Lakehead University - Yearbook (Thunder Bay, Ontario Canada)

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EDITORIAL Just what are we trying to do when we publish this year book? Well, we try to ac- complish three things. First of all, we want to give the students a permanent record of their stay at L.T.I. Secondly, in the Nor ' - Wester, we try to give them a literary maga- zine. Finally, we must endeavour to include some topical gossipy references of day to day happenings throughout the school year . . . Do we succeed in these aims? On the whole, down through the years the Nor ' wes- ter has done its job admirably, but that does not mean that there is no room for improve- ment. There undoubtedly is. It would be safe to say that the Nor ' Wes- ter would be able to accomplish its aims to a much greater degree, if those aims were more confined. For instance, could it not possibly drop the topical gossipy section? The answer must be NO, unless we can find some other means to express this rather im- portant phase of school life. Come to think of it, this everyday topical news could very well be handled in an L.T.I, school news- paper. But, is L.T.I, ready for a school paper? Surely, the institute could publish, say, a monthly two-paged mimeographed ' rag ' . This paper would, of course, have to start from a small beginning, but as the new college grows the newspaper could grow with it. This monthly journalistic effort would be far better able to adapt itself to cover the social life of the school than is the year-book. It would also be the place for ' sounding off any controversy that might arise among the student body. Polite skir- mishes with the local newspaper editorial pages would be possible. Rivalry between Artsmen and Engineers could be played up, along with accounts of Foresters ' and Min- ers ' field trips. A school newspaper would give impetus to both the social life and the sports activity; and it would also be able to follow the student council activities. It would provide a means of reporting to the students the various actions of the S.A.C., and a competent writer could pass judge- ment on these actions. Naturally, the pa- per ' s editorial page would be open for let- ters and criticism from the students about the newspaper itself. And the paper could quite easily handle one literary composition each issue. This does not mean that the newspaper would supplant the present Nor ' Wester. The students of the school ought to publish both a yearbook and a paper. In fact, a school newspaper is not only advisable at this stage, but if the student body is to be given any means of self-expression and unity, it is a necessity. But, the natural response to this plea is Well, a school newspaper is a good idea, but let ' s wait ' till we get the new building. Let ' s not wait until we get the new building! Let ' s start now! Here is a challenge to the student body of 1956-57. A school newspa- per should be published. Are there any takers? Editor 6

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THE Table of Qontents Editorial - -- -- -- -- 6 Principal ' s Message ------ 7 Student ' s Administrative Council - 8 Faculty -------- 9-10 The Student Body - - - - 15-23 Convocation — 1955 24 Social Pictures ------ 27 Social Events ------- 28 Sports Section - -- -- --29 Here ' s What I Think foy E. Varh ------ 29 Extension Classes Economics and Philosophy - 33 A Letter To Ivan hy P. H. Hennessy - - - 39 Death of a Poker Player hy K. Mclsaac ----- 42 Indecision by Ray Hrkac ----- 43 Sunrise by Robert Nash - - - - 45 The Model Home by Bruce Antonen - - - - 46 Death Walked That Night by Olga A. Kapot - - - - 51 The Sea Mania by G. E. MacKinnon - - - 53 Mirage by Slawko Nowytski - - - 55 A Sight So Touching In Its Majesty by David Elliott - - - - 59 What Science Fiction Needs is a C. D. Howe by R. V. Weldon - - - - 61 So Near and Yet So Far by Oreste Sideris - - - - 63 Evidence by Jim F. Foulds - - - - 75 The Menace by Ron Bellingham - - - 77 Higher Education by E. Paris ------ 79 Calculus With W. S. Armstrong by Dorn MacLeod - - - - 81 L.T.I, in Pictures ------ 83 More Pictures ------- 84 S.A.C. Group ------- 85 Advertisers ' Index ------ 86

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THE nncipars message To the Graduates: It is a privilege to extend sincere congrat- ulations and every good wish to the gradu- ating class. You are going out into a world which is literally filled with opportunities. Our ever expanding economy demands an unprece- dented number of university graduates and trained technicians. At the same time, due to the low birth rates of the depression, the number of potential graduates is limited. To an older generation that knocked on company doors in search of jobs at subsist- ence wages, today ' s graduate may seem to be a security-seeking, money-minded youngster who is waiting for jobs to drop into his lap. It is indeed gratifying to hear reports to the contrary. The Opinion Research Corpora- tion of Princeton, New Jersey, recently made a survey to find the factors which graduates considered most important in choosing employment. They found that 93 per cent listed chances for advancement as the most important integrant. 83 per cent favoured interesting work. Toward the bot- tom of the list were starting pay (23 per cent) and benefits (17 per cent). The vitalizing expansion which has marked our post-war progress rests largely in our rich endowment of natural resources. Today the development of these resources has become a matter of world wide interest and a magnet to foreign capital. The vast potentials represented by the iron ore depos- its at Labrador and Steep Rock, the oil fields of Alberta, the giant aluminum pro- ject at Kitimat and our vast pulp and paper industry have been heralded throughout the world. But when we speak of opportunity let us not forget the most important factor, one which is not usually considered or given its proper value until it has been lost. I speak of freedom. It is the birthright of every individ- ual who is fortunate enough to live in Can- ada. This is the heritage of our forefathers, jealously guarded and handed down care- fully from generation to generation. Lord Acton said that there is one con- stant in history: the idea of liberty. But this liberty involves far more than the rights of man or the pursuit of happiness. Indeed, said Acton, if happiness is the end of so- ciety, then liberty is superfluous . . . Liberty is not the power of doing what we like, but the right of being able to do what we ought. There are many things we ought to do, as Canadians. We have responsibilities that match our opportunities. I have every con fidence that the graduates of 1956 are pre- pared to take full advantage of the opportu- nities and that they will not shy awav from their responsibilities. rail 11 Principal 7