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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.

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 Jessica Roddy.

File consists of a recording of Sadie Miller. Topics of the conversation include attraction of Queen's for Mary Balanchuk; Stuart and Sandy Webster, distinguished Queen's graduates. Family connections with Queen's; hand-me-down stories of class fights, student practical joking. Mother as extension student during 1890s, unrealised desire to study medicine; granddaughter's career in medicine. Mother's English studies at Queen's, teaching career in Kingston; cousin as Queen's medical graduate (1904), now living aet. 97 in Calgary. Career as teacher, principal, following study at Queen's Faculty of Education (1920); extramural courses in French; English courses with Min Gordon. Teaching continuation school without degree; degree work at Queen's (1925-27), final study at Ontario College of Education. Offer to teach in Fort William for $2000 per annum; refusal to work for less than $2200 (much to mother's satisfaction). Queen's annual tuition $84 during subject's time. Excellent instruction, practical work, at Queen's Faculty of Education. Employment as teacher under friends of parents; subject's grandfather as Principal, Frontenac School. Stiff grammar school examination, abolished after WWII. Latin, French, high school prerequisites (1927); 3 years sometimes required to pass Grade 10. Mere two-page list of Ontario Grade 10 graduates aspiring to university; further two-page list of graduate aspirants to normal school; multiplicity of subjects required for upper school graduation, entrance to Faculty of Education; Faculty of Education Public School option. Kay Healey as helpful student. Kars school. Post-WWI inflation, shortage of goods. Depression period student hope of teaching appointments, no hope of university; Fort William staff-student parties, literary society, sports, salary; renewal of economic hope with preparation for WWI. Enlargement of classes during Depression, long wait for teaching appointments. Doug Fisher, Bruce Phillips, Bora Laskin. School newspapers: 4A Doukhobors, 'We publish the bare facts'. Success story of Herb Stewart, (Depression sponsor of Dr. Aiec Ross); Stewart's kindness as private travel agent in sending subject abroad. List of distinguished Queen's graduates; Dr. Jesse Graham as student following in subject's footsteps. Subject's scholarship to distinguished one-year Cours de Civilisation in Sorbonne, Paris. Queen's reputation for excellence in Sciences; graduate mining engineers in Fort William. Subject as informal student counsellor; AI Davidson, Jules Cross; Lamonte Kelvin; Dr. McCullough. Subject's decision to remain in Fort William till retirement; discipline problem likely to result from switching schools. Good student-staff ratio in former Queen's Honours courses. Tutoring for Dr. Alexander. Queen's sophomore-freshman cut-ups; incident at Cataraqui Hall. Brent Scollie. Old understanding that even off-campus, female students might not sleep under same roof with male students (sons of the house excepted). Absence of student drinking problem; prohibition; childhood memory of men reeling out of Kingston saloons on Saturday afternoons. Interest in antiques; local pieces of Meissen ware, more valuable than privately owned pieces in Germany.

File consists of a recording of Valentina Krotkov. Topics of the conversation include arrival in Kingston, following husband's appointment to Queen's Biological faculty (1930s). Family-raising.Post-WWII request from Queen's to help teach veteran­packed Math courses; appointment as Russian instructor. Specialisation in Russian scientific translation courses. Sabbatical trip to Berkeley, California; enrolment in PhD programme in order to teach math; assignment to teach advanced course, requiring brush-up work as well as PhD work; success in Berkeley exams. Return to Queen's, continued PhD work under Dr. Harper. Presentation of paper before Royal Society of Canada. Social obligations (as Head of Biology Dept.'s wife), too great for continuation of studies: sacrifice of PhD work, 3/4 finished. Improvement of teaching ability following research work; belief that research is essential to excellent teaching. Subject as Queen's sole Russian instructor for a time; enlargement of Russian programme, inclusion in Dept. of German, eventual attainment of separate Dept. status. Subject's cessation of Russian instruction, continuation in Math Dept. Gratitude to George Harrower, Dean of Arts, for funding expensive dictionaries for Russian Dept. Male predominance in Russian scientific translation courses, female predominance in Dept. generally; breakdown of 'female discipline' stereotyping. Subject as sole female math instructor at one time; Math Dept.'s considerate friendIiness. Intriguing emigration story: husband's intention to marry subject, vowed in childhood; enlistment in White Navy, defeat c. 1920; evacuation, settlement in Czechoslovakia; university degree supported by Czech scholarships for Russian refugees; overcrowding in Czechoslovakia, emigration to Canada; letter to subject in Moscow (1927), inviting her to marry him. Subject's emigration at 'best time possible' (brief period of Moscow normalcy). Decision never to visit Russia: contrast between 'what could be and what is' far too painful; vivid recollection of cultural ferment in pre­Revolutionary Russia, repressed by Communists.//Pleasant 4-year period in Toronto. Stimulating cultural influence of Principal Mackintosh; less exotic period under Principal Wallace. Decline in students' intellectual curiosity; increasing concentration on marks for marks' sake. Queen's early orientation as teaching institute; change wrought by Principal Mackintosh's sympathy for research. Unique ability of research teachers to motivate others. Subject's approval of Queen's 'steady state' policy; Queen's still-united campus life, loyalty. U. of T. during 1930s. Importance of teaching career to subject's personal development. Initiation of Russian programme by Dr. Earl. Increase, acceptance, of women students in Math Dept.; controversial entrance of women into Engineering. Subject's retirement from teaching (1973) . Excitement, instability of 1960s; challenge to respect for universities inculcated by Russian professor-father; academic over-expansion. Reduced attraction of university degree in today's society; student obsession with marks, based on anticipation of competitive job market; distinctive quality of university graduates.

File consists of a recording of Pauline Jewett. Topics of the conversation include TAPE ONE Introduction to subject, interviewers Susan Jackson, Evelyn Reid (current Dean of Women at Queen's); respective terms of office, vacations. Inspiration for Queen's Oral History Project. Subject's initiation of 'Distinguished Scholars' taped-interview project, as Director of Institute for Canadian Studies, Carleton University; Institute of Canadian Studies cross-disciplinary MA programme as exceptional learning experience. Regional differences in Canada: subject's early Ottawa-Toronto outlook on national issues, not broadened till Carleton experience, move to British Columbia. BC's powerlessness to act independently of eastern economy; provincial desire to share in self-government, not to separate; multi-regional conferences as one solution to national difficulties. Psychology Prof. Marilyn Bowman. Simon Fraser University year-round trimester system. Feelings as first woman president of Canadian university: pressure of high expectations, constant display; interest in administrative work as opportunity to push good policies; dislike of detailed administrative dogwork, suspicion that women, through role-conditioning, tend to think in policy terms. SFU installation address, 'The Things I Want to Do', outlining major goals, policies: to rectify injustices leading to Canadian Association of University Teachers censure of SFU; to establish a majority of faculty with strong Canadian background (facilitated by SFU growth-rate, opportunity to hire);to promote women in all areas of university (has achieved current proportion of 30% women on faculty, established continuing committee on status of women in the university) despite criticism levelled against her of direct interference, not hearing what she wishes not to hear; to establish controversial minor programme in women's studies, major programming for night-school students, radical 'distance learning' degree programmes in centres throughout BC (now in planning stages). Problems raised by scattered learning centres: public preference for brick-and-mortar universities; difficulty freeing and uprooting SFU staff; possibility of teaching one discipline per location, rather than a bit of everything everywhere. Belief that in period of economic restraint the university should reexamine existing programmes, not simply halt growth; distinction between BC government's method of allocating funds, Ontario's formulaic system. Subject's previously held view that few women reach administrative level because men won't let them; friend's additional thesis that women, surfeited with detail-oriented administrative work in traditional domestic role, are frustrated by similar aspects of administration, desire something different, creative. Realisation that as SFU policies are realised,she too wiII need new outlets for interests, energies. Subject's plans for improving SFU graduate programming, developing new academic fields. Deliberate contrast with UBC programming; SFU programmes in new professional areas, e.g. criminology, natural resource management, contemporary rather than historical fields. Government review-board for interior programming plans; competition with UBC, U. of Victoria. SFU non-credit work in community education; short courses for labour groups to formally develop managerial skills, union negotiation abilities. Resurgence of subject's political adrenalin: crossroads between concern for SFU, concern for Canada. Reflections on how she has fulfilled presidential role; power to do good, personal influence over university; criticism engendered by firm adherence to policies, sometimes turning to surprised appreciation. Qualities essential to subject's job: policy objectives, ideas of where the university should be headed; managerial skills greater than subject's own (though these may be learned in practice); strong physical constitution, energy (in first year subject gave 82 off-campus public addresses in addition to regular work); tough hide combined with sensitivity, ability to deal well with criticism; ability to communicate, not only with students, faculty, but with labour as well. Lack of managerial mentality, troubled sympathy for low-paid female workers; dismay at being considered the enemy, misunderstood. Lack of formal occasions for addressing the student body as a whole; disappearance of SFU faculty club during democratic revolution of sixties; concern for SFU lack of social cement, traditions. Small number of SFU residents (7%). Concern since Quebec elections for national unity issue: sympathy with Quebecois need for cultural identity, freedom of self-expression; belief that Canada will hang together even if Quebec does separate; belief that Quebec would not separate if granted recognition, co-operative status. Desire to be represented in unity debate either as political party member or member of civic action group; politics as an addictive pursuit. Family background: parents' mild interest in politics; youthful distress over St. Catharines' poor; father as conscientious egalitarian on all issues; father's encouragement of subject to enter profession; subject's notion to enter public life, spawned at Queen's. Subject's ‘idea route' into politics: political science (largely political philosophy), philosophy minor at Queen's; ambition to practise criminal law, quashed because she was female. Notion of self as Liberal; federal support of Liberal party, provincial support of CCF, NDP; fascination for political theory; personal academic bent delaying practical political involvement through study-teaching years. Subject's delight in teaching; experience of transition from political teaching to active politics as easy, from politics to university atmosphere as quite hard. Academic career: Queen's MA '45; Radcliffe PhD course-work, teaching at Wellesley College, 1945-7; teaching at Queen's 1947-9. Harvard PhD thesis written in record one-year period, 1949; Queen's Marty Scholarship to study in England LSE and Oxford), 1950. Value of LSE - Oxford experience. Subject's term as Queen's trustee both during period as MP and later (uncustomarily) as faculty member at Carleton. Comparison of Queen's Board of Trustees (far-flung membership, occasional meetings) with SFU Board (local membership, day-to-day interest, monthly meetings). Brief affair with the pipe in attempt to give up cigarette-smoking. Switch of affiliation from Liberal Party to NDP (1971); absence of usual turncoat taunts, having switched to supposed loser. Decision to switch precipitated by War Measures Act scandal, Liberal lack of interest in foreign takeover of Canadian economy, lack of followup on Pearson control of campaign­expenditures/contributions report, ridiculous Family Income Supplement Programme (FISC) programme; preceding gradual recognition of personal conflict: mental vote cast with NDP, actual party vote with Liberal. Stanley Knowles' simple formula for deciding when to change parties. Subject's value-orientation rather than behaviorist orientation in academic political science debate; belief (though not an economic determinist) that policies, not personalities, shape history. TAPE TWO Founding of Canadian Research Institute for the Advancement of Women, 1976: notion that society needed not another women's pressure group but an institute backing scholarly research into women's experience. Subject as CRIAW President; fruitless hard work canvassing government for founding funds, despite proposed application to private sector for major research funds, plan that Institute be membership-based, eventually self-supporting. Government opposition, shabby treatment (misleading application advice) at hands of Minister responsible for Status of Women; suspicion that government took fright at Institute proposal to research whole area of women in relation to work. Institute-proposed country-wide, bilingual membership; aims to facilitate research, disseminate findings, encourage women financially etc. to pursue research; to establish social audit to monitor data used in decision-making process (often male-oriented); to launch retraining programmes for women. Refusal of funding application for few full-time members (though funds for annual meeting were provided); determination to apply again. Position on Board of Directors, Canadian Peace Research Institute, respect for dedicated peace researchers; Queen's current peace studies Scholar-in-Residence, Dr. Jo Vellacott. Position on Board of Directors, Association of Universities and Colleges in Canada, excited interest in future of university. Supervision of graduate theses, escape from administrative world to world of ideas; lecturing SFU Canadian Studies course. Policy shared by Queen's, SFU, that administrators should also teach; inability to teach on regular basis because of frequent distant travels. Board position, Canadian Civil Liberties Association; executive position, Committee for an Independent Canada. Queen's invaluable service to subject in helping her develop her own basic framework/foundation of political ideas, values; realisation at Harvard of first-class Queen's education in this respect, consequent ease of graduate study. Queen's dedication to public service, subject's desire to foster same at SFU. Father's influence in subject's choice of Queen's, motivated by egalitarian dislike of fraternities, sororities shared by subject. Athletic interests at Queen's; part-time title-searching for Cartwright law firm; intellectual interest not sparked till third year, then 'the world of ideas just came clattering down'. Influence of Jean Royce in altering subject's degree programme, future career; grueling switch to honours programme, seven courses plus thesis in final year. Encouragement from Alec Corry. Tough history-economics MA (Queen's), PhD scholarship (Harvard). Pressured awareness of belonging to female student minority, particularly in political science field; memory of employer's early advice, 'Don't set your heart on being a criminal lawyer (there are no women criminal lawyers)' in contrast with parental encouragement, 'There has to be a first'. Denial of government Privy Council Officer post (1950s) because she was female; interviewers' admission that she was best candidate. Maddening, exhausting, depressing work overcoming sexist caution in political campaign, endless voters' chorus, 'We've never had a woman'. Women careerists' current difficulties (Flora MacDonald); suspicion that despite enthusiastic SFU support, after her term university officials will again look for a male, having made their gesture, had their fling. Feminist sympathies, solidarity with women; gratitude of female faculty at Carleton for subject's example, encouragement, support. Concern that sense of feminist sisterhood, peaking in early 1970s, shouldn't fall off. Intellectual influence of Vibert Douglas. Contribution of residence Iife in mingling juniors, seniors. Criticism of Queen's as unprogressive, lack of leadership in vital areas such as recognition of women. Reputation of Queen's Business Administration School for encouraging women; Queen's reputation for encouraging women into engineering, applied sciences. Proposed SFU course, 'Women in Management'. Burgeoning of women post-graduate students; reflection that women may have missed the boat, that men regard PhD as ticket to a bread line, concentrate on MBAs instead.

File consists of a recording of Kathleen Healey. Topics of the conversation include position in three-person Extramural Dept., 1924; Queen's extramural programmes, summer school. Subject as examination clerk, personally hounding students to submit assignments. Concentrated extramural workload, identical with winter session; hard work convincing professors to lecture summer school, accept correspondence students as regular attenders' equals. Typing up professors' books in guise of course outlines. Large correspondence enrolment during WWII: Armed Forces participants, prisoners-of-war. Small number of universities offering correspondence courses, far reach of Queen's programmes; isolated constable on Ellesmere Island, particularly grateful student in India. Advertising of extension programmes via 5000 calendars. Queen's programmes as sole opportunity for correspondence-summer school students in Saskatchewan. Requirement that correspondence students also attend Queen's summer school. Queen's summer school in Bermuda. Queen's correspondence upgrading courses (Grades 12, 13) to help students meet admission requirements. Free correspondence courses for prisoners; prisoner attendance at summer school on day-parole basis, granted by prison authorities after Queen's representations on prisoners' behalf (success with women parole students offered as precedent) . Success of Queen's ex-prisoner graduates; subject's almost familial relations with some of these. Strong interest in advanced education among male prisoners, virtual absence of interest among female prisoners; female prisoners as 'pretty hardened people' by the time they reached Kingston. Discriminatory shorter prison sentences for female offenders; court leniency in women's favour. Taking films to prisons; development of Queen's film library into Kingston Film Council. Organising the Kingston Elizabeth Fry Society with group of university women led by Jan Hughes. Queen's Extension Dept. public lecture series, concert series, summer School of English for French-speaking Canadians. Territorial boundaries established by universities to prevent extension­ lecture competition. Close similarity of many university course outlines to Queen's outlines. Lack of citizen interest in prisons; important effort made by Queen's instructors to lecture in prisons, despite personal inconvenience. Inflexibility of Queen's former admission requirements: long drawn-out fight to admit mature students. Disgust with senior citizens who think they are owed respect, comfort. Prison reform work as key member of Elizabeth Fry Society. / /University courses held in prison; prisoner visits to Kingston family homes; EFS house for women on parole; EFS attendance in court to ensure proper trial of women. Changed format of EFS since time of subject's active involvement. Canadian Association of Adult Education activities. Subject's assessment of former Queen's principals Drs. Fyfe, Wallace, Deutsch, Mackintosh, Corry, in relation to Dept. of Extension. High school United Nations assemblies organised by Dept. of Extension. Subject's memberships in Zonta, Social Planning Council. Details of Women's Auxiliary volunteer work in Kingston hospital, male and female student participants.

File consists of a recording of Dr. H.W. Curran (re: K. Healey).