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

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I t I I I I S I I I I I I I Rev. P. E. Crunican of King's College, doesn't really care how much money his students will be making when they get out of university. His main aim is intellectual stimulation. Too many people have dollar signs for eyeballs. I like to see the lights go on in people's eyes. I don't think any- thing can replace the look of discovery of an original idea. Teaching is not giving a lectureg teaching is putting in the light. I firmly believe that the student must become actively involved before very much happens. lf l have a motto in this regard it is this: 'You never really teach anybody anything, if you're lucky you might be around when somebody learns something he says. For me the most rewarding academic experience is the privilege of receiving and giving a high mark to a really superior and imaginative essay. Like Ezra Pound, I would say that 'real education must ultimately be limited to those who insist on knowingg the rest is mere sheep- herding. Rev. Crunican is involved in students' personal lives also. As Newman chaplain at Western for eight years religious problems are a prime, but, hopefully, not an exclusive concern. lf a chaplain can be defined, l would say that he should first of all be a listener. A built-in by-product of the chaplaincy has been involvement in many ecumenical activities and student projects such as the Student Union Building campaign. I would turn every stone in sight to retain the personal dimension in the student-professor relationship, he says with an assurance indicating that he realizes the delicacy of the relationship. Like all professors, he admits, there are days when it is quite evident that my students would cheerfully cast me, unarmed, to the nearest starving lion, but by and large l think we get along. -Q . T4 1' N iLc gh 'S Ik f1 'Q .VY Q, --A 9 N, x :rx Q, I Y I .. N -,,. . g -! :'f!'E5HX 'i' -v S ,I

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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

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Talking about James Reaney just as a professor is impossible. Even in the classroom, his many interests and talents are too obvious. In a quiet, almost child-like manner, he stands at the front of a room, expressing so many ideas in a single sentence that the most astute stu- dent can grasp only a part of them. While this is a delight to the upper- classman, it has confused many of the multitude who have heard him in English 20. Even then however, there is still the charm of the man who peoples his plays with children and their dreams, and who delights in puppets that look like refugees from a kitchen cleanout. The irony of the man is that the child- world is subject to the intellect, and replete with frighteningly cynical overtones of death. A prolific and honoured author, he arouses in his associates much the same sort of paradoxical feelings as in his students. While many decry his regionalism , those who work with him seem protectively fond of Jamie , Perhaps he doesn't fit the corporate atmosphere of Western, yet it is en- couraging to see that talent on the side of creativity rather than that of criticism still resists being phased out. He contributes what a university greatly needs . . . integrity.