COMING ALUMNI EVENTS Wednesday May 1, 1968 4:00 P.M. in Salle d'Honneur, Montreal City Hall Presentation of the Loyola Medal to Mayor Jean Drapeau. Wednesday May 22, 1968 7:30 P.M. in Foyer (under the Chapel) Annual Meeting. Refreshments after Meeting. Tuesday June 18, 1968 7:45 P.M . Blue Bonnets Race Track. Annual Night at the Races. AUTUMN SEASON September - Golf at Royal Montreal October - Hall of Fame Luncheon at Loyola October - Homecoming Dinner-Dance at Chateau Champlain November - Oyster Party in Loyola Athletic Complex. Loyola alumnus Member of the American Alumni Council. Features ... The Quiet Revolution To-day THE ASSOCIATION English 101 over the Years. CHARLES A. PHELAN, '48 President President of Loyola Obtains Financial Support. WILLIAM H. WILSON, Jr., '53 1st Vice-Presidnet The Mayor to be Awarded Loyola Medal RONALD J . HORE, '61 W.X. Bryan Building Opening. 2nd Vice-Presiden t Womens Residence at Loyola. RONALD J . HERBERT, '60 3rd Vice-President Departments ARTHUR E. LAPRES, '42 Honorary Secretary The Lookout JOHN J . PEPPER , '49 Honorary Tr easurer DR . JOHN F. McMULLAN, '53 Obituaries Coun cillor BRIAN O'N. GALLERY, '57 Weddings, Births Councillor ROBERT G. BEAUREGARD, '60 Co un cillor Editorial Board ... ROSS N. BRADY, '64 Coun cillor Managing Editor GRAHAM NEVIN, '69 BERNARD H. McCALLUM '43 S.A.C. President DONALD W. McNAUGHTON, '49 Art Director Past President TERRY TOMALTY TERENCE E. O 'NEILL, '54 Toronto Chapter President Advertising Director BERNARD H. McCALLUM, '43 Director of Alumni Affairs DUNCAN COWAN '65 J . STIRLING DORRANCE Director of Development VERY REV. PATRICK G. MALONE, S.J . Father President REV . J. GERALD MATHIEU, S.J ., '52 Fa ther Moderator MRS. DORTHY McGEE Executive Secretary THE COVER Loyola Alumnus - Loyola College - Montreal 28, Canada The Statue of David which is lo­ Authorized as second class mail by the Post Office Depart­ cated in the Vanier Library and do­ ment, Ottawa, and for payment of postage in cash. nated to the College by Simpson 's Montreal Ltd .. POSTAGE PAID AT MONTREAL. 1 On Wednesday, February 14th, 1968, Very Reverend Patrick G. Malone, S.J . delivered an address to the Rotary Club of Ste Therese entitled " The Quiet Revolution To­ day" . After reviewing the history of the Revolution Tranquille and com­ plimenting the Province for its moves in the field of education, he went on to say: 2 The Quiet Revolution To-day I have already hinted that there nos collegues des autres univer­ are exception~ to reasonably sup­ Loyola. Mais si la quantite compte sites et par tous ceux qui prennent ported progress on the broad front pour le College, la qualite compte en consideratio·n la qualite de l'en­ of education , and one of them, I beaucoup plus encore. Nous avons, seignement que notre etablisse­ regret to say, is Loyola of Montreal. dans la mesure ou elles s'appli­ ment a donne, dans des conditions Perhaps, you will allow me to com­ quent a notre cas , impose rigou­ difficiles, pendant quelque 69annees ment on our situation. Loyola has a reusement les normes etablies par Provision for Loyola's welfare long history, reaching back to 1842 l'Universite de Montreal. Dans les has been made in the Parent Report, in the service of education in Que­ cas ou ces normes, conc;ues pour but it was in a recommendation that bec ; at present we operate under a les etablissements et les eleves de has not been implemented. As a provincial statute enacted in 1896; langue franc;aise , n'etaient pas ap­ result, we are in the uncomfortable over forty years ago, Loyola intro­ plicables, nous avons adopte d'au­ position of doing our job lik~ every­ duced modifications in the classical tres normes qui sont considerees one else and submitting to the course to meet the needs of its Eng­ comme satisfaisantes dans la plu­ same cost patterns without getting lish-speaking constituency; some part des universites. Par exemple, governmental support on the same twenty years ago, it divided its of­ le niveau d 'instruction que les ele­ level .. or indeed any realistic level. ferings into four faculties : arts, ves doivent avoi r atteint pour etre I won't burden you with a long litany science, commerce and engineer­ admis a Loyola est exactement le of woe, but I think you can see what ing . At the present time, we have meme que celui qui est exige par I mean when I tell you that public some thirty different programmes les universites anglophones de la support for high schools is $690. per in 19 academic disciplines (from province student ; public support CEGEP or accounting to zoology), leading to Nos exigences pour le recrute­ GATE is $990 per student, and for degrees. Our full-time teaching ment, l'avancement et la remunera­ universities an average of $1500. staff, mostly lay men and women , tion des professeurs sont les me­ per student, while public support to but with still some Jesuits num­ mes que celles de la plupart des Loyola is only $550. per student. We bers more than 250, all well quali­ universites canadiennes. Le Col­ think that we have been heroically fied for their task. Our students lege Loyola a ete admis, en son nom patient in accepting this and other body has over 3,100 full-time young propre, a titre de membre a part en­ inequities that surely can be reme­ men and women and about 3,000 tiere de !'Association des Univer­ died. I know that it is a time of finan­ part-time students in our evening sites et Colleges du Canada. Dans cial austerity, but I say, let's make and summer divisions. la plupart des cas, Loyola est con­ austerity and educational opportuni­ Je vous ai jusqu 'ici donne des sidere comme une universite, en ty a little more democratic in distri­ renseignements quantitatifs sur fait sinon en titre - au moins par bution. 3 Among the many problems with touch our interests and experience. who , after a short period of time, which educators are today faced , Teaching students how to look were required to attend tutorials in one of the most serious is that of the at a piece of literature, how to see order to discuss their papers with the transitional period which the student what is there, how to discover what Instructor on a one-to-one basis. In undergoes in moving from the High it means, and how to talk and write this way the laborious and thankless School or secondary program to about what they see is a gradual task (and often boring to the stu­ that of the undergraduate. And one process. (54-55) dents at different levels of develop­ of the more frustrating is that of the It is basically th is that the Eng I ish ment in written expression) of having English Literature and English Com­ professor is trying to do in the First to teach writing was by-passed in position courses to be given in this Year course. And so many variables the classroom. Thus, using the litera­ very problematic First Year. are involved that it would be almost ture then under study as a spring­ Should the First Year English pro­ impossible to list them all. board, the students wrote essays that gram concentrate solely on Com­ But what about Loyola? How have were meaningful to them, and they position? primarily on Composition? we tried to solve the problems? discussed their writing faults pri­ solely on Literature? primarily on First, we have tried changing the vately in tutorials -a very satisfying Literature? Should the emphasis texts, selecting those which are combination of literary study and be on the Literature, with only a much closer to the students' own writing . smattering of Composition? or experiences and speak the language After that it was a matter of evolu­ should the emphasis be on the Com­ they understand. We have moved tion. The large classes were held position , Literature being used only therefore from the exclusive con­ only once a week while the Instruc­ as a vehicle for the writing? Or sideration of works before 1700 to tors held seminars twice weekly, for should there be an equal split of things more contemporary, like the discussions had proven to be emphasis between the two? How Golding 's Lord of the flies, Joyce's quite popular. The number of stu­ about rhetoric? and Linguistics? Portrait of the Artist as a Young dents was growing, so that two large and Communications? And on, and Man , Lawrence's Sons and Lovers, groups now had to be accommodat­ on , and on . and Miller's A View from the Bridge, ed . Thus in 1965-66, there were se­ These have been our problems while retaining some of the earlier ven full-time Instructors (minimum too . That our emphasis be on Liter­ works as Swift's Gulliver's Travels, requirement : B.A. Honours English) ; ature seems to have been determin­ Marlowe's Doctor Faustus and at in 1966-67, ten ; and 1967-68, four­ ed years ago. Most of the readers, least one play by Shakespeare. But teen. Further refinements took alumni of the College, will remember even this has not and could not have place: those students who in the their First Year course : Beowulf, been done overnight. Rather, it has First Term consistently wrote " A " Sir Gawain and the Green Knight, been a gradual change, a phasing-in papers were permitted to write one Tristan and lseult, and Chaucer's and a phasing-out. longish paper (5-10 pages) every Canterbury Tales (in Middle English) ; The next important change that six weeks on a topic of their own Medieval Drama, including plays like has taken place is really an experi­ choosing.