University of Toronto - Torontonensis Yearbook (Toronto, Ontario Canada)

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-'i: .SPL , , f A+. ' 'A' Iwi: T W - f 4 - - IL, . -.ine v -5g'..,.I VT C ' . il 554, ., 1 v I tffffaari, 'fi' A - ' Q5 .egzigif .f 'F-fx - .. 531, xy. mia, H . Q5 1 ff ILLP 5: W 1 A J I s A PEL U y 1 QQ C X1 . , A p ,gr X V4 I f l N, v 5 , A ' 1355 . a :,lQl , A The Coat of Arms of the University of Toronto Azure two open Books and in base a Beaver all proper, upon a Chief Argent the Royal and Imperial Crown also proper, and for the crest on a wreath of the colours an Oak tree proper stemmed and fructed Or. HE crown indicates not only that the Uni- versity was founded by a Royal Charter granted by King George IV in 1827, but also that the original foundation was called King's The Motto is taken from Horace,s Odes, Book 1, No. 12, lines 45 and 46. The complete line is g'Crescit occulto velut arbor aevov. Translated College, the books are for learning, and the beaver, which is the emblem of Canada, is for the industry which it was hoped should always characterize the members of the University. literally the motto would be As a tree, may it grow through the passage of agesn. A 12 X l Sr , 4: Y-9 1 c.f'3aj1

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iw. A mf' 7 lizzthetlq ll BY THE GRACE OF GOD OF THE UNITED KINGDOM. CANADA AND HER OTHER REALMS AND TERRITORIES LIBB11 HEAD OF THE COMMONNVEALTH, DEFENDER OF THE FAITH.

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EDITURIAL HERE are we going now? What have we been doing in the University these past few years? These questions become promi- nent in every studentis mind in the Spring months of each year and we wonder what it means to be a graduate of the University. Should there be some way by which other men will recognize that we are graduates, perhaps by our expert knowledge of facts and techniques, by our vari- ous skills or by our obvious erudition. Upon contemplation, it becomes apparent that such skills and specialized knowledge are not uncommon among men who have not studied at university. Sooner or later, we are forced to realize that what we have heard, seen or done here in the lecture halls is only incidental. It is what we are as we leave the university which is important. We are, then, moving out of the university life of preparation into a life of action. What do we expect to do in the outside world? For what are we prepared? The answer lies in this question which I ask you. To what are you alive? The late Dr. Cody once said, We live in proportion to theunumber of things to which we are alioef, Are you alive to some problem of scientific inquiry, social need, or possibly a problem in communi- cations? If you are to have any purpose in life, you must be alive to some such issue or en- deavour. There are some larger issues which concern us all no matter what our chosen profession. We have inherited many rights and with them in- herent responsibilities. A democratic government is effective in proportion to the understanding of the citizenry. The educational system is limited by the demands of the populace. Good inter- national relations are dependent upon the good will of the nationals of each country. Are we alive to the larger issues arising out of these problems? They are all inter-dependent. We may choose not to participate in the direction of these larger issues, but we cannot escape the effects of their determination by others. It is fallacious to think that we can limit our responsibility to our own little area. It is an error to assume that through diligence in economic matters we will acquire sufficient wealth to retire in happy con- tentment. Look hard at the history of the last f, . i UN' . mr., J 'r4H.nxkkL4a.. 4... few decades and see for yourself. There is a greater error, the error of lip service to our wider responsibilities. By token interest in the greater issues we may lull ourselves into a false sense of duty done. If the issues are inextricably interwoven, they can only be solved by a concerted effort to find a solution to each which leads naturally to a solu- tion of the others. That universal or concerted effort can be no more than the sum total of the efforts of individuals. Our being alive to the issues then, is essential to the action which is to be taken in the community, national and inter- national spheres. To understand the issues and formulate the solutions requires a broadly educated populace. Have we the broad educated and democratic base which is required for effective action? We doubt it. However, this does not absolve you and I from action. If this base is essential, it must be obtained or we all suffer the consequences. Why does it not exist, and how can it be obtained? In his last address to committees of Hart House, VVarden Nicholas Ignatieff said, I do not believe you can train people for democracy successfully unless you are prepared to trust them with re- sponsibilityf' This is as true in the larger arena of nations as it is in the university community. XVe believe with Warden Ignatieff that todayis approach is wrong but here is the acid test. Are we going to develop a new approach? We who commence our careers this year, and next, or the year after, will we do otherwise? What will our attitude be to our sons and daughters, authori- tarian? To the people in our own community who have not had our advantage, aloofness? To the people of the 'underdeveloped countriesi, patron- izing? We must decide today and pattern our lives accordingly. A university man, then, should be known by his leadership in advancing the well being of his fellowman, and by his emphasis on those things which are permanent. We came to university to learn to distinguish the relevant from the irrelevant. We have learned that wisdom and understanding are more im- portant than accumulation of knowledge. Having learned these things, we ignore our purpose at our own peril. 13