"CONTENTdm"@en . "http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=1208747"@en . "2016-08-10"@en . "1957"@en . "https://open.library.ubc.ca/collections/presrep/items/1.0115186/source.json"@en . "application/pdf"@en . " TH E\nPRESIDENTS REPORT\n1955-1956\nTHK UNIVERSITY OF BRITISH COLUMBIA THE\nPRESIDENTS REPORT\n1955-1956\nTHE UNIVERSITY OF BRITISH COLUMBIA\nVANCOUVER, CANADA\n1957 TO THE BOARD OF GOVERNORS AND SENATE OF\nTHE UNIVERSITY OF BRITISH COLUMBIA\nLadies and Gentlemen,\nIn my report last year, I tried to sum up the major developments at\nthe University in the post-war years. Since last year, we \u00E2\u0080\u0094 in common\nwith every other university in Canada \u00E2\u0080\u0094 have been looking forward to\nwhat we must do in the future, especially in the next decade. In the first\npart of this report, therefore, I propose to outline the challenge of the\nnext ten years. I shall describe some of our problems and give what I\nhope are some of their solutions.\nBecause part of my report is concerned with what we lack rather than\nwith what we enjoy, I hope that it will not be misconstrued as pessimistic.\nOur difficulties arise from optimism about our future. They are the growing\npains of an expanding and healthy society, not the struggles and contortions\nof a shrinking one. But by recognizing the problems ahead of us, we can\nlook for solutions.\nIf we take no notice of the writing on our academic walls, we shall\nindeed have cause to be pessimistic. But I am confident that no one will\nsee the growth of our country stunted for want of the relatively minor cost\nof expanding our universities.\nPresident. President's Report\nSeptember 1955 to August 1956\nThe Challenge\nThere is no need to burden you with every detail of the challenges\nconfronting universities in Canada in the next ten years. The press,\nradio and television have made it clear to everyone concerned with\nour future that for every thousand students now at college there\nwill be at least two thousand by 1965. And we have not got\nten years to prepare for the additional numbers. Each year brings\nus more students. This year, for example, UBC has nearly 500\nstudents more than we had in 1954-5. Next year, with the new\nCollege of Education, we may expect an additional 1000, bringing\nour total enrolment to 7,700. We shall, in all probability, reach\na total of 12,000 students in the early 1960's. And since that\nenrolment itself will not see the end of the increasing numbers, we\nmust plan for permanent expansion of all our facilities. The\ntemporary measures we took to teach the vast influx of veterans\nafter the war will not serve us again. The use of army huts as\nclassrooms, the overworking of valuable staff, the slowing down\nof research, the overcrowding of laboratories \u00E2\u0080\u0094 these expedients\nserved for the few years the veterans were with us, but expedients\ncannot be permanent. The huts are older, more expensive to keep\nin repair, and always liable to fire. The teaching staff is already\nworking to full capacity. Greater research and laboratory facilities\nhave become ever more necessary.\nIn the face of the problems of such an expansion, two\nquestions are pertinent. Why will there be such an increase in the\nnumber of young people wanting to attend the university? Why\nshould the university accept all the applicants ? The first question\nis only too easy to answer. The estimate of a doubled enrolment is\nbased solely on the fact that for every child who reached university\nage in 1955, two will reach it in 1965. There is little risk that we\nare worrying ourselves unnecessarily. Yesterday the children were born. Today'they are already in school. Tomorrow they will want\nto come to university.\nOur error, if we are in error, will be that we have underestimated the numbers who will want higher education. Quite\napart from the increase resulting from the birthrate of fifteen\nyears ago, there will be many more people wanting to attend\nuniversity. The proportion of the population undertaking higher\neducation has been increasing steadily in recent years, and there is\nno reason to assume that it will not continue to increase. We may\nalso expect an increase brought about by the movement of people\nto British Columbia from other parts of Canada and from outside\nCanada. In the last five years, the population of our province has\ngrown by 20%, a rate of increase faster than that for any other\nprovince.\nThe second question \u00E2\u0080\u0094 why should we accept all those who\nwant to come ? \u00E2\u0080\u0094 cannot be answered with quite the certainty of\nthe first. Some people, in fact, have suggested that we keep our\ncolleges and universities at their present size and accept only the\nbest of those wanting to come. At first sight such a proposal may\nseem to have its attractions. What teacher does not sometimes\ndaydream of working only with a few of the very best of students ?\nIt is a human daydream, of a kind shared by most of us. But it is\na daydream. The time has passed when we could organize our\neducational system for the few. Our society professes \u00E2\u0080\u0094 and I\nbelieve firmly that it is right \u00E2\u0080\u0094 that we must provide every child\nwith the opportunity of developing to the limit of his capacities in\nevery sense and respect, mental and physical, spiritual and\naesthetic. This is not to say that everyone must attend university.\nI do not propose that the university change its entrance regulations\nor lessen the amount of work and ability it demands from students,\nbut I do insist that we have a duty to provide facilities for those\nwho meet the existing standards. And in the next ten years we may\nexpect twice as many to meet those requirements as do now.\nIn addition to what I consider the right of all suitably qualified\nstudents to entrance to the university, there are two practical\nconsiderations which make it essential that we expand our facilities\nto meet the increased enrolment. First, Canada in general, and\nBritish Columbia in particular, are embarked upon a program of expansion such as few countries have ever seen. The trained men\nand women \u00E2\u0080\u0094 the engineers, doctors, teachers, lawyers, businessmen, and so on \u00E2\u0080\u0094 absolutely necessary for such an expansion are\nalready in short supply. Everywhere we hear of shortages of\npersonnel that cannot be overcome. Already we have large industrial organizations competing for our graduates and finding that\nthere are not enough to go round. Industry, government, and the\nprofessions recognize the existing shortage and are worried about\nthe even greater shortage that faces us in the near future. If we\ndo not provide lecturers, buildings, laboratories and residences for\nwould-be students, we shall stop our own expansion. In fact, since\nthere will be many more people in Canada, we shall condemn\nourselves to a lower standard of living than we now enjoy. We\nare fortunate enough to have abundant natural resources, we can\nfind capital, and we have an industrious and willing people. We\nshall have no excuse if we do not educate those students who want\nto enter our colleges and make that expansion possible. Second,\nwe must also provide educated men and women for parts of the\nworld other than Canada. At present, for example, many Canadian\nadministrators, agriculturalists, doctors, and engineers, are working\nin underdeveloped parts of the world. We may expect increased\ndemands for such assistance, and we should fill our share of those\ndemands. If we do not, other countries will, and we may find that\nwe have lost valuable friends. Even now the Soviet Union is\nproviding higher education for nearly three times the percentage\nof the appropriate age groups that we are. (In Russia 19.6 per\nthousand of population receive higher education; in Canada 4.94).\nAlready there are places in Asia where the only engineers and the\nonly administrators are Russian, where the only grammars, dictionaries, readers, textbooks have been prepared in the Soviet\nUnion. And who is to blame the recipients of these things if they\ngo on to prefer the Soviet way to ours ? We may not blame them,\nbut we may suffer for it nevertheless.\nBut merely expanding our professional and technical training\nschools will not be enough to deal with the increases in enrolment.\nWe must remember that the students who come to us are entitled\nto expect that we give them the very best that is available to us.\nIt is right that we teach many of them the professions and skills by which they will serve the community and by which they will\nmake their livings; but we must also try to give all of them access\nto those insights of the past and present which will make their\nlives both fruitful and happy. We must try to identify, stimulate,\nand help those who are to be our future artists, scientists, scholars,\nstatesmen; we must try to make the university a place where every\nstudent can learn something of himself, his gifts and his needs,\nand of the community in which he lives. The university has always\ntried to do these things, but to do them on the scale which now\nfaces us will demand not only great increases in our revenues but\nalso constant vigilence. In our concern with the numbers at our\ndoors, we must not forget that search for the true, the good and\nthe beautiful which has always distinguished great universities.\nWe must remember, too, that the university is not an island\nin an educational sea. It is a part of our total educational system.\nNot only does it draw its students from the high schools, but it\nalso shares the responsibilities of staffing the schools and helping\nthem to play the vital part they have been given in our society.\nSometimes when I hear some of the more severe criticism of the\nschools by a few of my colleagues, I wonder how it is that the\nteachers and administrators whom we have trained and graduated\ncan have fallen so far from the standards and values we set before\nthem. I have no doubt that we at the University are partly\nresponsible for the school system, its strengths and its weaknesses.\nWe share with the provincial Department of Education, school\ntrustees, teachers, P.T.A.'s and the general public the task of seeing\nthat all our children are helped to realize all their potentialities,\nand that those who will profit from higher education are prepared\nfor it.\nIt is because I believe that the University is partly responsible\nfor our total educational system that I have welcomed the new\nCollege of Education, in which all the teacher training for the\nprovince will now be directed by the University and carried out\nat the University and at Victoria College. In carrying out its\nresponsibilities, the University will have the advice and counsel\nof a \"joint board\" consisting of representatives of the University,\nthe Provincial Department of Education, Victoria College, the\nB. C. Trustee's Association and the B. C. Teachers' Federation. This joint board has the right to advise both the President of the\nUniversity and the Minister of Education on all matters affecting\nteacher training which fall within the province of each. I should\nlike to take this opportunity of thanking the Minister, the officials\nof the department (in particular Dr. Harold Campbell) and all\nothers represented on the joint board for the encouragement and\nhearty cooperation which the University has received in undertaking this major educational development. We were very fortunate\nin obtaining the services of Professor Neville V. Scarfe as the first\nDean of the new College.\nI hope that the new College, with its recognition of the\nimportance of the profession of teaching, and its attempt to\ncombine the academic standards of the University with the educational values of the Normal School, will help our future teachers\ntowards that understanding of children, that skill in teaching, and\nthat firm grasp of subject matter which mark the memorable and\nsuccessful teacher.\nThe problems arising from the tremendous increase in the\nnumber of students are obvious. We shall need more staff and more\nbuildings and more equipment. The solution to the shortage of\nbuildings is simple. As we are given the money, we can build what\nwe need. There is no such simple solution to the shortage of staff.\nWe can expect an absolute shortage of faculty until the increased\nstudent population produces an increased number of teaching\nscholars. With every university in North America planning similar\nexpansion, with government demanding ever more administrators,\nscientists, and professional men, and with industry and business\nturning more and more to the universities for their own staff needs,\nwe cannot hope to obtain all the men and women we would like.\nI am happy to report that we have this year achieved a\nsubstantial increase in faculty salaries and that we have established\nnew salary floors for the various ranks. This increase, however,\ndoes not yet put us in a competitive position with industry and the\nprofessions. New graduates can still command more from industry\nthan their teachers are receiving at the university. We cannot\nexpect to continue to attract the men and women our students\ndeserve \u00E2\u0080\u0094 men and women whose work will play a vital part in the expansion of our economy \u00E2\u0080\u0094 if we do not share the benefits\nof that expansion with them.\nAs I reported last year, we have in recent years been able to\nmake substantial additions to the buildings on the campus. Unfortunately, however, those additions merely helped us grow from\n2400 students to 7000. We cannot consider that the buildings\nalready up will help us meet the coming influx of students. We\nare overcrowded now. We still lecture in huts; we still keep\nextremely valuable equipment and records in shacks that are\nfiretraps; our students are still living in temporary army huts. And\neven with that overcrowding, we have to turn many students away\nfrom the residences. This year, for example, we could provide\naccommodation for only half of the women whose homes are out of\nVancouver who wanted to live on campus. The remainder were\nforced to find accommodation in private homes off campus, often\nat considerably greater expense and not always under conditions\nconducive to obtaining the most from university life. Of the\nmen who come from outside Vancouver, we were able to accommodate far less than half.\nIn addition to residences, we need new buildings, or substantial additions to existing buildings, for Medicine, Commerce,\nEngineering, the Fine Arts, including Music and Drama, Education,\nChemistry, the Biological Sciences, the Library, Agriculture, Architecture and Forestry, to mention only the more urgent.\nThe Provincial Government has undertaken to make available\nto the University $1,000,000 a year for the next ten years for\nbuilding purposes. With that money, we shall be able to complete\nan Arts Building \u00E2\u0080\u0094 currently under construction \u00E2\u0080\u0094 a Medical\nBuilding, some residences, and a few of the other more vital needs.\nTo meet the rest of the needs, we intend to appeal to industry,\nthe general public and to the Federal and Provincial governments.\nWe are deeply appreciative of what the governments and industry\nhave done in the past, and we feel confident that our statement of\nneed will bring a generous response.\nSince we are likely to be strained to the limit of our capacities,\nit will be important that we accept as students those young men\nand women who are most likely to benefit from higher education.\nTo make best use of our resources, we must make it possible for the best of our high school students to come to university. It\nremains a fact that there are many students who would gain most\nfrom higher education who cannot make \u00E2\u0080\u0094 so to speak \u00E2\u0080\u0094 the\ninitial down payment. A national system of scholarships, bursaries\nand loans remains a vital need. It is still more difficult for a young\nman or woman to obtain financial assistance for higher education\nin Canada than it is for a young man or woman in any country of\ncomparable wealth, or, indeed, in many of far less wealth. In\nspite of what is often said, it is sometimes extremely difficult for\na young man to earn enough during the summer to pay for his\nacademic year. For a young woman, it is almost impossible. This\nyear, our Personnel Office investigated student summer employment. It was found that approximately a third of first year students\nare responsible for all their expenses at university \u00E2\u0080\u0094 their fees,\nbooks, and room and board. Nearly one-half of students in the\nsenior years were supporting themselves entirely. Some 50% are\nresponsible for their own support in major degree. But the average\nsummer earnings for a man in first year were $562.00; for a woman\nthey were $227.00. Senior students earned a little more: $750.00\nfor a man, $345.00 for a woman. And from that money, the\nstudent must support himself through the summer as well as the\nwinter. Our tradition that students work in the summer is a good\none, but we must not allow the desirable principle of self help\nblind us to the very real need for greater means of aiding students\nthan we now possess.\nThe Solutions\nWe can do a number of things to meet the coming challenge,\nand to alleviate the foregoing difficulties. Above all, we need\ngreater revenues. Given the money, we can carry out the plans,\nmany of which have long been made. We can develop graduate\nschools to attract and stimulate original minds and to provide us\nwith our future scholars and teachers. So much money is needed\nthat it cannot all come from the one source. Governments, municipal, provincial and federal; business and industry and the public\ngenerally will all have to contribute generously if universities are\nto meet the demands that the age of automation and nuclear energy\nis making of them. To use our staff to best advantage we may have to reorganize\nsome of our work. We have been accused of doing too much for\nour students; \"spoon-feeding\" is the usual charge. I doubt that\nvery much, but it may be that we have under-estimated what the\nstudents can do on their own. With the thought of nearly one\nhundred sections of freshman English, for example, in 1965, we\nare engaged in an acute examination of what we do at present.\nWhatever we decide, we shall have to try to reconcile the shortage\nof staff with the needs of students and the community.\nWe cannot solve our problems merely by enlarging our\npresent facilities. Our Faculty of Graduate Studies, for example,\nhas operated without staff and funds of its own. Often a professor\nhas to supervise the work of graduate students in addition to his\nnormal undergraduate lecturing load. It is possible, though not\ndesirable, to do this when there are only a few graduate students,\nbut if we are to see graduate schools which will come anywhere\nnear supplying us with our own future staff, we must organize our\npresent resources properly. Moreover, good graduate students\nholding part-time teaching fellowships could do something to\nalleviate the shortage of staff at the junior levels.\nTwo other suggestions for solving our problems have been\nmade. The first is that we limit the number of students to something like the present figure. That \"solves\" the problem simply\nby ignoring it, and, as I have already pointed out, it would be\nunjust to the coming generation of students as well as economic\nfolly. The second is that we create junior colleges and technical\ninstitutes to take the overflow of students resulting from the\nlimiting of present universities and colleges. I have no doubt that\nwe do need more technical institutes, but their job is essentially a\ndifferent one from that of the universities. They will be needed\nto supply the skilled technicians who play an increasingly important role in our mechanized society. Such institutes will have quite\nenough to do in the future without our demanding that they\nundertake the task of training professional engineers. Moreover,\na series of such institutes would involve duplication of staff and\nexpensive equipment that cannot be justified in view'of the existing\nshortage of funds. For example, our Department of Civil Engineering needs a $36,000 Universal testing machine, but that one machine will suffice for the training of all the civil engineering\nstudents the Province is likely to get for some time.\nMoreover, professional schools need to be situated where\nthey can tap the resources of a large community. A glance at the\nfour hundred names listed under Faculty of Medicine in our\ncurrent Calendar will indicate the kind of staff necessary for a\nmedical school of our present size. We are able to draw upon\nthe many specialists in the Vancouver area and upon the large\nand well-staffed hospitals within the city. It is true that one\nspecialist may give only two or three lectures, but indirectly\nthose lectures may one day save a life. Vancouver is the only city\nin the Province with a population large enough to support and\nnourish professional schools, and if we are to enlarge facilities in\nVancouver, we should do.it at Point Grey and save the cost of\nunnecessary duplication.\nWe must remember, too, that professional men both need and\nwant more than purely technical training. Students preparing for\nthe professions on campus can participate in those wide cultural,\naesthetic, and recreational activities that make the university what\nit is. They can share with students in the pure sciences and the\nhumanities the contributions of professors who would not be\nattracted to purely professional schools in some kind of \"supernumerary\" role. The best men in all studies want to go where they\nmay devote themselves to their own subjects. However valuable\nliterature, say, may be as an adjunct to professional training, the\nbest literary scholars will not go to an institution which, by its\nvery nature, is devoted almost entirely to one of the professions.\nOnly a university can bring together the best men from all fields.\nAnd if students of the professions need the university, students in\nwhat we call non-professional subjects can benefit from meeting\nand working with future engineers, doctors and lawyers. The lines\nbetween \"pure\" and the \"applied\" knowledge are necessarily ill-\ndefined and meandering, and cross-fertilization is common. All\nbranches of knowledge contribute to and benefit from a fully\ndeveloped university.\nThe case for junior colleges appears stronger than that for\nseparate professional schools, but these, too, would need an\nexpensive duplication of library and laboratory facilities as well as a dispersion of the available staff. Total size is not important if\nstudents are still taught in small numbers. A large university can\noffer a wide choice of courses, each of which can be taught to as\nfew students as would be found in classes at small colleges. Moreover, a large university has the capacity to attract and keep\noutstanding teachers and to provide them with up-to-date facilities\nfor research. It is no accident that so many of the important\ndiscoveries of modern times have come from large universities. We\nmust not be tempted by size alone, but on the other hand we\nmust not be blind to its advantages. In view of the fact that B.C.\nhas only two centres large enough to support, or attract, such\ncultural activities as symphony orchestras, art galleries, and well\ndeveloped libraries \u00E2\u0080\u0094 all necessary and desirable supplements to\nthe work of both students and teachers \u00E2\u0080\u0094 I believe that we must\ncommit ourselves to a policy of obtaining the great advantages of\na centralized higher educational system and a fully developed\nuniversity. Once we have all the benefits of such a university, and\nonce we see that other cities in the province can provide the cultural\nbackground necessary, we can look to the problem of decentralizing\nhigher education in B. C. under one Board of Governors and in\nterms of the cultural opportunities in other centres of the province.\nThe Faculties\nThe Faculty of Graduate Studies continues to develop slowly\nin accordance with our desire to maintain rigorous standards \u00E2\u0080\u0094 but\nwith more adequate funds it cpuld develop somewhat more quickly.\nAt present the University offers six different Master's degrees in a\ntotal of fifty-seven departments or fields of study. The Ph.D. degree\nis offered by twenty departments or groups of departments. Since\nthe Faculty was established in 1949, the university has awarded\nfifty-three Ph.D.'s. So far, all the degrees granted have been in\nthe sciences, but we are now offering doctoral work in philosophy,\nand we hope to offer it in other areas in the near future.\nI have already mentioned the need to undertake more graduate\nwork if we are to provide the scholars to staff our universities and\nresearch centres for the future. In addition to the provision of\nprofessors and equipment, we must take steps to ensure that we\n10 attract graduate students of the highest calibre. Since all universities encourage, and most insist, that students pursue their doctoral\nwork in a university other than that from which they received their\nfirst degree, we cannot fill the graduate courses with local students.\nThe production of scholarly work and research by a university is\nclosely related to the number and quality of its graduate students,\nand today there is very keen competition for the best men and\nwomen. Universities are circulating attractive booklets and pamphlets outlining the facilities they offer for graduate work and listing\na large number of university fellowships, scholarships and other\nforms of financial assistance. We can provide some fellowships,\nbut not nearly enough. Probably the greatest need of the Faculty\nof Graduate Studies at the moment is a number of university\nfellowships, particularly at the Ph.D. level. No graduate school\ncan provide a stimulating research atmosphere without a steady\ninflux of the ablest students from other universities.\nGraduate work is expensive in every way. It demands time\nand energy from the staff, and costly space, equipment and library\nfacilities. Hitherto we have tended to let other universities and\nother countries provide graduate schools (it is impossible to\nundertake a master's course in nursing, for example, in Canada),\nbut we cannot continue to do that. Too often the best students we\nsend elsewhere for graduate work do not return, and with the\nexisting shortage of staff in United States' universities, we may\nexpect the temptations placed before them to be greater than ever.\nNo university, perhaps no relatively small country, can hope\nto offer graduate work in every subject. We must concentrate on\nthose studies we are best equipped to deal with and on those in\nwhich we shall be most short of personnel. Some of the problems\ninvolved in setting up graduate schools have been eased by technological advances \u00E2\u0080\u0094 microfilm and microcards enable us to build\nup collections of material that would have been impossible only a\nfew years ago \u00E2\u0080\u0094 but most can only be overcome by attracting,\nand keeping, first class faculty and students.\nThis year Dean H. F. Angus, who has been dean of the faculty\nsince its beginning and who has been largely responsible for its\ngrowth and success, retired. He was succeeded by Dr. G. M. Shrum,\nand, as Associate Dean, Prof. F. H. Soward. The University owes\n11 REGISTRATION 1955-56\nGEOGRAPHICAL DISTRIBUTION OF STUDENTS\nCANADA\nBritish Columbia I 5532\nAlberta I 295\nSaskatchewan 87\nManitoba 41\nOntario __ 128\nQuebec 31\nNew Brunswick I 1\nNova Scotia 10\nNewfoundland rf ._ 1\nYukon Territory 11\nNorth West Territories 4\nBRITISH COLUMBIA (Based on Census Divisions)\nEast Kootenay and Upper Columbia River (1)\nWest Kootenay. Columbia River and Slocan Lake 12)\nOkanagan, Similkameen, Kettle, and Upper Shuswap Rivers (31\nLower Fraser Valley and Howe Sound (4)\nVancouver Island (5)\nNorth Thompson, Shuswap, Chilcotin South,\nLillooet East, Bridge -Lillooet ... (6)\nBella Coola, Knight Inlet, Powell River (7)\nNechako \u00E2\u0080\u00A2 Fraser, Chilcotin - North, Cariboo, Skeena,\nTakla Lakes (8)\nAtlin Lake, Skeena Coast, Queen Charlotte Islands (9)\nNorth East B.C.-Laird, Finlay - Parsnip, Beaton River (101\n19)\n89\n251\n324\n3813\n669\n153\n67\n68\n72\n26\n110)\nOVERSEAS STUDENTS\nAfrica\t\nAsia \t\nBritish Isles \t\nBritish West Indies ....\nCentral America ... .\nEurope \t\nOceania\t\nSouth America \t\nUnited States \t\n(8)\n14\n57\n21\n74\n6\n27\n1\n15\n47\n(7)\n(6)\n(1)\n(2)\n(3) Registration 1955 - 56\nCOUNTRY OF CITIZENSHIP\nNorth America\nCanada 5648\nMexico 4\nUnited States 97\nCentral America & West Indies\nCosta Rica 4\nSalvador 1\nJamaica 12\nTrinidad 54\nNicaragua 1\nOther British West Indies 4\nSouth America\nArgentina ...\nBrazil\t\nBritish Guiana\nChile \t\nVenezuela ...\n1\n1\n1\n2\n1\nAsia\nBurma 1\nCeylon 1\nChina 39\nIndia \t\nIndonesia . ..\nIran (Persia)\nJapan \t\nKorea\t\nMalaya\t\nPakistan ....\nIsrael \t\nSyria\t\nTurkey\t\nAfrica\nNigeria\nSouth Africa\nEgypt \t\nGold Coast .\nKenya \t\nOceania\nAustralia ...\nNew Zealand\nStateless ....\n3\n4\n1\n2\n1\n8\n3\n.. 16\n1\n1\n9\n3\n1\n2\n2\n1\n2\nTOTAL\nEurope\nAustria 8\nBelgium 4\nCzechoslovakia 17\nDenmark 7\nEire (Ireland) 1\nFinland 4\nFrance 6\nGermany\u00E2\u0080\u0094Western Zone 62\nGermany\u00E2\u0080\u0094Eastern Zone. 5\nGreat Britain & N. Ireland 214\nGreece 8\nHungary 5\nItaly 5\nNetherlands 37\nNorway 14\nPoland 14\nPortugal 4\nRomania 5\nSoviet Union 31\nSwitzerland 6\nYugoslavia 11\n\u00E2\u0080\u0094 6403\n14 a great debt of gratitude, for many services in many fields, to one\nof its most distinguished scholars, Dr. Angus, and it is a pleasure\nto acknowledge it at this time.\nThe Faculty of Arts and Science and the teaching profession have always been closely associated. Although the proportion\nof Arts' graduates going into teaching is smaller than it used to be,\nit is still high enough for the Faculty to consider itself specially\ninterested in the general problems or education at all levels of our\neducation system. This year, indeed, Teacher Training is still part\nof the Faculty, and it has played an ifliportant part in the planning\nof the new \"Faculty and College of Education.\" But since most\nstudents entering the university take First Year Arts and Science,\ninterest in the school system and in teachers is by no means\nconfined to those departments of the Faculty of Arts and Science\nimmediately concerned with Teacher Training. The quality of the\nstudents entering the university will be in large part determined\nby the quality of the teachers graduating from it. With the increasing shortage of teachers and the alrnost certain overcrowding of\nthe universities in the near future, the importance of the training\nof teachers will become greater than ever.\nConsequently, we have been engaged this year, together with\nthe Normal School and the Provincial Department of Education,\nin designing various training programs for prospective teachers. In\nfuture all teacher training in the Province will be carried out by\nthe University, either in Vancouver or at Victoria College.\nThe most significant change to result from our consideration\nof the total problem of education in the Province is the institution\nof a five year course leading to the degree of Bachelor of Education.\nThe new course will enable futute teachers to integrate the\nacademic and the professional aspect^ of their training throughout\ntheir five years at the university. Until now teachers have followed\nthe usual B.A. program and then taken their professional training\nin an additional year. The overall planning and the professional\npart of the individual student's prdgram will be carried out by\nthe \"Faculty and College of Education.\" The non-professional\ncourses will continue to be offered for the most part by the Faculty\n15 of Arts and Science. We expect close co-operation between this\nFaculty and the \"Faculty and College of Education.\"\nI can think of no way of reporting adequately on the many\nother activities of the Faculty of Arts and Science in the last year.\nMost departments, especially those in the sciences, carried out\nextensive research programs as well as their usual teaching\ncommitments.\nOne of the most difficult of all the problems facing this\nFaculty is that of dealing with the large numbers of students\nenrolled in First Year. It is essential that personal contact between\nlecturer and student be developed at the outset of a student's\ncareer, and every year this becomes more difficult with increasing\nnumbers. Every department involved in this dilemma has been\nreconsidering its work in the light of the future increases in\nenrolment. I hope to be able to report some conclusions from\nthese discussions within the next year or so, for the problem is\nnow urgent and will grow immeasurably in the next decade.\nThe Faculty of Applied Science continues to grow. In\n1952-3, there were 667 students in Engineering, 101 in Nursing\nand 78 in Architecture. This year the corresponding figures are\n904, 177 and 91. Providing that standards are maintained, and I\nbelieve that they have been, such increases are all to the good. As\nwe are all too well aware, we are going to be increasingly short of\nall professional men and women in the next decade, and especially\nso of engineers. We shall undoubtedly need all of the young men\nand women who succeed in graduating from these difficult courses.\nThe Faculty, however, cannot be concerned merely with\nincreasing the numbers of students. New courses must be added\nif we are to be abreast of new developments. This year, for\nexample, courses in communication theory, analogue and digital\ncomputers, limit design, nuclear engineering and nuclear metallurgy have been added to the offering of the Engineering Departments. The content of standard courses must be re-examined\nfrequently, and the over-all program of students must be considered to see that they are taking the courses most necessary to them.\nWe are concerned, too, that all students in applied fields\nobtain more than a purely technical education. There is full\n16 agreement among the professional bodies that their membership\nshould receive as broadly based an education as possible, and not\nbe merely manipulators of techniques. This year, some of the\ndepartments in Applied Science, with the cooperation of the\nDepartment of English, organized for third year students a study\nof some of the great Utopias. The engineering student, as a man,\nshould have the same opportunity to read such writers as Plato,\nMore, Morris and Huxley as the student in any other faculty.\nThe Engineering departments have continued to develop\nincreasingly active and varied research programs.\nThe School of Nursing has shown marked growth in recent\nyears and is now reaching the limit of development with its present\nstaff, space and facilities. Although the need for research and\ngraduate work is recognized and pressing, there is little that can\nbe done at present. There is an urgent need for a thorough study\nof the whole subject of nursing education and the responsibilities\nof hospitals and such university departments as nursing, medicine\nand social work. With these problems in mind, the University has\nappointed a committee under the cpairmanship of the Dean of\nApplied Science to discuss nursing training with a committee of\nthe Vancouver General Hospital Board.\nThe School of Architecture has established.its basic program\non a very firm foundation in the last nine years, and it is now\nturning its attention to the need for more work in related fields\nof study, especially Fine Arts, Construction Management and\nLandscaping. At present, faculty members are considering the cost\nand other problems of adding such courses to the offerings of the\nSchool.\nThe Faculty of Agriculture has developed important\nconnections with many groups in the Province, farmers, foresters,\nthe marketing and distributing industries, agricultural suppliers,\nand the government, for example; and many of its numerous and\nvaried research projects are carried out .with specific local conditions\nin mind.\nRecently the Faculty has extended its work in Soil Science, and\nit now offers nine regular courses to undergraduates and three to\ngraduates. Instruction is given in thq classification and distribution\n17 of soils, in their physical and chemical properties, in soil bacteriology, and in the best use and conservation of soil. Students are\ndrawn primarily from agriculture and forestry, but also from\nsuch disciplines as chemistry, physics, geology, biology and bacteriology. The importance of the understanding of soil for the\nfarmer and forester is obvious. With the future success of agriculture depending on high returns per cultivated acre, it will become\nmore than ever necessary to be sure that we are making the best\npossible use of our land.\nThe Faculty of Medicine continues to be handicapped by\nthe lack of a pre-clinical Medical Building. This is one of our most\nserious needs, and it will be one of the first to be met from\nthe $10,000,000 the Provincial Government has promised us over\nthe next ten years. At present irreplaceable records and valuable\nequipment are kept in wooden huts, and both research and teaching\nare hindered by lack of adequate facilities.\nNevertheless I am happy to report that the Faculty is developing an extensive research program, a program out of all proportion\nto its facilities, and one that would be impossible were it not for\ngenerous outside monetary support and the active cooperation of\nlocal hospitals and institutions. Even with such help, however, the\nphysical difficulties in carrying out some kinds of research are\nconsiderable. Investigation of the biochemistry of schizophrenia,\nfor example, is made possible only by daily trips of twenty-five\nmiles to the Crease Clinic.\nBecause it is unlikely that the new medical sciences building\nwill be ready before I960, the Faculty of Medicine cannot hope\nfor much improvement in its facilities until that time.\nI regret to report that Dean Myron M. Weaver, who had been\nin charge of the Faculty since its inception, was forced to retire\nthis year because of ill-health. We were fortunate in being able\nto replace him with Dean J. W. Patterson, who comes to us from\nWestern Reserve in Cleveland. Dean Weaver earned the regard\nand affection of both the University and the profession for the\nsure foundation which he gave to the new faculty.\nThe Faculty of Pharmacy is now moving from the initial\nphase of organization to the undertaking of more and more impor-\n18 tant work not directly connected with teaching. This year members\nof the Faculty collaborated with officials of the B. C. Pharmaceutical Association in the revision of the Association's by-laws\nand of the poison and restricted drug schedules. They assisted the\nCanadian Pharmaceutical Association in a study of the problems\nconnected with inter-provincial licens ing of pharmacists in Canada,\nand they took part in negotiations with the American Association\nof Colleges of Pharmacy and the American Council on Pharmaceutical Education for the purpose of discussing better mutual\nunderstanding of standards and tpe possibility of a plan of\naccreditation of Canadian colleges.\nRefresher courses for practising pharmacists were offered at\nQualicum Beach and Victoria, and symposia on antibiotics and\nhypertension were organized in Vancouver. Innovations for\nstudents this year included a course in civil defence training and\na new regulation demanding a certificate in First Aid as a requirement for graduation.\nThe Faculty of Forestry continues to play an important\npart in the preservation of our timber resources and in the study\nof the best use of the current yield. Although new industries are\nbeing established in the Province, it cannot be overemphasized that\nhalf our wealth still comes directly from the forest. Helped by the\nforest industry, and in cooperation with the provincial and federal\nforest services, the Faculty carries out an active program of research\nand instruction. This year a full-time Research Forester was\nappointed for the first time, and we hope to employ full-time\nresearch assistants at the University Research Forest at Haney, and\non the campus. By the appointments of such assistants \u00E2\u0080\u0094 sub-\nprofessional technicians \u00E2\u0080\u0094 the Research Forester will be able to\nexpand the scope and continuity of the research program.\nIn addition to research and teaching, the Faculty works in\nclose collaboration with the forest industry so that we may train\nthe kind of men needed. With this in mind, we are considering the\nintroduction of a \"logging\" option in the B.S.F. course. Too few\nstudents are entering Forest Engineering to satisfy the demands of\nthe Province. By providing more of |:he basic engineering subjects\nas options in the B.S.F. curriculum, we may be able to do more\n19 to meet the steady demand for men who can do the engineering\nwork in logging operations.\nIn the last two years the enrolment in First Year Forestry has\nincreased from 26 to 53. We expect this increase to continue\nsteadily until we have about 100 students in first year, plus the\nstudents in Forest Engineering. With that increase in mind, we\nhave been discussing the possibility of a common building for the\nuse of the Faculties of Forestry and Agriculture. These two\nfaculties already work together, and much might be gained by a\ncommon location.\nThe Faculty of Law continues to attract a considerable\nnumber of those students who make a major contribution to\nStudent government. This is of course not unexpected because of\nthe relation of law to government and of the tendency of lawyers\nto be politically active. Further, the enrolment is growing again.\nThis year, with 100 students in first year we have a total of 230\nin law. But a school cannot be judged by numbers alone, any\nmore than it can be judged solely by the routine professional work\nof its graduates. I am happy to report that legal research is proceeding at a satisfactory rate for a young institution. This year, for\nexample, investigations were continued in narcotics and labor\nlegislation. Research in law requires extensive library facilities,\nand it is good to be able to report that our Law Library is growing\nsatisfactorily. This year we were extremely fortunate in being given\na set of the Statutes of Newfoundland from 1890 to date. These\nvolumes are very rare, and we now have at U.B.C. one of the very\nfew relatively complete collections of these statutes.\nThe School of Commerce this year became the Faculty\nof Commerce and Business Administration, with Professor E. D.\nMacPhee as its first dean. The new Faculty offers programmes of\nstudy leading to the degrees of Bachelor of Commerce and Master\nof Business Administration, as well as a number of Certificates and\nDiploma Courses. The demand for these latter courses, which are\nheld in the evenings and after the regular Winter Session has\nended, may be judged from the present registration of over 1400\nstudents.\nThe programme for the B. Comm. degree has been developed\n20 over a number of years, and its general pattern is now firmly established. The first three years of the five year course are devoted to\nlaying a foundation in related sciences and humanities and to introducing the student to the basic problems, principles and practices of\nbusiness. The professional aspects of the curriculum are largely\nconcentrated in the last two years. Because of the number and\nvariety of techniques and practices involved, it has ben found\nnecessary to specify a \"core\" of courses which all students must\ntake, and then to arrange a series of selected and integrated programmes, known as options, in one of which each student must\nregister. At present the Faculty offers fourteen options, including\nsuch specializations as Accounting, Production, Science, Teaching,\nForestry, Hospital Administration and Law. This year the Faculty\ndeveloped a programme for Teacher Training (Commercial) on\nbehalf of the Faculty and College of Education.\nThe Library\nThere are many standards by which a university library can be\nmeasured, none of them complete in itself. The number of books\nbought and the number of books taken out must be considered in\nrelation to the total number of students. The holdings in any particular field of study must be measured against those of other\nreputable universities, and the number of inter-library loans to\nother institutions balanced against those borrowed from other\ninstitutions. And in addition to these quantitative criteria, one must\nconsider the men and women who staff the library.\nBy most of these standards, I am happy to report that the\nLibrary is gaining ground as fast as a distinguished and dedicated\nstaff can manage it. While there is no doubt that we shall need\nmassive expenditures if we are to maintain the library's position\nin the next decade, there is much satisfaction in the progress it is\nmaking.\nThis year 20,946 volumes, including 9,951 bound volumes of\njournals, 31,071 recorded but uncatalogued items received from\ngovernmental and international agencies, 2,413 maps, and sizable\nunprocessed additions in Oriental languages and for the \"Faculty\nand College of Education\" were added to the Library. The number\n21 of volumes borrowed at the Main Desk increased about 6,000 over\nlast year. For the first time loans to other institutions were more\nthan double the number of items borrowed.\nThere is less comfort in a study of periodical literature, essential in a university. Although 203 new journal subscriptions were\ntaken this year and attempts were made to fill existing gaps in our\npresent holdings, it is still true that the legitimate requirements of\ndepartments are far from being adequately met.\nThe professional staff of the Library continues to demonstrate\nthat there is much more to being a good librarian than handing\nbooks over a counter. Lectures were given in such diverse studies\nas English, music, medicine and agriculture; studies of library holdings and needs were carried out; bibliographies, those indispensable\ntools of scholars, were compiled; and plans for the training of\nlibrarians were considered.\nThe Library has always been much indebted to private donors,\nmen and women, industries and foundations, for many of it finest\ncollections. Its library of Canadiana is founded upon the eminent\ncollections given by Judge F. W. Howey and Dr. Robie L. Reid.\nSlavonic Studies collections have been made possible by the generous assistance of the Rockefeller Foundation, supported by continuing grants from Mr. Walter C. Koerner. Forestry and many\nother materials have been provided for a number of years by Dr.\nH. R. MacMillan, and library resources in medicine owe much\nto the cooperation of the Vancouver General Hospital and its\naffiliated health and research agencies.\nThis year saw the founding of The Friends of the Library\nunder the Chairmanship of Dr. Wallace Wilson \"to develop the\nlibrary resources of the University of British Columbia and to\nprovide opportunity for persons interested in the Library, and for\nits benefactors to express their interests more effectively.\" Dr. J.\nN. L. Myres, the Librarian of the famed Bodleian, who was present\nat the establishment of the group, called attention to the very high\nvalue which Sir Thomas Bodley, founder of Oxford's great library,\nput upon its friends. It is to the \"imagination, generosity, and\nforesight of the 'great store of honourable friends' that the future\ngreatness of this library and indeed all our great libraries may\nwell rest.\"\n22 Public Occasions\nThe Autumn Congregation was held on October 28, 1955, in\nthe Women's Gymnasium. The ceremony marked the Twenty-fifth\nAnniversary of the first courses in Social Work at this university.\nHonorary degrees were conferred upon Zella May Collins, George\nForrester Davidson, Richard Edward Gillmor Davis, Amy Gordon\nHamilton, and Eileen Louise Younghusband. Dr. Younghusband\ndelivered the Congregation address.\nThe Board of Governors' Reception was held on March 24,\n1956. Special Guests were Dean H. F. Angus, Dr. Frank Dickson,\nMr. J. D. Lee, Dr. A. P. Maslow, and Mr. S. C. Morgan, all of\nwhom retired this year after many years of dedicated service to the\nuniversity.\nThe Spring Congregation was held on May 14 and 15, 1956.\nOn the first day Honorary degrees were conferred on Henry Forbes\nAngus, Frank Cyril James, and Jessie Louise McLenaghen; on the\nsecond on Thomas Ingledow, Hector John MacLeod, and William\nGeorge Swan.\nIn addition to the public occasions which recur each year as\npart of the life-cycle of the university, there are many brought\nabout by the visit of some distinguished person. It is common, on\nsuch occasions, to see students and staff of all faculties gathered\ntogether to listen to the visitor. This year many distinguished men\nand women came to the campus, among them Her Royal Highness\nThe Princess Royal, His Excellency M. A. Rauf, High Commissioner for India, the Hon. George Drew, Mr. Aaron Copland, Sir\nRichard Watson-Watt, Dr. E. G. Malherbe, His Excellency R.\nDouglas Stuart, U. S. Ambassador to Canada, Mr. J. B. Priestley\nand Sir Herbert Read.\nObituaries\nI record with sorrow the deaths of the following members of\nstaff during the year and on behalf of all their colleagues I\nacknowledge the University's debt for devoted services.\nDr. G. N. Tucker, Professor, History\u00E2\u0080\u0094May 21, 1955.\nDr. Donald Buckland, Associate Professor,\nBiology and Botany \u00E2\u0080\u0094 February 15, 1956.\nMr. P. D. Isaak, Lecturer, Slavonic Studies \u00E2\u0080\u0094 June 9, 1956.\nMr. D. E. McTaggart, Q.C., Lecturer in Law\u00E2\u0080\u0094May 12, 1956.\n23 Epilogue\nAs I look back through this report and through the reports of\nthe individual departments to me, I am only too conscious of how\nfew of their many achievements I have been able to record. But I\nam also conscious that I have omitted an equal number of their\nneeds. Department after department reports that it is short of\nspace, secretarial help, staff, graduate assistants, and equipment.\nMy conclusion is very brief. We cannot continue in our present\nstate if we are to be a university worthy of this Province. To serve\nthe present students as they deserve, we need more money. To\nexpand so that we may serve their younger brothers and sisters, we\nneed very much more money. The only alternative is a curtailment\nof our activities.\n24 Summary of Revenue and Expenditure\nApril 1, 1955 to March 31, 1956\nRevenue\n%\nGovernment of Canada Grant\n$ 604,476.00\n8.89\nProvincial Government Grant\n2,920,000.00\n42.96\nStudent Fees\n1,592,198.19\n23.43\nUniversity Extension\n98,042.39\n1.44\nServices and Rentals\n54,618.96\n.80\nOther Income\n22,092.15\n.32\nGifts, Grants and Endowment Income\n1,230,667.56\n18.11\n$6,522,095.25\n95.95\nMiscellaneous\n217,988.71\n3.21\nAncillary Enterprises (Net)\n57,142.53\n.84\n$6,797,226.49\n100.00\nExpenditure\nEducational:\n%\nAcademic Faculties, Departments and\nAssociated Academic Services\n$4,066,782.13\n59.83\nAdministration and Non-Academic\nServices\n1,446,938.76\n21.29\nFellowships, Scholarships, Prizes and\nBursaries\n215,511.71\n3.17\nResearch\n741,641.45\n10.91\n$6,470,874.05\n95.20\nBuilding Construction from Current\nFunds\n326,352.44\n4.80\n$6,797,226.49\n100.00\n25 SOURCES OF REVENUE\nGovernment of Canda Grant\nProvincial Government Grant\nStudent Fees\nUniversity Extension\nServices and Rentals\nOther Income\nGifts, Grants and Endowment Income\nMiscellaneous\nAncillary Enterprises (Net)\n500,000\n1.000,000.\n1 500,000\n2.000.000\n3.00U.OO0\n4,000,000 EXPENDITURE\nEducational: Academic Faculties,\nDepartments and Associated\nAcademic Services\nAdministration and Non-Academic\nServices\nFellowships. Scholarships,\nPrizes and Bursaries\nResearch\nBuilding Construction from\nCurrent Funds\n500,000\n1,000,000\n1,500.000\n2,000,000\n3,000,000\n4,000,000 PHOTa l*V S. C. RTAD"@en . "Alternative titles in chronological order: Report of the President of the University of British Columbia for the academic year ending August 31st., 1929 ; Report of the President of the University of British Columbia for the academic year ending August 31st., 1930 ; Report of the President of the University of British Columbia for the academic year ending August 31st., 1931 ; Report of the President of the University of British Columbia for the academic year ending August 31st, 1932 ; Report of the President of the University of British Columbia for the academic year ending August 31st, 1933 ; Report of the President of the University of British Columbia for the academic year ending August 31st, 1934 ; Report of the President of the University of British Columbia for the academic year ending August 31st, 1935 ; Report of the President of the University of British Columbia for the academic year ending August 31st, 1936 ; Report of the President of the University of British Columbia for the academic year ending August 31st, 1937 ; Report of the President of the University of British Columbia for the academic year ended August 31st, 1938 ; Report of the President of the University of British Columbia for the academic year ended August 31st, 1939 ; Report of the President of the University of British Columbia for the academic year ended August 31st, 1940 ; Report of the President of the University of British Columbia for the academic year ended August 31st, 1941 ; Report of the President of the University of British Columbia for the academic year ended August 31, 1942 ; Report of the President of the University of British Columbia for the academic year ended August 31, 1943 ; Report of the President of the University of British Columbia for the academic year ended August 31, 1944 ; Report of the President of the University of British Columbia for the academic year ended August 31, 1945 ; Report of the President of the University of British Columbia for the academic year ended August 1st, 1946 ; Annual Report of the President 1946-1947 ; Annual Report of the President 1947-1948 ; The University of British Columbia President's Report 1948-1949 ; The President's Report 1949-50 ; The President's Report 1950-51 ; The President's Report 1951-52 ; The President's Report 1952-53 ; The President's Report 1953-54 ; The President's Report 1954-1955 ; The President's Report 1955-1956 ; The President's Report 1956-1957 ; The President's Report 1957-58 ; The President's Report 1958-1959 ; The President's Report 1959-1960 ; The President's Report 1960-61 ; The President's Report 1961-62 ; Report of the President for the Academic Year 1962-1963 ; Report of the President for the Academic Year 1963-1964 ; Report of the President for the Academic Year 1964-1965 ; Report of the President for the Academic Year 1965-1966 ; Report of the President for the Academic Year 1966-1967 ; The President's Report 1967-68 ; The President's Report 1968-69 ; The President's Report 1969-1970 ; The President's Report 1970-1971 ; The President's Report 1971-1972 ; The President's Report 1972-73 ; The President's Report 1973-74 ; The President's Report 1974-75 ; The President's Report 1975-76 ; The President's Report 1976-77 ; The President's Report 1977-78 ; The President's Report 1978-79 ; The President's Report 1979-80 ; The President's Report 1980-81 ; The President's Report 1981-82 ; The President's Report 1982-83 ; The President's Report 1983-84 and 1984-85 ; President's Report on the Library ; Toward the Pacific Century ; President's Report on the Creative and Performing Arts ; The President's Report on British Columbia's Centre of Teaching and Research in the Health Sciences ; 1995 President's Report on Social Sciences and Humanities ; Annual Report 97/98 ; Define a university ; Annual Report 99/00 ; Out There: 2000-2001 Annual Report ; What do you think?: University of British Columbia 2001-2002 Annual Report ; Influencing a new generation of global citizens: 2002/03 Annual Report"@en . "Periodicals"@en . "Vancouver (B.C.)"@en . "LE3 .B79"@en . "LE3_B79_1956"@en . "10.14288/1.0115186"@en . "English"@en . "Vancouver : University of British Columbia Library"@en . "Vancouver : University of British Columbia"@en . "Images provided for research and reference use only. Permission to publish, copy, or otherwise use these images must be obtained from The University of British Columbia Library: http://www.library.ubc.ca/"@en . "Original Format: University of British Columbia. Archives"@en . "University of British Columbia"@en . "The President's Report 1955-1956"@en . "Text"@en . ""@en .