As One Who Serves

As One Who Serves: The Making of the University of Regina

James M. Pitsula
Copyright Date: 2006
Published by:
Pages: 520
https://www.jstor.org/stable/j.ctt807q0
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  • Book Info
    As One Who Serves
    Book Description:

    Pitsula's history also takes student culture into account. He argues that the youth of the sixties created the "citizen student" who participates fully in the life of the university - and helped make the University of Regina.

    eISBN: 978-0-7735-7579-0
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-vi)
  3. Acknowledgments
    (pp. vii-2)
  4. Introduction
    (pp. 3-22)

    This book is a sequel to An Act of Faith:The Early Years of Regina College, which told the story of Regina College from its founding in 1911 to the outbreak of World War II in 1939. The present volume carries the narrative forward to 1974, when the University of Regina was established by an act of the Legislature of Saskatchewan. I use the wordnarrativeadvisedly, because it aptly expresses the approach I have taken. History, for all the analysis, conceptualization, and theory that it requires, is fundamentally a story with a beginning, middle, and end. It describes human...

  5. 1 Regina College in World War II
    (pp. 23-47)

    William Ramsay, dean of Regina College and occupant of the dean’s suite, was not happy at the prospect of having to leave his home. It was March 1940, eight months into World War II, and the University of Saskatchewan had decided to place Regina College at the disposal of the Royal Canadian Air Force for use as an air training centre. Ramsay would have to vacate his comfortable apartment, with its south veranda and fine view of Wascana Park and the Legislative Building.¹ He regretted the disruption of the academic life of the college, which he had nurtured carefully since...

  6. 2 Post-war Bulge and Bust, 1945–49
    (pp. 48-66)

    “You couldn’t always pick them out in the halls or in the classroom. Most of them had discarded their blue and their khaki in favour of worsted or tweed. Just when you took it for granted that one of these had come to college straight from high school, a chance remark about the Ardennes Bulge or the gaggle formation over Leipzig made you reassess his years. And his experience.”¹ Thus English professor Les Crossman described the new type of student who arrived at Regina College after the war. The veterans had an enormous impact, both in their coming and in...

  7. 3 A New Lease on Life: Regina College in the 1950s
    (pp. 67-85)

    The Regina College Advisory Board met on 12 March 1949 to discuss the problems caused by the shrinking enrolment and financial shortfall. Its members expressed opposition to the university’s proposal to cancel the first-year courses in engineering and commerce. If the goal was to attract more students, they argued, it made no sense to eliminate programs that were popular. In addition, they asked for the resumption of courses in the School of Art, which had fallen on hard times because of the failure to appoint a successor to director Gus Kenderdine after his death in 1947. The board also suggested...

  8. 4 Obeying the Rules: Student Life in the 1950s
    (pp. 86-108)

    Control, restraint, and obedience to authority were the hallmarks of Regina College student culture in the 1950s, but here and there, just below the surface, were traces of subversion foreshadowing the upheavals of the 1960s. Academic studies and faculty-supervised extracurricular activities dominated student life. Students showed limited interest in the affairs of the wider world and almost no desire for active political involvement. Their horizons did not extend much beyond the campus, where they saw themselves as in training for “real” life, not yet ready to assume the rights and responsibilities of citizenship. Their lives, by later standards, were sheltered...

  9. 5 The Campaign for a Full Degree Program
    (pp. 109-129)

    The question of whether a student should be allowed to take more than five university courses at Regina College had been discussed intermittently for more than three decades. President Ernest Stapleford raised it in the 1920s, Dean William Ramsay brought it up in 1938, and Dean Steward Basterfield revived it in 1946 and 1950.¹ Dean William Riddell broached the matter again in April 1951. He pointed out in a letter to President W.P. Thompson that the five-course limit had been imposed prior to 1934, when the university had assumed ownership and control of the college. Since the college was now...

  10. 6 Laying the Foundations
    (pp. 130-149)

    Once the decision had been made to establish a full degree program in Regina, attention turned to the work that needed to be done. What would be the nature of the academic program, which courses would be taught, and who would be hired to teach them? Would the new campus be restricted to arts and science or would there also be professional colleges, and, if so, which ones, and in what sequence would they be developed? What new buildings would be required, how large should they be, and in what order should they be built? Even more basic were the...

  11. 7 Defining a Liberal Education
    (pp. 150-175)

    After the university made the decision in July 1959 to establish a full degree program at Regina College, the Regina faculty gave a great deal of thought to the nature and purposes of the academic program and how it might differ from the one offered in Saskatoon. Their discussions, while stimulating, did not produce tangible results. There was no policy statement to which the faculty could point and say, “This is what we believe in, and this is what we want to achieve.” Such a document was produced at the end of 1963. The “Education Policy for the Liberal Arts,”...

  12. 8 Building a Campus
    (pp. 176-203)

    While the faculty worked at developing the academic philosophy and organization of the university, planning proceeded on the physical aspects of the new campus. The university administration at first assumed that the Regina College site on College Avenue would be adequate for the anticipated expansion. The plans for the Golden Jubilee fundraising campaign announced in August 1959 called for capital expenditures of $11,275,000 in Saskatoon and $2,650,000 in Regina.¹ The latter included an addition to Darke Hall; a combined classroom, laboratory, and library building; a physical education centre; and the conversion of the gymnasium into a physics building, all at...

  13. 9 Art and Music
    (pp. 204-226)

    Clement Greenberg, one of the most influential art critics of the twentieth century – some saythemost influential, because he “furnished the terms in which Modernism came to be defined” ¹ – visited Regina in 1962. After viewing the paintings of Ronald Bloore, Art McKay, Ken Lochhead, Ted Godwin, and Douglas Morton, collectively known as the Regina Five, he assessed their work in the March-April issue ofCanadian Artmagazine: “The specialness of art in Regina consists most of all in a state of mind, of awareness, and of ambition on the part of five abstract painters who live there, and...

  14. 10 Professional Colleges, Graduate Studies, and Research
    (pp. 227-249)

    Even before the Regina faculty gave formal approval to the Regina Beach Statement, the document that was supposed to define the nature of liberal arts education at the Regina campus, it had already passed a resolution approving the establishment of a college of education and the appointment of a dean of education.¹ Regina was never a purely liberal arts college. The third year of the arts and science program was introduced in the fall of 1964, by which time the College of Education had already come into existence. The professional colleges were not an afterthought or aberration from what was...

  15. 11 Campion and Luther Colleges
    (pp. 250-275)

    In addition to the professional colleges and the Faculty of Arts and Science, the Regina campus included federated colleges, which were administratively distinct but academically integrated into the wider university. Campion College and Luther College were established at the campus before 1974 and therefore fall within the scope of this book, while the Saskatchewan Indian Federated College, later renamed the First Nations University of Canada, came into existence in 1976. The basic concept of a federated college was that it allowed for the formation of a smaller, more intimate community within the larger institutional framework of the university and provided...

  16. 12 The Rise of the Citizen Student
    (pp. 276-302)

    The students of the 1960s tended to be vocal and active.¹ They expanded the role of student government and demanded the right to participate at all levels of university decision making. The radicals among them worked for a fundamental transformation not only of the university, but also of society as a whole. An international phenomenon, the movement had an impact on all Westernized countries. An early and dramatic manifestation was the free speech movement at Berkeley in 1964. When the university imposed a campus ban on the distribution of literature and the collection of money for political causes such as...

  17. 13 Radical Campus
    (pp. 303-328)

    The 1967 fall semester opened with a love-in in the courtyard in front of the classroom building. Four hundred barefoot students danced to the music of the Beatles’ most recent album,Sgt Pepper’s Lonely Hearts Club Band. According to theLeader-Postreporter who covered the event, “Girls stood in long velvet dresses alongside a rectangular pool and gazed for endless minutes at its concrete bottom or played with rocks.” Three students were “deeply engrossed with stones of a sidewalk.” When asked what they were doing, one replied, “We’re writing rock poems.” David Fairley, an instructor in the English department, had...

  18. 14 Athletics
    (pp. 329-348)

    Athletics at Regina campus in the 1960s and early 1970s was not only an area of growth and development but also of conflict and turmoil. The Department of Physical Education and the Students’ Union had differing visions of what a university athletics program should accomplish. The union put forward a philosophy that emphasized mass participation, general fitness, minimal competition, and attention to the needs of women and disadvantaged groups. The faculty in the physical education department advocated a balanced approach that combined intramural programs for the average student with intercollegiate competition for elite athletes. Apart from the clash of ideals,...

  19. 15 The Unravelling of Regina Beach
    (pp. 349-367)

    The radical, innovative temper of the Regina campus had always been linked to the Regina Beach Statement of 1963. The statement had inspired the formal adoption of the divisional structure for the Faculty of Arts and Science in 1965, and the implementation of the semester system and the new arts and science curriculum in 1966. However, a struggle soon developed between two factions in the Faculty of Arts and Science: one championed Regina Beach, and the other attacked it. The conflict occurred on several levels. It was at once a debate between general education and professionalism; interdisciplinary learning and specialization;...

  20. 16 Parity and the Legacy of the 1960s
    (pp. 368-390)

    While most students at Regina campus in the fall of 1972 displayed no symptoms of revolutionary zeal, a radical minority became more extreme in their views. In the Students’ Union elections the preceding spring a group calling itself the United Socialists had fielded a full slate of candidates. Its goal was the “revitalization of the student movement on campus,” and its platform had three main planks: the creation of a “women’s liberation university”; the expulsion of “war makers” from the campus; and the reform of the structures of university government. The first item involved the repeal of abortion laws, the...

  21. 17 University of Regina
    (pp. 391-414)

    The University of Saskatchewan, Regina Campus became the University of Regina in 1974, when legislation was passed implementing the recommendations of the Royal Commission on University Organization and Structure. When one of the commissioners was asked “Why should there be a university in Regina?” he answered, “Because it’s there now.”¹ There was a good deal of truth in this remark. The provincial government did not create the University of Regina in 1974; it was already there. As a result of decisions made by the Board of Governors and the senate of the University of Saskatchewan, there existed in Regina a...

  22. Appendix: Significant Events in the History of the University of Regina
    (pp. 415-420)
  23. Notes
    (pp. 421-488)
  24. Index
    (pp. 489-504)