Guelph Alumnus Magazine, July 1971 by University of Guelph

UNIVERSITY OF GUELPH September-October 1971, Vol. 4, No. 5

CONTENTS . . . . . . . . . . . . . . .

On the right track.. . . . . . . . . . . . . .

Forests, fields and families

Guest editorial

Coping with College

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Appointments

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Alumni News

. . . . . . . . . . . . . . . .

Campus Highlights

CREDlTS Photography: cover, p. 8, 9, Ted Carter, Audio Visual Services; p. 3, 5, 7, Ken Barton; p. 13, 16, D. Bates.

UNIVERSITY OF GUELPH ALUMNI ASSOCIATION HONORARY PRESIDENT: Dr. W. C. Wlnegard. PRESIDENT: DR. V. C. R. WALKER. OVC '47. SENIOR VICE.PRESIDENT: T. R. Hilliard. OAC '40. VICE-PRESIDENTS: to be nominated. SECRETARY: to be nominated. TREASURER: J. J. Elmslie, Development Officer, Un~versltyof Guelph. DIRECTORS: Mrs. J. D. (Virginia Shortt) Bandeen, Mac '57: MISS Elizabeth Brandon. Well '70: Dr. C. R. Buck, OVC '46: Mrs. R. R. (Patricia Schoenau) Davies, Mac '57: Miss Jean Dewar. Mac '28: Dr. G. R. Doldge. '52: J. R. Flegg. Well '68; Mrs. E. S. (Jane Haley) Gent, Well '70: Mrs. G. M. (Joan Anderson) Jenkinson, Mac '66: D. W. McDonell. OAC '70; A. C. McTaggart. OAC '35; Dr. J. H. Millington, OVC '69; Dr. W. H. Minshall, OAC '33: T. B. Radford. Well '67: C. G. Trivers. OAC '67; and one OVC director to be nominated.

EX-OFFICIO DIRECTORS: R. G. Bennett, OAC '43. President O.A.C. Alumni Association: Miss Rosemary Clark, Mac '59. President Macdonald Institute Alumnae Association: P. D. Ferguson. Well '68, President, Arts and Sciences Alumni Association: Dr. T. L. Jones. OVC '34. President, O.V.C. Alumni Association; and J. K. Babcock, OAC '54, Director, Alumni Affairs and Development. The Guelph Alumnus IS published by the Department of Alumni Affairs and Development. Unlversity of Guelph.

The Edltorlal Committee is comprised of Editor-D. A Bates. OAC '69. Alumni Officer: Art D~rector-Prof. K. E. Chamberlam; J. K. Babcock. OAC '54. Director of Alumnl Affalrs and Development: D. L. Waterston, Director of Information: D. W. Jose, OAC '49. Assstant Director of Information. The Ecl~torlalAdvlsory Board of the Unlversity of Guelph Alumnl Association: Glenn Powell. OAC '62. Chalrman; Mrs. G. M. Jenklnson, Mac '66 and Mrs. J. M. (Kay) Murdoch) Little. Mac '59. vice-chairmen:Dr. A. E. Austln. Dept. of Engl~sh: and Mr. G. B. Love. Well '69. Ex-Officio:J. K. Babcock. OAC '54 and Dr. V. C. R. Walker, OVC '47. Corresponding members: D. R. Baron. OAC '49 and H. G. Dodds. OAC '58.

Undelivered copies should be returned to Alumni House, Universtty of Guelph. Guelph, Ontario, Canada.

Guest editorial

Questions facing a new college By JANET WARDLAW Today, alumnae of the University of Guelph are asking us, as members of the College of Family and Consumer Studies, some of the questions which we, as faculty members of Macdonald Institute. asked ourselves in 1968 when we were given the opportunity t o look a t the potential for development and expansion of the program i n the College. As we developed the program i n Family and Consumer Studies, we asked these questions not only of ourselves but of alumnae, students and employers of our graduates. What needs of society can we meet as a college interested in the application of sciences to the well-being of individuals and families? What kinds of graduates are needed t o meet these needs? Can we provide the education needed for such graduates? What will the graduates be called? Will all the graduates have a specific professional orientation? What in terms of Consumer Studies will the relationship be between the College and the business community? What is our responsibility t o individuals and families as consumers of goods and services? What will happen to home economics a t the University o f Guelph? How many students should we enrol? Where will our faculty come from? What academic background and professional experience will they have? What will our relationships be with other schools and colleges on campus? What will our relationship be t o the School of Hotel and Food Administration? (Ed. Note: See Vol. .3, No. 4) How can the college best be organized? What is the potential i n such a college for graduate work and research? Some of these questions will be answered on the following pages. If some

Dr. Janet M. Wardlaw is dean of the College of Family and Consumer Studies.

of the questions remain unanswered, if the answers here make you want t o learn more, o r if you want to help us with suggestions as t o future plans, we urge you t o come t o the campus and visit the facult y and students i n the College o f Family and Consumer Studies. From the experience which we gained i n attempting at least t o begin t o answer these questions, we became increasingly aware of the continuing need for evaluation and questioning. We came t o understand the meaning of "low order" and "high order" changes. The changes i n the curriculum and organization as a result of the 1968 study involved high order changes. In 1971 we are able t o view these with some perspective and t o see the results i n terms of beginning achievements related to our objectives. As our faculty expands and the diversity of background broadens, we are making low order changes. We are ready, when development of our program warrants it, t o undertake again a major review of the academic objectives of the college and inevitably t o introduce further high order changes.

About this issue Approximately two years ago, we presented a look at the new curriculum in Macdonald Institute, now the College of Family and Consumer Studies (see Vol. 2, No. 2). On the following pages, we update developments at the new College. Those "instant townhouses" we described i n Vol. 4, No. 2 are now inhab~ted, and on pages eight and nine you're invited t o take a peek inside the University's newest student residence. For some students, attending university is not the insouciant three or four years most of us remember. On pages 10 and 11, we describe why, and on page 12, some additional comments from two students who present a first-person account of problems they faced, and conquered, while at university. Our usual features campus highlights, appointments, and alumni news follow.

College of Family and Consumer Studies

"On the right track. ONVOCATION ceremonies next May will be an exciting time for campus personnel at the College of Family and Consumer Studies - formerly Macdonald Institute. By then, the first graduates of the College's new curriculum should know what opportunities await them in their chosen careers, and upon their success rests the success of the new College. At the moment, things augur well for the new curriculum, says Dean Janet Wardlaw. Students are very enthusiastic about the new academic program, even those who were caught unprepared for curriculum changes when the new look was introduced in September, 1969; faculty members are equally enthusiastic, and the merging of the established home economics-trained faculty with new faculty members trained in everything but home economics has gone smoothly; and, of primary importance to the success of the new curriculum, outside interest in the College is growing, she says. "However," Dr. Wardlaw adds, "this early success is not the whole answer because we have t o wait and see what contributions these graduates can make to society and whether the needs we saw in terms of university-educated people are going to be met." She admits rather frankly "that in several areas we had to assume that there was a need and that there would be jobs if we produced graduates with the background we thought was important." On the surface the new curriculum appears quite simple. The three former Departments of Foods and Nutrition, Home Management, and Textile, Clothing, and Design have been replaced by the Departments of Family Studies and Consumer Studies. The new departments administer five major areas of study: family studies. early childhood education, and applied

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human nutrition within the Department of Family Studies; and consumer studies and textiles within Consumer Studies. The other major change is that students now select a major after completing their second semester instead of after their sixth semester. The extra four specialized semesters permit students much more flexibility in timetabling courses they want to take within their major subject area. Whether these changes, along with other administrative alterations, will make the new curriculum a success is a question Dr. Wardlaw pauses for a moment before answering, reflecting on the many difficult decisions that faced the University committee studying the proposed academic changes, and then replies: "We think so." "What we saw was the potential and the need for a college relating to the family, the consumer, and the business community. We felt we couldn't do a professional job if we kept a common program as a major part of the degree program. We decided that we couldn't talk only about jobs that already existed and about the professional opportunities that were already open to graduates of the B.H.Sc. program. "We wanted t o do a better job of preparation; we wanted to optimize the program for the areas that were already acknowledged in terms of graduates of Macdonald Institute, but we had to be brave enough to think about needs for which we really couldn't describe the job or for which jobs did not exist at the present time. This was probably the toughest

decision the faculty made in accepting the new curriculum. In Consumer Studies, for example, all we could say was that we saw a great need for individuals who understood both the business community and the economic situation in the country; who understood both the family and the life cycle and its impact on consumer behaviour. "At the same time, we knew that there was a need for persons with a greater grounding in the social sciences t o work in the secondary schools in programs relating to family living - we believed that there was a need for these persons in community and family service agencies, as well as in the teaching field. "We still don't know what to call these graduates, but the agencies are already responding to our program with offers of summer employment for students, and interest is increasing in our graduates." At the departmental level, both Dr. Kathryn Kopf, chairman of Family Studies. and Dr. Richard Vosburgh, chairman of Consumer Studies, are aware of an increasing interest from many quarters in the "new look graduates." Both chairmen are delighted with the summer job experiences already available for students family studies majors with various social agencies and consumer studies majors with the Department of Consumer and Corporate Affairs, the Ontario Housing Corporation, and various business firms. Dr. Vosburgh says a high priority item now is t o develop contacts with government, industry, and education so that students will have opportunities t o assess new career areas, and, in turn, relate their

experiences t o the faculty so that courses can be developed even further. The fact that these summer employment opportunities exist is not as exciting, Dr. Wardlaw says, as is the fact that the "new look" student appears quite capable of doing well in these career areas. Since the revamped curriculum has significantly altered the academic profile of future graduates, the early signs of success are even more gratifying. Dr. Vosburgh explains: "Five years ago. a graduate of Macdonald Institute was prepared for considerably fewer careers. and prepared in a much different way, one of the major differences being the foundation in the behavioural sciences which was not fully developed at all. Interestingly enough, the one common element running throughout the College now is a grounding in the behavioural sciences." "Consumer Studies provides an academic look at consumption as opposed t o training for any particular career," says Dr. Vosburgh. "In other words, there is not a one t o one relationship between academic program and career, which is much more true in home economic departments. We're similar to an academic department much like political science or history which studies a particular kind of phenomenon and analyzes it, leaving the application and the interpretation of information to the diverse purposes that people have in their careen." While Family Studies concentrates on the behaviourial sciences, the courses offered within the department focus primarily on family situations. "The students are taking courses which give them much more insight into what families and individuals living in the real world are all about." says Dr. Kopf. "It's a much broader program than a student

would get by majoring in, say, sociology specifically." What the new curriculum will accomplish for graduates won't be known for a few months yet, but if student reaction is any criterion, the new look is looking good. "There was a mixed reaction initially," Dr. Wardlaw says, "especially from students who were enroled in the old B.H.Sc. program, and who had completed their fourth or sixth semesters when the new curriculum was introduced." At first, they were pleased t o stick with the old program, but within a year, Dr. Wardlaw says, many began t o see the different opportunities within the new curriculum, and the College responded by making every possible adjustment so that they could revamp their timetables. The change of attitude of senior students was probably the first positive sign of success. "We are satisfied that some of the graduates of 1970 and 1971 benefited from the reorganization and program development," says Dr. Wardlaw. Student interest also takes a numerical form, and an apparent vote of confidence in the new curriculum is expressed by an unparalleled freshman student enrolment considerably (spring and fall) of 305 more than the College expected to enrol. The majority of the freshmen have chosen Guelph so that they can enrol in a program that offers five distinct majors, says Dr. Wardlaw. Some of those who enroled expecting a home economics course have not yet realized the broad range of opportunities within the program, she says. Dr. Kopf says student reaction has convinced her that "we're on the right track." She relates specifically the experience

of 10 students now in their final year who worked on a family service internship program this past summer. "When they returned to the campus I asked them, 'Now that you've been out, what didn't we give you? What could you have used that you didn't have?' They replied, 'We were able to use everything we had learned.' One student said she was weak in parent-child relationships and she's taking a course in that area now." Dr. Vosburgh says he's "encouraged" by student reaction. Referring to in-course students at the time of the curriculum change, he says those who were unable to take full advantage of the new courses discovered later that they wished they could have. "We must be talking about things the students feel are related to their goals," he says, "and that is encouraging." Another encouraging note, says Dr. Wardlaw, is faculty enthusiasm for the new program. Considering the varied backgrounds of the current faculty for example, sociology, food technology, chemistry, engineering, consumer behaviour, child study, nutrition and architecture the sudden development of inter-major, and even inter-departmental co-operation is "most exciting," she says. "We realized when developing the new program that we would be bringing together people with diverse backgrounds, and that a different internal structure would be necessary. Anyone who has gone through a reorganization realizes how difficult a decision this is. "However, we felt that within both areas, family studies and consumer studies, there would be tremendous benefits in bringing people together who focussed as a unit on either the family or the consumption of goods and services.

"This is where we at Guelph have developed an approach that is unique, and which took quite a bit of courage to implement," Dr. Wardlaw says. "We aren't just looking at the opportun~tiesin home economics and subdividing them; we're looking at a much broader range." Faculty co-operation extends past the usual passing around of information, says Dr. Vosburgh. Faculty, regardless of background, are "quite eager" to take addit ~ o n a courses l which will assist them in both teaching and research. "This encourages us all the more to say that we have not just changed a few labels; that we haven't just done a facelift; we've created a new College that does something which essentially no one else in North America does." Major academic overhauls on the scale Dr. Vosburgh describes are nothing new for Macdonald Institute. The new curriculum is the second reorganization for Mac within the past 25 years - the first in 1948 created the B.H.Sc. program. While the B.H.Sc. program no longer exists, Dr. Wardlaw pays tribute to the contribution the old program made in the new scheme of things. Replying to the question, "Has the image of Mac changed," she says: "Yes, it has. I t has become the College of Family and Consumer Studies in the truest sense of the word, but we are well aware of the fact that had Macdonald Institute and the Home Economics program not become so well established, we would not have been able to go on with this greater D.A.B. development."

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What the new curriculum means ...

... to alumnae By ELIZABETH GULLEll COLLEGE of Family and Consumer T HEStudles . reaches another milestone:

the theory and techniques that were important. The skills we developed on our The first recipients of the B.A.Sc. degree own, according to our individual interests. are about to graduate. It is too early to I have been back in Canada a year now look at the finished products since they and have observed that people in areas are not yet in the market place. but it where there are strong, viable home econseems appropriate to look at developomics programs find what we are doing to ments to date. be very exciting, and that people in areas As an alumna who participated in the where home economics programs have - o ~ m g m m a n ~ r r e&&ph+mb d ~ t e & d -hditianaLintktpreta: ly after the inception of the new, these tions ask: "What is the future of home developments are very exciting, yet among economics?" in a tone which clearly imalumnae of Macdonald lnstitute there is plies that there is none. You may say that the program at Guelph is no longer home bound to be some nostalgia for the old, economics, which is quite right. However and concern over what may be considered it still prepares home economists. I t has rather drastic changes. Having witnessed only broadened in scope t o include other these changes and seen them in action, professionals with related interests. In we need not be sad because things are no doing so it prepares better home econolonger as they were when we were stumists for the conditions of the 1970s. dents. We should be proud that our alma mater is a leader. The change in the program does not downgrade the old but is possible because a strong viable program existed. We are keeping pace with a changing world. For years we have admitted that our graduates needed more knowledge about the business field to By EILEEN JACKSON realize their full potential in industry. HAT HELP do families need, where Now sornethlng is being done about this. and to whom can they turn? Today. Textiles, clothtng, housing, foods- and the heads of all newly-formed families economics are being knit together in a must achieve the level of personal comsymbiotic relationship. In this age of conpetence necessary to deal with very comsumerism we are preparing people who plex llfe situations. A significant number can truly act as liaisons between the consumer and business. at every stage in the family cycle are troubled by problems they cannot resolve The new program allows a greater deg r e ~ ~ ~without ~help. ~ ~ r i I t is to thew contemporar~esanCHFEr---p ate, the idea of a nursery school connectknowledgeable people that the heads of ed with the College was very exciting. young families now turn to learn about Today the students not only have a family living skills. Those experiencing chance to observe pre-schoolers but to serious difficulties are also looking beparticipate in the program and to specialize in Early Childhood Education. By now you may be asking: "What ever Born in Bruce County, Miss Eileen B. happened to the cooking and sewing that Jackson, BA (Victoria College), MSW (Uniwere so important in our day?" They are versity of Toronto), has been executive still there. I t is true that not everyone has director of the Family Service Agency of to take them, and that the skill developHamilton since 1960. Miss Jackson is a ment is not emphasized. But if we are strong supporter of the program in Family honest with ourselves we will admit it was and Consumer Studies and through her -

... to family

agencies

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Dr. Elizabeth A. K. Gullett, Mac '55, is assistant professor in the Department of Consumer Studies, College of Family and Consumer Studies. She is also a director of the Macdonald lnstitute Alumnae Association.

agency has provided valuable field experiences for students in the Family Studies and Early Childhood Education majors.

... to industry By NORMAN TAPE yond the traditional family structure for the help they require. The family, the basic institution in society, is i n trouble. The form of the family of the future is still in question; its basic and crucial functions are essential for the development of the whole person. Traditional institutions serving the family are failing as a major resource for training and help, the reason - many have not kept pace with change. To whom can families turn for guidance to achieve competence in family living? Where can they go for help with problems? This writer holds the opinion that educational and family health care systems must be involved in the evolution of long-term solut i o n q but there is a need to act now. Who is best equipped to innovate and experiment, a necessary next step? Community-based organizations committed to excellence, having consumers as partners, together with educational institutions responsible for the training of human service personnel, are my choice. In urban centres, the voluntary family service agencies have such a commitment and a long record of d~rectservice experience in the community. Rural family and community-or~entedorganizations are even closer to consumers. They are experienced in transmitting knowledge and teaching skills i n family living to rural people. The curriculum of the College of Family and Consumer Studies has a forward look. The faculty who have developed this curriculum are to be commended for a commitment to the future, and for their preception of social change as it effects the training of professionals in the human services. Graduates will have entry to several career lines. Those choosing direct practice in family service agencies will make a unique contribution to the cluster of sk~llsessential to team practice, the service delivery method of the future. O

HAVE followed with great interest the recent development of food and consumer-oriented programs at the University of Guelph. I am sure that the realization of these new programs has been frustratingly slow for many; however, the transition from the more limited concern for agricultural production to the broader field of producing and marketing-consumer needs has come swiftly and is, in fact, quite revolutionary. The changes from Dairy to Food Science, and Home Economics to Family and Consumer Studies are indicators of this new philosophy. In this transitional period, when many academic programs are justifying their existence and adapting themselves to the new social environment, I am pleased the University is introducing new concepts and providing the new departments with the required resources. I am impressed with the growing capability at the University to handle projects which encompass several sectors of the food system. It is obvious that departmental programs must be linked together so that the end result will be relevant and meaningful to Canada. We can no longer look a t the production, processing, marketing or consumer sectors of the food system in isolation. The University has a wonderful opportunity to become involved in projects which require expertise in raw material production, food and fibre processing, packaging, distribution, marketing, and consumer needs. The weak link in this chain may be the shortage of marketoriented economists. The University is in an excellent position to develop joint projects or accept contracts concerned with the identification and assessment of consumer or market demands and relate this information t o Canadian resources. I look forward to this kind of involvement by the University very much.

Dr. Norman W. Tape, OAC '55, is product research advisor, Office of the Minister, Hon. Otto E. Lang Grains Group, Ottawa. Dr. Tape is also president of the Ottawa Chapter of the university of Guelph Alumni Association.

Forests, fields, and families DAY AT Wellington Woods can be a pleasing experience. For Wellington Woods. the University's recently-opened married students' housing development. has a distinctively rural atmosphere. It is surrounded by forests and fields, in a setting where one can see the rising and setting sun, and hear the myriad sounds of nature. For students with families, it is a welcome change from cave-like basement apartments, or lofty but confined quarters in high-rises. The development is located on Stone Road near Edinburgh Road, about a mile from the campus. Students can walk t o campus or drive; the many bicycle enthusiasts at Wellington Woods pedal t o classes. For the winter, students are in easy walking distance of dairy bush hill, the site of the University's ski slope. The 140 townhouses in the development, which rent for $155 monthly. are grouped in 12 clusters, some for families, some for childless couples and some for single students. They are serviced by exterior parking lots - making it more arduous t o move your goods in. but quieter and safer once you're established. Each unit consists of two pre-poured concrete "shells", made last spring at a factory in Milton, trucked t o the site, and set by cranes upon a completed basement. (See Guelph Alumnus Vol. 4, No. 2.) The townhouses are similar in appearance, except that front doors of neighbouring apartments are painted in different colours. It is a common experience t o walk by mistake into someone else's home. Such things happen easily, at least

in the first weeks of tenancy, and are provided that looked on with tolerance a visitor doesn't continue on through the hallway and up the stairs The buildings are relatively small (the dimensions for each floor measure nine by 1 2 by 4 0 feet) and each apartment is furnished with a refrigerator, stove, washer and dryer, plus furniture for dining room, living room, bedroom and study. Families which already possess their own furniture can store it in the second bedwhich, typical of room, or the cellar new buildings, is quite damp. For students without furniture, or with furniture of "early-student-loan" vintage (i.e. planks, bricks and cardboard boxes) the furnished townhouses are a godsend.

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The family townhouses are located t o the rear of the development, thus keeping children away from Stone Road traffic. The walkways in front of these units are characteristically scattered with tricycles, bicycles, scooters and toys - at least until that blessed time when the youngsters are cleared off t o bed. From then. in the family zone at least, peace descends. The last sounds of the bugle band, practising on the distant university campus, fade away. Children and parents pass into tranquil nothingness, while only that ubiquitous guardian of the night, the mosquito, with its familiar, muted whine. stands watch over Wellington Woods - until the rosy-fingered dawn, and the roosters from the nearby pens of the Department of Animal and Poultry Science, awaken the community t o another day.

Coping with college: A student's lonely struggle By MARY COCIVERA

ORE THAN 750 of Guelph's 7,500 students will seek professional help with psychological problems during this academic year. Each will spend an average of five to six hours undergoing therapy at the university's Psychological Services clinic. While 70-80 per cent of these students are not technically ill in psychological terms, they do have problems severe enough t o interfere with their academic pursuits or personal development. This is the forecast of Dr. Don Upton, director of psychological services at the University, and is based on experience in previous semesters. Dr. Upton describes these problems by indicating three crucial periods in the student's university career. The first occurs within a few weeks of arriving on campus. Emancipated from family and parents, no longer a slave to rigorous secondary school schedules and discipline, and confronted with an entirely new environment, the freshman may simply not be able t o adjust t o the abrupt changes. Perhaps most disturbing for the new student is the uncertainty of the university setting. His commitments are less clear-cut than in the working world or in secondary school. No one says, for example, "You must go to your 8 o'clock lecture." The student's controls and limitations come from within. "Sophomore slump" creeps up during the second year when the student questions his presence in university and his choice of degree program; he sees a discrepency between his courses and the real world; and he considers the classical academic rhetoric irrelevant t o his life. With these doubts, he becomes apathetic about studies and disillusioned with the entire university scene. The third "crisis" period hits during

Mary Cocivera is a staff writer with the Department of Information, University of Guelph.

the final year, when the student is forced to make a hard, cold, realistic appraisal of his post-university plans. He may be bogged down by debt, worried about marriage, contemplating further studies, and panicked about competing in the working world. He worries about finding a job and may be convinced that his hard-earned degree is worthless. He questions his personal and vocational identity. "So what's new?" you may say. University students have faced these traumas for years without the help of professional therapists. Everyone over the "generation demarcation" of 3 0 dismisses Psych Services with a disdainful: "In my day, we managed to survive without psychologists and psychiatrists. I can't imagine what's wrong with students today." But times and universities have changed. Twenty years ago, universities were smaller, and because of this, less complicated. Students were names, not numbers. Professors could, with the smaller classes, single out students who needed help and encouragement. Because everyone knew everyone else, borrowing notes and clearing up ambiguities in a lecture were relatively easy. Freshmen now attend lectures with up to 300 other students and may not know anyone else in the class. Instead of asking a stranger for explanations or notes, they let the matter slip and then stew about it at exam time. The second significant difference between past and present is the much wider choice of careers open to university graduates (100 times as many fields are now open). Choosing the right field. especially in view of the tight job market. has many graduates in a quandary. In addition to the staggering variety of career options, the graduate realizes that he has to rely increasingly on his own personal resources, not the degree. Given sufficient time, most of the students seeking help could probably come to terms with their own problems. But they don't have time. In a 13-week semester, midterm or final examinations are never more than six weeks away. One or two weeks of severe depression or in-

ability to concentrate could disrupt academic performance for the entire semester. This "critical time loss factor" of one to two weeks necessitates an effective and immediately accessible psychological service. By way of comparison, the critical time loss factor at universities operating on a year term is considered 12 t o 18 weeks. In other words, a student could neglect his studies for that period of time and still recover his academic standing by the end of the term.

HE three-semester system creates some psychological problems unique t o Guelph. Students who attend three, four or five consecutive semesters often suffer semester fatigue not uncommonly their performance drops and invariably the continual pressure has an emotional effect. This happens most frequently with really keen students who can push themselves beyond their capacity for only so long before the pressure takes its toll. Dr. Upton discusses the possibility of identifying students who would be most susceptible to semester fatigue. Psych Services has undertaken a study on the problems associated with the three semester system and the most effective means of identifying and counselling highrisk students. Increased academic pressure of the semester system may play a part in discouraging drug use. Dr. Upton says: "We see very few drug cases. I think successful students usually don't have time to experiment with drugs." Who are the 750 students who will become Psych Services clients? Is it possible t o predict which students will have problems? In very general terms, clients fall in certain categories. High achievers and low performers seek help more frequently than the average student. Girls and boys come in equal numbers. First year students come most frequently, as they

struggle with inltlal adjustments to the university. Warning against generalizations, Dr. Upton draws a correlation between degree program and student problems. "The less structured the degree program and the greater the uncertainty of its leading to a specific career, the greater the likelihood that the student will need help." This relationship is true at most universities. Students from professional programs, in contrast, almost never seek help. They have identified themselves with a career to which their academic work directly leads. Also contributing to their mental well-being is the "in-group support" of professional programs. The classes are generally smaller; the same group of students attend most classes together; and students tend to have more interaction with their professors and each other. "However," says Dr. Upton, " studerits from professional schools and hard core sciences, although numerically underrepresented, invaribly show more intense forms of illness when they do come to our attention. The management of these students, by such means as hospitalization, is considerably more complex." Likewise. graduate students require help less often. They also have identified themselves with a career and see a close relationship between their field of study and their upcoming job. ANDLING the emotional problems of students at Guelph is a staff of five. Dr. Upton works closely with four counsellors in assessing student problems and administering therapy. He describes Guelph's department as interdisciplinary - the counsellors possess different types of training, though they all work as therapists. Dr. Stan Litch is, like Dr. Upton, a psychiatrist. Dr. Eugene Brailsford is a clinical and research psychologist; Norm DeMers is a group psychologist and Bruce Brillinger is a social work therapist. Such a diverse staff is rather unusual.

Most universities have either an entirely medical team or a non-medical team and refer patients to outside professionals when required. At Guelph, students couldn't afford to wait two to three weeks for an appointment with an outside psychiatrist or psychologist. If they don't get help immediately, the semester ticks away and they get too far behind to bail themselves out. Dr. Upton feels that Guelph's integrated staff is a more effectlve way of dealing with problems. "The secret of our group's working so effectively is that we try to break down barrlers of specialized skills and adopt as our primary function the role of therapist." The staff meets twice a week to discuss cases. By comparing methods and op~nions,they counter the natural tendency toward professional bias and can make more effectlve assessment of student problems. Working on a one-to-one basis with clients, a counsellor normally would spend three to 10 hours in assessing a problem and startlng therapy. By asking the right questions, the therapist helps the student discover for himself the cause of his anxiety. Some cllents undergo tests to determ~nemotivation, vocational aspirations and attitudes. In addition t o individual counselling (intensive therapy), the counsellors conduct several therapy groups and plan to organize more in the near future. One such group consists of four married couples who didn't know each other before jo~ningthe group. They meet regularly w ~ t ha counsellor to work out their common problem the inability to communicate with each other. Group sessions will become more common as the counsellors become more pressed for time. One such "extensive therapy" session took place last year with students on academic probation. These students, who would not ordinarily have gone to Psych Services with their problems, attended sessions to review study habits, note-taking skills, and social adjustment. The group showed good improvement compared to those students on probation who didn't attend sessions.

Students who seek help usually do so of their own accord, and because of this, are eager to resolve the conflict. By reallzlng the existence of a problem, they have taken a major step towards resolving ~ t Most . clients return to the regular stream of university life with new problem-solving skills and a much deeper ins~ghtinto their own identity. clients, however, don't return SOME t o the campus stream. On paper, many of them look like failures, but in terms of personal happiness, they may have benefited greatly from their therapy sessions. The classic example is the student who, through motivation tests, discovers that he's attending university only because of parental pressure. By discovering this early enough, he can embark on another career course and be a much happier individual. Most student problems boil down t o the usual crises associated with finding a personal identity. They're intensified by academic and social pressures, but in most cases, work themselves out through intensive therapy. Very few clients require medication, hospital v~sitsor withdrawal from university. The vast majority of Psych Services clients have legitimate problems and sincerely try to work them out. As exam time approaches, however, counsellors see their share of desperate students who rabricate traumas in order to escape a sadly neglected course. This ploy doesn't deceive the experienced counsellors who have listened to these tales for several years. Dr. Upton said that for every request to drop a course or take a deferred exam, Psych Services grants very few letters of excuse. That so many students seek help from Psych Services is a good sign. Students question the incongruities they see in society and in the university, while experienclng the identity crisis so essential to people this age. Through the university experience and the problems it involves, students develop emotionally as well as intellectually.

Psychological Services : Student case histories

The following articles are authored by two students who underwent psychological counselling at the University. For obvious reasons, we have respected their anonymity.

N A recent issue of Saturday Review this sentence caught my attention: "What is most characteristic of modern man is not his power but his powerlessness, not his ability to mobilize vast force but his inability t o protect himself from it." Those thoughts perhaps sum up my experience at Guelph w h ~ l eundergoing psychological counselling service. As a student, my chief characteristic was my inability to cope with academic studies. Perhaps looking back at your years at Guelph, you might remember someone like me, the student who cuts classes, copies assignments, and, in general, just gets through a semester. Unfortunately for me I wasn't getting by adequately. The missed subjects began to add up and the school record revealed a pattern of failure. University failure means one more chance and ynu're out not only at Guelph, but probably at most other universities. Faced with the desire to make good, I had two alternatives; leave university. or approach the problem with more self-control. I chose the latter and thus, promised myself t o work from day one through to exams. Initially the plan appeared to flourish; however, marks in time began to fall again. Now, instead of optimism 1 was left with apathy and also with the suspicion that things were beyond my control. Each planned attack on my problem seemed doomed from the start. My feelings of self-worth were distorted and low. Although pride interfered I eventually made the decision to ask Psychological Services for help. While undergoing psychological counselling, I began to learn about myself and

to learn about my feelings. It's difficult to say when my attitude began t o change but eventually I began t o understand why failure had happened to me. Therapy brought forth much turmoil, and initially. some anxiety. It was only later that I realized that this was necessary for change. Throughout this whole process I was accepted without reservation by the counsellor. Nevertheless, it was difficult to return to someone who knew you as you were beginning to know yourself. This process was not a short one for me and I admit at times my patience was severely tr~ed.With therapy's application, gradually life became cherishable and worth living again. Enough about therapy, it's covered in books and i f you have friends who are involved in the process they might entrust you with more details. It was for me the key to having a university degree and many, many other wonderful benefits. The memory of the University is a remembrance of a time when I began t o face reality. It was my opportunity to grow up and in the real sense to know the power and powerlessness of myself.

HY DID I go t o Psychological Services? I went because I was miserable; because socially, personally and academically I had given up. Nothing before me was worth the effort. One night, after a particularly tortuous day, I fell asleep thinking of ways t o kill myself. The next morning I knew this wasn't me and I had to talk to someone about it. Counselling for me was a period of clarification and active involvement. Returning again and again to see my counsomeone who accepted me for sellor myself, listened t o me, questioned intensely - helped to bring back some selfconfidence which had been badly weakened. My restored faith in myself let me become an individual who had thoughts, feelings and ideas that were worthwhile. Instead of withdrawing, I began to act as myself again.

Going from passive t o assertive is not easy, nor were the counselling sessions easy. It's hard t o go in and tell someone you don't know about yourself. It's even harder when questions are asked which you don't want t o answer but must, in order to benefit from your counselling. By answering these unpleasant questions, I began to put everything into better perspective. My attitude towards myself became more positive and as I began to respect myself, academic studies and social situations became easier t o handle. My academic and social "successes" of course renewed even more faith i n myself. An upward spiral of self-confidence began. My parents' reaction to counselling was surprising. My father didn't say too much but my mother was really shocked. Talking and explaining why my problems were present helped them to comprehend but I still have the feeling that they don't totally understand the difficulty that students especially students in a triencounter semester program. My parents didn't seem to comprehend the academic and social pressure at this and other universities. However, I think that by seeking counselling help my parents suddenly realized I was no longer their little girl but rather an individual adult with pressure, stress and problems which I had t o learn to handle. While my parents were shocked, and perhaps embarassed by my seeking psychological assistance, I hold no such reservations. Just as better methods of education and technology have been developed, I consider the availability of such counselling as a better method of coping with problems that students encounter at university. I'll be graduating from the University of Guelph shortly. The help I received from Psychological Services is something which has and will help me in years to come.

Campus Superior Court justice installed as chancellor; LLD to Canadian diplomat Guelph's fall convocation exercises were highlighted this year with the installation of the University's new Chancellor. Mr. Justice Emmett M. Hall, and the conferring of an honorary Doctor of Laws degree on Canadian diplomat Chester Ronning. In addressing the graduates at the morning ceremony, Mr. Justice Hall discussed education in its broadest context relating it t o freedom, truth, democracy and justice. "What is new, exciting, and thoughtprovoking in our era." he said, "is that what was once the privilege of an elite has now become the right of a multiude. How t o provide learning experiences aiming at a thousand different destinies, and at the same time to educate toward a common heritage and common citizenship, is the basic challenge." Mr. Justice Hall went on to say that it is fine for people t o discuss the lofty ideals of education, but graduates must make a living. "Thus there is an interplay between the world of work and the world of learning," he said, "and one cannot function totally independent of the other. "Unless a people is on its guard," he warned, "the economic demands of society can be made t o determine what is done in education. The basic aim of education is t o develop manhood, not manpower." The full text of Mr. Justice Hall's speech appears on pages 14-15. Diplomat t o China "One of the chief purposes of my life has been t o interpret China and the Chinese people t o Canadians." With these words Chester Ronning, 77, Canada's "China expert" introduced his topic at the afternoon convocation ceremony October 1. Just a few minutes earlier, he had received an honorary LLD degree. "Due chiefly to the influence of the United States, 2 1 years and 13 days elapsed before Canada finally recognized the People's Republic of China." he said. Mr. Ronning then went on to discuss some of the benefits derived from Canada's recognition of China. "One was that several other governments followed suit because of the Canadian formula to

recognize Peking as the sole government of China, taking note of the situation redenly became possible even for Americans who wanted a change in United States' China policy, t o talk about recognizing Peking. And perhaps Canada's recognition even made it a little easier for the President of the United States himself t o talk about normalizing relations between the United States and the real government of China." In discussing President Nixon's upcoming visit t o China, Mr. Ronning pointed out that to prepare for the visit, the U.S. will vote t o seat Peking in the Security Council of the UN replacing Taiwan, and in the General Assembly. "The snag is in the decision to retain a seat in the General Assembly for Taiwan." he said. There may be nothing more important in the world today than good relations between China and the United States, not only for peace in the Pacific and throughout the world. but including perhaps even the Middle East. "Since the fate of the people of all nations is still dependent on the outcome of the world power struggle," he continued, "the relations between the two super powers of the world will be modi-

fied by the relations of both with China. What happens in the Middle East will also largely be determined by the positions assumed by the Soviet Union and the United States. "The president of the United States," he emphasized, "has an opportunity today to take an initiative t o reverse the dangerous trends of United States' China policy and t o restore the traditional friendship between the peoples of China and the United States." Mr. Ronning was optimistic that President Nixon's trip t o China would be fruitful, but warned that the position of Taiwan is not the only problem the U.S. will have t o face. "There is the military encirclement of China and the Nuclear installations at Okinawa, pointing directly at the heart of China. There is the trade blockage of China and the general policy of isolation." In concluding, Mr. Ronning told the graduates: "There is room in our small world for only one human community. Our problems of narrowing the gap between the industrialized and developing nations, of world wide pollution, of over-population and of world security and peace are all global in nature and can be solved only by global approach. The world can no longer afford to close the doors on one quarter of all human beings. The United Nations is still our best and only hope for peace."

357 graduate in October University of Guelph fall convocation exercises were held in two ceremonies October 1 with 357 degrees and diplomas being awarded. General arts graduates were the largest group to receive degrees - 152. Other degrees awarded are as follows: BA Honors-53; B.Sc. General-23; B.Sc. Honors-7; B.Sc. (Agr.)-2; B.Sc. (P.E.)-1; B.H.Sc.-1; Diploma in Agric u l t u r e l ; MA-23; M.Sc.63; PhD19; Graduate Diploma in Veterinary Medicin-12.

Christmas concert

Plants donated Dr. R. G. Hilton, (left), director of the University Arboretum, and Prof. C. B. Kelly, OAC '36, examine an evergreen specimen, part of the Sheridan Teaching Collection of Evergreens. The 200-plant collection was donated to the Arboretum in August by Sheridan Nurseries Limited.

Alumni are invited t o attend the Christmas Concert of the University of Guelph Choir conducted by Mr. N. Goldschmidt. The concert will be held in War Memorial Hall at 8:30 p.m. on Wednesday. December 1. 1971. Tickets cost $2.00 per adult and $1.00 for students. Tickets are available at Alumni House, the box offlce in the Arts Building, or from choir members.

'The truth shall make you free' Text of the Convocation address of Mr. Justice Emmett M. Hall on the occasion of his installation as Chancellor of the University of Guelph. AM DEEPLY conscious of the honour

I the University of Guelph has done

me in choosing me as its Chancellor, and grateful to those who have honoured the occasion today by their presence. I am grateful, too, t o my colleague Justice Laskin for his warm and generous introduction. It is an honour t o stand in the place of The Honourable George Drew, a post he filled with such distinction. The office of Chancellor was once a very active one. Today, the office has shed virtually all of its administrative functions and duties and remains almost wholly ceremonial in nature, but it is nevertheless an integral part of the University structure bridging the present with the past and for one or two brief periods each year fulfilling a part in the ceremonies of graduation when so much of what the future holds is committed to the scholars who leave the University at these times. So, being conscious of the past, living in the present and concerned about the future, may we consider together the aims of education in the coming decade. My colleagues and I said in Living and Learning: "The Truth shall make you Free". That was the cornerstone upon which we built. Accordingly, if, as we said, the loftiest ideals of truth can be sought only in a free society, then it is exceedingly important that education, the formal cradle of truth-seekers, reflect an awareness of those factors in our society which can throttle the free flow of individual thought and action. Georges-Henri Levesque pointed out, more than a decade ago, that scientists, intellectuals and artists have responsibility to extend their knowledge and special talents into social action, by entering, in their own way, the struggle for truth and justice. More recently. John Kenneth Galbraith, a graduate of OAC, has written: "No intellectual, no artist, no educator,

no scientist can allow himself the convenience of doubting his responsibility. For the goals that are now important, the inthere are no other saviors dividual member of the educational and scientific estate may wish to avoid responsibility; but he cannot justify it by the claim of higher commitment." Commitment to preserving a free society is of the highest order. What is new, exciting, and thoughtprovoking in our era is that what was once the privilege of an elite has now become the right of a multitude. How to provide learning experiences aiming at a thousand different destinies, and at the same time to educate toward a common heritage and common citizenship, is the basic challenge. The beacon to guide the truth-seekers of tomorrow is dependent for its fuel upon the freedom exercised by society today. We cannot afford t o lose our great and vital heritage through default, ennui, or lack of commitment. A free society cannot be taken for granted, and truth and freedom must be guarded as precious treasures. Each of us has the right t o enjoy them. More than that, we have the obligation to protect them, and we each must have the courage to accept and embrace the responsibilities that they hold out to us each day. The historian Arnold Toynbee has pointed out that 19 out of 21 civilizations have died from within and not by conquest from without. He tells us that there were no bands playing or flags waving when these civilizations decayed. It happened slowly in the quiet and the dark when no one was aware of what was happening.

...

THE educational aims of a sociW HILE ety may be formulated in terms of noble ideals such as the respect and understanding of all mankind, the selfrealization of the individual, and a national identity, achieving such aims can mean little unless the individual finds himself in a position t o make a living adequate to meet his needs. Thus there is an interplay between the world of work and the world of learning, and since man exchanges his labour for an income with

which t o purchase the goods and services which the rest of society produces. and since, as research has shown, his income is closely related t o the amount of formal education he has received, the world of education and the world of work cannot function totally independent of each other. But a danger lurks in the shadows. Unless a people is on its guard. the ecofv omic demands of society can be made t o determine what is done in education. The society whose educational system gives priority t o the economic over the spiritual and emotional needs of man defines its citizens in terms of economic units and in so doing debases them. There is a dignity and nobility of man that has nothing to do with economic considerations. The development of this dignity and nobility is one of education's tasks. We cannot mold all men in a common crucible of uniformity, particularly in the field of education. quality of opportunity, while recognizing the value of diversity, must be the goal. The entire concept of 'marketable skills' in this age is loaded with fallacies. The educational system cannot possibly keep up with the market, nor forecast what skills it will buy. The basic aim of education is t o develop manhood, not manpower. The University must listen t o people and give them a chance to speak out. To protest is human, and no society is strong which does not acknowledge the protesting man. It is the exploitation of protest which is dangerous. It is also dangerous t o ignore protest. Therefore, we must relate the learning experiences in our universities to the real needs of people. History has demonstrated too clearly that the lonely ones can lose their weakness when joined together and that they have the potential to be strong in brutal acts and in mob action. We must always be alert not t o be to intolerant of other views or ways remember what Thoreau said: "If a man does not keep pace with his companions, perhaps he hears a different

From left t o right: Dr. W. C. Winegard, Dr. Chester A. Ronning, a n d Chancellor Hall

drummer. Let him step t o the music which he hears, however measured or far away." IS FREEDOM we seek - but what ITkind of freedom? The answer as it appears to me is: "Freedom under Law"; a conception of freedom inseparable from the conception of personality which lies at the root of the whole Western achievement. If we are t o have freedom under law, the University and the scholar must be leaders i n understanding the social needs of the time, and helpful in formulating the policies and procedures to meet those needs. So the question comes very naturally, if we are to have freedom under law, how is it to be achieved? What road must society and the nation travel to accomplish the desired goal? Today we hear some proclaiming that the way is by coercion which they choose to call "Law and Order". Equally demanding but more youthful voices are calling for "Revolution". These extremes of the right and the new left are niinority voices, and the ways they preach are anathema to the great majority of Canadians both young and older, but the voice of this majority is muted, sometimes silent, often drowned out by those of the minorities. One minority group shouts "Democracy", the other, "Law and Order". Both of these i n their original sense are good expressions, but in the context in which they are now used by some they lose their real meaning and are fronts or facades for something the very opposite of what they meant i n the first place. Every dictatorship of the left claims t o be based on denlocracy and almost preempts the use of the word "Democratic". Every dictatorship of the right says i t exists t o preserve law and order. We must, therefore, find other words to express the true intent of the great majority of Canadians who wish to live in peace and harmony; to enjoy the fruits of their endeavours, not selfishly but with deep concern for the welfare of all. We will not have freedom under law by resort to coercive measures which

might, if uncontrolled, lead towards what is called the "police state" nor may I say with equal eniphasis will we have freedom under law through anarchy and disregard of the law and of the rights of citizens or institutions. We must have order. Society cannot function and prosper without a mutual respect by all citizens young and old of the rights of others. We must have justice. Society cannot expect or demand order if i t permits injustice. So order and justice are parallel and indispensable elements of society today. Lack of order may arise or exist without injustice as a cause, but injustice is the inevitable breeder of disorder. If we want freedom under law we must seek out and eradicate injustice. Injustice condoned will lead t o revolution or anarchy and the suppression of anarchy leads to the police state. We must avoid both extremes, but this does not indicate a neutral or negative path. I t indicates the path of responsibility; positive, dynamic responsibility. How does Society achieve that ideal condition of dynamic responsibility? Surely not by abondoning rationality for a sort of mystique of "involvement" i n action. The emotional concern for human values and the need for action do not compete with, or override a rational approach by the scholar. The acquisition of those skills and values which are so necessary t o assist mankind upwards are not easily acquired or cultivated, but I assure you that the discipline of this skill and the appl~cationof disciplined intelligence is as important as moral commitment, human compassion and abundant energy, for those seeking lives of involvement i n social action. The moral commitment is. of course, essential, but without the skill to implement commitment, little is accomplished. Louis Brandeis has warned LIS:

"The greatest dangers to liberty lurk

in insidious encroachment by men of zeal, well meaning but without understanding." Indeed the scholar who denies himself thorough knowledge of such skills is likely to deprive himself of any effective role i n bringing about desirable change except that of an agitator. I have stressed freedom but even freedom has its limitations. Freedom connotes responsibility - so it is freedom linked with responsibility: for that must be the ideal freedom. Responsibility is the keynote of the new day we seek - responsibility linked with freedom; for freedom with responsibility imposes greater limitations on man's predatory inclinations and arbitrary actions than shackles of steel or fear of punishment; for they are limitations imposed by the intellect, limitations voluntarily accepted in recognition of man's responsibility t o his fellow man and not as a licence t o ride roughshod over the rights of others, or in violation of them. Thus, i n being a part of a free University system in a free society, we proclaim to all that freedom means responsibility; that it means recognition of, and respect for the rights of all as opposed to the suppression of other views and opinions; and it negates and condemns resort t o violence or violent conduct by individuals or groups as a means of obtaining redress to wrongs, real or imagined. You have been patient: May I wish all our graduands good luck and godspeed; and t o you, Mr. President and t o your colleagues, may you: "See the hawks you trained Prolong their flights And read their names In all the daily prints.".

Aggie Week festivities were highlighted (comically, at least) by the cow milking contest held on the brick spine walkway near the library. While Dr. N. R. Richards (left) OAC '38, had an easy time of it, undergraduate Mike Van Dusen didn't.

Animal laboratory building heads list of OVC additions Wanted: A new home for 700 rabbits, 2000 mice, 500 guinea pigs, 100 cats, 250 dogs, 1000 rats, 200 hamsters, 1000 chicks, 200 turkeys, 6 0 pigs, 3 calves, 3 0 sheep, 1000 frogs, 10 goats, 60 turtles and 20 primates. Presently housed in eight substandard buildings, the University of Guelph's research animals desperately need a new home and they are going t o get it. A $1.9 million Laboratory Animal building has been approved by the University's Board of Governors t o replace a number of separate, ill-suited smaller buildings in which the laboratory animals are presently housed. To be located west of the Ontario Department of Agriculture and Food's Veterinary Services Branch building and south of the Clinical Research and Swine Clinic buildings, the Animal Laboratory facility has been needed for some time. "Experimental work has become so sophisticated and certain procedures so critical," says Dr. D. G. Ingram. OVC '52, "that improved and more modern animal housing facilities are mandatory." But the new Laboratory Animal building is just part of the story. In 1969. the Ontario Veterinary College underwent a massive reorganization in an affort t o provide the most efficient and up-to-date teaching and research programs in veterinary medicine and public health. Since that time, it has become obvious that many of the physical facilities required renovations or other changes t o bring the

The week-long aggie production sponsored by the Student Federation of OAC included a campus-wide pancake breakfast cooked by aggies, a guess-the-weight-of-the-pig contest, several pub nights, dances, and a banquet with guest speaker, Senator Harry Hays, former minister of agriculture.

entlre OVC physical plant into line with the new academic organization. One such change resulted in the Avian Pathology building becoming the new home of the Department of Veterinary Microbiology and Immunology. Other projects are planned for the Veterinary College. The alterations presently underway t o existing buildings will be completed next year; a veterinary field station is scheduled to open at the same time as the Animal building, September, 1973; extension to the Veterinary Microbiology and Immunology building should be completed in September, 1974; the fall of 1975 will see completion of a Pathology building; and the next year renovations t o the OVC Main building will be completed.

Enrolment nears 8,000 Enrolment at the University was up significantly this fall, despite a smaller increase in university enrolment across Ontario. "We understand that we are one of only a few universities in the province which were able t o enrol.their full quota of freshmen students," says newly-appointed registrar A. G. Holmes, OAC '62. Full-time undergraduate enrolment increased by 1,283 t o a total of 6,952. Registration in the different programs was as follows: BA-2,807; B.Sc.-1,339; B.Sc. (Agr.)-953; B.A.Sc.-708; Associate Diploma in Agriculture--262; DVM321; B.Sc. (Pyhs. Ed.)-213; B.Sc. (Eng.) -155; B.Comm.-114; and BLA--80.

In addition, there are 356 part-time undergraduates and 536 post-graduates presently enroled.

Alma Mater Fund tops $56,000 Alumni gifts to the 1971 Alma Mater Fund totalled $56.177 as of Oct. 15, Campaign Chairman Bill Christner, OAC '49, recently reported. At this time last year the Fund had received $32,377. Mr. Christner noted that the Fund's early success is partially due t o a 400 per cent increase in faculty and professional staff gifts of $17,001, up from $4,659 campus last year. Ex-officio alumni contributors who are not Guelph grads have donated about half of that total. Campus division chairman is Dr. J. C. Alexander, OAC '49. The special gifts division, Mr. Christner said, has received $23,001 which exceeds last year's total. Early returns from the first general mailing indicate good support from recent graduates, and more substantial gifts from older alumni, he said. Mr. Christner pointed out that alumni reaction to the campaign literature, which was co-ordinated by Bob Mercer, OAC '59, chairman of the direct mail division, and his committee of alumni volunteers, has been quite favourable. Mr. Christner stressed that the cost of these pamphlets was borne by the Department of Alumni Affairs, and that alumni are assured that every dollar donated goes to support the projects sponsoted by the 1971 Fund.

Clark

Waldron

Hurlbut

Appointments Rosemary Clark, Mac '59, has been appointed senior alumni officer in the Department of Alumni Affairs and Development, University of Guelph. After compteting her dietetic internship at Hamilton General Hospital, Miss Clark joined the Ontario Department of Agriculture in 1960 as the Waterloo County home economist. In 1964. Miss Clark was appointed supervisor of county and district home economists for the renamed Department of Agriculture and Food. She has held that post until her recent appointment at Alumni House. Arnold G. Holmes. OAC '62, has been appointed registrar, succeeding Herbert Pettipiere, OAC '49,who resigned this summer t o head the new provincial admissions centre in Toronto. Mr. Holmes is well-known on the Guelph campus, having been here since September 1962. In that year, he was appointed assistant registrar o f the University of Guelph and, two years later, was appointed associate registrar in charge of student programs and records, a position he held until his appointment September 24. In addition, Mr. Holmes served as acting registrar in the 1971 winter semester during the absence of Mr. Pettipiere. An Orangeville native, Mr. Holmes graduated from the Ontario Agricultural College in 1962 with a BSA degree. Last year he served as an executive member of the Ontario University Registrars Association and is a member of the Ontario Institute of Agrologists. Mr. Holmes has also been active in both social and athletic activities on campus, serving as a faculty advisor t o Conversat from 1964 t o 1970, and coach and faculty advisor of the men's intercollegiate volleyball team from 1965 t o

1969. Dr. Mark W. Waldron has been appointed director of the Office of Continuing Education at the University. Dr. Waldron comes t o Guelph with a great deal of experience in extension and continuing education, having been director of continuing education, associate professor and chairman of the general agricultural science option at Macdonald College, McGill University since 1968. An experienced broadcaster. Dr. Waldron was a CBC farm commentator in both Toronto and Windsor and regional supervisor of agriculture and resources in Toronto. A native of the province of Quebec, Dr. Waldron attended McGill University

Holmes

Secord

where he received a diploma in agriculture in 1955 and a B.Sc. in agriculture in 1959. In 1966,he received an M.Sc. in extension education from the University of Wisconsin, and two years later, received a PhD from the same university. While studying for his undergraduate degree he worked for the Canada Department of Agriculture's research branch and following graduation became assistant agricultural representative in Lanark County, a position he held until his appointment t o the CBC. Two new members have been appointed t o the University of Guelph's Board of Governors: Robert St. Clair Hurlbut, president of General Foods Ltd. of Toronto, and Dr. Alan C. Secord, OVC '29, a Toronto veterinarian. Mr. Hurlbut, a lawyer by profession, attended Earl Haig Collegiate in Toronto and graduated from the University of Toronto in 1948 with a B.Comm. degree. In 1951,he graduated from Osgoode Hall Law School and was called t o the Bar of Ontario the same year. After practising law for one year, Mr. Hurlbut joined Colgate-Palmolive in Toronto as salesman and served as branch manager, then group manager until his appointment t o General Foods as product manager. He held a number of positions in the company, including vice-president. marketing, until his appointment as president. Mr. Hurlbut has a number of interests including work with the Toronto United Appeal, Law Society of Upper Canada and membership of the advisory council of York University. A resident of Willowdale, he is married with two sons. Dr. Secord, who heads the Secord Animal Clinic in Toronto, graduated with a DVM from the Ontario Veterinary College in 1929. In 1932. he received an M.Sc. from Ohio State University and, 10 years later, received a D.V.Sc. from the University of Toronto for original surgery in the correction of diaphragmatic hernia. In 1932,Dr. Secord established a small animal practice in Toronto and is presently associated with two OVC alumni: Dr. George Weber, '50,and Dr. Dean Axelson,

'60. Dr. Secord served on the council of the

Ballantyne

Ontario Veterinary Association and on the board of AAHA. He is a past-president of the Toronto Academy and the Toronto Anglers and Hunters Association, and is active in the Canadian National Sportsmen's Show. He was chairman of the special gifts division in the 1969 Alma Mater Fund and served as an alumni member of Senate in 1969-70. In addition t o the two new members, the Board also approved the appointment of E. I. Birnbaum as vice-chairman, effective immediately and W. W. Lasby, as vice-chairman. effective January 1, 1972. The Board also accepted the resignations of J. M. Lindley, OAC '53 (see Alumni News) and Dr. J. W. Smith. OVC '62 both effective immediately.

Alumni News Dr. E. E. Ballantyne, OVC '43, has been appointed Alberta's first deputy minister of the newly-formed Department of the Environment. He was deputy minister of agriculture prior to his new appointment. Recipient upon graduation of the Andrew Smith Gold Medal for Proficiency, Dr. Ballantyne worked in Toronto and Nova Scotia before being appointed in 1947 director of veterinary services for the Alberta Department of Agriculture, a post he held for 17 years. His achievements in veterinary medicine include initiating the first complete calfhood vaccination against Brucellosis and developing the first agricultural civil defense or emergency measures plan which is now employed as a model in Canadian agriculture. In recognition of his work, he was made a Fellow of the Royal Society of Health of Great Britain in 1962. He also served as president of the Canadian Veterinary Medical Association in 1955. Mrs. W. A. (Maryon Bell) Brechin, Mac '38, has been elected president of the 67.000member Consumers Association of Canada. Active in consumer affairs, Mrs. Brechin joined the Association shortly after it was formed in 1947,and for the past four years has served as chairman, consumer research committee. After graduation, she conducted rural short courses with the Home Economics Branch of the Ontario Department of Agriculture, before joining the T. Eaton Company, and later, Canada Packers Ltd. Mrs. Brechin is a member of the executive committee. conservation Council of Canada, and a director of the Royal Agricultural Winter Fair Food Show. She is also the consumer representative on

Alumni Christmas Gift Items

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Crested sewing spoon 12%" long. sterling silver plated $10.00

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4' Alumni and Graduate Ties

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hand sewn, pure silk, woven in England, with the Un~vers~ty of Guelph crest.

Alumni t ~ e (maroon colour) may be ordered by alumni, former students, faculty and professional staff $6.50 Graduate tie (blue) may be ordered by graduates

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The University of Guelph crested chair, in black lacquer finish with cherry arms, available in traditional armchair style or rocker. $70.00 Armchair Rocker $61.00 (Plus shipping charges collect from Guelph. For alumni resident in the U.S., the charges are U.S. $43.00 and $35.00, . FOB, Gardner, Massachusetts.)

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Lithographed coiour print of the Campus Composite 1937 by Evan Mac. donald. ARCA -8" by 11" and suitable for framing. This painting was commissioned by OAC '37, and donated to the University at Homecoming, 1968 . $6.00 plus 35c h a n d l j q

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***When ordering the 1937 Campus Composite, make cheque payable to the O.A.C. Alumni Foundation.

TO ORDER: Send name and address along with cheque or money order payable to the University of Guelph Alumni Association to: Alumni Gift Items, Alumni House, University of Guelph.

Coming Events

Oct. 20 - Nov. 14

Henry Moore Exhibit of sculptures and paintings. McLaughlin Library

Nov. 6 - Nov. 21

British Theatrical Prints, Playbills, and Posters from the 18th and 19th centuries. Arts Building

Nov. 7 - Nov. 13

British Arts Festival Week

Dec. 1

Christmas Concert, University of Guelph Choir War Memorial Hall

Dec. 5

English Delph Pottery Exhibit Arts Building

Feb. 2

O.V.C. Alumni Association Annual Meeting, London Hotel, London, Ont. L