3 Treffer anzeigen

File consists of a recording of Jean Royce. Topics of the conversation include Ontario School of Librarianship attendance (1923); appointment to general staff, St. Thomas Public Library; applicability of library training to employment in Queen's Registrar's Office; summer employment as document categorizer, Queen's Douglas Library. Multiple positions common amongst senior Queen's University staff, e.g. Dr. Mackintosh (Director of School of Commerce, Department of Economics, etc.). Teaching application to Ontario Ladies' College, Whitby; instruction of religious studies, history, English; heavy extracurricular duties, weekend entertainment programmes, live-in duties as residence floor supervisor; enjoyment of staff, students (including foreign students), school of music. Realization of limited teaching ambition, enjoyment of OLC in the short runonly; acceptance of Dr. McNeill's invitation to assist Queen's Registrar Alice King. Low salary as Assistant Registrar, application for women's residence wardenship; former student residence in Ban Righ, Macdonnell House, Goodwin House; eventual wardenship of all three residence annexes, including newly-opened Gordon House. Women's rise to prominence at Queen's during WWI: Charlotte Whitton, Hilda Laird, Mrs. Norman Miller, able mathematics instructor Mrs. Newljlnds, Greek instructor Mary Macdonnell. Summer school attendance during building of Ban Righ, still a prized women's holding. University building boom (1920s) compensating for halt during WWI; new status of universities as public institutions, partially dependent on government funds; impression (1927) that development was justified: active, bustling, clamouring world' of newly developing sciences, medicine; increasing birthrate, large enrolments in summer school. Student assistance funds during 1920s, negligible compared with post-WWII student support programme. Periods preceding and following WWII as 'one of the most exciting times of my life': first appearance of married students; combination of veterans avid for opportunity, university able to supply opportunity. Range of post-war course registration; European broadening of enIisted men's outlook, interests. Responsibility of Registrar's Office for assessing quality of degrees; Registrar's Office as important first contact for students, continuing personal contact (not so today). Historic decline in head of department status, formerly seen as premier position everyone strived for; absence of female heads of departments until introduction of School of Nursing. Excellence of staff assistants during period as Registrar, e.g. Jean Richardson; unprecedented 'finish' attained by office since influx of graduates from University of Western Ontario Secretarial School. //Personal rewards of career as Registrar, rooted in central 'place of contact' with schools, students, faculty, other registrars; satisfaction of administering scholarships, following student records, watching for and encouraging potential scholars. Loss of scholarships (1970s) during decline of Canadian economy. Breakup of Queen's Registrar's Office (specialization, dispersion of functions); criticism of present set-up 'there's no central place to which you can go for help; there's a run-around'. Myth that former teaching faculty enjoyed exceptionally long holidays. Relation between size of university and staff availability to students; close contacts maintained at University of Minnesota; comparison of Queen's, 'a lively place', with Trent University. Change in values implicit in new Registrarial scheme. Personal basis required for acquainting students with opportunities; helpful inclination of subject's staff, literally willing to guide fresh students on their way; co-operative spirit of Queen's professors. Critical act of staff selection, 'always a gamble'; approachability of Assistant Registrar Margaret Hooey. Potential danger of being 'run ragged'; assessment that most students wish to be taught to help themselves. Dean Sinclair's recent address to Queen's support staff (recommended reading). Effects of university growth: delegation of responsibilities, greater demands on professors, wasteful student 'waiting around' for attention to problems. Marg Hooey's 'infinite patience': personal tradition of University of Toronto, Bryn Mawr training. Student's right to source of information about programmes, what they lead to, what is available. Guidance avenues other than Registrar's Office: strong tradition of Queen's Deans of Women, admiration for Deans Evelyn Reid, Hilda Laird; helpfulness of Deans of Art, e.g. john Matheson; personal outlook of at least some staff in every faculty. Administrative fault of creating positions without the right people in hand to fill them; spread of employee '9:00 to 5:00' complex with expansion of society's recreational activities. Jean Richardson's playful, responsible attitude to boring work with student records. Contribution of staff 'characters', e.g. Ralph Clench; Clench's creation of new staff hierarchy, many employees his willing slaves; 'invigilation' exam patrol duties, supervision of exam timetables; practical assistance at convocations, teaching duties with Mathematics Department, many responsibilities both created and conferred. New contribution of generalist Padre to university community; subject's alignment with generalists; acknowledged need for specialists also in today's society.

File consists of a recording of Jean Royce.

File consists of a recording of Jean Royce. Topics of the conversation include full-time admission to Queen's after part-time summer courses: amusing drop in status from mature student to freshette. Male students' envy of newly-built Ban Righ women's residence. Town girls' custom of entertaining freshettes; Bishop of Ontario's scornful, militant daughter hostess. EnIightenment at Registrar's conference (mid-1950s) that Queen's was not reaching high school students effectively; consequent run of descriptive bulletins (virtual calendars; 5000 first edition) beginning 1953. Previous coloured-sheet advertisements with attractive photos of university buildings. Professor George Whalley's assistance with calendars. Women students' contribution during WWII, interest in Royal Military College ball. Scholarships avaiIable to students; Dr. Mackintosh's drive to establish Queen's on a footing with other universities; administrative fear of Queen's becoming a parochial university, establishment of Provincial Scholarships (open to students in each province; including tuition, cash, railway fare) in 'first big effort' to attract brilliant students from across Canada. Subject's intensive communication with scholarship applicants,in writing and in person. Understanding of American colleges as likely places for graduate work; Queen's aim to establish sound undergraduate programme, though compelled to encourage graduate studies in order to attract first-rate faculty. Numerous scholarships established by Principal Grant; Principal Grant's fund-raising drive; generous donors to Queen's (including R.S. Maclaughlin). Relaxing of Queen's purely academic standards of admission (without lowering. standards), reflected in altered nature of Marty Memorial Fellowship award: wider application of Marty Memorial Fellowship now, recognition of variety of students' interests, approaches, abilities. Disapproval of changing higher fees for foreign students, seen as limiting. Regret for dissolution of women students' Levana Society, recognition that merging of male and female student organizations also leads to new freedom. //Outstanding female presidents of Alma Mater Society, female Provincial Scholars; feminism as perhaps 'in the background of people's minds' in earlier days. Marty Memorial Fellowship as 'bee in the bonnet' of Min Gordon; concern to keep Marty Scholarship on the level of 'pure academic work', only altered to more open concept in 1970s. Cyclical nature of society's limiting obsessions: recent extremes in application of 'buy Canadian' exhortation; McGill University's former longstanding refusal to admit Jews (only think of the Jews' contributions to scholarship); Queen's former refusal to admit Negro students into Medicine; changing face of Canadian population from WASP to multicultural character. Subject's extensive liaison visits to highschools during 1930s; Queen's Saturday 'open house' programmes for students, dissemination of 'Queen's University, Kingston' pamphlets, speakers. Organization of Teachers' Weekends (high school teacher - Queen's professor conferences at Queen's) by subject and Monica McQueen, wonderful opportunities for acquaintance with Queen's philosophy and campus, discontinued after three years. Territorial competition of various universities, concern to extend customer boundaries. Special demonstrations, lectures, by various departments for benefit of Teachers' Weekend participants. Despair at recent illiteracy statistics, degradation of English language in hands of Faculty of Education.