Valedictory Address

“Valedictory Address” (19 May 1965): 1-5. (UA Case 68, Box 2)

After being asked to deliver the Valedictory, my immediate concern was that of purpose and upon immediate consulting the dictionary I found that the Valedictorian was that person who delivered the farewell address; I also noted that he was to be that student of highest academic achievement --- clearly we have deported from strict definition, and in keeping with an age of rapid progress where definition is often modified and tradition often cast aside like a worn out shoe, I also wish to overlook the traditional nostalgic review of the past four years that is usually given at this time, and speak on a subject which I hope will at least provoke some discussion; that subject is education and student mental health.

As an introductory remark, I wish very briefly to quote from a report on the survey on student mental health done here at U. N. B. by our student’s representative council, which reads as follows:

“Why concern for student mental health ---
Occasionally educators say that mental health is of no concern to the University; that its job is solely that of intellectual development. However, even on this basis the University has no choice but to promote emotional stability and maturity in its students. There is a great deal of evidence that emotional factors hinder learning and that they are prominent in school dropouts.”

A great number of surveys have been taken on student mental health, however the technical jargon and the huge masses of data found in these surveys would smother any worthwhile conclusion we might hope to reach and leave us tangled in a jungle of technicalities. So, instead of just quoting a number of statistics I have decided to obtain the opinions of persons who are both concerned and in contact with the problem of student mental health. I have interviewed a number of people here on campus, ranging from proctors in residence to Dr. Black, our university counselor, and asked for their opinions, suggestions and criticisms; I now present these to you.

The majority of opinion was that emotional problems arose from the High School years and the drastic change encountered at University. This probably comes as no surprise to anyone here tonight, and I think it is well known that University students are left pretty much to their own purposes. The lectures are no longer classes in the High School sense of the word but are high powered learning sessions, as I am certain any freshman taking math 1000 will readily testify. The attitude of the faculty (and rightly so) is that as student is here to and if he does not care to learn, then it is time he left. A college education is a privilege and not a right and the consequences implicit in this are often learned the hard way by those fresh out of High School.

Another opinion held by many of those who were interviewed was that there existed in High Schools, almost a complete lack of instruction in how to study. I am certain that everyone is well able to appreciate the position of some freshman who reaches college and finds that the study habits which easily carried him through High School, as just not up to par, and he is face with the awesome proposition of failing before he even starts.

Another opinion that is held, and probably the most striking, is that high school guidance and counseling for those considering University, is inadequate for the simple reason that many High School teachers do not have a University education, and are not able to speak from experience. In this respect, the migration of teachers college up the hill and the integration of part of it’s curriculum with that of U.N.B., is a step in the right direction.

Arising from this same lack of guidance in High School, as student in University often faces, unprepared, one of his greatest problems; --- the problem of decision. No longer is the rigid curriculum of High School a comforting guide; a student much decide the course of his life, and the choices are many and varied. Shall he become an Engineer, or shall he become an Historian? Shall he train himself as a scientist, or shall he pursue a degree in business? These decisions, made on a scant knowledge of the situation are, quite reasonably, often wrong, and it is not an unfamiliar cry to hear an intermediate engineer shout out his dislike for flow diagrams, and his discovery of both interest and ability in something as remote as history of philosophy. But by then it is too late, and he must now decide if he will start again or if he will continue in a field he thoroughly and genuinely dislikes.

Another type of decision also must be made, especially by freshman --- the decision of values. What is right; what is wrong; what is good; what is bad? No longer are his parents at his side, and the choice is now completely his. What shall he do about smoking; about drinking; about religion? Fifty years ago this problem did not exist. The code of behavior was very clearly marked, and those who travelled within its boundaries were assured of their just rewards, while those who chose to deviate from it were assured a permanent residence in the fiery depths below. The choice was clear cut.

In summary, it may be very roughly stated that although the benefits of a University education have greatly increased, so have the responsibilities placed on the shoulders of the students, but we cannot hope to remove these responsibilities (For indeed that would defeat the purpose), we can only learn to live with them.

It is surely not sufficient to look at the problem; acknowledge its existence, and then leave it at that, so that in these interviews I also asked for suggestions as to how this problem could be at least diminished if not completely prevented. Invariably these suggestions were all the same. First a revamping of High School teaching methods (not curriculum) along with competent guidance was suggested. At the University Level, it was suggested that aptitude tests be taken, and the results used instead of simply being filed away in some dark closet; and finally that a counseling system that is truly a serious effort at steaming this problem be incorporated as a standard procedure.

It is perhaps an unfortunate situation that any discussion on the advancement of any aspect of education eventually reduces itself to the availability of funds. Each of the suggestions given above, to put it very plainly, costs money. A revamping of High School teaching methods and a raised standard of teaching costs money. The administration and evaluation of aptitude tests costs money. The Incorporation of a University guidance and counseling program costs money. There are many things that money cannot buy, but a higher standard of education is not one of them.

It has been over the past 50 years that great advances have been made in all fields of endeavor (and we live in a better world because of it); and I am certain it is not a coincidence that it has been over those same 50 years, that higher education has been made available on a grand scale. Yet Governments will spend only a meager 2% of their total revenue on education. Yearly millions of dollars are spent to keep our navy (The HMCS Bonaventure) Afloat, and yearly millions of dollars are spent on aircraft and missiles that soon become obsolete --- clearly the arrow has missed its mark.

There is only one group of people who can and must press government for higher grants to educations --- the University graduates --- no one else will do it for us.

I now wish to fulfill my duties of office in bidding both farewell and thanks to those here at U.N.B. to whom we owe so much.

To the president and the administration the class of 1965 bids you farewell and expresses its gratitude. I have often been called to Dr. MacKay’s office (and at times I wished that I could have been elsewhere) and have seen the grueling pace that is set. From my very first visit, I decided never again to complain about the work load placed on students.

To the faculty, the class of 1965 expresses its gratitude for teaching us how to learn. It has been in the past and I’m certain will continue to be in the future, thanks to the faculty, that a diploma from the University of New Brunswick is and will be a mark of achievement.

To the parents, welcome is probably more appropriate than farewell but certainly there can be no doubt about thanks. It is unusual that within a family, often the greatest debts are taken for granted and because I fear that they shall forget I now take this opportunity on behalf of each and everyone of my classmates and extend to you, our parents, a sincere thank you.

To my fellow classmates I now wish to extend my personal thanks for what have been the four most enjoyable years of my life. I say good-bye in wishing you the best of health, and at least your reasonable share of Good Luck!