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Page 20 text:
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J. A. CORRY Vice Principal J. A. EDMISON Assistant to the Principal A. M. LAVERTY Padre —16- JEAN I. ROYCE Registrar
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Page 19 text:
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FROM THE PRINCIPAL THE UNIVERSITY IN A CHANGING WORLD The Class of 1956 graduates into a world of swift change and disappearing landmarks. So have all its predecessors. We cherish a myth of eras of stability in the past. We have almost come to believe that the world before 1939 was a simpler world. The world before World War I, we have been told, promised unlimited and inevitable progress; the landmarks were fixed and clear. It was for long agreed that those deeply troubled people, the Victorians, had no problems, no doubts, were completely sure of themselves and their universe. The people of these eras in fact lived in disturbed and changing worlds, shaken by uncertainty and apprehension. The changes they experienced differed from those which confront us. They were apprehensive of somewhat different things. They relied on landmarks which seem to us less important. For the present generation the difference is not in the fact of change but in the speed with which effects of change run through a whole society in decades rather than centuries. For universities one aspect is relevant. We are feeling the effects of a very rapid increase in knowledge and in its practical dis- semination. Yet there is not so much that is new and revolu- tionary in it. There is not much that flows from new and pro- found insights. Our revolutionaries in thought have been as boats adrift in eddies and swift rapids. There has been an ex- tremely rapid practical application of knowledge. Our age is characterized not by profound understanding but by massive systematic research, stimulated and made possible by war, by large industry and by national governments. We are strong in analysis and application; wc lag in synthesis and in- sight. We master techniques, procedures and know-how and falter in our sense of direction and understanding. In Canada there is the added pressure of rapid economic expansion and a revolutionary increase in population. So far the increase is almost wholly in the numbers below the normal working or university age. We are approaching the point, as it were, of maximum squeeze when those who support, train and create the environment approach a minimum, while the numbers of those who are dependent, who are undergoing training, are moving to higher and higher levels. Now, and for the next decade or two, there is a great un- satisfied demand for trained and skilled persons. At present it is directed particularly to those w-ho can deal with things but the focus is shifting to those who can deal with persons and ideas. For this generation of graduates there is larger scope and re- sponsibility with rapid up-grading to the limit of each person's skill and talents. Shortly much larger numbers will reach the universities and they will go on increasing for about twenty years. There will be need for larger universities and probably some new ones, for more technical schools and colleges and a greater variety of specialized institutions. Many universities and colleges which are now small will find themselves struggling with large numbers. At the moment too much attention is focussed on this for- midable crest of numbers ahead. There are other serious con- cerns. Know-how is important but with systematic effort it is easily and quickly acquired. It is astonishing how successfully even complicated technical knowledge can be communicated and applied. More people, larger industries, the complexity of urban living, multiplicity and speed of international communication— these can produce a frightful audio-visual civilization. Even if some find television less stimulting or satisfying than an open fire, there is no return to a simpler life. Much of the zest of life is in reducing the greater complexities to a workable synthesis or pattern. Beyond the need of this era for training and know-how” is the need for inquiring originality of mind, integrity of thought and humility in the development of perception and wisdom. On these w-ill depend the quality of our civilization, the persistence of our nationhood, the justification of our material progress. Universities must cope with greater numbers. They must give more professional training. But here in Canada they must also increase in depth. They must re-establish vital scholarship giving the perspective which comes from having discovered what is mere change and what is growth. They must maintain as they have unevenly over centuries their concern with what is new and vital and what is old and enduring. W. A. Mackintosh — 15—
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