between
50 and 100 students per year have
continued to train under the programs.
The top prize - winning unit has
been the University Naval Training
Division which has captured the proficiency award trophy as the best
unit in Canada for five of the past
seven years.
VOLUME 14, No. 2
APRIL, 1968
Dr.  Hare
At Western
Dr. F. Kenneth Hare, president designate of UBC, will receive an honorary doctor of laws degree at the University of Western Ontario on May 28,
three days before he is installed as
UBC's fifth  president
Dr. Hare, who will be one of six
persons receiving degrees at Western's
five-day convocation May 28 to June 1,
will also address graduating students
of Western's  University College.
Other UBC faculty members who
have received, or will receive, honorary degrees this year are:
• Dean of Medicine Dr. John F.
McCreary, who was honoured with the
degree of doctor of science at Memorial University, Newfoundland, in February.
Dr. McCreary was a member of the
committees set up to establish a medical school at Memorial and served
as chairman of the committee to select
Memorial's first dean of medicine.
• Dr. Margaret Ormsby, head of
UBC's history department, who will
receive an honorary degree May 5
from Notre Dame University in Nelson,  B.C.
Arts Dean
job of dealing with the many problems of the faculty. I know his many
friends and colleagues join me in
wishing him well in his new post at
York  University."
Dean Gage also announced that Dr.
John Young, professor of economics,
will serve as acting dean of arts until
a successor to Dean Healy is chosen.
He said that Prof. Robert Harlow,
of the department of creative writing,
will be associated with Dr. Young to
assist him in carrying out the duties
of the dean's office. He added that
both men are extremely busy with
their own departmental work, and
said he was grateful to them for taking on these additional duties.
Dean Healy paid tribute to the
many members of his faculty whom
he said "had made it possible for me
to come to grips with educational issues and to get increased faculty participation in the formulation of academic policy."
He said he was attracted to the post
at York University because of its emphasis on Canadian studies and the
use of French and English as languages of instruction and examination.
Dean Healy first joined the UBC
faculty in 1962 after serving as dean
of the college of liberal arts, professor of French and chairman of the
department of modern languages at
Long  Island  University, New York.
His first post at UBC was that of
head of the department of Romance
languages, including French, Italian,
Spanish and Portuguese. The department was later split into a department of French and a department of
Hispanic  and   Italian  studies.
Three years after joining the UBC
faculty Dean Healy was named dean
of arts.
A native of Bethune, Saskatchewan,
Dean Healy received his bachelor of
arts degree at the University of Alberta in 1931. He was awarded the
doctorate degree by the University of
Paris in 1946.
Dean Healy joined the University
of Alberta faculty in 1935 and was
head of the French section of the department of modern languages from
1948 to 1952, when he became head
of the  department.
He served in Europe and the middle
east during World War II and attained the rank of lieutenant-colonel in
the Canadian army. For a time he
was a British intelligence agent behind German lines in Italy and was
awarded the OBE (Military Division)
for his war service. STUDIED IN 'FAIRVIEW SHACKS'
Ex-Students Retire as Department Heads
Two UBC department heads, whose
University careers began as students
in the famed "Fairview Shacks," will
retire on June 30.
They are Professor Joyce Halla-
more, head of the German department and Professor Jacob Biely, head
of the poultry science department in
the faculty of agriculture.
A third well-known member of the
UBC faculty, Sir Ouvry L. Roberts,
will retire as administrative officer,
and Prof. J. Lewis Robinson, head of
the geography department, has resigned to devote more time to students and courses.
* •     •
Professor Hallamore, in addition to
spending five years as an undergraduate and graduate student at UBC from
1921 to 1926, has been a member of
the faculty for 38 years, including 20
years as head of the German department
She will be succeeded as department head by Professor Michael Batts,
a German scholar who has been at
UBC since 1960.
Professor Hallamore studied at UBC
while it was still housed in the Fair-
view Shacks, a group of wooden buildings in the shadow of the Vancouver
General Hospital.
She was awarded the degrees of
bachelor and master of arts by UBC
and was appointed to the faculty as
an instructor in German in 1928. She
broke her teaching career briefly
from 1931 to 1933 to study at the University of Munich in Germany, where
she received her doctor of philosophy
She returned to UBC in 1933 and
has been a member of the faculty
since then. In 1948 she was named
head of the German department, succeeding Prof. Isabel Maclnnes, who
had been one of Dr. Hallamore's professors when she was a student
During the 20 years that Dr. Hallamore headed the German department
enrolment has risen from 500 to more
than 1,100 students. Emphasis has been
placed on developing courses in the
upper years of the undergraduate and
the graduate programs. The doctor of
philosophy degree program was added
during Dr. Hallamore's period as head
and the teaching staff increased from
six to 16 plus 11 teaching assistants.
At present the department enrols 21
graduate students, including nine
Ph.D. candidates. Library holdings to
keep pace with the expanded graduate
program in German have been aided
by a number of major purchases, including one totalling $20,000.
Professor Batts, who succeeds Dr.
Hallamore, was born in England and
educated at the University of London,,
where he received bachelor of arts
degrees in the general and honours
He studied for his doctor of philosophy degree at the University of Freiburg in Germany and taught at universities in Germany and Switeerland
and at the University of California before joining the UBC faculty in 1960.
• •     *
Professor Biely, one of Canada's
leading agricultural scientists, will
continue to carry out full-time teaching and research duties at the University of  B.C. after  retiring.
Dean Walter Gage, acting president
of UBC, said he was delighted that
Prof. Biely would continue to be
associated   with   the   University.
"I know too," he said, "that the Canadian poultry industry will welcome
this continued association. Prof. Biely
has made a notable contribution to
research in this area over the years
and his studies have aided modern
developments in the poultry industry."
Professor Biely has been associated
with UBC since 1922 when he entered
the faculty of agriculture as a student
He was head of the graduating class
for the degree of bachelor of science
in agriculture in  1926.
He carried out graduate work at
Kansas State College, where he received the degree of master of science
in 1929, and UBC, where he was
awarded the master of science in agriculture   degree   in   1930.
Prof. Biely joined the agriculture
faculty as an instructor in 1935. He
achieved the rank of professor in 1950
and was named head of poultry
science in   IS52.
Prof. Biely's research has earned
him an international reputation in
such fields as poultry disease, vitamin utilization, the action of antibiotics, and improvement of the nutritional  value of grains.
As a result of research on utilization of feeds carried out under Prof.
Biely's direction in the past eight
years, savings of $300,000 annually
have been passed on to B.C. poultry
In recognition of his contributions
to research Prof. Biely has been
elected a fellow of the American Association for the Advancement of Science and the Agricultural Institute
of Canada.
The Poultry Science Association of
America elected Prof. Biely a fellow
in I960 and also presented to him the
$1,000 Ralston Purina Teaching Award
for his contributions to the teaching
of poultry science students.
He is also a fellow of the Royal
Society of Canada, this country's most
prestigious academic organization. He
is a former president of the Nutrition
Society of Canada and former chairman of several committees of the National Research Council and the federal and provincial departments of
•     *     •
"Sir   Ouvry   L.   Roberts   has   been   a
member   of   the   UBC   administrative
SCRUTINIZING the record of a graduating student is assistant registrar Miss
Myrtle Kievell, who retires at the end of June after 31 years service to UBC.
See story below.   Photo by B. C. Jennings.
Assistant  Registrar
Attends Last Ceremony
How many faculty and staff members can say they've attended every
UBC degree-granting ceremony in the
past 23  years?
One person who can is assistant
registrar Miss Myrtle Kievell, who
will present her last degree certificate
at UBC's spring congregation before
retiring on June 30.
Born in Toronto, Miss Kievell was
raised in Vancouver and took a
bachelor of arts degree at UBC, majoring in Latin and history. Her association with the University reflects most
of its history.
She studied in the "Fairview Shacks"
next to the General Hospital and took
part in the 1922 Great Trek when students marched to the present site to
demonstrate the urgency of the need
for a new campus.    ,
President in her student years was
Dr. Leonard S. Klinck, and among her
teachers were such well-remembered
University figures as Mr. Frederic G,
C. Wood, Dr. <j <i, Sedgewick, Mr.
Lemuel Rofcertsot;, Dr Hor,y T. Logon   oTtd    Uil)    f-'     11'     ^'iW'ofl!
After graduation sht merit irtto tousi
ness for a few years before joining
the University in 1937 as a clerk in
the registrar's office, then headed by
Mr. Stanley Mathews, her former
principal at King Edward high school.
She worked as clerk of records before
becoming   assistant   registrar   in   1945.
During her 31 years of service at
UBC Miss Kievell has watched the
registrar's office swell from a staff of
five, dealing with a student enrolment
of 2,500, to 40 staff members and an
enrolment of nearly  18,400.
Computers have been introduced,
faculty advisers arrange course programs, the housing department long
ago removed the burden of the boarding house list, and today's office staff
is specialized under administrative assistants.
in recent years, Miss Kievell's duties
have been chiefly concerned with
student records, with emphasis on the
graduating   class.
Miss Kievell said she has enjoyed
t.ti 31 yeart on campus and was par-
ticulariy floppy with her associates.
";ic wiil de/ote her retirement to
volunteer    work.
staff since 1961 as director of ceremony
ies  and director of traffic.
He will be succeeded as director of
ceremonies by Professor Malcolm
McGregor, head of the classics department, who will return this summer from a year's leave of absence
in   Greece.
Dean Walter Gage said an announcement regarding Sir Ouvry's
successor as director of traffic at
UBC will be made later this year.
Sir Ouvry had a distinguished career
in the British army before coming
to Canada in 1956 as president of
Grosvenor-Laing (B.C.) Ltd., the
company which developed the Anna-
cis Island Industrial Park in the
Fraser river near New Westminster.
Dean Gage also announced the appointment of Mr. Leslie Rohringer as
director of residences for UBC as
from July 1, 1968, succeeding Professor McGregor, who has resigned from
the post.
Mr. Rohringer has been acting director of residences during the current academic year while Professor
McGregor is on leave of absence. He
was born in Hungary where he received the degree of bachelor of
architecture. In 1945 he went to
Venezuela, where he designed school
buildings for the ministry of public
Subsequently he worked for the
Texas Oil Company and Shell Oil of
Venezuela designing and constructing exploration camps and residences.
He joined the UBC staff as housing
administrator in 1962.
•     •     *
Professor Robinson, who has been
a member of the UBC faculty for 22
years, and who was the first and only
head of the geography department,
said his desision to resign was made
during the past winter. He said he
felt less and less satisfied with administrative tasks and wished to devote more time to students — both
graduate and undergraduate.
The Board of Governors, at its
meeting on April 24, appointed Dr.
John D. Chapman, professor of geography, as acting head of the department from  July  1.
Professor Robinson was invited in
1946 by UBC's former president, Dr.
Norman MacKenzie, to come to UBC
from a federal government post to
oraganize a program of geography
courses in the department of geology
and geography.
Geography was made a separate division in 1953 with Professor Robinson
as chairman. It became a department
in 1959 and he was named the first
"The geography department faculty
is now one of the best in Canada,"
Dr. Robinson said, "and I feel able to
resign with complete confidence that
the future direction of the department
is  in  good  hands."
For the past ten years the geography
department has had the largest undergraduate enrolments in Canada
and ranks as one of the largest in the
world. Its graduate program is rated
among the leading four in Canadian
universities and attracts graduate
students from many foreign countries.
Prof. Robinson is well known for
his work with geography teachers in
B.C. He has chaired several committees for the provincial government
dealing with curriculum change. He
has published more books, chapters,
articles and maps than any other
Canadian geographer and his publication   list now exceeds   100  items.
Professor Robinson is currently
hospitalized as the result of a minor
coronary attack and will be absent
for the remainder of the spring term.
He emphasized that the minor heart
attack was in no way related to his
decision to resign as head of the department.
His resignation was announced to
the geography department staff in
January and arrangements for the
administration of the department were
worked out at that time.
VOLUME  14, No. 2
APRIL, 1968 UBC PHYSICS professors who head up the TRIUMF cyclotron project are shown with a model constructed to a scale
of one foot to 20 feet. Dr. John B. Warren, left, director of
the project, places a scale model of a human figure on one of
the twelve giant magnets which will act as a guidance and
focusing system for the cyclotron's proton beam. At right is
Dr. Eric Vogt, associate director of the project and chairman
of the TRIUMF design study group. Photo by B. C. Jennings.
Presidents Hail Federal Grant
a fourth institution, the University of
Alberta, has since become associated
with the project.
The federal grant has been made
by the Atomic Energy Control Board
in Ottawa, with Dr. G. C. Laurence as
president For the Atomic Energy Control Board this is a new step in its
continuing support of nuclear research
in Canadian universities.
The heads of all four universities
hailed the federal grant as a first step
toward the creation of an important
and badly needed research tool.
Dean Walter H. Gage, acting president of UBC, issued the following
statement on behalf of himself and
the presidents of the other three universities— Dr. Malcolm Taylor of the
University of Victoria, Dr. Patrick
McTaggart-Cowan of Simon Fraser
University and Dr. Walter Johns of
the University of Alberta.
"We wish to express our great pleasure at the recent announcement by
M. Pepin that the federal government
will provide major financial support
this year for our TRIUMF  project.
"This will enable the implementation of this scientific venture to begin
immediately, and we look forward to
the operation of this exciting scientific
facility in the early 1970s.
"TRIUMF is the first collaborative
effort of this kind in our country.
Scientists of the four universities have
joined together to design a unique
accelerator of world-wide interest
which will make feasible a wide range
of experiments in physics, chemistry,
medicine and biology which are now
"TRIUMF will form the base for the
first major research industry in Western Canada. We are determined to
make a  success  of our  western  col
laboration, and we believe this may
well set a pattern for other inter-
university collaborations in quite different fields.
"We are most gratified that our government, despite this difficult fiscal
year, has decided to support this stimulating, forward-looking project."
The TRIUMF plans grew out of an
established research program under
the leadership of Dr. J. B. Warren,
professor of physics at UBC. The planning for TRIUMF was carried out by
a study group of 40-odd physicists and
chemists from the associated universities, under the chairmanship of Dr.
Erich W. Vogt, professor of physics
at UBC. The design team has had
Mr. J. J. Burgerjon as its chief engineer.
When the accelecator is in full operation it is expected to be used by
perhaps 90 university faculty members
and about 180 graduate students, and
it will be served by a technical staff
of 80.
Total cost of the facility, according
to present estimates, will amount to
about $27 million over the next six
years, including the costs of the building,   the    accelerator,    associated    re
search equipment and initial experimental equipment.
The three B.C. universities have
agreed to make contributions from
normal university capital funds to
cover the cost of the TRIUMF building by the time of the scheduled completion of the project. These payments
are expected to amount to about
$400,000 in 1969-70 and approximately
$1 million in each of the four subsequent years.
Federal government contributions to
the TRIUMF accelerator and associated research equipment are expected
to include $1.3 million for 1968-69; $2.9
million in 1969-70; and an average of
about $4.5 million in each of the four
following years.
Government and university contributions to the project to date total
about $625,000. The Atomic Energy
Control Board in Ottawa has contributed $200,000 to support work on
the design of the cyclotron. The seven-
acre site contributed by UBC, and the
cost of site preparation already done,
are valued at $350,000. The three B.C.
universities have also made cash contributions totalling $74,000 for work on
the design of the TRIUMF building
and other studies.
Nine Get
Degrees at
Canada's Governor-General, His Excellency D. Roland Michener, will be
one of nine persons to receive honorary degrees at the University of
B.C.'s three-day spring Congregation
May  29-31.
The Governor-General will receive
the degree of doctor of laws on May
31. The same day, Dr. F. Kenneth
Hare, UBC's president-designate, will
be installed in office. Officially, he
becomes UBC's fifth president on
June   1.
Honorary degrees will be awarded
to the following  persons on  May 29:
Dr. Hugh MacLennan, one of Canada's leading novelists and associate
professor Of English at McGill University, doctor of literature. (Dr. MacLennan was prevented from attending the 1967 Congregation to receive
a  degree  owing to  illness);
Mr. Richard B. Wilson, Chancellor
of the University of Victoria and
former mayor of Victoria, doctor of
Dr. Adelaide Sinclair, a Canadian
who retires this year as deputy director of the United Nations Children's Fund (UNICEF) and the wartime director of the Women's Royal
Canadian Naval Service (WRENS),
doctor of  laws,
Mr. P. A. Woodward, retired Vancouver merchant and philanthropist
whose gifts to the University of B.C.
have aided construction of the Health
Sciences Centre, doctor of laws.
On May 30, honorary degrees will
be conferred on: Dr. A. W. "Whit"
Matthews, former dean of pharmacy
at UBC who is also noted for his involvement in UBC and Canadian
athletics, doctor of science;
Dr. Blythe A. Eagles, former dean
of agriculture at UBC and a welt-
known animal scientist, doctor of
Dr. Walter Gropius, founder of the
famous Bauhaus School of architecture in Germany in the 1920s and
one of the greatest architectural educators of the 20th century, doctor of
laws,  and
Sir Charles Wright, a member of
the pre-World War I expeditions to
Antarctica led by Captain Robert
Scott and who is still active as a research scientist and occasional lecturer in the UBC geophysics department, doctor of science.
UBC's Congregation ceremonies will
be held in the War Memorial Gymnasium beginning at 2:15 p.m. each day.
Professor William L. Holland has
resigned as head of the University of
B.C.'s department of Asian studies,
Acting President Walter H. Gage has
Professor Holland, who has been a
members of the UBC faculty since
1960, will remain at UBC as professor
of Asian studies and editor of "Pacific
Affairs," one of the world's leading
learned journals on Asian political and
economic affairs.
Prof. Holland was director of the
Institute of Pacific Relations in New
York until 1960, when he accepted an
invitation to join the UBC faculty to
organize a new department of Asian
VOLUME 14, No. 2
APRIL, 1968
50   15 00X6900


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