"CONTENTdm"@en . "http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=1210082"@en . "University Publications"@en . "2015-07-17"@en . "1967-03"@en . "https://open.library.ubc.ca/collections/ubcreports/items/1.0118553/source.json"@en . "application/pdf"@en . " I ' i i>\niwsdllh i e i qcBiBob: papism; i^pa'Ty'toad Icy ;i ndbarjlibaa.\n!33igBsaiil-:-irr.s|i:(i- iNr HHe: b'smmi wtfl si ftaqe; imBoJFi hnsn rdtoti;\nlal-flu it9auii!t! iLniMil I 'JHwy iflli I WdtaiMDairtaoJ.:.\n'n'lii:e;i>j IHbmiwbi/i liddKradw^YVBjqoerntboa1 IMIr.ix<.'\"fU.'l\"\n.Lbddnraaar )drsn->ed:kn;!raa;hilna*ni*?wItsdilr JjyiirirHHo; laiuodnsnr-\nSfir fcjii bti iipEi Fw-)ns-t3! innoftai Mr,Era '>V$90l :*liu;lwito gpr;j i iir-,-\nitfdrwctdiibflr .arrai.jse1 llfv in iiiiwwwi I bnngtu.Bp,n, sa;.\n'n'ln: kBobGiHfisrp'u 'JrmM 1-xtonni, ml-iid-i sassd. si liddM I\ni;i1: 1301 :dju:b9-fa .biI; sarf lonn: li:nma', una.! 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IJIna^ sbm;\nKaqcflB^aoHHiioniHHosic It'aillibtfwiiliucfcsrihsiBiiotloseri baraisiti\n\u00E2\u0096\u00A0\-nm inoblifliiabiBd pfisolibji.\"\nIEi\u00C2\u00BBd\"i rtyebBarl liBVimg) hfiddrwdJibtir iri rbte tidoinE'dwTy'\nu to stfd:31 :b\u00E2\u0084\u00A2eiI booddlN nimbi i is: :}3qCEH-*sot Unani IHri z |-ad>;ilr -\nIdoojim l:v* uB'^iibba-ti.\n;\u00C2\u00BB>*3erVi< 4r!iSio^'\" li'aiaar*i\' ^tpisLfltAki^V\" ^\"i-a1^* \u00E2\u0096\u00A0 ii^l'ftt\"^il'iife'a<\u00C2\u00AB' itifl\n.i'V^tt' iktjjawA strtv lIuSwiuw ii% i,fe nwStW wmScwI\nficowi ii\] dis' \,w\A'ri fci\u00C2\u00AB\u00E2\u0096\u00A0.vSw .\u00C2\u00A3b\siiM\u00C2\u00AB,fc!\u00C2\u00AB iiwiW^'. .ft.v-\nisV^tl uitn>-\n\u00E2\u0080\u00A2iiDjiB*^ I tsili 3nr,i, IfJusa snr,!. USsiliiiddi, iXaa-wntari, iX.lii rinses^,\nItiHsinKM .snnol ha&etaTisa1 l+sdoTswi.\nSisassmdr iiTdnjobVas; (news: idnnwMr Hdr.fJ noctiriihrtei Icuirl\n!]poool Hue; nsaJJw:! liHwrniIHm ibitliiotliutfiia* >:d: BsngnuBeeB!\nBabocn0jxri>3!;, \M: .kdnneoaniiBaikl.\n\u00E2\u0096\u00A0\"Siinlii3\u00C2\u00AB Mr.ri/% !Hrt:wvri Ulr.eit: >\u00C2\u00BBDTinE !*uu:B4-*:; )[Giiiri ;si\nign'SSf J ibisi,,\u00C2\u00BBnnbl.sill I'.ibmbaiti;pgsiiri >aa-io^J1r in:| InC'Tir lUn.e;\nHxnni icd'i nctfjrjujdiidiir.h\n\"\"TTHteg-tdn-Hlhemtd:^dJUDbai#!^:,icfl:\u00C2\u00BB(wina<, luod>:,sf4aTUlits'tir-i-\nwslmsei. TI^ocm f^HflCilDaina^J imoe*:iB(i3! swafl-sepciJikinlMiir:^,\n,\u00C2\u00ABn*ltVf^'fti' tis..ii1\u00C2\u00BBiini't!wi. L^liisi&t^sBj*^?*' I'jdMBWt.^v .^: ik^*\n^hc^tw i^1 .tlWicwiiV .n.^tfei,1 .Iritiflfcai^' lXsmwitociwi,\niSJi.Db=irfS; I lii^firi b< iimEetiST tiqoss,;, (:il;py)!>tl UnoTi ii dmm-\nt-.E I ooardncil mam, J-moLDtlri lossot^dronnas,, .snnal it', \u00E2\u0080\u00A2ire:\n:ismre: imnE ns3:\u00C2\u00ABnt f;.1nE imBe^r ti^zw 3e fcsw\ |tiriniit*2!. 33< )diiil bcacqdr^ >c1\ntfl-DpjKe;D! Uadoa-iecbcrryi iiredhLDdhbaniiseaijunfts:; tdlr.Efd: IHnst:st4iL-i-\n\u00E2\u0096\u00A0 Asiitj'fflill nottd loai |=seaJji)tb!ir*; Trn5i3'l^' I le*3nn; iii ;bi mserdif: xtl\nWdoaifiotv ,ti:rm>a:.\n'Ini izurnna! isKjsidiBaai, BHoS' BduBbaiitJ Irsei Ik' lii*d>\">ea\u00C2\u00A3,..Ennnl ti.dnaii )5Qii(i^bi: Mii:; om~i\n^s^ofnrnB(ii>5S!'w\imfiUlr;sil:icflf IdlnB- lmsB-Jai'fJifsas;. I hir irlrisa-\nJ'mos'g,;, Idlna? 'tfiioobaiil! iiiei nssiiiiiiiisbl 'fc'i iBnesun^ ufiui\u00C2\u00AB*banei, 'Mi\"\n\u00E2\u0096\u00A0 J>ci iqeslbaimi r^witl laudcsffflirtc* i senot I \u00C2\u00BB\u00C2\u00BBsnit3!iniS! iWSBiwwsi-\niimaifti >bhi fc;.M\nMriihbt \u00C2\u00BB*:.Dbsnr:ii ;oi: li!*igniiro( 11k ,srm:! i-^-esfiinD! Jra;\n\u00E2\u0096\u00A0 wsJstWI oari r*isi inr.BBdisn' IsqDesi, li6(ir)EUB?gB! ine*^'Ji)*iM\"*t:il boocmr irsnr !li:*3nri *;. ;nr^ irobW-\nobuBill !*s*;b(ir libd' Enrv >tlJf1i)3Lill:ii;s rdnobsiiti; inr\u00C2\u00BB?v Ids<\nHr.E-jnfot.\nI'i ffi;a3335B-'i,\ iiiielli'judlKi'!! i:snr >xd i hr lo\u00C2\u00AB MvbtliuEil\niritlicir; b3< nr^diiunl: rwUHoouil: Id^iitn HasEfiil^itfi \u00C2\u00BBnr;i xtl\n\u00E2\u0096\u00A0fres i3(JrlMT!*.tE\u00C2\u00BBi>o'iiti. \u00E2\u0080\u00A2,*' '\n'rVlnaflr; IJISOC: iM^fsnr liydoo\u00C2\u00AB^*3nv> iiil!*di*juddiibaiS!|3flia.:6irM:lltan' hnoti inibliLB< I lacuinasi levvksoaii*^\nmnsniddoaT;. T)oabr^', iimaej; |q\u00C2\u00ABJd3?y3!)1 Hx bszaa^s; ini f.Hi>;-irikobsrirrs:' ta*1&.\nIni \u00E2\u0080\u00A2as'botsot isomitast, rsqsas; . hr IHns' Mdoo^Bdiairv^i\nI lilca'sn-fv' ;aie' !(rw?iil bileib; Van' )tbif\ snrat:wiigdrd; tuts'. M\u00C2\u00BB i\u00C2\u00BB*-obs'Vt,\u00C2\u00A3;\nrwdr>:i m'eH/ ttdbblifionisi11 |crfso*:b3S.\n:=JJu:bg-*:; Ij^jngi s-sy*9\"e;i>oii odoli:?3?; br :i\u00C2\u00AB|;Gnrlerfr.i,\niXsairGari isnnbl!V'^ttiimiiies: \u00E2\u0096\u00A0i'9: Uioa-itimiy onns- Incon- loei1\nrW99d>. HHmouBidHi mrt=' wvntsn' isszibora, iESint' HHb* td:oa~etlwv\ni!e;i:qoeir issAdriotf^ itjirinnt 'Uro- juuranmnai lassabarrlibn' >uil-\nbip >>rjpbbflriti \u00E2\u0096\u00A0ogg'iB*st'3ot mi hsnr.:m,Dgp; >3CJir!32<.\n,Wi i.irGil II IcjiI: iitnnwfSnrdHiunodJiicm i:*:Udos bd:oo-.E'iM-'v\nits la(iiaici/>ii!:b( Eme^b* l.bingiiiBDpsiiiurfdi'jutfiisflr Iba- ^maigur\n>!J\u00C2\u00BBbb9-ia itfftSflnsrim IJLKOC:.\n\"Tils; ssBinns''>SodnniiiF|ji)as; s\u00C2\u00ABi; Jtasal rba- i imst.di-Jud'dinQC\nIbons tjp~i fJL0h;irl2. bsBniriilRE 33h?e liid'i,\" Mb:...UdnreaariiSBibtl.\n\"'\u00C2\u00ABf\b( !93d; ifiiiidb; Hrlnw hooi.n?j iei m^9it Hon Hrliiti ic^tisot:\nlEintl idhjobEi^rdbi isnl! iSffloouimgpsal Ik 'jsonM oan trios ri- >cmr\nfjiine: wilnaflri sqcefl^ liMiiboriei ml1. ;iKB'it;ddd lrsmi!(ldo\u00C2\u00BBaor ;Eaa opreobl.\nIXijudbri^ \u00C2\u00BB3ri-\u00C2\u00ABa\"id'SitiJCKiri irfnognsiime ie1;) I iitinr;Ji:cw'sJ\n1+boLBa' (cni IttnE' HEX: >3Ermtqiiue; hni .tJil'^ ;enntl iVjueuuS: Hne'\nlEnr^LGops! iS\"ot )blbd>bodi>; \u00C2\u00BBcl Ieit iseediaiii >>3oLmtli'ii\u00C2\u00B0! >Bt!\nliiiiariBstltciisimcl i^qpesEttsol lev HH\u00C2\u00AB s^liuaBanila\nlAlii..todnneaoni, nJHot i,'|\u00C2\u00BBiir,33lHds; ^JLIEt\" r^0DtilH^ itbr rB9S^>\n>3Gieliri'jvdtotl tlHo: Hii-e*d :a,-nreill keiDgjGBgpi l;5rfc:i-*3E' has\u00C2\u00BBd*liiinD{i l:'nangdri iBiot i^-sn--\nireari ;it;l'M.BDps?Hii';Hr ladioocil.\nl+bt izEibbl: \"Itir J'oca; obFy?; m-i igim idloffWMtl wuvdri ini--\ndanisi! ini'Iris; ^-K.'i'Md, I Msetl Ik fcuiilbl a bivnv lDOOd.6ea,iooaw.','\niVJUrs*: ti:hme; Una! IM&;p9E liddoofi\u00C2\u00AB*i3n'fA 'wisei 'JW\u00C2\u00AB uarih1\ni^Ddlil^ )d: ifii l>:hnol eoai wppii qqqMtl bbfl\" hsnoEiKEgp;\ninein'judiba-u\nliiooda.nrigi hk Hlr>a; FIil'iIlii^ ietcJ A9=o::, yi1, LbdHnreonr >395!\nBHns' isoeaalddlill'^ '3*: ssHiunlVamka loa^hngi sdeiliS' Ik >tlbd 'Inomr\njfliifvwdnsia! onr ion >c*; rdlna! issnrrqouei 'Jtc< Hbset iei i^eodii):\nI.EnnEULegB: t^:a.\n\"IlidkE-i-ih-i illl,,\"';6e;lrie' >si ll>i J;, h^^ul bt l;e; 5B3D:arriC(d e.+isot\nnd fcdi:\u00C2\u00AB)i l?\ >ses il'v 1:^ ta'ibrriqd\\ suLUjo-nr.Fjinpt twmriE iei XHb{\nI.DIX: tssiiiJ iqG-rrfnsnitj iBfwtl hsevi bngi ^raodlii: Iehosj iptsiil bddb;\nwn ;si ncuu-ot'-ti.Hotolico* icee e:.\n1+9! isEibbl b.JIna; bddooriEitiDnyi i>< iitist nr\u00C2\u00BB/\u00C2\u00ABa*ji>[5ir:iiii:| H.1\u00C2\u00AB!\nloceziciii b>v ,cH iouindr.seiiinci( pcnt.Eddij^ l^qoet laorwxba-ji Ik\nid Ibow iluubbardij 'tc le*5i( k' Isqoes; i rir H-tea r Hixirtme: xn\njbbmrriiJM'iisai,\n\"Tlna( iwxlcdtsitr it'. Ijlngi inoaTman#i inrlDi Hlhnol si >aned II,\ni:bunE(kt'b< nir.e:HiintiE''tf'ildr a hrrqdcfl\nMb'. .Iiddnieaari, VHi\ Vsarsdibl IE^sejumoaiit,:, seeiK^.iiiird icit^di'asi-\n500- 3anot! IMiv lVIkh; HerfdlMriiin, ;es\u00C2\u00ABdiard\npi:di22S3(i- Ml >c tt\u00C2\u00BBwib: :^liD:lii2\u00C2\u00AB.,\nNWTIOMM STT/AJMICWWffilD' SOUJIGIHIT\nFitness Experts Test B..C. School Children\n.L:jl:2Td boim' ndr^iii^Eill <' hr* ,;nv. fvouungi\n):i6nr>B:1iiB(ii!^\nTHiit; op^B?di:bari Hee; loeob\u00C2\u00B0vi atedhEi ;ee pen-d: >ci1:\nii ir^Jidflr.afl lEl.iudfv ibb'siignnsjt 'in \u00C2\u00BBW: \u00E2\u0096\u00A0 litrl-\u00E2\u0096\u00A0\nma*aj'SS^a+ii si !dsm:bBitl i^Giiired:ruidiiiddi\nMh maseaum! HJ\u00C2\u00AB iddifya'ibid M};m\u00C2\u00B02i )d\n;sP\u00C2\u00A5vinDblvvi'bbusd,l,\nIIt. iEitisnriib!^1 Ifl. IBirwMn, sezaodfttdK\n|:fna'Jur!^3oaH':2i i:\u00C2\u00ABin9od>:(r-\n;d3! xt' Jne; Ilibabsiii )fOwsnnne9\"d':! lis-\nicairtminaiiti \:<\ 1*30*:bared IfosdHn ieiwdI\n'rVftsMitmi\n'iA t:1 n' !Eoci+x\u00C2\u00AB:oj:s\nISt. Ihwmjii, iw'ill.ii Mo!' iseaib^simoa! xtl\nIJSX:ii3dlbse>:gi.ie', i'J>\ I3jii::l365nn edisi',.si\u00C2\u00BB:l\nn^:rt3SM\"d,^ivas; 3irM*fri hri KEtddr ladioocit Idee--\nrdm>93!triIdln9f iBgpe; icA:[V;annbl IP. l-hj! 1r>cqoe\u00C2\u00AB\ntk.\u00C2\u00BBcnr|qdibdiS!Iflnsilts*i;ldy\ ktyqril I GE,i.' MEV\nTTdns udiLolsiitii mi1 ill 11 Jos\u00E2\u0096\u00A0 odnoeaan wm B^Ibe\nrkea:j K<\ !^di:edi:3olllk \:m:ki\n;Bi !diFifibflr.BilY\ Icib^yidiE' tVon1 iuqc< Ik' CS\niTiiinuLdise^wdniiliE'Unibiicfl' Insi'MosErtd r,di< i:e\nnincnn'imscl o*f,i, KB5\\n^jiltnqri;s3bl ;ge^ laaoantl >d;BB;E irr.ejil fc[y 'Unf\nl^nai i;CHb3! lUqqcn-Jirngnil, . i:\u00C2\u00AB,r\u00C2\u00BBci, snnl I'D\"\nIG^ytiosirtJuil |p(\u00C2\u00BB*,Eflp! iir \u00E2\u0096\u00A03E^rti. le,jiitlil\u00C2\u00ABlrtoPI i([\\nMne.IJIiiiivvn^iiJrtiiiil EHfJisilr XidiLinrrldiei,snot 3lii>-\nti-ilDJitiot iiisf id' )ilr>B'ip: \u00C2\u00BB< Mi-isnotat snnt\nip-iubuet**! id' line iLhrifua^iil^'. IHMiSri'.kil .sj]<-\nlosn'iirtgi Insnihrimeit^ in: iiqnoabusst Ihvdi.lri.\nIjiBiat! ;m! \u00C2\u00ABa!b9dmg! lEnol iiiooilit lie: sol-\njhtsBsbl htai TUm! I irfVairrsdiian ClU'.os . JLSfi;:,\nrv^nnaoirvai It, \1W1L\n'WV .pjsin inoaiseepa: li:lns'ii/wH>: hbGotl ley\nirM-5\u00C2\u00ABr;a.Hn:| r.dp? rasib^anoa! >ora IHnai\n?065bJ k: o*l JIpb! Idiib!,', IJruui rbo->d hi\u00C2\u00BBE Ulna!\n\u00E2\u0080\u00A2.iiudbsit: Ik loaobbil feewbav, WVe' mi'ill I n\u00C2\u00A3--\nosotbl Hrni* !S9.:Gmitif Inasnl: nBie! >d]\nt^ntK libiniE'bi od: loeabbil n2a:?iEic3t'''\nII/\u00C2\u00BBXI15J:W\u00C2\u00ABJMH3iV.Tn' Bwni\nEd-. ia-\u00C2\u00BB:\u00C2\u00ABMr :jEibtlHHEdi se< peobfeil i-isaed-:-\nBnnDS' i:bi i iP3i;se39tl Una! iJliLObgid'^'j lr>asH-+:\ni=di^' 'wi I bna^3se3\u00C2\u00A3. iGiot' IKnenr \<;-M I i:*:\niei ssB-ddi |De\u00C2\u00AB^oani 5oI;Hijb4j Ik H.di>\u00C2\u00AB. 'wDad>:\nbcE>aL\n\u00E2\u0096\u00A0'ItV my. nftxiti\ ;t to-igs! iiroi^sess1 bri\nMoseit-J. ifs*3i i v i^sqoQflnasi Ik iei iiired I ira--\nijrosca: i ir iwiit I bceal i'J nviU 'nn:lii;B*5.\nIJtr.sd: HHnj' ii-otini jhued Isoixi trihnasei. tU.intl\nIjirvttlna^gEivrwfdibaii \u00E2\u0084\u00A2:\"WKijl>tloa\u00C2\u00ABrif\ laiboEibS'i^oaiacni isanr Ido; irtiossejmaol.\nIll, Ei:v\u00C2\u00BBm-i :ssiii:l if: i e; snrf>::i|csiti!ot. Idr.Ed\nMpe tdiBnntbmbfe:'iwomlibl Mwva: miibbaq^atsBal\niq^cilii:sdi)bori hr i 1n;eqd it b;, csdnaodb! snnal\nfy:aifdlri issnnnc!, \u00C2\u00BBi ihn isnry i ifijiil'^Jiioni\n/mJiea-iE'mngia;i e; siDaanossirirboTIHns:iqdr<\u00C2\u00AB>-\niibsd Mil ktst: i i;d: 'ynrji.npn 11 ^09aqd'b<.\nI^Bnr.BSbE i bi loadhrnnol imr,Bii7\ lEjinqqosBfii\n>DOEl |cdrnt\ IffltEic l\"b:im\u00C2\u00BBdll,. ;t ^oitiftsi' IAIEH\"\nbeoaLiKvi imaandsea\" iBni)tl aunTsaril'^ HbsbjI\no*: irjiEob^Eda! istliLiaKiasj ini Idlna! Tiecjiitv id\nl:tr^viit;Eil lEibbpSE-Jionr ;ti %-\u00C2\u00BB'. Lbnirua!r!;ry>\nxt'iUJbefidsii nr lEbbbmcnirkiM.\nTina! >dui)bi> is- loa^nngi oLnqw+kitl iriti-\nIbo-GdIK ^'id.^i JOiEiiitt; rj' mn:n3! HHenm\njaOIJOOt I'nani MnE l:'it\u00E2\u0084\u00A2;i< ,eip:I ^-Tc.edisjii-\nSiooffti lirnMiki-iE'di' u*1 Jd\u00C2\u00BBs ir*i5S\u00C2\u00AB+*r.ai(ti\no*: l/tsSi:ir,Eil l-dasd'Uri ts'ot 'Abdteia.. Arts I: A Bold New Program\n(The article on these pages is the text\nof a booklet, issued recently, on the new\nArts I program that will begin this September. The author is Dr. Ian Ross,\nassociate professor of English, and one\nof two persons comprising the steering\ncommittee currently planning details of\nthe program.)\nBy DR. IAN ROSS\nAssociate Professor of English\nModern universities, at least in North\nAmerica, seem to fail most spectacularly\nwith their freshman students. The University of British Columbia is as concerned as any institution with the unsatisfactory nature of the experience of\nstudents and faculty in first-year courses.\nThe cost to society of a large failure rate\nis on the University's conscience, and\ndisappointment is rife that academic resources cannot be put to better use for\nfreshmen.\nOver the past three years the Faculty\nof Arts has thoroughly investigated and\nexhaustively debated the problems of\neducating freshmen. Last November the\nFaculty accepted a proposal for a pilot\nproject which offers some answers to\nthese problems, and in December the\nSenate agreed that the project could begin in September 1967.\nRESULTS EVALUATED\nEvery effort is being made to launch\nthe project with suitable provisions for\nstaffing and financial support, and it is\nanticipated that the results of the project\ncan be described and evaluated in such\na manner that those responsible for higher education in comparable situations\nelsewhere will be moved to take the Arts\n1 experience into account.\nAs conceived by the drafters of Arts I,\nthe chief problems of freshman education are as follows: the alienation of the\nstudents; the flight from first-year courses\nof experienced instructors; a course structure which, in its lack of integration, bewilders students and fragments their view\nof the world; a curriculum that appears\nto be remote from the pressing interests\nof students and instructors; and a teaching programme consisting of a stultifying\nround of lectures, perfunctory conferences, and statutory examinations which\nunnerve students rather than prepare\nthem for intellectual advancement.\nThis analysis is corroborated and supplemented by an independent observer\nmaking a report on health and psychiatric services at Canadian universities. Dr.\nConrad J. Schwartz notes among the \"increasing signs of student unrest\" highly-\ncharged reactions to the growing impersonality of university experience; and a\nwidening gap between students and faculty, caused by lack of opportunities for\nindividual exchanges and the intense specialization of the faculty.\nFreshmen are more vulnerable than\nother students to the wounds caused by\nan impersonal institution and its aloof but\ndemanding staff. Indeed, it seems that\nPascal's definition of the human condition\nas \"inconstancy, boredom, anxiety\" is unhappily vindicated for the most eager,\nand in some ways the most insecure,\nminds in the University.\nREMEDY PROBLEMS\nArts I proposes to remedy the freshman-year problems in specific ways. To\ngive the students a sense of greater freedom as individuals, it will, first of all,\nenable them to choose between the standard programme and a new one. To combat alienation, it will place each student\nwho chooses the new programme into a\nsection of 120 students who will be taught\nmost of their subject matter by six members of faculty who will devote most of\ntheir time to the project.\nBecause Arts ! will occupy so much of\nthe time of students and faculty, topics\ncan be studied in depth, and close student-faculty relationships can be formed.\nEach student will thus be part of a community of learners. To insure that students will have experienced instructors,\nArts I will require that the faculty in\nthe programme have several years' teaching experience and some standing as\nscholars.\nThe freedom the faculty will have in\ndevising a curriculum and effective teaching methods, however, is the greatest\nguarantee that the teaching staff will be\nwell qualified. This fact has already been\nUBC REPORTS\nVOLUME 13, No. 3\nMARCH, 1967\nattested by the calibre of the faculty who\nhave volunteered for the programme.\nTo avoid the fragmentation of knowledge caused by the present course structure and the consequent destruction of\nwhatever integrated view of the world the\nstudent may possess, Arts I will have as\ncontent during each division of the session principally those works which are\nrelated to themes of broad human concern, such as war, tyranny, love, or death.\nBecause the instructors will themselves\nselect the sequence of themes, and will\ndo so immediately before they are taught,\nthey should be of relevance to all the\nparticipants in the programme.\nTEACHING METHODS\nThe materials for study will be classic\npresentations of each theme in imaginative and analytic works, as well as contemporary manifestations in the mass\nmedia. The faculty \u00E2\u0080\u0094 philosophers, economists, historians, literary scholars, sociologists or whatever \u00E2\u0080\u0094 will work together in helping the students to achieve\nan understanding of the themes through\nlectures, seminar discussions, and tutorials.\nThe teaching methods adopted will seek\nto instil in the students the habit of independent investigation which alone insures\nlearning. Thus, the most stimulating materials and the most effective teaching\nmethods will be used for the student who\nhas the greatest need of both \u00E2\u0080\u0094 the freshman.\nThe hope of Arts I is that it will establish a viable alternative to the traditional\npattern of first-year education. If valid\nempirical evidence is forthcoming about\nsuch a programme, it can be argued that\nmany freshmen \u00E2\u0080\u0094 far more than the 240\nwho will take Arts I in September 1967\n\u00E2\u0080\u0094 could choose to pursue their education\nin groups small enough to achieve a\ncorporate identity and fruitful student-\nfaculty relationships.\nAgain, more than twelve faculty \u00E2\u0080\u0094 the\nnumber to be involved in the pilot project \u00E2\u0080\u0094 could form teaching teams for\nfreshman groups and arrange meaningful\ncurricula for them. The two teams in\nArts I will represent various disciplines\nin the Faculty of Arts. It is conceivable\nthat teams could be made up of members\nof difference Faculties and thus set for\nfreshmen an example of a stimulating\ndialogue between specialist intellectuals.\nLIVELY INTEREST\nAs matters stand now, the best minds\nin the universities often do not have the\nimpact they should because of a failure\nto communicate. For these and similar\nreasons, the proving or disproving in\naction of the basic ideas of Arts I should\nmake the project of lively interest to all\nconcerned with first-year education.\nOf necessity, the Arts I faculty will\nspend most of the summer preparing for\nthe programme: reading on the chosen\nthemes so that new material can be taught\neffectively; selecting topics for seminars\nand essays; and discussing with their colleagues ideas for the programme. A commitment to spend the summer in this way\nhas been sought from the volunteer Arts\nI faculty.\nSuch intensive work warrants additional income, since it will replace normal\nopportunities for summer school teaching\nand for research leading to professional\nadvancement. Advisedly, then, the Faculty\nof Arts has sought the support of a\nfoundation so that each Arts I instructor\ncan be paid the normal summer session\nstipend of $1,200.\nThe Arts I project will also need an\noperating budget. Clerical help will have\nto be enlisted and special library requirements met, for example, the duplication\nof scarce source materials for study. In\nthe interest of expanding the intellectual\nand imaginative horizons of the students,\nspecial lecturers wilt be invited to speak\nand will have to be paid their fees.\nOUTSIDE ADVICE SOUGHT\nTransport will be required on occasion\nto take Arts I groups to plays, concerts,\nmuseum displays, and art exhibitions.\nOpportunities must be made for students\nand faculty to study the offerings of the\nmass media that relate to the curriculum.\nThis will entail expense for film and slide\nshowings, as well as for radio and television sets.\nFunds will be required, finally, to enable the project to be studied in progress, and evaluated at the end of each\nof the three years of its life. The claim'\nfor Arts I as a pilot project requires that\nits evaluative procedures be sophisticated,\nand that the study be conducted with\ngreat care. Faculty involved in this work\nwill need financial and clerical resources.\nenge First Year Students\nTwo-man steering committee planning the details of\nUBC's new Arts I program take advantage of a sunny\nday to hold discussions on the plaza roof terrace overlooking the quadrangle of the Buchanan building. Dr.\nIan Ross, left, associate professor of English and the\nauthor of the article onjhese tyages, is shown conversing\nwith Gerald F. McGuigan, assistant professor of economics. When the Arts I program is under way an Arts\nI council will be established to serve as a public information committee. A third committee, chaired by Professor\nRobert M. Clark, UBC's academic planner, has been\nstruck to evaluate the program. Photo by B. C. Jennings.\nPossibly the advice of consultants outside the University of British Columbia\nwill have to be sought and paid for.\nMuch will be put to the test by Arts I:\non the one hand, the capacity of freshmen to engage meaningfully in the activities of the programme; on the other hand,\nthe ingenuity and vision of the participating faculty in devising a suitable curriculum, as well as their ability to work with\neach other and the students. It is to be\nhoped that the Arts I project will be\ngiven the fullest support by the Faculty\nof Arts, the University, and those members of the community who interest themselves in university affairs.\nHISTORY OF ARTS I\nShortly after his appointment in 1962\nas President of the University of British\nColumbia, Dr. John B. Macdonald appointed a Committee on Academic Goals,\nwhich published its report as GUIDE-\nPOSTS TO INNOVATION (1964). The\nSenate discussed this report and endorsed\nthoroughly the Committee's statement of\nthe urgent need to reconsider the prirr-\nciples and practices of undergraduate\neducation.\nIn connection with the first-year programme, the Committee noted that \"this_\nis the most sensitive period of adjustment for the student; yet it is the year\nin which he receives least help\" (p. 18).\nIndependently, the late Dean Kaspar D.\nNaegele established a Faculty of Arts\nCommittee concerned with education\nwhich published its findings as DISCIPLINE AND DISCOVERY (1965).\nIn brief, the Naegele Committee recommended that the student in his first year\nof Arts should take a core-programme-of\ngeneral studies based on such broad concepts as Man and Society, Man and\nThought, and Man and Expression, to be\ntaught by experienced instructors through ^\na combination of lectures to large groups'\nand seminar discussions for small groups.\nThe second year should consist of courses\norganized and given by different depart-\n', ments, their primary purpose being to\nj introduce the student to several distinc-\n[ tive disciplines.\n! Finally, the third and fourth years\n| should be regarded as the period in which\nj the student develops his special interest\nI 'while broadening himself through some\n' study in areas other than those of his\nI concentration,\nj NEW GROUP FORMED\ni The ideas concerning the third and\nfourth years in Arts met the most favourable reception and have already been\n-j implemented in strengthened departmental majors programmes. The ideas con-\n! cerning the first year have had a stormy\n\"j life.\n1 In the spring of 1965 a Committee of the\nj Faculty of Arts was instructed to devise\nI _a pilot project which would implement,\n\u00E2\u0080\u0094 wjjere feasible, the proposals of DISCIPLINE AND DISCOVERY concerning first-\nyear education. This Committee reported\nto the Faculty in the autumn of 1965, but\nits proposals were not accepted. Dean\nNaegele's successor, Dean Dennis Healy,\nthereupon passed the job of making recommendations to a new group established to advise him on curriculum reform.\nThe Curriculum Advisory Committee,\nchaired by Dean Healy, consisted of one\nrepresentative from each Department and\nSchool in the Faculty of Arts and a representative from the standing Faculty Committee on Curriculum, a total of 23 members. It met through the remainder of\nthe session of 1965-66 and sent its report\nto the Faculty in May.\nThe chief recommendation of the report\nconcerned Arts I, a programme of interdisciplinary studies, to be taught to compact groups of first-year students by\nteams of instructors representing different disciplines in the Faculty. It was\nproposed that the curriculum for each\ngroup of students should be devised by\nthe team of instructors assigned to it.\nCommunication among the groups, and\nthe staffing of them, should be handled\nby a Steering Committee elected by instructors who volunteered to participate\nin Arts I. In the summer of 1966, two\nsub-committees met to prepare sample\nprogrammes for sections of Arts I. The\nsample programmes and the original report were sent to Faculty members in\nOctober 1966.\nPILOT PROJECT ACCEPTED\nIn addition, Departments met at that\ntime to discuss Arts I with members of\nthe Curriculum Advisory Committee and\nfaculty who had helped devise the sample programmes. Over a three-day period\nin November, the Faculty of Arts met to\ndebate Arts I and the other proposals of\nthe Advisory Curriculum Committee.\nThe result was that Arts 1 was accepted\nas a pilot project for a limited number\nof volunteer students and faculty: at least\ntwo sections of 120 students each, the\nsections each to be taught by six members of faculty. Successful completion of\nArts I will give a student nine units of\ncredit towards his degree. An instructor\nin Arts I must devote two-thirds of his\nteaching time to the programme. At its\nDecember meeting, the Senate unanimously endorsed the proposal for a pilot\nproject.\nDuring the discussions concerning Arts\nI, the drafters of the proposals consulted\nmembers of different Faculties at the\nUniversity of British Columbia. In addition, they examined material from universities where new programmes are being\ndiscussed or attempted, such as York\n(Ontario), Essex and Sussex (England),\nHarvard, Columbia, Chicago, and Berkeley.\nProfessor Joseph Tussman, who has\nbeen instrumental in setting up an experimental college for first and second\nyear students at Berkeley, addressed the\nCurriculum Advisory Committee and\ngenially submitted to a long evening of\nincisive questioning. The views of students at this University and others have\nbeen canvassed. In devising Arts I, the\ntwo enemies of scholarly work \u00E2\u0080\u0094 insufficient evidence and haste \u00E2\u0080\u0094 have surely\nbeen avoided.\nSTUDENTS VOLUNTEER\nStudents entering the Faculty of Arts\nin September 167 will have an opportunity to volunteer for a new programme,\nArts I. Its chief aims are to introduce\nthe student effectively to the intellectual\nlife of the University, and to give him a\nless fragmented view of education than\nis normally offered to freshmen. The\nstudies undertaken will encourage a\nbroad, though disciplined, approach to\nthe world within and without the University.\nArts I will seek to teach the student\nthat the humanities and the social sciences must complement each other when\na thorough understanding is desired of\nman and his works. The programme, in\nconsequence, will concern itself with\nproblems to which a flexible response\nmust come from the interaction of the\ndisciplines. The historian will demonstrate his need, at times, for the concepts and techniques of the economist;\nthe philosopher, his awareness of the\nfindings of social anthropology; and the\nsociologist, his reliance on literary insights.\nThe Arts I faculty stand to gain immensely from doing these things in each\nother's presence and in such a way as to\ncommand the attention and respect of\nbeginning students. In this way, the basic\nidea of a university as a community of\nscholars will be revitalized for student\nand professor alike.\nLectures, debates, seminars, tutorials,\nand periods of individual study will all be\nused to promote in the student the spirit\nof critical inquiry which should inform\na true education.\nHIGH STANDARD\nA feature of the programme will be the\nsequence of oral reports and essays assigned with the aim of inducing the student to become fully articulate. Throughout the session, he will be called on to\ncollect and assess information, develop\nideas and arguments, and foster the powers of his imagination. Since the student\nwill have a considerable amount of time\nto give to his writing, and since he will\nreceive in ample measure the criticism\nof his peers and instructors, he will be\nexpected to reach a high standard of composition.\nIt should also be possible for a student\nin Arts I with artistic or musical gifts to\nexpress his ideas in a medium other than\nwords, and thus play a part in increasing\nthe sensitivity and awareness of participants in the programme.\nJointly the instructors will devise a\nlecture schedule for the section of Arts I\nto which they are assigned. Individually,\nthey will arrange a sequence of seminars\nand tutorials for the group of twenty students for which each is responsible. To\npresent to the student different points of\nview arising from different academic\nbackgrounds, seminar leadership will be\nexchanged from time to time among the\ninstructors.\nThese arrangements should encourage\nvigorous and sustained student-faculty interaction. His share in planning the curriculum will give every instructor a stake\nin the programme by allowing him to\nmake the best use of his special qualifications as well as his ideas about an\nintegrated approach to education.\nStudents will be asked to assume, in\ntheir turn, responsibility for seminar\nplanning, and they will be encouraged to\ncriticize constructively the whole programme so that improvements can be\nmade for their successors in Arts I.\nTHEMES ILLUSTRATED\nThe two groups of faculty who worked\non illustrative programmes for Arts I\nlast summer chose the following themes:\nI II\nCommunications\nWar\nTyranny\nLove\nWar\nDeath\nImperialism\nWork\nUtopia\nEducation\nBoth groups suggested that six weeks\nshould be given to each theme, and that\nrelationships between the themes should\nbe stressed throughout the session. A\nweek of Arts I was envisaged as having\nperhaps two lectures, one of them to be\ngiven by a specialist invited to address\nthe Arts I students. The lectures would\nbe supplemented and complemented by\ntwo seminar discussions on similar aspects of the theme being studied.\nIn tutorials, students would read essays\nto their seminar leaders and get advice\nabout presentations to the seminar\ngroups. Music, arts, films, and broadcasts with a bearing on the theme would\nreceive attention. The bulk of the student's time would be spent in independent reading, thinking, discussion, and\nwriting stimulated by the requirements\nand, hopefully, by the very environment\nof Arts I.\nThe sample reading listed by both\nfaculty groups ranged from the profound\n(Plato/Shakespeare) to the provocative\n(Goodman/McLuhan) with the deliberate\nintention of challenging the student to\nthink independently and imaginatively.\nIt is likely that the actual programme\nembarked on in September will have\nsimilar features.\nIt is intended that Arts I should take\nthe place of the present compulsory\nfreshman English course and the two\nelectives open in the first year. In addition to the Arts I programme, the student will probably take an intensive language course, or a combination of two\nsciences, or a science and a mathematics\ncourse.\nTHREE YEAR TEST\nA choice will be made by each individual in consultation with a faculty adviser. On the basis of his experience in\nArts I and his continued contact with\nan adviser, the student should be in a\ngood position to make an educated choice\nfrom the array of departmental offerings\nat the second year level. Also, he will\nbe allowed to proceed to the second year\noffering in English.\nArts I is a pilot project, to run for\nthree years, with students and faculty\nvolunteering for each session of the programme. The Dean, in consultation with\nthe Faculty of Arts, is charged with the\nduty of arranging a valid procedure for\nevaluating the achievements of the programme. The results of such an evaluation could be of the first importance for\nstudents, parents, school teachers, professors, academic planners, architects,\ncivil servants, and members of governments, in fact, all who make choices relating to education.\nIn the assertion by this kind of programme of the values of character\nstrength, mental resilience, and imaginative vision may lie an answer to the\nexplosions of knowledge and population\nwhich strain to its limits the existing\norder.\nUBC REPORTS\nVOLUME 13, No. 3\nMARCH, 1967 IWXtmitZcX.m .Unmaei TV-ialda*, IbdH,:, rdmwbii sefflriibt :fR0(JOO( wodt*\nia*: nnfw saiaartdMb:: isspuipinnaflrri ini Hke omtimtbsfc! liEdocnsatairp iiiii\nJL1E9::':; orlnsnrniedirry' UowilialiniK; Mr. Tnddna-t', 'wittd Hui .sdiMsatlfl i\u00C2\u00AB(-\npsa(irv9!)l;l HVwai tiqqt iibt-Sair,s*:barsd iemBiafe; 'tin' 11ri:e; naaasmd-1!, :8SfVi\nUna! tnaw\ \u00C2\u00BB3\u00C2\u00BBiiia,o\u00E2\u0084\u00A2is3\u00C2\u00AB' Ikid* inoartdlle; 'ki iei itsw 'wwdilj;. Akaa'idJiingi, liiibrri ii'm\nHiii! -mteiii: ii'm Wei HM'bt'ij*' o->\u00C2\u00ABirv>MY\u00C2\u00AB*Si'!''lx>c,ii,3qddifv.sirK IJnwi l:1r,il<.\nsaMjubbaritij, Wb*. Ki'itrnoari 'Wkviilxrw,', sHnavwni ;sD[.'Mdinw rUriBi oomdiSw\nisoBi.iq:ranei(tJ, .snnol Iflbt;. JCiaicilrvii 'A/HI Hi;etdboni, wlrio( fe; sssifiotl ;Ed ;i\noaoraadis -wilribdn lanraqoame; puiinodr iisaibe; tVarr L03>Xi'a; 'jaanqouiliSa-.\nI/Miti WHitdkiN ii; Iflnai iatBji)d^irbs'-t.iir--liiJWi xtl lEUX'j'i imiini>*s: xtl inoantHHei\nlieiii Vtm,fwwir.zi.\nf'rt\u00C2\u00AB''aeaaa* .Unnas; TinrftaT, l&t,-, rwfllll\nuea IrlriE' ni\u00C2\u00BBwi uopuiicfimatfj, |oumdrisi!a9bl\n'wiilUr op-5B.iil:i. b'tawi IXEnnBobi1!* ll/WJbonseil\nIBaswBiddi 'Ibaiim::), tn )Dan*:\"nruo\u00C2\u00AB '\u00C2\u00BB\u00C2\u00BB\wtH:\nrwdri bdri Ir.Beisi'ihissotl^ (Ssmnaial Hiinw idoas'OcH\nUlna! 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'M\ lli.snrne., Heseol i:*: IJlns' ibbqcand-:-\niinisii1Jodlo3iirdi:iinuiiiiQt in\u00C2\u00BB3bli>3Eil isbbicstfibcir,!,\n:\u00C2\u00BBBir\u00C2\u00ABi, \")Xi I30X'!'! IVWSi udrfeaiibaTe,;, 19801\nitaadiJiaiB^ hiei-isiJ:l\u00C2\u00BBsse*:johhj )Mgn-\u00C2\u00BBai Tlri:bi\n\u00E2\u0096\u00A0>3qaiB93'irJ?i >c :Ec par \u00C2\u00BBard: qceifdiid:qcsdi)bari\nicil'lllna! iaicuiinB3',!,< |cn\u00C2\u00BBod:bdni)E ^dr^iiidBflrei\n\u00E2\u0096\u00A0\u00E2\u0080\u0094.anr bnasissas'li'isiwilEtESi )>S' \ow witi\ni i rir l!86Wai.\n\"'WHnaif iJ:\"Bi oannaiabaisot Hlr.sd:Ulna! isb:--\niffiBBiobbicil tcsalibard \u00C2\u00ABaiEin9cpii b^anr ipkm---\nlegps twmH>; wvwait \m ia)0iDa\u00C2\u00AB3.i3*:i3!)l Inaoui^\nil b: i3mTsn'l>3dd'B! 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HiajdHvod! imaoblt-\n)dn\u00C2\u00BB; qatsop-iEjitf hb\u00C2\u00AB- ndr^;in:Bane; i k qaaeo:-\n'liibaft 'IT* ;B03Doiiii?diiE(d( Jrliiij,, imaandofl!rE. \u00C2\u00BBcl\nII.1b\u00C2\u00AB' 1,'^ciaLiJ'Vi ftdtls; ijMun^as; Ik/wiUrihri )G(\nwiiibs; xH Ulna! )3owni\u00C2\u00BBLi*i iSibe; rWHaaiai !\u00C2\u00A3i\npan- )39\"#;o(t\" lEU::,';; ^dr^ibd bane loteudiibaf.\n^ji-odrlnEi'>:(keI ii; hb< inmnrnod-if flrlos fscbih\njjdlbofiixrl HHnsHasEildi Ibsa\u00E2\u0084\u00A2 l:yi )x*MibliiM-\n;tf:rtnc| ^ocebf i=ob-^*S! >30unol )3m#l:Hnjiino( itmsoli--\nosdl >a:bu3SBi;bari id:ba< .eesEte IEI.C ln:s--\nx'ridb.iiir i iitSa-i-msaobaiitjBotjbjiTdi^iir iambi\nlairiiaoufiagps! anind llinsa^d; ini 'Jlnai LbojiI b>r\nrj: >et=oti.ii(ti; lidiLob'lbs; 'ta- ;o:k\u00C2\u00A3ii)39:l i:bt-\nign^se ini i-ins:lii:.hn3:.\nl^MwniisiPijj+ni\"\n\"Tl'tosi iciJiiBiliih )*' nmaaliibsd1 j3bi\u00C2\u00AB. its-.\niDaivuaol; 1;^ CleiGeiti':; b'snuiiliasi ijbsqasiabb;\nIk iei \>ev.w ibb^r\u00C2\u00BBaa< xfi H.Ho; sadHod badilbrtaas.\n>:rt iii; jdryjiio bar-e ,'\" isf^: En-. /\'il Ili.Etima\n\"I'bn lEtiX,, \u00C2\u00BBpif:iiruii ir>E imaoblbsdl isobu.osi-.\nlii>C'H Use; Ideagaama! ;( jCBTdmaa-jdniqC' )cA imoaaliiinna!, li.Ho: mnealii^sit\n;e-ot sill oacl toss'lJIrinn-xr^saiiignRi, I>bsad1iiiia(\nwiatlijsarrMimuunillf^\u00E2\u0096\u00A0 loo^qditd:^, larcirvedbsi itinrj*\nicuddilib: ndr i.EmtHiniqcy', snnal J-s: jpcunaiiH\ninB*rd:lk iBjqcqoaftd ;sn\u00C2\u00BBbl ined:il:l Hdns ndnlibi-\n!aq:dr^ \u00C2\u00BB:*: I Ib'a^bqrgi bsarndidpcl.1\"\nIdoJ'licliingi, III'. Ti-xtJidi' aanol Hifei naaasindrii\nIdtSBtir njot'bds! inibaice^qbib: ;iei\u00C2\u00ABi:(lia; 3d1\n>37bb*3mmriina! Wnsi isaoaidii rf:\nMnedr itdiibOluBis, Tl'lnsi \u00C2\u00BB3Ty?*E Isj 'witnbdn\nl^iei'. Tnddbsfl- ihTietlidiai w^i'lri iM-ne^ii\n)3:irtiani oSTdsE br Tm:iliE>:jil3\u00C2\u00BBi >si-.Eir;eaot fari\ni\u00C2\u00A3 :i)Daodtli>: jpssnrBdnb^E I jcd*3!iir.,\n*\Mi\u00C2\u00AB,\u00C2\u00A5/nwi a innsiwxmna'\n'k/MHaaii Idlnas :mte2S .sm! i-rflbsdl-\n\u00C2\u00BBtl Idirv iei imninan-. TTHos\u00E2\u0096\u00A0 itlilfliiBaJs:! \u00C2\u00ABif\u00C2\u00A5!\nK\"i:Bnai )ddnddiQgn^a,Edn93l 1:11\nliiibjdUn' iasneiihiroB! Hiihtt, sanal Ucry inaseauir-.\niingt 1*3! ,arisieiliiMi i:*: 'Iris* nrvs. ;ti\nAiB-i bdLEi.jiingiliai.. HHn: n;sa5indHi basani >;e\u00E2\u0084\u00A2\niinoliiiiM*:lf\ ibbdiaatrnhna! JI.^eh :!diiuDJjini >dil\nHdaf imodiEtoj*! eiej; wr 3^ rH>gi pjij;. nlns' i3tcs*hiI.\nIiii lUnai joeetd III'. TndTtSJf^i nasassidli\n\u00E2\u0096\u00A0>sanrri Use. Ir.sot rk miid>a! Hrlosi i iiitiane;f'V^\niimaaeuurtstimawtbi lrsuruuE llYOfAiar.si panbo:!\ni:il:nm:nrt!lr:; UoabcnE'H^e: nszjil'i; >30udibl be:\nloid oflribc. puuroHrijol i3B*>bbi sanot hat intoi\niei 03amqcnjJiS!i' itaT laisd'^eihi llnai noswi\ni9apji[:niraarij, /wliiiidHi iinodbubbsi iflL*:rar,6ft'wi:|\n\u00C2\u00BB3b?(i'b3E>i rwonUi :{MyOO(, mi'it I itir.dils! l*s(\ni iitSareir^ 3d:eai-\u00C2\u00ABeiii:nn; i6JibkinB*:b3d ll'yi\niEnnd Hi->(re.tm 1 H^eami 'tc si <}3anqcenri.bari\ni3:qfi\u00C2\u00BBcd>E. 'wdriibdn wiil II nniq:6ii-\u00C2\u00AB iqounodrtaabl\nissmbi laliosffJ:^ Ibo' Ulna! wcmriqoL'dbaT.'\n\"T1'1k isuttkrar.E1dinD( 3opjiinaneardl:'w\il II ;sil-\nhbwi' lUBi Iki ined>3< sdseafi-niBdinnr.! saswan.d\nMimesi ;eb Vefd iej iin H.-ih icefi, limit tm\n>sem'349fl\u00C2\u00ABt,siidii>3\u00C2\u00ABrisc no^nn:l-IJlr>a!-)d'bodi;h6ea!e ,\nI3>viaar imeausi ihmqoofftaid,:, itd micni'M itoieiIje\nHHns' imiisdSiljia?; rlrlr.F] saomnadiiiwasi >a-\u00C2\u00BBosqc i Hr\nHMmoijtjtJili IriiMitngni iaii:^,\" Inaissaial.\nlAbced ic-il |]Ca'.TT>'3db*3\"ft'! iwmI) i bi iin JHm\nmisgi kH'Ideea'ib: nea^sindr mHidli ;sihr-e; to\nmtinf iEi oanrdi-tldo.di'Drtr 'k< ouun' jceso:\n|jn\u00C2\u00BB(rw^9al?pB! >a*; Mimjwi lmedria- iii i^uird tat-\njpatdlnaa-. \"tlbri HHa: nnona! |c(t?odi:bsd I sibbte,\"\nIna: !sd bt, \"tboLr m:n>l; sihao lr.se. r\u00C2\u00ABE Irugi ini,\nKan-1aiKKSnrrjtid'b:, m\u00C2\u00BB9ali>3Eil ienobl io-3od-aaniiv;Eil\ni3339Bfiddr, [iiTOSi Jriw uiatjiiaur ia*: tayiltn-\n:?d,6ii>3S( iibr rUns! Unjarrenn IJooblfV ibbqaaanabi\n>3arrJlna! im;ili9ajiJ br- :*njDdjins;, ,'wdri b.lr mv.\n>33nn i:bftenniinK nddiiddd'^ kip nuii- :si'.'\"\nfud-,'.'nic*'ia-.jcibna()l HHos?IJLIES~\u00E2\u0096\u00A0 fc'sowJrbV^i\nibr USetli. H-b; Inodiafei 'Una! (bbojnaaj; i]*1\niJGsdMba- k<\ so:b9nri3E, jb:odi:t|- >cd laririiH--\niseaqdrlirvisnntloboffinq'\u00C2\u00BBon):sadiaansa)\u00E2\u0096\u00A0 li'^cmr linai\niJLirivwgta jVv xtl 13 tesfD^V 'Nnaa>< Mm sibac\nItoLgdrj toethbrra! oamribngi Ik' Eieieebbi. l-b;\n|rse; ^udbiliidriastl iiman-a! HdeBii I CSX iceqoETj\nini -JIHiw- Madibl xtl :<\u00C2\u00ABts^ ijrftMdl bt)ei\u00C2\u00BBqdd\u00C2\u00AB>',\nBrain\nDamage\nProbed\nTllei iaE irBvw id'br.b: jsd.sddlbdraot kip lilnai JLIini--\nrv3s?il^ i3*! lEIJCl'M jcee!)bl6iUTbii 3b?qeB+j..\nimBsirdl:iim \u00C2\u00BBoaqDaa^ili!bflfli rw'illrli Mns'^Bnoaoui-\nnian'iiiddaoad ISbcsmt.\nPi-inifiBTlIn,' ishsiajpiMbl \u00E2\u0096\u00A0 Vol' ussasatdii, 'flria<\nmaim MajMTd'bflEMir iB:linib:: V)\u00C2\u00AB- !Jidd\u00C2\u00ABtcil\n>::ln]i;b->sn *>\i II ;d:*:i ljt->aii( (qoao:i;E li;\u00C2\u00BBs;l\n(osTs^nriiiE Iisnnal Bo.lnaod Il*sBdd\u00C2\u00BBa?n,.,isoaaaitl-\ningj Ik' V.t\ ,i,WHnn iS^ibHrttoii, .seafed.iratj\nlQ->c*'s**a(i- >:4! |Qe\u00C2\u00BBoliiffjri>aji ismsl ijb'iMofca-\nij*' Ulna! idliinii,\ntS131JJ35m,!Em.llI]:]rTr.2i\n.Wdootd: 'Mi u*Mlrari si fyasa- rw'lll Ids'\nKa^atoi'rdj( utJwnncl --Hoi isJnma,:, r\u00C2\u00ABdriMrli\n'Wiil II )qqoait*E\u00E2\u0096\u00A0 ifd: Bfcl\u00C2\u00BBA (Xe^II IccidncodJ,\nfM-i iBiotl Kianif:ibi\n\l*r. >XmbJrianr iiamqddaeai'ssat ll-edj IHnai\niX Eniii: wvoj^ial moifioqsea-sdk ;ee >< laafvbsE\nrmc.bsd'J :ihn53: I: iwDOLibtl Idei iitnq;oeadld(li;\nIk jbbsd \u00E2\u0084\u00A2-JlJi Ijlnat niiLwrlJoa- xtl iddri ibbttaar\nrwdnci iBJtftai li-jamr :!oan\u00C2\u00AB bbaini itf'- imiilM\nIcaiiini >tWsDp\u00C2\u00AB'. ICadaai^dl lk< IHn!' iddiniii:\nrwilll Ids' H^n-MuBd^ hnrriil ^ ibdry; bi;Eir;j |ifii-\niinRB'i'ilrv,\nItt\u00C2\u00AB !Sit.3b '\"^3! jd bur fk:sadi3od:iddoo.it:I9(\nidiiilUnsn >c ryasai 'wfciHr.Ewa; i:lHi)3jitiif\ i'nr\noonnssirtli'silihrigi i:n' >30QflTb!hr,Bdi]bi)Ei inaoua*-.\nnos-fc ict Hr,c\u00C2\u00BBa; iqoaodHb: libsainhnoj iblbi-.\n:Sj(il lilJiei Iba- KxBnfrqd'b!, nseblincjf xn irjuni-\nIcea' ijaflnjaqdii.\n\"Ibbbsd llf\'rwa! mioudibl li'ib!i ISnaeai ib'TOi-\nHLilhiia; Ik' to: ^'.dJjsoI i.qC' Jrv ti \u00E2\u0096\u00A0mrba-ifan'-\nhair lissadnat!, Idwid 11 )i>qo9d inDcd!o*')l-e:\n>jmiibb-taii SBjaaqdMI sdi'lrBi idilhiiib: mil'lde:\nn*^a-ii9sl IndlliBil'^ ldv>'lbx\u00C2\u00BBBil i^ceBoVisdii'l-.\n:b\u00C2\u00A3l(!i,\n\"W3iHr.fi/9i mci rlijEUUies 1o< imob'lbsdk Inaim\nimear^ idliil bbiaii saLiHiia\" Hnani imd-bl ld\u00C2\u00AB\"Bilii\njlbnirsopai.'A/Vmri rnt^:i hheiopuiito >30rannmoqil\nia^atl )gib! |tsB9tlb^li-tiabar Irises 'tcbt ime!\nIIHiiB'J I\"bs ;ilp:m: jdojJi:! nit-y>^bbb! iei I'jiI II\nliaea.iaoami.\n\"II Kiiqosd rww rw'HI l:tM! iddoouilj MK idriiill-\n)lir\u00C2\u00BB,S!\u00C2\u00BB it (Wt\\ :eiob ^tanrn Iflnasa! >ww 'Wiil II '\n!iadib9d:isdDCuilj !9( to ;rt=in:l l:bbi.di IXFV)d II\n\":^biy \u00E2\u0096\u00A0\nJll\u00C2\u00AB-ltl \u00C2\u00BBa*\u00C2\u00BBXKDXM\nSoHnaad issodr >tbif\ ban- ;es liaarigi iei IHrisyi\nwaaacl ^q\u00C2\u00AB9a:bdl laabbttitfdiianr.,\n\"'TTIns' >dllbr,ib: m I loa! !*,i\u00C2\u00BBft9ol Jf^ .ei\ni;qo9d:bd Ihasedria*- iqnicwbbbot l:v Idlna; 'Asnr-\nisauLi/iai lEodrood I lEtioeial. Tlnai idn iial'ii wtlii--\niasdi:bari iii mosiXdinnib; m ill IdoM^Bseitaotl'ltci\nMii>; loi Iraa- itesdbiiliir^.snnol iM'Mlll be! jolt\n;Eibmi Ik i-)dium Ijnai )dn il>;l k \e inaairnGd'\n!5jioo:il :3?f:nn:| >ei i:pLibd>>\ ,;ei possiilJdiE.\"'\nKtVJ VI liMTmiEibXE\nIt. X:i'bd~*i:ir isebt IIHnsi is^qC'Si'baioj:\nifBiirBstl iti IHns' iJiihrib; 'wil I loaanadrd: J.I3\u00C2\u00ABX\nlaea-iacnnnBd isnntl bocail iaddooad lisnadngTc.\n\"Tlrtaf iiaiasaidri baaani iBe\u00C2\u00BBoo:bF*9al rwilHr\ntrios \u00E2\u0096\u00A0 d;M irii-:, brolLDb rinji ;< nGosiliiEidiH oes-i, si\nl=r:ob ?d, iBqatl si ice^dribitb'bd:, Jinilll\nXEinri j^d iiuEddu! K^ETbaro* isnitbl rn=iiiriiir.D(\nin IHnE- irrsnr.eopaTmeirfj xtl |:(nd:il>snr;; \bz\u00C2\u00BB:i-\n>XEdisal 'wdljlr wiilial Ja-.eir iEmr.EDpt.\n\"I hr sekbtiliti:.bar.i,IJIna!^sedHrinQcil'39driiiriibpuBSi\njbsvi\u00C2\u00BBd bq3e9tl;dd)lriw:8sHnood hwil II lofiEqamsaal\nIHa-xniptHBoiid: IJIna! laddoood !?v*d\u00C2\u00BBa\u00E2\u0084\u00A2i to uari-\nsdcibE lisuadns't; hk isqqd! raritHi irear^ xtl\n\u00E2\u0080\u00A2^BeaE'iKiidddisirs ibriUna! sodnoodil sadi:iinEt-!\"\ntil\n'ax "Periodicals"@en . "Vancouver (B.C.)"@en . "LE3.B8K U2"@en . "LE3_B8K_U2_1967_03_01"@en . "10.14288/1.0118553"@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 .