Rapid Growth Predicted For New Ont. University

By CARL MOLLINS TORONTO (CP) — A debate that began in the academic Cloisters of Athens 22 centuries ago is burning with fresh fervor

today on the edge of a treed ra- |

vine in northwest Toronto.

The perennial issue of educa- tion, discussed by Plato and Aristotle and many philosophers since, is crystalized in a turmoil of planning at young York Uni- versity.

York- was established in 1960 | to help meet the mounting de- | mand ‘for higher education m Ontario. The University af Tor- onto, with some 15,000 students | now, plans to enrol no more | than 23,400. But authorities esti- | mate twice that many young people will be in line for univer- sity education in 1975 in Metro- Ppolitan Toronto alone.

The new school thus is des- tined for swift growth. From a current enrolrnent of 216 stu- dents, York is expected te be registering more than 10,000 students well within the next two decades.

WORKS WITH v. ‘OF T.

York’s general arts, course | and degree now are offered through the University of Tor- onto. But by 1964 at the earliest, 1968 at the latest, the affiliation will be severed and York will | be on is own.

Faced with the prospect of quick expansion, York president

Murray G. Ross and his youth- |

fyl staff are anxious to avoid rushing off in the wrong direc- tion,

Dr. Ross, a Sydney, N.S., 8o- clologist who was vice-president of the University of Toronto be- fore launching York with pro- vincial government backing, Is determined that the new school will not become a mere carbon copy of its older, midtown neighbor.

“‘We have the opportunity te be creative, and to produce something that may be new and valuable,” Dr. Ross says. But

the move would have to be | made now while . York is |

“young, fresh and flexible.” He says York’s first aim is “to free man to use all his crea- tive powers.” He emphasizes the importance of a general, ‘liberal education in achieving ‘the goal. HUMAN PROBLEMS “Society is “already overbur-

if any, to them,

coats Sele |dened with professional techni- |the university into three schools | about them, to re- cians who have little idea that and a determination to base (sive them into his imagina- life involves more than cutting specialized training on a frm ‘ion, the facts remain sterile

3 of 7

a hole in a mountain, or a tooth | foundation of general educa’ or an abdomen.” The present school | The. university's major con- | maintained and developed

cerns “should pot be bow te| college of up to 1,500 resident | improve technology. but how to students concentrating on

2 os!

Re

cure man’s spiritual impotence; |broad, liberal arts course | imagina powers,” en- of the

we bon & eee See = study. oe eine “not the majority of the students are

transportation, but how to ap- A large urban university, with ‘oa1y with the intellect but also happy to be in on the experi

iply creativeness to our social /a range of arts and professional |with the emotions” and assist |ment. They agree with York's

|structure; not how to link to |northensieraouakirts af ‘Tor: (ny Reema! Search f0F values nie tbe ied Ww. oe ee tinents physically. but how to northeastern outskirts of Tor- | 114 botiefs “the ‘way must be tried.” ednesday

|achieve decency in human rela-/|onto and cater to some 15; ‘tions the world over.” students, mostly commuters.

The current concern at York’ pEGREE AT NIGHT: jis how to translate the aim into| An evening college providing 'a formal course of study. and | courses leading to a university ‘create an atmosphere of im-| degree is planned for midtown quiry that will make the uni-|tToronto within the next two versity more than just a grey- | years. stone mansion and a redbrick |" The residential college would academy on the edge of the foster a program encouraging Don River ravine, jthe most intelligent high school

York began by offering - | graduates to drveiep themselves broad curriculum covering ,through a study of the great humanities and the social aoa | | ideas of past and present as natural sciences. The program well as by the stimulation of a ,also stressed direct discussion ‘close student-teacher _relation- ‘between individual student and ship. The student here would be. | teacher. concerned with “why, not how,”

RAN THREE SCHOOLS jas Dr. Ross puts it.

The curriculum was borrowed | The same principles would be from the University of Toronto | adapted to the other two schools | and the direct communication (alongside specialist courses. between undergraduate and One curriculum idea would in- |teacher was easy enough to ar-|sist that students at all jrange with the student-staff branches of York complete a ratio only about nine to one, | general education course in ad-

The problem is to maintain dition to any specialized profes- the pattern, making certain that | sional training. such standards are not lost im; Several North American uni- the, shuffle of swift expansion | versities have introduced a two when York's own curriculum 18 | | year course of the liberal arts introduced, classes grow in size |as a preface to specialized stud- and demands for professional one like medicine and engineer- -training are. met.

Answers now in the planning | TEAR TO SUM UP stage call for the division of! York might refine such @

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