University of Alberta Calgary - Evergreen and Gold Yearbook (Calgary, Alberta Canada)

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TABLE OF CONTENTS ACADEMIC FACULTY.23 6 RADUANDS. 31 UNDERGRADUATES. 53 ARTS AND SCIENCE ... 55 COMMERCE .73 EDUCATION .77 ENGINEERING .99 GRADUATE STUDIES.105 CAMPUS ORGANIZATIONS.Ill CAMPUS ACTIVITIES.145 SEMINARS.,.188 ATHLETICS. 193 ADVERTISING AND INDEX.231

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VALEDICTORY 1963 CLASS VALEDICTORIAN MAUREEN MULHOLLAND What is a university? An institution of higher learning? A community of scholars? A cluster of buildings requiring spe¬ cific academic and financial standards for entrance? This, you may say, is the denotation of a university, the university of the uninitiated Freshman, or of the outsider. But what is a university to the members of the Graduating Class of 1963? What connotation does the word create in the mind of each individual that crosses the platform at Convocation? To the UAC graduate, there comes the concrete image of three and one half scattered buildings, supplemented by the glorious vision of the beautiful campus which exists in the hopes and ideals of every UAC student. Our thoughts how¬ ever extend far beyond the limits of the individual campus to encompass the many structures that compose the univer¬ sities we know, and we realize how insignificant is the physical entity in our connotation of the word university. The meaning of university dwells then in a conglomeration of emotional and intellectual experiences. As we glance in retrospect at the past three or four years in an attempt to grasp their significance, we experience once again the many emotions that have brought us to the point of graduation. Intellectually, we have been stimulated by the magnitude of knowledge existing in the world of the twentieth century. We have been inspired by the possibility of research and dis¬ covery; we have been worried by the pessimistic forecasts about the future of the human species. Imbued with Des¬ cartes ' method of systematic doubt, we have begun to ac¬ quire the characteristic questioning mind. We have amassed particular facts relating to our own field of study, but more important, we have become familiar with the many fields that provide opportunity for study. Emotionally, these years have revealed to each individual something of his own inner character. The lengthy discussions over coffee have led to an examination of our deepest feel¬ ings, and an illumination of each individual ' s so-called phi¬ losophy of life which is often buried in the mire of the much- feared rut. The freedom of university life has provided us with the opportunity of testing our self-discipline, and it is only as we have attempted to apply our rapid reading skills to textbooks during the last weeks of April that we have realized how miserably our self-discipline has failed us. What has been the purpose of these years of study and ac¬ tivity? Monsieur Pierre Dansereau, a charming French scholar, once said that university is not a preparation for life, but rather a part of life. Monsieur Dansereau ' s definition de¬ scribes the true essence of university. The university we know bears little resemblance to the serene ivory tower of the medieval university. Our university careers have been alive with politics, religion and culture. We as students have shown an active interest and concern for social and political con¬ ditions on the campus and throughout the world. Whether we intend to pursue further studies in the academic field, or to enter the life of a particular community, we must never lose the enthusiastic, inquiring, and discerning spirit that we have developed in our undergraduate years. We cannot place our university education on the shelf with our yearbooks. Society has worked long hours and has spent much money in order to preserve our freedom and our right to attend university. Society recognizes the necessity of pro¬ viding higher education for its citizens, but society expects returns for its labor. We owe far more than the specific training we may apply to our areas of employment. University has not given us the right to wave a parchment degree before the community and demand employment. Our degree simply represents some qualifications that may assist us in competing for the available employment. A university degree represents far more than material op¬ portunity. In accepting a university degree, we accept a great responsibility: the responsibility of educated citizens, and of citizens from whom much is expected. University has given us some insight into problems confronting society, and as graduates, we must attempt to help solve these prob¬ lems. University has shown us the values of democratic gov¬ ernment; it is our duty to preserve these values. The responsi¬ bility to maintain freedom and tolerance lies with each mem¬ ber of this graduating class. We are young and in a position to apply whatever knowledge and experience we have ob¬ tained towards influencing and improving society. If we do not take this opportunity, we may awake in thirty years to find ourselves living in a society in whose formation we took no part. As we bid farewell to our fellow graduates, we realize that this is not a Dieu but Aufwiedersehen , and when we meet again, may each of us be able to say, I have ac¬ cepted my responsibility and I am fulfilling my role as a university graduate. 18