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UBC Publications

UBC Reports Nov 30, 1972

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Mrs. Eileen Dailly, B.C.'s new Minister of
Education, announced on Nov. 21 that she would
appoint an Advisory Commission to recommend
new legislation covering the whole field of post-
secondary education.
She told a news conference in Victoria that she
would name the five-member Advisory Commission before Christmas and that she was considering the possibility of appointing a student to
; it.-' v ■
She said she did not foresee that the Advisory
Commission would be able to produce recommendations for legislation at the first 1973 session of
the B.C. Legislature, which will meet in January.
The Commission, she said, might bring in
recommendations which would result in legislation
to be considered at a second meeting of the
Legislature in the fall of 1973.
Despite the fact that Mrs. Dailly emphasized
several times during the news conference that she
would not pre-judge the recommendations of the
Advisory Commission, she spoke early in her
meeting with newsmen of the need for creation of
an "overall, umbrella Board of Post-Secondary
Later in the news conference she said the
Advisory Commission might wish to recommend a
separate Ministry of Higher Education, a separate
act covering B.C.'s ten community colleges, or a
single Board to oversee the entire post-secondary
education system.
Mrs. Dailly said the Advisory Commission
would also take into consideration the recommendations made in the report of the Advisory
Committee on Inter-University Relations, which
has been called the Perry Committee, after Dr. G.
Neil Perry, former Deputy Minister of Education.
The report, written by Dr. Perry, was the work
of a five-member committee established in 1968
by the then Minister of Education in the Social
Credit government, Mr. Leslie Peterson. The
committee submitted its report in 1969 to Mr.
Donald Brothers, who had succeeded Mr. Peterson
as Minister of Education. The report was not made
public by the Social Credit government
A summary of the principal findings and
recommendations of the committee chaired by Dr.
Perry are reproduced in this issue of UBC Reports
on Pages Eight and Nine.
Mrs. Dailly, at her news conference, said release
of the report by the Perry Committee did not
constitute endorsement of the report by the New
Democratic Party government.
"The Perry Report," she said, "will be used by
the Advisory Commission in drawing up their
recommendations to me for legislation. The only
part of the Perry Report that (this government)
completely endorses is the need for an overall
picture of post-secondary education in this
The Advisory Commission, Mrs. Dailly said,
would include representatives of the universities
Please turn to Page Eight
See MINISTER Kids Have a Ball on the UBC
Assistant Information Officer, UBC
The kids had a ball on campus.
From early in the morning when the big Gray Line
bus disgorged them, chattering and bright-eyed, outside
UBC's blue-panelled Faculty of Education Building until
later in the day when, tired and somewhat more
subdued, they edged their way homewards in the flow of
campus traffic, they met people, saw sights and did
things that very few elementary students ever get to do.
Like watching open heart surgery on a live rabbit,
inspecting the totem poles and an Indian carver at work
in Totem Pole Park, gazing with some trepidation at the
dinosaur skeleton in the Geological Sciences Centre,
inspecting the animals on the University farm or
collecting and cataloguing sea life specimens on the
beach at Spanish Banks.
In the classrooms and laboratories in the Faculty of
Education they got an advance, albeit somewhat
fleeting, glimpse of university life. They mingled with
student teachers, sometimes in large groups, sometimes
in small, to play word games, blow bubbles, conduct
experiments in physics, compose poetry, write plays and
work out arithmetical problems.
While their regular classroom teacher and groups of
UBC students looked on, they were given demonstration
lessons by Education Faculty professors and in more
informal moments they just sat and chatted with UBC
students about life at home and at school and what they
wanted to be when they grew up.
For want of a better description. Education Faculty
teachers who are administering the program of bringing
elementary school students to the campus for weekly
sessions, to give student teachers some idea of what
learning is all about, have labelled the project "Campus
"The science people in our Faculty got the idea
first," Dr. J. Reid Mitchell, director of student teaching
in the Faculty of Education, told UBC Reports.
"They decided last year that if their methods classes
were really going to make any impression on their
students they should bring some children onto the
campus to demonstrate the ideas that they are trying to
"I must emphasize right from the start that these
children are in no way looked on as guinea pigs for
student teachers," said Dr. Mitchell. "On the contrary it
is a two-way learning process. For the school children, a
week on campus is an invaluable learning experience and
for many of the UBC students it is their first contact
with a real child for many years."
These contacts are soon intensified as students visit
schools on teaching practicums but, said Dr. Mitchell,
the initial meeting with children right on campus gives
student teachers some idea of what to expect when they
take their first faltering steps into a real elementary
school classroom on the first day of their practicum.
The "Campus Kiddies" project, undertaken on a
limited.basis last year, has blossomed out this year into a
full-scale operation involving close to 600 students from
eight elementary schools in Vancouver.
Two classes of about 70 students from one school
spend a full week on campus. Usually one Grade III and
one Grade VII class are selected. The project is running
for eight weeks — four in the fall term and four in the
Mr. Peter Olley, assistant director of student teaching
and administrator of the project, says the Faculty has
received the enthusiastic co-operation of the Vancouver
School Board.
"We decided that the children who would probably
benefit most from the program would be students who
attend schools located in the lower socio-economic areas
of the city, children who might not ordinarily visit the
University," added Mr. Olley.
The Vancouver School Board co-operated by coming
up with a list of eight schools and making the necessary
contacts with the school principals. "The principals and
the teachers were equally enthusiastic because not only
was it an unusual learning experience for the youngsters
but a fascinating field trip as well," Mr. Olley said.
The children spend five hours on campus each day,
with three hours in classroom situations ranging from
demonstration lessons with the full class to one-to-one
meetings with student teachers. An additional hour is
spent on a field trip somewhere on the campus and
another hour is set aside for lunch.
The children's activities on campus are co-ordinated
by two teachers on leave from classrooms this year, who
are hired on a part-time basis. Faculty members who
want to have the children involved with their students
put in their bids ahead of time to ensure that everybody
will be in the right place at the right time.
On a typical day in early October, 36 children from a
Grade III class at Laura Secord elementary school in
Vancouver spent the first hour of their day on campus in
a social studies demonstration class with a Faculty of
Education professor giving the lesson and student
teachers observing.
For the next hour the children were split into two
groups, half going to a language arts class while the
second group, broken down further into smaller groups,
met with students in an educational psychology class
where they worked on simple learning concepts.
The following hour was spent on a field trip to Totem
Pole Park and the Nitobe Garden. After a lunch break
the children spent most of the afternoon in the
gymnasium with Physical Education students before
climbing back into their buses for the trip home.
The next day they met different students, went on a
different field trip, did different things, but the objective
on the part of the Faculty of Education organizers was
the same — to demonstrate to the student teachers that
young people have varying degrees of ability in solving
problems, grasping new concepts and in creative understanding.
"It is one thing for the professor to tell them about
these things and it is another for the students to be
confronted with them when they find themselves in a
classroom for the first time with 30 students and a mild
feeling of panic about what to do next," Mr. Olley said.
"But in the familiar surroundings of their own
classrooms and with a limited number of youngsters to
work with, they can gain some of the necessary insights
into young people's learning processes."
Mr. Craig Gillespie, an associate professor in the
Faculty who teaches science education methods, is an
enthusiastic participant in the "Campus Kiddies"
"As far as I am concerned this is a chance to put my
money where my mouth is," said Mr. Gillespie, a
Canadian who taught extensively in Eastern Canada and
the Western United States before joining the Faculty of
Education seven years ago.
"I can describe to my students how children learn,
but in order to establish credibility with my students it
is extremely helpful to demonstrate what I have said
with the help of children in the age groups that we are
"My students observe demonstration lessons for part
of the time but they are encouraged to mix with the
children, discuss whatever project they are involved in
and generally try to get feedback from the young
"One of the best ways to make use of the children is
for me to mix up my students and the children in one
class, so that student teachers are just part of the class,
with no more insight or prior knowledge of what I will
talk about than the visiting children."
One of Mr. Gillespie's favorite classroom projects,
which is also a big hit with students, young and old, is
the bubble experiment. "With the very young children
we simply let them blow bubbles to their heart's
content," he said. "Then we might talk about bubbles,
how they receive their color, what they are made of,
why bubbles are round instead of square. Blowing
bubbles is fun but it can also be a valuable learning
"We ask older students to find out something about
bubbles that they don't already know — ways and means
of measuring the thickness of the film of a bubble, the
relationship between the pressure inside a small bubble
and a large bubble, and so on."
Dr.   Denis   Rodgers,   an   assistant  professor  in  the
Faculty, teaches language arts. He uses the children to
demonstrate to his students differences in the under-""
standing  of basic word  concepts between children  in
different grades.
For example, the visiting children are asked to react
to words like duck, uncle, or milk. Older children are
given   phrases such as "What takes up  more space, a
pickle or a pain?" or "Which  is louder, a smile or a,
The object of the exercise is to ascertain how many
ideas can pop into a youngster's head and how clearly
he, or she, can express them.
Dr. Rodgers is a supporter of the "Campus Kiddies"
project because it also gives his students an opportunity
to meet young children. "It is so long since many of the "
. students have had much to do with children of elementary school age that they are inclined to forget how they
look and act," he said.
"Needless to say some of them are amazed at the
imagination  and ability  of the Grade VII  students in
particular. This is also of great assistance to our students-*
in their preparation for a teaching career."
Mr. Gillespie said one of the most valuable lessons
that student teachers learn from the "Campus Kiddies"
project is that in working with children "there is a happy
balance between giving them just enough information to
follow through with a project and too much information
so that their curiosity is dulled.
"The students soon see that one of the teacher's most
difficult jobs in the classroom is to present a task for
students in such a way that they will see there is a
challenge involved. They should have enough information to intelligently tackle the problem but they should
be given enough leeway to find the solution themselves.
"Too much of the teaching that goes on in the
schools today is purely instructional. Children are told
what to do and are then expected to do it. This is just»
knowledge for the sake of knowledge. I believe that the
educated person is one who can find a question where
the uneducated person doesn't know that a question
exists. Fortunately we are seeing fewer of the instructive
teaching techniques in schools today, but they still exist
to the detriment of the whole educational system." _*
Students who have been involved with the "Campus
Kiddies" feel that the experience was extremely helpful
to them in preparation for their first practicums this fall.
UBC Reports discussed the program with students
who had transferred into Education after two years in
other Faculties.
"It wasn't quite the same as being in the classroom,"
said Miss Becky Winmer. "I worked with students on a
one-to-one relationship mostly while they were on
campus, but when I got to the school I was confronted
with a class of 27. This doesn't mean it was a bad
experience because any involvement with children is
worthwhile." ,
Miss Robin Henshall found it extremely interesting to
sit in her classroom, on campus, with a group of Grade
III children. "Our 'teacher' posed certain problems for
us and we worked them out in conjunction with the
children. It helped me learn a little more about how a
child's mind works," she said.
Miss Annette Zanni said she started out with the idea
that young children don't understand much "and the job
of the teacher was to teach them things. But I found to
my surprise that young children can reason very well for
Miss Carolyn Kronier was impressed with the in- ,
genuity of the "Campus Kiddies." One experiment in "
which she participated involved giving the children a ball
of plasticine and asking them to make it float. It didn't
take long for the more ingenious youngsters to fashion
plasticine boats. "I didn't think that they could figure
out such a thing so quickly," she commented.
Miss Robyn Paxton said she's in favor of practical
experience over theoretical example any day. "I learned
2/UBC Reports/Nov. 30. 1972 Campus
far more dealing directly with the children than I ever
did sitting in the classroom and listening to a professor,"
she said.
She added: "The more experience that we can have
with children here on campus, the more realistic our
learning process becomes."
Mrs. Jean Ronald, an elementary teacher with four
years' experience and who is now on maternity leave
from Surrey School District, works part-time shepherding the "Campus Kiddies" around the campus. She said
one of the best things about the whole project is that
children are selected from schools in lower socioeconomic districts.
In one class of 30, she said only two or three had ever
been on campus or had even visited the beaches at
Spanish Banks. "The Faculty of Education people went
out of their way to come up with interesting experiments and experiences for the children," she said.
"There was no way that the teacher in the classroom
could duplicate some of the experiments because she
wouldn't have the equipment to do it."
Laura Secord teacher Mrs. Lois Collins said the week
on the campus has to be the highlight of the school year
for the 36 Grade III youngsters in her class.
"Even the daily bus ride to and from the campus was
a thrill for them and those who met us.when we
returned to school each day were surprised at how
animated and happy the children were. They said their
faces just glowed."
One of the highlights of the week for the youngsters
was a trip to UBC's animal barns to see some calves.
They were also fascinated at the number of books during
a walk through the stacks at the library. "They couldn't
believe that there were so many books in the world."
Mrs. Collins had also informed her frisky young
charges that, unlike elementary school students, university students walked, not ran, along corridors. "They
took a great deal of interest in how the 'big people'
walked instead of ran," she said.
The children were also interested in the fact that the
University was made up of a lot of different buildings.
"Most of them had the impression that the University
was one huge building that was so much larger than their
own school."
The children have continued to refer to their campus
visit during regular classroom work, added Mrs. Collins.
"For example, we were discussing the effects of industrial growth on air pollution the other day and students
referred to the fact that because, there was no heavy
industry in the Point Grey area the air was much
Mrs. Collins said she would like to see a trip to the
University included in the elementary school curriculum,
particularly for students who live in the lower socioeconomic areas of Vancouver. "It is an experience that
everybody should have," she said.
Will the "Campus Kiddies" project produce better
Dr. Mitchell says it's too early to make any predictions, "but I am sure that it makes methods classes; more
meaningful to the students. There has also been some
unexpected feedback for professors because it gives
them a chance to work with children directly from the
schools. "Sometimes, unfortunately, faculty are
criticized for not being relevant or aware of what is
going on in the classroom today. This type of contact at
least keeps them in touch," he said.
And, judging by the success of this year's "Campus
Kiddies" project, student teachers will, in future, have
more exposure to "real children."
Mr. Olley said he would like to see permanent
classroom facilities set up in the Faculty of Education
Building to enable classes to come out to the campus
and continue in a fairly natural setting.
But he's opposed to any model-school concept with
students actually attending school on campus because
such schools develop "conditioned" students, who make
allowances for the mistakes made by student teachers,
and, consequently, do not react in the same way as
students who are used to trained teachers.
UBC Reports/Nov. 30, 1972/3 UBC'S
Three key figures in UBC-based organizations
that are active in projects dealing with the
environment are pictured at right. Mike Hoebel,
far right, a Ph.D. student in the Institute of
Animal Resource Ecology, Is the current
director of ECO, a student organization that-
provides information on environmental
problems. ECO plans closer co-operation with
VEEP — the Vancouver Environment Education
Project - which is headed by bearded Dr. Cliff
Anastasiou, right, of UBC's Faculty of
Education. Ms. Holly Blackburn, centre, is the
secretary of the ECO office and answers queries
on everything from insect infestations to
requests for information on major ecological
problems. Pictures by the UBC Photo
Editor, UBC Reports
Social historians of the future, looking back on the
watershed years on either side of 1970, will have little
trouble identifying the issue which has provoked the
greatest amount of passion and cornered the greatest
amount of space in the news media.
Indeed, it will be interesting to see which single term
future chroniclers settle on to describe the central
ferment of our time. Will it be environment, ecology,
pollution or conservation?
Whatever term they choose, the historians will not
lack for original material to document the rise of both
public and private organizations which have a common
concern for the physical condition of what British
economist Barbara Ward has dubbed "Spaceship Earth."
The federal Department of the Environment claims it
knows of more than 340 private Canadian groups
working for environmental and pollution control and
conservation. No reliable estimate of the total number of
government and private organizations concerned with
this problem in Canada exists, but 1,000 would probably
not be far off the mark.
When the environment movement first coalesced in
the late 1960s its partisans often exhibited a shrillness
that literally turned people off. Just last year an
American university professor was moved to the following splenetic outburst after three years of trying to teach
a university undergraduate course on environmental
"The average environmentalist knows as much about
environmental science as the average Jesus freak knows
about theology. And both prefer to keep their ignorance."
The good professor went on to explain that the
environment has become to some "a personal as well as a
popular cursade, but, unfortunately, too much emphasis
is placed on the crusade and too little on the environment."
He ends by pointing out that the environmental
sciences have not yet developed adequate sophistication
to lay the foundations for comprehensive environmental
engineering  and   adds:   "Work,  not student hurrah,  is
needed to acquire full comprehension of how the world
system operates and how we might best fit into it."
Well, with very little hurrah and a great deal of work,
a student organization at the University of B.C. has been
working more or less quietly since 1969 on a program of
public education designed to enable students at all levels
and the general public to understand environmental
problems and ecology.
ECO, as the organization calls itself, was conceived
and born in 1969 during a series of coffee breaks by a
group of UBC graduate students associated with the
Institute of Animal Resource Ecology.
The students, whether they knew it or not, were the
vanguard of a new breed of interdisciplinary scientist,
who were being trained to develop and use new
analytical techniques capable of managing the environment in the broadest sense.
Mike Hoebel, the current Director of ECO and a
Ph.D. student in Ecology, said that what disturbed the
founders of the organization was that the complexities
of environmental problems prevented many people from
making sound judgments based on reliable and quickly
available information.
"One of the first decisions made," he said, "was that
ECO should be an information-gathering and disseminating organization that would read scientific papers and
explain them to the public. It was decided that ECO
would be as objective as possible and the idea of
community action involving demonstrations and
pressure-group tactics was specifically rejected."
With the help of Prof. Crawford "Buzz" Holling,
director of the Institute of Animal Resource Ecology,
who provided the group with an office as well as some
office equipment and supplies, ECO began accumulating
scientific papers on environmental problems, sponsoring
a series of campus lectures on local, provincial and
national issues and providing speakers to interested
groups in the community and the elementary and
secondary school systems.
The collection of printed material accumulated by
ECO consists chiefly of scientific reprints and Canadian
and United States government publications, many of
which would be "buried" in UBC's vast library system,
said Mike Hoebel. By concentrating the publications in
the ECO office and developing a punch- and index-card
system that provided quick access to the material, UBC
students are able to use it as a source for term papers
and essays and speakers are able to use it as the basis for "»
"The word gets around among professors that this
kind of material is available in our office," said Mr.
Hoebel, "and they refer students to us. In developing the
environmental fact file, it was decided early that ECO
wouldn't purchase expensive books. Most of these are
available, in any case, in UBC's library system or the
branch library in the Institute."
Dozens of graduate students associated with ECO
have gone out to speak to community groups and
students in the elementary and secondary school
systems, despite the fact that ECO has not made it
widely known that speakers are available. "Again," said
Mr. Hoebel, "the word gets around and the requests start
coming in."
The talks given by graduate students are "not so
much formal lectures as discussions," he said. The
subjects of the talks are wide ranging and include
everything from the state of the Fraser River, sewage '*
treatment plants, pesticides, wildlife and problems
associated with overcrowding to specific problems, such
as the Skagit Valley controversy, when they are in the
The day-to-day operations of the ECO office are
overseen by Ms. Holly Blackburn, a graduate of the
Davis branch of the University of California, who
handles requests for information and speakers. Not all
the calls that come into the ECO office are concerned '
with large-scale environmental issues, she said.
"Many people call and want to know what to do
about insect infestations, such as ants," she said. "I
advise them, or if the problem is difficult I take their
name and phone number and contact an expert on the
University faculty who can provide advice. Other callers •
are worried about pesticides. Either they want advice
about what to use or they're concerned about a neighbor
4/UBC Reports/Nov. 30, 1972 who is spraying a substance that may drift into their
yard and cause problems."
ECO hasn't been flooded with calls concerning major
issues, she says. "Such calls probably go the Society for
Pollution and Environmental Control (SPEC) or the
Sierra Club, which has a Vancouver branch ancl is
primarily concerned with wilderness conservation."
ECO's environmental fact file filled a very real need
initially, Mr. Hoebel said. More recently, how/ever,
environmental information has become more widely
available through other agencies, such as governments,
and ECO plans to taper off its efforts in this area. "We're
planning to concentrate more on local environmental
issues that people are concerned about." As an example
of this, Mr. Hoebel points to an 11-page mimeographed
fact sheet on the University Endowment Lands, the
2,500-acre tract of land, much of it undeveloped, that
lies between the UBC campus and the City of
The fact sheet which describes the history, present
state, future plans and problems associated with the
development of the Lands, is based on the proceedings
of an ECO-sponsored meeting held in January at which
the manager of the Lands, Mr. R.P. Murdoch, spoke and
answered questions.
Another major project which is being worked on by
ECO members is an environmental atlas covering eight
topics, including population, air, marine and water
pollution as well as solid wastes, trace elements, radiation and pesticides. The purpose of the atlas is to present
a broad overview of information on each topic. As new
information becomes available each chapter is updated
and facts on local problems added. Eventually, ECO
hopes to publish the atlas.
At UBC proper, ECO activities have included support
for recycling of waste paper, provision of secretary and
publicity services for the UBC Cycle Club and their
campaign to create bicycle lanes through the Endowment Lands to the campus and better conditions
on-campus for cyclists, and generally acting as a watchdog on campus environmental problems.
Funds to support ECO's activities have not come
easily . . . and ECO is currently searching for funding.
The 1971 graduating class provided them with a grant of
S5,00CI which was used to hire a part-time director and
individuals to update the fact file, publicize a campus
lecture series and purchase supplies. Five hundred dollars
of the graduating class gift'was also given to a similar
group at Simon Fraser University to enable it to get
A 1971 Opportunities for Youth grant enabled ECO
to hire nine people to update the environmental fact file
and prepare a number of slide shows, two of which were
duplicated at the request of B.C. school districts for
circulation to schools in their areas.
One UBC organization which has made use of ECO's
facilities is the science education division of the Faculty
of Education. ECO members have shown their slide
presentations to Education students and Dr. Clifford
Anastasiou, associate professor of Science Education,
has encouraged his students to use ECO's resources in
writing essays and term papers. He has also worked
closely with ECO in preparing a couple of their
Dr. Anastasiou is also the man behind VEEP — the
Vancouver Environment Education Project — which has
been utilizing a $20,000 Local Initiatives project grant
over the past year to develop curriculum materials on
the environment of the Lower Mainland for use in
Vancouver elementary schools.
So far, Dr. Anastasiou and his curriculum team have
developed about 20 booklets which are designed to get
students out of the classroom and involved with the
environment. One of these, "The Stump Book," is
designed to make use of a singular feature of B.C. forests
to study the logging industry, insect life, mosses and
other plant life and, to quote from the book, "Show you
how to love a stump."
The series of booklets was developed by eight or
nine unemployed teachers interested in environmental
education who were paid from the LIP grant. In addition
to    developing    the    booklets,    the    teachers   visited
Vancouver schools as substitute teachers and utilized the
curriculum materials they developed under Dr.
Anastasiou's program.
Each of the booklets will be revised in the light of
experience, Dr. Anastasiou said, and distributed to
schools as lesson aids by the B.C. Teachers' Federation.
What has been proposed is a partial merger of ECO
and VEEP. "What the VEEP project needs," said Dr.
Anastasiou, "is a reliable source of information on
environmental problems. ECO could be invaluable in
helping to develop curriculum materials for use by
teachers who are looking for ideas and a guide to using
the environment in education."
This proposed change in direction for ECO fits in well
with the student organization's plans for the future. "In
one sense, we've had too many projects underway
considering our resources in terms of people and
money," Mike Hoebel said. "In addition, sources of
information on environmental problems are now much
more readily and easily available and other campus
groups can take on responsibility for sponsoring discussions on environmental problems — the Alma Mater
Society, for instance."
In the final analysis, said Mr. Hoebel, "we're planning
to narrow our focus a bit and concentrate on working in
and with the schools, where we think we can have the
most impact."
Both Dr. Anastasiou and Mr. Hoebel emphasize that
there will be benefits for both ECO and VEEP in the
merger. The teachers interested in developing the curriculum materials will be introduced to the resources of
ECO and the Institute of Animal Resource Ecology. And
ECO volunteers will be building a bridge between a
graduate Institute and a Faculty that will utilize their
"We don't anticipate a merger that will submerge the
personalities of either organization," said Mr. Hoebel.
"We want to maintain our close contact with the
Institute, where a lot of volunteer aid is available, while
at the same time forging a link with another University
The merger of the two organizations will be
announced shortly in a newsletter to be sent to all
science teachers in the province. "We're concerned not
just to let teachers know that we are co-operating," said
Mr. Hoebel, "but also to solicit feedback from teachers
who can tell us whether this kind of program is desirable
and provide ideas for projects."
UBC Reports/Nov. 30, 1972/5 T
HOSE who have followed the career of Prof. Malcolm Francis McGregor,
head of the Department of Classics and Director of
Ceremonies at UBC, would not be surprised to learn that
he really does enjoy public University occasions, that he
still wears an academic gown when lecturing to students,
that he takes a dim view of student demands to sit on
some decision-making committees at UBC and that he
dislikes the student newspaper. The Ubyssey, because it
occasionally spells his last name incorrectly and prints
four-letter Anglo-Saxonisms.
Many of those who know him well, even close
associates at UBC, would probably be surprised to learn
that he is afraid of cows, that he was kicked out of the
first public school that he attended in B.C. and was
counselled not to go to University by his high school
Greek teacher, that he once thought seriously of
becoming a mathematician and that with two other
classicists he is the author of a series of books which
have been extravagantly praised and are regarded as
pivotal documents for the study of ancient Greek
The part about people being surprised about the
series of books, known as The Athenian Tribute Lists,
may seem odd to non-academics, who are used to the
idea of professorial reputations being built on scholarly
publication. The truth is that a conversation with
Malcolm McGregor, even one that involves his peers, is
more likely to revolve around the fate of the University
cricket team, the Vancouver Canucks hockey club or the
Cincinnati Redlegs baseball team, all of whose fortunes
he follows with the same intensity that characterizes his
activities as a teacher, scholar and University administrator.
It is only reluctantly that Malcolm McGregor will
discuss the basis of his academic reputation and few
people would guess that he is regarded as one of the top
half dozen scholars in the world in his special field of
interest — the study and decipherment of ancient Greek
inscriptions, a discipline which provides much of the raw
material for study and speculation by classical scholars.
There is little in Malcolm McGregor's beginnings that
would lead one to believe that he would one day be a
leading figure in the world of classical studies. Born in
Beckenham, Kent, a suburb of London, he was introduced to Latin and cricket at the local county school for
boys, where a lapse in his ability to decline Latin verbs
meant "det" — short for detention — which usually took
the form of removing dandelions from the cricket pitch.
Actually, his love for cricket in particular and games
in general was instilled in him by his father, a member of
the volunteer British army, nicknamed the Old Con-
temptibles, which stood off the brunt of the first
German thrust into western France early in the First
World War and a post-war civilian employee of the
British Admiralty.
Malcolm McGregor says his earliest memory — he was
four years old at the time — is Aug. 4, 1914, the day the
First World War was declared. He had been accustomed
to going to the local train station to do what every
English boy seems to love — watch the locomotives —
and on Aug. 4 there were sentries guarding the station.
He still watches trains, "except that today trains have
gone to the dogs. There are no steam locomotives."
N 1924 the McGregors
decided to come to Canada to assist in the operation of a
fruit farm in Creston in the Kootenay district of B.C.
run by Malcolm McGregor's maternal aunt and her
husband. For Malcolm McGregor, life on the farm was a
"I was a city boy," he said recently, "and all around
me were vicious animals like cows. One of my jobs was
to fetch the milk each morning and to get to it I had to
pass over two properties, one of which had a large herd
of cows. It was a terrifying experience."
To make matters worse the educational authorities
parked him in a one-room, elementary school, where he
says his chief occupation was "making life miserable for
the teacher." Things came to a head when, as he puts it,
he "smote" one of his classmates and was expelled from
The high school in nearby Creston agreed to take him
in and there he resumed his study of Latin and was
introduced to baseball, which he vividly remembers
because he was the victim of one of the oldest tricks
6/UBC Reports/Nov. 30, 1972
perpetrated on beginners, the hidden-ball trick, in which
the first baseman gloves the ball and tags the unwitting
base runner when he takes a lead off. "At the time, I
didn't think it was very sporting," says McGregor, who
to this day is critical of players who bend the rules of
any game.
Sending him to school in Creston was, to use his own
words, "a way of getting me off the farm and out of
people's way." In his final-exams there he ranked third
in the class.
When the school year opened in the fall of 1924 the
McGregors were in Vancouver living in the West End and
Malcolm McGregor found himself a student at King
George high school, then at the corner of Burrard and
Nelson Streets. Here he discovered he had a talent for
mathematics and languages, "partly because my English
schooling was in advance of second-year high school. I
found I did a little better than my classmates, and when
that happens it becomes a bit of a challenge and I began
to like the sense of achievement."
In his third year in high school — and his last because
the program in those days lasted only three years — he
was introduced to Greek by a teacher who warned
McGregor not to go to UBC. "He was the kind of man
who mixed personal conduct with academic progress,"
McGregor says with a wry smile. "I was still an English
school boy in some ways and in the classroom I was used
to what was called 'a rag'. . . chalk used as a weapon . . .
talk a bit too much . . . that sort of thing."
Despite the counsel of his high school Greek teacher,
which he admits was "half right," Malcolm McGregor
wrote ten final exams in his last year in high school,
graduated with an average of 82 per cent and enrolled in
the fall of 1926 in first-year Arts at UBC.
N 1926, one year after
the campus was moved from its Fairview site to Point
Grey, UBC was a collection of half a dozen or so
permanent and semi-permanent buildings, peopled that
year by 1,582 students and some 120 faculty members
and offering academic work leading to degrees in Arts,
Science, Applied Science and Agriculture.
For Malcolm McGregor, life at UBC in the latter part
of the 1920s revolved around his studies ("I was a
conscientious student but no bookworm"), athletics
(goal keeper for UBC's soccer team and, for two years,
sports editor of The Ubyssey) and, as graduation neared,
concern for the future in the gathering gloom of the
economic depression that began in 1929.
It was at UBC that Malcolm McGregor came into
contact with the first of two men who he says had the
greatest influence on him in his choice of career. Prof.
Harry T. Logan, who, because of his service in the First
World War, was usually referred to as "Colonel Logan"
during his 52-year association with UBC, taught
McGregor Latin and ancient history and fanned his
interest in athletics. "I didn't become enthusiastic about
classics until I came to UBC and came under the
influence of Harry Logan," McGregor says.
"At the end of my second year," he says, "I had to
make a choice between mathematics or classics — at
home the pressure was to take mathematics - but I
chose classics largely because of Logan's influence."
Malcolm McGregor regards the Classics department of
that era as "a magnificent teaching department" and he
emphasizes that he has tried to maintain that tradition
since he became head of the department in 1954.
"Members of our department are selected primarily on
the basis of their teaching ability, which comes first
during the Winter Session, but we also look for an
interest in scholarly work as well," he says.
"One of the qualities I look for is congeniality in the
broadest sense, and by that I mean a man or women who
will get along with his colleagues in the department and
with students. I don't want recluses and I don't want
faculty members who are going to disappear from their
offices when they've finished teaching.
"The modern faculty member," he says, "has a
tendency to think rather more in terms of his research
and perhaps he's a little more difficult to find. It would
be very easy to say that I had a closer relationship with
my professors in the 1920s and 1930s than is the case
today. But I don't think it's true, and here I'm talking
about the relationship I have with students in classics.
The relationship we have with students, particularly
those in third and fourth year and at the graduate level,
is as close as, if not closer than, the one I enjoyed with
professors while I was a student."
When   Malcolm   McGregor   wasn't   involved   in   his
A Profile
studies at UBC in the 1920s, he was making money tp
pay for his tuition and expenses. In his first two years as
an undergraduate he delivered newspapers for S25 a
month in the downtown area of Vancouver, where his
customers included the then mayor of Vancouver, Louis
Taylor ("We called him 'the man in the red tie' and he
lived in the Robson Mansions"), and several "ladies ef
the night," who occupied hotels and rooming houses off
Granville Street ("Some times they couldn't pay for the
paper, but they eventually came up with the money and
they never cheatcid the paper boy").
Later he worked as a deck hand on the Whitehorse,
which plied the 461 miles of river between Dawson an£
Whitehorse in the Yukon and as one of the original crew He Gregor
One of the recurring requests made to the
editors of UBC Reports by its readers is for
profiles on prominent members of the UBC
faculty. The first of what we hope will be a
regular series of such articles appears on these
|pages. By  Jim  Banham
Editor,  UBC  Reports
___ members — bedroom steward and waiter — on the
Canadian Pacific steamer Princess Joan between
Vancouver and Victoria ("I could make up 22 beds an
In   1930,   "when  graduating  teachers were ecstatic
about the prospect of a teaching position in the Peace
t- River at $400 a year," Malcolm McGregor graduated
with a Bachelor of Arts degree, having maintained an
average between 75 and 83 per cent during his undergraduate career and a final overall average between 78
and 79 per cent.
And his hero in those days was a legendary English
s* cricketer named Frank Woolley, who Malcolm
McGregor,   without   consulting   his   library  of  cricket
records, will tell you make a career total of 913 catches
in the slips, a murderous fielding position behind and to
the side of the wicketkeeper.
A capacity for total recall in his academic field and
other areas that interest him is one of the characteristics
of Malcolm McGregor that impresses his friends and
colleagues. He remembers the marks he made on
graduation from high school and University, the records
of outstanding athletes, the chronology of history, not
because he wants to impress people or out of sense of
one-upmanship, but simply because he is endowed with
an exceptional memory. As one of his colleagues in
Classics puts it: "I have to look up several times the
things that Malcolm can recall immediately with ease."
spent one more year at UBC, got a Master of Arts degree
in 1931, and then set off for the University of Michigan
in Ann Arbor with a $400 fellowship obtained for him
by Harry Logan and out of which he had to pay his train
fare. The fellowship wasn't enough to pay for three
meals a day and he washed dishes for his supper.
Malcolm McGregor hated Michigan. "It's flat, there's
no sea and I never could feel warm toward the staff. The
faculty member I disliked most, however, taught me the
most Greek and at Michigan I learned for the first time
to work . . . really work. I had no money so there Was
nothing to do but read and study. There was a reading
list of 1,000 pages to be done privately and sometimes I
worked and read until two or three in the morning."
In what little spare time he had, usually Saturday
afternoons, McGregor would join the other inmates of
his Ann Arbor rooming house on a nearby sandlot to
play American football without the benefit of padding
(for some reason, Malcolm McGregor still refers to the
American version of football as "arm ball"). He fared
badly in these outings. At 130 pounds and, by his own
admission, half-starved, he was more often that not
simply run over by his opponents.
In 1933 the American banks collapsed and with them
went Malcolm McGregor's $400 fellowship. Within a few
months, by a stroke of luck, he was at the University of
Cincinnati, the recipient of a $1,000 teaching fellowship,
which made him feel "rich as Croesus" in the midst of
the American depression. In addition to teaching Greek
to freshmen, he became the graduate student of Allen B.
West, a famed classicist of that day, who, with Benjamin
Meritt, whom McGregor had already met at Michigan,
was working on "the Corpus," a term which McGregor
heard bandied about at Cincinatti but which mystified
him at the time.
The Corpus, McGregor discovered as he dug deeper
into his graduate work, was a collection of documents
vital to an understanding of Greek history in the fifth
century B.C., the period regarded as the zenith of
ancient Greek culture. Publication of the documents
would mean that scholars would at last be able to
reconstruct the financial, economic and administrative
history of the Athenian Empire.
In the mid-1920s. West and Meritt had systematically
begun to put in order for publication the Corpus of the
tribute lists of the Athenian Empire — the records of the
monies paid by subject states to Athens, quota and
assessment lists, auditor's accounts, relevant Athenian
decrees and literary references. It was a Herculean task —
the first of the four volumes alone ran to more than 600
pages — and one which would involve scholarly energies
for almost 30 years.
What made the work of West and Meritt difficult was
the fact that the tribute lists and many other relevant
records were cut in stone in ancient Greece and, in the
ensuing centuries, had become damaged or broken. Most
of the marble fragments had to be pieced together again
like a jigsaw puzzle and obviously the two scholars could
not work with large and unwieldy stone fragments.
The study of the records, called epigraphy in classical
circles, is accomplished by reading "squeezes," an
impression of the marble tablets made with a type of
absorbent paper not unlike that found in public washrooms for drying hands. To make an impression, both
the stone and the paper are dampened. The damp paper
is then laid over the stone and beaten into it with a stiff
brush. When the paper has dried, it is simply peeled
away from the stone and the Greek characters are read
from right to left.
Malcolm McGregor took to epigraphy under the
guidance of Allen West — "He was the second great
influence on me after Harry Logan" — and began reading
squeezes and serving as West's eyes, for the Cincinnati
scholar's sight had begun to fail. In 1934, McGregor was
given $100 by West and sent off to the American School
of Classical Studies in Athens to work and read the
tribute list documents first-hand. McGregor had to
borrow money to make ends meet on the trip.
By 1936, Meritt and West were almost ready to begin
the final work which would lead to publication of
volume one of the lists. In September, while he was
driving back to Cincinnati for the opening of the fall
term, Allen West was killed in an automobile accident,
leaving Malcolm McGregor with most the records,
documents, notes and catalogues for the enterprise.
Two things happened subsequently. Two days after
West's death Malcolm McGregor was called in by the
head of the Cincinnati Classics department and asked to
take over West's classes, which began the next day, and,
shortly afterwards, Benjamin Meritt wrote and asked
McGregor if he would succeed West in the work leading
to publication of the tribute lists. McGregor accepted
both offers.
In 1937, Malcolm McGregor was granted a year's
leave of absence from Cincinnati to spend a year at the
Institute for Advanced Study at Princeton University,
where he joined Meritt and Prof. H.T. Wade-Gery, of
Wadham College, Oxford, in the final work leading to
preparation of the manuscript for volume one.
Both Meritt and Wade-Gery were older than
McGregor and both had established reputations in the
field of classics. "Meritt functioned as the organizer of
the enterprise," McGregor says, "but we worked as a
team on the basis of complete equality." McGregor did
his share of the writing of the manuscript, which was
finished in 1938. At this point, Meritt and Wade-Gery
asked Malcolm McGregor to serve as general editor of
volume one and see it through the press.
The stretch run to meet publication deadlines had
been long and grueling. The only relaxation that
Malcolm McGregor allowed himself was the company of
a secretary at the Institute. In 1938, and only after his
labors were completed, he married Marguerite Guinn.
Subsequently, they had two children.
The publication in 1939 of volume one of The
Athenian Tribute Lists drew, on the whole, what would
be described as "rave reviews" in the theatrical world.
Samples: "... the authors have chosen as their
subject perhaps the most important single group of
documents in the field of Greek history and . . . they
have handled the very difficult and abundant material
with great success."
"... a work of fundamental importance, planned on
a most generous scale and executed with rare success."
I HE intervention of the
Second World War prevented the scholars from immediately producing a planned second volume, a commentary
and history of the Athenian Empire. It was not until
1949 that volume two, a re-edition of volume one
incorporating fresh discoveries and suggestions from
reviews, made its appearance, and in 1950 the history of
the Athenian Empire appeared as volume three. The
latter was described as "... a pioneer work unheard of
since the days of Thucydides (the famed fifth-century
Greek writer, regarded as the first critical historian) and
Ephorus" (a fourth-century Greek historian of less
importance) and "... an entirely new treatment of an
old and important subject."
The appearance of volume four, made up of indices
and a massive bibliography, which enhanced the use of
the previous three volumes, drew lavish praise; the entire
project was described as a "noble labor" and ". . . the
most fertilizing contribution to the study of fifth-
century Greek history since the First World War."
One other review serves perhaps to put the whole
project into perspective: "With this great epigraphical
work complete, ancient historians may now use it as a
base from which new explorations may be launched."
All these years Malcolm McGregor had continued to
teach at the University of Cincinnati, but in 1954, the
year after the final volume of the Tribute Lists appeared,
he accepted an invitation to return to UBC to succeed as
head of the Classics department the man who had been
the first great influence on him. Prof. Harry Logan.
There is no hesitation on McGregor's part in replying
to the question why he, a full professor in one of the
world's leading Classics departments, an internationally
known   scholar  and   co-author  of  a  series  of  pivotal
Please turn to Page Ten
UBC Reports/Nov. 30, 1972/7 MINISTER
Continued from Page One
and colleges of B.C. as well as "lay persons."
On the one hand, Mrs. Dailly said she was leaving
the question of a governing structure for
post-secondary education "wide open" for the
Advisory Commission. On the other, she said the
commission had a single task - to "develop legislation for a Board of Post-Secondary Education in the
Province of British Columbia."
She said that creation of such a board was in line
with one of the recommendations of the report of the
Perry Committee that it is "imperative that this
province should have an overall view of post-
secondary education."
"It's my opinion," she said, "that this is the only
way to go. There must be an overall, umbrella board
to handle post-secondary education in this province.
This means that post-secondary education will be
divorced from public school education in this
Passage of new legislation based on the recommendations of the Advisory Commission will mean that
two existing groups concerned with post-secondary
education — the Academic Board and the Advisory
Board — will cease to exist, Mrs. Dailly said.
The Academic Board and the Advisory Board were
established in the 1960s by the Social Credit government.
The Academic Board, established to advise the
government on post-secondary education, has largely
been concerned with the development of community
colleges and university-college relations. The Advisory
Board is responsible for the division of funds
allocated annually by the Legislature for university
operating purposes.
Capital funds for the universities are allocated by
■ ■■fcffe   Vol.   18,   No.   16 - Nov.  30,
I Nil I        1972-     Published    by    the
NNNJNl   University of British Columbia
^^■^^^   and    distributed     free.     UBC
REPORTS   D        + T,      ,
Reports appears on Thursdays
during   the   University's   winter   session.   J.A.
Banham,    Editor.   Louise   Hoskin   and   Wendy
Coffey, Production Supervisors.  Letters to the
Editor should be sent to Information Services,
Main Mall North Administration Building, UBC,
Vancouver 8, B.C.
the government and are not subject to review by the
Advisory Board.
Mrs. Dailly, at her news conference, pointed out
that the report of the Perry Committee deals
primarily with universities and includes suggestions
on formula financing.
"I am not going to comment at this time," Mrs.
Dailly said, "on where the government is going on the
financing of post-secondary education, particularly
universities . . . because it will be up to the Board of
Higher Education to develop this.
"The Advisory Commission, which will draw up
the structure of this Board, may also make recommendations about the financing of higher education.
. . . But their primary role is to advise me on the
legislation that will be necessary to set up this
Later in the news conference, Mrs. Dailly said it is
possible that the Board of Higher Education "would
have some control over the matter of feeding into the
government what the needs of the universities are.
"It's conceivable that this Board (of Higher Education) may have a relationship with the government
with reference to financing of the universities. ... I'm
going to leave it up to them to recommend it to me."
Mrs. Dailly said B.C. lagged far behind other
provinces in developing an intermediary body
between the government and the post-secondary
education system. Other provinces, she said, "have
appreciated the fact that you must develop post-
secondary institutions in a comprehensive grouping
distinct from public schools."
Referring to the present method by which universities obtain funds for operating and capital purposes,
Mrs. Dailly said that "The problem is that there has
been no overall plan for the universities. They've had
to budget on a yearly basis and there is no specific
formula. They don't know where they're going
financially or what to expect. There haven't been any
proper channels for them."
Mrs. Dailly also announced at the news conference
that the NDP government would introduce legislation
at the January, 1973, sitting of the Legislature which
would provide for the provincial government
assuming 100 per cent of capital construction at
community colleges.
At present 60 per cent of community college
capital costs are paid by the government and the
remainder must be approved by referendum in the
school districts served by the college.
She said  it was the NDP government's intention
over an unspecified period of time to "phase out" the
current   method   of   providing   operating   funds   to
regional colleges. At present 40 per cent of operating
costs of community colleges are raised through taxes
on property in the school districts where the college
is located. The remaining 60 per cent is contributed
=     by the provincial government.
Friday (Dec. 1) is the closing date for nominations
for the 1972-73 Master Teacher Awards.
The awards, established in 1969 by Dr. Walter
Koerner, a former chairman and member of UBC's
Board of Governors, in honor of his brother, the late Dr.
Leon Koerner, are intended to give recognition to
outstanding teachers of UBC undergraduates.
Winners of the 1972-73 awards will share a 55,000
cash prize contributed by Dr. Koerner.
Dr. Robert M. Clark, UBC's Academic Planner and
chairman of the 12-member committee that screens
nominations for the awards, said the committee wished
to begin as soon as possible the task of assessing
nominees who are eligible for the award.
At least two members of the screening committee,
which includes four students, visit the classroom of each
eligible nominee, and department heads and deans are
asked for an assessment of each candidate in terms of a
list of stringent criteria.
Regulations governing the awards and the list of
criteria are available at the Office of Academic Planning
in the Main Mall North Administration Building, at the
Woodward Biomedical, Main and Old Sedgewick Libraries, at Room 270 of the McMillan Builidng, at the AMS
business office in the Student Union Building, at the
Dean's office in the Faculty of Law Building, at the UBC
Bookstore and at the Biomedical Branch Library, 700
West 10th Ave.
The Advisory Committee on Inter-University
Relations was established in  1968 by the then
Minister   of   Education   in   the   Social   Credit
government. Mr.  Leslie Peterson. The chairman
of the committee was Dr.  G. Neil Perry,  then
Deputy   Minister of Education for B.C.   and,
prior to that. Deputy President and Dean of the
Faculty of Commerce and Business Administration at UBC.  Other members of the committee
were:   Mr.   Richard   Bibbs,   then   and   now   a
member  of   UBC's   Board   of  Governors: Dr.
S.N.F. Chant, former chairman of the Academic fc
and   Advisory   Boards; Mr.   Allen  M.   Eyre,   a
former member of the Board of Governors at
Simon Fraser University; and Mr. W.C. Mearns. a
former member of the Board of Governors of
the  University of Victoria.   In establishing the
committee. Mr.  Peterson said it would review 7<
relations between B.C.  universities and ensure
that   there   is  a   minimum   of overlapping of
programs  and no undue competition between
them.   Four UBC organizations —  the Alumni
Association,  the Faculty Association, the Committee of Deans and the Alma Mater Society — **'
made submissions to the Committee. With only
minor changes, UBC's Senate endorsed the brief
submitted   by   the  Committee  of Deans.   The
report of the committee, written by Dr. Perry,
who is now Deputy Minister of Manpower and
Immigration   in   the  federal  government,   was%
submitted to the provincial government in 1969.
The report was made public on Nov. 21 this year
by Mrs.  Eileen Dailly,   the current Minister of
Education in the New Democratic Party government. What follows is the Summary of Principal
Findings and Recommendations of the report. ^
Traditionally, institutions of higher learning have set
academic and budget goals for themselves that relate
mainly to their own conception of the roles they ought
to play in satisfying these needs. Each institution is
naturally concerned that its aspirations and plans be.,
understood and supported — financially ancl otherwise —
by the community and the government. When the level
of public support falters, or when dissensions over
disparate treatment arise, both the inter-university and
university-government relationships become strained.
Insofar as the Universities Act provides assistance in
such circumstances, there are two bodies — the
Academic Board and the Advisory Board — which might
be expected to take a close interest. But both Boards,
and especially the Advisory Board, have had to function
under certain handicaps. Neither Board, in spite of
valiant efforts, has been quite able to exercise the
influence that perhaps might have been expected of it.
The Committee's recommendation is: that it wouldT
be advisable for the Provincial Government to consider
the replacement of the existing Academic and Advisory
Boards by a new intermediary body.
Although reflecting various degrees of anxiety about
the preservation of maximum freedom of action for the
universities, all of the briefs submitted to the Committee
by interested and knowledgeable groups took the position that some kind of intermediary organization should
be created in British Columbia. *
The structure of an intermediary might take a variety
of forms. From the standpoint of the number of
institutions likely to be affected, we think that a
relatively small group of appointees would be preferable.
8/UBC Reports/Nov. 30, 1972 Suggests New Intermediary Body
The use of both ad hoc and standing committees to deal
with specific issues would enable the intermediary to go
outside its own membership and enlist the services of
highly-qualified academicians as the occasion demanded:
Since, in our view, the members should be expected
to identify themselves, both singly and collectively, as
concerned with the tasks of the intermediary — and not
as the representatives of institutions or disciplines — we
would favor a method of selection that left the actueil
appointments to the Lieutenant-Governor in Council but
which provided an orderly mechanism for nominations.
Every route should be left open to ensure that the names
of first-class nominees were brought to the attention of
the Lieutenant-Governor in Council.
Assuming as we do that the individual institutions are
to be  left, as far as practicable, with the freedom to
decide their academic and financial policies, a new
intermediary would have to rely mainly upon its powers
of persuasion insofar as the behavior or performance of
the institutions are concerned. But we think that the
intermediary must be put in a position to exercise a
strong persuasive force, particularly in matters affecting
other institutions or the system as a whole. The
intermediary ought, for example, to possess the authority to collect data necessary for a full assessment of an
institution's policies.
, Since it appears to be generally agreed that a new
intermediary should have the reponsibility for represent
ing the system in its budget discussions with govern
mental authorities, and for distributing such grants (both
operating and capital) to the institutions in the system,
evidently the intermediary should have the authority to
obtain budget information in such standardized form
and with such supporting data, as may be necessary to
construct a comprehensive, aggregate budget.
In the event of a dispute arising between an individual
institution and the new intermediary, normally, in our
view, the intermediary should not have the right to veto
^decision taken by the constituted government of a
university: particularly when academic matters are at
issue. Were the controversy of significant import, the
intermediary might consider withholding its financial
support. But we recognize that circumstances might, at
times, make it expedient for the intermediary to impose
its will upon an institution, as, for example, when failure
to do so could have serious, adverse effects upon other
institutions or upon the system of higher education as a
whole. Emergency, or reserve, powers which would
become operative under exceptional circumstances
might, therefore, be conferred upon the intermediary.
If it were intended to make the new intermediary
responsible, sooner or later, for co-ordinating the efforts
of other institutions working in post-secondary education, probably the name of the intermediary should
include Higher Education rather than refer to the
Universities alone. Whether the intermediary is called a
Board or a Commission would appear to be a matter of
At the risk of oversimplifying the issues, it may be
useful to state what the universities and the provincial
government, separately, appear to want. It is the
universities who are pressing for a modification of
present financial procedures and they can be said to
(a) An assured source of operating and capital funds
reasonably matched with enrolment and cost increases;
(b) Equitable treatment as between the universities —
really an allocation formula, and
(c) An opportunity to engage in long-range budgeting.
On the other side, confronted with drastically-rising
demands, the provincial government might be said to
(a) Better assurances that operating and capital funds
provided from the provincial revenues will be wisely
used for the benefit of the province, and
(b) Continued freedom to decide for itself in the light
of actual budget circumstances, rather than by statutory
authority, what operating or capital funds should be
supplied from provincial revenues to the universities.
While we think that a new intermediary could
function effectively in budget discussions between the
universities and the provincial government, looking at
these wants it is obvious that on one critical point — that
in which the provincial government unilaterally decides
the total level of financial support — the universities and
the provincial government are, and may well remain, in
conflict. In our opinion, this area of disagreement might
be narrowed if certain principles for budgeting, allocating, and dispensing funds were accepted.
In a period of heavy demand for university education,
prudent management of the universities ought to mean
that the facilities are kept continuously in active use —
at least most weeks in the year. When such continuous
operations were feasible (and they are not always so),
financial support from governmental sources might,
reasonably, be predicated on such a maximum rate of
utilization; but the decision as to the actual extent of
use should be left to the universities. It would follow
that if facilities were used at less than full capacity
during the year, the level of public financial support
would be scaled accordingly.
In applying this concept of maximum utilization it
would be proper, in our view, to make some allowance
for the small, new institution in the early stages of its
development. In such institutions the unit cost of
instruction could well be higher — because of overhead
expenditures which every university must be prepared to
meet — than in the better-established, older universities.
Prudent management should also mean in the case of
autonomous entities, such as the universities, that they
continue to accept responsibility for raising a proportion
of any additional funds that they desire to spend. This
might  necessitate  adjustments  from  time  to  time   in
tuition fees, if the rate of spending grows faster than
either normal revenue growth or cost-saving procedures
can offset.
Prudent management is, however, difficult if the
universities do not have some financial basis for planning
their operations. It is important, then, that the extent to
which the universities may rely on government grants
should be largely understood. To illustrate how these
ideas of prudent management might be applied, we have
developed an illustrative allocation procedure using a
Basic Grant and a Variable Grant. A portion of the
public financial support could be labeled the Basic Grant
and paid on a per student basis (weighted, full-time
equivalents) for each term, semester, or quarter that the
university is in full operation; that is, the period during
which classes, seminars or laboratory sessions are
regularly held. In addition to the Basic Grant, each
university would receive a Variable Grant equal to a
specified multiple of the revenue from tuition fees. The
dimensions of the Basic Grant and of the Variable Grant
should be reviewed from time to time and at least once
in every five years.
The Committee has recognized that the provincial
government must keep many considerations in mind
when deciding on the level of financial support for the
universities; not the least of these is the need to review
continuously and to weight appropriately the requirements of the various parts of the entire educational
system. Notwithstanding these important budgetary
difficulties, we would recommend that the provincial
government consider whether a minimal level of support
for university operating purposes might be assured.
Assuming that the new intermediary had presented an
acceptable consolidated university budget, a rough
guide as to the minimal level of governmental support
could be between four and five times the aggregate
revenue collected from tuition fees.
While there is a natural concern on the part of the
universities that their legitimate capital needs should be
met, we think that there is an urgent case for planning
the capital expansion of the British Columbia university
system as a whole. Prudent management should mean
planning capital expenditures not only with cost/benefit
considerations but also with both the province-wide
demand for university education as well as the universities' own expectations in mind. The task of developing a
capital budget for the university system could, we think,
be given to the proposed new intermediary. This
intermediary might (as in the case in the Alberta
Universities Commission) be authorized to mobilize
loanable funds to finance part or all of the planned
capital requirements. An annual Debt Service Grant
equal, say, to a certain percentage of the total Variable
Grants, would enable the intermediary to develop a
market for its occasional offerings. The actual loan-
financing operations of the intermediary might be done
by, or with the assistance of, an expert body such as the
highly-successful British Columbia School District
Financing Authority. .
Private universities, judged by the intermediary to be
offering courses of study at a level comparable to the
public universities, might be considered eligible to
receive provincial operating grants equal to a certain
proportion of the amount a similarly-placed public
university might be allocated under the principles
advocated in this Report. In effect, this would mean that
those private institutions offering an educational service
similar to the public institutions would continue to rely
heavily upon private sources of funds while, at the same
time, being assisted significantly to offer programs of an
acceptable standard.
UBC Reports/Nov. 30, 1972/9 PROFILE
Continued from Page Seven
volumes for the study of ancient Greek history, wanted
to return to UBC.
His reasons have virtually nothing to do with scholarship.
"My first answer," he says, "is this: 'Walk down to
the flagpole at the north end of the Main Mall and look
around.' This is a beautiful place to be. Second, I'm a
sentimental character. UBC was my alma mater, it had
given me my start, and despite the fact that Americans
had been most generous to me, I was still fundamentally
British. UBC was the only institution that could have
persuaded me to leave Cincinnati."
ECAUSE of the generous treatment he received in the United States,
McGregor refuses to join the chorus of Canadian
nationalists who are currently demanding the
"Canadianization" of this country's universities. His
reason is simple: "If American institutions had not been
generous to young Canadian men and women in the
1920s and 1930s, Canada wouldn't have had any
university-level teachers and scholars in the 1940s and
At UBC, in addition to his teaching and research,
Malcolm McGregor has been a familiar sight on University governing councils and committees and on its
playing fields. He was for many years Assistant Dean of
Arts to Dean Sperrin Chant, Director of Residences for
two academic years, and currently serves as Director of
UBC's Ceremonies Office, an exhausting task which
involves the planning and execution of all private and
public University occasions.
He has also been active in campus and Canadian
athletics in the fields of cricket (he founded the
University cricket team in the 1930s with two other
enthusiasts during a summer visit to the campus) and
was president of the Canadian Field Hockey Association
in the late 1960s.
The only job that Malcolm McGregor has regretted
accepting at UBC was the position of Director of
University Residences. "I took the job on at the request
of the president of that day. Dr. John Macdonald, who
wanted to bring the residences into academic life and
felt that an academic should run them. But I found there
was very little that was academic about running the
residences. I spent a good deal of time looking at plans
for new residences and that really wasn't for me."
Malcolm McGregor's pronouncements on University
government and the part that students should play in it
have earned him various epithets in the student newspaper, 77;e Ubyssey. He has been described as "an
authoritarian" and "a self-proclaimed reactionary with
an elitist view of education and life."
On various occasions — it is to his credit at least that
he never refuses to appear at public forums and state his
views - he has told students that he does not believe in
democracy at a university, that students "don't know
enough to run the place," and that he opposes student
authority on the grounds of function and knowledge.
Being a student, he has averred on a number of
occasions, often involves a work-load of up to 70 hours a
week and, as a result, students simply haven't the time
to participate in a meaningful way in University committee work.
Few professors maintain more of an open-door policy
to students than Malcolm McGregor and he insists that
members of his teaching staff be available as often as
possible to confer with students. He insists that students
are free to raise any question they wish with him —
including matters of University policy — and that he
takes careful note of their views.
And fundamentally, he says, * "students are no
different today from what they were in my day. On the
whole I find them easy to talk to, they are here to study
and they are courteous and well-mannered. There is, of
course, an element on the campus that didn't exist in my
time. I've always called it the destructive element;
destructive in a wanton sense because it makes no effort
to suggest alternatives to what it seeks to destroy."
He insists on making a distinction between the
"destructive element" and the "radical student." "I'm in
favor of the radical student, the critical student. We've
always had them and I hope we always will. By radical I
mean the student who questions University government
and policy and is prepared to discuss it reasonably and
Asked what he prizes most in his academic career,
10/UBC Reports/Nov. 30, 1972
Malcolm McGregor graduated from UBC with
his first degree in 1930. The picture above
appeared that year in the student annual, The
McGregor again answers without hesitation: "First, the
certificate of merit I was given earlier this year in the
Master Teacher Award competition. That means recognition by students, whose opinions I prize. The other
thing I treasure is the Award of Merit I received from the
American Philological Association for the work on
the Athenian Tribute Lists."
An outstanding teacher who takes pains to associate
with students. A scholar who has made a major
contribution to his field. An administrator who has
shouldered major responsibilities in addition to his basic
University duties.
It would be easy to characterize Malcolm McGregor
as some sort of ideal University type or even a Mr. Chips.
Being primarily a man of action he rarely pauses long
enough to theorize about the academic life or its
relationship to the non-university world. He refers only
in passing to one of its basic and deeply-felt tenets.
He puts it this way, and it would be easy to skip over
it were it not for the fact that he emphasizes certain
words and phrases: "It has been said that there have
been two fundamentally important works in Classics in
my generation. Certain people have been kind enough to
say that The Athenian Tribute Lists was one of them.
The other is A Commentary of Thucydides, written by
the late Prof. A.W. Gomme, who taught at the University of Glasgow.
"When the first volume of Gomme's work appeared I
was asked to review it because Thucydides is my
specialty. Gomme's commentary is one of those books
about which you say: 'l wish I'd written that.' I wrote a
long and very critical review and I wondered what would
happen when it appeared.
"I had a long letter from Gomme which is still one of
my prized possessions. He set out the case against my
criticisms and supported his own position.
"This is the way academic criticism should be carried
out; the way I fought with A.W. Gomme. We fought in
the public prints because we disagreed about a number
of things.
"I met Gomme in 1951 when he visited Cincinnati.
We spent a wonderful evening together talking about the
tribute lists, the Athenian Empire, cricket. We talked the
same language. We remained friends until his death. I
still visit his widow when I'm in England."
We fought in the public prints. We remained friends
until his death.
N an oblique way those
two sentences may say all there is to say about the
academic life.
In an age when confrontation politics often result in
physical violence, when arguments over principle are
often corrupted and converted into personal attacks, the
academic world remains one of the last refuges for
reasonable men of goodwill; men who, while they think
otherwise, remain friends until they die.
This ideal remains at the heart of the academic life
and is a guiding principle for men like Malcolm
Dean to Call
Faculty Meeting
Dean  Douglas Kenny, head of the Faculty of Arts,
will call a meeting of his Faculty on Dec. 13, in response   »
to a notice of motion from a Faculty member, to discuss
the question of student participation in Faculty affairs.
Dean Kenny announced this to a delegation of Arts
students who visited him Tuesday (Nov. 28).
The delegation was told by Dean Kenny that,
provided the Faculty of Arts approves, six members of
the Arts Undergraduate Society will be allowed to -»
attend the Dec. 13 meeting when the only item on the
agenda will be a request for Faculty acceptance of the
principle of student representation with voting rights at
all levels of the Faculty.
The AUS plans to elect its six representatives at a
meeting at 12:30 p.m. today (Thursday) in Room 106
of the Buchanan Building. t
On Dec. 6, the Faculty will meet to discuss business
held over from a meeting on Nov. 23, which was
adjourned because of the intrusion of about 200
At the Dec. 6 meeting. Prof. W.E. Willmott of the
Department of Anthropology and Sociology will give
notice of a motion which he will put to the Dec. 13 ',
meeting. That motion originated in an informal faculty-
student discussion which immediately followed the
disrupted Nov. 23 Faculty meeting.
The students entered the Faculty meeting to press
their demand for greater participation in decisionmaking within the Faculty.
Dean Kenny, who chaired the Nov. 23 Faculty
meeting, first invited the students to leave. When they
made no move to leave the room. Prof. Malcolm
McGregor, head of the Department of Classics, moved
that the Faculty of Arts meeting adjourn. The motion
was narrowly approved by a 49—43 vote.
Leaders of the student group that entered the Faculty
meeting immediately announced that they would con- -»
vene a second meeting in the same room and invited
interested members of the Arts Faculty to remain and
take part. Approximately half of the faculty members
Faculty members largely dominated the two-hour
meeting which ensued. When the meeting broke up at
5:45 p.m. the following motion had been approved for
transmission to Dean Kenny:
"That the following motion be placed on the agenda
of an emergency meeting of the Faculty of Arts to be
held as soon as possible:
"That the Faculty of Arts accept the principle of
student representation with vote at all levels and that a_-
committee be elected consisting of equal numbers of
student and faculty members to work out the details of
The  motion,  proposed by Prof. Willmott, was approved with only one dissenting vote from Prof. Robert
M. Clark, UBC's Academic Planner and a member of the ¥
Department of Economics.
He told the meeting that he had voted against the
motion for the reason expressed earlier in the discussion
by Prof. Walter Young, head of UBC's Department of
Political Science. Prof. Young said that inclusion of the
phrase "at all levels" in the motion would be unacceptable to the departments making up the Arts Faculty.T
The phrase would mean that the Faculty would be able
to impose on departments rules governing student
representation on departmental committees.
His amendment to delete the phrase from the motion
was defeated.
The decision by students to enter the Nov. 23*
meeting of the Faculty of Arts was approved the
previous day at a noon-hour rally held inside the main
entrance of the Buchanan Building. About 200 students
On Monday (Nov. 27) the executive of UBC Students' Council issued a statement saying it supported the,,
desire of the AUS "for student representation on'
Faculty decision-making bodies and urges the Faculty to
proceed at the earliest possible time to consideration of
the matter."
The question of student representation will be discussed at a Students' Council meeting to be held tonight^
(Thursday) at 7 p.m. in the Totem Park Residences. MICHAEL P. ROBINSON
Mr. Michael P. Robinson, a 21-year-old honors
anthropology student at UBC, has been named the
winner of the 1973 Rhodes Scholarship for British
At Oxford University in England, where he will enrol
in September, 1973, Mr. Robinson plans to study law
r and his ambition is to open a store-front legal practice to
advise native Indians on questions of social litigation.
Mr. Robinson's interest in anthropology and the
Indians of B.C. was fostered by his father. Dr. G.C.F.
Robinson, director of the diagnostic centre at the
Children's Hospital in Vancouver, and his grandfather,
"""with whom the Rhodes Scholar spent many days
exploring B.C.
With his mother, Mrs. Frances M.P. Robinson, an
instructor in UBC's Fine Arts Department, Mr. Robinson
is currently preparing a new Grade IV social studies text
book on the Indians of B.C.
« Mr. Robinson is a graduate of St. George's School of
Vancouver, where he was Head Boy in his final year. At
UBC he has been active in student government, serving
as a Faculty of Arts representative on Students' Council
in his second year.
Last year Mr. Robinson was internal affairs officer for
the  Alma   Mater  Society following  the defeat of the
» Human Government executive in a student referendum.
He was a founding member of the Student Coalition
Party which succeeded the Human Government slate and
was active in forming the AMS Day Care Planning
Between UBC Winter Sessions Mr. Robinson worked
». as a chokerman for a logging firm in the Queen Charlotte
Islands, as a meat packer for a Vancouver firm and as an
archaeological technician and surveyor for the provincial
Archeological Sites Advisory Board in Victoria.
Mr. Robinson is currently writing an honors thesis for
the Department of Anthropology and Sociology on
* emergent leaders in Indian society and was the only
undergraduate student who presented a research paper at
a meeting of the Archaeological Association of Calgary
in Calgary in February.
Mr. Robinson is the second member of his family to
win    a    Rhodes   Scholarship.    His   uncle,    Mr.    Basil
•f Robinson, deputy minister of Indian Affairs in Ottawa,
was a Rhodes Scholar from UBC in 1939.
UBC's Senate has asked President Walter H. Gage to
seek the co-operation of other B.C. universities to study
the factors which influence decisions of high school and
mature students to apply for admission to universities
and colleges in B.C.
A motion requesting such a study was approved at
the Nov. 15 meeting of Senate. It was one of three
proposals stemming from a sociological study of applicants for admission to UBC which was first submitted to
the UBC Senate for discussion on Oct. 11.
The three motions placed before Senate on Nov. 15
were the result of the reactions of Senators to the
October discussion of the report and subsequent written
submissions sent to Prof. Robert M. Clark, UBC's
academic planner and chairman of the ad hoc committee which conducted the sociological study.
The study was initiated two years ago as the result of
a suggestion made at Senate by student Senator Stan
Persky, who suggested that UBC might be inadvertantly
practicing discrimination in its admission policies.
One of the most important findings of the study.
Prof. Clark told Senate at the October meeting, was that
a decision to apply or not to apply for admission to UBC
was made well before the end of high school by the
typical student.
A table showing median responses by first-time
students at UBC in 1970 revealed that the highest
education level attained by the applicant's father,
mother and eldest sibling was a high school diploma,
that the student came from a large city and that the
income of the parents was in the $10,000 - $11,999
range. For those applicants who were accepted but did
not attend, the median parental income was in the
$8,000 - S9,999 range.
About 95 per cent of the students whose fathers were
in managerial positions were accepted for admission.
High rates of acceptance were also recorded by applicants whose fathers were in transportation and com-
municatioos or were semi-skilled workers in the mining,
fishing oir logging industries.
Applicants whose fathers were farmers or deceased
recorded the lowest rate of acceptance for admission.
The first motion approved at the Nov. 15 Senate
meeting requests President Gage to see the co-operation
of the presidents of B.C.'s three other universities in
carrying out the study of factors influencing the
decisions of high school and mature students to apply
for admission to universities and colleges.
Prof. Clark told Senate his committee expected the
study would involve the provincial Department of
Education, the Academic Board and the community
Senate also approved a motion requesting President
Gage to authorize continuing studies of not less than ten
per cent of UBC students from the time of their first
application for admission until they leave the University,
or their failure to register.
A third motion arising out of the study was referred
to the Senate Agenda Committee for study. The motion
requested the Senate Admissions Committee to consider
the implications of five matters for the admissions
policies of the University.
These were concern for the financial needs of
students, fees for evening credit programs and fees
charged to part-time students, the academic implications
of an open-door admissions policy and concern for
admission of foreign students and those from other parts
of Canada.
Dear Sir:
Your article on 'Bike Paths,' published in the Sept. 28
issue of UBC Reports contains a serious factual error.
The cost of the Chancellor Boulevard bike path is not
being borne entirely by Endowment Lands ratepayers as
the article suggested. I have been touch with Mr.
Murdoch, manager of the Endowment Lands, who
verified the details of the cost sharing which is as
follows. The Department of Highways is bearing all
clearing and preparation costs; the ratepayers will pay
for the surfacing work, which is likely to be less than 50
per cent of the total costs.
The article omitted any mention of the continuing
protests by UBC students and faculty for improved
cycling paths along University Boulevard and S.W.
Marine Drive. For almost two years cyclists have
requested separate paths for safe and convenient access
to campus and better storage facilities on campus. An
MARCH   a&3   1S73
Fourth-year Architecture student John Ku/a has
been named winner of a contest to design a
symbol for UBC's two-day Open House in 1973.
Symbol will be used on letterhead and posters
advertising the event. Mr. Kula received a $25
prize for his design, which depicts an open door.
A joint UBC Alumni Association and Vancouver
Parks Board delegation will meet with provincial
Resources Minister Bob Williams in Victoria on
December 5 to discuss plans for stabilization of the
Point Grey cliffs.
The aim of the meeting is to persuade the provincial
government to finance construction of a sand-and-gravel
protective fill along the base of the cliffs to both prevent
further erosion, the effect of which now seriously
threatens University and government buildings, and to
preserve the beach for recreation. The estimated cost is
The proposed solution, favored by the Association
and the Parks Board, calls for protective fill along 3,700
feet of Tower Beach and does not include any provision
for a road along the beach.
The UBC committee of the World University Service
is currently sponsoring a campus book drive to meet
requests from educational institutions around the world.
Faculty members and students who wish to make
donations to the drive should deposit books in cartons,
marked "WUS Book Drive," located in departmental
offices. Last year more than 350 tons of books were sent
from Canada.
Those wishing to make a cash donation to the appeal
are asked to send cheques to the World University
Service, UBC Committee, c/o the UBC History Department, 228-2561.
increase in cycling commuters means a decrease in car
trips and a corresponding saving to UBC in a number of
areas — parking, road congestion, maintenance and
others. Yet for some inexplicable reason the Administration refuses to foster the quiet, non-polluting cyclists.
I request publication of this letter to clear up the
facts on this issue.
Wren Q. Green
UBC Cyclist
We regret that space problems have prevented us from
publishing Mr. Green's letter before this. When we
contacted Mr. Murdoch about the cost of constructing
the bicycle path on Chancellor Boulevard, he told us
exactly what we reported: that the costs would be borne
by the Endowment Lands ratepayers. The cost-sharing
basis described in your letter must have been worked out
after our conversation with Mr. Murdoch. - Ed.
UBC Reports/Nov. 30, 1972/11 ^^ UBC ALUMNI    ■ ■
*   *> Wjmn
%.'.'§ **flH
Speakeasy, the student-help group based in SUB, finds that giving out information is one of Its major activities. Speakeasy volunteer Shirley Watts (left)
answers a student's telephone inquiry, while (right) a studen t picks up one of the many pamphlets available at the counter. Kini McDonald photos.
Speakeasy: Students Helping Students
Alienation. Loneliness. Depression. These are not
just words to the members of UBC's student-help
group, called Speakeasy. They describe the psychological states of an unfortunate number of students
who pass through Speakeasy's open front office/
booth in the foyer of the Student Union Building.
Speakeasy offers students precisely what its name
suggests: a chance to speak easy about their problems
and to receive some help in going about solving them.
And students daily wander in to Speakeasy or phone
in and discuss their problems in a relaxed informal
way with one of the 40 student volunteers involved in
the program.
The logbook of Speakeasy, consequently, presents
a chronicle of the problems many students face at
UBC. It details student questions and problems in
such areas as sex, the law, drugs, marital relations,
liquor, tenant rights and various psychological problems. It presents a mix of relatively commonplace
problems and the deeply troubled cry for help — with
the former being in the majority.
Bob Freer, Speakeasy's 23-year-old coordinator,
who abandoned his Economics classes for full-time
work with Speakeasy, says the program has expanded
and changed since it was first established in 1970 by a
social work student, Joyce Marvin. "At that time it
was just a small office staffed by volunteers from the
School of Social Work," he said. "It was kind of a
talk and information centre — almost a 'Dear Abby'
sort of thing. Since then we've been getting into all
sorts of areas. At the moment the emphasis is on
providing information — centralizing information for
Speakeasy has always functioned as an intermediary, guiding students with serious problems to
specialized professional agencies, either on campus or
downtown. And the volunteers, who have had short
intensive training as crisis intervention workers, still
do this, but lately the number of crisis calls (or
"situations," as the volunteers call them) has been
decreasing. Although between 200 and 300 inquiries
by phone and in person keep the volunteers busy
each day, Freer says an average of only one crisis
situation comes through each day. There has been a
12/UBC Reports/Nov. 30, 1972
particularly noticeable decline in calls and visits from
out-of-control drug swallowers.
Mr. Freer is puzzled by the apparent decline in the
crisis situations. "I don't know if it's the image we
project, or that we are not very well known to people
relatively new to the campus, or if it's because people
are better able to handle emotional crises that come,"
he said. "I'd rule out the last one because I'm pretty
sure the problems people have this year are the same
ones people had last year or five years ago. I suspect
more than anything else we need to gain people's
It is also true, he points out, that students at UBC
have more care facilities available to them than
anyone else in the Lower Mainland — and they may
be more aware of this fact. In addition to downtown
facilities, the campus has four doctors, four psychiatrists, many counsellors, an 18-bed hospital, a psychiatric care unit and a legal aid clinic.
A publicity campaign is being developed to
increase student awareness of Speakeasy and what it
offers to students who have problems. And in the
meantime, Speakeasy continues to provide a wide-
ranging information service over the phone and by
personal contact. Students can pick up, for example,
pamphlets on such subjects as birth control (5,000
distributed last year), drug abuse (2,000 went out last
year), welfare rights, tenant's rights, women's rights,
and lists of available housing.
This year marked the beginning of a co-operative
effort between the Alumni Association and Speakeasy in the running of the UBC Tutorial Centre. The
centre, which brings together tutors and students,
operated in SUB for two years under the sponsorship
of the Alumni Association. A student co-ordinator is
on duty in the Speakeasy office from 12:30 — 2:30
p.m. on weekdays to accept registrations from students and tutors — both of whom are charged a $1
registration fee. This fee is returnable if the centre is
unable to find either students for the prospective
tutor or a tutor for knowledge-hungry students. The
tutoring fee is arranged privately between student and
While students and tutors must register in person,
the move to Speakeasy has made information on the
tutoring centre available at any time, ensuring that
those who need help with courses (even high school
students) always have a place to turn for help.
For Tutorial Centre information call 228-6792
Between 12:30 and 2:30 p.m. weekdays; or
228-4557 at other times.
Operating funds for Speakeasy are provided by a
Local Initiatives grant (paying two months' salary of
the co-ordinator), a $1,300 grant from the UBC Alma
Mater Society and a $1,000 grant from the UBC
Alumni Fund.
Speakeasy can be reached by phoning 228—3700
or 228-3777.
A campaign to raise money to provide an annual
scholarship honoring one of UBC's best known and
beloved professors, the late Harry T. Logan, has
achieved its basic target.
A few months ago the Harry Logan Memorial
Fund was established to try to raise $10,000 so as to
produce an annual scholarship of $500 to be given to
a student entering the third year of study in Classics.
The fund has now received donations slightly in
excess of this target.
"It has been a very successful campaign," said
UBC Classics department head Dr. Malcolm
McGregor, who is chairman of the Logan fund
committee. "But then Prof. Logan was a very
successful teacher and was known by thousands of
students over the years. We've had contributions
from people who knew Prof. Logan, but who had
never actually sat in his classes. He had an enormous
influence on the graduates of this University."
Prof. Harry Logan taught Classics at UBC - with
two interruptions — from 1915 to 1967. He died in
Prof. McGregor expressed appreciation for the
contributions received to date and pointed out that
donations are still being welcomed as this may help
the fund in offering a larger scholarship or more than
one scholarship. Contributions may be sent c/o the
UBC Alumni Fund, 6251 N.W. Marine Drive,
Vancouver 8, B.C.


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