Mohawk The Years to 1985 by Mohawk College Alumni Association

MOHAWK COLLEGE OF APPLIED ARTS AND TECHNOLOGY

A HISTORY 1946-1985

WRITTEN BY

' PATRICIA FILER S.

CONTENTS Acknowledgements Chapter 1 Historical Perspective 1819-1946 . . . . . . . . . . . . . . . . . . . . . . .

Chapter 2 Postwar Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter3 Perspective on the Textile Industry .......... ; . . . . . . . . .

Chapter4 The Provincial Institute of Textiles . . . . . . . . . . . . . . . . . . . . .

ChapterS . The Hamilton Institute of Technology ............. Â·. . . . .

Chapter6 Mohawk College 1965-1969 . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 7 A Decade of Growth 1970-1979 . . . . . . . . . . . . . . . . . . . . . . . .

ChapterS , Into the Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter9 Special Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 10 A Time of Change 1980-1985 . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 11 The Faculty of Applied Science and Technology . . . . . . . . . .

Chapter 12 The Faculty of Applied Arts and Business . . . . . . . . . . . . . . .

Chapter 13 Faculty of Continuing Education . . . . . . . . . . . . . . . . . . . . . .

Chapter 14 Faculty of Health Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 15 The President's Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Alphabetical Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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ACKNOWLEDGEMENTS The author acknowledges with delight the assistance given her by the faculty and the staff of the College during the compilation of this history. Their never failing good humour and support is much appreciated. The book would never have taken shape without the inspiration of Dr. Sam Mitminger, who proposed it; without President Keith Mcln- . tyre, who instigated the necessary action; and without Eunice Swanborough, whose persistence and hard work carried the production through to its completion. It would have taken considerably longer without the help of the editor, Jonathan Watts. His work is gratefully acknowledged. To those who left behind them carefully catalogued material, notes and reports, I express appreciation. Although the history of the institution is relatively short, it encompasses a vast amount of effort on the part of many hundreds of people. To the students past, present and future -whose enthusiastic activities make the college live- thank you . At the request of Keith Mcintyre the book incorporates a brief outline of the history of the community served by the College, specifically the City of Hamilton. There are many gaps, both in local activities and in the recounting of the story of the College. Many names have been omitted. Nevertheless, the stature of the College is the work of hundreds of competent teachers, staff, administration and volunteers. Significant leadership is given by a few, but without the many there would be no College. It has been a privilege to be associated for even a short time with such an institution. S. Patricia Filer Ancaster, 1985

CHAPTER1 HAMILTON 1816-1946 The story of the City of Hamilton and its surrounding territories is dramatic re.adiJ":g. A wealth of historical material provides an insight into the character of this community situated at the head of Lake On~ tario. From the beginning it was a lively and forceful presence evoking a strong and determined focus on the southern frontier of the province. That determination is still noticeable. Mohawk College and its origins must be placed against this background of "A Mountain and a City". . By 1816 there was already development on the escarpment at the point where the Mohawk Trail met the Ancaster Creek; at Crook's Hollow, then a busy mill centre; and at Dundas, situated at the mouth of Spencer Creek. An active rivalry enlivened the contacts between these centres. Ancaster, the first commercial community at the "Head of the Lake," developed around a police outpost but held the forefront for only a short time despite its commanding position on the hill. It lack~d a sufficient water supply; disastrous fires were an impediment to continuing growth. Dundas ascended into prominence when hopes were high that the Desjardins Canal would link Dundas with Burlington Bay by a channel through Cootes Paradise marsh. Goods from the surrounding country came down Spencer Creek, were floated through the canal and portaged over Burlington Heights to barges waiting on the Bay. Across the Bay the goods were again portaged over Burlington Beach to reach the lake ships. The increasingly shallow water level in Cootes Paradise, the cost of continual dredging and the use of larger and larger boats forced merchants to find other ways to ship their goods. The result was a gradual decline in the town's importance. Controversy marked the establishment of the new town called Hamilton. In 1816, George Hamilton and Nathaniel Hughson offered a tract of land to the Government of Upper Canada as a site for the new Gore District Court House and Gaol. Considerable discussion throughout the ensuing years has questioned the motives behind Hamilton's seemingly generous gift. There is no doubt that the gentleman had ulterior motives, but his donation benefited future generations. The Act approving the land grant for the court house was passed and log buildings were erected in 1818. George Hamilton laid out the core of the future city, although it would be some years before real growth took place. From the earliest times there was a desire among the residents for the advancement of education. In 1822, a new circulating library was opened by William Lyon Mackenzie at his pharmaceutical shop in Dundas. This collection of books provided an education-hungry population with access to literary, political and

technical materials. Ten years later the Ruthven Circulating Library was formed in Hamilton. About the same time, the Young Men's Debating Club began to acquaint its members with the latest ideas in politics, business and science. In 1837, the opening of the channel through Burlington Beach enabled ships from Lake Ontario to enter directly into Port Hamilton. A short distance away from the port the town of Hamilton, developing around the original grid laid out by the founder, rapidly outstripped its neighbours. John Young, a noted merchant deeply involved in educational interests, was concerned that there be some method to foster organized learning. He copied the English system to establish the Hamilton Mechanic's Institute in 1839. Branches of the Institute were set up in Dundas and Waterdown where the latter group claimed "That the object of this organization shall be the improvement of mind and the diffusion of knowledge by means of a library containing philosophical, historical, biographical and mechanical works ... secondly, lectures on any useful and important branch of knowledge, thirdly, by the discussion of questions in relation to appropriate subjects .... " Both business and the community backed this drive for education. The School Act of 1846, formed Hamilton schools to meet the needs of youth and cater to the demands of adults seeking more specific training. In 1847 Hamilton was incorporated as a city. A few years later local government took responsibility for the public water supply, sewer system and police force: a decisive move in the administration of the new city. As the structure of the city changed so too did the movers of society. The lawyers, bankers and merchants, early community leaders with strength and foresight, were gradually replaced by new men, many of whom were industrialists. Immigration took an upswing as work continued on the Burlington Canal, the Weiland Canal and the Grand River navigation project. It was a very prosperous time. This growth was mirrored in the educational organizations of the time. The Mechanic's Institute by 1853 was housed in new buildings on the land now occupied by Eaton's Ltd. Facilities included a news room, lecture room and library. A few blocks away the impressive Central School was completed. The Debating Club began a Mercantile Library in competition with the Institute. All this attention to training had been sparked by industry growing up around Hamilton harbour. By mid-century the iron foundries around the port were consuming one third of the raw materials coming by ship into the bay. By the 1860s, machine shops manufacturing precision items were flourishing and a strong textile industry hadestablished itself at the Head of the Lake. Economic boom and depression followed one another down the Century as each succeeding upswing subsided. There was great con2

struction activity generated by the prosperity surrounding the advent of the railway: a 100% increase in housing between 1848 and 1861. This was followed by another depression. The late 1860s brought prosperity again. By 1870 railroad yards, foundries, boiler makers, carriage makers, a sewing machine factory, a shoe factory and a clothing manufacturer were all operating in Hamilton. Towards the end of the century, the Mechanic's Institute building was sold at auction, its purpose negated by the adult education programs now available through the local schools. Nevertheless, the Mechanic's Institute was a forerunner of the Community College, contributing to the general education level of the youthful city and providing special resources for technical education. Between 1870 and 1920 efforts were made to provide more technical training. An institute was approved in 1886, known as the Hamilton Art School. In spite of its name, this school emphasized the teaching of mechanical drafting; an industrial city needed good draftsmen. Samuel John Ireland, a skilled practitioner himself, was the first Principal. Furthering the quest for training, prominent citizens presented a petition in 1906 to the Executive Council of Ontario, requesting that a new Provincial School of Technology be established in Hamilton. Soon debentures were being issued for the erection and equipping of the Hamilton Technical School. Instruction at the School was directed primarily to those who would join the work force at age fourteen. There were also evening classes for those employed as apprentices or journeymen. Both the Art School and the Technical School were housed in a building on Stinson Street, erected by the Hamilton Board of Education, ". . . to provide practical and theoretical training especially adapted to the requirements of pupils who propose entering or have already entered, industrial life." Duplication of activities was avoided when the Technical School took over the Art School's building, equipment and technical teaching. The Art School continued to train artists. One of its most prominent graduates was J.E.H . MacDonald, an original member of the Group of Seven. By 1917 the Hamilton Technical School was bursting at the seams and a proposal was launched for an additional technical institute. This one was endorsed by the Board of Trade, the Labour Council and the Manufacturers' Association. "Thus started a movement for Vocational Education that was to establish Hamilton as the recognized leader of industrial training in this Province . . . one of the outstanding centres on this continent recognized for its high standard of vocational education and industrial training." The new Hamilton Technical Institute opened on Wentworth Street North in 1919 and was renamed the F.R. Close Technical School in 1922 when a second section was built. Another school, for teachers of Manual Training 3

classes, was opened in 1923 adjacent to the Hamilton Technical Institute, in a building destined to have a prominent role in this story. Starting in 1930 Westdale Secondary School offered collegiate, technical and commercial courses. McMaster University moved from Toronto to Hamilton the same year. During the war years, a $2 million Trade School was created in a former glassworks plant in the east end of the City. Up to 2000 people were housed and trained in this facility. This wartime effort was eventually dismantled.

CHAPTER2 HAMILTON 1946-1985 The end of World War 11 brought many changes to Hamilton. Between 1946 and 1956 there were significant signs of a new direction in the city. The population of Hamilton was approximately 179,000. Thirty years before it had been just on the 100,000 mark. The figure in the next ten years would rise to 279,000. The strikes involving Stelco, Westinghouse and Firestone in 1946 embraced two out of eleven Hamilton workers. The eighty-one day Stelco strike was significant as much for violence and bitterness as for length. " ... non-striking workers were permanently quartered in the plant, with supplies, shipped in by water, running the gauntlet of picket boats ." The loss to city and workers was in the neighbourhood of $5.5 million. There was also an uncalculated loss of revenue in sympathy strikes and shut downs by many secondary industries. Three women were elected that year to Hamilton's City Council: Nora Francis Henderson, Helen Anderson and Ellen Fairclough, who later became Secretary of State in the Diefenbaker Cabinet. Hamilton celebrated its centennial in 1947. A second newspaper in competition with the Hamilton Spectator, the Hamilton News, was published first as a weekly and then as a daily paper. Mayor Jackson stated, following his 1950 election, that the city would be run as .a business" . . . that would be conducted with dignity and decorum .. .. " He called for adequate expenditures for necessary facilities and urged five, ten and fifteen year plans for city development. Because the city was expanding across the mountain, as well as east and west, the mammoth task of converting newly annexed areas into housing subdivisions and industrial parks began. This was partnered by a surge of interest in the re-development of the city's core. The steel companies expanded enormously, as did Hoover, Westinghouse, Firestone and International Harvester. The Studebaker automobile company moved to the city and became the tenth largest employer of labour. The city was also growing culturally: it had, among other things, a new Art Gallery and a television station. The Greater Hamilton Shopping Centre. (1955) opened in the east end and the following year the one way street system was put into effect. The decade from 1956 saw the opening of the Skyway Bridge in 1958 which allowed larger vessels to enter Hamilton Harbour, and, with the operation of the St. Lawrence Seaway, even ocean going ships. Hamilton's exports approached those of Toronto and Montreal. The Nuclear Reactor at McMaster University was built.

By 1960, capital investment was greater than that experienced by any Canadian city for a twelve month period. "As much wealth is generated in this city each year," said Milford K. Smith, Business Editor of the Hamilton Spectator, "as is produced by the four Atlantic provinces together." The Head of the Lake, including Burlington, formed an economic unit that required a revised municipal government structure. Over the next several years discussion centred on combining local governments into either a one or two-tiered regional system. When Mayor Victor K. Copps was elected in 1962, he faced serious problems. Mountain access routes were inadequate; the natural barrier of the escarpment created major engineering problems in providing increased road access between the two levels of the city. The rapidly expanding outskirts presented transportation problems. In the still degenerating core of Hamilton economic crisis loomed over the merchants. The Âˇold bus depot gave way to the new Terminal Towers building in 1966, in the first wave of regeneration in the city core. Growth during the sixties was remarkable. The townships, villages and towns around Hamilton gained as many residents as the city itself, a 150% population increase. Hamilton population increased by thirty-five percent. The Ontario Government announced that a Medical Centre would be built on McMaster University property. The proposed location meant closing King Street west and expropriating a number of properties adjacent to the University. The Canadian Centennial was a year of celebration with dramatic happenings from coast to coast. For Hamilton it was significant year with the completion of the Board of Education Centre and the opening of a community college. The City of Hamilton has been changing its pattern. The following observations were made for the Metro Hamilton area in a recent report of the Hamilton-Wentworth Regional Economic Development Department. "a) Between 1971 and 1981 the area's manufacturing share of the total labour force fell13 .9% while the proportion of the labour force employed in commercial, business and personal service industries rose 12%. b) During the same time period occupation in management and administration grew by 119%, law and social sciences by 118% and the arts by 92% . Processing jobs grew by 41% while machining occupations grew by only 9% ." The face of the downtown area was brightened in 1985 by the opening of a new hotel as part of Jackson Square, while the populace eagerly awaited the inaugural of the much discussed arena being built at the north side of the Square.

CHAPTER3 PERSPECTIVE ON THE TEXTILE INDUSTRY Although histories could be written about any of Hamilton's industries, the textile industry was integral to the formation of Mohawk College. Prior to 1850, a number of small textile producers had set up shop in Ancaster and Dundas. There were already textile plants in Paris, Brantford and Hespeler. Rapid development took place in the textile industry during the latter half of the 19th Century. Large companies were developed in Hamilton: the Hamilton Cotton Company in 1880 (preceded by a mill in Dundas as early as 1861), The Ontario Cotton Mills in 1881, The Canadian Coloured Cotton Mills in 1883, the Eagle Spinning Company in 1888, and the Imperial Cotton Company in 1900. The latter was spurred by the formation of the Cataract Power Company which owned shares in Imperial Cotton. Always subject to cyclical influences which produced more highs and lows than affected other industries, the Hamilton textile companies nevertheless prospered until 1929, when, like most other businesses, they suffered from the great depression. By 1937 the mills had recovered, reaching 90% capacity. During the Second War, producing tents, uniforms and other items specific to the war effort, the mills were running at full steam. " .. .in 1941 fifteen percent of all manufacturing jobs were in the city's knitting mills . By the end of the war there were eleven mills. Textiles ranked third among all industrial groups in terms of payroll." After the war, the country was just not capable of supporting a wartime industry of the magnitude that had developed. The textile industry was forced to search for new ways to increase revenue. Relying on skilled craftsmen was not enough to survive in the new post-war age. In order to meet foreign competition, the textile manufacturers had to convert from a craft orientation to a skilled industrial operation. This change necessitated trained personnel: technicians and technologists. Aggressive organizers established locals of the powerful United States unions, among them the Textile Workers Union. New types of labour negotiations led to entirely different relationships between employers and employees. Only a few provincial technical training centres for adults existed. One of these was the Ryerson Technical Institute in Toronto. The Province established the Hope Commission to assess the need for future similar educational systems . Also in 1945 a start was made by the seven existing textile associations in Canada to form a Primary Textile Education Committee of twelve members. A Hamilton sub-committee evolved, consisting of

J.E. Allan, A.E. Cherrington, C.V. Grantham, F.W. MacBeth and J.P. Redston. This sub-committee met with the Ontario Department of Education, Dean R.S.Cox of the Philadelphia Textile School and the Hamilton Board of Education to organize an ongoing program of learning. The Committee organized evening courses at the F.R. Close Technical School in Hamilton. These courses began with 180 students and were very successful, a fact noted by the Hope Commission. A citizen's committee, which included the Hamilton Textile Committee and represented local industry, presented a brief to the Honorable George Drew, Premier and Minister of Education, requesting early establishment of an institute. The committee was well organized with the backing of a broad group of interested citizens and the Hamilton Board of Education. The Board offered a piece of land adjacent to the Ontario Training College for Technical Teachers on Wentworth Street North. Money was allocated by the Province in its 1946-47 budget to fund the Textile School. The building vacated by the Ontario Training College at 196 Wentworth St. N . was chosen as a base for the new Institute.

CHAPTER4 THE PROVINCIAL INSTITUTE OF TEXTILES The Provincial Institute of Textiles (PIT) had as its objectives " to provide a service to persons already employed in the industry and to give specialized technical training to young people who plan to find their life vocation in the technical operations of industry." The Provincial Institute of Textiles and the Institute of Mining (in Haileybury, Ontario) were the first Ontario schools ~o offer post secondary education which did not lead to a university degree in a specific field. This system was already well known in other countries and provinces . The first Principal was C.C. Ashcroft, B.Sc., B. Paed ., P.Eng., who had been the Principal of the Ontario Training College for Technical Teachers. "Mr. Ashcroft combined the qualities and experience of a Professional Engineer with those of an educationalist and an energetic administrator." Principal Ashcroft began work by travelling to institutions in lingland and the United States to view their operations. While there, he interviewed candidates for positions as instructors. In June of 1946 the first meeting of an Advisory Committee was convened by L.S. Beattie to assist with technical and industrial matters and to promote interest within the textile community. Members were drawn from both management and trade unions. The Board of Governors of the Institute consisted of the Director of Vocational Education, a representative of the industry and the Principal of the Institute. Later a representative of the Department of Education and another from industry were added. In September courses began at 196 Wentworth Street North. During the first year, only evening courses were offered as a continuation of those begun the previous year at the F.R. Close Technical School. A number of additional subjects were also included. Day-classes began in September 1947 with an enrollment of fourteen students from Ontario, British Columbia and the United States. The staff consisted of the Principal, four full time instructors and four part-time instructors for the evening courses, a Librarian, a Secretary to the Principal, her assistant and two caretakers. With one exception the full time instructors had all received teacher training at the Ontario College of Education. Courses offered were the Cotton System, Woolen and Worsted Systems, Knitting, Weaving, Textile Dying and Finishing. A Students' Association was formed and was governed by a Students' Council which published the year book "Textus." Many good times were had at dances, smokers and sports activities. The students, few though they were, felt a sense of adventure as they participated in this unusual school. There was a feeling of "family" and the

instructors got along well. A faculty member recalls with fondness the lunch time bridge games of the staff and the annual concerts in which all students participated. The faculty were obliged to teach upgrading courses in Mathematics, Physics and English because no funds were to be had for teachers of these additional subjects. Many students were trained through part time involvement in short courses. Dupont Canada Limited sent all of its technical people to PIT, providing 300-400 people with a broad exposure to textile education. There was much interaction between PIT and the various textile mills in the area. People would come from Preston, Galt and other centres to visit the school. In return, classes would visit the mills to see practical industrial applications. Industry contributed to a fund for the purchase of equipment, donated and loaned equipment and opened their doors to research by the instructors. But by and large the industry did not financially support students because of fears that they would not be able to keep graduates in their own mills . Many instructors became consultants to the industry. The laboratories and equipment of the Institute were frequently used for testing and pilot plant purposes. These laboratories were equipped with modern machines in rooms for Cotton and Wool Spinning, Woolen Card, Pattern Weave, Hand and Power Knitting and a Dyehouse. In addition, laboratories for Physical Textile Testing, Inorganic Chemistry, Organic Chemistry, Physics and an Engineering Drawing Room were established. The Knitting and Weaving Department took up a lot of space. There was no room for further expansion. To remedy this impasse plans were made for an extension to the building. Faculty became involved in the planning phase. The addition was completed in 1954 on a lot deeded to the Institute by the Board of Education. The annual projected enrollment was to have been thirty to forty students but this goal was never reached. From 1950 onwards, attendance continued to decline despite a strong recruiting campaign throughout the industry. This School was not as popular as other technical schools; the only one of its kind, it was designed to serve the Textile industry alone. Regardless of the small enrollment, the demand for trained graduates always exceeded the supply. In spite of the commitment by the Textile Industry to the concept of PIT, a variety of reasons for the small numbers of students was put forward. Knitting plants required less investment than other textile operations and did not have many employees. Providing a staff technologist was expensive and seemed unnecessary to manufacturers. Problems of the industry were reflected in the problems of the Institute. In 1951 eight textile plants closed their doors. This negative publicity did not help in the recruiting of students. "By the mid 1950s most mills struggled to stay open, as competition from countries with 10

low labour costs took half the Canadian Market." Chipman-Holton and Mercury Mills merged, battling competition with new equipment. Eagle Mills ceased spinning in 1956 and shut down entirely in 1958 along with Cosmos-Imperial. By 1961, Hamilton Cottons had cut back on textile manufacture and textiles were employing only about three percent of the city's labour force. Staff were trying hard but they were working with equipment that was for the most part outdated and prone to breakdown, resulting in slow production and substandard quality. Whenever there was a decrease in belt sales, the demand for gloves would soar. If gloves went into a decline, the demand for underwear rose. The news media reflected the worst of the situation in spite of the balancing which occurred by the rises and falls. Although it seemed that the industry was addicted to slumps, the overall picture was not as bad as was generally painted. "Because of the particular aura that the textile industry generated, their representations in Ottawa and different Provinces, the general population always assumed that the industry was in dire straits, employed cheap labour and provided uninteresting work. To obtain students became harder and harder." The decline in the textile industry affected the school's enrollment to the point where the Department of Education considered closing the Institute. "With the enrollment dropping from a high of forty-one full time students in 1951 to twenty-one in 1956 and with five options in each of the three years, it was not difficult to realize that on an average there could be less than two students per year-option. Actually there were some options without students. Only the terrific support in scholarships and employment opportunities offered by the primary textile industries and the plight of the industry for skilled technical personnel as recognized by the Provincial Government, kept the Institute open." The enthusiasm felt when the Institute was founded did not disappear. Those involved believed even more strongly that it was necessary to establish technical schools and, having taken hold of one, they did not intend to let it go without a struggle. By 1955 the idea of broadening the Provincial Institute of Textiles to include other technologies was growing. It was a very distressing period. The staff were concerned about their own survival. Constant rumours regarding closure made planning difficult. Even with these uncertainties, the staff maintained their excitement at being associated with one of the two Technology Institutes in Ontario. The rumours and uncertainties were resolved following petitions to .the Provincial Government by the Hamilton Chamber of Commerce and The Board of Education. The government provided several alternatives for the establishment of technical training schools. Engineering Technology courses at Ryerson were overcrowded and the demand for technical training in other parts of the Province could 11

not be met by that institution. Of the several alternatives, Mr. Ashcroft, in consultation with the Department of Education and the Textile Advisory Committee, chose to introduce a one year common technology course which prepared students for admission to a second year at the Ryerson Institute of Technology in Toronto. The Textile courses were made into one Department, and by developing Engineering Technology courses into another, the status .of the Institute was changed to that of a Polytechnic. Financial grants were forthcoming for equipment; industry was encouraged to support this broadened scope of education, initially considered to be the salvation of the Provincial Institute of Textiles. The shaky security of the staff was strengthened by the concept of the new Polytechnic and confidence began to build again. Instructors again had to take on new responsibilities. One . of the previous requirements in hiring staff was some experience in industry. Thus when the scope of the school was broadened, the necessity to provide education in things other than textiles brought new demands. English, Mathematics and Physics now were major components of the curricula but the budget would not permit the hiring of extra teachers. Although it meant increased work, the faculty welcomed the prospect of expanding their teaching horizons. Mr. Sam Mitminger, who joined the College in 1951, had done so as a specialist in weaving. In 1956, when he was obliged to begin teaching Mathematics, he discussed program content with the Ryerson staff. He decided to offer individual instruction. Every one of the seventeen students in his class progressed at his own pace and was provided with learning materials and personal assistance. Despite all efforts of faculty and staff, less than a dozen students completed this special first year program. It looked as though the "Hamilton Experiment" might come to an end. The Department of Education had announced plans to establish a number of technological institutes throughout the province. With the introduction of Engineering Technology, a whole new policy in technical education had evolved. In the light of such developments, the immediate possibilities for restructuring PIT became obvious. During the latter part of 1956 and early 1957, steps were taken to reorganize the school. Thus the Hamilton Institute of Technology evolved from the already functioning base of the Provincial Institute of Textiles.

CHAPTERS .THE HAMILTON INSTITUTE OF TECHNOLOGY Utilizing the facilities of the Provincial Institute of Textiles and employing the same staff with a few additional members, the Hamilton Institute of Technology (HIT) opened its doors in September 1957. Expanded courses in Engineering Technology combined with original textile programs to form a more versatile polytechnic institute. Cyril Ashcroft, former Principal of PIT, became the Principal of the new school. Within a short time he realized that the development of the Technical schools required a new emphasis in government. He retired to accept a position in the Provincial Department of Education where his expertise assisted in the future growth of the Institutes. His successor was Donald H. Craighead, B.Sc., M.Ed., P.Eng., formerly Director of Studies at Ryerson Institute of Technology in Toronto . The direction given to Donald Craighead by Dr. Rendall, Superintendent of Secondary Education in 1957, was to either "build up the enrollment in all the courses to a respectable size and establish a reputation for the Hamilton Institute equal to that of Ryerson, or close it down". Because their terms of office overlapped, the transition from one principal to the next was eased. Ashcroft visited schools with Craighead, planned new Technical programs and organized a one-day conference at the Institute with teachers and industrialists. The 1957 school year began with 104 freshmen and nine full time teachers in four programs: Textile, Electrical, Electronics and Mechanical Technology. The teaching staff of the Provincial Institute of Textiles faced completely new challenges in the first few months. Many of them were called on to teach subjects which, while familiar, they had never taught before. Don Craighead recalls registration for the night school courses: "I thjnk there were five of us that first night to receive the rush I had experienced at Ryerson. We actually registered less than a dozen (students) in the non-textile courses . The textile companies, as had been their practice, pre- registered their employees and paid their fees but the other industries initially paid little or no attention to our efforts on behalf of their employees." The first year at the Institute was little more than a reworking of Grade 13 subjects which did not provide adequate depth and specialization to enable students to enter their second year at Ryerson. This initial failure produced bad publicity which took some time to overcome. The inclusion of engineering programs gradually caught the attention of industry, particularly those who provided members for the

advisory committees. As word of the expanded technical nature of the school spread, heightened interest on the part of employers, the contributions of industry, and the enthusiasm of the students aided the school's development. Even the slumping textile program began to grow. Gradually, registration grew to five hundred . With this expansion came recognition of the increasing sophistication of the Institute and the sound development of its students. Institutes had also been established in Windsor, Ottawa, Haileybury, Thunder Bay and Kirkland Lake. The principals of each school met to produce a common calendar which provided an appearance of comparable programs and made the graduate Technologists more Âˇ readily acceptable to industry and Professional Engineers. The Hamilton Institute of Technology was the only Institute bearing the name of a city. Others were called the Eastern Ontario Institute of Technology (Ottawa), the Western (Windsor) and the Northern (Lakehead) Institutes of Technology. The Minister responsible did not realize that the name "Hamilton" was already in use and proposed calling it the South-Western Ontario Institute of Technology (SWOIT). Fortunately, the local name held!

Technology An explanation of the Technology course is recorded in the preamble to the Hamilton Institute of Technology Year Book: "The Institute of Technology provides a three-year course of study beyond secondary school graduation. The curriculum consists of approximately forty percent laboratory work in all subjects to develop techniques in testing and proving the applications of established principles. Such courses emphasize the understanding of the basic principles of science and mathematics rather than the acquisition of manual skills, thereby differing from the objectives of industrial courses. The programs of study are similar in nature to, but briefer and more technical in content than engineering curricula at universities." "Although the graduate of provincial technological institutes must possess some manual skills and a knowledge of engineering principles, he is neither a skilled craftsman nor a professional engineer; he is a technologist, a term now accepted by industry and included in classifications established by the Association of Professional Engineers of the Province of Ontario. A technologist may become a professional engineer by further study."

Advisory Committees A feature of the Provincial Institute of Textiles, used to advantage in the new Institute, was the Advisory Committee. The Textile Advisory Committee had been so helpful in establishing courses and solving problems that Advisory Committees were set up for all courses. Such prominent citizens as William Young, President of Hamilton Cottons and J. G. Smith, President of Mohawk Mills were joined by others interested in the Engineering Technology courses. By including faculty from the Hamilton Board of Education and from McMaster University on these committees, the Principal made a specific effort to incorporate the thinking of both organizations in the future planning for the Institute. Dr. J.W. Hodgins, Dean of Engineering at McMaster, was soon won over to the purpose of HIT. His membership was invaluable in bridging the gap between the Institute and the University and in providing input into the curricula. On a number of occasions Dr. Hodgins referred students to HIT who would be better served by technologist training than by an engineering degree. As well, he made room at the Engineering School for HIT students who showed an aptitude for engineering. This co-operation between the technical institute and the University continues today on many levels. Accredited Programmes The practice of engineering is a consultative one, involving Professional Engineers, Technologists, Technicians and skilled craftsmen. All are needed to make manufacturing and business prosper in the community; each must recognize the contribution of the others. The Council of the Association of Professional Engineers of Ontario was interested in developing an organization which would represent the graduate technicians . The Institutes wanted to establish an organization which would have the support of APEO. Therefore, The Ontario Association of Certified Engineering Technicians and Technologists (OACETT) was formed with their mutual co-operation. Courses were developed which permitted persons already employed to obtain certification as Engineering Technicians and eventually as Engineering Technologists. There were three categories: each one corresponding to a year in the Institute. Students successful in a category received a certificate issued by OACETT. In order to meet the requirement that night school fees cover the cost of instruction and still permit students to plan their programs, common subjects were scheduled annually, others every second year and specialized subjects every third. Student Associations (SAC) The Students' Administrative Council, elected annually, was the governing body of the Students Association. Its members acted on

standing committees to organize dances, dramas, musicales and the publishing of the Yearbook. Surplus funds were directed to investment for later use. All graduates were invited to become members of the Alumni Association, whose activities were designed to assist the Institute. The Athletic Association The Athletic Association, supported by a portion of the Student Activity Fee, was governed by the Athletic Directorate. This included staff, physical education instructors and student representatives. Basketball, hockey, badminton, table tennis, swimming and judo were organized by this Directorate, which was also responsible for the purchase of equipment. Don Craighead, the Principal, attended a number of football games but was eventually asked to absent himself for the last part of each event:" .. .it seemed each time .J was present at the end, the team lost. Once, when I arrived at half time with the team ahead, they lost in the last quarter. Another time I had to leave before the game was over. They won in the last few minutes. They felt, and I had to agree, that I was a jinx for the team if I were present at the end." Faculty and Student Activities The Institute held an Open House each year to encourage public interest. The staff and students excelled themselves in providing displays and hospitality which did a great deal to improve the image of the College. Other events involving students and staff were the HIT Follies, an enthusiastically received variety program; a Glee Club led by a professional chorister; and an Amateur Radio Club (with call letters HIT). Later a Classical Music Club, and a Circle K Club (a service club similar to the sponsoring Kiwanis Clubs) were added. Other activities related directly to the interests of students: the Control Systems Club, the Electronics Club, the Mechanical Technologist Society, the Textile Society, and the Management Technology Association. Students were encouraged to participate in meetings of Technical Societies located in the area. The Canadian Aeronautical Institute, the Canadian Industrial Management Association, The Engineering Institute of Canada and others provided contact with professionals in the various fields . Scholarships, bursaries, medals and prizes were provided by industry, government, philanthropic and professional organizations. A memorable event which garnered plenty of television and radio coverage was the construction of a Hovercraft that carried passengers. Both staff and students of the Mechanical Department had a hand in the project which was powered by a Volkpwagen engine mounted horizontally. The machine did not have the ~ecessary skirts to control air circulation. Once, at the Centre Mall, it rose off the

ground for thirty seconds. The students who designed the hovercraft applied to the Hamilton Automobile Club for a license on the premise that it was a vehicle. Unfortunately, it did not achieve the distinction of a license nor was it preserved as a museum piece. Facilities The lack of srace in the Wentworth Street campus prevented the introduction o many new programs. Don Craighead appreciated the students' acceptance of overcrowding in classrooms and laboratories during the Institute's maturing period, and their co-operation during the annual 'Open House' sessions. "In the maturing period we couldn't provide basic facilities : an auditorium, a gymnasium or even office space for the SAC. " The Central Secondary School provided gymnasium time for exercise and basketball; fortunately there was almost no limit to outdoor sports in which more than three quarters of the students participated. Growing Pains By 1963, HIT had gained a sound reputation for producing graduates who were highly regarded by their employers. 'Work ready', they were competing with engineers for jobs; they had to prove themselves. Mr. Craighead felt that an opportunity to become an administrator of the Provincial Institutes of Technology at Queen's Park would assist in the overall development of the Institutes. He left HIT with regret but knowing that he might be able to facilitate future development. His replacement was John W. Hazelton, B. Ed., M.Ed., Vice- Principal of Ryerson Technical Institute. During the last year of Craighead's principalship there had been discussion about housing the Provincial Institutes of Technology in new buildings. Some schools were being built and Hamilton had been promised consideration. There were only one or two sites available for the kind of facility visualized. Initially, Mayor Victor K. Copps thought that the sixty-six acres offered for sale by the Hamilton Health Association on Fennell Avenue should be used as a park. This valuable land seemed ideal to Craighead for the expanded Institute. He organized meetings with the Mayor who eventually agreed that it might be better used for the school. Various other meetings, notably with the Assistant Deputy Minister of Education, led to the acquisition of the property. At the same time, the Government of Ontario moved to establish more trade schools across the Province. Hamilton was to receive an Ontario Vocational Centre (trade school) similar to those in London and Scarborough. This school would provide technical assistance in retraining adults as well as an apprentice program. It was agreed that

the Centre and HIT would occupy the same land on Fennell Avenue but that their buildings would be separate entities, joined only by a corridor of common facilities. Block A was to be allotted to HIT while Block B would be the Trade School. An architect was hired to incorporate suggestions from interested parties into a suitable design for HIT. Because government decisions are not made quickly, the faculty and the architects, Gerrie & Butler, were obliged to make many of the decisions regarding the new building. This would be the last College directly funded by the Department of Public Works. During 1965, 1966 and part of 1967, HIT operated as before while work continued on the plans . It seemed as though the transition to the new building would move smoothly. The staff, warm and friendly, accustomed to each other and to the students, looked with interest on the metamorphosis taking place . They had no concept of the changes which would sweep over them. Developments in the educational system of Ontario were bringing to a close an organization which had survived many crises and forged many new paths: a school which was respected. The Hamilton Institute of Technology had not only filled a great need in the City of Hamilton, it provided the embryo from which Mohawk College of Applied Arts and Technology could grow.

CHAPTER6 MOHAWK COLLEGE 1965 - 1969 On May 21, 1965, the Honourable William Davis, Minister of Education, rose in the Ontario Legislature and opened his address with these words .. . "Mr. Speaker: The introduction of this Bill providing enabling legislation for the establishment and operation of a system of Colleges of Applied Arts and Technology is an historic occasion in education in our Province . ... " That was the beginning of the Colleges of Applied Arts and Technology. Bill 153, The Department of Education Amendment Act, received Royal Assent on June 22, 1965. This Act provided for the division of the Province into nine Regions, each of which was to have a College of Applied Arts and Technology (CAAT). The Hamilton college was to serve Brant, Wentworth and part of Haldimand-Norfolk counties, designated as Area 9. It was the first of twenty-two colleges to be established. A College of Applied Arts and Technology In considering the types of post-secondary education in various parts of Canada and the United States, it is noted that there are significant differences between transfer or junior colleges, universities, community colleges and colleges of applied arts and technology. A transfer or junior college prepares students for transition to university. A university provides a general education, or training for a profession with many students applying directly from high school. The experience may or may not contribute towards a career. A community college "essentially springs up from the community, is financed by the community and attempts to create facilities and resources for the community. It is guided by the community." A .College of Applied Arts and Technology has a Provincial perspective rather than a local one . It is controlled by the Ministry of Education through fixed educational formats . Although it is not controlled locally, it must be sensitive to the needs of the community, open its doors to outside activities and allow use of its facilities . The CAAT does not often provide a transition to university: in the case of Mohawk College there is some liaison with McMaster University. A few students may move from one institution to the other on the advice of their instructors. The job-orientation of the CAATs appeals to a great number of young people . Job preparation dictates the content of each course. Programmes are developed by the faculty, the Advisory Committees and the College Board for formal approval by the Council of Regents. 19

A general education is also provided through elective courses and student activities. The Council of Regents The first established administrative group of the new system was the Provincial Council of Regents. The Council has program and funding jurisdiction over the colleges and advises the Minister on policy matters. The Board of Governors The Board of Governors is the legal entity of the College. Its function is to operate the educational institution. . Initially, thirteen Board members represented various segments of the community. Appointments to the Board were originally for aperiod of four years; this was later altered to three. The Board is not involved in the detailed programming and operation of the College; it , is the policy-making body. The Board of Governors must ensure that the College operates in a cost efficient way within the funds available; deficit financing is illegal under the Act. Another part of the Board's task is planning on a three to five year basis. The first Hamilton Board, under the chairmanship of Judge W.K. Warrender, established the mode for succeeding Boards and contributed in no small measure to the attitude of co-operation between the administrative staff, the faculty and the unions in later years. Had it not been for the chemistry apparent between the Board members and their commitment to a great deal of work in spite of their voluntary status, the transition to a CAAT would have been much more difficult. A Landmark Decision The Council of Regents and the Ministry of Education reviewed the proposed location for the Vocational Training Centre and The Hamilton Institute of Technology, taking note of the ideal setting and planning already underway. The Ministry decided that the new Board of Governors would adopt the preliminary plans for these two schools and that Mohawk College would incorporate the Hamilton Institute of Technology and the Vocational Training Centre. The Name The Board of Governors held its inaugural meeting on September 28th, 1966 at which time the name of the College was discussed. For many years, there had been a strong desire to have a college in the City of Brantford. The Government decided that Hamilton was a more appropriate location. The citizens of Brantford felt that they had

been passed over in the interests of their larger neighbour. Choosing a name to reflect this wide community was a highly delicate matter. At the time, there seemed to be a preference for Indian names such as "Seneca" or "Algonquin" . Joseph Brant, Chief of the Mohawks, had played a prodigious role in the British Colony, winning respect for himself and his people. Note was made of the fact that the Mohawk Trail School, not far from the site of the College, was being turned into a museum for the celebration of the Canadian Centennial. Mohawk Road is a well known thoroughfare in Hamilton. The name "Mohawk" was comfortable for both Hamilton and Brantford. Thus the name Mohawk College of Applied Arts and Technology was agreed upon as reflecting the special nature of a large area of Brant county, including the Six Nations and New Credit Reservations, the City of Brantford, part of the adjacent region of Haldimand-Norfolk, and the County of Wentworth. Approval for the name was given by the Board on October 17, 1966. The Coat of Arms and Colours Many Heraldic symbols have a kind of iconograph of the name incorporated in their design. Several board members offered suggestions and as one of them remembered, attention focused on a stuffed hawk in one of the display cases. It was decided to feature the "hawk" section of "Mohawk". After consultation with the Royal College of Heraldry in England, a proposed Coat of Arms was approved at the June 18, 1969 Board Meeting along with the college colours of red, black and gold. Today, a modern logo of the hawk's head is used on printed material. Transition Much work had been done to ensure the safe launching of the College. It had the nucleus of the Hamilton Institute of Technology from which to grow. Experienced staff leavened the influx of new teachers. J.W. Hazelton, Principal of the Hamilton Institute of Technology, was selected as the first President. He had both the experience and the foresight necessary to carry out the policies of the Board. It took some time for the teachers of the former Institute to digest the changes which were so suddenly presented to them. They had known that there was to be a new institution but the concept of a College of Applied Arts and Technology was hard to visualize and only a few recognized its implications. The development of Mohawk College contributed to the philosophy of the College system as a whole and generated many ideas now used in other Colleges.

Administration A major change facing the administration was that employees of HIT had to resign their positions as civil servants losing some of their fringe benefits . Payrolls had been the purview of the Ministry prior to the change. All expenses were now the responsibiity of the College . There were matters of insurance, liability, legal and property ownership to be taken into account. There were the difficulties of hiring staff, enrolling students and initiating advisory committees. Property had to be rented. From a staff of thirty who knew each other thoroughly to a staff of 120 who were predominantly strangers, the growth began to take on the measure of a first class headache. A College Administrative Committee was formed to deal with burgepning business affairs . This group met regularly and consisted of the Deans, Directors and the Business Administrator. To ensure student involvement in administrative matters, the President's Students' Advisory Committee was constituted. This group included members of the Administrative Committee and the Executive of the Students' Council. Advisory Committees were established following the pattern of those in the two previous schools, assisting in the formation of curricula. These groups provided direct access to the business, commercial and industrial world into which the graduates would move. Many prominent citizens from Region 9 offered their time and experience to Mohawk College as members of these committees. The new College was divided into various departments, each headed by a dean. Business and Applied Arts was under the direction of Robert Jamieson; Technology under Sam Mitminger; Continuing Education in the charge of Alan Gregson. Student Affairs was directed by David Leishman and the Business Division by Raymond Heath. To accommodate the doubling of student numbers, the College arranged to lease the ground floor of the Adult Retraining Centre at 220 Dundurn Street South. Extensive renovation was made to the building so that it would be ready for the autumn semester in 1967. In addition, the College leased classroom and office space in the Russell T. Kelley building on Main Street East, and the Hoffman building (a former textile mill) on King Street East. The Fall semester marked a further period of rapid growth in people and materials. Academic offerings included five 3-year programs in Technology and one in Business Administration. Early in the history of Mohawk College the news media decided to do a feature article on the older student coming back into the College setting. A reporter assigned to the project attended an evening class and sat down beside the oldest person he could find. She was a greyhaired lady who was very intent on the lesson topic. The :t,"eporter watched her every move and made notes for his story. At the end of 22

the hour the lady leaned over and asked what he was doing. He duly explained that he wanted to interview her for a story on senior citizens at school. "Oh", she said, "you don't want me. Come back on Thursday evening. You can talk to my father." Pride in the newly formed College was evident when the HIT graduating class of '67, by a majority vote, exercised their option to graduate as students of Mohawk College. The Old Root Cellar The Student Union, formed in 1964 at HIT by Mr. Craighead was an independent corporation set up to handle funds from activity fees and the bookstore. These monies were put into a development fund for a Student Union building. By 1968 the time had come to invest the money in some visible form. The students wanted a pub but the current building was bursting its seams. Mr. Mitminger asked the students to find a suitable place. They were back in record time - they had discovered the old root cellar. This fascinating relic of the farm once operated by the Hamilton Health Association had stood idly but "intriguingly" by while the modern campus grew around it. "A dungeon from the 15th Century", it had standing room only at its centre. The students revelled in the atmosphere. With the assistance of the Architectural Department they determined that the building could be made habitable. One of two such buildings extant in the Province (the other is at St. Lawrence College), it was necessary to retain its original form as much as possible. With its yard thick brick walls and gracefully arched roof, the pub is a delight to everyone for it is also patronized by faculty and visitors. The Official Opening The Board of Governors, the Faculty and the Administrative staff were eager to make an impact on the community during the official opening. Mr. Charles McNair, at that time assistant to the President, suggested that the importance of the occasion ranked the highest personage in the country. His contacts from the Navy Department provided access to Rideau Hall. Arrangements were made and the event was scheduled. On November 27, 1967, the historic inauguration took place with His Excellency, the Right Honourable Roland Michener, Governor General of Canada, as special guest at a formal dinner held at the Royal Connaught Hotel. Because there was no space in any of the College buildings, the convocation took place in the Physical Education complex at McMaster University. Protocol being what it is, the event was long and tiring. The new President, Mr. John Hazelton,

was a patient man, but at the end of the affair he remarked quietly to McNair, "never do that to me again. " The pomp and ceremony of this occasion emphasized the College's intention to play an important role in post-secondary education. By 1968, the student body had grown to 1,900 and the faculty numbered one hundred and fifty . There were 2,000 Continuing Education students. When the mountain campus was partially completed, the first group of 600 students moved into Brant Hall. Academic programs now numbered thirty-one, seventeen in Technology and fourteen in Business and Applied Arts. Complex telephone systems, intercommunication links and mail handling all required organization. New staff, expecting the usual amenities for faculty, had to be dealt with by an administration that was barely able to manage the day to day operations. According to Raymond Heath, Business Administrator, a lot of self-help was advocated by the administration, who simply could not extend themselves for another hour in the day. He hardly had time to recover from one 'crisis when the next one descended. Faculty No longer civil servants but employees of the Board of Governors, the faculty were asked to work as a team. It was anticipated that there could be possible friction in faculty- administration relations. One of the basic rules for employment at Mohawk College was that a candidate for a teaching master position have at least two years of experience outside of academia in his or her field. A practical approach was essential. This policy continues to the present day. The Fennell Campus Work was progressing on the new structure under the direction of the Architectural firms Mcintosh & Moeller and Gerrie & Butler. Construction had started in October at the Fennell Avenue site on property which had a long and interesting history. In 1875 a provincial institution, The Asylum for Inebriates, was built on heavily wooded, mountain brow land . The following year it was altered to a facility for the insane and with patients drawn from eight counties, more buildings and accommodation were needed. Eventually, the Asylum owned 529 acres and included some circa 1891 farm buildings . These old structures were in the contractor's way and were dismantled. The good quality stone was preserved for use in a future area of the College; it now supports the patio flower beds outside the cafeteria. An old house was used as an office and one of the old barns as a construction work place until the building was completed . Although the building was not ideally suited to the requirements of a CAAT, it was decided to continue as originally planned rather than scrap the designs. The drawings were already approved and

money allotted to construction by the Department of Public Works. To begin anew meant .starting negotiations all over again and possibly having to wait for some time before money was available from a new source. "Steel emerged from the earth, took shape and clothed itself in a skin of concrete and brick. The contract for the construction was awarded by the Department of Public Works to Ryco-Cape, a consortium of two large construction firms, ... Important as bricks and steel may be, it is people who make places, and a growing number of people were to add their skills and spirit through 1968 and 1969." Minimum alterations were necessary to accommodate the sections already designed. A basic unit of twenty-four stations for either laboratories or lecture rooms was used. To convert a lab to a lecture room meant simply ordering chairs instead of benches. In order to conserve money and for easy maintenance, each of the five lecture theatres were equipped with 125 folding desks instead of permanent lecture theatre seats. When alterations could not be made, the inhabitants learned to live with the anomalies. When the building was first occupied, it was discovered that the heating system was inadequate. Lights were left on continuously to provide additional heat until a remedy could be found. Neighbours of the College thoughtfully woke the President each night to report that the lights were blazing in the building. Full occupation of the Fennell Campus took place in 1969. The college released its rental space at the Kelley and Hoffman buildings. Renovations at the Wentworth Street Campus were made to accommodate a number of apprenticeship courses. Community Relations Initially there was animosity, disinterest or just lack of understanding on the part of some boards of education towards the CAATs: many of the secondary school teachers, educated in the university system, had no khowledge of the CAAT type of training. University was deemed to be the acknowledged method for intellectual development. A slow, growing interest waxed as more and more students came to the Colleges, even without encouragement by the secondary schools.

CHAPTER7 A DECADE OF GROWTH 1970-1979 The previous decade had witnessed more educational changes than any other ten year span in the history of the Province. A whole new level of education, a powerfut dynamic alternative to university, had come into being. "Concurrent with its developments in post-secondary and adult education, the College became increasingly involved in community services to groups and organizations in the Hamilton and Brantford areas. Homeless because of the demise of the Palace Theatre, the Hamilton Philharmonic Orchestra found refuge at the Fennell campus while it awaited the completion of a new arts centre in downtown Hamilton. The Fennell Campus' magnificent theatre, with a seating capacity of 1,100 (well situated between the Studio Theatre at 500 seats and Hamilton Place at 2000) became the stage for major symphonic concerts as well as featuring productions by Hamilton Theatre Inc., the Hamilton Opera Company and others . Community sports activities were held in the gymnasium. Conferences, seminars and workshops sponsored by business and social organizations became regular features at the College in Hamilton and at its campuses in Brantford and Stoney Creek. The college's parking lots were often full seven days a week." Mohawk College now served an area population of more than 500,000 people in the Southern and Central part of Ontario. The Board of Governors During these years of maturation, change and regeneration occurred on the Board of Governors of the College. In 1970, J.W. Hazelton resigned to take a senior administrative position with the Ministry of Colleges and Universities. He was succeeded by Mr. Sam Mitminger who had served as Dean of Technology at the College. Judge Warrender retired as Board Chairman in 1971 and was succeeded by James G. Smith. The Board meeting of March 1972 produced Terms of Reference for the inclusion of student and faculty observers at Board Meetings: one student observer from each division to be elected by the student body; one faculty member from each division to be elected by the faculty. The observers could take part in discussions at the end of the open section of the Board meeting but would be required to retire before confidential matters were discussed. In 1973 three students and four faculty members were included. A fourth student was elected

from the Health Sciences Division when that faculty became operational. Two new members joined the Board in early 1973: Dr. James D. Galloway, prominent in Hamilton's medical field, and Mrs. Anne H. Jones, a Controller in the City of Hamilton (later Chairman of the Hamilton-Wentworth Region). Mr. J.G. Smith relinquished his position as Chairman of the Board in 1973 and was succeeded by H. L. Waterous. The vacancy of of viCechairman was filled by William F. Lisson, a representative of the Hamilton District Labour Council and one of the founding board members. In 1975 the new Board Chairman was John Moore, who later said that the Board was one of the best with which he had worked. (Careful selection by the Nominations Committee allowed a consistency of approach to be maintained.) Mr. Moore and the Board wanted to provide an athletic facility and running track. Mohawk's athletic program had not been as good as other colleges because of the lack of facilities for football, hockey and basketball. Athletics were held wherever space could be borrowed. An assortment of facilities around the city were used and a considerable time was spent ferrying students around to them. Mr. Mitminger decided that a bus was needed to transport participants. He was successful in finding one which he turned over to the Automotive staff. The bus was also used as an Information Centre or "Info Bus" during the summer; parked in various shopping plazas around Area 9, it was staffed by students working in pairs. In January Dr. J.W. Hodgins, Dean of Engineering at McMaster University and a member of the Boards of the Hamilton Institute of Technology and Mohawk College since 1959, retired from the Board. That same year the College was indirectly honoured when the President received an Honorary Doctorate of Laws from McMaster University. The tenth anniversary of Mohawk College was celebrated in 1976. Dr. James D. Galloway was elected as the new Chairman of the Board of Governors. In October 1977, Mohawk College's first Honorary Diploma was awarded to John W. Hazelton, President of the College from 19671971. Mr. Stephen Fletcher became Chairman of the Board of Governors in 1979. There were now twenty-two Colleges in the Province. Mohawk College comprised seventeen campuses and centres. One of these, the former HIT campus on Wentworth Street, was renamed the Wentworth Campus. Administration "To meet the expansion and sophistication of resource and information systems in education, the audio-visual department, computer 27

centre and library resource centres were co-ordinated under a Director of Educational Services. As the college proceeded into the area of co-operative education, starting with the Industrial Management Technology Program and followed by the Communication Arts Program, co-operative education development also was brought under the wing of the Director of Educational Services, and a Chief Co-ordinator of Co-operative Programs was appointed:" An Education Information Centre located at 16 James Street North was formed in 1972, under the direction of Mary Margaret Webster, to advise the community concerning the types of retraining and education available. Many people made use of the service. McMaster wished to have a similar program in the downtown area and agreed to work with Mohawk College in a combined Education and Information Centre that could refer people to counselling services on either the McMaster or Mohawk Campus . Later, the centre was moved into the new main Library. An additional office was opened in Hagersville. Mr. Mitminger organized the Academic Council in 1972, composed of the four Deans, the Director of Student Affairs and elected representatives from the faculty and student body. This Council, chaired by the President, became the major group dealing with the analysis and development of academic matters. The College Committee, composed of selected Administrators and representatives of the OPSEOMohawk Branch, was formed in the same year. This committee addresses issues relating to contractural and other matters between the administration and the faculty. A report by the President opened the 1973 edition of "COLLAGE", the internal newsletter of the College, endeavouring to define the priorities facing administration and staff. A new union and a system of labour practices were being worked out. The previous few months had seen tensions build on many of the campuses of the CAATs but there had been no violence at Mohawk. The College paid well, provided promotions, gave opportunity for self-development and self-respect and consulted with the staff in all sincerity. It had had an harmonious relationship with the union locals, who themselves had been extremely responsible in working with the senior administrators. Great care had been taken to acquaint the Union with management planning goals; its officers had adopted a policy of conciliation rather than confrontation. During the support staff strike, in very cold January of 1979, which ended in February, the administration kept the College going by removing snow and cleaning up after classes. The strike did not accomplish much in gains but it served to impress the faculty and administration with the value of the support staff. Programming One of the most demanding tasks facing the Board was to accommo-

date the immense variety of courses requested for inclusion in the curricula. The Calendars of each year demonstrate the substantial programming which occupied the College during this decade. Although all are deserving, it is possible to mention only a few. One innovative program brought high school students to the College for periods of up to two weeks, giving them insight into Mohawk courses and activities. This period was found to be too long and was consolidated into "Red Carpet Day." Approximately 2000 students visit the campus each year under the guiding hand of the Li- . aison Department, whose main function is to disseminate information about the College. The Department of Literature and Languages embarked on a travel and study program which allowed students in English to study Literature for three weeks while travelling in Britain. Students of French took their travel in Quebec. By October, 1972, with forty diploma programs, Mohawk's population of faculty, staff and students reached new heights: 350 faculty, 250 staff, and more than 18,000 students. The incorporation of the nursing school and medical technologists into the CAAT in 1973 led to further changes in faculty, staff, and facilities, as well as complicated arrangements with the four nursing schools in Hamilton and Brantford. The Wentworth Foundation, incorporated in 1974 to collect money from the textile industry, supported students with $500.00 bursaries. These were only applicable within the textile program. Mohawk College Management Educational Services was a separate division providing educational services to clients. Mohawk provided the programming and assessment of the service. Initial clients included C.P. Telecommunications, Massey Ferguson Ltd ., Gates Rubber Co. Ltd., St. Joseph's Villa and Stanley Engine Works. Also in 1974, a Math Learning Centre was established to assist students at any time of the day. A departure from the traditional was launched with the filing of the College's Affirmative Action Plan in 1977. Since that time the Plan has become an intergral part of the Multi Year Plan and was designed to "raise and diversify the occupational distribution of women employed in the CAATs; to diversify female student enrollment; to ensure that the curriculum is free of stereotyping and sex bias and that programs reflect the contemporary roles of women." With this action in mind all hiring has been done firstly, with the qualifications of the individual in mind and secondly with the prospect of employing as many women as are available with the necessary qualifica~ tions . In 1978 an Instructional Resource Centre was established to to assist teachers in planning courses and in the use ofinstructional materials. Both full and part-time faculty were encouraged to use this resource .

Building Expansion The Official Opening of the Fennell Campus was celebrated in April, 1970 with the Honourable W. Ross MacDonald, Lieutenant-Governor of Ontario as Guest of Honour. Plans for an addition to the Fennell Campus began during the summer of 1970. The contract was awarded to Pigott Construction for $1.5 million; the new addition was completed in the winter of 1971. With it, the College phased out its operation at the Dundurn Campus. The 65,000 square-foot addition, known as Haldimand Hall, adjoins the south west section of the building and provides television and radio facilities for Communication Arts students, a nursery school for Early Childhood Education, additional classroom space for Community Services programs, expanded library and continuing education resources, as well as office accommodation. In 1973 a large factory building in Dundas, partially occupied by the Dundas Valley School of Art, had space available. Mr. Mitminger, a founding Board Member of the Art School, was instrumental in securing space for Mohawk College . The Mohawk Tennis Bubble, a departure from the more substantial bricks and mortar construction, was erected in 1977. Construction began the same year on Project "H" which encompassed a new Fennell Day Care Centre, classrooms, additions to the library, facilities for the Audio-Visual Department, an Art Gallery, expansion of the cafeteria and the extension of the front entrance to the College. The Architect T. Garwood-Jones completed the addition in 1979. Special Activities In 1970 the College hosted the second Annual Conference of The Association of Colleges of Applied Arts and Technology of Ontario on June 10, 11 which welcomed 600 delegates and observers. Âˇ A Women's Club was formed the same year to assist with scholarships and to provide a focus for the social involvement of the College with the community. "Mohawk 25" Twenty-five years of history from the beginning of PIT, through HIT and six years of Mohawk College were celebrated in the fall of 1972. For three consecutive days the College staged a variety of public events to mark this quarter century span. A plaque commemorating the history of the College and its predecessors was unveiled by The Honourable Jack McNie, Minister of Colleges and Universities. Mr. Arnold Edinborough, well known author, was guest speaker on October26. A fifteen minute documentary on the history of the College was produced by Communication Arts students Alan Fung and Lynn

Reid. Narration was by Norm Marshall, Baden Langton, Lynn Reid and Stew Farago.

CHAPTERs Âˇ

INTO THE COMMUNITY Braneida Campus

The Board of Governors included prominent citizens from Brantford who were aware of that city's special needs and directed their attention towards expansion of the college in that area. The knowledge that Mohawk would become responsible for retraining programs in Brantford as of September 1, 1969, provided an opportunity and a challenge for special planning. One of the few cities of its size which still lacked a College or University, Brantford sorely missed the education and employment possibilities provided by such a post secondary institution. To meet this need, construction was arranged for a 69,000 square-foot education centre in the north-east section of the city, on a lease-back basis. This facility was called the Braneida Campus (Braneeda). The name derived from the location of the property in the Brantford North East Industrial Development Area, and was proposed by a local citizen following a contest sponsored by Brantford City Hall. Mohawk's expertise in dealing with adult retraining was evident in the planning of the new building: "A majority of students had been working and were coming back to upgrade skills or obtain new skills because of opportunities in industry. We wanted to create an environment for adult learning and recognize the fact that there was difficulty in coming back into an educational situation where some people needed to develop more confidence in their learning ability. This philosophy was described when specifications for the building were sent out." Unfortunately, the first set of plans submitted ignored this concept. The construction company, Ball Brothers of Kitchener, had a young staff architect who responded to the special needs of the college and to the need for flexibility in design should the College later decide to relocate. His plans provided spaciousness and colour. Orange carpets, cream walls and bright blue highlights disguised the building's industrial structure. Many rooms lacked outside views; interior windows looking into corridors gave a feeling of roominess. Inside walls were designed to facilitate changes of the interior space. Modern furniture complemented this environment for adult learning. The industrial nature of the complex precluded a gymnasium, theatre and other amenities usually associated with a College campus but all facilities inherent to adult education were present. The formal opening of Braneida took place on March 5, 1970, with His Honour, L.T. Pennell, High Justice of the Supreme Court of Ontario.

Braneida campus was purchased in 1979 and now belongs to Mohawk College. Since its opening, the campus has provided a close link between the people of Brant County and the College. It offers training in four areas: 1) forty week programs under the Ontario Training Act and National Training Act; 2) industrial training within employers' premises; 3) part-time training sessions; and 4) diploma courses. In 1984 a newly planned downtown campus opened as part of the revilatized core of the city. The Brant-Colborne campus on Bain Street opened on April 26, 1984 and will house the Retraining programs. It also offers continuing education courses in the centre of the city. A new building was opened at the Braneida Campus in the summer of 1984 and the name was changed to the Brant Elgin Street Campus. This continuing development of post secondary programming, the increased number of high skills programs, the new CAD/ CAM laboratory and other shops, and the diploma courses recently introduced, make this section of Mohawk College a full range, post secondary educational campus, offering full time College diploma programs to the residents of the Brant and Haldimand-Norfolk section of Area 9. Saltfleet Campus The Saltfleet Campus in Stoney Creek was developed in order to accommodate retraining programs in the Hamilton area. By September 1970, courses were under way in whatever cramped quarters were available. One program was located at the old Queen Victoria School, others at Central High School and at 196 Wentworth Street. Administration was from the Dundurn and Hunter Street offices. Construction commenced in 1970 and the campus was in operation by December of that year. The plans were adapted from those of Braneida Campus, with the hope that a similar environment would be created. Ball Brothers Limited built the 106,000 square foot building in the heart of Saltfleet Township's industrial zone. Another leaseback arrangement enabled the College to expand without asking the Province for more money. The campus was officially opened by Lome M. Johnston, Assistant Deputy Minister of Education, on Tuesday, March 16, 1971. Although Saltfleet Township ceased to exist after the beginning of Regional Government, the name is still reflected in the campus. Saltfleet is considered a resource centre which is constantly changing to meet the needs of the business and industrial community. The objective is to help men and women develop their skills to the point where business and industry needs their services .... This is 'Living and Learning With Dignity.' There have been close links with the Town of Stoney Creek through part-time programs, social activities and participation in I I •••

town events by the faculty and students. The facilities have been well used by the community. A new type of program for retraining people to work at McMaster Medical Centre has been instituted: graduates include Housekeeping Aides, Certified Building Custodians, Food Service Helpers and Hospital Porters. This advance represents a three- way partnership between Mohawk College, the Department of Manpower & Immigration and McMaster Medical Centre. Special training classes for industry have been instituted upon request for example, when Eaton's needed sales clerks or when National Steel car required skilled welders in a hurry. A major upgrading of equipment in the Saltfleet instrumentation laboratory was made possible in 1983 by funds allocated from the Colleg~ Reserves by the Board of Governors. Subsequently Micro- Computer Business Applications program was offered at the Saltfleet Campus in April 1984. New Credit Campus On November 2, 1972, academic upgrading classes started on the New Credit Indian Reserve near Brantford, designed to serve this band and the Six Nations Indians. This co-operative effort arranged under the auspices of Canada Manpower and the Mississauga Band Council of the New Credit Indians was led by Chief Frank LaForme. The Chief had wanted the Reserve to be served by the College and offered a building to Canada Manpower for this purpose. Sixty students were enrolled. The following year a small engine repair shop, courses in sewing and a modern welding shop was included. The programs are now administered from the Braneida Campus. An individualized approach to academic upgrading is emphasized. After a thirty-two week session, students may continue at Braneida Campus.

CHAPTER9 SPECIAL PROJECTS Third World Students The College had expressed an interest in assisting third world countries with educational programs. Students were accepted at the College from many of these countries on an individual basis but it was felt that much more could be done. In 1971, Dean Pal of the Faculty of Applied Science and Technology, went to Africa to organize an exchange program with Kenyan students. The Kenyans arriving at Mohawk did so in a bitterly cold January. The problems-connected with housing, clothing and feeding the group, and the upgrading necessary to assist them in the technology courses, took endless time and effort on the part of the department. It was not an entirely successful enterprise, but provided a wealth of knowledge for subsequent, more successful adventures. Out of these events evolved the International Projects Department which handles incoming foreign students. Now connections with several African States bring Nigerian, Libyan and Kenyan students to Mohawk and other community colleges in the system. Some colleges in Africa have very close ties to Canada and exchange teachers and experience. Today the International students fit well into college society, enhancing understanding on both sides of the world. The Arnold Centre In October 1973 a new student building, the Arnold Centre, was planned. It was to be a 5000 square foot multi-purpose facility which would incorporate the Old Root Cellar. The architects, Gerrie & Butler, drew up plans for a building which was to be financed through student activity fees and funds from the Province. The Arnold Centre has rooms for meetings and space for recreation as well as The Root Cellar. The name was chosen in honour of Albert Arnold, a 1963 graduate of Mohawk College (HIT), Gold Medalist, President of the Student's Administrative Council, and President of the Mohawk College Alumni Association, who had taught in the Department of Industrial Management. The Arnold Centre was completed with an outdoor patio to take advantage of fine weather. At three o'clock on July 4, 1979, the new terrace was named in honour of Mr. Douglas Mitchell, the first Gold medal graduate of HIT and later a member of the Board of Governors. A new student centre is proposed for 1985 designed by Architect Michael Torsney. It will add meeting rooms and a lounge to the Arnold Centre .

Art Commi~tee In January 1972 the Board of Governors determined that the Art Committee, formed shortly after the move to the Fennell Campus, be given an annual fund of $5000. The Committee was to seek out and promote artistic talent; their acquisitions would add colour and interest to each Campus. Some notable pieces of sculpture were chosen. Outside the solarium in the patio, guarded by a stone wall, is a whimsical work by George Wallace. Another of his pieces is just inside the building. When asked to put a designation on this sculpture Mr. Wallace remarked, "good art does not have to be titled." Another sculptor represented is Robert Downing, a former Hamilton policeman who went to California and eventually to London where his work has been exhibited at the Tate Gallery. When the Fennell Campus was built in 1969, there was a very old oak tree standing on the building site. After it was cut down, the enormous trunk was saved. This was given to Bart Uchida, a sculptor who produced a series of large charred and polished wood blocks for the new front entrance built in 1979. Placed inside and out, these provide unique seating. An interesting collection of paintings, hangings and small sculpture is displayed throughout the campuses. The Mohawk Art Gallery sponsors shows by well known and new artists. The College displays some of Canada's best art. The Academy of Canadian Writers The first Canada Day program was started in 1970 in Port Colborne, Ontario, by English teacher Jim Foley. He was instrumental in drawing together a number of people concerned with the fostering of Canadian Literature. Canada Day moved to Mohawk College in 1974 with the establishment of the Canadian Literature Conference. This conference was sponsored by the English Advisory Committee of the Niagara Region, the Ministry of Education, the Ontario Arts Council and Mohawk College. Many writers came to the campus: Margaret Attwood, Pierre Berton, Robertson Davies, Hugh Garner, Margaret Lawrence and Dorothy Livesey. The program became popular and evolved into the Academy of Canadian Writers . Incorporated in 1978, it grew to encompass universities and other colleges and members of the public. Eventually the Academy occupied offices on the Mohawk Campus and one of the staff became its Director. The Academy amassed a large and unique collection of research and critical material: over fifty video-taped interviews with Canadian writers, a number of original manuscripts and related papers. A Hall of Fame for Canadian Writers was established, the first of its kind, to honour literary notables. The Academy had great merit but unfortunately had to be closed because of lack of funds. John Robert Colombo was appointed Mohawk College's "Writer in

Residence", from January 9 to April 6, 1978, the first such appointment to a Community College sponsored by the Canada Council.

CHAPTER 10 A TIME OF CHANGE 1980- 1985 In 1980 a provincial task force analyzed the changing roles of both colleges and universities: "Students who until recently would have pursued a university education are opting instead for enrollment in the colleges, possibly displacing students for whom university is not an option. Adults are returning to school in greater numbers for career upgrading and retraining. In the community at large, the lines of demarkation between profession and vocation continue to blur, as the demand for university credentials invades more and more occupations. An abruptly declining birth rate and curtailing of immigration have rendered obsolete the mid-sixties projections of an ever- increasing parade of college-age students, causing major adustments in forecasting by both colleges and universities." The task force went on to recommend "a future course of collaboration between colleges and universities in ways which will neither compromise the existing strengths of the colleges, nor disenfranchise an entire segment of the student population." Board of Governors

The Mohawk Board reflected the sentiments of the task force in its five year plan approved the same year. While continuing to emphasize the need for relevant programming, new initiatives were proposed in the area of facility improvement, female enrollment and occupational equality for College employees. A search committee was implemented to find a replacement for the retiring president, Dr. Mitminger. On September 10, 1980 Mr. Keith Mcintyre, Vice-President of Administration and Resources, was selected from among eighty-five candidates. His inauguration was held on April1, 1981 in the presence of His Excellency, The Right Honorable Edward Schreyer, Governor General of Canada. The new President discussed the value and future role of post-secondary education in his inaugural address: "100 years ago it was unthinkable that the mass of people would complete 12 years of public education ... Canadians consider a good education the most important thing in society ... people will have to become 'technically literate' in order to keep up with rapid technological change." In 1981 the new Chairman of the Board of Governors was Mr. Earl Scarrow, replacing Mr. Stephen Fletcher. He served for three years until Mrs. Patricia J. Nelles of The Town of Haldimand assumed the leadership of the Board. 38

Administration Mr. Mcintyre faced a challenge far different from that of his predecessor. The growth of the College had stabilized; the year 1981 saw 10,960 full time and 35,000 part-time registrations. The new difficulty to overcome was the maintenance of these programs in the face of serious funding shortfalls. Provincial changes in the funding formula substantially altered Mohawk's operating income; a deficit of $3.5 million was forecast for the 1981-82 year. The College responded in a manner that balanced fiscal responsibility with concern for students and staff. All full- time faculty, staff and academic programs were left intact. Instead, hirings were frozen, part-time salaries were reduced by two thirds and all maintenance and replacement was deferred. This was not enough. A second round of cuts was undertaken: restrictions on almost every non-essential expense, including renovations, alterations, major maintenance - even the purchase of books. The Board proposed the establishment of a non-profit foundation to assist in funding and advised the public that Mohawk's terms of reference might be severely restricted: "We can no longer be a community college which has been 'all things to all people' as an alternative to University. The funding shortfalls by Federal and Provincial Governments will likely cause us to become a College of Applied Arts and Technology rather than a community college with all that community service implies." The situation continued to deteriorate. A further deficit of $3.14 million in 1982-83 continued to eat away at the College's limited financial reserves. Programming was cut back and shorter teaching hours were implemented in a series of phased reductions which, it was hoped, would compensate for the fluctuations in funding. Students would have to spend more time working on their own; otherwise, the quality of work would deteriorate. Now, Mohawk's past emphasis on retraining programs paid a welcome dividend. An increase, both federal and provincial, in funding for these employment programs provided much needed income to offset the predicted shortfall. By the end of the fiscal year, reserve funds had actually increased. A glance at Provincial funding percentages shows that, in spite of cuts, the College system is an important part of the Provincial monetary allocation. In 1982-3 the College system was allocated the highest percentage increase (in funding) of any institutional area of Government. In 1984-5 the College system received 7.5% increase in funding as- compared to 8% for hospitals, 6.5% for universities and 5% for school boards. This still does not supply enough money for prospective enrollment growth. Continued government emphasis on retraining, coupled with 39

modest increases in operating grants, has enabled Mohawk College to maintain its service to the community in an economically viable manner. A major College re-organization was approved by the Board of Governors in 1984, to provide for more flexibility in program delivery and more opportunities for accessibility and growth in part time areas. The scheme also allows for more first line administrative positions. An Academic Vice-president was appointed with responsibilities for full and part-time studies. For three weeks in the fall of 1984 the Faculty went on strike. They were legislated back with the work load issue unresolved. This problem was referred to a special committee for study. Programs

Despite the tough restraints of the early eighties, some much needed programs were initiated and expanded . A reading clinic was established to assist students whose inadequate reading skills were handicapping academic progress. A Canadian Studies project, sponsored by the Association of Canadian Community Colleges, now furthers Canadian Studies in CAATs and across Canada: "A major area of concentration . .. (is) the development of curriculum materials on cultural, physical, economic and other aspects of the different regions of the country". The International Projects program, expanded into a Department, co-ordinates with nine other Ontario Colleges to supply the educational expertise for some of the developing polytechnics in Africa and welcomes both students and instructors from many other countries. The concept of Prior Experiential Learning now permits students to obtain academic credit for knowledge gained in work experience prior to attending the College. A co-ordinator advises the individual student on the compilation of his or her portfolio and liaises with the individual departments who assess the candidate. Some students may only spend a year at the College before graduating. Not only is this form of assessment serving a vital community need but it is an exciting new direction for the College. Retraining for laid-off workers from specific companies was undertaken in 1983, most notably with employees from Otis Elevator Ltd. and members of the United Auto Workers Local525. Recognizing the reduced employment possibilities for Co-operative Students, the College operates a "simulated work experience" during afternoon "shifts" at the Hamilton Industrial Training Centre. The current philosophy towards programming is best expressed by a 1983 report from the Academic Directions Committee, which recommended: greater use of modular formats to increase flexibility; attention to resources, training, technical assistance and counselling for all faculty and academic supervisors; computer training in all classes; and greater participation in professional development for fac-

ulty. The Board of Governors in 1984 recommended that all post secondary graduates should have 'hands on' computer fundamentals including terminal operation and micro-software usage and therefore computer literacy studies will be phased in with the 1985/86 and 1986/87 school terms. A report on the age groupings in the community showed that the age group 18-24 will drop 25% in numbers by the 1990's. Further, that in the year 1984 applications for full time post secondary programs increased by 16%. It is expected that the age group 25-49 will grow fastest in the next 10 years and it is this section which forms the largest part of Continuing Education. From the demand point of view it is believed that the CAATs will continue to grow for the next decade . This focus on the changing patterns in society has induced considerable study on the part of Mohawk College as to its future role in the community. Rapid changes are being experienced and the whole concept of the college system may change in the next few years. Without doubt, Mohawk College with its forethought and careful planning will be able to ride the crest of any wave which comes. Physical Facilities As might be expected, financial under funding throughout the College had stopped the clamour of construction at various campuses the first time this silence had occurred since 1965. However, in 1980, cafeteria service was made more efficient with the addition of modernized equipment and modifications to improve service. A new addition joined the two cafeterias, a glass solarium opening onto the patio. In co-operation with the Region of Hamilton-Wentworth, better access roads were designed and built to improve traffic flow at the Fennell Campus. Special Projects Programs within the Media Studies Department were enhanced with a mobile broadcasting unit, presented by CHCH TV for the purpose of providing colour coverage of sports and off-campus events by the Communications Arts students. In 1981, the College was granted a license to operate "an experimental earth station for educational purposes." An antenna and amplifier are located on the roof of Wentworth Hall and provide five CBC channels which are used in program studies. During the "International Year of the Disabled," a review of facilities was undertaken to determine whether Mohawk was properly accessible to the handicapped. Programmes for the disabled were also studied:

"the handicapped can come to the College and achieve a meaningful role in life. The College should give them a sense of the future." Recognizing the resource in its 18,000 graduates over the past seventeen years the College appointed an Alumni officer in 1983 with the express purpose of forming an Alumni Organization. To this end a great deal of work was accomplished in upgrading mailing lists and in contacting graduates. An Alumni magazine called "In Touch" published its premiere issue in the spring of 1984. Whereas the College covers a broad range of extra-curricular activities, the academic programs are contained within four major departments, the Faculties of Applied Science. and Technology, Applied Arts and Business, Continuing Education and Health Sciences, the latest to be formed. The Board of Governor's task of continually assessing existing programs and approving new ones makes it difficult to outline a set of offerings in any of these departments. However, in the interests of supplying a basic knowledge of the individual faculties the following chapters outline some of the programs. While specific courses may come and go, the inherent philosophy of community service is the underlying theme which runs through subsequent chapters.

CHAPTER 11 FACULTY OF APPLIED SCIENCE AND TECHNOLOGY Formerly the division of Technology, this Faculty was renamed in 1976 to more accurately represent its expanded function within the College. The oldest and largest faculty, it encompasses the original courses from PIT, the broadened curricula of HIT and a multiplicity of new technical courses . The original budget of $36 thousand has grown to $15 million. The first Advisory Committee, begun at PIT, has generated sixty- five additional groups, twenty-two of them in this Faculty. Advanced Technical Evening Classes (ATEC) During the tenure of HIT, Advanced Technical Evening Classes had been established by the Ministry of Education and operated by the Boards of Education in various cities. Material in these courses was not as advanced as that offered in the Institutes of Technology, and eventually the responsibility for ATEC was handed over to the Institutes. The courses of study were consistent and transferable across the Province . When CAAT dropped the ATEC program for College diplomas in Technology, credits were transferred into the College courses. OACETT The Ontario Association of Certified Engineering Technicians and Technologists (OACETT) was founded during the tenure of HIT because the Association of Professional Engineers of Ontario had received many requests for accreditation of technicians and technologists. Technically trained personnel were available for specific industries and were filling the gap left by the "brain drain" of professional engineers into the United States. The Hamilton Institute of Technology wanted to support the move toward OACETT and the Department of Continuing Education became deeply involved in it. Mr. Allan Gregson was later honoured by the APEO for the work he did in helping to establish OACETT. Industrial Management Technology The first co-operative program, Industrial Management Technology was begun in 1970. Many Hamilton industries place students in jobs while they are being educated. Co-operative programs are thirteen week placements; an employer has a flow of short term employees. Each semester a coordinator negotiates with employers and students who need jobs. Students broaden their experience with different companies. 43

Apprentice Program For many years apprenticeship began with the hiring of a new recruit into industry. His or her service would continue for a number of years, depending on the trade, under the direction of the employer. Training was supplemented by instruction for seven or eight weeks outside the work place before the candidate became a journeyman. These periods of training were held at the Provincial Institutes of Trades or the Provincial Institute of Automotive Trades. The system usually took five years to complete. A section of the Department of Labour dealt with the public safety factor of the apprenticeship program. Candidates were inspected, registered and indentured on a formal basis . When the Technology Institutes came into being, the differences between apprentice, technician and technologist training became hard to differentiate. Unions complicated the matter. A few apprenticeship programs were initiated in co-operation with the Ontario Department of Labour: Air Conditioning and Refrigeration, Carpentry, Electricity, Hairdressing, Motor Vehicle Mechanic, Plumbing and Sheet Metal. These were assigned to the CAATs and by 1969-1970 there were 800 apprentices enrolled. By January 1976 registrations in Carpentry and Electrical apprenticeship trades had doubled. An additional course, Truck and Coach Mechanic, was added to the Automotive program. Industrial Training Advisory Committee The Hamilton Industrial Training Advisory Committee (HITAC) was initiated in 1971. This group re-organized apprentice programs to provide greater access for the students. To become a journeyman usually takes three years under the new system. The program, called the Industrial Craftsman Internship (ICI), is broken down into modules. A student completes a number of subject competencies before moving on to the next set. Because the student completes six months of study before going to an employer he has some productive use immediately. The supervising journeyman is then free to perform his own work as well. When the student is employed, a sheet listing the requirements is given to the employer who ensures that each task is mastered. Should the employer not be able to fulfill all the criteria the student will complete the program with another employer. The industrial training centre located in Stoney Creek is practically-oriented and relates closely to industry. Students alternate between four months of instruction and eight months in industrial practice until the three year program is completed. Faculty members visit the students in their jobs once or twice during the term of employment. Upon successful completion the student is provided with a diploma as well as a journeyman certificate.

The committee members of HITAC are participating employers of students within the program. Based on the success of these courses, Mohawk College has been commissioned by the Ministry to develop modular programs for other occupations. The Energy Bus The Mobile Support Unit (MSU), more commonly known as the "Energy Bus", was introduced by the Ontario Ministry of Industry and Tourism in co-operation with the Ministry of Energy and the Mohawk Faculty of Applied Science and Technology. A bus was equipped with state-of-the-art technology to provide on-the-spot analysis of a company's use of energy and identify areas of potential saving. The equipment was leased to the Ministries of Energy and Tourism under the direction of the Ministry Engineer. It was staffed by two senior students trained in the use of the equipment. A business would request a visit. The bus would arrive at the plant and plug in. The client received a print-out of potential savings . The service was booked months in advance. In 1977 Mohawk College arranged with the Federal Government and the Governments of Prince Edward Island and Nova Scotia to train personnel in the operation of an "energy bus program" . Transportation Planning The Transportation program involves two phases: Transportation Planners who are" ... responsible for short term improvements to existing systems as well as long range planning and design of both existing and new systems" and Traffic Engineers who are " . . . concerned specifically with the planning, geometric design , and traffic operations of roads, streets and highways, their networks, terminal, abutting lands and relationships with other modes of transportation." Technicians may apply for certification with OACETT. Given the current advances in transportation, the rapid growth of urban communities and the complexities of traffic patterns, the future looks bright for graduates of this course. Chaired by Mr. Ray Desjardins, the Traffic Commissioner responsible for the syncronization of traffic lights in Hamilton. The Advisory Committee is composed of members who have experience in Street railways, roads, airports, construction, planning and civil engineering. Mohawk College, through its Transportation Planning Program, became the first Community College in North America to be granted a Student Chapter of the Institute of Transportation Engineers (ITE). Textile Technology With its roots firmly planted in the Provincial Institute of Textiles, this course has seen many changes throughout the years. Although it

is now only one of many programs in the Faculty it is still important. With two years experience, Mohawk College graduates in Textile Technology may apply to carry the designation LTI (Licentiate of the Textile Institute of Manchester, England) after their names. Emphasis has recently focused on management training within the textile field. Mr. Sam Mitminger's report to the Board on the Textile program was the basis for significant changes . The name was changed to Textile Management Technology and the program adopted the co-operative mode in September of 1983. Co-Operation With McMaster University All McMaster University Civil Engineering surveying courses, ?Swell as some machine shop training, are provided at Mohawk College through coordination. Many McMaster personnel are on Mohawk Advisory Committees and meetings are held regularly with the Dean of Engineering. The College joins with the University and The Spectator as partners in the Hamilton and District Science Fair which draws much interest. Non-Destructive Test Centre Non-destructive testing uses methods which do not destroy the materials being tested. These include ultrasound, infrared light, black light, magnetized particles, X-rays and liquid penetration. In 1965, programs in non-destructive testing were first introduced Âˇ as part-time night courses . A test centre was established in 1977 to examine personnel requiring Canadian Government certification. The Canadian Society for Non-Destructive Testing is responsible for the program, provides the faculty and shares the equipment at the Fennell Campus. Computer Aided Design/Computer Aided Manufacturing: CAD/CAM " ... computer technology has burst out of the air-conditioned environment of accountants, managers, bankers, purchasing agents and sales clerks and invaded the world of product design engineers, tool and die makers, car assemblers, industrial machinists and warehouse managers; in other words, computers are making their presence felt on the factory floor. In the past computers had only been used indirectly on the shop floor, usually in support functions such as production planning and inventory control."

"Now computers are being applied to machine tools such as lathes and milling machines, opening and closing of valves, product design, modelling and product simulation, flame cutting, assembling, spray painting, automated testing, packaging, warehousing and shipping." 46

In 1981 a committee was formed to investigate various systems applicable to the needs of Mohawk. A "three dimensional" computer was chosen because of its capability in modifying three dimensional data for piping, structural steel design and sheet metal forming as well as other applications. Close co-operation with the Canadian Institute of Metalworking at McMaster and sponsorship by the Ontario Government brought the program into effect. Links with the Hamilton Industrial Training Centre and the Braneida Campus enable programing directly into manufacture from the CAD/CAM system at Mohawk College. Designs put into the system are capable of being manufactured in shops at different locations. As money becomes available more links in the system will be connected to bring on stream the other facets of the program. The Federal Government's CAD/CAM Advisory Council's prime target for training are those involved as managers and decision-makers. The impact of CAD/CAM will be felt initially by draftsmen who will be replaced by computer although there will always be a need for personnel to input information and interpret results. CAD/CAM is being used by the Mechanical Department for design and manufacturing. At the moment the College is ahead of industry in this phase. Management, not familiar with the scope of the system are reluctant tci invest in these programs. By 1984 Chrysler Corporation had installed 550 CAD terminals while Ford had 500 in use. The drafting board has largely been replaced by the computer in these two firms. Major expansion of computer and micro computer applications are planned. This faculty has been reorganized to meet new challenges and is now called The Faculty of Applied Science, The Faculty of Technology and The Faculty of Skills Development.

CHAPTER 12 THE FACULTY OF APPLIED ARTS AND BUSINESS This faculty is the smallest of the four, but its influence on the nonprofessional working woman is probably the greatest. Many women who have been raising children are incapable of stepping into the modern business office without expert retraining and require preparation for further education in the traditional jobs for women. A great deal of credit is due the faculty for their assistance in this most difficult role. There is now greater co-ordination with public and high schools to introduce female students to non-traditional roles and to provide the training for them in these areas of industry when they arrive at the post secondary education level. Focus For Change

This program is oriented towards women receiving social assistance, single mothers and those who are poorly educated. Personal assessment, academic upgrading, life skills and work exposure enable them to prepare for more advanced education or for employment. Women into Trades and Technology Many women wish to enter the work force to do jobs formerly done by men. This program offers skill in tool handling and shop exposure in automobile, carpentry, plumbing, electrical and blue- print reading. Communication skills in business, technical and social environments are emphasized. These courses are continuing to be popular at the Brantdale and. Brant Elgin Street campuses. The average age of the students is twenty-nine. Early Childhood Education The first of the Applied Arts programs to be formed at the College, this program is designed to train students to care for pre-school age children. Graduates are expected to demonstrate personal maturity, to have imagination and initiative and to understand and respond to the changing needs of young children. A complete children's centre is available on the campus for practical training. It is also a day care centre for children of staff and students. Child Care

Students are trained to work with children in a number of settings. The course includes studies of the normal and abnormal child, individual and group work and the role of the child care worker in conjunction with others in the health care team. Attention is given to the methods of inculcating self-help attitudes and problem solving in the children.

The Social Service Worker Designed to provide students with a general knowledge of human psychology and sociology in practical settings, students are acquainted with the various social agencies operating in the community. They are trained to become skilled observers and interviewers and learn group dynamics and problem solving. Volunteer activity is a must in this course. Male students joining the Child Care program rose from 15% in the fall of 1982 to 55% at the same period in 1983. Studies in Community Planning, Law and Security and Library Techniques are available to qualified participants. Media Studies One of the fascinating wings of the College has an unprepossessing entrance but houses a "world within a world." Here Advertising, Broadcast Journalism, Radio and TV broadcasting are taught and experienced. Mohawk College has the only six-semester television broadcasting program offered by Ontario Colleges. Programs created, written, produced and directed by students appeared on CHCH TV in July 1976 in a series of nineteen shows entitled "Mohawk College Presents." "Mohawk in Motion," an MCTV production shown on Cable 4, started in 1980 and ran for two years. A series of short vignettes focusing on different parts of the College, it will be running again in 1984 as an updated series. Major sporting events have been videotaped and presented on the local Community Cable station. "Counterpoint" a television talk show started in 1976 with a variety magazine format called "Mohawk Presents ." It became "Counterpoint" in 1980 as an investigative journal program shown on CHCH TV at noon on Saturday. Co-operation with community groups who wish to have programs taped is done on a selective basis so that there will be no competition with commercial interests. A third year student in Television Broadcasting in 1984 conceived and produced a thirty minute program of investigative journalism called " Legislating Affirmative Action" a study of the place of women in the work force. It was presented on "Counterpoint" and subsequently appeared on National television. The Andy Awards The Andy Awards, named for CHML radio adminstrator Agnes M. Anderson "Andy", recognize outstanding student achievement in advertising, television, radio and broadcast journalism programs. This special event is held each spring; media representatives present the awards. 49

Business Department A practical knowledge of procedures and an analytical approach to problems is essential in today's market. The need for post-secondary education is more important than ever in the business world. Graduates work in a wide variety of management positions and may earn accreditation from professional or industrial management associations. Two or three year business programs are available; work can also be done in part-time courses. The two year business program concentrates on Accounting, General Business, Marketing and Insurance Administration. The three year program has a common first and a final year in which the student may choose courses leading to a specÂˇ ific field of specialization. Training for general, legal and medical secretaries is available. Graduates in the Insurance Program are eligible for licensing as life and general insurance agents in Ontario and have a high degree of acceptance in the business community. Some companies have found that graduates of this course, while not insurance agents, make a valuable contribution to the company by keeping abreast of company insurance requirements and advising on changes in the field. Food and Beverage Management A new program is Food and Beverage Management, which provides information on the various aspects of food services: preparing, serving, purchasing, control and management. A co- operative internship is required, negotiated by the College. With the enormous hospitality field employing both seasonal and full-time personnel, there seems to be every indication of a good future for this program. Music The Music Program encompasses training for musical performance, private teaching, composing and arranging, businÂˇess related to music and preparation for advanced musical training at university. The Music Department offers a series of noon "mini-concerts" open to students and the public which features visiting artists as well as student groups. Ensembles include a 100 voice choir and the Mohawk Jazz Band. A Music Festival is held during the summer. In 1980 the Canadian Stage Band Festival was held at Mohawk College and the Thursday Night Dues Band, composed of Mohawk applied music students, was awarded the open class contemporary competition. The Jazz Band from Continuing Education won second place. Both groups received recognition at provincial finals. In the future lies the possibility of developing a School of Music at the Fennell Campus.

Student Government Leadership This unique and worthwhile course has been developed to give student leaders academic credits for their leadership experience. Available as an elective to members of the Student Representative Council, its purpose is to help SRC members develop skills in a variety of leadership, management and human relations functions . The course is based on experiential learning. Students are judged on management, communications, and the ability to plan and conduct meetings. Five options, of which two must be selected, include contracts, advertising, promotion, prqblem-solving and budgeting. Training the Handicapped Adult in Transition Mentally and physically handicapped persons raise their self confidence and develop life skills through this forty week course at BrantElgin Campus. Each student has an individual course of study, often tutoring another under the guidance of the teacher. Motivation is strong; these students know they have to rely on themselves if they want to assume a position in the community. At the conclusion of the first year of this program, eleven students participated in the graduation ceremonies at Brant-Elgin Campus. Nine of these already had job placements ranging from general labour to modelling. By 1984 both the Chedoke and Brant-Elgin campuses will have Handicapped Adult in Transition courses. Reflecting the realities of the business community in Area 9, two new programs are under consideration for the 1985/6 year. At the Brant Elgin Street Campus there is to be a two year course in Pool Management. Recognizing the importance of the harness industry a two year Harness Horse Operation Management diploma is now offered at Flamboro Downs Campus. This faculty has been reorganized to reflect current needs and has been divided into the Faculty of Business and Language and the Faculty of Applied and General Arts.

CHAPTER 13 FACULTY OF CONTINUING EDUCATION Post-war Canadians, in general, did not seek further education after they left school. Europeans, accustomed to night school classes, were the people who began to take advantage of these part-time courses. Gradually, recognition of the need for continuing education brought many people, including older citizens, into the classes. The social advantages of the programs were not ignored. Today, part-time learning is recognized as an integral part of life; the Colleges are a unique system to provide this service to the community. The Department of Continuing Education evolved from PIT and HIT part-time courses. Prior to 1966, HIT worked with The Board of Education, McMaster University, the YMCA and YWCA, the Jewish Community Centre and groups like the Industrial Management Clubs of Canada, in providing programs which are open to the community. Two or three pages of the Spectator were given to advertising courses. Efforts have always been made to avoid duplication. When Mohawk College was created, all expanded part-time courses came under Continuing Education although they were often branches of existing courses in Business and Applied Arts or Technology. In preparing the course material, the Continuing Education staff worked closely with full-time staff who were responsible for content and standards. (The Board of Governors rather than the Council of Regents approve the certificate programs for Continuing Education.) It was in 1983 that the Ministry of Colleges and Universities stated its policy regarding the value of continuing education: "The Government of Ontario considers learning a lifelong process to be fostered in an educative society. Ontario is a rich learning environment containing many opportunities for lifelong learning. Educational institutions, community groups, employers, unions, professional organizations, and agencies of all levels of government provide a wide range of programs and services for personal, professional, recreational and societal benefit. Although this statement refers only to the publicly supported system, the importance of other providers is recognized." "Individuals engage in purposeful activities throughout their lives in order to acquire knowledge, develop skills, and to modify themselves in the area of beliefs, attitudes, and values. Opportunities have been provided not only by forms of full-time education in schools, colleges and universities, but also increasingly by part-time programs in those institutions. These part-

time offerings have traditionally been referred to as continuing education." The definition of Continuing Education is given as " the provision of opportunities for part-time or short-term learners following or outside of formal full-time study. It includes both credit and non-credit courses, and is mainly directed towards adults." Continuing Education is divided into sub-sections: 1) the development of vocational/professional skills and knowledge, achievement of academic upgrading for college entry, attainment of a college certificate or diploma; 2) the provision of learning opportunities for adults who live in remote or rural areas or are handicapped; 3) the development of knowledge and skills necessary for an adult to function in modern society, including: (a) "literacy and numeracy necessary to undertake education at a secondary school or academic upgrading of equivalent difficulty at a college of applied arts and technology;" (b) Instruction in English as a second language or in French as a second language for adults with facility in neither language; (c) Citizenship and further language training." Access to these courses can be through CAATs, schools or community groups and is directed at citizens who require assistance to develop basic learning skills. Programming The Continuing Education programs at Mohawk College follow five main channels: Applied Science and Technology; Business and Applied Arts; Health Sciences; Professional Associations; and Community related interests. Not everyone wants a diploma; more and more people take courses to advance their own understanding of a subject, to obtain information in the shortest possible time. A whole variety of areas are handled in these short course programs. Credit is given to those who eventually wish to obtain a diploma. Aspects of Interest . The Cardiopulmonary Resuscitation (CPR) courses, developed in conjunction with the medical profession, the Canadian Heart Foundation, fire-fighters and police, have been taken by large numbers of the general public. Courses in Nursing, Physiotherapy, Radiography, Medical Laboratory and other Health Science fields challenge those involved in these areas. The Arts and Crafts field provides an important focus of attention. Consultation with the local Artisans' Guild identified areas where

there was need of formalized instruction. Courses were developed for crafts in metal, fabric, wood and paint. Many skilled craftspeople from southern Ontario and beyond, participate in evening and weekend sessions . Courses in pottery, woodcarving, enameling on metal, weaving and fabric arts, metal sculpture, pewter and stained glass attract students. In co-operation with other groups in the area, internationally respected artisans from England and the United States have taught these courses. The Artisan Guild of Hamilton helps to set the standard for teaching and encourages excellence with juried shows. As an example of the way the College responds to the needs of the business community, the home furnishing departments of some of the larger stores requested that a program be established to train their management staff. It is directed at personnel associated with sales, design and advertising, as well as those with an interest iri. residential and commercial interior design. Training is offered in colour, design, construction methods, materials and period furnishings . The Certified General Accountants Association, the Canadian Institute of Management and the Society of Management Accountants of Ontario along with other professional associations all offer courses through Continuing Education. Business, Secretarial and Management Development Courses are available. Real Estate and Labour Studies are among the widely varied offerings. Co-operation with social work organizations, library boards, Chambers of Commerce and many others, provide opportunities to lf?arn through special courses which cover many aspects of related educational needs. Basic to advanced technology courses respond to industrial community requirements. Of late there has been a high demand for understanding and application of computers to business, industry and personal use. There are beginner and advanced courses in foreign languages, music, social sciences, literature and communications and special courses for new Canadians, besides a "Weekend College" program. Co-operation with McMaster and other universities, with Fanshawe College and the Boards of Education of the region, ensures an increasing program of continuing education studies in the Haldimand-Norfolk Region. The College works in conjunction with the Women's Institute, the Ontario Ministry of Food and Agriculture, Boards of Trade, libraries, business, industry and the community at large, through the joint Mohawk-McMaster Community Advisory Committee for the former Haldimand County area of the region. Courses and instructors in farm management, small business operation, the arts and many general interest courses are available to the community. As an example of other inter-college exchanges, Niagara College courses in Horticulture are available at Mohawk College. In like manner, Mohawk College makes available to Niagara College its pro-

grams in Fashion Design and is considering a Recreation Leadership course. In co-operation with York College, Pennsylvania, the Canadian Studies Bureau of the Association of Canadian Community Colleges and the Ministry of Indian and Northern Affairs, Mohawk College presented a series of annual conferences on Canada beginning in 1981. The first conference contained an overview of the cultural contributions to Canada of Japanese, Ukranians, Italians, Mennonites and Blacks. The second concentrated on Polish, Chinese, Inuit and Native peoples. The third conference studied the Inuit and the United Empire Loyalists and took place on the campus of York College, York, Pennsylvania. Designed to help the student understand Canadian heritage and history, the conferences "broaden his/her knowledge of Canadian Arts in music, literature, art and drama; ... examine contemporary issues in Canadian society; . . .explore local concerns and interests." Educational travel experiences continue through programs of study which take participants to various parts of the world: locations of historic and cultural interest in the Eastern Arctic, China, Greece, Mexico, Israel and North America. Mohawk College recognizes the increasing role that long-life learning will play in the lives of Canadians in years to come. Organizational changes throughout the College are being incorporated in order to integrate even more the part-time and full-time learning process. Eventually, more people will have access to course material in smaller modules at times convenient to them. Computer assisted programming for individualized study will make this much easier to accomplish.

CHAPTER14 FACULTY OF HEALTH SCIENCES During the last half of the nineteenth centmy, many hospitals began training programs patterned after the nursing school Florence Nightingale started at St. Thomas Hospital, London, England. "In the very early days nursing practice appertained chiefly to the care of medical and maternity cases, accident cases affording the chief surgical experience. With the development of medical science, aseptic surgery was gradually perfected and another epoch was born. The success of surgery was and still is, dependent largely upon the efficiency of the nursing service." A Brantford school of nursing, (founded in 1885) was called the John H. Stratford Training School. The standard of training made possible a nursing service of high calibre. In 1912 it was renamed the Brantford General Hospital School for Nurses. Dr. Ingersoll Olmstead, the resident physician at Hamilton City Hospital, started the City Hospital Training School for Nurses in 1890. The School was later known as the City Hospital School of Nursing and eventually the Hamilton General Hospital School of Nursing. From the founding of the St. Joseph's Hospital in 1890, nursing care had been given by the Sisters of St. Joseph. By 1911 the hospital had expanded so much that the Sisters decided to open the St. Joseph's Hospital School for Nurses. In 1906 the Mountain Sanatorium for the treatment of tuberculosis was opened by the Hamilton Health Association. In 1920 the Provincial Government enacted a Registration Law requiring all nursing students to write departmental examinations. Extensive improvement to the curricula of all schools was undertaken and the graduating requirements of nurses became standardized, although each hospital trained its students in its own particular manner. In 1946 a School of Nursing was begun at McMaster University. The Hamilton Health Association Prior to 1957, the Hamilton Health Association (HHA) operated the largest tubercular sanitarium in the British Empire. Revolutionary advances in the treatment of tuberculosis reduced the number of patients from 750 to 20 almost overnight. This hospital was not just a sanitarium. It was a 350 acre, self-contained community which had its own farm, its own legally- authorized separate school board, accommodation for staff and a number of substantial but now empty buildings. Dr. Hugo Ewart, Medical Superintendent of the HHA, recognized the imminent demise of the

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sanitarium and scrambled to find legitimate reasons for retaining staff and justifying the physical plant. Dr. Ewart organized planning so that the use of the facilities could be expanded as far as possible. With the degree of public and financial support the hospital enjoyed because of its effective Public Relations organization, he had both contacts and money to assist in the tranformation of the facility. Some buildings were converted to house a Chronic and Convalescent Hospital, the Chedoke General and Children's Hospital and The Hamilton and District Rehabilitation Hospital. It was hoped that the medical school destined for Hamilton could be built on the site. When McMaster received notice that the school would be built on their property, the HHA sold off about half their land on the mountain. A New School of Nursing Through his contacts with the Ministry of Health and its Minister, Dr. Ewart suggested that a School of Nursing be established in HHA facilities. He felt that there was a trend away from the established three year nursing programs to two-year programs at the diploma level. A school with this schedule had already been started in Toronto. Agreement from the Ministry resulted in the establishment of the Hamilton and District School of Nursing in 1962. The program was funded through HHA but the nurses were trained in a variety of co-operating hospitals. Grade 13 was a requirement for enrollment; it was believed that a Grade 13 student would have the maturity to handle the job. Despite their lessened practical experience, graduates of the two year program seemed to be just as good as the three year graduates within weeks of starting work in a hospital. The Hamilton and District School of Nursing operated in sharp contrast to the other established schools. It was based on a different educational concept and was not officially attached to a single hospitaL Dr. Ewart believed that all graduates in all health sciences (other than doctors) should have a certificate from the Ontario Department of Education. Training in small hospitals might be excellent but acceptance of the certificate would be greater if there were a more general and powerful education institution behind it: the Ontario Department of Education. Dr. Ewart's groundwork paved the way for certification in 1973, when all nursing and technology schools came under the Ministry of Education. Medical Laboratory Technology The Hamilton and District School of Medical Laboratory Technology

was also begun in 1962. Patterns of Medical Technology training had been haphazard; a prospective candidate for Medical Laboratory training became, in effect, the apprentice of a specific hospital. While the training might have been excellent each candidate was trained differently from those at other hospitals. The proposals for a Medical Laboratory School were accepted by the Department of Health and the school started in the old Southam building. When it outgrew these first accommodations, a new building was proposed. Dr.C.R. Armstrong, Chief Pathologist at HHA and Mr. Eric Bishop, the Director of the School, worked out the plans with Lester Husband, Architect. The structure was attached directly to the Chedoke Hospital laboratory building. It was said to be the best "lab" for the Âˇ training of Medical Laboratory Technologists in the country. Burlington and Hamilton were the first communities involved in the program but association came rapidly with Brantford, Oakville, Niagara, Kitchener and Galt. The Medical Centre Dr. John Evans came to Hamilton in 1964 to establish the Faculty of Health Sciences at McMaster University. He prepared a brief about "allied health professional education,"ie., health care personnel other than doctors, proposing a community that had all of its health service and health education co-ordinated. The hub was to be the Health Council: a mechanism to facilitate liaison between health service institutions, agencies and educational institutions including Community Colleges. "Dr. Evans was determined that the partnership, that binding together, that sharing of resources human and otherwise, would be seen to function at least in Hamilton if it didn't anywhere else." The work that Dr. Evans accomplished resulted in the building of the McMaster Medical Centre with which the Faculty of Health Sciences is associated. The School of Nursing at McMaster University is now amalgamated with the Faculty of Health Sciences. Radiography Begun in 1968, the Radiography program has a slightly shorter history than the Medical Laboratory School. Years before, the chief technician at the McGregor Clinic had been agitating for a central school for Radiographers. She recognized that existing technical training in Radiography was inadequate. It was proposed that the School be operated by the HHA and managed by a committee of Radiographers from various hospitals. The HHA set it up in the same manner as the Medical Technologist School, the Radiographers provided a good technologist to take charge and the school

was begun. It was given two buildings near the Brow Infirmary on HHA property. School of Physiotherapy Dr. Ewart was a proponent of a Hamilton School of Physiotherapy. All the other physiotherapy schools had been connected with the universities; he saw no reason why this should be so. Planning was delayed until Dr. John Frid took it over before 1970. When the School of Medicine was established at McMaster facilities were improvised at the Chedoke hospital until the new quarters at the Medical Centre were available. When the Medical School moved out the facilities were used for Physiotherapy. School of Occupational Therapy Mohawk College authorized a three year diploma program in Occupational Therapy to commence September 1977. The program was approved by the Canadian and Ontario Associations of Occupational Therapists and was to be reviewed after a period of five years. Although Mohawk College graduates in Occupational Therapy and Physiotherapy are recognized in their fields, there has been an opportunity since 1981 to obtain a degree from McMaster University after only eighteen additional units of study. Diploma students are able to enter directly into the Master of Health Sciences program providing they have outstanding clinical skills and meet the academic standards. One of the most important aspects of this program is the interdisciplinary format where Occupational Therapy and Physiotherapy students are taught together.

RELATIONSHIP WITH McMASTER UNIVERSITY Mohawk College now has a formalized relationship with the Faculty of Health Sciences at McMaster University. A committee made up of the Presidents of McMaster and Mohawk, the Vice- President of Health Sciences at McMaster and a member of the Board of each of the two institutions is responsible for overseeing the relationship. A number of the Mohawk Faculty have appointments at McMaster. Mohawk College School of Nursing For many years the organized nursing profession had lobbied for a move from a hospital base to an educational one. It was no great surprise when the Ministry, in 1973, ordered that the Diploma Level of Nursing be moved from schools attached to hospitals to each of the twenty-two Colleges. The Minister at the time was Hamiltonian Jack McNie. Mohawk College was required to assimilate staff from the different Schools of Nursing and also staff of the other established medical

technology schools. Not surprisingly, this assimilation became quite an emotional issue for nursing schools with histories as long as those of Brantford, St. Joseph's and Hamilton. The educational methods had to be made compatible. A moment must be taken to acknowledge the tremendous effort made by Robert Jamieson, then dean of Applied Arts and Business who assumed the liaison function when the discussions to incorporate the Health Sciences faculty began, before its Dean was appointed. His was the nearly impossible task of assessing and assimilating all the threads which came together to form the mantle of the complex and challenging faculty which evolved. In the fall of 1982, the Ministry revised the length of the Nursing Program to add another semester of practical experience. Now, college programs could be more flexible in length and method than they had been previously. Today, there is diversity rather than uniformity in scheduling. Program Nursing The programs of the twenty-two colleges range in length from two to three years. At Mohawk College there are three registrations a year, with a corresponding number of graduations. This variation prevents a flood of graduates going into the market at any one time. Students can take the summer off or continue studying. They can also take the major middle section of the Nursing program in whatever sequence they choose. Detailed educational objectives for each of the module sub-units make up the Nursing program. A module is seven weeks in length. Students learn through a series of packages contained in slide/tape kits, videotapes and other resources. This flexibility allows students to repeat courses they have failed or proceed at their own pace. Some absorb material so readily that they want enrichment and supplementary activities. Students attend tutorial groups and seminars. A faculty member is assigned to meet with students a minimum of once a week frequently more often - to discuss problems. An increasing number of 40-year-old single parents take Nursing. The College tries to design educational activities that allow for some flexibility in the lifestyle of these individuals. Previously, it would have been impossible for such persons to take this course. Nursing Professionals The staffing in hospitals, highly restricted, provides little time towelcome new-comers or money to orient them. None of the Hamilton hospitals can be described as "general" because there are very few general beds. They have burn units, open

heart surgical units and other highly specialized, demanding services. Dr. John Frid, Dean of Health Sciences, comments that "there has been a bigger change than most people realize and certainly most doctors realizE:, in the way the Nursing profession looks on its job. Setting aside for the moment the political thrust they are involved in, I have reason to believe that most doctors don't realize what's happened to Nursing. Many still think about nurses the way they were fifteen years ago: they took orders and did the very important but relatively mundane tasks. The contemporary nurse makes an assessment of the component parts of the illness, takes a history of the patient and has a treatment plan that takes into account the totality of the patient and his family . A Nurse is a person who feels much more obviously a professional with all the implications of that word. So it's not surprising to me that there is a rather large gulf of ignorance between many physicians and many of these contemporary nurses. There are frustrations, magnified by the fact that the staff is never adequate anyhow." Health Care Personnel Nurses' Aides are now assuming many of the nurses' former functions . Registered Nursing Assistants (RNAs) are trained in schools approved by the Ministry. Some are in Secondary Schools, some in Community Colleges and others are still operated by the Ministry of Colleges and Universities. In Hamilton there is a regional RNA school run by the Ministry with whom the College has a good relationship but no official connection. About 5,000 registrations a year are accepted for part-time study in Health Sciences. These are health professionals who wish to take a 10-week, part-time course in critical care nursing, psychiatric nursing, perinatal nursing or some other specialty. There is also emphasis on upgrading skills often financed by employers. Because the hospitals are pressed for space and financing, they cannot do this type of training economically. The Hamilton General Hospital will request, for example, more specific training for Emergency Room nurses. The course is "tailor made" and programs are often designed and co-ordinated by one of the hospital's own staff in conjunction with Mohawk College. The selected nurses are released from their jobs to participate in the specialized course. While part-time activities are generally associated with evenings, an increasing number of part-time activities are held during the day. This large part of the operation is becoming larger. Dr. Frid predicts that "over the next five to ten years an increasing number of part-time students will be demanding a vast array of educational activities in the times that are convenient to them. Many people are involved in a third or fourth career. An increasing percentage are women in vocations that women haven't been in before. 61

Many will expect us to give recognition to the fact that they are already quite experienced students. More of the educational methods will be computer-managed and will become the dominant characteristic of the institution." Dr. Frid concludes: "The historical roots of education are full time programs and the leaders are all people who have that kind of historical perspective. These are no longer the dominant elements of the College. The dominant elements are the part-time people. One does not have to speculate as to whether that is the movement of major studies in the American setting, in Britain and parts of Europe, for their histories are longer than ours. The economic trends and the economic forces are all clearly in that direction. An increasing number of institutions have a history not unlike ours, with all kinds of students, many of whom never go to the institution. Mohawk College is trying to be in the forefront of this type of change."

CHAPTER15 REMARKS BY PRESIDENT KEITH MciNTYRE - THE FUTURE OF MOHAWK COLLEGE AND THE ONT ARlO COMMUNITY COLLEGE SYSTEM Reflecting on the relatively young community college system and Mohawk College in particular reminds me of the remark of the Chinese leader Chou N. Lai when General Charles DeGaulle asked him what he thought of the French Revolution. "I don't know", replied Chou, "It's a bit early to say!" Prior to forecasting the future of the college system and Mohawk College, a summary of the recent past will enable us to view the present with some perspective, then look ahead fifteen years to the start of the twenty-first century. The founding documents which established the community colleges in 1966 provided the guiding spirit of the colleges "to provide through education and training, not only an equality of opportunity to all sectors of our population, but the fullest possible development of each individual to the limit of his ability." In the early years it was fashionable to state that the college programs devoted approximately seventy percent of their educational content to job related technical training and thirty percent to liberal studies, while the universities tended to place their emphasis the other way around. Relevancy became the College "buzz word"; our primary mission was to train people for first level job entry. During the 1970's, the number of continuing education courses grew dramatically in response to demand by part-time learners for skill courses, vocationally related courses and general interest (avocationa!) courses. This was a heady time of rapid expansion in enrollments, physical facilities and staff. During this period the colleges were often accused of trying to be "all things to all people". By this, the accusers meant that the colleges were attempting to meet a broad range of community social needs, i.e.. building theatres and arenas, providing general interest courses, seminars, workshops, etc. rather than focusing solely on vocationally-related training needs. Concurrently, Canadians had been experiencing the effects of what has been called the largest social and technological upheaval in our history. By the 1980's Mohawk College had achieved special prominence in the number and quality of its technology and health science programs reflecting the industrial base and the health care system in this Region. Pioneering co-operative education in the college system in 1969, Mohawk is now the leading co-operative education college in Canada. The popularity of the colleges has confounded both government and college planners alike. Enrollments have grown in spite of a rna-

jor economic recession and a declining pool of secondary school graduates. Increasing numbers of Grade XIII graduates, university drop-outs, university graduates and unemployed persons are seeking admission to college programs. The question of accessibility-who should attend the CAATs when the number of applications exceeds the number of spaces-has become a raging debate. The CAATs seem to be in a tug-of-war with the universities and the degree granting polytechnical institute (Ryerson) for government funding. Skill training programs have now achieved certificate and diploma status but just as " blue collar" occupations have become academically respectable, the manufacturing sector is being eroded by computers and automation as a major source of employment for college graduates. The basic questions remain: should the CAATs move more in the direction of U.S. and British Colleges with increased liberal studies and general education and become degree granting institutes? Or should the colleges re-focus as institutions directed solely to technical, applied skills training with programs and student intakes geared exclusively to the demands and needs of the workplace? I believe that we will probably have little or no control over the answers to these questions. Government policy will dictate the answers based on the state of the economy, the relative power of lobby groups and an assessment of public attitudes and preferences. However, the Colleges' proven track record-their dramatic growth, their job placements of graduates over the years and their general communtiy acceptance-gives the College system an ace in the hole. It would be politically difficult to diminish a college such as Mohawk which serves over 45,000 continuing education registrations each year and where applicants are still clamouring for entry to many full-time programs. By the year 2000, more technological breakthroughs such as the application of intelligent robots, satellites broadcasting power to Earth and the mass production of pharmaceuticals by genetic engineering processes will likely transform a number of industries. Our population will continue to age, as will the workforce. This phenomenon will be more pronounced in Canada than in most other western nations. There is a growing recognition by both Federal and provincial governments that small new businesses have the greatest protential to create new jobs as well as being a significant source of innovation and creativity. A renewed emphasis on the teaching of small business and entrepreneurial skills will likely occur in many college programs. By the beginning of the 21st century, CAAT graduates will need to be more sensitive to global issues in order to do business and contribute to the world order. If the industrial profile of Hamilton-Wentworth and Brantford continues to change in favour of increased 64

growth in the service industries, then Mohawk's applied arts, health care and business programs should grow in scope and enrollment. The continuing decline in secondary school graduates will mean a reduction in the number of qualified applicants for engineering technology and technican programs. At the same time there is likely to be a further reduction in the number of full- time new jobs in the manufacturing and production sectors of industry in the college region. The Mohawk door is only beginning to be opened to adult students in the daytime. This category of applicants is growing-due to the lack of employment opportunities for both high school dropouts or graduates and the increasing numbers of laid-off or terminated workers caused by the continuing impact of technological change. Consequently, curriculum will need to be more accessible to individual adult learners on their terms and at preferred times. A major change in the thinking and attitudes of all of our college constituencies (administration, faculty members and union leaders) will be required to make this change happen. These adjustments in programing will not be easy to achieve but they will have to be made to keep the College viable in the community. Further advances in information technology and increased competition from private sector trainers will propel these adjustments. But then response to change has been the hallmark of college success to date. I see nothing on the horizon that should lessen the College's ability to re-shape its profile, continuing its responsiveness to community and industry needs but I do see some dark clouds on the horizon regarding the College's ability to respond quickly to changing learners. Our administrative structures and our collective agreement will be major barriers to changing our ways of teaching. This is probably the greatest challenge to be faced by the college. Former U.S. President John Kennedy told us, "Civilization is a race between education and catastrophe". To paraphrase Kennedy, the future of the Colleges is a race between adopting the new information technology in teaching and catastrophe. But I predict that we will win the race to the year 2000 and that Mohawk College will continue to play a vital role in the progress of our loccil civilization.

References for Chapter 1

1 2 3

4 5 6 7 8 10

11 12 13

Campbell, Marjorie Freeman. A Mountain and a City - The Story of Hamilton. Toronto. McLelland and Stewart 1966. Evans, Lois. Hamilton The Story of a City. The Board of Education for the City of Hamilton. Ryerson Press. Toronto 1970. p 98. Dictionary of Hamilton Biography 1981 Volume 1. W.L. Griffin. Editor, T.M. Bailey, S.P. Filer, R. Fraser, J. Weaver. p . 91 George Hamilton D.H.B. P. 60 Desjardins, Peter. Johnston C.M. The Head of the Lake - A History of Wentworth County. Wentworth County Council1958 p . 214 Weaver, John C. Hamilton -An Illustrated History. Toronto. James Lorimer & Co. and National Museum Of Man, 1982. p . 45 Johnston. C.M.- The Head of the Lake p. 230 Ibid p. 230 Spalding, L.T. The History and Romance of Education (Hamilton 1816-1950. Hamilton Design Lithographers Ltd . 1972 ed. p . 35 Ibid p. 87 Ibid p. 42 Campbell. M.F. A Mountain p . 245

References for Chapter 2 1 Johnston, C.M. The Head of the Lake- A History of Wentworth County. Wentworth County Council, 1958. p. 281 2 Campbell, Marjorie Freeman. A Mountain and a City - The Story of Hamilton. Toronto. McLelland and Stewart 1966. p . 252

3 4 5 6

Ibid p. 251 Ibid p. 267 Ibid p . 267 Mohawk College Multi Year Plan 1984 p . 18

References for Chapter 3 1 Weaver, John C. Hamilton- An Illustrated History. Toronto: James Lorimer & Co. and National Museum of Man 1982. p. 45 2 Campbell, Marjorie Freeman. A Mountain and a City - The Story of Hamilton. Toronto. McLelland and Stewart. 1966. p. 251

3 4

Weaver J.C. Hamilton p. 169 Leishman, David. Mathematics Department, Mohawk College of Applied Arts and Technology. Interview with S.P. Filer July 1983 Craighead, D.H. Principal Provincial Institute of Textiles Mitminger S. The Provincial Institute of Textiles - An Outline of Its Brief History. An Essay for Professor G.E. Tait, Ontario College of Education, University-of Toronto. November 1959

References for Chapter 4

Mitminger, S. The Provincial Institute of Textiles 1959 An Essay.

p. 8. 2

4 5 6 7

8 9 10 11 12 13 14

Ibid p. 11. The Advisory Committee appointees were D.A. Page, Chairman Mercury Mills Ltd. H. B. Bonner - Toronto Dominion Woolens & Worsted Ltd. E.P. Carney - Hamilton Textile Federation, Hamilton A.L. Code - Perth Code Felt and Knitting Co. Ltd. Eaton Knitting Co. Ltd. W.B. Eaton-Hamilton F.W. MacBeth-Hamilton Textile Federation Trades and Labour Congress F. Molineux - Hamilton Canada Textile Federation J.P. Reaston - Kingston Textile Workers Union of J. Robinson - Hamilton America. L.S. Beattie (Chairman). A.M. Moon. Mitminger, S. PIT p . 7. C. Ashcroft; E. Greenhalgh, J. Rowatt, R. Schofield and J. Shipperbottom. and J. Blore, W. Hodgson, J.R. Stewart and V. Dux- bury. Miss H.M. Langford. Mitminger, S. P.I.T. 1959 p. 3. Leishman, David. Mohawk College. Interview Leishman,D. Interview Mitminger, S. PIT p. 2 Ashcroft, C.C. Principal, Provincial Institute of Textiles 19471956 Notes 1979 Mitminger, S. PIT 1959. p . 13.

15 16 17 18

19 20 21

Mitminger, S. PIT 1959. p. 1. Mitminger, S. PIT p . 14 Weaver J.C. Hamilton p. 169 Campbell, Marjorie Freeman. A Mountain and a City - The Story of Hamilton. Toronto. McLelland and Stewart 1966 p . 255, 256,257. Leishman, D. Interview Mitminger S. Interview Craighead, D.H . Principal H .I.T. Interview for David Leishman 1979. Mitminger, S. PIT p. 15. Mitminger, S. Interview 1983 Craighead, D. Interview 1979 p . 4. 0

22 23 24

References for Chapter 5 1 Craighead, D.H. Principal, Hamilton Institute of Technology 1957-63. Interview 1979. p . 3 2 David Leishman -Knitting, Physics; Sam S. Mitminger- Weaving, Mathematics; Wilf Hodgson- Textile Technology, Statistics; Doug Cooper- Chemistry, Dying; Charlie Jackson- Electrical, Electronics; Vic Whatton - English, Librarian; John Spencer- Physics, Electronics Technology; Alan Gregson Mechanical Technology; N .H . Pomfret- Cotton Manufacturing. Craighead, D.H . Interview with S.P. Filer, October 13, 1983 3 Ibid p . 3 4 Craighead, D. p. 10 Ontario Department of Education. The Hamilton Institute of 5 Technology - Engineering Technology, Textile Technology General Information 1960-1961. p. 9. 6 HIT 1960-61 p. 9. 7 Ibid p . 9. H.N. Muller, Vice President and Chief Engineer, Westing8 house. W.J. Cheeseman, Westinghouse Dr. J.W. Hodgins, Dean of Engineering, McMaster University D.H. Johnston, Dominion Electrohome Industries M.H. McCurdy, Cockshutt Farm Equipment D.D. Panabaker, Otis Elevator Ltd. W.J. Riddiford, Steel Company of Canada Dr. R.A. Riddell, Director of Education, Hamilton Board of Education 9 Craighead, Int. 1979 p. 25. 10 HIT 1965-66

11 12 14

Craighead, Interview 1979 p. 28. Hazelton, J. Former Principal HIT and President of Mohawk College. 1966-1971 Interview 1983. Craighead, D.p. 19

References for Chapter 6

1 2 3 4

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Mohawk College- A Brief History. Paper 1973 p. 2 Mohawk College Board of Governors Minutes Jan 16. 1967 Mitminger, S. Interview Board of Governors, 1966: Judge W.K. Warrender, Chairman; J.G. Smith, Vice- Chairman; H .l. Waterous (Brantford); Dr. J.A. Charlton (Paris); G.M. Clemens (Brant); D.O. Davis (Hamilton); W.T. Lisson (Hamilton); Mrs. K.A. McCauley (Dundas); J.E. Milne (Ancaster); Mr. James Stowe (Hamilton) and B.F. Wood (Grimsby). Moore, John. President of Board of Governors 1975-1978 Heath, R. Interview. Hazelton, J. Interview Board Meeting Jan. 16, 1967 Mitminger, S. Faculty, HIT. President, Mohawk College 19711981 Board Minutes, October 31, 1966 Board Minutes, November 1, 1966 Mitminger, S. Interview McNair, C. Interview Board of Governors Meeting May 22, 1968 McNair, C. Interview Heath, R. Interview Gregson, Alan Interview. Board of Governors Meeting May 22, 1968 Butler, Anthony. Architect. Telephone interview McNair, Charles. Director of Public Affairs. Interview Hazelton, John. Principal HIT. President, Mohawk College 1966-1971 Gregson, Alan. Interview

References for Chapter 7

1 2 3 4 5 6 7 8 9 10 11

Mohawk College- A Brief History p. 12 Mohawk College Board of Governors Meeting January 13, 1971 Mohawk College- A Brief History p. 9 Leishman David, Interview Ibid Board Minutes May 22, 1974 Board Minutes February 2, 1974 Board Minutes November 20, 1974. Affirmative Action 1985/86 p. 51. Mitminger, S.Interview Mohawk College, A Brief History p. 13.

References for Chapter 8 1 Gregson, Alan. Dean, Continuing Education, Mohawk College Interview 2 Fountain, Victor, Manager, Braneida Campus of Mohawk College. Brantford. Interview.

3 4 5 6

Profile 1983 Saltfleet- A History 1980 Multi Year Plan 1984/85 Fountain, V. Interview

References for Chapter 9 1 McNair, Charles, Director of Public Affairs, Mohawk College Interview 2 3

Collage, 1980 Academy of Canadian Writers, pamphlet.

References for Chapter 10 1 Mohawk College Board of Governors Minutes September 10, 1980 2 Ibid 3 Collage, May 1981, Report of President's address. 4 Advisory Committee Chairmen's meeting April1982 5 Board Meeting

6 7 8 9 10 11 12 13

Multi Year Plan 1983/84 p . 5. Collage, January 1980 Collage, October 1981 Academic Directors Committee Report 1983 Multi Year Plan 1983/84 p . 9. Collage, June 1981 Collage, September 1981 Multi Year Plan 1983/84 p. 52.

References for Chapter 11 Pal, George L.. Dean of Faculty of Applied Science and Technol1 ogy. Interview 2 Ibid 3 Collage, January 1975 4 Transportation Pamphlet 5 Pal, George L. Interview 6 Ibid 7 Collage, May 1980 8 Pal, G.L. Interview 9 Multi Year Plan 1983/84 p. 17. References for Chapter 12 1 Collage, Sept. 1981 2 Affirmative Action Report 1984/85 3 Collage, June 1981 4 Collage, 1980 5 Calendar, 1983 6 Collage, June 1983 References for Chapter 13 1 Gregson, Alan. Dean Faculty of Continuing Education, Mohawk College. Interview 2 Government of Ontario: Continuing Education in Schools, Colleges and Universities of Ontario. pamphlet. Ministry of Education, Ministry of Colleges and Universities. Ontario 1983 3 Ibid 71

Gregson, A. Interview

References for Chapter 14 1

10 11 12 13 14 15 16 17 18,

The Brantford General Hospital Nursing Service and Nursing School, 1885-1935. W.G. Raymond. A Pamphlet p . 9. St. Joseph's Hospital, Sixty Years 1890-1950, Pamphlet Campbell, Marjorie Freeman. The Hamilton General Hospital School of Nursing, Ryerson Press . Toronto 1956. p. 193. St. Joseph's Hospital, Sixty Years, Undermount: St. Joseph's Hospital School of Nursing p. 4. Campbell,M.F. A Mountain and A City p. 193. Ewart, Dr. Hugo, Chief Superintendent Hamilton Health Association. 1947-1970 Interview Ibid. Frid, Dr. John, Dean of Health Sciences, Mohawk College. Interview Ewart, Dr. H. Interview Frid, Dr. J. Interview Ewart, Dr.H. Interview Frid,Dr. J. Interview Ewart, Dr. H. Interview Ibid Frid, Dr. J. Interview Ibid Ibid Ibid

ew 12 13 14 15 16 17 18

Frid,Dr. J. Interview Ewart, Dr. H . Interview Ibid Frid, Dr. J. Interview Ibid I I

3 4

5 6 7 8 9

BIBLIOGRAPHY Academy of Canadian Writers- Your Introduction. Pamphlet. Academy of Canadian Writers- Summer Workshop 1981. Ashcroft, C., Principal, Provincial Institute of Textiles, 1951- 1956. Notes on the Provincial Institute of Textiles. Bailey, T. Melville, Hamilton. Chronicle of a City. Windsor Publications. 1983. Beer, Donald R. Sir Allan Napier MacNab (Hamilton) Dictionary of Hamilton Biography Inc. 1984. Brantford General Hospital. Reference material regarding Nursing 1885-1935. CAD/CAM Laboratory. Description. Campbell, Marjorie Freeman, A Mountain and a City -The Story of Hamilton. Toronto. McClelland and Stewart Limited 1966. Campbell, Marjorie Freem~n, The Hamilton General Hospital School of Nursing. Ryerson Press. Toronto 1965. Canada's Peoples - Cultural Contributions. York College, York, Pennsylvania 1983 Pamphlet. Chaplaincy at Mohawk College- A Report to the Board Meeting. June 15, 1972. Citizens of Hamilton - Petition re Establishment of a Technical School1906. Collective Agreement. 1982-1984. Craighead, D.H., Principal, Hamilton Institute of Technology, 19571963. Interview with S.P. Filer, October 13, 1983. Dictionary of Hamilton Biography 1981 Volume I. W.L. Griffin Ltd. Editors, T.M. Bailey, S.P. Filer, R. Fraser, J. Weaver. Directory The Association of Professional Engineers of Ontario 1980. Evans, Lois C. and The Board of Education for the City of Hamilton. Hamilton. The Story of a City. Toronto. The Ryerson Press. 1970. Ewart, Dr. Hugo, Hamilton Health Association, Medical Superintendent 1947-1970. Interview with S.P. Filer, Hamilton, July 18, 1983. Examiner, Volume 83, No. 4. Exploration 1980. Exploration 1981. Exploration 1982. Fletcher, Stephen. Chairman, Board of Governors, Mohawk College of Applied Arts and Technology, 1979-1981. Interview with S.P. Filer, Hamilton, July 13, 1983. Fountain, Victor. Manager, Braneida Campus of Mohawk College, Brantford. Interview with S.P. Filer, October 3, 1983. Frid, Dr. John. Dean of Health Sciences, Mohawk College of Applied Arts and Technology. Interview with S.P. Filer, Hamilton, July 5, 1983.

Gregson, Alan. Dean, Continuing Education, Mohawk College of Applied Arts and Technology. Interview with S.P. Filer, Hamilton, November, 1983. Hazelton, J. President, Mohawk College of Applied Arts & Technology, 1967-1970; Principal, Hamilton Institute of Technology, 1963-1967. Heath, R.W. Director of Administrative Services, Mohawk College of Applied Arts and Technology. Interview with S.P. Filer, Hamilton, November 2, 1983. Jamieson, C.R. Dean of Business,1967-1970. Mohawk College of Applied Arts and Technology. Interview with S.P. Filer, Hamilton, September 28, 1983. Johnston, C.M., The Head of the Lake - A History of Wentworth County. Wentworth County Council, Hamilton. 1958. Leishman, David. Mathematics Department, Mohawk College of Applied Arts and Technology. Interview with S.P. Filer, Hamilton, July 6, 1983. McCann, Jonathan. President, Ontario Public Services Employees Union, Mohawk College Local 240. Interview with S.P. Filer, Hamilton, December 1, 1983. Mcintyre, Keith. President, Mohawk College of Applied Arts and Technology. Interview with S.P. Filer, Hamilton, December 20, 1983. Mcintyre, Keith. Address on Productivity. November, 1982. McNair, Charles T. Director of Information Services, Mohawk College of Applied Arts and Technology. Interview with S.P. Filer, Hamilton, November 3, 1983. Mitminger, Samuel, President, Mohawk College of Applied Arts and Technology, 1971-1980. Interviews with S.P. Filer, Hamilton, September, 1983. Mitminger, S. The Provincial Institute of Textiles- An Outline of Its Brief History. An essay for Professor G.E. Tait, Ontario College of Education, University of Toronto. November, 1959. Mohawk College- A Brief History. Paper, 1973. Mohawk College Affirmative Action Plan 1983/84, 1984/85. Mohawk College of Applied Arts and Technology. Advisory Committee Members Roster 1983-1984. Mohawk College of Applied Arts and Technology. Annual Report 1976. Hamilton, 1976. Mohawk College Board of Governor's Minutes 1966-1983. Mohawk College 1984/85 Calendar. Mohawk College 1985/86 Calendar. Mohawk College Children's Centre Pamphlet. Mohawk College Continuing Education Pamphlets, 1982/83/84/85. Mohawk College, Director of Information Services. Collage. Vol. 1, No. 1, April1972 through Vol. 11, No. 4, January, 1982. Mohawk College of Applied Arts and Technology. Development Through the Years. Faculty of Applied Science and Technology. 74

Mohawk College of Applied Arts and Technology. Guidelines for Advisory Committee Members. Mohawk College of Applied Arts and Technology, Liaison Department. Tour Guide Handbook 1982, 1983. Mohawk College of Applied Arts and Technology. President's Report 1966-70, Hamilton, 1970. Mohawk College of Applied Arts and Technology. Profile 1980. Hamilton, 1980. Mohawk College of Applied Arts and Technology. Profile 1983. Mohawk College of Applied Arts and 'Technology. Mohawk College -Progress Report 1966-74. Hamilton, 1974. Mohawk College Multi Year Plan 1983/84, 1984/85. Mohawk College of Applied Arts and Technology. Transportation Planning Pamphlet. Moore, John W. Chairman, Board of Governors, Mohawk College, 1975-1978. Interview with S.P. Filer, August 11, 1983. Ontario Department of Education, Information Branch. College of Applied Arts and Technology - Basic Documents. Toronto, 1966. Ontario Department of Education. Hamilton Institute of Technology 1959-1960. Ontario Department of Education. The Hamilton Institute of Technology- Technology and Business Courses, 1964-1967. Ontario Ministry of Colleges and Universities, Skills Development Division. Statistical Memo, October, 1983. Ontario Ministry of Education. Continuing Education in the Schools, Colleges and Universities of Ontario. 1982. Pal, George L. Dean of the Faculty of Applied Science and Technology, Mohawk College. Interview with S.P. Filer. Hamilton Sep;tember 27, 1983 and December 1, 1983. Proposal for a Diploma Course in Medical Laboratory Technology. Proposal for an Educational Programme in Radiography. March, 1971. St. Joseph's Hospital Sixty Years 1890-1950. History of St. Joseph's Hospital and School of Nursing. Sisters of St. Joseph. Saltfleet Campus. Official Opening Program. March 16,1971. Saltfleet Campus. Open House Brochure. Saltfleet Campus- A History. (1970-1980). Saltfleet Campus- Skills for the 80's. Saltfleet- First Ten Years (1980). Sloat, Ann. Mayor of Ancaster, Ontario. Interview with S.P. Filer. Ancaster, October 7, 1983. Spalding, L.T. The History and Romance of Education (Hamilton) 1816-1950. Hamilton Design Lithographers Ltd. 1972 ed. Spectator, The Hamilton. October 5, 1981. Article- Academy of Canadian Writers.

Student's Association of H.I.T. Hamilton Institute of Technology 1961 Yearbook. Ridgetown Canadian Student Yearbook Ltd. 1961. Student's Association of H .I. T. Hamilton Institute of Technology 1963 Yearbook. Winnipeg: Intercollegiate Press Ltd. 1963. Student's Association of H.I.T. Mohawk College of Applied Arts and Technology Yearbook 1964. Winnipeg: Intercollegiate Press Ltd. 1964. Student's Association of H.I.T. Mohawk College of Applied Arts and Technology Yearbook 1967. Winnipeg: Intercollegiate Press Ltd. 1967. Swanborough, Eunice H. Director of Community Services, Mohawk College. Interview with S.P. Filer. Hamilton, October 12, 1983. Weaver, John C. Hamilton- An Illustrated History. Toronto: James Lorimer & Co. and National Museum of Man 1982.

INDEX Please note that name changes have occurred over the years. Where possible these changes have been mentioned in the text referring to the particular time frame. Both names may be found in the index. Academic Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Academic Directions Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Academic Vice-President .. .......... ... ..... ... .. . ..... .. . 40 Academy of Canadian Writers ......... . .. ..... .......... . .. 36 Administrative Committee .............. . ................. 22 Adult Retraining Centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Advisory Committee .... ... .......... .. .... 9,15,19,22,43,45,46 Advanced Technical Evening Class ........... .... ... .. .. . . .. 43 Affirmative Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Algonquin College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Alumni Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16,35,42 Ancaster ....... ... ..... .... ........ .. ........... . .. . .... 1,7 Anderson, Agnes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Anderson, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Andy Awards ...... .' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Apprentice programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Architectural Department ........ . .. .... ... ... .... . ....... 23 Area 9 . .............................. . .......... . ....... 19 Armstrong Dr. C.R. ...... ... ......... . ............ . ...... 58 Arnold Centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Arnold, Albert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Art Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Art Gallery ... . .... . ............... .. .... ... ........... 30,36 Artisan Guild ....................... . .. . . ... ............. 54 Ashcroft, C.C. ........... .. ... ....................... 9,12,13 Assoc. of CAAT ....................................... 30,40 A.P.E.O .. ....................... .. . . ................. 15,43 Asylum for Inebriates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Athletic Association .............................. .... .... 16 Athletic Directorate . . ........ ... ... ... ... . . ..... .. .... . ... 16 Ball Brothers . ... . ................................ Âˇ... . . 32,33 Bishop, Eric ............................................. 58 Board of Governors . . ...... . ... 9,19,20,22,24,26,27,34,36,38,41,54 Braneida Campus .............................. .. . 33,34,47,51 Brant Colborne Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 . Brant County . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19,21,33 Brantdale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Brant Elgin Street Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33,48,51 Brant, Joseph ............................................ 21 Brantford .. ..... ..... .. .......... . . ... .... 7,20,26,29,32,58,60 Brantford General Hospital School for Nurses .... . ... . ........ 56 77

CAAT . ................. . ......................... . 19,53,64 CAD/CAM ............. .... ............... .. .......... 46,47 Canada Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Canada Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Canada Manpower . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Canadian Aeronautical Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Canadian Industrial Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Canadian Institute of Management . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Canadian Institute of Metalworking . . . . . . . . . . . . . . . . . . . . . . . . . 47 Canadian Literature Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Canadian Studies Project ........... . .. . ... . ... .... ...... 40,55 Central School . . ........... . . . ..... ................ . . 3,17,33 Certified General Accountants .... ... . ......... . . .... .. .. . . 54 Chedoke Hospital Campus ..... ..... .. .... .... .... .... . . 51,58 Close, F.R. Technical School . .. . ...... .. . . . .............. 3,8,9 Coat of Arms, Colours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Collage . . .. ..... .... . . . ......... . .. . . . . . ..... . . . ........ 28 College of Heraldry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Colombo, John Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Communications Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7,28,48 Continuing Education .. ... .......................... 52,53,54 Co-operative Programmes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Copps, Victor K...... . ~ ........... . ........ .. ... .... .... 6,17 Council of Regents ...... . . ....... . . ................. 19,20,52 Craighead, Don .. ... . .............. .... . . . ........ 13,16,17,23 Davis, William .... ......... ........... ... . ... .... .. ...... 19 Debating Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, Department of Education .... . . ... ... ...... .. ... .. 9,10,11,12,57 Dept. of Education Amendment Act .............. . ...... .. .. 19 Dept. of Literature & Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Department of Labour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Dept. of Public Works ....... . ...... .... . ... .. ..... .. ... 18,25 Dept. of Manpower & Immigration . . . . . . . . . . . . . . . . . . . . . . . . . 34 Desjardins, R..... ....... . . . ....... . ..... .. ........... ... 45 Director of College Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Downing, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Dundas, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,2,7 Dundas Valley School of Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Dundurn Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Eastern Ont. Institute of Tech. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Edinborough, Arnold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Education Information Centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Educational Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Energy Bus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Engineering Institute of Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Evans, Dr. John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Ewart, Dr. Hugo . .. ... . ......... .. ........... . .... . . 56,57,59 Executive Council Of Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 78

Faculty ..... ..... . .. . .. .. . ....... . .. .. ..... .. ........ . 16,23 Faculties of: Applied Science & Technology . . . . 22,24,34,42,43-47,53 Applied Arts & Business . ..... .. .. . . 22,24,42,48-51,65 Continuing Education . . . . . . . . . . . . . . . . . . . . . 42,43,52 Health Sciences ......... . .............. 42,53,56-62 Fairclough, Ellen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Fanshawe College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Fennell Campus .... . ....... . ..... . ....... . ....... 30,36,41,46 Fennell Day Care Centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Fletcher, Stephen ...... ...... ... ... .. . . .... ... .. .... .. . 27,38 Foley, James ... . .... .. ...... . ..... ........ ............ . . 36 Frid, Dr. John .......... . ..... . ... .... .. .... . .. . .. .. 59,61,62 Galloway, Dr. J.D. . ........ . . . ....... . ............ . . . . ... 27 Garwood-Jones,T. . . . .. .. ....... . ... .. ........ . ...... .. .. 30 Gerrie & Butler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18,24,35 Government of Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Gregson, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22,43 Haldimand Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Haldimand-Norfolk County ........................ 19,21,33,54 Hall of Fame for Writers ............. . .. .. . . ........ . ... .. . 36 Hamilton, City of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,2,7 Hamilton Art School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Hamilton Board of Education ...... .. .. . ..... ... . 3,8,10,11,12,15 Hamilton Chamber of Commerce . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Hamilton Civic Hospitals School of Nursing . . . . . . . . . . . . . . . . . . . 6 Hamilton & District Labour Council . . . . . . . . . . . . . . . . . . . . . . . . . 27 Hamilton & District School of Medical Laboratory Technology . . . 57 Hamilton & District School of Nursing . . . . . . . . . . . . . . . . . . . . . . . 57 Hamilton General Hospital School of Nursing . . . ............ 56,97 Hamilton, George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Hamilton Health Association .. ... .... . . . . ..... ..... . 17,23,56,57 Hamilton Industrial Training Advisory Committee (HITAC) ... 40,44 Hamilton Institute of Technology 12,13-19,20,21,22,23,27,30,35,43,52 HIT Year Book . ....... ... .............. .. . . ...... .. .. . ... 15 Hamilton Spectator ...... .. . .. .... . ........ .... .... .. .. 5,6,46 Hamilton News ...... .. ............ . ...... . ... ... ... . ..... 5 Hamilton Technical School ............. .... ........... . .... 3 Hamilton Technical Institute .. .. .. . . .. . . ..... ..... . .. ... . .. 3,4 Hamilton Textile Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Hamilton-Wentworth Region ... ... ...... . . .. .. . . .. ... . .... 41 Handicapped .. .. .... .. ... .... . . . . ... ........ .... .. ... ... 51 Hazelton, John W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17,21,23,26,27 Heath, Raymond ... .... ... .. .. . .... .. . ....... . .... .. .. 22,24 Health Care Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Henderson, Nora Francis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Hodgins, Dr. J.W ... .. . ..... .. ..... . ..... .. ....... ...... 15,27 Hoffman Building . . . ....... . ...... . .............. ...... 22,25 Hope Commission ............... . ...... . ........ ... . .. . . 7,8 79

Hovercraft .. .. .. . .... . . ... .. ........ .... .. ... . ..... . .. . . 16 Hughson, Nathaniel .............. . . .. :. . . . . . . . . . . . . . . . . . . . 1 Husband, Lester . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Industrial Craftsman Internship (ICI) ....... . ...... . .. ... . ... 44 Industrial Training Advisory Committee (HIT AC) . . . . . . . . . . . . . 44 Industrial Management Technology .. . ......... . . . ........ 28,42 International Program . .... . . .. .. .... . ......... . ... ... .. 35,40 Institute of Mining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Institute of Transportation Engineers (ITE) . . . . . . . . . . . . . . . . . . . 45 Instructional Resource Centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 International Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 International Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 International Year of Disabled . .... ....... . ....... . .... . . . .. 41 In Touch ...... . ............ . ... ....... . .. . .. . ... . . .... .- 42 Ireland, Samuel John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Jackson, Mayor Lloyd D .. . . ... . . . ... . .............. .. ...... 5 Jamieson, Robert . . . .. .. . ..... ........ ... ... ... .. . . . .... 22,60 Johnston, Lorne M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Jones, Mrs. Anne H . .. .. .................................. 27 Kelley, Russell T... .. ... . ....... . .................... .. 22,25 LaForme, Chief Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Âˇ Liason Department .... . ..... . .... . . . .................. . . . 29 Licentiate of Textile Institute of Manchester, England (LTl) . . . . . . 46 Leishman, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Lisson, William F................ . .. ... ... . .... . .......... 27 MacDonald, Hon. W. Ross (Lt. Gov.) .................. ..... . 30 .MacDonald, J.E.H .. ... ........................ ... .. . .. . . . . 3 Management Educational Services . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Manufacturer's Assoc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Master of Health Sciences Program . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Math Learning Centre .. . . . .... .. ................. .. ...... 29 McGregor Clinic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Mcintosh and Moeller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Mcintyre, Keith .............. . ... . .......... . ....... 38,39,63 McMaster Medical Centre .......... .. .. . .... . ...... . . . 6,34,58 McMaster University School of Nursing .............. . . . ........ 4,6,15,19,23,27,28,46,52,56,58 McNair, Charles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 McNie, Jack .. . ... . ..................... . . . .. .. ........ 30,59 Mechanics' Institutes . ...... .. .................. . ... ..... . 2,3 Media Studies Dept. .... .... .. . .. .. ... .. . ... . ... .. .. ... . 41,49 Medical Laboratory Technology . . . . . . . . . . . . . . . . . . . . . . . 47,57,58 Mercantile Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Michener, Rt. Hon. Roland . ... .... .. . .... .. ........ .. ... . . 23 Ministry of Colleges and Universities . . . . . . . . . . . . . . 20,26,43,52,61 Mississauga Band Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Mitchell, Douglas J... . ..... .... ... . .... . .... . .. . .... ... .. 35 Mitminger, Sam .. . . .... .. ...... .. .. . 12,22,23,26,27,28,30,38,46 80

Mobile Support Unit ...................................... 45 Mohawk College of Applied Arts and Technology ............................... 7,17,18-21,36,40,46 Mohawk College School of Nursing ........ ............... 47,59 Mohawk Jazz Band . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Mohawk Road . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Mohawk Trail School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 'Mohawk 25' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Moore, John ............................................ 27 Music ..... ... ... . ........................ ..... .... .. . .. 50 National Training Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Nelles, Patricia J.......................................... 38 New Credit Campus ...... .... .... ...................... 21,34 Niagara College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Non-destructive Test Centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Northern Institute of Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Nuclear Reactor, McMaster Univ . .. ..... ....... ... ... ........ 5 Nurses Aides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Nursing Module .. . ... ....... . . .................. .... .... 60 Nursing Professionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Nursing Program . .. ............ ...... . . ................. 60 OACETT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15,43,45 Occupational Therapy ... ... ......... . ....... ..... .. ... ... 59 Ontario Arts Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Ontario College of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Ontario Department of Education . . . . . . . . . . . . . . . . . . . . . . . 8,56,57 Ontario Training Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Ontario Training College for Technical Teachers ............... 8,9 Ontario Vocational Centre ...... .... .. ..... ................ 17 OPSEO-Mohawk Branch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Pal, Dean George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Pennell, Hon. L. T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Physiotherapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Pigott Construction Ltd. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Primary Textile Education Committee ... . . . ....... ... .. ... .. . 7 Prior Experimental Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Provincial Institute of Textiles ................ 9-12,13,15,43,45,52 Provincial Institutes of Technology . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Public Works, Dept. of ... .. ..... ..... .. ....... .... .. .. .. .. 18 Radiography Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Red Carpet Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Region of Hamilton-Wentworth ............................ 41 Registered Nursing Assistants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Root Cellar ... .. ................ . ...... .... ..... .. ..... 23,35 Royal College of Heraldry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Ruthven Circulating Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Ryerson Institute of Technology .. ... ...... ... ... 7,11,12,13,17,64 St. Joseph's Hospital ...................................... 56 81

St. Joseph's Hospital School of Nursing .................... 56,60 St. Lawrence College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Saltfleet C(!mpus . .......... ........ .... ............. 33,34,51 Saltfleet Township ....................................... 33 Scarrow, Earl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 School Act of 1846 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 School of Occupational Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 School of Physiotherapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Schreyer, Rt. Han. Edward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Seneca College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Sisters of St. Joseph ...................................... 56 Six Nations Indians . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 21,34,54 Smith, J.G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15,26,27 Smith, Milford K. . ...... . .. . ..... . ....... . ..... ..... .... . Âˇ. 6 Society for Non-Destructive Testing . . . . . . . . . . . . . . . . . . . . . . . . . 46 Stoney Creek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33,42,43 Stratford John H . Training School . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Student Activity Fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Students Administrative Council ..... ................ . 15,22,35 Students Association ................................. 9,15,22 Student Representative Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Student Union Corporation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Textile Advisory Committee .......................... : .. 12,15 Textile Industry ....... ........ ..................... . .. .. 7,10 Textile Management Technology .. .......... . .......... .... 46 Textile Worker's Union .................................... 7 Textus . . .............. ............ .... ....... ... ........ 9 Thursday Night Blues Band . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Torsney, Michael .... .... ........... ... . ... .... .. ........ 35 Transportation Planning Program . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Uchida, Bart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Vocational Training Centre . . . .. .... ... .. .. .. .......... .... 20 Wallace, George ......................................... 36 Warrender, Judge W.K. .... ..... . ..... .... ...... . .... ... 20,26 Waterous, H.l. ... ... ...... ..... . ... ....... ... ... ...... .. 27 Wentworth Campus ................................. 17,25,27 Wentworth Foundation .. ..... ... ..... . .. ....... .......... 29 Wentworth Hall .......... .. ............ ........... ...... 41 Wentworth Street North, 196 ......... ... .. ... .. 3,8,9,17,24,25,33 Westdale Secondary School ..... .. ..... ........ . ........ .. .. 4 Western Institute of Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Women's Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Writer in Residence .. .. ... .... . . .. .. ... .. .. ... .... . ... ... 36 York College, Pennsylvania .... . .... ....... ... ....... ...... 55 Young, John ............................................. 2 Young Men's Debating Club ....... . ... . .... . .. ... .. .... .... 2 Young, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 82