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

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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

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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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CLASS HISTORY 196 3 CLASS HISTORIAN JACK MARSHALL Our class has a unique place in the history of this- University, for we are the first class to complete our degrees at the new campus of the University of Alberta, Calgary. The history of the Class of ' 63 really began on November 1, 1958. On that day a sod turning ceremony was held in north-west Calgary, and work commenced on the new cam¬ pus. In September 1960, the doors of UAC opened and The Gauntlet blared Welcome Frosh! to over 700 fresh¬ men. A new university of 1,000 students was born. The of¬ ficial birth date was October 28, a month after the opening of the academic session, when Dr. M. G. Taylor was installed as Principal and the University was officially opened. A calm followed the storm of Frosh Week activities as faculty and students got down to the business of learning. We freshmen put aside our frosh beanies and buttons and opened our books. Never before had Calgary students been offered so much. Twenty new professors increased the faculty to seventy, and one hundred sixty-two courses were offered. Student activities expanded greatly to accommodate the new students. The Gauntlet established a reputation for itself under its timid, shy, boy-editor , with occasional direction from a concerned administration. An ever increasing num¬ ber of campus clubs catered to the interests and talents of students and through them the freshmen were introduced to campus life. Many memorable events took place in that first year at UAC. For months the wind blew bringing dust that left the campus, faculty and students coated. Exams came, and bridge, hearts and ping pong took their toll. Bed push¬ ing was the fad that year and UAC pushers took to the highways. But most of the time was spent gathering knowl¬ edge. The desire to learn was encouraged by the professors and enflamed by the approach of final exams. Thanks to a blizzard exams had to be postponed for a day, but we wrote them, and left for summer jobs. The first year was over. The 1961-62 academic year opened and we returned to further our studies. This time we could really enjoy Frosh Week, someone else was on the receiving end. Eight hundred freshmen boosted our student population to 1,600. Thirty- two new professors and additional courses were added. The Class of ' 63 reduced in number but as eager as ever, began more work. We also took over a number of positions in the many campus clubs. There was something going on every day as political, religious, and special interest clubs began another year ' s activities. A successful and impressive Political Seminar gave politics the boost it needed to assume its im¬ portant role on campus. It was followed late in the year by UAC ' s first Model Parliament, under Liberal Prime Minister Hugh Bessell. Other highlights of the year included a series of Conferences on Higher Education, the opening of the new gymnasium, the approval of red and gold as- our school colours, and the Western Canadian Student Teachers Con¬ vention, hosted by UAC. It wasn ' t all work and no play by any means. The first issue of the Goblet was published, Yacowar was crowned King of UAC, Color Night was a great success, UAC Radio began closed circuit broadcasting, and National Bermuda Shorts Day was more revealing than ever. Academically, the Class of ' 63 found quite a change from the previous year. Instruction was less impersonal, classes were smaller, and we began to specialize and work towards specific goals. We had begun to realize just how little we knew and how enormously distant the boundaries of knowl¬ edge are. But we were getting somewhere and when the time came to file into the Green Gym for final exams we knew we had made some progress. We returned four months later for the 1962-63 academic year to find UAC bursting at the seams. An acute shortage of space resulted in overcrowding in the library, cafeteria, and offices, and in a great restriction of lounge space. Student population approached 1,800. Council ' s austerity program was ushered in with the plaintive cry, This is the toughest year we ' ve ever had financially . None the less campus activities soon got into high gear. Members of our class found themselves guiding many campus organizations in addition to carrying a heavy academic load. Sports as¬ sumed a far more important role on campus thanks to the new gym, and the UAC Dinosaurs almost won the WCIAA Basketball championship. During the year it became evident that UAC was changing a great deal. For the first time there were considerably more upper classmen than freshmen. The number of grad¬ uate students increased considerably and the faculty in¬ creased to one hundred twenty. Construction of an impres¬ sive new library was begun. UAC was becoming a mature university, and as it matured, so too did the senior students. As graduation approached the class made plans to get jobs and make their own way in the world, or to further their education in other universities. Now we are graduating. Three wonderfully profitable and stimulating years have passed. We have had the unique advantage of being an important part in the building of a great university. As we leave in pursuit of our chosen pro¬ fessions, we hope that we will reflect credit on the University of Alberta, Calgary, and by so doing pay for a part of what it has given us.