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File consists of a recording of Kathleen Dodd. Topics of the conversation include Queen's extramural course work compared with regular study: difficulty settling down to books while teaching and enjoying Orillia social life. Farmer parents' view that higher education for marriageable women was a waste; willingness to send sons (who didn't wish to go) to university, not daughter (who did). Decision to teach; enrolment Peterborough Normal School. Teacher surplus, posting to one-room school near Burkes Falls; poverty of English-speaking community (dependence on one employer throughout Depression) compared with nearby Finns. Independence of Finnish, English communities: Finns' enjoyment of sauna, baths, skiing, Finnish dance hall; good health, clothing of Finnish children; periodic failure of some English children to attend school for want of shoes, winter clothing. Subject's happy participation in Finnish activities. Finns' progressive quality, ability to invent a living, exploit tourism trade; Finnish intellectual capacity, willingness to learn English from children's primers; lack of jealous tension between Finnish, English communities. Residence with local schoolmaster's family; subject's anaemia, low blood pressure brought on by poor diet (no meat, few eggs; some cow's milk before cow went dry). School board's difficulty retaining a teacher even for a year; subject's liking for community, ability to overcome drawbacks of isolation, decision to finish year despite concerned father's offer to pay her to stay home. Stove-heated log schoolhouse: 'I wore a ski suit all winter because it was so cold in there.' Economic security throughout Depression, as teenager living with family near Orillia; progression of most high school friends to university; parents' refusal, de­ spite affluence and phone call from high school principal, to support subject through university. Freshman year at Queen's (1938-9) on self-earned funds; student intimations of impending war; inhuman attitude of Meds date, thinking war would provide him with good training opportunities. Enjoyable summer job at Manoir Richelieu (CPR hotel on St. Lawrence); inabiIity to return to Queen's for lack of funds; scruples about pressuring parents for funds in view of younger siblings' needs. Teaching position in Muskoka; marriage; husband's enIistment, absence at training camps; army transfer to BC. Rejection by BC school board of subject's permanent Ontario 1st-class teaching certificate; working position with Royal Bank (1941-2). BC fear of Japanese invasion; city blackouts, ferry travel without lights; evacuated buildings in Vancouver's east Hastings area owned by Japanese people sent to internment camps; effect on lumber industry of loss of Japanese labour; energy crisis of homes adapted to sawdust fuel, now dependent on trickling supply of coal. Greater awareness of scarcity of goods during WWII than during Depression (probably because of increased awareness as adult consumer); lack of political awareness. Eastern Canadian origins of many BC acquaintances; sense of mountains as barrier between self and Ontario 'home'; geography as an explanation of BC sense of separate identity. Armistice Day celebration in local Ontario dance pavilion. Lack of involvement in women's war-support activities (Red Cross, etc.) because of regular employment, frequent transfers. Changeover to female staff in Vancouver bank during WWII; continuation of enlisted male employees' pay, regular promotions; 'transient' nature of female employees, many in tow of enlisted husbands. Sense of women's growing independence, emergence to the social forefront; subject as university graduate, independent wage-earner, despite parental efforts at repressive role-dictation. Changes in subject's domestic role: teaching work, combined with full domestic responsibilities after husband's army discharge; period raising family; domestic chores as shared family responsibility following re-entry into teaching workforce. Reasons for re­-entry into workforce; teaching work as a social alternative to narrow-minded local women's institute. Difficulty of separation from newlywed husband during WWII years; kindness shown by parents' generation to young wives. Acquaintance with Jewish student at Queen's; unawareness of campus anti-Semitism. Enjoyment of both academic and social life at Queen's; academic success, due to organisational abilities rather than diligence; participation in sports (swimming, skating, badminton). //Childhood connection with Chalmers United Church, CGIT fellowship; affiliation with husband's Presbyterian church after marriage. Decision not to return to Queen's after freshman year : feeling that nothing would be the same during war years. 'Rather brilliant' Prof. Humphrey, sensationalist performer of risky psychological experiments; insight gained from enthusiastic History Prof. Harrison, early prophet of Quebec's Silent Revolution.

File consists of a recording of Dr. Allie Vibert Douglas. Topics of the conversation include concern as Queen's Dean of Women (1939) that women students should contribute to WWII: establishment of Red Cross workroom, production of quilts for underground shelters and hospitals, Britain. Mandatory two hours' war work per student weekly: option of Red Cross workroom, canteen work, or military visiting duties, 'anything that made a more useful citizen'. Compulsory lectures, preparing students for possible sabotage emergencies; option of evening courses at KCVI, developing able wartime citizenship. Compulsory St. John's Ambulance first aid course in first term, home nursing in final term; generous participation of doctors, Kingston General Hospital staff; end-of-year examinations (compulsory repetition in case of failure). Head of Phys. Ed. Miss Ross' valuable course in basic drill, leading to enlistment of many female students in army, air force, navy (e.g. Mrs. Fred Gibson). Soccer practice of Commonwealth air trainees on Queen's lower campus: 'it was lovely to see them'. Mrs. Grace Miller's knowledge (as math student at Queen's prior to WWI) of subject (by name) as math student at McGill: notoriety of Canadian women math students due to scarcity. Three undergraduate years at McGill, four years in London (c. WWI). Astonishment after Queen's appointment (1939) that 'women were really hardly regarded as full members of the university'; universal disaster was required to open Medical School to women at McGill (WWI), Queen's (WWII). Subject's written recommendation that Queen's Med School be opened to women; Principal Wallace's rationalization of continued discrimination; pressure applied by wartime government, badly in need of qualified doctors. Limited admission of selected female Med. students midway through WWII. Exclusive male societies on Queen's campus (Philosophy, Political Science); subject's protest of Principal Wallace's customary absence at women's Levana Society graduating dinner, soon rectified. Teas held by subject (as Department of Immigration representative at Queen's) for overseas students (mostly men), limited by rationing, tight university budget; problem of racially prejudiced Kingston landladies, efforts of Mr. Dewar hunting out welcoming accommodations. Proposal of Overseas Club by Jamaican student; donation by public-spirited Service Club man of former home of Physics Professor Harry Harkness (sponsor of Chinese students; high proportion of Chinese in original Overseas programme at Queen's) as first International Students' Centre. Memberships in international organizations: International Federation of University Women (since 1920); International Union of Astronomers; International Union for History and Philosophy of Science. Appointment as IFUW president (1947). Overseas conference participation twice yearly; thoughtful solicitation of chocolate bars from Queen's students, distributed at post-war sugar-starved European conferences; similar distribution of toilet soap at University Service-run recuperation camps (Zurich vicinity) for deported students of occupied countries, who had caught tuberculosis while serving at hard labour. Opportunity to share conference experiences with Queen's students, to impart new discoveries to astronomy students before textbooks could publish them. Honorary degree from University of Queensland, awarded alongside Mlle Jeanne Chaton (heroic underground figure in World Wars I and II). Desperate difficulty securing accommodation in Czechoslovakia prior to 1967 Astronomical Conference (rejection of foreigners by hotel managements unless recommended by Tourist Bureau); lovely experience walking in mountains, 'you felt so safe'. VIP treatment of delegates to Moscow conference of International Union of Astronomers; tour of great Soviet observatories (Leningrad, Crimea, Georgia: Armenian observatory of Dr. V.A. Ambartsumyan). Queen's Ellis Hall observatory, used for student training, public education; potential for modest research programme in photoelectric photometry. Work at Cambridge, England (1921-3) under Lord Ernest Rutherford, Sir Arthur Eddington. Subject's biography of Eddington (pubIished 1956): encouragement from fellow astronomical delegates, rejection by Cambridge University Press as too great a financial risk, acceptance by Nelson's Edinburgh.//lnternational expansion of IFUW: founding in 1918 by 'two outstanding women', Professor Caroline Spurgeon (London University), Dean Virginia Gildersleeve; Canada as third entrant; acquisition of nearly all Western European countries; loss of several nations to USSR following WWII. African memberships in IFUW; Makerere University conference; IFUW work encouraging discriminatory Muslim countries to open higher education to women. Grenoble IUA conference. Realization at Cambridge of personal unsuitability for experimental physics, ideal suitability for astrophysics. Subject's introduction of Astrophysics at McGill University; enlargement of Queen's undergraduate astrophysics programme, introduction of graduate-level programme. Full schedule as combined Dean of Women and Astrophysics lecturer, especially heavy during WWII; disapproval of male 'raids' on women's residences as form of 'bullying', dealings with male students; criticism of University Administration for not taking measures to protect women students from nervous strain. Student accommodation difficulties following WWII: 'great rush' of OVA students back to campus; 'marvellous time' had by mature female students (packed like sardines into newly rented residence house); enthusiastic leadership of Warden Evelyn Macleod. Alterations made for residential purposes to wooden Army huts at St. Mary's-of-the-Lake Hospital; Principal Wallace's anxiety that smoking in residence be prohibited to mature female students, despite permission to male students; subject's refusal to administer a sexist prohibition so absurdly illogical.

File consists of a recording of Edith Ferguson. Topics of the conversation include application for highschool teaching positions,1932-41; unhappy employment at lower salary in public schools. Teaching career seen in rural Ontario childhood as least of three possible evils (nursing, stenography); decision to quit and enter social work (inspired by women professionals' programme of talks to women students, arranged by Queen's Dean of Women Hilda Laird). Attendance at School of Social Work, Univ. of Toronto; temporary employment in Hamilton community centre. 'Bitty' employment, Toronto, 1938-41 (supply-teaching, clerical work, reading to blind person); job-hunting, extensive reading. Employment in munitions plant (1941-43) as personnel interviewer, as factory worker till contraction of dermatitis (occupational hazard). YMCA employment as assistant organiser, armed services recreation programmes; transfer to Scotland; details of services. Application, eager for adventure, to United Nations Relief and Rehabilitation Administration programme (London); clerical posting to British Zone, Germany, duties as welfare officer in displaced persons camps. Poor housing in camps; multinational population, administration; multilingual atmosphere; social life and travel commitments of administrators. Return to Canada, 1947; two months' residence with mother; undesirable, uneconomical employment as caseworker, Toronto Children's Aid Society. Transfer to Columbia Univ. for MA in Adult Education; completion of degree by two summers' fulltime study, one-year's part­ time coursework combined with overload of menial employment (I don't think I've ever worked so hard before or since'). Return to Canada, renewed unemployment, residence with mother; cornering of community organisation and adult education jobs, seen as new fields in Canada, by men; postwar job priority accorded to men. Seasonal employment with Ontario Farm Radio Forum; summer employment with Canadian Association for Adult Education; temporary employment with Canadian Citizenship Council, as Canadian immigration counsellor in International Refugee Organisation camps, Germany. Improvement in camp conditions since previous employment. Employment as assistant to Director, Windsor Social Planning Council, 1952-60; enjoyment of community service committee activities (housing, mental health, immigration, unemployment), widespread conference participation. //Resignation from WSPC; recognition of personal restlessness, disinclination to stagnate, tendency to succession of short-term jobs combined with assiduous job-hunting. One-year employment as Director of community centre for established 'Black' community and newcomer West Indians (Toronto), problems integrating downtrodden 'Blacks' with self-confident West Indians. Fifteen-month stint as committee worker on Metropolitan Toronto Social Planning Council; pursuit of interest in immigration, despite expectation of remaining with SPC till retirement. Previous inability to find work in self-acknowledged field of immigration because of Canadian lack of understanding of immigrant problems, consequent lack of services. Sacrifice of job security for two-year appointment as special project supervisor, International Institute of Metropolitan Toronto; challenge of reorienting post-WWII immigrant services to accommodate new wave of Mediterranean rural immigrants. Widely publicized report Newcomers in Transition, leading to second two-year project (male-oriented) to convert unskilled immigrant people into semi-skilled workers; summary report Newcomers and New Learning. Two years' work with eight temporary employers: YMCA national headquarters, St. Christopher House (settlement house), Canadian Council on Social Development, Canadian Association of Social Workers, Toronto City Planning Dept., Cradleship Crèche day-nursery, Board of Education truancy department, Royal Commission on Status of Women. Brief return to Metropolitan Toronto Social Planning Council; five months' temporary survey work with Dept. of Manpower and Immigration. Critical report Immigrant Integration (directed at Ontario government), prepared for independent Ontario Economic Council; subject's pride in extra funds allotted to provincial immigration dept. as result of her recommendations. Employment since 1971: preparation of handbook for immigrants (Ministry of Community and Social Services); report on migrants, People on the Move (Canadian Council on Social Development); task force survey, Secretary of State dept.; seasonal employment, Ministry of Culture and Recreation; as organiser of intercultural seminars in ten Toronto cultural neighbourhoods, helping community workers and immigrants to understand each other; preparing publications for Guidance Section, Faculty of Education, Univ. of Toronto. Subject's 'outstanding woman' award, Province of Ontario (International Women's Year), election to Order of Canada. Precariousness, financial uncertainty of subject's career; motto 'I'd rather be dead than be bored', readiness to quit work which proved unsatisfactory. Mushrooming of immigration services in subject's time; dismay at lack of interest shown in beginning stages, social workers' insensitivity to immigrant problems. Smooth sailing of subject's career following Toronto professional recognition. Quebec separatist issue seen in light of larger multiculturalism issue; Canada as a country still in process of building, assimilating. Changes in Canadian social life since Depression era: self-reliance, resourcefulness of earlier social gatherings (subject's organ accompaniment to brother's fiddle numbers at Depression barn dances); greater sociabiIity, inexpensive fun, 'just plain visiting' of recently bygone Canadian era.

File contains guidelines for senior English classes.

File contains suggestions for teachers from the Toronto Board of Education.

File contains copy of curriculum guide.

File contains copy of curriculum guide.

File contains copy of curriculum guide.

File contains copy of curriculum guide.

File contains workbook.