United Colleges - Vox Yearbook (Winnipeg, Manitoba Canada)

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TT IS my task to deliver the farewell address to the class of ’43. I have a special affection for the class of ’43 because we both started our academic careers at United College at the same time. The first lecture which I ever delivered in the College was given to the class of ’43. In spite of that our relations have always been happy. I have always enjoyed the class parties given by the class of ’43. One which occurred in October of last year will be one of the happiest mem¬ ories of my career at United College. It is customary for student speakers at this dinner each year to pay tribute to the faculty. At the best they speak of our wisdom and beneficent influence upon our students. At the unsettle the most conscientious of students and make concentration upon study of any kind impossible. Yet in this difficult situation the class of ’43 have shown a very remarkable steadiness and devotion to work. I wish to pay to them a very special compliment on account of it. It is customary in these farewell addresses to give some words of advice about the future. I approach this part of my task very humbly. I know no more about the future than you do yourselves. As a historian I would natur¬ ally direct your attention to the past in order to throw light upon the future. Do not be alarmed. I do not intend to take you back to the Holy Roman Empire or to the French Farewell Address Delivered at the annual Grads Farewell, February 16, 1943, at the Royal Alexandra Hotel DR. D. C. MASTERS Honorary President, Class ’43 worst they say we are harmless, but nice. To¬ night we have come off very well. But I should like to return the compliment by paying a tribute to the class of ’43. Students may profit by contact with the faculty. It is sometimes forgotten that the faculty also profit from the relationship with their students. It is a pleasure to be treated with that politeness and respect which the students of United College invari¬ ably accord to their instructors. It is always a pleasure, moreover, for the teacher to explore a field which he knows well with minds which are coming fresh to the subject. Sometimes, of course, the minds are so fresh as to know nothing whatever about the subject. But it gives one a real satisfaction to share the joy of discovery with the student who is interested and prepared to work. Occasionally also the student provides the teacher with an idea or line of approach which has not previously oc¬ curred to him. I should like to comment upon one parti¬ cular quality which has been shown by our student body in general and by the class of ’43 in particular. We live in difficult times. No one can foretell his or her immediate future. The prospect of what lies ahead might very easily Revolution. I simply wish to speak about the four-year period which you are about to con¬ clude. By suggesting some of the principles upon which our College stands I may perhaps indicate some guides for action in the future. First, we stand for a liberal attitude towards education. A great deal has been said about liberalism this evening, political liberalism in particular. Liberalism, as we interpret it in the field of education, promises a dispassionate consideration of all the available evidence in relation to a given problem. It promises fur¬ ther the adoption of whatever conclusions the evidence suggests to be sound. We supplement the principle of liberalism in education with a second one equally im¬ portant to our academic way of life. It is a belief in the value of what, for lack of a trite expression, I term mental discipline. By the regular and systematic performance of tasks— essays, class assignments, examinations—the student develops an ability to organize his knowledge and to make critical use of it. The difference between the university man and the non-university man is not that the former has necessarily a greater supply of acquired know- (Continued on page 45) 7

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where and little paths through the woods that would suddenly break into lush clearings filled with the greenest grass and sparkling with wild flowers. With each summer we could hardly wait to go back to Meland, as the island was called, to search out again the little re¬ membrances of shining pebbles and strange, exotic twistings of wood that are so important and lovely in the lives of little children and that we had hidden away secretly; and each year we would take inventory and notice the relaxed signs of a raging winter’s toll. That same year an hotel had been built and the previous year the summer visitors had con¬ tributed towards the construction of a little theatre, to which small circuits of vaudeville performers would come to entertain the com¬ munity. It was an evening in August that year, and I remember the circumstances as clearly as if it had all happened only yesterday. We had finished our dinner and Dad was sitting on the verandah smoking and reading his magazine. Mother was clearing the table and Aunt Helen, my father’s sister who was visiting with us at the time, was in the kitchen washing the dishes. It couldn’t have been later than 6.30 o’clock, and while Marilyn and I were gener¬ ally expected in bed early, we still had almost two hours to ourselves. Children, it seems, are the really great searchers in this world, and we were of these. It was our greatest joy in those days to explore new paths, little turns. I think, when there were no new paths left for us on the island, we used to invent them, or find them where a foot had rested only once. That afternoon, on the southern shore of the island, we had noticed a little road on which we had never been. We had immediately resolved that, dinner over, it would be explored. The spirit of the old French explorers reborn, I suppose. Earlier in the summer, as was the tradition, almost a rite with us every year, we had scurried about in search of substantial walking sticks, and we went on no expedition without them. Taking them up then, this summer even¬ ing, we hurried eagerly to the shore front so that we might start all the earlier on our ex¬ ploration; for to children every new road is a new adventure and entered upon with all the excitement and expectation of the old, peering sailors in search of new lands. The sun was leaning westward when we started along the path. Everything was gold and green and warm, and we were flushed, I suppose, with an unexplainable awareness of the controlled pulsing of the earth and its fruits. It was a lone and lovely path. The trees stood tall on either si de and you could look straight up and see the sheer blueness of the sky. Here and there we stopped to pick up little things and I stuffed them into my pockets. Nevertheless, we must have been walking rather quickly because we were soon deep in the forest and the path had taken several turns. It was with the sudden rounding of one of these turns that we saw, directly ahead of us and walking slowly on, a tall, thin man. He was dressed in a black suit with a short cape flung round his shoulders. He walked with a slight forward stoop, as though he felt he were too tall. He must have heard us coming because he turned around and faced us. Our first impulse was to run for home as quickly as possible; he was such a strange look¬ ing man for children to be meeting in the mid¬ dle of a forest. His dark clothes and particu¬ larly the black cape he wore were so completely foreign to a warm setting of evening in the summertime. And then again, although in our hearts we knew that we were bold adventurers, still, it was getting a little darker out. However, even as we hesitated, our little legs ready to run at the slightest movement of even a leaf, he raised his hand in a friendly gesture and smiled at us. I remember to this day what a wonderful smile he had. It was kindness and you could never mistake it for politeness or any other such trained expres¬ sion. Somehow with it, all sense of fear left us and since he seemed to be waiting for us to approach, we walked, with a very slight cau¬ tion, towards him. I remember examining him well, as chil¬ dren do, when we got nearer to him. He was, as I have said, very tall and very thin. His face was long and in his cheeks were two deep fur¬ rows—from smiling, I like to think. When we were almost at his side he said: “And where are you two little children go¬ ing all by yourselves?” “We’re exploring, I guess,” Marilyn hesi¬ tated. (Continued on page 36) 6

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ASIA, Continent with a Past... and a Future PETER GORDON WHITE Illustrated By Ann Phalps OTRETCHING from the frozen plains of the Arctic Circle to the tropical forests of the Malay Peninsula, and from Europe and Africa to within 36 miles of North America, lies Asia, almost one-third of the dry-land mass of the entire globe. We have a fair idea of distances here in North America; we can compare them all in multiples of the mileage from Winnipeg to St. Paul. We even have some idea of the extent of Europe as measured in bomber-time from London to Berlin or Cologne or Essen. But with Asia it is different; we don’t have much point of reference. There is a little literary device that authors turn to in over¬ coming such a dilemma, it goes something like this: if all the mountains in Asia were placed on top of one another (this is a purely imagin¬ ary example) they would more than equal the height of the Empire State building multiplied by the number of letters in the New Deal alphabet, or, if all the dust of Calcutta was gathered up and placed in boxes 6 feet long by 17% inches wide placed end to end . . Calcutta would be a much cleaner place than it is. All right then; to gain some idea of the size of the great Asiatic Continent, consider that we could put all of Europe and Africa on it and still have two million square miles to spare. If you have any idea of how much two million square miles is you can see what I mean. If two million is beyond your comprehension, you make take both North and South America, put them on Asia, and have only 500,000 miles left over. Now you know the size of Asia. But the Orient not only gives us extremes in area, it sets other records too. Within its bounds is the highest point on the globe: Mount Everest, on the borders of Nepal and Tibet, rises 29,000 ft. above the sea (that’s some three hundred United Colleges piled on top of one another). Asia contains the lowest point in the world: the Dead Sea lies in the deepest hollow of the earth, 1,300 ft. below sea level, in south¬ ern Palestine. Asia presents the most desolate scenes of scorching desolation in the Gobi Desert, and contrasts that arid spot with the wettest region in the world: the lands of the monsoons in India. It contains the hottest and the coldest places in the world (excluding Winnipeg). More than half the population of the whole world is there. The cradle of the human race, of all religion, wisdom, and civil¬ ization is there. Shangri-la, well known to the Japanese as the base of the famous American Flying Fortresses, is there. Vast, scarcely- tapped resources, all the past, and perhaps the future, of civilization is there. The Place and the People Because of our very profound ignorance of even the physical aspects of the Far East it would be possible, and no doubt valuable, to continue with further factual and somewhat sensational information on this section of the globe. However, as students of history, we must see the people of any land we study, for it is the people, not the places, that make his¬ tory. And yet, the inter-relation of the peoples and their environment is so great that it is impossible to study the one without the other, and so in our consideration of population the geographical determinents will be carried along in the thread of the discussion. In Asia there are some 900,000,000 more people than there are in all the rest of the world, even including the 5 o’clock crowd on the Winnipeg street-cars. Two-thirds of them (i.e., the Asiatics) are yellow people, and al¬ most all the rest are white, with a scattering of black people in India, and a brown race in the Malay Peninsula which has no well-defined relation to the others. 8