University of Western Ontario - Occidentalia Yearbook (London, Ontario Canada)

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Many professors are accused of being unaware of the outside world, a criticism which does not apply to Betty Seldon. Mrs. Seldon, a lecturer in the Secretarial Science Department, has worked in the out- side world, and has brought her experience with her. She also presents a practical answer to the problem facing many co-eds, that of finding a job. Un- less the student wishes to teach she says, a B.A. still means that a girl is unskilled as far as the labour market is concerned. To Mrs. Seldon and her students, the Sec. Sci. course offers the best of both worlds. The nature of the course means that she works close- ly with the girls more often than is usual, and so it is not surprising that she becomes fond of her charges. Though she pleads lack of time as her reason for not being involved in campus activities, Mrs. Seldon is still in touch with what affects her students. She explains: lt is pointless to assign work when everyone is off to the Delaware Ball. Even her description of herself as a realist is moderated by her aim of providing the tools which will give my students self-reliance and a sense of their own worth. ln a world of abstractions, this is a reassuring touch. 5' - X 1 5,2 , y h. i. t ,r . .N i n i, uf 1. i, f ,L lllll il A X A it ,,'!li5l'r:'Qt5 A E x ll 2.21 ll 'Nl ' rx 4 11 fs 'I f 1 ,li lag 12 S K i EE Z 5 5 2 if V .iii i 'qi I 'A Wi l - A i gwyiyls A in 9 .J h'g2v,ig's'fi 'Q 4' .'g2'lw iigff N M..--f-f' '70, ri- ' . ' 4 - i, -- - 35. : ' ' ' . Z Y j,L,x'r .6 .S-. 4 fi ggigfasi, ..ff-Xfffjw 2,1 j 15 9, Wig., f --- ' J ,ie L 26 1

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. 5' 2 ffI 1 'll ' 'S X i X N., TQFX NGNX X NIV in Q .xg My was N 4 mfs N 6 3 X XXGAQX S X 2,5 Xt Rss- .X O Vg I ,,, N X if N ti X. c is ' N N -'iw X XY X' Sb X ,f N X JNL W NN, X x gm? A S X 4 x ' X W xi Q gk yxi Q xx X it-d X fm XJ 4 g NMA was Q Q wmm sts XMQNGABNM Wx-1 wx k sv X N W 35' 305956714 sw Ms, Y ,.. ss. .- G., - i , . ..,.. ., ' T ' T-0 -in-q-rs-4, . x Y st is . S t 1 fesswiis, H4 ss TWT '5i5L141's 7 f '4531lsw new 11't:xmr2AMwf1g . xxxx , ,Lag ' yfw. Q N . 'Q 'v-..,,-My Lilflff? wnwulw i 5 -2 T- 3 W . UW f SJ-122 W fZ.Q21,QF f -431,5 fn-22:2 - A vi 'i TE'ifZi - -- ig .W 1 W-W-.Wvww. Dr. John T. Nicholson, Business Prof., is known by the undergraduates and graduates whom he has taught as Teddy Bear . But this Teddy Bear has claws. He has the knack of making figures interesting, and keeping his students on their toes. At times, he seems to be a frustrated gymnastics teacher, sliding across the table, sitting cross-legged on the desk, and balancing on the back of his chair. He tries to smoke chalk occasionally and eats his ties. Fiefreshingly, he is not opposed to some profanity in the classroom, if the situation warrants. Also, he has been known to enjoy a drink or two with the boys. Dr. Nicholson is very easy to talk to if you have a course problem, but prefers that the student put some effort into the course. His phrase I don't want to push you, but . . is well-known as prologue to an intensive questioning on a case. In view of his interest in students and the University Community, it is unfortunate that the undergraduates will no longer see Nick on his stomach doing pushups in front of the class.

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' 'f K Q i ,lu X , xv ay s f fs aft! 4 X .., V ,,,,, G , 1 V X 7 iff? ' ?f 'a V' X 'Z M1 fs f Qs 5 if Riveter, novelist, and professor are only three of the steps in the career of Dr. Jaroslav Havelka. As a political refugee from Communist Czechoslovakia, he wrote a docu- mentary novel of his flight while earning his Ph.D. in Psychology at Milano University. After working at Canadair, he was associated with both McGill and the University of Montreal, in the former as an M.Sc. student, and in the latter as a pro- fessor in Slavonic Studies, before coming to Western in 1957. As might be expected of a man z 0 4 ' 2 an whose vocation is people and their behaviour, he is vitally interested both professionally and personally, in the problems facing students. The secret of University in his view is a deeper mutual trust. Teachers must realize they are dealing with maturing people of great potential and sensitivity, who will not accept isolated facts with- out challenge. Students, however, must learn to accept the responsi- bility of intellectual trust. The uni- versity, he feels, should be more a house of intellect than of 27 5 X, X f f ,, . W X , ,HW 'me-Y . , , specific knowledge. Several of his suggestions are specific changes which might do a great deal toward achieving this ideal. He is in favour of the so-called University of On- tario, because it would have the ad- vantage of concentrating specialists where they would be available to the greatest number of students. As a prerequesite, however, he would ask that professors be specialists in basic university education, in the first few years, so that students would be assured of proper guid- ance in selecting their field of study. The application of these and other ideas in his own classes, and his obvious concern with his students, has made Dr. Havelka one of the most popular, and respected pro- fessors at Western. Q 'fW59i'WSc 'H H