CEGEP parallel program ready for SeptemberGrade X I students entering the Day

Division of Sir LJeorge W illiam s Uni­versity in September 1969 w ill take a two-year CEGEP - parallel program before proceeding on to the regular three-year undergraduate program.

It will therefore take, five years to obtain the degrees of B.A., Bachelor of Fine Arts, B .Sc. and B. Com m. The length of the undergraduate Engineering program has still to be decided.

The CEGEP - parallel program is being introduced by Sir George W illiams as a tem porary measure to help ensure the orderly developm ent of college-level

education in the english-language sector of the provincial system. It will be withdrawn when sufficient English-lan­guage CE G E P’ s have been set up.

The program will be generally in keeping with that offered by Dawson College and other CEG EP’ s, but with some differences in the contents of in­dividual courses. In addition, the oppor­tunity is being taken to investigate new approaches to college-level education. For instance, it is hoped to offer pre-B.A. students an integrated studies pro­gram similar to the special Arts program now taken by freshmen at some Canadian

and Am erican universities.Adm ission requirements will be

generally similar to those for the cur­rent academ ic year, and there will be places for about 1,500 students from Grade XI. The academ ic year will conti­nue to consist of two thirteen-week terms, exclusive of examinations, and a student will norm ally take five courses.

In 1969, qualified Grade X II students will be adm itted to second-year Universi­ty, and so will normally graduate in three years.

Fees will have to be charged for the CEGEP - parallel program. The am ount

depends on discussions now proceeding with the Departm ent of Education regard­ing the extent of the governm ent subsidy per student. It is hoped to announce the fee scale in the near future.

For the 1969-.70 academ ic year there will be no change in the operations of the Evening Division; CEGEP - paral­lel courses will not be offered. How­ever, intending students should be aware that the introduction of a college-level program in the Day Division is likely to result in a revision to the policies that govern transfer from the Evening Divi­sion to the Day Division.

Georgian£13 GEOSGB WILLIAMS

UNIVERSITY(JB9ARY

f - t t f * 8 1 9 6 9

M O N T R EA L

.V o l. X X X II, No. 40, W ednesday, February 26, 1969 . SIR G E O R G E WILLIAMS U N IV E R S IT Y

The Computer: New Clarke denies admissions biasMode of Dialogue

In a statement released yesterday, Acting Principal Douglass Burns Clarke denied that the University will base its admission regulations “ by ethnic grouping or place of origin”

CollegiateThe com puter represents the

single m ost crucial challenge facing the intellectual com m unity right now.

This needs to be said firmly, positively, loudly and clearly for two reasons:

1. The com puter represents a fundam entally new developm ent in human intellectual experience; and

2. For a variety of reasons, it is easy to neglect this new development. Someone must speak up and insist on an in ­tellectually responsible reaction to the computer.

Ever since the emergency of the university in Europe in the M iddle Ages, its mode of con­ceptualization has been basically verbal. Even when the leading edge of W estern thought has fo ­cussed on non-verbal aspects of human experience, as perhaps is true at present, the intellectual com m unity preserves whatever rational coherence it has by means of verbal formulations.

In the intellectual tradition, we have developed a rich vocabulary of highly abstract terms. Draw­ing upon the resources of the classical language o f the univer­sity, nam ely Latin, and with li­beral borrowings from other fo ­reign languages, we possess at present a wonderfully varied vo­cabulary which enshrines the conceptual innovations of W est­ern thought in such terms as “ com plex,” “ m ythopoeic,” “ co ­gnition,” “ continuum ,” “ gra­dient,” “ increm ent,” “ devia­tion,” “ determ inant” ... - and the list quickly fills a massive thesaurus of abstractions, the precise meaning of which may differ from discipline to d isci­pline and often varies from speaker/writer to listener/read­er.

We are not deploring the exist­ence of such an intellectual vo­cabulary. Discursive thought o f­ten depends upon the developm ent of adequate terminology. Nor do we mean to say that non-verbal com m unication has so far been insignificant; far from it. But the

Press Servicefact remains that Western in ­tellectual life is word-oriented, and that learning and com m uni­cation is som etim es greatly ham ­pered b y the am biguity and the abstruse com plexity of our verbal formulations.

The computer represents a new, general, powerful means of com m unication which is non-ver­bal, relatively unambiguous, DISCURSIVE, and capable not merely of representing but also of dem onstrating high-order and complex abstractions.

That it can serve as an effect­ive mode of expressing intellect­ual concepts was the testim ony of the director of the Illinois Institute of Technology com puter center. He reported that graduate research expressed through the developm ent of a computer pro­gram can be com m unicated very easily to undergraduate students. The program itself becom es the vehicle of com m unication. No more than minor editing is re­quired to adjust the performance of the program to the m echanical constraints o f - the classroom.

In essence, the researcher for­mulates and describes his thesis by writing a program which is actually a working m odel of his concept. By studying the program in operation, perhaps playing with it by varying the data, any user can soon come to understand the nature of the thesis and its va­rious im plications.

The notion of a non-verbal m odel is certainly nothing new. Every professor who draws lines or circles or boxes or blobs on the blackboard is using non­verbal models- to assist in the explication of his thoughts. N e­vertheless the computer is a genuinely novel factor in' the intellectual dialogue, because it provides for the first time the general capability of producing working, manipulatable models of any conceivable specific ap­paratus of thought.

Thus the person who prom ul­gates his thought by writing a computer program not only can express the concept unclouded by

Clarke also said that hope for survival resides in what he term ­ed the “ realization of our com ­mon hum anity” .

The text of his statement, spe­cially prepared for the geor- gian, follows:

*‘We are coming to be able to / look more calm ly at the problem s which were created, or perhaps ju st revealed, by the events of recent weeks. M any o f these [ problem s can be dealt with d i­rectly through discussion and agreement, or on occasion, ne­cessarily, by regulation. But o- thers, affecting the quality of our personal relations within the university com m unity, have their roots in attitudes and prejudices which are m uch harder to reach.

“ While the University can state clearly and categorically, as it does, that racial discrim ination will not be tolerated, there is no way in which we can, or should control the minds of individual m em bers of this community.’ But I want to put strongly before you the following proposition: the troubled state of the world, the appalling present threats to the future of mankind should at least have taught us that hope for our survival resides in our realiza­tion of our com m on hum an'ty. N o thinking man today will se­gregate his fellows in thought or in action on the basis of race, colour or creed.

“ In line with this position I wish to reaffirm two policies that govern the conduct of this University. First, there can be no question o f establishing any quota for entrance based on e i­ther ethnic grouping or place of

origin. Secondly, while disorder or the incitem ent to disorder m ust be dealt with firmly, we will never countenance guilt by as­sociation, which is the denial of those academ ic and political freedom s we all cherish.”

'Lost time' plan developedA coordinated plan to help Sir

George W illiam s students make up for course time lost in the week following the fire in the com puter centre has now been developed.

The plan was approved M onday at a meeting of representatives from all faculties.

The em ploym ent and other com m itm ents already made b y a large num ber o f students were a major factor iii determining the nature of the plan.

In general, the University will stay with its existing timetable. But exam inations will be based only on the material which each class will have actually covered.

Day Division classes will end as scheduled on Thursday, April 3, but additional Evening Division classes will be held on M onday, April 7, to make up for those cancelled on Friday, January 27.

The normal university study

week will run from April 8 to April 11. Exam inations will take place, as scheduled, from April 12 to April 26.

A full week of additional clas­ses, based on the regular time­table, will be scheduled from April 28 to M ay 2. Instructors m ay use these classes to cover m aterial which could not be fitt­ed into the normal year, parti­cular attention being paid to subjects which are prerequisite for later courses. Specific ar­rangements for these make­up courses will be announced by instructors personally. Students who are unable to attend the classes should consult with their instructors about other ways of covering the material which will be presented.

It is expected that many pro­fessors will continue during the remainder of the regular uni­versity year to organize other additional classes.

verbal am biguity, but can at the same time offer the unlimited dem onstration of an operational model.

The use of the com puter as a vehicle of dialogue is fairly easy to conceptualize in the natural sciences. A single FO RTRA N equation can serve as the m odel for any formula. Thus if an observer decides that Distances equals Rate tim es Tim e, he can write a program which will per­m it the user to vary Rate or Tim e or Distance and see the effect; or the user can compare the m odel to observed instances in the real world, and so establish its predicitive value.

Naturally, for an example so simple the user would need a

com puter--though even in this case the com puter would perm it the testing of the hypothesis on a much larger data base than could be done conveniently w ith­out it. But the com puter lends itself to the developm ent of very complex models, an yone of which m ay include a large variety of data structures and operational formulae. It thus becom es the vehicle of specific conceptualiza­tion.

We have used an example from physics because the m ost uni­versal language used for talking to the com puter is a FO RM U ­L A -T R A N SL A TIN G language (FO RTRA N ). But there are o- ther ways of using the computer as a general m odel-building d e ­

vice. Unfortunately, useroriented languages as universal as FO RTRAN do not exist for the linguist, the artist, the musician, the educator, the anthropologist, or any of the other nonmathema- tical disciplines.

W hat most such potential users do not seem to understand is that they themseLves must bear a large share of the responsibility o f developing computer languages appropriate to their disciplines. It seems much easier to under­rate the computer than to spend the time and effort required to make it useable.

Such an effort is not only worth­while but actually crucial to our own intellectual growth.

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Economics Lecture:

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Has Agriculture Been Neglected?Room 1070 Wednesday,-4 pm February 26th

STUDENTS' ASSOCIATION ELECTIONSNominations are hereby called for the following positions:- PR ESID EN T- E X E C U T IV E SE C R E T A R Y- VICE-PR ESID EN T FIN AN CE- VICE-PR ESID EN T E X T E R N A L A F F A IR S- VICE-PR ESID EN T STU D EN T A F FA IR S- VICE-PR ESID EN T E D U C A TIO N- VICE-PR ESID EN T IN TER N AL AFFA IR S.- O M B U D S M A N- A TH LETIC CO UNCIL REPRESEN TA TIVES (3 REPS)

A R T S STU D EN TS’ A SSO C IA T IO N- President; Executive V .P .; Internal V .P .; Student Affairs

V.P .; Education V .P .; External V .P .; Humanities R ep.; Social Sciences Rep; Ombudsman;

SCIENCE STU D EN TS’ A SSO CIA TION- President; Exec. V .P .; Treasurer; Secretary; External

V .P .; Internal V.P.CO M M ER CE ST U D E N T S’ ASSO CIA TION

- President; Exec. V.P., Treasurer, Secretary; External V .P .; Internal V.P.

EN GIN EERIN G STU D EN TS’ A S S O C IA T IO N- President; Exec. V .P .; Internal V .P .; External V.P .;

Treasurer; Secretary.F IN E A R T S ST U D E N T S’ A SSO CIA TION

-President; Exec. V .P .; Internal V .P .; External V .P .; Trea­surer; Secretary.

Nominations Forms are available from the Students’ A s­sociation Receptionist.

The deadline for nominations is February 27th, at 12:00 noon.

Elections will be held M A R C H 5th and 6th, 1969.Campaigning will be from Feb. 28 - March 4.

Chuck Reibel Chief Returning Officer

COMMUNICATIONS BOARD VACANCIES

Applications are now being accepted for the fo llow ing positions

on the Com m unications Board:

Chairman

Executive Assistant Treasurer

Head of TV Sir George Head of Radio Sir George

Editor-in-Chief THE GEORGIAN Editor of Garnet

Editor of Duel Editor of Handbook Editor of Directory

They should be turned over to the Students' Association recep­

t i o n i s t before February 27 th . '____________________ 7

Conference for Election C a n d id ates

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SGWU, Loyola merger discussions continueThe initial discussion of some form of

union between Loyola College and Sir George W illiam s has revealed wide divergence in their initial positions. Loyola’s desire for considerable au­tonom y within a federation can be better understood in the perspective of its historical development.

Loyola began in 1888 as an English language part of College Ste. Marie, but shortly thereafter became an independent college granting degrees through the Universite de Montreal. The college, conducted by the Jesuit Fathers of the Upper Canada province, offered a liberal Catholic education which emphasized theology and philosophy. These education­al goals were shared with some thirty French language classical colleges which were also affiliated with the Universite de M ontreal and actually represented its undergraduate division since they prepared students for the professional schools. During these years there was no cooperation between Loyola and the Universite de M ontreal with respect to facilities, library or faculty; however, the University approved the program and granted the degrees.

Loyola was not, however, a college like the others; it gradually broadened its classical arts program and offered

courses in Science, Commerce and Engineering. It was not permitted to grant degrees in Engineering because the University restricted this profes­sional degree to Ecole Polytechnique. During these years there were many clashes between the practical bent of Loyola’ s English-language educators and the classical spirit o f the French- language administrators at the Univer­site de Montreal. Loyola made repeated unsuccessful attem pts to gain a univer­sity charter. The reason for refusal did not lie in any basic inadequacy on the part of Loyola, but in political reasons which varied from decade to decade. English Catholic Loyola was the step­child of both the English Protestant com m unity and of the French Catholic community.

At present the Government sees it as another English-language institution which it would prefer to keep off its university accounts. Presumably it is not the dollar cost that is the main worry since it is expected that the governm ent would maintain the level of per capita grants if the Loyola stu­dents enrolled at Sir George. M ost of the French-language classical colleges, which made very little change in their curricula during the past half century, have now becom e CEGEPS. Several of them, notably College Ste. M arie des Pe­

res Jesuites, did modernize and, having instituted university level courses in Art, Science and Com m erce, will form one cam pus of the new Universite de Quebec.

During the past two decades, Loyola has greatly augmented its enrollment and facilities and has widened and dee­pened its educational program. The Engineering faculty has been seriously limited by its inability to grant degrees; the students must complete the last two years at some other university. Loyola has, however, maintained the spirit of a liberal education requiring two full courses in both theology and philosophy

for all students even those in Science, Engineering and Commerce. Moreover, progress has been achieved while re­ceiving operating grants much less than those of the province’s English-language universities (taking into consideration the recent special grant). Loyola has thus shown econom ic viability and, therefore, econom ics should not dictate the form of union.

While long and vigorous tradition motivate Loyola ’s determ ination to m ain­tain considerable autonom y within a union, how reasonable is it objectively? Certainly separate colleges and cam ­puses are found with varying degrees o f self-determination in many universi­ties in Canada and the United States:

Toronto, Windsor, California, New York and even in Quebec, Universite de Quebec and Universite de Montreal (Ecole Polytechnique). Separate insti­tutions would have the advantages of preserving personal contacts and great­er freedom and variety in curriculum. At the- same time co-operation could confer many advantages through sharing of certain facilities, exchange of stu­dents or faculty for advanced specialized courses or research, amalgamation of certain disciplines and co-ordinated specialization.

Affiliation would probably satisfy the political necessities as long as no separ­ate financial requests were made by Loyola. While overall operating budgets would be determined by negotiation be­tween the college and the university and would be autonomously apportioned to faculties within the institutions, a unified budget com bined at the faculty level would be reported to Quebec. The govern­ment grant would then be shared in pro­portion to ghe negotiated budgets. Final­ly, in looking a decade or so hence, federation would be advantageous in­sofar as it would preserve an institu­tion which could serve as a nucleus for a new independent university which would then be required by the increased number of university students.

Cont’d on page 5

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letters

The Forest or the Trees?Writing in the February 24th edition of the Paper Ernest Zuendel

chided federal politicians for "ca ll in g for blood" as regards the "Sir George a ffa ir" . These men, he says, are the sam e ones who bear responsibility for " th ro w in g open C a n a d a 's doors to the multitudes of Asia, Africa, and Latin Am erica." Thus Mr. Zuendel, in the context of his article feels that national origin, in and of itself, is sufficient cause to lum p together those w ho m ake trouble, those w ho do not, and those w ho potentially, m ight do so.

The present contact betw een C a n a d a and, in fact, all of Western Society, and the "m u ltitu d e s" of the Third World is by no m eans accidental. Even a cursory g lance at the history books will reveal that it w a s Western Society w hich, usually by m eans of " g u n b o a t dip lom acy", initiated the u n h a p p y relationship betw een east and west. The students from Africa, Asia, and Latin America w ho are studying in C a n a d a are not the poor deprived urchins that they have in m a n y cases, been m ad e out to be. They are in no need of charity nor are they accepting any.

To begin with foreign students in C a n a d a w ork a n d pay taxes (w h e n they can get jobs), they are no more of a drain on the C a n a ­dian ta xp a yer than a ny other student. Too, accepting foreign stu­dents is an interesting type of foreign aid because it absorbs them into the C a n a d ia n consumer m arket for at least four years.

Mr. Zuendel is quite right w he n he says that the word "fascist" is bandied about recklessly, but for some obscure reason he implies that the label of "co m m u n ist" cannot be overdone. " N a ­turally", he says, "in all a ll-w h ite society w hich C a n a d a virtually w a s until fairly recently, there w a s going to be discrim ination". H a vin g graciously adm itted its existance he then goes on to com ­plain that the "w ell trained political cadres of the left moved in". Considering the fact that few others w ere w illing to address th em ­selves to the problem (or even adm it its existance) fe w are in a position to justifiably reflect on the motives of those w ho do, even if they can find valid fault w ith their methods. It is easy to w atch others being victimized and passing off their plight as som ething to be expected but it is not very constructive, nor is it morally defensible.

It is far easier to do as Mr. Zuendel has and blam e everything on plots a n d projected "red takeovers". The obvious problems raised by this approach are; a ) that they inevitably lead to the dangerous habit of inquiring into m en's beliefs and b)*they leave the real problem-the fact that racism does exist in C a n a d a -to fester and grow . Demonstrations and revolts are sym ptom s, the m alad y is more deep rooted and cannot be cured by deportations and jail sentences. Nor can it be remedied by polemics.

If, tomorrow, a m an, or group of men m a n a g e to exert sufficient pressure to close the cha n n a ls of im m igration from Africa and Latin America, then the next day, another group m ay close the door from central Europe and at some future time, from the Brit­ish Isles, because if it can be done in one case it can be done in all of them. And at that point w e will find ourselves m arch ing glorious­ly ba ck w ard s until the only w a y to live in C a n a d a is to be born here and all the joys of a closed society will be ours.

The right to speak (a n d th ink) freely must necessarily be a b s ­tracted because it should a pp ly to everyone. Hence w hen Mr. Zuendel writes d e sp a ra g in g ly of "freedom to speak, ag itate , travel, and incite revolution" he indicates that he is w ill ing to grant basic rights to some but not to others. H o w this vital distinction is to be m ade is an a g e old legal and philosophic problem w hich w a s cir­cum vented by abstracting the statutes. The " r ig h t" to incite re­volution doesn't exist a n d never has, in this society or a ny other because no social enterprise is o bligated to collaborate in its own distruction. This line of w h a t is permissible and w h a t is not exists everyw here, in vary in g degrees from Com m unist C h in a to M ont­real.

Since Western Society deem s the destruction of life and property (not, unfortunately, a lw a y s in that order) unacceptable m eans of voicing discontent, it has an obligation to e lim inate its causes. It's about time this obligation w a s met.

Contradictions CorrectableEditor, the georgian;

One of the statements’ in your front­page editorial o f Feb. 21, which turns out to be rather naive, is: “ Political ques­tions cannot be ignored in the educational process” . I say, all education is political. Education is politicalization. Our educa­tions determine what kind of political creatures we becom e.

There could be confusion about this kind of observation. Indeed it seems to be wilfully pervasive at Sir George. Take for exam ple: David Orton’ s contract is not being renewed by the administration because he is “ political in the class­room ” . His M arxist-Leninism “ fogs” his perception so that he cannot be ob ­jective or neutral in teaching sociology classes. As if interpretation of other people’ s behaviour can ever be objective. W hat seems to escape those trying to get rid of Orton is that he is a worth­while lecturer, and his students say this. Whatever happened to academ ic freedom at Sir George? I think the problem lies in the fact that Orton doesn’ t believe in an objective or uncritical sociology.

The bourgeois sociologist who remains faithful to the objective requirements of a neutral social science is not “ political” because he never appears to deal with political ideologies in a moral way, that is, explicitly choosing one politics over another. He accepts the given data, stu­dies the situation im passionately. In fact, the ideology he accepts is liberalism and corporate capitalism , a system he doesn’ t want to change, a system he won’ t criti­cize or have criticized, and calls tha't objectivity. W e’ve got to know these as­sumptions of bourgeois sociology if we are ever to improve it, and presumably, our society.

The sociologist applauding objectivity is the same one who during the recent events at Sir George would not discuss the crisis at the university because this “ material” was irrelevant to the course of study. It is the kind of thing that happened at Detroit during the insurrec­tion, when people living in burning sec­tions of the city would phone television stations asking if they were in trouble because of the violence. Neither trusted his experience. Neither could handle the data threatening his routine.

When I mean to point out here is that the bourgeois sociologist, the sociologist who only reads events, doesn ’ t try to interfere or suggest changes for society, cannot handle unpredictable happenings such as a riot, which bullies its way into the heavenly pages of history. It cannot handle the fact of man taking events into his own hands, screwing the laws laid in textbooks, burning the com puters of our minds. The bourgeois sociologist can’ t accept the fact that he is a moral, and therefore political agent, as is every person. T o adm it himself to being poli­tical would be to reveal his conservative function. Labelling himself “ objective” he thinks he steps outside history.

But no! T hat is apathy and indifference, a corrupted politicality. It is violently political, for failing to act to help when there is death and dying leaves one as responsible as the agent directly caus­ing the death. And that’ s no mere cliche in the age of revolutions. The prof who functions thus to support the status quo sees every critic as not being objective, labels him an activist, a rabble-rouser. Those students falling for the bourgeois line are the apathetic people we complain about whenever trouble starts. The “ I couldn ’ t care less” people who hunt de­grees for the prestige and money of it. On the other hand, the radical on the right, the ultra-conservative, is not con­sidered radical because he doesn’ t threat­en the system, he ju st supports it more vehemently.

W hich brings me back to the original reason for this letter. Education and

politics. N ot two separate entities, they are mercilessly intertwined. Fucking, even. Except the bourgeois middle-of- the-roader does it with blindfolds. And thinks he’ s not participating. Being ob­jective about the situation. See yourself. Carl Hager

Eyes Open, PleaseEditor the georgian:

Being a third year student, I watched the birth of the Henry F. Hall Building in 1966 with pride, and the destruction of February 11th with despair. No more need be said about the mindlessness of the rioters who fought for their “ just cause” . Enough anger has been levelled at them.

But not enough anger has been arous­ed in the apathetic students who form the m ajority at Sir George and who are still suffering the consequences of the riot. I was one of those students; but my anger has been aroused, and I am prepar­ed to do something about it.

I would like to ask m y fellow students whether they ever thought of discovering the cause behind' the activists’ violence. M any m em bers of the faculty are open­ly supporting the February 11 destruc­tion, and campaigning to raise funds to aid the jailed destroyers.

People are entitled to their own politic- cal viewpoints, but they are not entitled to aid, either by word or deed, the want on wrecking of Sir George, especial­ly if they are students or faculty mem­bers.

If we are going to avoid a repeat perform ance, the time to act is now. These people should be removed from the University and their “ cause” hinder­ed in every way.

Everything I am questioning is hap­pening at Sir George. Right now. And under the very noses of the administra­tion. If the latter refuses to take any action to rid the University of these impure particles that risk infecting the whole institution, I urge and beg my fellow students to at least open their eyes to what is going on around them.

Vivian Carson Arts III

Bray ton LaudedEditor, the georgian

I would like to com m ent on the article, “ The georgian - Leniency versus Lu­nacy” , by Ursula Lingies, which appeared on February 19th. First, it has occurred to me that everyone believes that be­cause he can read, therefore, he is an expert on journalism , much in the same way everyone believes that because he went to school, he is an expert on educa­tion.

Miss Lingies states that last year... “ ...Brayton gave the paper to Comm- fru ...” I find this criticism very peculiar since she herself was one of the more vocal m em bers of that organization. It also is not true.

Also, she im plies that there was no freedom of expression in “ the georgian” last year. This too, is not true. If it wa I for one would never have had materia, printed in it. Several of us on the sta differed greatly with Mr. Brayton in political ideology and yet had no pro­blem s (nor censorship) in being heard.

I would also like to remind Miss Lingies and others who are so quick tq censure Mr. Brayton, that last year “ the georgian” received the award for the best editorials at the annual Cana­dian University Press conference. It was also called... “ the best university newspaper in Canada" in an article on the student press in “ The TorontoGlobe & M ail” magazine.

I have not been following the career o f Mr. Bowman since I am no longer at Sir George, but I would like to say that on an informal level at least, I havealways found him a responsible and honourable person - not given to being anyone’ s, or any group’ s, “ lacky” - neither was (or is) Mr. Brayton.

Let us not use the horrors of the pastweeks to grind personal axes or con­dem n where there is no evidence.

Sandra Stock Education, McGill

On the discrimination of Maoisms“ Hegel remarks somewhere that all

facts and personages of great importance in world history occur, as it were, twice. He forgot to add: the first time as tragedy, the second as farce. Caussidiere for Danton, Louis Blanc for Robespierre, the M ountain of 1848 to 1851 for the M ountain of 1793 to 1795, the Nephew for the Uncle.” 1 The purportedly M aoist Sir George Student M ovem ent for the men who made the Chinese Revolution. Pro­fessor Orton and his followers for the men who made the Long M arch. In short, every self-proclaimed M aoist is not ne­cessarily a M aoist. Nor does one have to be a true M aoist to recognize the damage being done to the Chinese Revolution by those who supposedly defend it on this campus.

Rather than speculating upon the ori­gins and dynam ic o f a m ovem ent whose endeavors work against the interests of the Chinese People’ s Republic, it might be more useful to explore the nature of the mistakes made by these “ M aoists.” At a m inim al (and charitable) estimate, these errors include the following: (1) the failure to study concrete situations, (2) an extreme sectarianism, and (3) the substitution o f vilification for meaningful political analysis.

The most serious of these errors, the one from which the other two follow, is the first. Nowhere has M ao Tse-tung proven him self the more complete Marx- ist-Leninist than in his constant injunc­tions to devote attention to particular situations. As he put it in 1941: “ We should, as Marx has said, appropriate the material in detail and subject it to scientific analysis and synthesis. But many of us are doing precisely the op­posite. Those engaged in research work are not interested in studying either China of today or China of yesterday, but confine all their attention to the study of ‘theories' in the abstract, divorced from reality. Those engaged in practical work pay no attention to objective conditions and often, carried away by enthusiasm, substitute their personal feelings for po­licies. Both kinds of people are subject­ivist and ignore the existence o f objective things.” 2 Or, as he remarked earlier, paraphrasing Lenin: “ The m ost essential thing in M arxism, the living soul of M arx­ism is the concrete analysis o f concrete conditions. Contrary to Lenin’s teaching, our doctrinaires never use their brains

to analyse anything concretely.” 3 M ao, it is clear, was profoundly aware of those tendencies which threaten the life of any vital revolutionary movement. It is equally clear that those tendencies have taken on new life within the ranks of the Sir George Student M ovem ent, where a lack of concern with concrete situations is manifested in various fashions.

One such manifestation has been the arrogant equation of conditions in con­temporary China with those in contem po­rary Canada. Certainly a society which is passing through a transformation as com ­plete as that involved in the continuing Chinese revolution is not to be compared with one where revolution has not occurred and is hardly likely to occur in the near future. At the most our student “ revolu­tionaries” have only succeeded in dupli­cating the types of errors which in China have led some student pseudo-m ilitants to be placed under the guidance of that more genuinely popular institution, the People’ s Liberation Army.

It is equally absurd to equate contem ­porary Canada with China prior to the revolution. The conditions in pre-revolu­tionary China are well-known. “ The un: eveness of political and econom ic de­velopm ent in China -- the coexistence of a frail capitalist econom y and preponde­rant sem i-feudal econom y; the coexistence of a few modern industrial and com m er­cial cities and the boundless expanses of stagnant rural districts; the coexistence of several millions of industrial workers on the one hand and, on the other, hundreds of millions of peasants and handicrafts­men under the old regime; the coexistence of big warlords controlling the Central governm ent and small warlords control­ling the provinces; the coexistence of two kinds of reactionary armies, i.e. the so-called Central Arm y underChiang Kai shek and the troops of miscellaneous brands under the warlords in the provin­ces; and the coexistence of a few railway and steamship lines and the m otor roads on the one hand and, on the other, the vast number of wheel-barrow paths and trails for pedestrians only, many of which are even difficu lt for them to negotiate.” 4 “ The characteristic of China is that she is not an independent dem ocratic state but a sem i-colonial and sem i-feudal coun­try, internally under feudal oppression for want of dem ocracy and externally

under im perialist oppression for want of national independence. Thus people have no legislative body to make use of, nor the legal right to organize the workers to strike.” 5 How m uch of Canada do we find in such descriptions?

W hat do our self-proclaim ed M aoists know of Canada and its specific prob­lems? They seem to be making another historical error: “ Some comrades, in­stead of feeling ashamed, take pride in their ignorance or scanty knowledge of their own history.” 6 The point is under­lined if one changes Chinese to Canadian in the following passage: “ A Com m unist is a M arxist internationalist, but M arx­ism must take on a national form before it can be applied. There is no such thing as abstract M arxism, but only concrete Marxism. W hat we call concrete M arx­ism is Marxism that has taken of a na­tional form. . . . If a Chinese Com munist, who is a part of the great Chinese people, bound to his people by his very flesh and blood, talks of Marxism apart from Chin­ese peculiarities, this Marxism is merely an em pty abstraction. Consequently, the sinification of Marxism -- that is to say, making certain- that in all its m anifesta­tions it is im bued with Chinese peculia­rities -- becom es a problem that must be understood and solved by the whole Party without delay. . . . We must put an end to the writing of eight-legged essays on foreign models. . . we must discard our dogmatism and replace it by a new and vital Chinese style and manner, pleasing to the eye and to the ear of the Chinese com m on people.” 7

Either incapable of or uninterested in attem pting to forge bonds with the Ca­nadian people, our “ M aoists” have re­treated to the last bastion o f political sterility -- the “ infantile disorder” of ultimate sectarianism. Their attacks upon all universities simply as training grounds of imperialism, their vilification of so­cialist scholars who have never attacked the Chinese Revolution, their attacks on intellectuals as a group, all overlook M ao’ s observation that “ the proletariat cannot rear intellectuals of its own with­out utilising the help of the intellectuals who already exist.” 8 Calls for the se­rious consideration of other points of view are dismissed as liberal cant. Yet it was M ao Tse-tung who pointed out “ Wei Cheng of the T ’ang dynasty said: ‘To hear both sides makes you enlight­

ened, and to hear only one side makes you benighted;’ he also understood that one-sidedness is wrong.” 9 Their tac­tics of vilification and bluff, smacking more of the fascist Right than the revo­lutionary Left, also run counter to M ao’s insights: “ Lu Hsun criticized people who sinned in this respect, saying: ‘Hurling insults and threats is certainly not fight­ing.’ . . . Pretentious bluff is absolutely wrong, no matter with whom one is deal­ing. As a tactic, bluffing is utterly in­effective against the enemy and can only harm our own comrades. The exploiting classes and the lumpen-proletariat nor­mally practice it, but the proletariat has no need for it .” 10

This critique, a critique which could be extended considerably, is harsh, though not as harsh as it might be. Rectification is in order. “ M aoists” may yet become Maoists. But, in order to do so, the Sir George Student M ovem ent must abandon its current reactionary tactics of secta­rianism and adventurism and enter into meaningful discussion and action with others in order to confront such issues as the nature of Canadian society, the relationship between developments here and those elsewhere, the challenge’ of Am erican im perialism, the role of the university in bourgeois society, and the specific problem s of this university. The course of nihilist destruction must be abandoned. The Long M arch must begin.

John Laffey History

1. Karl Marx. The Eighteenth Brumaire of Louis Napoleon

2. M ao Tse-tung, Reform Our Method and System of Study. 1941

3. M ao Tse-tung, On Contradiction, 1937.

4. M ao Tse-tung, Strategic Problems of China's Revolutionary War, 1936.

5. M ao Tse-tung, Problems of War and Strategy, 1938.

6. M ao Tse-tung, Reform Our Method and System of Study. 1941.

7. M ao Tse-tung, Address to Sixth Plenum, Oct.

1938.

8. M ao Tse-tung, Draw in Intellectuals, 1939.

9. M ao Tse-tung, On Contradiction, 1937.

10. M ao Tse-tung, Oppose the Party "Eight-Leg­ged Essay", 1942.

SG W U ,...from page 3

H ISTO R Y

SG W U LO YO LA

Founded 1888 1888

Charter 1 8 8 8 ,1 9 4 8 1899 (C o llege)

Degrees SG W U LO Y O LA

Arts 1936 1903 D A Y STU D EN TS 5536 3680

Science 1936 1947 Arts 3031 2111

Com merce • 1936 1951 Science 1014 862

Engineering (3rd year) 1959 1947 Com merce 1042 588

(degree) 1968 Engineering 489 119

Alumni (active) 8,000 4,500 E V E N IN G 10,000 3,500

FULL-TIM E FA CU LTY 1968*

SG W U LO YO LARatio of Ratio ofStudents to Students to

Faculty Faculty FacultyArts 1 8 5 (5 7 )* 16 Faculty 14Science 65 (35) * 16 145 (50) * 23Commerce 32 (4) * 33 3 8 (2 1 )* 53Engineering 2 3 (1 0 )* 21 8 15Entire University 3 0 5 (1 0 6 )* 18 2 0 2 (7 1 )* 18

* Num ber of professors taken from respective calendars for 1968-69. Prof. H ugh McQueen* Num ber in brackets represents number of doctorates. M echanical Engineering

What was desired, settlement destruction?We are presently observing an intense

public outcry against those who are reputed to have destroyed some very expensive University property, and whose actions have resulted in the clos­ing of the University for a number of days. Such criticism is deserved, but no one should feel that they have fulfill­ed their responsibility with such a condem nation or that they have absolved themselves of any blame. The destruction of February 11th should not serve to obscure or invalidate com plaints that the Black students have made with respect to the charge of racism, nor should it provide an excuse not to examine the underlying factors which have played a role in allowing the events to reach the stage they have. Some people have used the destruction, occurring as it did just when it appeared that a solution was within reach, as evidence that the students never desired a settlement, and that the whole affair had been planned from the very beginning to lead to a major disrup­tion of the University. Before one can accept th is ’ interpretation, certain facts should be examined.

1) Case not brought to public attention until four to five months had elapsed from the time they initially made their complaint.

From late April, when the charges, academ ic as well as racial, were first given to Dean M adras, until late fall, no public involvem ent was sought b y the Black students. The matter was regarded as an internal affair primarily involving Dean Flynn, Dean Madras, Dr. M acLeod, Professor Anderson and the students.

2) Engaged in behavior which fell outside normal channels only when it appeared that the official channels were exhausted.

On Novem ber 20th, 1968, Dr. Smola suggested to Dean Flynn that a pre­liminary meeting be arranged to include Vice-Principal Clarke, Dean Flynn, Dean M adras, and Dr. Smola to discuss the fact that the students did not feel that the initial hearing had been handled properly. Dean Flynn attem pted unsuccessfully for two weeks to arrange such a meeting. The students at this point decided to act outside norm al channels. On December 5th, 1968 they staged a sit in on the 12th floor of the Hall Building and paid a direct visit to Principal Rae. B y the end of that day a meeting o f the interested parties had been arranged and a hearing com m ittee agreed to. This action might be seen to support the idea that the Black students were not being taken seriously as long as they operated within the normal channels, but would be taken seriously if they operated outside those channels. Professors Davis and Bayne have summarized the events leading up to Decem ber 5 as follows “ Let us note here that, in good faith, the students had ju st taken this matter to the Biology Departm ent and had not gotten serious attention. Still in good faith, they were prepared to have, it handled by the A d­ministration through Dean Flynn. Still they got no serious consideration. It is against this background of continued frustration in going through established channels that one must view the subse­quent events.”

3) Reaction of the Black students to Vice-Principal O ’Brien’ s letter.

On January 22nd, 1969, some events transpired in Dr. O ’Brien’ s office as a result o f a letter sent by Dr. O ’Brien to Professor Anderson, which the Black students felt im plicated them in some possible future violence.

4) Why evidence was not presented to hearing committee.

A com m ittee was formed on D ecem ­ber 5th, 1968, which was acceptable to both parties. Therefore one m ight have expected a rapid solution to the con­troversy, but this was not to be. As Professors Davis and Bayne point out, a major difficu lty for the com m ittee was that it had to both decide on hearing procedure and be the jury once the hear­ing was underway. This required much interaction with both parties before the hearing could start. These interactions were of such a nature as to create a climate of distrust and suspicion toward certain m em bers of the com m ittee on the part of the Black students, and a similar suspicion on the part of the ad­ministration concerning the motives of the Black students. When the hearings began on January 26th, 1969, the Black students felt that they could not present evidence to this group w ithout tacitly accepting the principles em ployed in establishing the com m ittee. They also felt on the basis of their interaction with certain m em bers of the com m ittee that these m em bers could not judge the case objectively. The fact that they could make an appeal after the committee had com ­pleted its deliberations did not alter their feelings about presenting evidence to this group. The com m ittee felt that they had authority to continue with the hearings and make a report on the charges laid against Dr. Anderson. The administration felt that they could not disavow the pre­sent com m ittee w ithout some guarantee that agreement could be reached on a new one. The absurd took place: a hearing without the com plainants presenting evidence.

5) The hearings disrupted and the Computer Centre occupied.

Given the climate of suspicion and mistrust, the Black students fe lt that the continuation of the hearing without their presence was an indication that the ad­ministration was not interested in their evidence and was going to exonerate Professor Anderson. This latter point they had understood Dr. Adam son, chair­man of the com m ittee, to im ply when he told them on January 21st of the possible consequences of 'th e ir failure to appear at the hearings. It was in this frame of m ind that the Black students and others disrupted the W ednesday hearing, and subsequently occupied the Computer Centre. At this point it is im portant to recall that on Decem ber 5th a similar move outside the normal channels was necessary in order for their com plaints to be taken seriously. It is also interest-

that this would have been acceptable to Professor Anderson.

6) The orderliness of the occupa­tion area.

W ithin the computer area, a committee system was set up to look after food, security, clean-up, publicity etc. It is im portant to note that one group conti­nually checked on the temperature and hum idity in the computer rooms to ensure that no damage was done as a result of variations outside safe limits. The area as a whole was kept clean and neat.

7) The reaction of those in the Compu­ter Centre to the news that the occupa­tion was about to end.

During the two weeks of the occupa­tion both the administration and the oc­cupiers were suffering increasingly from lack of sleep and from tension. But by the second week of the occupation, the students had agreed to bring their law­yer, Mr. Oliver, into town from Halifax, and Mr. Schwartz, the University’ s law­yer contacted him and discussions began. A docum ent was drawn up through con­sultations between the Black students, their lawyer and the University lawyer. This docum ent promised essentially that if their dem ands were m et they would leave both occupation areas, andmade suggestions for the creation of anew hearing committee. At this point m uch confusion enters the situation which it is im portant to appreciate in order to interpret the subsequent events. The students somehow got the impression that the docum ent which Mr. Schwartz brought to Dr. O ’Brien was in alm ost acceptable form , and they expected to have it signed by the administration with a matter of hours. The administration on the other hand regarded the docum entas a “ first step - more positive thannegative” . Following the signing of the docum ent by the students, preparations were made to leave the com puter area; floors were washed, tables cleaned, goodbye speeches m ade, etc. Those actions do not indicate that the students were pareparing for the destruction that occurred the next day. In fact, the sug­gest the opposite. If any plans for further escalation had been inadev they were not about to be acted upon. And while it is certainly conceivable and even likely that a small group am ong the occupiers was interested in further escalation and some destruction, it is also readily apparent that this group was kept well in control throughout the occupation. To further

ing to note that the m ention of possible corroberate this, a number of the Blackaction involving the Computer Centre is posed for the first time in the minutes of the University’ s security meeting which were published in the Black Georgian on Tuesday, January 28th, 1969. It is neces­sary to emphasize here that the ad­ministration could not act unilaterally here because of the necessity of satisfy­ing Professor Anderson as well as the Black students, and there is every indica­tion that Professor Anderson would not agree to a new com m ittee. From his point of view, this was the second time he had dealt with the charges and he was not anxious for them to be gone over a third time. The situation then was an almost impossible one. The students were dem anding a new committee from the administration, the adm inistration re­quiring the consent of Professor Ander­son for any such arrangement. From this point on, the end result must have seem­ed inevitable to some. It seems that the only was a com prom ise could have been reached was for all three parties to sit down together and discuss the situation. This was proposed by the Black students, but was unacceptable to the adm inistra­tion who desired contact to proceed be­tween legal counsel. It is also doubtful

students attended a meeting o f the Arts Faculty on the M onday, the day after the docum ent had been taken to O ’ Brien, and the docum ent was read aloud to those present. A t this meeting the students gave the impression that they had expect­ed an answer by then and could not under­stand why it had not arrived. They also indicated that they expected to have to m odify it slightly but that this would be fairly minor in the context of the docu ­ment. For the rest of the meeting the students discussed the general problem of Black-W hite relations; that is, the dis­cussion dealt with underlying issues that would have to be dealt w ith in the future, given that the current confronta­tion was about to end. It was not until after 11.00 p.m . however that the Uni­versity lawyer phoned the students law­yer, Mr. Oliver, and indicated to him the opinions of the administration. The nature o f this conversation was that the docum ent was regarded as an im portant first step, that certain suggestions were made concerning a specific proposal for a new com m ittee which had been in the docum ent, but that com m ents were not appropriate on the other sections. These sentiments were in turn given to the

Black students by Mr. Oliver. It is crucial to realize the different psycholo­gical states of the administration and the Black students. The administration was not operating under any sense of particul­ar urgency, negotiations were under way but there was a long road yet; the students on the other hand felt that the battle was over, and were making prepa­rations to leave. Recall that a large number o f the people had been living in the computer area for 2 weeks without beds or proper food, playing a waiting game. The tension and anxiety were very high. Thus when word was received that the occupation was almost over, a tre­mendous em otional release took place only to be slowly reversed when final word was not received. Then when word did come, it came through a visit from their lawyer. The resultant let-down and subsequent frustration and anger are more easily understood in this light.

8) Extension of the occupation and the destruction of the computer.

During the night the decision was made to extend the occupation to the top half.of the building. It was at this point that the leadership lost the desire to exert con­trol over those who had been advocating such action all along. Later that morning after the escalators had been blocked, and the fire hoses used on the floors, Dean Flynn who had just entered the building telephoned the police. The events following this action are confused and no attem pt will be made to unravel them here. Exactly when the damage to the computer took place is not known. The occupiers had indicated that if the riot police entered the computer area, the computer would be destroyed. At this they asked to speak with Dr. O’ Brien or Professor Clarke. Whether this would have been effective in halting the situation at this point is not known, at any rate it was not tried.

Conclusions1. That support by students and others

■only occurred after events broke into.theopen.

2. That while it is possible and likely that a group advocating damage existed, it is also clear that they were effectively controlled.

3. That it is im portant to appreciate the different nature of the power cards held by the administration as opposed to the students. The administration could always work through the correct chan­nels up to and including the calling in of the police. The students on the other hand, felt that they had to work outside the administrative channels in order to be effective.

4. T hat it is im portant to recognize the different psychological and tactical positions of the two groups. As the oc­cupation continued, both groups were being pushed closer to the wall, and their options were becom ing increasingly narrow. On the administration’ s part to accede to the Black student’ s demands and impose them on Professor Anderson, or let time pass and hope the students would cm prom ise, eventually removing them if too much time passed. On the Black student’s part, to give in to the administration and “ lose their dignity and self respect as men” , or to continue to escalate if the administration and Professor Anderson would not meet with them. It was still possible that events could have been averted( but it would have required a large gesture of - com­promise on the part of Dr. O ’Brien or another senior member of the adminis­tration. He would have had to come to the students and attem pt to work out the pre-

(Cont’d top.7)

Cont’d from p .6)liminaries for a settlem ent face to face. This would have possibly given the stu­dents the out they needed, a visible ad­mission that they were being taken seriously and that they had not com ­promised first. Rem ember the nature of the confrontation, Black student-inferior power to W hite administrator - superior power. The administrator would have been able to accept the compromise and probably gain in stature because of it, the Black students could not. Throughout the occupation there seems to have been too m uch attention paid to what the ‘rights’ of different groups were, and not enough to the fact of certain human needs. Successful negotiation depends on reco­gnition of these needs as much as it does upon a recognition of the legal demands and rights of both groups.(A sentence has, here been deleted be­

cause, in the opinion of the editor, its content is sub-jud ice and cannot be pu- blically discussed.)It seems that there were a number of

times when events could have been deescalated, but this did not occur. We all share blame in the events of Tuesday, February 11th; those who chose to ignore the controversy a s .it raged about them, dem anding only that things not be disturb­ed. those who attem pted to make use of the events for their own purposes, stu­dents as weel as faculty and adm inistra­tion, and those who just were not sensi­tive to the nature of the issues involved.

Now that school is reopened, let us try to maintain an atmosphere of reason and compassion. As Professor Clarke has stated “ this is not a time for vindic­tiveness of revenge, but for soul search­in g....” . If some o f the occupiers used the destruction of the Com puter Centre as a catharsis for their frustration and anger, let us, in turn, not desire their destruction as our em otional and moral catharsis.

G A R Y P A L E N -DEPARTM ENT OF PSYCHOLOGY

Arts Open Meeting CalledW E, TH E (U N D ER SIG N E D ) M E M ­

BERS OF T H E A R T S ’ ST U D E N TS ASSO CIA TIO N OF SIR GEORGE W IL­LIAM S UN IVERSITY, D E M A N D T H A T AN OPEN M E E T IN G OF T H E AR TS ST U D E N T S’ ASSO CIA TIO N BE C O N V EN ED , A T W H ICH T IM E TH E FO LLOW IN G M O TIO N SH A LL BE P R E SE N T E D :

W hereas the Executive of the A .S.A. has failed to consult the membership with respect to the current situation on campus; and

Whereas the Executive of the A.S.A. has taken measures to expropriate

funds without consulting the member­ship; and

Whereas the Executive of the A.S.A. has been guilty of financial mismanage­ment;BE IT RESOLVED that

1) The Executive positions of the ,A . S. A. be declared vacant for thebalance of the current year;

2) The funds in the A.S.A. budget for the current year be frozen;

3) The meeting called for this pur­pose name five representatives to sit on the Students' Legislative Council for the balance of the year.

Monday, MarchS Room H-110, 12 Noon

Why Do You Have A Poor Memory

A noted publisher in Chicago reports there is a simple tech­nique for acquiring a powerful memory which can pay youreal dividends in both business and social advancement and works like magic to give you added poise, necessary self-confidence and greater popularity.

According to this publisher, many people do not realize how much they could influence others simply by remembering accur­ately everything they see, hear, or read. Whether in business, at social functions or even in casual conversations with new acquaintances, there are ways in which you can dominate each situation by your ability to re­member.

T o acquaint the readers of this paper with the easy-to-follow rules for developing skill in re­membering anythingyou choose to remember,thepubhshershave printed full details of their self­training method in a new booklet, ’ ’Adventures in Memory,” which will be mailedfreetoanyonewho requests it. N o obligation. Send your name and address to: Memory Studies, 835 Diversey Pkwy., D ept 15 6 -51 2 ,Chicago, I I I . 6 0 6 1 4 . A postcard will do.

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Whip Laval 70-32

Cagers close season with winThe Varsity Basketball team

ended its season on a m uch hap­pier note than it started as Sir George bounced the Universite de Laval 70-32 in Coupe de Quebec exibition play.

An improved shooting percent­age, few turnovers and a height advantage for the first time this year enabled the Georgians to control play throughout the game. Ahead 37-20 at the half, the Sir George squad did not relax at all as they pressed on to win.

W ilf Jackson led the scoring parade with 16 points. Jim Aitken netted 12, Terry O ’Brien hit for 10, and K en Davies and Preston Jennings each connect­ed for 8.

One large-sized reason for the Georgians’ win was Terry O’ Brien the 6’2” forward, p lay­ing his best game o f the season, controlled both the offensive and

defensive boards. The native of Three Rivers set a new Sir George record for rebounds in the process, hauling down 30 to top Warren Sutton’ s old record of 28.

The Laval non-contest also marked the last time that W ilf Jackson will appear in a Georgian uniform. The game ended a four year career for the 5’ 7” Jackson, who was co ­captain last year and captain this season. No better choice could have been made for the leadership of the Garnet and Gold.

This season was not too re­warding as far as the Georgians were concerned, as the team ’ s record of three wins and seven losses was not good enough too see them into the playoffs. Of the losses, though, two were by less than four points. A victory in either of these contests would

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have sent the cagers to thechampionships.

Am ong the bright spots for the Georgians was the play of Chris Vidicek, who led the o f­fence with an average of. 15ppints per game. However, V i­dicek was unable to play through the latter part o f the season due to an injury.

Veteran Rod Ward turned in a consistantly strong game on offence and defence. Jim A it­ken, called on to fill in forVidicek, proved that he could do the job.

Next year’ s prospects look promising as coach Fred W hita- cre hopes to attract several Am erican players to the Con­crete Campus. A successfulrecruiting cam paign coupled with a strong turnout of veterans from the present squad could well make a contender of the Georgians.

Role of Universitytopic of symposium

“ The Role of the University in Society’ ’ - a topic central to today’s issues of social change - will be examined by four Columbia University scholars, including the acting president of the University, in a symposium Friday evening, February 28,

' in Montreal.This second “ Columbia in Montreal” program will take place

at 8 P.M. in the Grand Salon of The Queen Elizabeth Hotel. It is open to the public.

One of the Columbia scholars, Professor Jacques Barzun, the noted author and teacher, is expected to emphasize the idea of the university as a center of intellectual development, and to stress the need for students to be in an atmosphere that encourages dispassionate intellectual growth and discourages irrational and impulsive actions.

In addition to Professor Barzun, the Columbia panel will include Dr. Andrew W. Cordier, acting president of the Univer­sity; Professor Arthur S. La 11, former Indian .ambassador to the United Nations, and Dr. Fritz R. Stern, Seth Low Profes­sor of History at Columbia and permanent visiting professor at the University of Constance in Germany.

Dr. Cordier will lead and moderate the discussion. Professor Lall is expected to examine the university as a prominent force in developing international understanding and cooperation. Professor Stern is expected to discuss the university as a sanctuary for rational discourse and to compare the dissident students in America with their counterparts in Europe. ,

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