Ficheiro f88 - Royce, Jean Isobel (II Jackson, 24 August 1977)

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.