"CONTENTdm"@en . "http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=1210082"@en . "University Publications"@en . "2015-07-17"@en . "1969-03-20"@en . "https://open.library.ubc.ca/collections/ubcreports/items/1.0117890/source.json"@en . "application/pdf"@en . " k-\nUBC REPORTS CAMPUS EDITION\nSCIENCE\nCOUNCIL\nDr. O. M. Solandt, centre, chairman of the\nScience Council of Canada, hinted that\nCanadian universities can expect increased\nfunds for research at a news conference at\nUBC last week. For details, see story below.\nAlso taking part in the meeting with news\nmen were Dr. Roger Gaudry, right, vice-\nchairman of the Council, and Dr. Patrick\nMcTaggart-Cowan, former president of\nSimon Eraser University who is now executive director of the Council. Photo by UBC\nExtension Photo Services.\n;*\nHINTS AT MORE RESEARCH\nMONEY\nt \u00E2\u0096\u00A0*\nA substantial increase in federal research funds flowing into Canadian\nuniversities was hinted at during a\nmeeting of the Science Council of\nCanada at UBC last week.\nAnd there are other indications that\nthe chief beneficiaries of these federal\ngrants are likely to be researchers in\nthe social sciences.\nThe increased emphasis on research in the social sciences stems\ndirectly from broad statements of\nscience policy which the Council has\nbeen developing since it was formed\nalmost three years ago to advise the\nCanadian government on scientific\ndevelopment in Canada.\nDr. O. M. Solandt, chairman of the\nCouncil and a noted scientist who is\nvice-chairman of the Electric Reduction Company of Canada, told a news\nconference in Cecil Green Park, the\nUBC Alumni Centre, that the Council\nhad already made recommendations\nto the government advocating a broad\nchange in the balance of Canada's\nscientific effort.\nSWITCH EMPHASIS\nThis switch, he said, would involve\nmore emphasis on applied research\nand the use of science and technology\nfor the achievement of social goals\nsuch as the improvement of life in our\ncities, the elimination of poverty, and\nhelping in the problems of getting\nIndians and Eskimos into the 20th\ncentury and assisting with Canada's\nproblem of national unity.\nHe said that the term \"science\npolicy\" involved the development of\nan outline of strategy about how best\nto use science in the interests of the\nnation.\nThe Council, he said, has concentrated on trying to find out what is\ngoing on in Canada scientifically and\ndeveloping ideas about how the current situation might be altered in pursuing national goals.\n\"Broadly,\" he said, \"the direction in\nwhich we see the needs for change in\nCanada is that there has been a tendency to do rather more research work\nin government laboratories and rather\nless in universities and industry than\nappears to be desirable.\"\nREPORT DISCUSSED\nDr. Roger Gaudry, rector of the University of Montreal and vice-chairman\nof the Council, said the advisory body\nis deeply concerned about the growth\nof research in the universities and had\nbegun discussions of a report on federal government support of research\nin Canadian universities by former\nUBC president, Dr. John B. Macdonald.\nHe said it was hoped that in the near\nfuture the Science Council would\ncome up with fairly broad and precise\nrecommendations to the government\non the future funding of research in\nthe universities.\nDr. Macdonald himself said, in an\naddress to the Vancouver Institute at\nUBC in mid-February, that the government must provide substantially\nmore money for research in the social\nsciences and humanities.\nIn his speech, which was based on\na two-year study of federal government support of university research,\nDr. Macdonald echoed Dr. Solandt's\nstatement that research in the social\nsciences was necessary to find ways\nof solving the problems of crime, poverty and other social ills.\nDr. Macdonald's 600-page report\ncontains 77 recommendations and is\ncurrently being printed. It will be released sometime in April.\nDr. Macdonald, who is now executive vice-president of the Committee\nof Presidents of the Universities of\nOntario, also drew attention in his Vancouver Institute address to the imbalance in the distribution of research\nfunds.\nHe said that 94 per cent of the $9\nmillion in federal research grants to\nUBC in 1967-68 went to the natural\nsciences, engineering and health. Only\nfive per cent went to the social\nsciences and one per cent to the\nhumanities.\nOn the national scale in the same\nyear the federal government granted\nsome $77 million, Dr. Macdonald said.\nBut with 47 universities eligible to\nshare the money, one got 18 per cent,\nfive got 50 per cent and ten got 83 per\ncent of the total.\nThere were indications during the\nScience Council news conference at\nUBC that the Council would expect a\nclearer science policy to be articulated within the universities themselves.\nARTICULATE POLICY\nDr. Patrick D. McTaggart-Cowan,\nformer president of Simon Fraser University and now executive director of\nthe Council, said universities are going\nto have to do a far more conscious job\nof articulating a science policy.\nThey would have to decide which\nareas to emphasize in their research\neffort and where centres of excellence\nwere to be established, he said.\nDr. Solandt also made it clear that\nthe Council would try to direct a fair\nproportion of resources to problems\nof particular importance to Canada.\n\"The idea of specialization is very important in any Canadian science policy,\" he said. UNIVERSITY EDUCATION FOR\nUNDESIRABLE, CHAOTIC, UNJUS\nEXPENSIVE.\nsays KEITH R. BAGOO, a UBC graduate\n(BA'62, MEd'68), who now teaches biology\nat Vancouver City College. His forceful\nviews on University education, expressed\nabove and in the article which follows, were\ncontained in a \"position paper\" presented\nrecently to a course in higher education in\nthe faculty of education.\nInstead of trying, as at present, to\ngive everybody a quantity and not a\nquality education, the higher education scene should return to the time\nwhen the university was the realm of\nthe scholar, and a community of ideas\nand scholarship.\nIt is my fervent belief that not everyone in pursuit of a university education\nhas the tenacity, intellectual capability,\nand creativity demanded by this institution. It is my suggestion then that\nthere should be a university for those\nwho really want it and those who\nqualify for it, and other institutions for\nthose who are genuinely after well-\ndefined vocations.\n\"Universities should once again\nbecome research centres where\nresearch findings for practical\napplication are initiated.\"\nThe university should once again\nbecome a research centre and initiator\nof research findings for practical application, entered only by those who have\ndemonstrated the zest, enthusiasm,\nscholarship and inventiveness required of the researcher.\nThe university of today, say one like\nthe University of British Columbia, is\na heterogeneous conglomeration of all\nkinds of students. Some are in search\nof a sound education which may later\nlead to a life of research, writing and\nthe application of newly-found knowledge to social and industrial needs.\nOthers are to be trained or educated\nso that they may obtain a vocation or\njob which will provide the security and\nprestige demanded by our society.\nOthers are planning to enter well-\n2/UBC Reports/March 20, 1969\nestablished professions such as medicine and law.\nA fourth group of students are there\nsimply because they have been conditioned from the earliest age to the\nidea that the university is the place to\nbe. This fairly large group has accepted the belief that \"it isn't what you\nlearn, but the friends you make that\nmatters,\" and \"a college education is\na desirable thing.\" Faced with the task\nof satisfying so many student objectives, and placed in a democratic\nsociety dedicated to the education of\nits citizens, plus the justification of its\npresence to taxpayers and politicians,\nthe university has become a huge\nmetropolis with its students, professors and administrators meandering\nhopelessly and without direction and\na clear purpose. As a result, the student finds himself in an environment\nthat is dark and bleak. He is confronted throughout most of his first two\nyears with indifferent counselling, endless bureaucratic routines, gigantic\nlecture courses, and a deadening succession of textbook assignments and\nbluebook examinations testing his\ngrasp of bits and pieces of scattered,\nunrelated knowledge.\nAs John H. Schaar, political science\nprofessor at Berkeley puts it, \"the\ndifference between the last two years\nof a student's education and the first\ntwo is chronological rather than qualitative.\"\n\"The current educational community\nis characterized by alienation\nbetween students and professors\nand students and their goals.\"\nWhat we end up with is an educational community characterized by\nalienation between students and professors, and between students and\ntheir goals. The time has come when\nthe educational institution must very\nclearly define its roles and objectives\nKEITH R. BAGOO\nso that this \"alienation gap\" can be\nbridged. The time has come when the *\neducational institution must begin to\ntake each student seriously so that\nthere is complete satisfaction of his\neducational goals.\nAs Harold Taylor, former President\nof Sarah Lawrence College, has said,\n\"The mark of a true university is\nwhether or not it takes its students\nseriously.\" By any reasonable measurement or standard, today's multiversity has not attained that goal. It\ntherefore becomes necessary for the\nuniversity and all educational institutions to clearly and precisely state\ntheir functions so that students may\nbe able to select the particular institution which best satisfies his objectives.\nBefore I delve into the form and\nfunctions of alternative institutions\nwhich will satisfy many differing needs,\nthere are two comments which seem \u00E2\u0096\u00A0*-,\nto reflect the present education scene. SSES IS WASTEFUL\nTIFIED\n_.\n^k^ll\ndiffen\nFirstly, James Bryant Conant, former\npresident of Harvard, in his book\nEducation And Liberty, when discussing this problem, said:\n'What is needed perhaps is not an extension\nour year college and university enrolment but\nvaluation of ivhat is the ideal education for\nm erent sorts of boys and girls irrespective of\n\"* their family income.\"\nSecondly, Andrew Hacker of Cornell\nUniversity, in an article titled\n\"The College Grad Has Been Short\nChanged,\" said:\n\"the vast majority of undergraduates are not\ngreatly concerned with the quality of the education they are receiving. The millions of teenagers\nfilling up our colleges and universities are there\n' ' for career purposes. Most of today's students are\nnot intellectuals, nor are they capable of being\nso. They have no ideas of their own to put forward and they want to be told what they have to\nknow. Eight out of ten students have nothing to\nsay or add to the educational process. We must\n\u00E2\u0080\u00A2ut that most young Americans have no genu-\ninterest in, or talent for, the intellectual life.\"\nThese two statements seem to reflect\nthe change and reevaluation that is so\nbadly needed.\nThe first major change I propose is\na return to the old German system of\nmaking the university a research-centred institution. This is the place\nwhere total intellectual interplay and\ndevelopment will take place. This is\nthe place where only those who reveal\nk a strong dedication to research and\na high level of academic performance\nand inventiveness will congregate.\nThe selection of graduate students\nwill definitely not depend on social and\neconomic standing, but on strict academic performance.\n\u00E2\u0099\u00A6\n\"A research-centred institution\nwill attract high calibre\nstudents and brilliant\nminds in all fields of research.\"\nThis kind of institution will, in time,\n'attract not only high calibre students\nbut brilliant minds in all fields of research. In time it will attract the\nfinance of industry and government.\nThis support will not only provide the\nexpensive equipment necessary but\njvwill liberate students and professors\nfrom the more tedious routines of\nteaching, which is often disliked by\nboth parties. Already in the United\nStates, certain universities are being\nsingled out by the federal government\nas excellent research centres, and as\na result are benefitting from large government grants for basic and applied\nresearch. In one fiscal year, six universities received 57 per cent of the\ntotal federal government research\ngrants amounting to more than a\nbillion dollars. With this kind of financial help these universities can concentrate on basic research and applied\nknowledge and its application, thus\nhelping the community and industry-\nat-large. The university will become,\nas Alfred North Whitehead put it, \"the\nplace where the adventure of thought\nmeets the adventure of action\" in an\natmosphere of full autonomy and self-\ngovernment.\n\"Career-oriented institutions\nwould serve the needs of students\nwhose primary aim\nis 'know-how' and job efficiency.\"\nThe next change is the founding of\ninstitutions which are career-oriented.\nThey admit, educate and transmit\nknowledge to those seeking a job \u00E2\u0080\u0094\npeople who want to be chemists,\nphysicists, teachers, business administrators and so on. These people are\nnot primarily concerned with education for the sake of education, nor are\nthey interested in being the discoverers or pioneers of new knowledge.\nThey have sacrificed temporarily a\ngeneral education for \"know-how\" and\nefficiency on the job.\nAs such, the emphasis will be placed\non the development of curricula and\nthe teaching of subjects which are pertinent to the students' career. The\nchemist would be taught chemistry\nand related physical sciences and not\nanthropology, history or Greek literature. The biologist would be exposed\nto as much biology as possible, but not\nEnglish, French, and psychology.\nThese extra subjects or disciplines,\nwhich to the biologist or physicist\nmight be considered \"frills,\" should\ncome later when the student is considering his total maturity and has lots\nof spare time instead of occupying\nbadly-needed space.\n\"Separation will mean the\nUniversity can cease to be a\nservice station for the diversified\nneeds of the masses.\"\nThe emphasis at this institution will\nbe on teaching and not research. This\nwill be the only time in our history\nwhen the undergraduate will get the\nfull attention of his teacher and when\nthe teacher will enjoy what he is supposed to be doing \u00E2\u0080\u0094 teaching. As\nimproved instruction becomes more\ncommon, the desirable educational\nobjectives of inquiry, critical thinking,\nobjectivity, respect for evidence, and\nso on, will all be attainable within one's\nfield of interest. With this kind of\nseparation the university will cease to\nbe a service station for the diversified\nneeds of the masses, and will become\na Mecca of scholarship, ambition, and\nmotivation.\nTo summarize:\n\u00E2\u0080\u0094there is inequality in the natural\nintellectual endowment of those seeking higher education, and\n\u00E2\u0080\u0094there are differences in the level\nof motivation, drive and intellectual\ngoals of these same people, therefore\n\u00E2\u0080\u0094diverse institutions should be\nestablished to cater to these inequalities and differences \u00E2\u0080\u0094 universities for\nthe brilliant, devoted scholar and other\ninstitutions for the student who is\ncareer- or vocation-oriented.\nThis idea of inequality was eloquently expressed by Felix Schelling when\nhe said:\n\"True education makes for inequality, the\ninequality of individuality, the inequality of success; the glorious inequality of talent, of genius.\nFor inequality, not mediocrity \u00E2\u0080\u0094 individual\nsuperiority, not standardization \u00E2\u0080\u0094 is the measure\nof progress in the world.\"\nUBC Reports/March 20, 1969/3 Assistant professor of music John Swan, right, is both leader and performer in UBC's 20-piece jazz band.\nBIG BAND\nJAZZ IS\nALIVE AND\nWELL\nAT UBC\n=*__><\nBig band jazz is alive and well at the\nUniversity of B.C., thanks to a student\nand a professor in the school of music.\nEach week, a 20-piece student orchestra, under the direction of assistant professor of music John Swan,\ngathers in the basement rehearsal hall\nof the Music Building and spends two\nhours poring over arrangements for\na type of music that has virtually disappeared from the entertainment\nscene on this continent.\nWEEKLY SESSIONS\nThe weekly sessions are not an exercise in nostalgia, according to leader\nSwan. He puts it very simply: \"Playing\nthis kind of music will make these students better musicians.\"\nThe chief advantage for the students, Swan goes on to explain, is that\nbig band jazz is part of the contemporary cultural tradition. \"Learning to\nplay Mozart,\" he says, \"is important,\nbut the music of Mozart's time has\nlittle relevance for the .student in the\nsecond half of the twentieth century.\"\nAbout half the band has had some\nprevious jazz experience, Swan says.\n\"For those who have had no jazz experience, this kind of music offers\nthem something entirely new. In playing jazz they're freed from the visual\naspects of music, and they learn to use\ntheir musical ear \u00E2\u0080\u0094 to hear better, in\nother words.\"\nAll these sentiments are echoed by\nSharman King, a fourth year music\nstudent, who was one of the prime\nmovers in getting the band organized\nwhen UBC began its 1968-69 session\nlast September.\nSTUDENTS BENEFIT\n\"This band just sort of happened,\"\nsays King, who plays trombone in the\ngroup. \"One minute we were discussing the idea and the next thing we\nknew we were in rehearsal.\"\nBig band jazz, King feels, is a good\nplace to start learning about conte\nporary music. Like Swan, he feels th\nstudents benefit from having a familiar\nmusical framework within which to\nwork.\n\"Many of these students,\" Swan\nadds, \"will become teachers in high\nschools and will be expected to organize rehearsal bands. The experience\nthey get here as a member of a big\nband will stand them in good stead\nwhen that time comes.\"\nLeader Swan, who holds music\ndegrees from the University of Toronto\nand Yale University, is eminently\nsuited to drill a big jazz band. He plays\nhis trumpet frequently in Vancouver\nnightclubs and at after-hours jam sessions, and is also a sometime member\nof the Vancouver Symphony. At UBC\nhe teaches theory, orchestration, trumpet and brass instruments and also\nfinds time to compose and arrange.\nBAND ON TOUR\nThe UBC orchestra has already\nproved that it can produce big band\njazz worth listening to. Last December,\nthe band played a noon-hour concert\nin the Music Building auditorium that\ndrew a near-capacity and enthusiastic\naudience.\nSwan and his sidemen will appear\nagain at the Place Vanier residences\nfor an evening concert on March 27\nand will tour the Fraser Valley March\n31 and April 1 with the University Concert Band.\n\u00E2\u0096\u00A0 \u00E2\u0096\u00A0 ^^ gm\u00C2\u00B1 Volume 15, Number 9 \u00E2\u0080\u0094 March\n\u00E2\u0096\u00A0 \u00E2\u0096\u00A0\u00E2\u0096\u00A0\u00E2\u0096\u00A0\u00E2\u0096\u00A0\u00E2\u0096\u00A0 20, 1969. Authorized as second\n| I WtW | class mail by the Post Office\nI|IJ||l Department, Ottawa, and for\n^aj fU %0 Payment \u00C2\u00B0f postage in cash.\nd c d ft d t c Posta9e Paid -t Vancouver, B.C.\nH fc H U H l _ Published by the University of\nBritish Columbia and distributed free. J. A. Ban-\nham, Editor; Barbara Claghorn, Production Supervisor. Letters to the Editor should be addressed\nto the Information Office, UBC, Vancouver 8, B.C.\n4/UBC Reports/March 20, 1969"@en . "Periodicals"@en . "Vancouver (B.C.)"@en . "LE3.B8K U2"@en . "LE3_B8K_U2_1969_03_20"@en . "10.14288/1.0117890"@en . "English"@en . "Vancouver : University of British Columbia Library"@en . "Vancouver: University of British Columbia Information Office"@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 Public Affairs Office."@en . "Original Format: University of British Columbia. Archives."@en . "University of British Columbia"@en . "UBC Reports"@en . "Text"@en . ""@en .