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UBC Publications

UBC Reports Sep 18, 1969

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Vol. 15, No. 15/Sept. 18,1969/Vancouver 8, B.C.
Anti-calendars Dead?
Student enthusiasm for the compiling of
course evaluations, or anti-calendars if you
prefer the term, took a nosedive last
But, look out. Indications are that
they'll make a comeback next year.
Only one undergraduate society—
education—has this year issued a course
evaluation booklet covering Itwe !l|^-fi§
session for distribution t# returning and
new students.
Several other undergraduate societies
have continued to compile course
evaluations for faculty deans but student
response to questionnaires appears to be
The Education Undergraduate Society
evaluation—their first—was compiled from
7,000 completed questionnaires. Each
evaluation  is divided into two or three
Please turn to page four
tries out the console of UBC's new $100,000 organ,
purchased with a gift from an anonymous donor. The
custom-built instrument in the auditorium of UBC's
music building has 3,105 pipes, most of which are
encased in handsome oak panels. UBC's music department now offers an organ major. Details on page four.
Photo by Extension Graphic Arts.
UBC's Senate has been told by one of its
key committees that entrance examinations
for first year students are under active
Dean of Commerce Philip White, chairman
of the Senate Committee on Enrolment
Policy, made the disclosure last week during
the Senate debate on 1970 entrance
He told Senate the consensus in the
committee was that entrance examinations
were a sensible procedure to work toward,
but added that such tests could not be
instituted in 1970.
UBC Reports learned that two such
entrance examinations have already been
developed for English- and French-speaking
universities and are used by 35 eastern
Canadian universities as one factor in deciding
first-year admissions.
Earlier this year a total of 80,000 Canadian
students wrote the exams, including B.C.
students who planned to enrol at eastern
universities for the 1969—70 session.
The Canadian examinations have been
developed by a little-known organization
called Service for Admission to College and
University (SACU), a national organization
supported by provincial departments of
education and members of the Association of
Universities and Colleges of Canada.
Both UBC and Simon Fraser University are
SACU members and have been contributing
funds for the development of entrance
examinations. Current president of SACU is
Dr. Robert F. Sharp, superintendent of
schools for Vancouver and a member of the
UBC Senate appointed by the
Dr. Sharp told UBC Reports that the
reason B.C. has not yet instituted entrance
examinations to universities is that the B.C.
Board of Examiners has developed a very
good system for evaluating the marks of high
school graduates.
Registrar J.E.A. Parnall said that if
entrance exams are approved they will
probably have to be written only by students
Please turn to page four
'We are the envy
of almost every
country I visited'
During the past academic year, the head of UBC's
faculty of education. Dean Neville Scarfe, was on
leave of absence for a 'round-the-world trip that took
him to New Zealand, Australia, India (where he
attended an international meeting of geographers).
South and East Africa, Turkey and Great Britain. In
each country he had a look at teacher training
facilities and investigated various approaches to
education in developing and advanced countries.
Dean Scarfe gave a news conference shortly after he
returned from his leave and what follows are excerpts
from his opening remarks to newsmen.
No matter where I went, whether Turkey or
Australia, or East Africa, I found there is a great
demand for education; not necessarily an academic
education, but one more vocationally oriented. That
is to say, people asked the questions: "What good is
the material we are learning?; Is it related to our life?;
Will it allow us to have a better life and make us fit to
earn our living more efficiently?"
This kind of question is being asked even in
elementary schools in East Africa because many
pupils aged 17, 18 and 19 are there completing three
or perhaps no more than four years of elementary
education. At the same time, they are anxious to have
a useful education and they ask-"Do we really need
to know how to read and write only or is it equally
important to know how to cultivate land more
efficiently, to build houses, to make clothes
satisfactorily? Should we not have a better
understanding of things that are essential to our
There is a considerable resistance to an academic
kind of education and traditional education is being
rejected. This has resulted in political crises in many
places because there is a shortage of teachers. This is
basically because money for education is in short
supply. This applies even in Australia, which has an
affluent, booming economy.
In India and Africa, the problem is not so much
competition from other professions as the fact that
teaching is a very difficult job. When there is
proper building and teaching is done outdoors ui(
a tree; when there are very large classes with Tio
equipment at all, it becomes a very difficult task.
is  no
People tend to resist going into teaching. In almost
every country I visited—Australia, New Zealand, India
or Africa—teachers have more or less to be bribed
into the teaching profession. Bribed is perhaps the
wrong word to use, because they are simply paid
from the time they begin their training, as if they
were full-time teachers. They are paid a lower salary,
but they are on salary in many cases from the very
time they begin their university training.
In New Zealand, Australia and South Africa there
is a bonding system. Legally teachers are boundi
teach for three years wherever directed to do
within their own country after training. They are
bonded, too, in the sense that they must repay the
money received during training if they do not teach
for the three years. The shortage of teachers thus
becomes a hot political issue.
In some parts of the world, India for instance, and
some parts of Africa (Ethiopia in particular) teaching
is a low-prestige occupation. People will not go into it
unless they cannot get other occupations. It is sort of
a last resort.
I was amazed to discover in India that a large
number of persons who have university degrees are
unemployed even though they could become
teachers. They resist entering the teaching profession.
They think teaching is beneath them. They've
obtained a degree, therefore they shouldn't be asked
to teach. It is too menial a task.
There's a strange idea that once a university degree
is obtained one's career is over. That is to say, one has
arrived at the position where one has an office, a desk
and directs others. Manual or physical labour or
serious human effort should not be required.
In England, which used to have a stable teaching
force with people staying in the same schools from
beginning to end, there's suddenly a tremendous
mobility among teachers. They find that the newest
methods of teaching require more effort of the
teacher than the older, orthodox methods. The
stricter, disciplined areas of schooling are much easier
on the teacher than are the open area schools or team
teaching schemes or the discovery systems of
One of the strongest feelings I have on returning is
to thank God I have the privilege of living in Canada,
a community that allows me to say freely what I
want to say. It's a very happy land to come back to
and I think Canadians ought to count themselves
extremely   lucky.   It's obviously a favored  land, and
2/UBC Reports/September 18, 1969 There's a social
freedom that's almost
uniquely Canadian'
I'm not talking about the affluence or resources, so
much as the freedom of expression, of life, of
movement.    There's    a    social     freedom    that    is
* Canadian—almost uniquely Canadian.
You couldn't find a freer university anywhere in
the world than you could here or a more
liberal-minded university. Most of the universities I
came across were much more restrictive in their
ao^Aions, very restrictive in many of their
regulations and rules. In fact I became very
sympathetic with many student protests because I
had the feeling they had very much more justification
for protest than they have here.
' I believe there are many good reasons for genuine
protest elsewhere, including the difficulty of getting
into a university and the high failure rates they have
in some. Apparently some universities seem to
measure their success by the number they fail rather
than the number they succeed in passing.
I certainly think that some of the education that is
provided across Canada is some of the best in the
world. It may not be the best; I would not like to say
that, but it is among the best education that there is.
I think there's a great deal to be improved, but when
you compare it with education in most of the places I
visited you're very proud to be Canadian.
And I was not a bit ashamed of the teacher
training here. In fact, if I weren't the dean, I would
say that this is about the best system of teacher
training the world has.
The bringing of teacher education within the
university is the envy of almost every country that I
visited. Everywhere I went I was treated as a prophet
bringing ideas from another land.
The training of elementary teachers in every
country that I visited, including Britain, is outside the
universities. And in most of the countries I visited,
secondary training is outside the university, but not
in Britain. Certainly in New Zealand it s never been in
the university. Yet they are all moving towards this
The overseas universities, on the other hand, think
that teaching is a second class profession and that
prospective teachers are often those who can't get
admission to the university. This is by no means
always true, but they think it is. There is a suspicion
on the part of universities that training colleges are
second class institutions whose standards are very
The training colleges which teach both academic
and professional subjects say that they teach the
academic work better than the universities because
they have adjusted to the needs of the teacher. They
say, "Instead of teaching Anglo-Saxon and Chaucer
to our English people, we teach modern literature. We
don't think there's much point to a teacher having to
do Anglo-Saxon. Why aren't we giving him much
more of the modern novel?"
Similarly, they want contemporary history taught.
They don't think ancient history is necessarily as
valuable as modern history. And in the case of New
Zealand, they say the history of the Pacific is much
more relevant than ancient English history. The
teacher colleges also say the universities are retaining
the idea of knowledge for the sake of knowledge,
whereas they would like to have knowledge that is
useful and can easily be applied.
These problems are non-existent at UBC or in any
of the universities that I know in western Canada.
There's a good deal of sympathy between our
academic departments and the education faculty. Our
English department puts on special courses designed
for teachers, for instance. There is an outlook in our
Canadian universities which says that the university
has to be of value and use to the community. This is
much more obvious than elsewhere in the areas I
Many facets of teacher training at UBC—the
tutorial system where we get face to face with
individuals, the small seminars where students can
debate, our use of television in micro-teaching, in the
instant playback on videotape of persons teaching
small classes for short periods of time—was quite new
'to many areas overseas. Here we have probably the
best television studio across Canada, so far as its use
for educational purposes is concerned in the training
of teachers.
South Africa, of course, has the tremendous
problem of racial differentiation, of apartheid.
Education for the colored is quite separate from that
of the Bantu, which is separate from the whites and
from the Indians. This whole business of segregation
is very worrying, but perhaps not as worrying, in
some ways, as the ghastly poverty and deprivation of
human beings in India, where there is so much human
suffering, hunger, disease, squalor and dirt.
There's hope in Africa. There seems to be little
hope in India, where the population is so huge. In
Africa there are great open spaces which have
vegetation on them and look as if they could be
cultivated. Overpopulation is not so obviously acute.
UBC Reports/September 18. 1969/3 NEW UBC ORGAN
Giant Music-maker
UBC's music building could never be described
as a cathedral, but it houses a new $100,000 organ
constructed on the same principles as the
instruments in Europe's largest churches.
The oak-encased organ, purchased with a gift
from an anonymous donor, was installed in the
music building's auditorium during the past
The instrument, custom-built by Casavant
Freres, of St. Hyacin#ie, Quebec, is a "tracker"
organ, according to Associate Professor Hugh J.
McLean, who joined the UBC faculty this year to
direct the organ major program in the music
Most organs built today, he says, are
electro-magnetic, which means that depressing a
key activates an electric switch, which in turn
produces the note.
Tracker organs, on the other hand, have a
mechanical action between the keys and the pipe
which produces the note, giving the organist
greater control of the instrument as well as
producing a better tone.
Tracker organs, he adds, are more sensitive and
are based on the old mechanical principles of the
instruments in the huge European cathedrals.
Mr. McLean said modern techniques have been
incorporated into the design of the organ, but not
in the key action. "It means the organist can play
the instrument, instead of the instrument playing
the organist," he said. j
The custom-built instrument has 3,105 pipes
ranging in length from half an inch up to 16 feet.
The longer pipes are visible but many of the
instrument's pipes are hidden behind handsome
oak panelling.
Construction of the organ began last March in
Quebec and the components were shipped to UBC
for installation during July.
The music department now offers a major in
organ and Mr. McLean expects to have six students
enrolled in the program this year.
All the students will have had extensive training
on the piano before enrolling for the major and
will do much of their preliminary work on small
practice organs, one of which was purchased with
a gift of $1,000 from UBC's former chancellor. Dr.
Phyllis G. Ross.
Response Declines
Continued from page one
paragraphs—the first describing the course, the second
analysing the questionnaires, and a third summarizing
the subjective comments of students.
Three thousand copies of the 96-page booklet
were distributed to education students.
UBC's dean of education, Neville Scarfe, said he
was favourably impressed by the student publication.
"The comments seem constructive, reasonable and
sensible and the booklet has certainly done no harm,"
he said.
Students in the faculty of applied science again
compiled a course evaluation for the 1968—69 session
but there was a "markedly lower" response to the
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questionnaire this time in contrast to the past,
according to professor of mineral engineering Leslie
Crouch, who has been scanning the returns.
He said that fewer questionnaires were returned
this year and those that were had not been as
completely filled out as in the past. "Indications are
that there is not as much interest among students for
this sort of thing as in the past," he said.
The question of what should be done with the
incomplete results is under study, Prof. Crouch said.
Faculty of medicine students also produced a
course evaluation for the past year, but like the
engineering effort it remains a confidential document
which is sent initially to medical dean Dr. John F.
He, in turn, transmits the results to the heads of
individual departments, who make use of it as they
4/UBC Reports/September 18, 1969
see fit, according to associate medical dean Dr. D.C.
The medical evaluations are compiled by student
academic standards committees in each of the three
upper years of medicine.
"Medical students have been doing this with our
blessing for a number of years," Dr. Graham said,
"but the usefulness of the evaluations fluctuates from
year to year depending on the amount of energy the
students want to expend on the project."
Two evaluations which have disappeared entirely
from the campus this year are the "Black and Blue"
of the Science Undergraduate Society and the more
notorious "Artscalendar" of the Arts Undergraduate
SUS president and fourth year chemistry student
David Koop said Black and Blue appeared on an
every-other-year basis in the past, but consideration is
being given to issuing it on an annual basis.
Future issues of Black and Blue will try to present
more descriptive material on individual courses and
concentrate on commenting on the way in which the
material is presented.
Koop says he will attempt to organize a group of
science students to undertake preparation of another
Black and Blue during the present session.
The Arts Undergraduate Society decided to
discontinue the Artscalendar after two editions
because it was felt that whatever effect it might have
on faculty members had been accomplished,
according to Ralph Stanton, last year's AUS
He said the compilers of the evaluation also felt
that the publication was not critical enough and
contained no analysis of the social setting in which
the professor teaches.
Stanton also said the AUS felt that it should
concentrate on other priorities and aims.
Asked to specify the priorities, Stanton replied
that these were embodied in a new publication
entitled "Barnacle," which appeared on campus
during the first week of lectures.
He said Barnacle was not published by the Arts
Undergraduate Society and was an attempt by radical
students to get away from personalized criticism and
move to a more detailed and socially-oriented
"Most students," he said, "are not in a position to
make a social analysis of their professors."
But the current president of the AUS, Dick Betts,
said students have been clamouring for the
Artscalendar and he definitely plans to try to
establish a group who will undertake a third edition
of the controversial document.
who present high school graduation grades in the 65
to 70 per cent range.
"Initially," he said, "we will be able to admit the
vast majority of eligible students without an entrance
examination. But as time passes we will probably be
less willing to take the word of the schools with
regard to student marks, and entrance examinations
for everyone may become mandatory."
In the meantime, UBC Senate has approved four
recommendations from the committee on enrolment
policy for the 1970—71 session.
First year enrolment will be limited to 3,400
students next year on a quota system to be
determined by Senate on the recommendation of
faculties which admit students at the first year level.
An "early admissions" policy will also be
instituted by UBC based on the results of high school
recommendations following Easter examinations.
The effect of this policy will be to inform students
in June, two months earlier than in the past, of their
eligibility for entry into first year.
UBC faculties will also be asked to recommend
standards of admission to second year either on
promotion from first year at UBC or on transfer from
other institutions.
Dean White said this regulation was necessary to
safeguard against the possibility that some marginal
students might take first year work at other
institutions in an attempt to skirt the new UBC
restriction on freshman enrolment.
The   final   recommendation   approved   by  Senat
requires   students    already    registered   at   UBC   t
withdraw unless they complete 60 per cent of a full
year's   program   in   the  faculty   in   which   they   are
Those registered for less than a full year's program
will be required to complete satisfactorily the whole
of their program in order to remain eligible for
Dean White told Senate that the choice of the
number 3,400 for admission to first year, rather than
a restriction based on a 65 per cent average, was the
result of a value judgment on the committee's part.
He said the recommended 3,400 entrants represent
the number which at present standards, would have
an average of 65 per cent or better. A
The enrolment limit would mean a reduction of
nine per cent, or 340 students, in the number
admitted to UBC at the first year level and for the
first time this year.
He emphasized that the new regulations applied to
the 1970—71 session only and might be revised for
1971—72 in the light of changing conditions.
A 31-year-old chemistry professor at the
University of B.C. has been awarded a senior research
fellowship by the National Research Council.
Dr. C.E. Brion will use the fellowship for research
in the field of chemical physics at two overseas
centres in the 1969-70 academic year and has been
granted a leave of absence from UBC for this purpose.
He will spend six months in the department of
physics, Birkhead College, University of London and
six months at the Fom Institute for Atomic and
Molecular Physics, Amsterdam, Holland.
Dr. Brion received his Ph.D. degree at the
University of Bristol in 1961 and in the same year
joined the UBC department of chemistry as a
postdoctoral fellow.
He was appointed to the faculty as an assistant
professor in 1964.
■ ■■%4fc Volume 15, No. 15-Sept. 18,
IIDIl 1969. Published by the
■jjj^Jlll University of British Columbia
^^■^^^and distributed free. J.A.
REPORTS Banham, Editor; Barbara
Claghorn, Production Supervisor. Letters to the
Editor should be addressed to the Information
Office, UBC, Vancouver 8, B.C.


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