Guelph Alumnus Magazine, May 1972

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UNIVERSITY OF GUELPH MayJune, 1972, Vol. 5, No. 3

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CREDITS Design: Cover, Ken Chamberlain Photography: pages 27, 28, 29, Dr. Carl Jordan; page 36, Harry Smallfield, OAC '21.

UNIVERSITY OF GUELPH ALUMNI ASSOCIATION HONORARY PRESIDENT: Dr. W. C. Winegard.

PRESIDENT: DR. V. C. R. WALKER, OVC '47.

SENIOR VICE-PRESIDENT: T. R. Hilliard, OAC '40.

VICE-PRESIDENTS: Mrs. J. D. (Virginia Shortt) Bandeen Mac '57, Dr. C. R. Buck, OVC '46, l , '70, and T. 8. Radford, D. W. ~ i ~ o n e lOAC Well '67.

SECRETARY: Ma. G. M. (Joan Anderson) Jenkinson, Mac '66.

TREASURER: J. J. Elmslie, Development Officer, University of Guelph.

DIRECTORS: Miss Elizabeth Brandon We11 '70; Dr. Sandra J. (Kelk) Chernesky O ~ C '63.

Mrs. R. R. (Patricia Schoenau) bavies, M>C '57; Miss Jean Dewar Mac '28. Dr G R Doldge OVC '52; J. R. ~ i e g g ,well' '68; is; ~ a t r i c i d Moll We11 '70. A C McTaggart OAC '35; Dr. j. H. ~ i l l i ; l & o n ' OVC '69. D .; W. H. Minshall, OAC '33; And G. riv rivers, OAC '67.

EX-OFFICIO DIRECTORS: R. G. Bennett OAC '43, President O.A.C. Alumni ~ssociation!

Miss ~osbmaryClark, Mac '59, ~ r e s i h e ~ t .

Macdonald Institute Alumnae Associat~onP. D. Ferguson We11 '67 President Arts a i d Sciences ~ l u m h~ssocidtion. i Dr. D. Homey i OVC '51, President, O.V.C. ~ I u m n ~ssociationj and J. K. Babcock, OAC '54, D~rector,Alumni Affairs and Development.

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The Guelph Alumnus is published by the Department of Alumni Affairs and Development, University of Guelph.

The Editorial Committee is comprised of.

Editor- D. A. Bates, OAC '69, Alumni Off~cer; Art D~rector-Prof K E Chamberla~n.J. K. Babcock OAC '54 ~ i r e c t k rof Alumni Affairs and ~evelopfhent.D. Watenton Director of , Information ID.W. Jose, O A C ' ' ~ ~Assistant Director of information.

The Editorial Advisow Board of the Univenitv of Guelph Alumni Assoiiation is comprised of: Mn, G. M. Joan Anderson) Jenkinson Mac '66 chalrman Jrs. J. M. (Kay Murdoch) h e , ad '59 vice-dhairman. Dr. A. E. Austin De t of ~ n h l i s h .Miss ~oieemaryClark ~ a : '58 G. B. Lbve We11 '69. Dr. J. H' Millington, OVC '69; ahd G. 8. bowell, OAC '62.

Ex-officio: J. K. Babcock, OAC .I54 and Dr. V. C. R. Walker, OVC '47. Corresponding members: D. R. Baron. OAC '49. G. M. Carman. OAC '49. and H. G. Dodds, OAC, '58.

Undelivered copies should be returned to Alumni House University of Guelph, Guelph, ontarlo, Canada.

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Contents of this issue are copyright @ 1972, University of Guelph.

~ all the fuss?

Why

By BILL TOLTON

Over the next three years, we are going to witness an extra effort by alumni and faculty as they celebrate the centennial of the Ontario Agricultural College and the campus. The building of an Arboretum Centre has been selected as the major alumni project to commemorate the centennial in 1974; there will be numerous meetings and conferences, many of them of international status; a history of OAC is being published; and there will be much more.

Why all the fuss?

Some of you may already have observed the intense loyalty "Aggies" have for their alma mater. The founding of OACas adapted from Professor Alex Ross' book, From School to University is summarized in this issue of the Guelph Alumnus; this may help to explain such loyalty. It is a very human story for OpC is a very human institution, a unique one. When it was founded, there were not even textbooks suitable for its students. When William Rennie, Sr., the farm superintendent of those early years, wrote the pioneer text, he stated: "The knowledge necessary for a successful agriculturalist is equal to, and as complicated as, that required for any other profession. In fact, in order to obtain the best results, the farmer requires to be an encyclopedist."

An "encyclopedist". What a philosophic basis for training. Yet this has been the approach adopted; the widest fields of knowledge, a respect for the facts as you find them, a search for answers that work, and, above all, an effort to understand and deal with the often unpleasant realities in the complexities of life processes.

The discipline of biological fact

Bill Tolton, OAC '36, is editor of the Ontario Agricultural College Alumni News.

outweighed speculative theorizing; OAC has never been an ivory tower, an escape route for those who prefer to deal with what they feel might, ought, or should be. OAC has always emphaslzed graduating persons who can face up to any problem, struggle with it, and produce a workable solution. That explains in part why aggies have been so successful; through the years, they have been found, and can still be found, in every level of industry, commerce, education, and research, in almost every part of the globe.

It is a record to be proud of.

The University chose its parent wisely.

But OAC is much more than a mere technical training ground for pragmatic solution finders. In its early days, it developed a life style that was unique for its time and well in advance of the attitudes so common on university campuses now.

Student activism? That's old stuff at Guelph. Fifty years ago, when students sought to commemorate their fellow aggies' efforts in World War One, they literally dug in, financed, and erected a much needed auditorium. They called it War Memorial Hall.

Art appreciation? Tom Thomson's, The Drive, one of the treasures of the University's collection was purchased with money raised by students during the 1920s by such simple things as concerts and waste paper drives.

Music and drama? A generation ago, students of OAC, Macdonald Institute, and OVC were attending concerts by famous string quartettes and lectures by eminent writers and thinkers, paying for admission from their own slight resources in the depths of the depression years.

They were staging Shaw, Anderson, and others when the original London and Broadway productions were stlll in belng.

Ecology? The interdependent relationship of all living matter was always a cornerstone in faculty teaching.

Ecology and conservation were being taught at OAC long before most of the strident voices to today's protestors were even born.

Contents lnternationallsm? OAC's residences hosted students from around the world for years, even before the turn of the century. This attitude has never altered, and this two way street of infematlonal co-operation is still well trod.

Above all, OAC was a training ground for living; It was residential, small, and for most of Its life, co-educational. Young men and women worked and studied slde by slde in life-process laboratories long before "women's lib" was ever heard of. OAC was a great mixing bowl from which a graduate emerged well rounded and better adjusted.

These are just a few of the reasons behind the loyalty graduates have shown over the years. Over the next three years, this response should peak as never before; 1974 should also represent a challenge to the graduates of the newer disciplines on our greatly expanded campus, a challenge to equal and even surpass the faith so clearly demonstrated by those who will mark the centenary by helping to institute such a long-term project as an arboretum centre and grounds, a project which will serve future generations, yet an undertaking that many of us can never hope to see in its fullest development.

Perhaps the aggie philosophy can best be summarized in the words of Lord Clark as he concluded his famous television series, "Civilization."

"On the whole, I think that knowledge is preferable to Ignorance, and I am sure that human sympathy Is more valuable than ideology. I believe that in spite of the recent triumphs of science, man has not changed much in the past 2000 years, and, In consequence, we must still learn from history.

"And I think we should remember that we are part of a great whole which for convenlence we call nature. All living things are our brothers and sisters."

And is that not really what educatlon is all about?

Editorial 2

Why all the fuss?

The Draft Report of the Commission on Post-Secondary Education in Ontario continues to be the centre of dlscussion In academic circles.

Staff writer Mary Cocivera details the official University response to this unofficial blueprint for Ontario's institutions of higher educatlon.

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Drafl Report

-a replylMary Cocivera

At 98 years of age, the Ontario Agricultural College is still going strong, amazing perhaps, when you consider OAC's rocky start in life. We present some of OAC's growlng pains In From School to UnhrersltylAlex Ross Yet another blueprint, this one to determine the aims and objectives of the University. Alumni are

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invited to reoiv bv June 19. 1972. page 6

11 Alms and Objectives of the Unlvenlty Development of the Canadian north Is happenlng much too fast for our knowledge of what damage we may be doing to keep up. Several Guelph faculty

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are trying to close that gap.

27 Cool Research1Norman Pearson

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Guelph faculty who taught inmates at the Guelph Correctional Centre may have learned as much as the inmates.

30 Teaching (and learning) behind bars/ Glen Warlow and Alex Middleton 32 Campus Highlights

34 Appointments

IFT REPORT a reply We believe.. . it is extremely important that Ontario continue to maintain a system for post-secondary education that enjoys an international reputation for excellence - - Guelph Brief.

By MARY COCIVERA

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HE Draft Report of the Commission on Post-Secondary Education in Ontario (the Wright Report) has elicited reactions ranging from dismay to disbelief to disappointment. It has rated hundreds of column inches in the press and has sparked heated debate within and outside Ontario's university system.

Released in January, the Draft Report is, according to President W. C. Winegard, "the most important document regarding post-secondary education in Ontario In 40 years." It is the culmination of 2% years of work, and $1,350,000. For all of that, educators expected a document brimming with new ideas and imaginative approaches to Ontario's system of post-secondary education.

What they got instead is an almost universally acceptable, though unoriginal, statement of objectives and an envisioned educational system characterized by universal accessibllity, openness to the public, diversity, flexibility, transferability and public accountabillty. Who can take issue with such high-minded ideals?

The official brlef submitted by the University of Guelph expresses "more or less" full agreement on many of the features of the commission's report.

Now that the initial furor has subsided and the universities have presented their official responses, several key issues come to light. These cruclal concerns are academic jurisdiction, inseparability of research and teaching, admissions, and student aid.

The University's brief to the commission, "Aspects of Public Responsibility

Concerning the Studies of Adult Citizens," discusses at length these four issues.

Chairman of the Senate committee which prepared the Guelph brief, Tom Settle, associate professor of philosophy, told a Commission hearing in Toronto March 23 at which the University presented its brief, that unlverslty autonomy and flexibility of operation are paramount in providing high quality postsecondary education. Several of the commission's recommendations, he said, would deal a death blow to university autonomy and flexibility. Further, the recommended separation of university research and teaching budgets would seriously undermine the quality of education by limiting research.

Perhaps the most contentious aspect of the Draft Report deals with jurisdiction over financial and academic matters.

It recommends establishment of three coordinating boards to govern the three areas of post-secondary education described in the report. These include universlties, colleges of arts and technology, and the open sector consisting of teachers' colleges, schools of nursing, police colleges and ail similar institutions of learning which currently do not come under the aegis of the minister of colleges and universities. in addition, It recommends a senior advisory committee which would advise the minister of colleges and universities on allocation of funds among the various sectors of post-secondary education.

These recommendations would mean a net shift of control over academic affairs to a body which is independent of both the institutions and the leglslature.

If implemented, these recommendations would give the minister control over admissions policies and the establishment of faculties and programs. Universities have always zealously guarded their autonomy in these areas.

While the Guelph brief endorses the principle of independent boards to advise the minister, it warns against bodies which could exercise wide powers over post-secondary institutions without accountabillty to the legislature.

In addition to endorsing an advisory board, the brief calls for established formal procedures for "direct consultation between the minister concerned and the universities, severally and jointly."

Rumour has It that the minister now meets with the Council of Ontario Universities (COU) only a couple of hours annually.

Ranking a close second on the "contentiousness" scale is the recommendation to separate teaching and research funding. The brlef argues that such costs cannot be separated when both activities are conducted simultaneously in the same Institution.

Research experience of faculty improves the quality of instruction, "most obviously at the graduate level, but significantly at the undergraduate levels as well."

The brief describes a "dimension of value" which research contributes to teaching.

"We think," it says, "that the importance of original work to teaching increases from almost irrelevance at the high school level to almost indispensability at the level of PhD Instruction and supervision."

Should cost separation occur, President Winegard expresses concern that university research funding could become

a political football, tossed between the provincial and federal governments.

This could result in a net reduction In research funds, leading to a reduction in the level of university research and an inevitable impairment of the quality of instruction.

The third crucial issue deals with admission standards and policies. The Draft Report recommends that "all students who have been out of full-time regular education for two years should have the rlght to conditional admission to post-secondary institutions without formal requirements."

The Guelph brief asserts that institutions have a "responsibility to ensure that students enter programs with a reasonable expectation of success." This means that institutions "should be free to set their own admission standards related to the programs they offer."

Both the Draft Report and the Guelph brief urge that the institutions of higher learning not be inaccessible to persons whose formal education has been interrupted. Toward this end, the brief suggests that universities adopt entrance examinations. Such tests would ensure a reasonable standard of student competence and would protect students against discrimination regarding their previous education.

From an efficiency standpoint, universities are forced to set pre-requisite standards for courses. Admitting anyone, regardless of his level of competence, would result in time loss for all students in the program.

The brief attacks the commlsslon's recommendation concerning the financing of post-secondary educatlon. The Draft Report discusses accessibility to the institutions and concludes that finances are the most significant barrier to entering the post-secondary education system.

In spite of this, it recommends increasing the student's share of the cost of such education and recommends that loans be made more available to students.

Referring to an AUCC (Assoclation of Universities and Colleges of Canada) study, the brief suggests that inability to pay is not the only "impediment" to entrance into post-secondary education.

"A merely financial attack upon accessibility," says the brief, "is not likely to be successfui."

The grant-loan scheme proposed in the Draft Report may well diminish accessibility instead of enhancing it.

The Guelph brief notes that the "perception of debt is markedly more

acute" and therefore more significant to lower income families. "A debt perceived to be of manageable proportions by a student from a high income home may . seem insurmountable by a student from a lower income home, thus effectively inhibiting his entrance into post-secondary education."

The commission presupposes parental responsibility for financing post-secondary education. The brief warns that students whose parents will not foot the bill would be "grossly disadvantaged" in the system proposed by the commission.

The alternative presented In the brief Is a system of scholarships awarded to the most able students regardless of parental income. Such a system of scholarships would permit students to be "financially independent during their studies and encourage precisely those students who would be able, following advanced work, to make a significant contribution to society generally."

Other areas of concern discussed in the brief include financing, library access, professional education, educational background, discrimination concerning women, and isolation of the Ontario system.

Many of the recornmendatlons in the Draft Report imply additional costs, but these costs have not been estimated.

Additional cost items include satellite campuses, open university using the mass media, and funding of alternative postsecondary experiences. The Guelph brief calls for comparative studies, cost analyses, and determination of the learning effectiveness of and the demand for these proposed systems.

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SPECIFIC RECOMMENDATIONS FROM UNIVERSITY OF GUELPH Specifically the brief presents arguments for the rejection of Recommendations 7, 30, 49 to 54, and 61.

Recommendation 7 states that all students who have been out of full-time, regular education for two years have the right to be conditionally admitted to post-secondary institutions without formal requirements.

Recommendation 30 calls for the use of a lottery system to determine admission to programs where Intake quotas are unavoidable (e.g. medicine and dentistry).

"Until all rational means of Identifying the most promising applicants have been exhausted, we think," reads the brief, "games of chance played with human lives are to be avoided."

Recommendations 49 to 54 set up the coordinating boards and senior advisory committee to set academic and financial policies of the institutions of postsecondary education.

Recommendation 61 calls for separation of the public subsidy for institutional operating costs of post-secondary education into two categories: educational or instructional expenditures and research expenditures.

In addltion to rejecting several recommendations, the brief calls for clarification of recommendations 16 through 18, dealing with satellite campuses, grants to community libraries and access for all citizens to all libraries, including those in universities, colleges of applied arts and technology and secondary schools.

The brief urges caution on recommendation 21 which establishes a University of Ontario to provide education via the mass media.

The brief calls for modlflcation to recommendations 31, 39-42, 44 and 64.

Recommendation 31 deals with professional education. Admission to professional practice should be "judged solely on the basis of written and oral examinations and experience."

Practitioners should be required to take the qualification examination every 10 years for re-evaluation. The brief argues that in the health professions in particular, clinical experience is an absolute prerequisite to Iicenclng. In addition, the brief recommends requlred attendance at certain continuing education programs from time to time instead of periodic re-examination. "With the progress of a career, nearly every professional will develop some activities and drop others," the brief states.

Recommendations 39 through 42 and 44 deal with discrimination against women in post-secondary education. The Draft Report calls for a quota of women appointments reflecting the proportion of women receiving PhD degrees In that year.

The Guelph brief suggests instead an "index of discrimination" which would take into account more variables than the proportion of females earning PhDs. The brief endorses fully the recommendation that discrimination on the basis of sex in pay, rank, and rate of advancement should be abolished.

Recommendation 64 sets up the grant1 loan scheme for post-secondary students.

As discussed earlier, the brief argues for a scholarship system based on merit, not on parental income. 4

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From School University The history of OAC

By ALEX ROSS

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N 26 FEBRUARY 1872, the President and Council of the Agricultural and Arts Association in Toronto received the followlng letter: Gentlemen: In compliance with your request on Saturday last, I make an offer of my Moreton Lodge Farm, say five hundred and fifty acres, should such be selected for the Agricultural College, for the sum of seventy thousand dollars, this offer open to the 25th March.

I am, Gentlemen, Yours truly, Frederick W. Stone As it turned out Moreton Lodge Farm became the home of the future Ontario Agricultural College.

The Ontario government's Interest in the Stone farm was the outcome of dissatisfactlon over the site which had been purchased previously In October and November, 1871, for the provincial School

Professor Alex M. Ross is chairman of the Department of English Language and Literature, and acting dean, College of Arts.

This article is adapted from the first two chapters of his book From School to University, the history of the Ontario Agricultural College, to be published by the O.A.C. Alumni Association as a centennial project to observe the 100th anniversary of OAC. Copyright @ 1972 Alex M. Ross.

of Agriculture near Mlmico Station, seven miles from Toronto. In his report on the proposed "Agricultural College and Experimental Farm," George Buckland, Secretary of the Board of Agriculture and Arts, had admitted that the six hundred acre block of land at Mimico consisted of a variety of soils and that most of the land needed draining.

The Secretary also admitted that a portion of the farm "was in a weedy and exhausted condition," perhaps an advantage because such land could afford "opportunities for much needed experiments." The farm's proximity to Toronto, however, offset some of the disadvantages because it meant that non-resident teachers would be able to give instruction "in special branches of study, thereby combining economy with efficiency." Buckland's stand on the Mlmico purchase helps explain some of the dissatisfactlon which grew out of It. In January 1872, Buckland reported that his Government during the last session had set aside a liberal grant of money and had arranged to purchase six hundred acres of land In a block near Mimico Station. The purchase price of the land 'amounted to $45,728.55, and the government accepted a tender for the sum of $47,900.00 for the erection of a college building which was to be completed by 1 January 1873. Another $44,774.00 was considered necessary for "drainage, water-supply, heating apparatus, farm

buildings, fences, roads, plans and superintendence, furniture, planting, etc.

The buildings were designed to accommodate one hundred resident pupils.

The school's motto was to be "Practice with Science." In the Report for the Bureau of Agriculture and Arts at this time, the Secretary also referred to the establishment of a School of Science in the old Toronto Mechanics' Institute Building. This School was the forerunner of University of Toronto's School of Practical Science which opened in 1878.

Just when the affairs of the School of Agriculture and the School of Science seemed to be in a promising way, both of them suffered a severe setback as a result of the defeat of John Sandfield Macdonald's government in 1871 by the Liberals under Edward Blake and the departure of John Carling (a proponent of practical education for the "agricultural and mechanical classes of Ontario") for Ottawa where he later became Minister of Agriculture for Canada (1885-1892) and established the first Dominion Experimental Farm. (Edward Blake's successor, Oliver Mowat, put the Liberal administration firmly In power for the next thirty-four years in Ontario.)

Very early in his career Mowat pledged his government to "the more rapid development of the agricultural and other resources of our country." Recognizing the importance of Carling's work as

Commissioner of Agriculture in Ontario, Oliver Mowat supported it and on occasion provided new directions.

Because of doubts expressed about the suitability of the site and lands chosen at Mimico for the new School of Agriculture, Mowat's Commissioner of Agriculture and Arts, the Honourable Archibald McKellar, ordered a thorough investigation into the land purchases at Mimlco, and asked the Council of the Agricultural and Arts Association for assistance. In addition McKellar authorized Professor Manly Miles and Dr. Robert C. Kedzie of the Michigan Agricultural College to make a searching examination of the Mimico land and site.

Perhaps one of the sturdiest opponents of the Mimico proposal was the Reverend W. F. Clarke, who wrote as early as 12 January 1872, to the Provincial Secretary, Peter Gow of Guelph, asking that the questions of locality and site be reconsidered. After objecting to the "stiff, hungry, barren clay" at Mimico, the monotonous level of the land, the lack of running water, and the proximity of the Humber Marshes, Clarke pleaded for a locatlon "in some country town, already the market and business centre of a great agricultural dlstrict" where it "will both attract and radiate most beneficial influences."

Clarke objected aiso to any proposed plan to affiliate with the University of Toronto on the grounds that he knew of no instance in which "a chair of agriculture connected with a general institution of learning had been successful in drawing around It any large body of students, or exerting any appreciable influence upon the agricultural interests of a community or country." In the same letter he paid tribute to George Buckland, Professor of Agriculture at the University of Toronto, but thought that Buckland's work at the University had been a failure because agriculture at such institutions had been "overshadowed by other studies; farming elbowed out by other professlons."

Clarke asserted that agricultural students would "feel themselves of an inferior grade to those who were studying for the legal, medical, or clerical professions, .

And so he asked for a separate college and experimental farm, away from Toronto or any other large centre, "where without sacrifice of respectability or loss of caste, they the students could doff the gown and trencher, put on the smock-frock, and handle the dung-fork or the hoe in the actual manipulations of farm work."

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In February, 1872, acting on the request of Archibald McKellar, the Council of the Agricultural and Arts Association vlslted the Mimico site and reported against it, stating that the scheme as projected was bound to end in failure. In late June, 1872, the Council again visited the Mimico site and found it unsuitable. Professor Miles' and Professor Kedzie's report appeared 1 June 1872. Professor Miles felt that a college at Mimico "would labour under serious embarrassments;" Professor Kedzie said that four of his samples indicated that the soils were "far better fitted for making bricks than for raising crops."

But the Mimico property was not as

Arboretum Centre A building that expresses the spirit and concerns of the College, is ageless, and celebrates nature is the description given to the OAC Centennial Arboretum Centre by Toronto architect and Centre designer Raymond Moriyama.

Unanimously approved by graduates at the O.A.C. Alumni Association's 1971 annual meeting as a Centennial project, the Arboretum Centre will symbolize the co-existence of man and naturea special concern of the Ontario Agricultural College.

The $375,000 Arboretum Centre development, $250.000 of which will be sponsored through alumni gifts to the Alma Mater Fund, is the major project for the 1972, '73, and '74 AMF campaigns.

Containing 10,500 sq. ft., the Centre will act as the central meeting place and administrative headquarters of the Arboretum which is now under development. The Centre will house a main foyer, a conference room, a meeting and lecture room, offices, and service and storage areas.

To complement the 330-acre Arboretum's function as a living laboratory for faculty and students, the Centre will also contain specimen preparation and reference rooms, and an herbarium - a controlled atmosphere room in which dried plant and tree specimens are stored.

The Centre will be officially opened on Alumni Day, 1974. [7

easily dismissed from men's minds as the Government might have wished. Messrs.

Noble, Stock and Burgess of Mimico wrote to the Commissioner, 28 February 1872, arguing that the original location had been greatly denigrated: that the site was ideal, the land "gently undulating," the view superb, the soil capable of producing good crops, that the soil tests had not been fairly taken, that the fences were not bad, and that water was to be found in "super-abundance."

The Opposition Party, headed by M. C. Cameron, one of the notable political figures of the time, took the issue of the Mimlco deal to the hustings. The Toronto Globe maintained that the Model Farm site was one of the bribes or Inducements dangled by Sandfield Macdonald and his colleagues before the eyes of the constituencies during the election of 1871.

The Mail, Toronto's leading Conservative organ, argued in one of its editorials that the removal of the proposed college from Mlmico was a bit of Liberal trickery and that the negative soil findings were meaningless because by the sclentific use of fertilizers the land could be made fertile. On 31 December 1874, the Mail even alleged that the Government had moved the Farm from the Etobicoke site to Guelph to appease Peter Gow for his expulslon from the cabinet.

For some years after 1872 the subject of the new School of Agriculture and the Experimental Farm became increasingly prominent because of the publicity it received in the newspapers of the day, which reported in detail the attitudes and pronouncements of the politicians concerning higher agricultural education.

The newspapers were hardly ever unbiased in their reporting because of their own particular political attachments. In a town like Guelph in Wellington County, The Guelph Evening Mercury represented Liberal interests whereas The Daily Herald supported the Conservatives. In Toronto Mowat could rely on the support of George Brown's Globe. If the Toronto Mail found Archibald McKellar an incompetent schemer, the Globe found that nothing could have been "more fair, honest, and painstaking than the course McKellar pursued from first to last." Because the Ontario Agricultural College was an offspring of the provincial government of Ontario, its fortunes have been always closely bound to its political parent, which even more than most parents, has managed at times to ensure that its sins of omission and commission have been visited upon College heads even of

the third and fourth generation.

It was, therefore, in the face of brisk opposition that the new Liberal government finally decided to house its School of Agriculture in Moreton Lodge, the home of Frederick W. Stone, which stood a mile south of Guelph on the Hamilton road.

Satisfied with the reports which it had received about the Moreton Lodge property, the Government entered into an agreement on 31 March 1873, which defined the purchase terms. The Government was to have Immediate possession of the new stone house and four acres of land round about it.

The rest of the farm was to remain in Frederick Stone's hands until 1 December 1873, when the details for purchase would be complete.

position there until he knew of his chance of appointment to the Guelph post.

He did, however, provide a testimonial from the Irish Board of National Education, and other testimonials tracing his career in agriculture since 1854, which convinced the Ontario Commissioner of Agriculture and Arts that McCandless should be the first principal of the Guelph School of Agriculture.

On 26 March 1874, Principal McCandless published in several papers an advertisement calllng for students to attend the Ontario Agriculture and Experimental Farm which was to open on May 1. The School was to be nonsectarian. The pupils must work on the Farm for an average of seven hours daily.

During the first half of April, the

The high cost of rhubarb roots and a f un-loving matron ... scandal at OAC On 28 July 1873, His Excellency the Lieutenant-Governor of Ontario approved an Order-in-Council appointing Henry McCandless, Esquire, of Ithaca, in the State of New York, Principal of the Agrlcultural College of Ontario.

Henry McCandless was a British subject, thirty-seven years of age, unmarried, of Scottish parentage, a product of the Albert Agricultural Training institution, Glasnevin, Ireland. Glasnevln was at that time the National Agrlcultural College of Ireland, and offered a two-year course designed to train farmers, land stewards and teachers of the agricultural schools.

The farm was divided into a model farm of 50 acres and a larger one of 130 acres. After graduatlon from Glasnevin, Henry McCandless had lectured for two years at the Kllkenny Model Farm where he also acted as manager. During 1871 and 1872, he had occupied the Chair of Agriculture at Cornell University In the United States. The next year he applied for the principalship of the Guelph college. Even though he said his only reason for leaving was that he preferred to live under the British flag, there can be little doubt that Cornell wished to get rid of McCandless. He did not furnish testimonials from Cornell on the grounds that he did not wish to weaken his

Other alumni projects In addition to the OAC Centennial Arboretum Centre and Prof. Alex Ross' book, From School to University, which is featured In this issue, the O.A.C. Alumni Association has adopted two other centennial projects, recommended by a special committee of past-presidents of the Association chaired by Paul Fisher, OAC '11.

Historic Site Marker

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A request will be made to the Ontario Historical Society to dedicate on Alumni Day, 1974, an Historic Site plaque on, or adjacent to, the original Johnston Hall portico which is located on the main campus green.

Commemorative Postage Stamp A recommendation will be made to the PostmasterGeneral to commission a commemorative stamp to be issued in 1974 which will recognize OAC's 100 years of service to agriculture. Arrangements will be made to have first day covers mailed to alumni who wish to receive one.

School obtained the services of James McNalr as Farm Foreman, Thomas Farnham as Gardener, and Mrs. Petrie as Housekeeper. On April 24. Oliver Mowat wrote to the Reverend W. F. Clarke of Guelph appointing him to the position of Rector on condition that his family live In Guelph while he resided at the School. This proviso eliminated the difficulty of having a Rector who was in fact a married man.

Mr. Clarke was to receive one thousand dollars a year and his board.

The Reverend W. F. Clarke was born in Coventry, England, in 1824, and ordained a Congregationalist minister in 1844. He had had pastoral charges in both Canada and the United States, was made editor of the Canada Farmer in 1864, and founded the Ontario Farmer in 1869.

His Interest in agricultural education won for him the attention of the Sandfieid Macdonald government; according to his own testimony, John Carling had promised to make him the Principal of the School of Agriculture.

Official files disclose the following letter: Guelph, June 2, 1874.

To the Hon. 0. Mowat.

Dear Sir: I find Principal McCandless' administration of affairs here to be such a compound of tyranny and incapacity that I cannot comfortably or honourably have anything more to do with It. I therefore beg to place my resignation in your hands.

1 am, Dear Sir Your Obedient Servant, Wm. F. Clarke Rector, O.S.A. The Attorney-General objected to the form of the Rector's letter, and later received another more acceptable to the Government in which the indignant Clarke merely begged "leave to resign the Office of Rector of the Ontario School of Agrlculture."

From this time on, internal troubles at the Model Farm grew very quickly to scandalous proportions. On June 9, Oliver Mowat in a postscript told McCandless that "a newspaper controversy would be unfortunate." Mowat's warning had its foundation in current newspaper practice. The attacks which that "Hickslte Quaker", Ezra Cornell, so stolcaliy endured in New York State during the 1860s and 1870s exemplify the partisan nature of the journals of the time.

In the same letter Mowat mentioned that the tone of McCandless' notes to Clarke had perhaps been unfortunate, that he did not wish to pursue an inquiry into

McCandless' charge about Clarke's playing cards with students, and that he was sorry to hear that some students wished to leave the institution. On June 20, Mowat asked McCandless to do his best to create a cordial feeling between puplls and officers.

By writing a letter to Oliver Mowat, on July 13, the students set what was to be for future times an ill-advised and awkward precedent. Of the thirty-four students, twenty-six of them afflxed their signatures.

Ontario Schooi of Agriculture, Gueiph, July 13th, 1874.

To Hon. 0. Mowat, Premier.

Dear Sir: We, the undersigned pupils of this College think it is our duty to .inform you that we do not feel ourselves bound (by the indenture that we signed on entering this Institution) to stay until the year has expired, under the present head, namely Principal McCandless.

We are all anxious to receive such instructions pertaining to agriculture as may be given by any teacher, but it Is utterly imposslbie for us to receive such instruction from a man so regardless of truth and so incapable of performing the duties assigned to him at this Institution.

We have been anxiously looking for a change and have detained sending you this petition thinking that some alteration would be made after your investigation.

Should no change be promised before this day week, we feel it our duty to our parents or guardians, our country and ourselves, to leave.

The Premier, however, had already called for the Principal's resignation on July 10, and on July 18 Henry McCandless tendered his formal resignation.

In the end a committee consisting of David Christie, James A. McLellan, James Laidlaw and A. McKellar was appointed 1 December 1874 to inquire into the management of the Agricultural College and Farm at Guelph; this committee brought in its report 16 December 1874. It revealed suspicion and distrust rampant within and without the new school. Mr. Clarke expected to be Principal and was disappointed. Mr. Clarke charged an exorbitant price for rhubarb roots which he sold to the College.

Mrs. Petrie entertained male acquaintances late at night in her room. She went walking with the engineer, and on one occasion admitted that the two of them fell over a log at the same time and by these "sportive, improper actions" incurred the displeasure of McCandless who, on another occasion, had noticed her

"rolling on the floor with Tom", the engineer. McNair, Stirton and Farnham (staff members) spoke of the Princlpal's habit of spying on others. The engineer said that the Principal had watched him and his girl friend through a spy glass.

Statements given by the students revealed that they were by no means unanimous in their dislike of the Principal. The committee concluded, however, that the Principal, "appeared to be a vain, rash and reckless man, without administrative ability, without skill in the management of boys, and without tact in directing subordinates -deficient, in a word, in the sterling essential of common sense." The Government had

Century Club As the Centennial of the campus approaches, the Board of Dlrectors of the University of Guelph Alumni Association and the 1972 Alma Mater Fund's Campaign Management Committee take this opportunity to announce the creation of the Century Club, an informal organization composed of interested donors who make leadership gifts of $100 or more to the annual Alma Mater Fund.

The Century Club replaces the Speclal Gifts Division of previous AMF campaigns.

Objectives of the Century Club are: To recognlze alumni and faculty who are vitally concerned and active in giving leadership support to the University through the Alma Mater Fund; To provide for alumni and faculty an organization with which plans and aspirations for the University and its Colleges may be shared; and, To promote increased interest in the welfare of the University on the part of others who might become members of The Century Club.

An executive committee wlli coordinate the activities of Century Club members. An annual gathering is planned at which members may meet senior University officials and faculty to learn first-hand about developments at Guelph. Members will also be invited to attend special events and academic occasions on campus.

acted wisely in removing him from his post.

What must have proved very embarrassing to the Government was the disclosure by McCandless that the Honourable Archibald McKellar had on occasion at night visited Mrs. Mercer, the matron whom he had installed at the new School and for whose comfort and that of her daughters, her cook, and the cook's husband he had shown considerable concern. McKellar admitted his "nocturnal visits" and also admitted that shortly after Mrs. Mercer left the Schooi he married her. The Globe took the stand that Mrs. Mercer was an honourable lady whose good name was being slandered.

That which was meant to be a practical school of agriculture, a model farm, a beginning for scientific agriculture, became in the first year of its life a laughing matter, a subject of derision on every Ontario husting, and in many of the provincial journals: "Mr. McKellar . . . made a violent attack on Professor McCandless, forced the Professor to defend himself, and brought on a general engagement. Professor McCandiess seems not averse to the smell of gunpowder. Mr. Clarke and Mr. Stirton are evidently determined not to be taken alive. Mr. Clarke proposes to run for Parliament aaainst the Professor at the approalching elections.

It would be an interesting constitutional struggle if the police could only be kept off the ground; but we fear no constituency is sufficiently raised above its petty local interests to sacrifice them on the altar of national hilarity.

Even the students recognized the hopeless nature of their School. Having agreed to complete a term of one year at the School of Agriculture, students were writing letters within three months asking to be released from the agreement they entered Into at the time of enrolment.

Two of these letters were addressed to Colonel Thomas C. Scoble, inspector of Asylums and Prisons, who had been sent on July 18 to take charge of the Ontario School of Agriculture and restore discipline among the students. Colonel Scobie remained at the Schooi about five weeks, and then its direction fell into the hands of William Johnston, who had been appointed Rector to succeed the Reverend W. F. Clarke.

Mr. Johnston took over command at a time in the life of the Schooi of Agriculture which the Commissioner of Agriculture described as "critically anomalous." He was not exaggerating.

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DR.AFT REPORT Committee on Academic Priorities

April, 1972 University of Guelph

Aims and 0bjectives of the University

TO ALL ALUMNI:

This draft report on the Aims and Objectives of the University is being sent to all alumni for discussion and comment. You may not agree with parts of it or you may not understand it. On the other hand you may feel that it is an acceptable blueprint for the future of Guelph. In any case, we would appreciate your comments so that the Senate Committee may prepare a final report by September. '

Please respond to Professor J. Percy Smith, Vice-President, Academic, by June 19, 1972. We want and value your opinions.

COMMITTEE ON ACADEMIC PRIORITIES

D. M. Adams* R. C. Anderson H. S. Armstrong J. S. Ashman W. W. Bean D. G. Ingram D. M. Jamieson* J. F. Melby G. N. Nicol

M. B. Phillips J. R. Stevens J. P. Smith, Chairman R. L. Thomas G. F. Todd D. M. Walden* S. Whiston W. N. Vaughan, Secretary W. C. Winegard

* Added to the Committee for purposes of this study.

PREFACE The Senate on December 15, 1970, directed its Committee on Academic Priorities to prepare and submit to it for consideration a report on the aims and objectives and the optimum size of the University. The requested report is herewith submitted in draft form.

The Committee in two questionnaires r e quested from the Colleges and the Departments their view and plans for the future. After struggling with the mass of material received, the Committee concluded it would remain bogged down unless it had before it a document based on the accumulated written material and such other information as might be necessary and pertinent.

Professor John F. Melby was requested to prepare the document. The needed additional material was secured through an extensive series of personal interviews with Deansand Chairmen and innumerable other persons who might shed additional light on the activities and operations of the University.

At an early stage it was decided that this report would be limited to the general and overall aims and objectives. There wou Id be only minimal consideration of specific items, nothing on implementation, nor of such controversial topics such as the three semester system which, after all, are only tools and not objectives in themselves. Even so the original draft was a rather massive document which could have been seen as an attempt t o write a history and critique of western education. In one agonizing step after another it was then pared down to retain only our own situation and such background and peripheral material as needed for perspective.

The most stimulating part of the whole undertaking was the enthusiastic cooperation which, without a single exception, every person involved gave to the enterprise.

I t is impossible to acknowledge all the individual contributions made to this report which, as here submitted, represents the consensus of the Committee. Lest anyone be

disappointed over the absence in it of many specific items, all should be reassured that every fact and every opinion received.contributed some new insight without which this draft would have been in some measure incomplete. There was a deliberate decision to avoid reference to the sticks and stones and trees lest the overall image of the forest be in some measure blurred or distorted.

'We have multiplied our instmmnts, and forgotten our purposes; and, what is still worse, we have made of ourselves instruments for the production of changes in Nature, and consented to regard our consciousness as a device for the better making and doing of things. We have forgotten that there is nothing valuable or worthy in the motion, however rapid, of masses, however great, nor in the accumulation of objects, however numerous and complicated, nor in the organization of societies, however great and powerful, unless the inward happiness of men is thereby increased or their misery diminished."

George Santayana

THE CURRENT CHALLENGE The traditional role of the univemmty was to train rulers, administrators, and members of professions. Its added twentieth century functions made it also a source of scientific discovery and technology; and gave it new responsibility for contemporary and future expanded education. In both areas, successes have been accompanied by serious problems and f a i b s . The role of the University of Guelph in these new circumstances is what the rest of this report is all about.

The university as an institution in the Western world has been in existence for some eight centuries, undergoing during that time a number of vital changes in response t o the pressures bf changing circumstances. There are ample signs that at present it is undergoing another major transformation as our society itself does so. The challenge is to be responsive'to the new needs, while preserving the unique qualities of the university.

Two major changes have taken place i n the university during this century. The first was the scientific and technological revolution, in which the university was t o play a major role. With its concentration of human r e sources the university was the natural centre for much of this development and as a result had ready access t o both the public purse and private donations. Correspondingly, science played an increasing role in university life itself.

Granted, there was growing uneasiness as some of the evils of a mushrooming technology became increasingly apparent. Still, the public seemed to conclude, with good reason, that modern society had become too complex for easy understanding by the layman. A t the same time it was persuaded, with a good deal less reason, that the university could and would solve many of society's problems.

The second major change has been the

enormous expansion of student enrolment since the end of World War I I. This expansion resulted from the unprecedented growth of material affluence in Western society, and an extraordinary increase in population after World War I I. With the much greater accessibility t o more students the university population in Ontario, for example, tripled in the 1960's. While universal accessibility was nowhere achieved, the university was no longer a place for the privileged few. But it has not yet solved all the problems of education for the privileged many.

The adaptation of the university to these two major changes has been attended by problems of sufficient magnitude to generate serious soul-searching in the university, and in society itself. The Twentieth Century in the Western world has seen the slackening of man's faith in his institutions, in his ideologies, and in himself and his purpose here. No one can foresee what beliefs and values will replace the traditional ones or what form they will take, in order t o restore the inner cohesiveness and purpose which sustained western society even in periods of chaos. The university has a unique opportunity to contribute to the essential guidance and inspiration needed to achieve this vital goal. No other institution has a comparable combination of human resources and experience, plus the long tradition of dedication to the search for truth which makes it a logical source for leadership and creative imagination in at least suggesting alternative solutions for the ailments which beset society today. Likewise, no other institution is receiving so many young minds in the critical transition period between adolescence and adulthood in which they must begin to decide on values for themselves.

The university makes its contribution to society in four inseparable ways: first, by giving its students the best education that it can, and so helping to equip them for intelligent and sensitive citizenship and effective leadership; second, by providing a setting and atmosphere in which ideas of all sorts are

freely and continuously scrutinized, discussed, evaluated; third, by pursuing knowledge both as a good in itself and as a means to solving some of the problems of a changing world; fourth, by making its resources of learning available to the community at large through work in continuing education, extension, and the like.

The moral obligation to serve in these ways should be obvious. In our present social crisis the voter must expect no less than full participation of a11 citizens, and the university can be true t o its new vocation only when it applies its unique resources to the good of society at large.

OUR RESPONSE TO THE CHALLENGE "It is well to remind ourselves that the world is not made for man, however we divide it up and fight over it. We live on it; we use it; frequently we abuse it. However simplifkd and sterilizwd we attempt to make our environment, we cannot replace the forces, interaction~,feedbacks, and cycles on which all of us ultimately are utterly dependent." Dr. Donald Heynmn, Professor of Parasitology, Hooper Foundation and Department of International Health, University of California, in a seminar at the University of Guelph, March 25, 7971.

By expertise and experience the University of Guelph is especially qualified to give particular emphasis to man living outside megalopolis, and to show how he can live hamoniously in that environment, while at the same time coming to satisfactory terms with metropolitan encroachment.

The objectives of a university, developed and agreed upon by its constituents, should encourage concentration and growth in those areas of knowledge and expertise for which the university is, or has the potential to become, distinguished. The university's traditions and the needs of the community which it serves should indicate the direction it takes. A central emphasis is important to give cohesion between all parts of the whole.

The University of Guelph, being both old and very young, is in a special position from which t o give its response to the challenges facing universities today. On the one hand, the University is an outgrowth of three institutions with superior reputations for their pioneer work in specific areas of knowledge: the Ontario Agricultural College, the

Ontario Veterinary College, and Macdonald Institute. On the other hand, the University only came into existence as a university in 1964. Thus it has not had time to develop into a directionless conglomerate of selfcentred parts in which the interests of both students and society are sacrificed to parochial concerns.

Taking these considerations into account, it seems evident that the University of Guelph must meet its challenge by planning and working in accordance with a three-fold purpose: First, that the University use proved methods and explore new ones for accornplishing its primary function, that of providing undergraduates with a liberal education. To achieve this end i t must be recognized by all that undergraduate education is the primary concern of this University.

Second, that the University concentrate the energies of its graduate studies and research programs in a socially responsible fashion by emphasizing those areas of knowledge and expertise in which it is or can become outstanding. Clearly this indicates that graduate studies and research must have as a unifying central theme the quality of life in a nonmetropolitan setting and the interaction between the metropolitan and non-metropolitan environments.

Third, that the University contribute in whatever other ways may be possible to the welfare of the larger community. This is consistent with the two previous proposals.

Moreover, it brings them into conjunctioh, in that i t implies we should introduce the central emphasis of the quality of life in a non-metropolitansetting into undergraduate courses where possible. This proposal has wider ramifications. It indicates the University's willingness to play an active role in international cooperation and exchange.

It also indicates the University's preparedness to introduce new measures to meet the growing need for education throughout life.

Grwt changes have occurred in the non-

metropolitan setting during the past few decades, Prior to World War II the rural sector of Canadian society was essentially concerned with the production of food and fibre. Since then, with new technology, traditional farming has given way in large part to agricultural industry. Furthermore, urban encroachment, both geographic and cultural, on rural areas has introduced a host of new problems.

As a result of these changes the relatively simple distinction between the rural and the urban has been replaced by a more complex relationship between the non-metropolitan and the metropolitan. Because of its history, its location, and its special expertise, the particular chaltenge for the University of Guelph is to help to restore and maintain our ecological system. Appropriately, the University of Guelph can contribute to meeting this challenge if it directs its teaching, research and community involvement primarily towards life in the non-metropolitan setting.

If the University of Guelph is to perform its three purposes with success and distinction, it is essential that every component of the University recognize it has a significant and satisfying contribution to make. Inevitably, the size of the University is a major factor, not only in terms of what size does to quality, but also to maintain a proper balance between the various parts so that no one part overwhelmiand decreases the effectiveness of others.

THE UNDERGRADUATE AND THE UNIVERSITY classrooms, laboratories, teachers, timetables and the library; but also includes participation The University of Guelph is primarin work-action programs such as those carried ily an undergraduate institution. As out in the City of Guelph by students from such it must offer a comprehensive the School of Landscape Architecture. liberal education which also, to In another aspect, however, the environment some degree, should reflect the is "non-academic." It is described in terms of special emphasis of the University. counselling, housing, medical attention, and Such an education has both academstudent participation in a whole range of cutic and non-academic aspects. tural, service, political, recreational and leisure activities.

The University of Guelph has primarily Both areas of student life, the academic and emphasized the undergraduate experience non-academic, are important to the student. and will continue to do so. There is every In each we are dealing with the same person reason for giving priority in our teaching to and similar issues. Success in dealing with our undergraduates and to planning programs some issue of learning in one area of the which express our concern for them as student's activity is often dependent on individuals. equivalent success in the other. It is vitally The first year at university is a critical one important, therefore, that the University in that it is the point of transition from a develop an integrated approach to .learning, highly protective family and school setting utilizing the non-academic resources of the into one where the student must begin to institution more effectively in the learning establish his independent identity and purpose. During this year, he begins to formulate process. Taken together, the formal and informal learning environments of the Universome ideas of what this particular educational experience may offer him - or indeed whether sity ought to be serving the student by ensuring it is for him at all. Sitting in a class of three for him not academic development only, but hundred, when there is no regular accompanya varied and stimulating experience that will ing faculty contact in small groups, can be a enable him both to become more interested discouraging experience for the freshman. and more interesting.

I t is important to recognize that there will I t is of the utmost importance that the student inevitab1y be some distinction between feels he has a place as an individual in the students who live on campus and those who university where undergraduates are welcome do not. Those who have elected to live off as individuals. It would be a denial of our campus have made a deliberate choice, for here avowed intent to maintain that reputation whatever reason, to follow a somewhat differif we did not devote sufficient resources to it. ent non-academic experience from that of Emphasis must therefore be given to designing those on campus. Obviously their participation an undergraduate curriculum, particularly in on-campus non-academic activities will be freshman courses, which maximize facultymore limited, somewhat peripheral, perhaps student interaction. High standards of teachby choice non-existent. I t must be recognized ing, of learning and of accomplishment should that the experience of on-campus living is not continue to be stressed in the University, with what all students need or want. For many who renewed emphasis on innovative curriculum live off campus, that choice can be a sign and teaching methods. of a particular kind of independence and selfThe process of discovery which is a part of reliance which is good for them, as anticipalearning can be pursued in many different tion of the sort of life they will follow when areas. In one aspect, it is "academic." This the university period is finished. is described not only in terms of curriculum,

The Committee on Teaching and Learning should continue to explore new ways of utilizing the University Community's resources in maximizing the learning experience of undergraduates. Present models such as the French House should be expanded into other academic programs. Use of the residence system as a living-learning environment should be carefully exploited. The use of the seminar approach t o learning, senior faculty involve ment in freshman courses and programming, and opportunities for undergraduates t o choose elective programs from varied disciplines should be increased. Faculty should join in teaching interdisciplinary curricula.

Senior undergraduate students should be involved in individual research projects in concert with interested members of faculty from any college. The special emphasis of the graduate research programs of the University in the non-metropolitan area will provide interested undergraduates with a particularly rich opportunity to explore these subjects.

It is not our intention here to give a long list of courses or projects which should be in the undergraduate curriculum. There may be some advantage, however, in providing one or two examples to show our thinking more clearly. Why not have available t o a l l final semester students, on an optional basis, a course called "Twentieth Century" which would concentrate on real-life issues of the sort that will confront students leaving the institution? The focus of this course could be on events and values which are shaping our political, economic, social and personal futures.

Curricular designs for this course cou Id include a living-learning house, reading and research, seminars, deliberate and purposeful travel, community work projects, etc. This course could carry university credit in all colleges.

Another proposal which might gain some acceptability by both students and faculty would be "special freshman seminars." These could be offered by interested faculty to involve a group of no more than ten freshmen per faculty member on an optional basis in

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intensive exploration of the faculty member's area of specialization. Even faculty members who were on their research and development semesters but were not planning to leave the city might well be interested in involving groups of freshmen with them in the pursuit of their particular fields. This could be a tremendously enriching and exciting educational experience for all concerned.

More intensive counselling is an important factor in enabling students to use creatively the diversity in curriculum and learning styles available (e.g. classroom lectures, seminars, individual research, or living-learning experience). With this support, undergraduates will be able to build from a rich base of subjects and experiences a program directed towards their immediately articulated goals. Particular goals may include a profession, a job, a wider life experience, or further steps in the formal educational process towards Graduate Studies.

The breadth of this undergraduate educational design should also more adequately meet the special needs of our increasing number of older-than-average students. The changing needs of society are dictating that many people will be involved in the lifetime process of more formal education. The University of Guelph must be prepared through its highly diversified undergraduate program to assist more mature students in meeting their continuing educational needs.

Another important consideration is the involvement of students in the decisionmaking processes of the institution. The present trend should be continued and indeed accelerated in the future so that students are involved in decisions which affect their lives on this campus. Particular stress should be placed on their involvement in curricular planning at the departmental and course level.

'The important function of developing a system of values by which one makes discriminating decisions as to what should be learned and how that should be learned can be an enriching educational exercise.

This open approach to undergraduate education, providing for an individualized educational experience which maximizes choices and yet emphasizes excellence in the pursuit of competence, should encourage the development of educated men and women with imagination and responsibility, who are able to think rationally and possess moral courage. A truly successful undergraduate education will equip its graduates to bring these qualities to bear on every area of life. .

GRADUATE STUDIES The graduate program will concentrate on areas in which it has already demonstrated excellence in consonance with the special emphasis of the University. I t will enter new fields only where there is a clear need that can be filled better here than elsewhere.

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Since 1935 undergraduate enrolment increased ten fold; that of full-time graduate students in Ontario grew from 750 to 13,328. The 1970 graduate enrolment was nearly double that of 1965, more than.quadruple that of 1960, and nearly ten times that of 1955. The graduate enrolment of 1970 generated 28.8 percent of the provincial operating grant to the universities.

The University of Guelph was halfway between the low 2.2 and the high of 40.0 per cent.

Much of this extraordinarly rapid growth reflected the need, perceived by the universities and supported by the province through its Ontario Graduate Fellowship program, to provide properly qualified faculty to teach the growing number of undergraduates. In addition, the government services, industry, and a variety of other demands required personnel qualified by advanced degrees. The universities were able to satisfy these needs, and in doing so have made significant contributions to the advancement of knowledge, and to the general quality of instruction at all levels. But with few exceptions, the universities took little action voluntarily to coordinate their efforts in meeting total needs. The growth, therefore, was random and uncontrolled, motivated in part by factors less worthy than those of meeting the needs of students and of society.

The University of Guelph, in developing master's programs in the central disciplines, and in restricting doctoral programs largely to subjects of special strength, is in a strong position because these factors are widely regarded as the reasonable basis for development. In those areas where we have doctoral programs, particularly in the agricultural and veterinary

scisnces, our strengths have long been recognized, not only nationally but internationally, and through them the University of Guelph ministers t o needs well beyond the provincial borders. And even where the subject matter is not unique to Guelph, there may be good reasons for the existence of the program, such as the fully integrated one in philosophy with McMaster.

The University of Guelph's decision t o build its graduate work in areas of knowledge in which we have high proficiency shows a concern for the quality of life, especially in nonmetropolitan settings. The problems confronting society in the metropolitan settings may be left largely t o those whose expertise is in those areas. Because many of the problems in nonmetropolitan areas are complex, they will require attack from many sides - a coordinated attack. This traditional concern, then, approximately forms the unifying central theme of our University program, to be pursued vigoroudy in our graduate studies and research.

Bearing in mind the growth of graduate studies in Ontario t o date, it would be unrealistic to develop other graduate programs without reference to the total provincial picture. Obviously this will have its greatest implications for the arts and social sciences which are already well served at other universities. This need not, however, preclude programs which are unlike those elsewhere. Here, then, our special emphasis on the quality of life in a non-metropolitan setting will indicate studies in topics that would scarcely be appropriate at other universities.

New programs must be designed t o meet the proven needs of students of our society, rether than to enhance the prestige of the University, or to encourage the growth of the department, or to promote primarily the research of faculty members.

Many factors affect quality. One of these is the number of students - who may be too few or too many. Too few students may make impossible the interactions among students which are important, whether in formal classes or in informal discussions. Too many students may make it

impossible for any student t o have the association with his professors which he had expected and needs. There is no single optimum number - it varies from one discipline t o another. A second factor pertains t o the library resources essential t o a high quality program, at whatever graduate level. Even bearing in mind the provincial plans for making the most effective use of the total library resources, there still must be available lacally a strong supporting collection for every program. The cost of assembling such a collection may make it impossibleto implement some programs or may make it necessary to discontinue some programs whose quality cannot be convincingly demonstrated.

A third factor in ensuring quality is that of: curriculum. When, as at the present time, narrow specialization, especially in doctoral programs, is beingchallenged by potential employers as well as graduate students themselves, it becomes increasingly important to provide for.the introduction of greater breadth into the curriculum.

Some students will continue to seek extreme specialization because they look forward to careers for which this is a preferred preparation.

But other students have wider vistas - their needs, too, must be met. Furthermore, in an age when the vast increase of knowledge has encouraged narrow specialization, society desperately needs men with a comprehensive overview who can f i t the bits and pieces into a constructive whole. As Alvin Weinberg put it: "Granted specialization is 'blessed' in the sense that only the specialist knows what he is talking about. In that case, only the generalist knows why he should talk at all."

Among other factors influencing quality, one must assume a high quality of faculty involved.

In addition, there is the quality of student admitted. High quality programs attract high quality students. Departmental.aspirationsmay confuse quantity with quality; no department can afford t o play a "numbers game" based on the assump tion that a large number of students now, however indifferent, will justify so many faculty members, who will attract better students later.

In an earlier paragraph reference is made to

the vigorous pursuit of the University's special emphasis in our graduate programs. I t is easy to envisage, in many disciplines, the emphasis upon our unifying central theme. The emphasis in others will be more tenuous, but nonetheless can be present in varying degrees. Since we are deep ly concerned about the provision of a liberal education to undergraduates, a lively graduate program can be stimulating for it. In itself that may be taken as some justification for pursuit of graduate studies even where the emphasis is less apparent. But in all cases it will be necessary to demonstrate to provincial bodies that our programs, especially in those disciplines which we obviously have in common with other universities, are more than mere duplicates of others.

I t should be easier to give this assurance in the case of master's programs than for doctoral programs. Even at the master's level we shall be well advised to develop distinctive programs, modifying the traditional in the light of the significant changes that have occurred generally in undergraduate curricula.

Provision must be made for part-time programs that are not merely part-time equivalents of normally full-time programs. In short, it will be necessary to explore the possibilities of new ways and approaches. A t all graduate levels continuous review must be maintained, which may lead t o the deliberate pruning by which we may maintain here the strong and vigorous growth which typifies health and vitality.

RESEARCH, SCHOLARSHIP AND CREATIVE ACTIVITY The main direction in research, emanating from the central emphasis is to enrich the teaching program, and to make positive contributions to the life of the society of which the university is a member.

Research is the essential element distinguishing a university from other educational institutions.

A university's prime responsibility is education, and research must be undertaken of the type and amount needed to reach its educational objectives. Any university teacher must conduct some form of research if he is to keep abreast of d e velopments in the subject he teaches; otherwise what he offers students can become insufferably stale if not erroneous.

I t was perhaps inevitable, given the developments of the twentieth century, that the term "research" would become almost synonymous with science. We are using it here to include the whole range of the humanities, fine arts, and social sciences. Whether you call it scholarship or creativity, it is research in the sense of broadening human experience and sensitivity.

The university is a particularly suitable place for small research projects requiring a few top specialists and a limited number of students and assistants, as pointed out in the recent report of the Senate Special Committee on Science Policy.

The university is the principal source of fundamental discovery, the life blood of knowledge and innovation. Not all fundamental research brings direct mcial benefits; but it is impossible to know in advance when it may do so, what they may be. No one supposed fifty years ago that the basic studies of Ontario soils being made at the Ontario Agricultural College would. decades later, prove an invaluable asset in an era of regional planning. In the long run society is the loser if fundamental research is not done.

In addition, students undertaking careers in the professions, business and industry must have contact with teachers familiar with the

need for, and the approaches of, missionoriented research which seeks solutions to man's more immediate problems.

There is now considerable soul-searching in Canada regarding the direction, funding and organization of the nation's research effort.

I t is now more necessary than ever that universities should decide the purposes and nature of their research.

The University of Guelph has a special responsibility for research in agriculture, animal health and the problems of life in a non-metropolitan environment. A substantial contract with the Ontario Department of Agriculture and Food allows the University of carry out a broad program of research in agriculture and animal health which can be integrated with its teaching programs. The University is aware that the basic mission of agriculture has broadened in recent years from concentration on the prodyction of food and fibre to include a coneern for "... the many desires of man in relation to his environment be they physical, aesthetic or social," as the Report of the O.A.C. Study Commitee of January 26, 1971specifically states. In addition, it should be obvious that disease processes of man and animals are similar and that lessons learned from a study of one may frequently be related to the other. The breadth and strength of the biological sciences at the University must be used as effactively as possible to explore the relationships of man to his environment. especially the non-metropolitan environment which must be the particular responsibility of this University.

The University's research activities must be integrated more effective1y with its teaching program. At the same time the University's research resources will have to be more effectively integrated to handle the increasingly complex and urgent problems facing society. Some welcome trends towards multi-disciplinary approaches are already evident at the University.

The project in the physiology of migration, and ecological studies in the James Bay region are good examples. The School of Landscape Architecture and the Department of Land Resource

Sciences have various projects which cut across traditional disciplines. Important projects exist in the health sciences at the Ontario Veterinary College; it is especially significant that some of these projects involve cooperation with faculty in other institutions including the Hospital for Sick Children in Toronto. The r e cently approved Food Industry Research Institute is another example. Such projects are not limited to the physical and life sciences. The Huron County survey and projects in Family and Consumer Studies involve several disciplines within the social sciences.

All the above-mentioned projects not only make valuable contributions to society, they are inseparable from teaching programs. Many graduate students are working towards advanced degrees within these and other projects and many undergraduatesare directly involved as assistants, especially in semesters in which they are not attending classes.

The Office of Research must be used increasingly to coordinate research activities and assist in aligning these efforts with the broad educational objectives of the University. However, more initiative will have to come from faculty who will have to be prepared to cross discipline, departmental, and college boundaries and work with others to solve some of the more urgent problems facing society. This will require a commitment on the part of faculty to the broad aims and objectives of the University and its responsibilitiesto society.

EDUCATION THROUGHOUT LIFE

it to their advantage to incorporate periods of education leave into job and vocational require I t is becoming increasingly apparent ments. that education in the future will be The more distinctive, comprehensive, and a pursuit for a lifetime. The Univerchallenging role for the university appears to be sity of Guelph will explore how it in helping people whose working hours are can accommodate its program to diminishing t o find the interests and avocations include the educational needs and aswhich will add joy and fulfillment t o their lives. pirations of all age groups.

The bleakness of life for all too many retired people and others with leisure is already an In a dynamic and troubled world in which all advance warning of the much longer and aspects of life are increasingly inter-dependent, North American adults sense a growing and contin- rapidly approaching need. In brief, education in the future will not end with the acquisition uing need to understand the complex social, of that degree whose purpose and meaning are economic, political and technological forces that changing beyond recognition of what they affect their lives. There is the need periodically t o were within living memory. It will be a life acquire added skills and knowledge, for new time concern and much of the privilege of occupational and professional requirements, and even for new occupations which have not yet been providing this education will fall, as it should, on the university. Most people will learn and invented. There is the need to find ways of living constructively and joyfully in a society in which the grow with access to the intellectual and cultural resources which uniquely a university can offer. use of increasing leisure time will be a major The major responsibility within the Univerproblem. sity for seeking out, encouraging and coordinThe question is, what role should be played ating along these lines should be in the Office by universities in this emerging area of education of Continuing Education in order to assist every throughout life? The answer is still unclear and part of the University to participate in accordance undefined, but it is certain to be important for with its abilities. Adding a new dimension to the university and the community. Although the University, existing and new programs must technical institutes will likely be best suited for now be made more experimental, reaching the re-education demanded by occupational beyond Guelph and looking to many years change, universities probably must be involved in ahead during which continuing education is the d i m i n a t i o n of new knowledge for the probuilt into the whole objective and structure of fessions. the University.

The University of Guelph can help to educate Another new and beneficial dimension will people throughout life in the context of its d e be added by the mature students, of whom there cision to direct its teaching, research and comwill be an increasing number, who are stimulamunity involvement primarily towards life in the non-metropolitan setting. Such programs as the ted t o take advantage of what the University postgraduate diploma program in the Ontario has to offer. Any teacher at the University of Veterinary College and extension education proGuelph who has mature students in his classes grams connected mainly with the Ontario A p would like t o have more because they add a ricultural College could well be the core of work healthy leaven, encouraging some of the younger designed for professional upgrading, although students to do their best and adding a measure almost any part of the curriculum might serve of experience in life t o classroom work and this same function in a range of jobs and occuuniversity activities which the younger student pations which can only be perceived in general has not likely had. Although it seems quite out1ines at present. I t can be anticipated that possible that in the future a majority of stugovernment, business, industry, professional dents will continue to be of the same age groups and educational institutions would find group one finds today, it seems virtually in-

evitable that there will be sufficiently large groups of students of all later age groups to alter significantly the whole nature and atmos-. phere of the university community. It will lose its distinctive characteristics as an institution for the education of a particular age group and become progressively more an institution reflecting a broad cross-section of the community.

Programs designed to serve the need and the desire for education throughout life will also lead to a closer integration with the broader community constituency of the University.

This is a desirable objective and must be strongly encouraged. This, however, is in no sense intended to mean that the university should or must lose its unique qualities as a community of scholars and teachers which have given it a special place in our society. Were this to happen something vital in Western culture and which nothing else could adequately replace would have vanished.

THE INTERNATIONAL DIMENSION The University of Guelph will continue to include and expand in all its activities such international dimension as may be feasible.

The University of Guelph has repeatedly affirmed its intention of making such contributions toward the welfare of other peoples, and to international peace and understanding, as its capabilities might permit. This affirmation has come from the realization that in our interdependent world what happens anywhere is eventually reflected everywhere. We who have been more fortunate materially than most have an obligation to help others in such ways as they may desire when we believe we can do so constructively. It has also been implicit in this purpose that every segment of the university should contain in its activities such international content as may be appropriate for its overall objectives.

The Center for International Programs at the University of Guelph is the focal point of our international commitment, stimulating and coordinating university activities with an international dimension. Participation in technical assistance programs is of particular importance to this University. Our competence in the professional disciplines of Agriculture, Veterinary Medicine, and Household Science which are of primary interest to countries of the economically developing world has long been demonstrated This expertise is presently being applied in the University's activities in Ghana and the Caribbean in particular, and also in other countries in Africa, Asia and Latin America. Having the largest faculties in these disciplines in Canada, the University should continue to make a substantial contribution to Canadian international programs.

I f there is any one lesson to be learned from past experience in technical assistance programs it is that they succeed only when developed within the context of the culture and needs of the recipients. Adaptation to

that context is the primary responsibility of the social sciences and humanities, which must play a vital role in identifying the ways and means in which technical assistance can be harmonized with indigenous values and ways of doing things, lest this help in the end be only destructive. This is no less true in the international field than we have found it to be in the resolution of our domestic problems.

Visiting scholars and students from abroad on the Guelph campus also contribute a human and personal element t o the international component of our work and introduce an awareness of the international scene to many who will have no direct involvement with technical assistance programs. The attitudes that Guelph people gain and the impressions they give t o visitors who return home may, in the long run, be more important in international understandingthan technical programs themselves.

The international enrichment of our own campus life must, however, go far beyond what we receive from our foreign guests and the experience of our members who have been involved in technical assistance. A pervasive international content in the curricu lum can be achieved only when faculty members make a conscious effort to include it wherever appropriate in our instruction.

This really is not something which can be decreed; it happens naturally only as faculty members genuinely believe that all knowledge is universal and that all men and all cultures have something important t o say to everyone.

If teachers can help their students to find this out for themselves, they will also have helped them to find the common humanity in all men, as well as the stimulating and rewarding diversity in human cultures and experience.

The fact that almost one sixth of our faculty members now are actively engaged in action programs, teaching, or research involving interests outside Canada, in itself indicates the breadth of interest we seek in our educational role and the extent of contributions we can make.

THE SIZE OF THE UNIVERSITY Only in recent times have many voices been raised to question what most people consider to be one of the basic assumptions of modern society, namely, that growth is good in itself.

Growth has usually been thought of in economic terms, but the concept of endless growth has unconsciously spilled over into other areas of life. Bigger and better. Assumably, then the biggest is best.

It would be inaccurate to say that universities exactly welcomed open-ended growth when they were asked to expand enormously t o accommodate the avalanche of students; on the other hand, they have been unwilling or unable to do much about it or in many cases forsee the eventual consequences of uncontrolled individual institutional expansion. Generally the response to the challenge posed by the legitimately increasing demand for education has been the addition of new institutions and the shapeless expansion of old and new ones. And yet it must be implicit in everything said thus far about our aims and objectives that growth without control and recognized need can only dilute or wen make impossible the educational excellence for which we would strive.

Granting that Mark Hopkins sitting on one end of the log and the student on the other end may be an ideal teacher-student relationship, this is not yet exactly practical. Looked at coldly in terms of results unlimited growth is not practical either and increasingly students and faculty are suggesting it is not even acceptable.

It is clear that many students and faculty art increasingly concerned that the University not reach a size where it becomes afflicted by the depersonalization problems found at educational conglomerates. Our medical and psychological services personnel share the concern about the .identity consequences of undue growth. I t is hardly accidental that serious student disruptions have usually occurred at the larger universities. The only way t o avoid depersonalization in a large institution is in effect t o have it composed of a cluster of small units as, for example, occurred at Oxford and Cambridge. This is

hardly possible for us if we are to achieve the objective of a coordinated purpose and operation. Even with an enrolment somewhat larger than the present one, we would have to find ways of identifying students within reasonably small groups.

Student views on desirable size are vague, except for a wish to retain the possibility of individual identity. Some would even like to see the enrolment remain where it is. There is the further question of how size affects purpose. Beyond a certain figure, size can hardly avoid diluting purpose or spreading it among too many people to have it particglarly effective.

In our own circumstances, the best estimates say that almost all increased enrolment beyond the present one will be in the Arts and Social Sciences. If all parts of the University are to participate in common purposes and objectives, it is essential that a balance between the various parts be maintained so that no one dominates and none is reduced to insignificance or rendered incapable of making appropriate contributions.

Faculty views have produced some rather specific figures. The original written questionnaire for this study asked each department to estimate optimum numbers of faculty for most effective operation. These figures, when applied to current student-faculty ratios, suggest a student enrolment in the 10-12,000 range. Subsequent informal conversations with individual department chairmen elicited a rather general uneasiness from several of them that their estimates of faculty size may have been somewhat too large for really workable management. lnevitably faculty reactions are somewhat ambivalent. Too large a department becomes impersonal. Too small a one cannot offer a well-rounded disciplinary program. No one who cares about education would willingly increase the present student-faculty ratio. To do so could only cause a deterioration in standards.

As a very rough generalization, most of the older departments are about the right size for effective operation, a well-rounded program, and responsive faculty-student relationships.

Most of the newer ones are too small. Increasing them to an appropriate size would bring student enrolment into the range suggested by the combined estimates from chairmen.

Obviously no single formula can be rigidly applied to all departments.

There is another consideration which must be taken into account which relates to minimum size. A we1I-rounded operat ion requires we1lrounded physical facilities. We do not yet have them; and to have the capital formula entitlement for them, we must have a minimum enrolment of about 10,000. Furthermore, we have a commitment, as recently as our last brief in October 1971 to the Government, for an enrolment of some 10,000 with corresponding physical facilities.

For several reasons it would be better to recommend a range of full-time enrolment rather than a categorical figure. Disciplinary fads come and go unpredictably. Graduate enrolments are going to be smaller than anticipated for an unpredictable period of time. Undergraduate enrolment is presently tending to lwel off; and there is no way of forecasting whether this is permanent, a passing phenomenon, or simply that some high school graduates are on1y delaying their entry into university for a longer or shorter period of time. Whatever the relative validity of these factors, the enrolment projections of a decade ago are in some measure unrealistic.

There is one subjective factor which is perhaps as important as any. There comes a time when the size of any institution seems right .

Taking all factors into account, the 10-11,000 range appears to be the correct one for ~uelph.

There is no apparent reason for changing enrolment proportions within this range between colleges as the; have thus far been projected.

The University should think and plan in these terms, being prepared to make such adjustments as changing conditions may counsel.

RECOMMENDATIONS I ne Committee on

Academic Priorities proposes that Senate approve three general principles stated in this Rqort, namely, A.

that the primary objective of the University will be that of providing undergraduates with the opportunity for a liberal education of quality; B. that in its graduate studies and research programs the University will have as its central concern studies dealing with the quality of life in a non-metropolitan setting and with the interaction between metropol itan and non-metropolitan environments; and that this central concern will be r e flected, where feasible and appropriate, in all teaching programs; C. that the University continue to develop its contributions to society, including its international contributions, in harmony with its objectives.

With these general principles in mind, the Committee proposes further: i. that a standing committee of Senate be named, to include faculty members, students, and representatives of the Provost's office, to foster the integration of the academic and non-academic resources of the University in the learning process, through strengthening faculty-student relations outside the classroom, through special adaptations of the residence system such as French House, through more intensive counselling, and so on. This committee should meet jointly at least once a year with the Committee on Teaching and Learning. (Pages 6 - 7). ii. that Senate direct the Board of Undergraduate Studies: a. to study the need and potential for interdisciplinary instructional programs and

propose mechanisms for deveboping them.

Page 7). b. to study the feasibility of developing innovative courses and make appropriate recommendations to Senate. (Page 7). iii. that Senate direct the Board of Graduate Studies: a. to review carefully the graduate programs of the University in the light of the three principles stated above and make appropriate recommendations; (Pages 8 - 9). b. to seek ways of facilitating the develop ment of interdisciplinary programs. ( P a s 0). iv. that Senate direct the Library Committee to review the policies of the library in the light of the three principles stated above. that Senate direct the Research Advisory v.

Board: a. to seek ways of integrating research activities more closely with the teaching program of the University, in cooperation with the Boards of Undergraduate and Graduate Studies (Page 1 1). b. to seek ways of increasing interdiscipIinary research. (Page 1 1). vi. that Senate direct all Colleges that have not in the past two years had full-scale reviews of their programs to do so now and report to the Committee on Academic Priorities.

(Page 5). vii. that the Vice-President, Academic, be r e sponsible for the coordination and continuing review of the developments herein envisaged; viii. that Senate and the Board of Governors inform the Committee on University Affairs that when the combined undergraduate and graduate enrolment has reached a range between 10,000 and 11,000 we will permit further increase only if unforeseen circumstances require it. (Page 15).

Cool Research Guelph's commitment to the Canadian north

By NORMAN PEARSON

W

$

Above, hydro poles must be oross-braced against powerful winds.

At right, Dr. Carl Jordan, chairman of the Dept. of Microbiology removes soil sample to test for microbial activity.

-1 -=6

ITH A LAND MASS almost as large as that of China, and a relatively small population which only recently exceeded 20 million, it is scarcely surprising that most Canadians have little direct experience of the northern parts of their country. In recent years, the advent of polar airline routes, such strategic networks as the DEW-line, and the discovery of oil and minerals have served to focus attention on the north. All too often northern Canada is viewed In terms of a vision of unlimited and untapped resources, as a harsh and hostile inhuman environment, or as an enigmatic and mysterious land. What all these attitudes have in common is simply an inadequate understanding of northern Canada, and many people at the University of Guelph are concerned with helping to improve our knowledge about, and appreciation for, the Canadian north.

The University has a basic commitment to environmental concerns, and shares the increasing desire of Canadians to see that the northern environments are not adversely affected by change and development. Through its Centre for Resources Development, the University was, In fact, the first Canadian university to express interest in the Mid-Canada Conference which eventually Involved most of the universities and senior governments in the area later called "the Green North," roughly the boreal forest area lying between the more densely populated. southerly settled area of Canada and the high Arctic. University representatives stressed such matters as the vital significance of a federal-provinclai planning process to establish a national

Prof. Norman Pearson is chairman of the Centre for Resources Development and secretary, Mid-Canada Foundation.

Power developments appear attractive.. . are they worth it?

development plan; the supreme Importance of involving scientists In base-line studies of the existing ecological foundations of the environment; the urgent need for proper resource inventories before major development declslons are inade; and the need to let the indigenous peoples decide their future rather than being manipulated by external forces of development.

At a major conference In 1Q69, University President, Dr. W. C. Winegard stated that we need a national plan acknowledging the realities of the urbanized regions, the habitable parts of Canada not yet fully developed, and the generally uninhabitable or Inhospitable Arctic areas. We need to reorganize the finite resources of each of these regions, and so our national policy must include a comprehensive and continuing Inventory of these resources so that development decisions can be made In a regional context. These views obviously reflected widely-held views at the University, as subsequent events have Indicated.

Much of the popular literature about the Canadian north is cast In terms of the apparent anomaly presented by Canada's extensive areas of .potentially rich northern resources and evidently undei~elopedspace, contrasted with the highly developed southern band of about 200 miles in width adjacent to the CanadaU.S.A. international boundary. Various research studies carried out by faculty at the University show that this may be an Illusion. Biologists can demonstrate that the energy needed to support extenslve urban development In the north makes envlronmentai demands far beyond those needed to house the same population in southern urban centres. Soil scientists can show that there is not yet any indication of great extensions of agriculture in the north. indeed, the very opposite Is true, for agriculture is In retreat from marginal lands. While the forests of the north are extensive, they also take much longer to regenerate. Power developments, such as those attainable on the Nahannl River, or in the James Bay area, appear attractive, until we realize that the Implications In the one case may be the loss of a spectacular nalional park, and in the other, climatic changes, dlsruptlon of the existing society and Interference with valuable wildlife.

Sociologists point out that perhaps the real problem in the north Is not to attract new population but simply to hold the existing population whlch used to be well adapted to life In the area but whose cultures have been shattered under the impaot of change. Geographers point out that although Canada has been remarkably successful in producing a metropolis llke Edmonton, at 54 degrees north, one of the largest and best-planned cities In a northern environment, and although we have produced northern towns as varied as inuvik wlth Its "utilidors" (carrying sewer and water lines above ground, insulated from possible permafrost disturbance) and Yellowknife with Its new high-rise apartments, we have also littered northern Canada wlth many resource exploitation settlements which are now obsolete and inappropriate In our time.

One of the most appeailng techniques for extenslve resource inventories in such areas as the Canadian north is "remote sensing" from the proposed Earth Resource Satellite.

For many years, scientists have sought means of automatic identification of earth's terrain features based on aerial views. With the advent of satellites, high altitude aircraft, and electronic scanners capable of recording Information about the refiectlvlty of the ground, scientists have developed "remote sensing", and the ~mpilcatlonsare dramatic. Already, electronic remote sensing has proven most successful in checking sources of pollution such as sewage outlets, industrial waste discharges, and oil spills.

Related to this is the unusual technique of orthophotograhy and stereo-orthophotography (in essence, photographic maps which are as accurate as conventional maps but do not sacrlflce the wealth of detail of a photograph, and whlch can be used in a stereoscope to allow scientists and planners the threedimensional overview they need for so many development purposes.) Here scientists such as Prof. Stan Collins (Agricultural Engineering) are convinced that great advances can be made in improved planning of northern areas.

Others such as Professors Allan Falconer (Geography), Lloyd Busch, OAC '42, (Botany), Dick Protz and Peter Martini (Land Resource Science) have worked to

Northern development is moving too far ahead of research.. .

develop interdlsciplinary technical skills In this method of insight into environmental and resource problems. .

There is a great need for such methods, for the scientists (and the funds avallable) are few in number, and the challenge of establishing base-line studies is immense. Once again, as so many times in our history, development is moving far ahead of, and faster than, essential research. This is recognized by the Dean of Research, Dr. W. E. Tossell, OAC '47, and the Research Advisory Board of the University. The RAE has in fact funded pilot studies which will help the Unlversity to explore and define the areas in which it can best make research contributions in the north, so as not to overlap or duplicate the efforts of other universities and government agencies, but to help reinforce the increasing thrust of Canadian northern research. These feasibility studies are complementary and interdisciplinary In nature.

A study to test and predict the feaslbllity of predicting the extent and consequenceof permafrost melt In the Canadian Arctic involves Professors Barry Fahey (Geography), Charles Corke (Microbiology) and Doug Hoffman, OAC '46, EN Mackintosh, Peter Martini and George Thurtell, OAC '57 (Land Resource Science).

This is a vital area of study. The approximate southern limit of contlnuous permafrost is roughly a line joining Fort Good Hope, Port Radium, Churchill, York Factory, Great Whale River, Port Harrlson, and Fort Chimo; the southern limit of the discontinuous permafrost area is a ilne connecting Whitehorse, Fort Vermilion, Flin Flon, James Bay, Gagnon, Labrador City and Goose Bay. Northern development depends very much on a correct understanding of these continuous and discontinuous areas, and the attempt to predict the behavior of melt areas will be the key to techniques for better handilng of road bulldlng, railway constructlon, building and engineering construction, and most development processes. Professor Bev Kay [Land Resource Science) has noted that the feasibility study will pave the way for much more extensive work In this vital field.

An equally vital area is the ecology of active or potential disease factors.

Dr. Barbara (Bradbury) Kingscote, OVC '71 (Veterinary Microbiology and Immunology)

and Dr. Lars Karsted, OVC '55, (Pathology) examined some of the environmental and ecological factors relatlng to diseases and their incidence, and it is clear that northern development should be guided so as to mlnimize the advent of disease from factors which may now be dormant or not apparent.

Professor Carl Jordan, chairman, Department of Microbiology is the coordinator of an exciting multi-disciplinary project studying microblai activities In the James Bay area. He has pointed out that there is grave danger of contamination and destruction of the microblal processes on whlch the whole life-support systems in the north are built. This microbial ecological survey is intended to set up a biological base-ilne or reference benchmark so that in future changes can be monitored. and from which those concerned with planning and development can evaluate certain kinds of deteriorations which might in future threaten the fragile sub-arctic environment. The team includes Professors George Anderson, OAC '42, Charles Corke, Larry McDermott, OAC '39, Ron Sonstegard, PhD '70, and Denis Kidby (Microbiology); Bev Kay (Land Resource Science); Ray Anderson (Zoology), Bob Johnston, OAC '42, (Environmental Biology) and Richard Frank, PhD '68, and Heinz Braun, OAC '50, of the OMAF Pesticide Residue Laboratory. The Atomic Energy of Canada laboratory will also assist the study. The studies will examine such matters as the microbial fixations of atmospheric nitrogen, flsh diseases, the incidence of heavy metals In plankton and oil spillage effects on muskeg.

Dr. Jordan points out that we are relatively ignorant of matters such as sewage disposal in the high arctlc; the incidence and spread of diseases In arctic marine animals, flsh, wildlife and blrds; the capacity of micro-organisms in the soil and water to cope with the man-made additives such as oil, pesticides, siimicides, pulp fibre, and metallic salts resulting from explorations and development.

From studies such as these, scientists at the University expect to be able to play their part in the next phase of Canadian development in the northland. It is a role which faculty see as being vital In the future of the Unlversity, as well as of Canada Itself.

Teaching (and learning) behind bars

By GLEN WARLOW and ALEX MIDDLETON

"Come, let's away to prisonw-

King Lear

T

HE GUELPH Correctional Centre (known to many by Its previous name, the Ontario Reformatory) is one of Gueiph's landmarks, located on the south side of Highway 7, the eastern approach to the city. in summer, the well-kept grounds with their flowers, rockery, small waterfalls, and pools provide a pleasing, restful appearance that attracts many visitors.

Up a long, winding drive stands the main cell-block and administrative building, a massive gray stone building with iarge varnished doors. As you approach them, a small van pulls up, and out steps two young men in blue denim. Although they are laughing and appear happy, you're startled to notice they are handcuffed to each other. A guard steps out of the van; they enter the building and quietly disappear.

The three of us, James Shute, Duane Tulioch, and Glen Warlow, of the School of Agricultural Economics and Extension Education, are met inside by Norman Ewing, head teacher of the Centre's school.

He is friendly and pleased that we have consented to assist in the Centre's teaching program. He escorts us along a passageway, past walls on which hang paintings that are the work of an inmate.

Their quality is unexpected and impressive.

Prof. Glen L. Warlow, OAC '42, lectures fn the School of Agricultural Economics and Extension Education, Ontario Agricultural College. Dr. Alex L. A. Middieton is associate professor of Science. zoology, College of Blolc~g~cal

We now face a large, metal, barred door whlch is opened quickly when its keeper recognizes our host. Upstairs we meet the Inmates-betheen 15 and 20that we will be with for the next two hours, and at the same time for the next five weeks. Although we are a few minutes late, they are not restive; they regard us quietly, some alertly and some impassively.

Teaching a group like this has been a rewarding e x p e r l e v for severai University of Gueiph faculty. in the winter semester, 1971, faculty members of many disciplines spoke to inmates at the Centre, the arrangement being a co-operative effort between the two institutions.

Mr. Ewing says injecting university course material into the Centre's teaching program is meant to provide "something of intellectual value since many of the inmates complain that they have little to stimulate their Interest.

"We hope to bring them into contact with people from outside thelr environment whom they will get to know as people, and whose examplee may influence their future lives."

From this experience in 1971, another program was arranged for the winter semester, 1972, through the Office of Continuing Education at the University.

Based on the reaction of the inmates to the 1971 program, and the expressed interests of those currently "enroled," it was decided to concentrate over a 10-week period on two main subject areas: communication and wildlife biology.

Professors Shutq Tuiloch, and Wariow were privileged to be selected for the communication component while Zoologists Joe Geraci, Gordon Hartman, Alex Mlddleton, John Roff, and Bob Walker handled the wildlife biology sessions.

The following is a brief comment on our experiences.

For the cornmunicatlon classes we were faced with the problem of discussing ~ommunicationwith a class of students who have a much wider range in age (18-30) and formal education (public school to university) than a typical university class. We began by asking fhs inmates for thelr preferred topics, and we recorded the following: Verbal and nonverbal communication; Writing, e.g. poetry; Interpersonal cornmunicatlon; The mass media; international communlcation; and, Communication technology, e.g. satellites.

That list supplies enough material for a unlversity student to major in communication.

We received severai surprises in our wide-ranging dlscussions. One Inmate readily identified the newspaper, Christian Science Monitor, and, in particular, an editorial cartoon that had Impressed him. (I have never had a university student Identify this cartoon so specifically despite a University subscription to CSM, copies of whlch are available in the library.) We were very much Impressed with some inmates' poetry that dealt with unrealized hopes and thwarted goals. The discussions dealing with comrnunlcation problems arising from the mass media, international communication, and communication technology were only lightly touched upon. For one thing, the inmates knew more about these topics than we did, and their strong political philosophies from which they seldom swayed rendered a give-and-take discussion relatively unrewarding.

For one of the difficult concepts to understand is that we can never "tell it like it is," we are a part of all we see and interact with, and to these events we bring all our experience,

training, attitudes, and knowledge in our perception of them. Many of the students were familiar with the writings of Marx, Lenin, and Mao; others were familiar with Churchill and Kennedy. Few were acquainted with the writings of both worlds of political thought, an example of how we tend to study what reinforces our beliefs.

The problems of stereotypes arose frequently; that is, the tendency all of us possess to see people in terms of similarities rather than differences.

To many people, "students today are lazy;" some people "just can't stand Americans;" and to others, "all politicians are crooked."

The inmates' stereotypes often tended, like those of the rest of us, to be directed toward persons with whom they have had an unhappy experience: policemen, magistrates, guards. Admittedly, in their judgement, some of these persons may have treated them unsympathetically, but it is only by constant effort that we learn to "index" that is, policeman 1 is not policeman 2; magistrate 1 is not magistrate 2; American 1 is not American 2; and student 1 Is not student 2. Our weakness in relying on stereotyping is well expressed in the statement: "We tend to discriminate against people to the degree we fail to distinguish between them." *

.

Luckily, those of us from the Zoology Department were able to draw on the experience of our colleagues from the School of Agricultural Economics and Extension Education. As a result it was agreed to adopt a team approach, and on each of our five visits there were at least two of us on hand. In addition we realized that because of the tremendous discrepancy in the educational background of our classes we couldn't hope to be effective as teachers if our approach was at the level of a scientific colloquium or university lecture. Thus we adopted a general approach to the area of "wildlife management" and spoke on the foilowing topics: Birds and Game Birds (Middleton), The Arctic (Roff), Fresh-water Fishes (Harhnan), Fur-bearing Mammals (Walker) and Marine Life (Geracl).

Once in the classroom an informal approach was taken. initially, the presentation of leading questions by the instructors was used to capture the interest of the class. Gradually each toplc was developed and illustrated by the use of diagrams with an over-head projector, 35 mm transparencies, films and

specimens from the Zoology Department's and the individual's private collections.

As each session progressed the inmates were stimulated to ask their own questions on any aspect of the topic.

The response of the class was most often good but frequently unpredictable.

Difficult questions were sometimes answered without a moment's hesitation, and one could not help but be impressed by the general knowledge of some of the inmates. On the other hand many questions were bizarre. For example, one inmate was keen to know how many pellets it would take to kill a swan and whether pellets in a wounded bird spoiled its flesh for eating. Another question centred on the picture of a damaged aircraft on an arctic airstrip. This particular inmate wanted to know whether the occupants had been killed and when the instructor could not answer the question, the inmate satisfied himself that all must have perished. As our series of talks progressed we became prepared for the

We were asked many questions, penetrating ones that we had never been asked before. unexpected and found ourselves capable of handling even the most awkward questions.

It was in handling the questions that the advantage of the team approach became clear. Commonly the questions which were asked by the inmates did not relate directly to the toplc under discussion and were frequently beyond the expertise of the individual instructor. However, with the presence of capable colleagues the questions could be directed to them for an answer, and frequently this permitted their involvement In the discussion, thus lightening the strain on the instructor.

When the lectures were over, many of the inmates remained behind to talk with the members of the teaching team. In most instances these informal discussions involved two or three Inmates who wanted some information on the topic of the day. However, these discussions were usually short-lived, and the inmates seemed glad to talk about more general

problems. This latter experience, though not always pleasant, helped open our eyes to the problems associated with penal reform and was a most valuable educational experience for us.

Finally, speaklng as biologists, we were impressed by the genuine concern held by many of the inmates for the future of our environment. They were deeply concerned about pollutlon and its effects, extinction of species and man's role in the process, and the preservation of wilderness such as found in our National and Provinclal Parks. There was also a strong feeling that Canada was in danger of selling its environmental birthright and that this should be prevented. On each of these areas the inmates were surprisingly well informed and capable of penetrating, intelligent discussion.

What was the result of it all?

We can speak only for the instructors.

We were unanimous in finding it a rewarding learning experience. We were asked questlons, penetrating questlons, that we had never been asked before, that forced us to re-examine many of the concepts we had superficially accepted: we were supplied wlth examples of principles that had never occurred to us; we were stimulated by an interest in aspects of the subjects that showed a truly inquiring mind; we were surprised at the genuine attempt of the inmates to exchange ideas with instructors from a system that most of them would never penetrate, and because of this exclusion could very easily adopt an antagonistic attltude towards it.

But we think that most of all we were Impressed with the similarity of these young men to sons like yours and mine. Through the force of circumstance, through taking the wrong turn at some stage that many young persons are exposed toinvolvement with drugs, petty theft, and they were other offences of this class now in a formal correctional institutlon instead of a formal educational institution.

Since they live in the institution, group pressures to conform are no doubt as strong as they are in educational residences. The library appeared to offer a range and volume of reading matter to meet the needs of those who wished to study further in their recreational hours.

We consider ourselves privileged to have the chance to represent the University at such classes. We would urge anyone, if presented with a slmllar opportunity, to take advantage of it.

You will find it an exciting challenge, and you will learn much.

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Presant

Campus Highlights 1971 Alumnus of Honour installed as Fellow at spring convocation

Three prominent Canadians were recognized in late May for their achievements and contributions to society at the University's spring convocation ceremonies.

Frederick W. Presant, OAC '23, was installed as the fifth Fellow of the University, and the Hon. J. W:Grant MacEwan, OAC '26, and Mrs. A. F. W. Plumptre received honorary Doctor of Laws degrees.

A native of Guelph, Mr. Presant in 1923 was appointed to the faculty of the Department of Horticulture at Guelph and as a vegetable extension specialist of the Ontario Department of Agriculture.

In 1926, he became assistant to the director of the Western Ontario Experimental Station at Ridgetown, now the Ridgetown College of Agricultural Technology.

Two years later he joined the newlyformed firm, Toronto Elevators Ltd., with responsibility for planning the facilities and launching a formula feed business under the name Master Feeds. During World War ii he acted as Feed and Graln Administrator of the Wartime Prices and Trade Board. He was also responsible, through the Canada Department of Agricuiture, for the establishment of the first freight assistance policy for the movement of western feed grain. The policy, with modifications, is still operating.

In 1943, he returned to Toronto Elevators and became vice-president, a post he held until his retirement In 1962.

For his efforts during the war he was made a Member of the Order of the British Empire.

He was a founding member, and later president, of the Canadian Feed Manufacturers Association. HIS leadership and outstandina contributions to agriculture we& recognized when he was made a Fellow of the Agrlcuitural lnstitute of Canada In 1949.

Active in alumni affairs, Mr. Presant was president of the O.A.C. Alumni Association In 1947-48 and from 1948 to 1952 sewed as alumni representative on the Senate of the University of Toronto.

In 1950 Mr. Presant became the first chairman of the OAC Advisory Committee to the Minister of Agrlcuiture.

MacEwan

When the Federated Colleges achieved university status in 1964, he was appointed as a member to the Board of Governors, and served as vice-chairman until 1967.

The University of Guelph Alumni Association named him the 1971 Alumnus of Honor for "the significant contribution he has made to Canadian agriculture, and for his service to his country, society and aima mater."

According to the citation read by University President, Dr. W. C. Winegard, Hon. J. W. Grant MacEwan can be said to have fulfilled at least seven roles during his lifetime -educator, farmer and breeder, llvestock judge, writer, historian, politician, and representative of the Crown.

Following graduation, Mr. MacEwan later attended Iowa State College where he received an MS. Afler completing post-graduate work he became assistant professor of animal husbandry at the University of Saskatchewan and later became head of the department. In 1946, he was named Dean of Agricuiture at the University of Manitoba. He later retired from that position and from 1955 to 1959 was a member of the Alberta legislature, and Leader of the Opposition.

Mr. MacEwan also served in municipal government for 10 years as a Calgary alderman, and from 1962 to 1965, as Mayor. In 1965, he was appointed Lieutenant-Governor of Alberta.

Today Mr. MacEwan s ~ e n d smost of his time in-writing and public service.

He is the author or co-author of 18 books dealing with such subjects as conservation, romance, history, development, politics, and characters of Western Canada.

He has been a steady contributor to farm magazines, and newspapers; his column dedicated to conservation of resources has run in the Calgary Herald without Interruption, for more than 12 years.

In addition to his award from the University of Guelph, Mr. MacEwan has received honorary degrees from the Universities of Alberta (1966) and Calgary (1967).

Mrs. Plumptre, who Is listed in the

Ganadian Who's Who as an economist, has been called the voice of the consumer and consultant to government agencies.

Active in a number of Canadian organizations, Mrs. Plumptre became wellknown as National President of the Consumers' Association of Canada from 1961 10.1966. A member of the Vanier lnstitute of the Family since Its formation, she became its president In 1968. She is a member of the Ontario Economic Council, the Canadlan Consumer Council, a director of the Canadlan Welfare Council and a trustee of the National and Provincial Parks Association. She was also a member of the Economic Council of

Plumptre Canada from Its establishment until March of this year.

From 1946 to 1947, Mrs, Piumptre was research officer, Wartime Prlces and Trade Board. She has also served as economic consultant to the Tariff Board and the Royal Commission on Costing and Trade. She has been a member of the National industrial Design Councii and of the Advisory Councii of Consumers to advise the Department of Health and Welfare on matters of Consumer interest pertaining to the Food and Drug Act and the Proprietary or Patent Medicine Act. Active in voluntary agencies, Mrs. Plumptre has been a member of the Ontario division of the Canadian Red Cross Society, Toronto Children's Aid Society, and the Ottawa Family Service Agency.

Born in Melbourne, Australia, she received a B.Comm. degree at the University of Melbourne, and did postgraduate work at Cambridge University, England.

More than 1015 undergraduates and some 50 graduate students received their degrees at the University's spring convocation exercises.

Coordinating boards deal a death blow to unlverslty autonomy: Guelph brief University autonomy and flexibility of operation are paramount in providing Ontario with a high quality system of post-secondary education, the University's brief to the Commission on Post-Secondary Education in Ontario says.

Prepared by a special committee of Senate, and accepted by Senate as the University's official response to the commission's Draft Report (see Guelph Alumnus Yol. 5, No. 2, and pages 4-5, this issue) Gueiph's brief stresses quality of education.

Tom Settle, associate professor of philosophy and chairman of the special committee, told a commission hearing convened March 23 in Toronto that the Draft Report's recommendation for a coordinating board for Ontario universities with executive powers would mean a death blow to university autonomy and flexibllity of operation.

Only four of the commission's 14 members were present, a disappointing turnout to the Gueiph delegation of senior University officials and the six-member special committee.

Entitled "Aspects of Public Responsibility Concerning the Studies of Adult Citizens," Gueiph's brief concentrates on four main items: academic jurisdiction, Inseparability of research and teaching costs, admissions, and student aid.

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survival of Ontario's graduate schools.

"In the 1950s, the decision was made to develop the Ontario universities and under the ministry of Premier Davis, we have created some graduate undertakings whlch are increasingly being recognized in the world of international scholarship.

Our graduate schools are not yet firmly established, and are vulnerable to pressures which can rapidly destroy the developments of a decade.

If this happens we shall be offering the people of this province less than adequate university opportunity," the release says.

At a meeting held April 7. CUO members agreed not to announce fee increases for 1972-73, pending its presentation to the government of a report on student income and request that the fee increases be rescinded.

Also In early April, University President, Dr. W. C. Winegard met with faculty, professional staff, and support staff to review the budget and its affects on the University.

Dr. Winegard said the University wiil receive $7.5 million in capital funds for the construction of the Engineering, Physical Education, University Centre, and Central Services buildings. The capital grant includes money for alterations to OVC and necessary campus maintenance.

As expected, the operating budget will increase only two per cent for the coming year; the figure for 1973-74 has not yet been announced, he said.

He warned that Guelph's operating budget could be adversely affected by the increased student fees and reduced support in the student awards program if a sufficient number of students did not enrol for classes next September because of higher costs and lower grants.

Last year, Guelph and Queen's were the only Ontario universities to realize projected enrolments as three to flve per cent of the anticipated number of university-bound students failed to register.

A slmilar trend appears certain for 1972-73, and whether the new financial factors will worsen the situation is not yet known.

Dr. Winegard added that some universities could be in serious trouble, especially if the number of graduate students decreased substantially.

Appointments Dr. Frederlc A. Dahms, chairman of the Department of Geography, will assume the position of acting dean of the College of Social Science during the absence of Dean John Skinner. Dr. Dahms will act in this capacity from May 1 to August 31 of this year.

Alumni News

Dahms

Newton

Dr. Dahms has had a varied background both in teaching and consulting.

He taught geography at KitchenerWaterloo Collegiate and was vice-principal of the Erin District High School for some years. He has, over the years, spent summers working with planning consulting firms, and, most recently, carried out research with graduate students on the retail structure of Guelph and the Central Place system of southern Ontario.

Chairman of the Geography Department since 1968, Dr. Dahms has been at Guelph since 1966. During that time he has been a member of Senate, and a member of the board of graduate studies.

Dr. Dahms graduated fom a Kitchener high school and received his BA and MA from University of Western Ontario.

He later received a PhD from the University of Auckland, New Zealand, and at the same time was a consultant to the Auckland Regional Authority.

He has published a number of papers and chapters in books on the urban structure and environment.

Dr. Theodore (Ted) D. Newton has been appointed acting dean of the College of Physical Science for the period August 1, 1972 to April 30, 1973. He will serve in that capacity during the leave of absence of Dean E. B. MacNaughton.

Dr. Newton, who has been at the University since 1966, Is presently chairman of the Department of Mathematics and Statistics.

Dr. Newton has had experience in a number of fields including teaching, optical design and research at Atomic Energy of Canada's Chalk River faclllty for a number of years.

While at Guelph he has been a member of Senate and served on a number of committees. In addition, he was a Senate representative on the University's Board of Governors from 1968 to 1971.

He is a member of the Canadian Association of Physicists, the Canadian Mathematics Conaress and the American Mathematical so;ety.

A graduate of the University of British Columbia with a BA and MA, Dr. Newton also received an MA from University of Toronto and a PhD from Princeton in mathematical physics.

Dr. Clayton M. Switzer, OAC '51, associate dean (research) of the Ontario Agricultural College, has been named dean-designate of the College succeeding Dr. N. R. (Rick) Richards, OAC '38.

Dr. Switzer's appointment is effective July 1, 1972. Dean Richards will resume a teaching appointment in the College's Department of Land Resource Science.

In making the announcement, University President, Dr. W. C. Winegard described Dr. Switzer as an "outstanding scientist who has established an international reputation for his research . . . and as a teacher."

"He is known for his deep concern for, and intimate knowledge of, the rural community. We are fortunate in being able to appoint someone with these concerns to head the OAC for the next five years," Dr. Winegard said.

As dean-designate, Dr. Switzer wiil be directi?g the Coliege as it nears its Centennial and the beginning of its second century of service to agriculture, with new academic programs and research commitments geared to the challenges of the 1970s, the results of Dr. Richard's input as dean of OAC. In an era when most agricultural colleges have decreased in strength OAC has been able to spin off from its old departments two new self-sustaining colleges (College of Physical Science and College of Biological Science) and still maintain its prominence.

Because of our imaginative and effective educational programs," Dean Richards says, "we have grown in important ways in the last decade. We have introduced the elective system for course programs.

We have involved students in collegestudent program committees and we have moved into new degree programs: Bachelor of Landscape Architecture, Bachelor of Engineering, and Bachelor of Science in Food Science and Earth Science."

"For the first time," says Dean Richards, "we have tried to document our commitments and rationalize our research."

OAC is still the research arm of OMAF, he says, and maintaining the strong relationship wlth this major research contractor has been an essential part of the Dean's job. Among important results of this co-operation and research he cites the impact of OAC research In recent years on changing the land resource use pattern in Ontario.

The impact of the new research station at Elora Is just making itself felt.

The thousands of hours that have gone into its organization and working out of an operational agreement with OMAF, have been well spent and wiil pay

Richards

Switzer

dividends of which we'll all be proud in the future, Dean Richards says. "I consider the new Station one of the most significant projects undertaken by OAC in its history."

Looking forward, Dean Richards sees a major challenge in the developing contribution of OAC to the whole University. "We must," he says, "provide opportunities to as many University of Gueiph students as possible to partlcipate in programs of OAC. We want the whole University to see how we relate to agriculture and to society as a whole."

Environmental development, resource use and management and rural community development are areas where all University students could benefit from fitting OAC courses into their studies, he says.

For his concern to maintain high professional standards in agriculture, Dean Richards has received several honors: an honorary life membership of the Plant Food Council of Ontario; fellow of both the Agricultural lnstitute of Canada and the Soil Conservation Society of America; and, an honorary Doctor of Science degree from Lava1 University.

In announcing Dr. Switzer's appointment as dean-designate, President Winegard said Dr. Switzer's backaround and interests will go a longWwayin ensuring that the aspirations and objectives of OAC - as formulated during Dean will be met.

Richard's term of office Author of 60 scientific papers on the use of herbicides and their mode of action, Dr. Switzer is chairman of the Ontario Herbicide Committee, an executive member of the Canada Weed Committee, and a member of both the Ontario Institute of Agrologists and the Agricultural Institute of Canada.

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Letters Dear sir: It was with great dismay that I read the articles concerning unemployment problems of university graduates. (See Guelph Alumnus, Vol. 5, No. 1, the Un-job Crisis for young graduates.)

After the editorial, which stressed a desire to achieve some prominence for your publication among the reading material of the alumni, I find articles which treat the unemployment problem In such a naive and superficial manner a discredit to any institution of higher learning.

Unemployment is not some mystical phenomenon which appears periodically in our society. It has definite roots and causes. Until these have been analvsed and dealt with, unemployment will continue to exist.

The personal trauma of one young graduate, the ingenuity of two others, and the rehash of old theories and moldy statistics merely misdirect the thinking of those readers who have no personal involvement.

Definite political, economic, and social causes can be found for the unemployment and underemployment of recent graduates. To ignore these is not only to ignore the problem but also to partlcipate actively in preventing its solution.

Mr. Tisdale's article was particularly ridiculous. His attempted analysis via supply and demand shows either an ignorance of the business world or is an attempt to mislead the readership.

Any student of Introductory economics raw knows that certain basic elements resources, manpower, capital, and 'know how' -are brought together to comprise commodity output. By tradition we are taught that each of these components will attain its own measure of value via suppiy and demand on the free market.

What introductory economlcs does not teach is that the free market is the sworn enemy of the modern corporation.

With its development, corporate business reduces to the lowest possible level the effects of the market place on corporate business practices.

The role oT university graduates stems from the rapidly developing, technological innovations occurring since the late 1950s. University graduates were the rare resource, and, combined with an increased demand for them, their value increased, as exemplified by the annual com~etitionfor araduates and the offers of high' wages andVquick promotion.

However, business does not like competition, so the natural reaction is to increase SUPPIY. . . - . thereby lowerlnacompetition.

In a true supply and demand market, this excess demand would have resulted in the natural increase in the student population. This did not come about because of the class dlstlnctlons involved in attaining access to higher education as imposed by tultion fees and a lack of student aid. The corporations could have reacted by undertaking the training and education processes but why should they when it could be squeezed out

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of the taxpayers? Enter the agent of the business community, the provincial government.

Provincial action has upset the natural supply of graduates by making massive capital investments in education. This expansion was undertaken without any planning mechanism to determine the optlmum level necessary. It was carried out until a surplus labour force was created. Now the government continues to turn out araduates because it is the massive capital difficult to j;stify Investment if education is not producing.

Hence the suppiy function has forces working on it that are unrelated to the market place.

Middle-income families have been investing in their children's prospective unemployment and underemployment over the past 10 years. It is their tax dollars that built these education factories in which production is not defined by the needs of soclety.

William R. Lundy, B.Sc. '71 Clive Tisdale replies: Without knowing Mr. Lundy personally or his area of employment, i t is obvious that he is a blue sky economic theorist unaware of the realities of the business employment market and the grass root practicalities of the current demand for agricultural graduates. We concur with him that competition is a virtue of the free enterprise system. Therefore, i f professional skills don't match available jobs, appropriate steps must be taken by the academics and our profession to adjust the training mechanism and forecast future employer needs more accurately.

Only then will the quality of the supply be better suited to the employer demand, and our graduates will then be able to compete more effectively for the available job opportunities.

Dear sir: I don't know which of us is happier about the recognition Tom (Dr. T. H. Jukes, OAC '30, recipient of an honorary Doctor of Science degree at Winter Convocation, see Guelph Alumnus, Vol. 5, No. 2) received from the old school in January.

My doubt arises from the difference In our needs for acclaim. My hunger for praise, now the vicarious kind, comes from a half-century of remorse because of my failure to make a single contribution to science. But this doesn't modify my admiration for his achievements or diminish my gratitude to him for contributing so abundantly to human welfare. Furthermore, for as long as I breathe, I shall rejoice for hls brilliant contribution to the aura of the college that stands high on a hill above the river Speed.

Bill Young, OAC '23

GUELPMay-June, 1972, Vol. 5, No. 3 ADDRESS CORRECTION REQUESTED: If your son or daughter is an alumnus of Guelph and has moved, please notify the Alumni Office, University of Guelph, so that this magazine may be forwarded to the proper address.