GAZETTE - Adm.monash.edu.au - Monash University

VOLUME V NUMBER 1 - NOVEMBER, 1968Published by the Academic Registrar as occasion requiresRegistered at the G.P .O., Melbourne, for transmission through the post as a periodicalGAZETTETHE UNIVERSITY'S FI!tST DECADEMUSIC ON HIGHCOMMONWEALTH UNIVERSITIES CONGRESSFIRST INDEPENDENT RESIDENTIAL COLLEGERHODES SCHOLAR FROM MONASHTHE CODE FOR LIFEFOUR HONORARY DEGREES CONFERREDTHE MONASH LIBRARY AND THE COMPUTERTHE LENINGRAD-MONASH EXCHANGE SCHEMECONTENTS1 DEDICAnON OF THE RELIGIOUS CENTRE 194 EVALUATION OF 'TilE P .S.S.C. PHY ICS COURSE IN6 VICTORIAN SECONDARY SCHOOLS7 OPENING OF THE LAW SCHOOL7 LEARNING EXPERIMENTS WITH FISH8 SOCIAL VALUES AND OCCUPATION11 DEVELOPMENT OF WATER RESOURCES AND14 OBITUARY16 UNIVERSITY STAFF22252730RESEARCH 323435THE UNIVERSITY'S FIRST DECADE30 May 1968 marked the tenth anniversary of theproclamation of the Act which established theUniversity.In recognition of the event a special supplement givingsome account of the development of Monash was publishedby The Age.In a comment on the occasion the Vice-Chancellor,Dr. J. A. L. Matheson, said:The ten years of Monash's life can now be seen tofall into definite phases, each characterized by somedistinctive features that clearly differentiate it from otherperiods.The first phase belongs to the Interim Council and toSir Osborn McCutcheon, the planning architect. Thiswas a time of great urgency when the dominant considerationwas speed, so that the new Uni..ersity mightbe able to take students before the University of Melbournewas completely overwhelmed by numbers.Into this short period of less than two years waspacked all the preliminary investigation and planningthat might well have taken twice as long; the site waschosen, surveyed and laid out; the broad lines of theacademic structure were decided; senior staff wereappointed.The second phase occupied the year 1960 and centredon the Vice-Chancellor's house. This home of the formerowner of the property was fortunately available andlarge enough as to act as headquarters for the Registraras he assembled his staff and set up the administrativearrangements for purchasing, keeping accounts and soon. Professors, as they arrived, were given desks in anearby gardener's cottage and in a hut which was hiredfrom the builder; temporary buildings were avoidedcompletely.During this year which, incredible as it now seems,was very wet, the rust group of buildings was beingconstructed. A violent rainstorm in April destroyedmost of the early work and throughout the year the sitewas inches deep in mud. It seemed as though waterI}owcd uphill at Monash, but in spite of the discomfortand the hard work it appears, in retrospect, as a happy,uncomplicated period. There was a job to be done andnot much time to do it in and we were all content towork together in reasonable harmony.11 March 1961, the day of the official opening, sawthe end of that stage. The buildings were ready, almost;the final sweeping up at the entrance was done by theVice-Chancellor and his wife as they waited for thePremier (Sir Henry Bolte) . An academic processionwas formed; speeches were made; a little undergraduatehumour brightened the scene; tea was served; we wereopen.13 March was the first day of teaching in the fivefaculties of Arts, Economics and Politics, Engineering,Science, and Medicine with which we opened. All theseclasses were accommodated in the science buildings, theonly ones ready, while building operations continued allround.Thus began the game of academic chequers, which isstill not quite complete; at the end of each building phasea redevelopment of activities took place , each aimed atgetting departments into their right place.

MONASH UNIVERSITY GAZETTEJn 1961 improvisation was the order of the day andperhaps neither students nor staff were any the worse;there was no Union, of course, and only rather elementarycanteen facilities; the library was in a future physicslaboratory; car parking was easy and cows grazed wherebuildings now stand.In a sense this phase still continues for we are stillgrowing and building and developing new activities.Perhaps a change could be detected about 1964 when weheld our first graduation ceremony for those who hadbeen with uv from the outset. This was the purpose of itall; Monash graduates were moving out into the worldto take their place alongside the graduates of otheruniversities.After that we had to wait until 1966 for the firstdoctors to graduate and until J967 for the first Bachelorsof Jurisprudence. Somewhere in those years was theend of the beginning.Now we are in a period of self-criticism and questioning.Why do we do this? Could we not alter ourprocedure there? Why was that decision taken? Couldnot the library, the car park..., the Union have beenmade a bit bigger, with rather more foresight?With the clarity of vision that hindsight brings onecan see what might have been done differently and perhapsbetter. But at the time the decisions were notunreasonable; resources were certainly limited 811d, ifthings did not work. out as well as might have beenwished, there was the whole of the future in which tomake improvements.So in our second decade we move into a period ofrevision. It will not be easy to make changes for thereare now many more people to convince, more opinionsto consider. and a complicated organization 10 be keptrunning while the changes are made.But this is how it must always be; a continual processof self-examination, adjustment and renewal- if thatshould stop Monash would surely die.DEVELOPMENT OF BUILDINGS AND GROUNDSBy a Special WriterAnyone who visited the site of the new University in1959 would be astonished by what exists to-day. Inlittle more than eight years since construction of the firstbuilding started, a muddy paddock has been transformedinto a modern and attractive university campus.In terms of money, the campus today represents anexpenditure of about $32 million, and although a further$8 million will be spent in the next two years the Universitywill still be far from complete. This moneyhas been provided by the Commonwealth and the Stateon a fifty-fifty basis. In addition the University has beengreatly assisted by donations towards the cost of theGreat Hall and the gift by the Churches of the ReligiousCentre.It is interesting to turn back to the initial plans thatwere drawn LIp in 1958 and 1959 and to compare themwith the situation of today. The basic factor was amaximum full-time student body of 8000. That figurehas been passed already and the University is stillgrowing.The site, of about 244 acres, was described as satisfactorythough lacking in special dramatic interest orquality. It was unsewered and was occupied in partby the Talbot Colony which had to be transferred else.where. But it had a fine view eastward to the DandenangHills and the master plan was drawn so as topreserve that view.The master planner was Sir Osborn McCmcheon.Bates, Smart and McCutcheon were appointed architectplannersto the University at the end of 1958 and drewlip the development plan which has been followed tothis day. In 1964 they were requested to revise themaster plan to provide for a larger number of students,but there was no need to alter the original concept.The first buildings. for science and engineering. weredesigned by Bates. Smart and McCutcheon and constructedof dark manganese brick with very dark pointing andwhite concrete columns and slabs. This character hasbeen maintained, wherever appropriate to the particularbuilding, by the eleven other firms of architects whohave designed buildings for the University.The initial plan was that no building should havemore than three or four storeys with the exception ofthe Arts building. The latter, now named The RobertMenzies School of Humanities, has thirteen storeys andis one of Melbourne's landmarks. However, growth ofthe University within the limitation of 244 acres hasforced a change of policy for other buildings. Evidenceof this is Howitt Hall, a residential hall of fourteenstoreys, and the medical school tower block which hasseven storeys. Most of the new buildings have been designedfor future vertical extension.The layout of buildings is in the form of a horseshoe.open to the east and with a central pedestrianprecinct. The maximum walking time between facultiesis six minutes. The arrangement of roads and car parkson the perimeter of the campus posed a problem ofaccess to the Union which was sited centrally to servepedestrians, but which generates a large volume of goodstraffic for catering and the bookshop. The solution wasa large tunnel 300 feet long leading into the basementof the building.Another problem, not yet satisfactorily solved, is carparking. The area of car parks built and under constructionis twenty-five acres, giving a capacity of about3.500 cars. It was originally thought that thirty to fortyacres would be sufficient but, judging from experience,fifty would now be nearer the mark. ;The eastern part of the campus is devoted to sports,but here again the University is short of space. Thirtyfouracres have been developed into playing fieldsagainst a requirement that was originally thought to besixty acres but may be nearer 100 when the Universityhas grown to its full size. The pressure has been easedby the purchase of thirty-six acres off the campus.The north-east corner has been reserved for halls of2

esidence of which three have so far been built. Thereis no room on the campus for affiliated colleges, norfor the University CMr Training Depot, but sites havebeen acquired nearby. One college, Mannix College, isnearly complete and a second, the Marist Brothers College,is now under construction. Taking account of thenecessary expansion of faculty buildings and allowingfor new developments it can be seen that the Universityis sorely pressed for space.The current construction programme has acquiredincreased impetus with the acceptance of new buildingtenders so that, in October, the University had eightcontracts in progress worth some $4.5 million.The eight new buildings embrace the Education buildingwhich will rise to four floors and be connected toa child study centre where the present Birch Cottagekindergarten facilities will be incorporated. The secondstage of the main library is also going up to four floorsand will eventually have three additional floors added.This new stage will greatly increase the present readingfacilities and more room will be provided for researchstock.The Great Hall is another of the new projects whichhave been started, and the completion of this buildingis expected at the end of 1969. Other new buildings ofnote are the Science North building to house Mathematics,Information Science and the Computer Centre.and the Science South building for Botany and Psychology.This latter project also covers an extensionto the medical school for Anatomy and Physiology.Student amenities are receiving attention with additionsto the Union which will provide a further 1000dining seats and incorporate additional games and musicrooms. .The biggest new development is the Monash medicalcentre which is being planned to occupy the south-westcorner of the campus, about fourteen acres, and tocontain a major teaching hospital joined to the University'smedical school, a development unique inAu-aruliu.The University buildings speak for themselves. Theirsurrounds take longer to mature, hut there can he nodoubt that the ground work already done will result ina campus worthy of iii purpose.Student cuieteriu ill the Hargrave Library buildingThe Forum. Buildings shown lett to right are: The Main Library, The Robert Menzies School of Humanities,The Bio-medical Library, the Union, and University Offices)

MONASH UNIVERSITY GAZETIEMUSIC ON HIGHBy T. A. Jones, Professor of MusicWhen the chair of Music at this University was establishedin 1964, the advertisement for it stated that "it isnot intended to establish a conservatorium or to providetraining for professional performers", but rather "tointroduce within the faculty of Arts courses in musicat both pass and honours level, with emphasis on thehistory of music and analysis of musical forms". Thoughmany people thought then, as they do now, that this wasa cripplingly narrow and misguided approach to music,I believed then, and continue to believe, that the underlyingphilosophy implied was both right in general termsand peculiarly applicable to the special position ofMonash as Melbourne's second university. Without heregoing into the pros and cons of whether or not professionalperformance and composition are truly academicfunctions of a university, experience has shownthat they are nowadays so demanding of time and effortthat the serious study of musical history, style, criticismand scholarship, let alone of non-musical subjects, is virtuallyprecluded. Thus it seemed logical and desirable forMonash to develop a department of Music that wouldoffer a genuine alternative to the specialized and essentiallyprofessionally and vocationally oriented courses inmusic already available at Melbourne University. Considerationsof finance, staff and space supported such anapproach, but did not determine it.The department of Music is now well into its thirdyear of operations. at the top of the Menzies building,and although the first Arts graduates with a major orhonours in music have not yet completed their work itis possible to see some of the results of this approach.The major facilities that have been developed in the departmentare the Music Laboratory, the Sound Laboratoryand the Ethnomusicological Research Laboratory.The Music Laboratory, in addition to housing an extensivecollection of records and scores, has a modifiedlanguage laboratory comprising twenty-two listeningbooths, each equipped with record-playing and taperecorderfacilities and interconnectable in a variety ofways. Here students may listen to records or tapes,copy records onto tapes and carry out programmed instructionwork in aural training, as well as use scoresin the reading room, and the help of a music librarianis available to them. The Sound Laboratory contains avariety of electronic equipment for recording music andfor copying, editing and reproducing recorded music,including a "Tempophon" offering independent variationof pitch and tempo of tape-recorded music. The EthnomusicologicalResearch Laboratory, equipped and staffedthrough grants from the Australian Institute of AboriginalStudies in Canberra, acts as a research and documentationcentre for the study of Australian Aboriginalmusic, and a research fellow and research assistant wittshortly be joined by a specialist lecturer in Etbnomusicology.Musical instruments at present include onegrand and eight upright pianos and a small harpischord,but we hope greatly to expand this collection beyondkeyboard instruments in the near future.Among the unique (in Australia) or unusual aspectsof the department's course work are the lack of anyformal special prerequisites, the use of programmed instructionmaterials, the ethnomusicological influence, andthe emphasis on analysis rather than imitative compositionas the basis of stylistic studies. We decided at theoutset that to impose some kind of prerequisite for entryinto Music I was both undesirable and unnecessary.Students who. for a variety of reasons, had undergonelittle or no formal musical instruction before coming toMonash deserved, we felt, an opportunity to discoverand extend whatever latent talents in musical understandingthey might have. and should not have the doorslammed in their faces in order to restrict our enrolmentsto a hypothetical elite. We also doubted the valueof certain public examinations in music, including thematriculation examinations, as indicators of achievementor predictors of future success. The results, in our firsttwo years of teaching, of this permissiveness speak forthemselves: in 1966. out of twenty matriculants in musicwho took Music I only eight passed, while fifteen out oftwenty-eight non-matriculants in music passed; in 1967,the pass rate for matriculants was fourteen out of sixteen,and for non-matriculants sixteen out of eighteen.Despite the greater difficulties of teaching placed on usby this decision, therefore, we already have good reasonsto believe that it was the right one. We do, however,place the onus of rapidly acquiring basic skills andfactual knowledge on students who are seriously deficientin them, and we have found that this onus is cheerfullyaccepted when they realize that they are, in a real sense,lucky to be accepted into Music I.Closely related both to our freedom of entry and tvour dissatisfaction with much secondary education inmusic is OUf experience with programmed instruction inaural training. In courses such as ours no less than inconservatorium work, aural perception of a high orderis essential, yet it is almost universally either neglectedor bungled. Using a system based on recorded tapes andprogrammed texis developed by Professor James Carlsenin the U.S.A., most of our students in their first yearacquire a degree of trained perceptiveness that is not alittle astonishing. The system, as we use it, develops arapid response to melodic and rhythmic patterns, accurateretention, and notational skill in reproducing theseheard and remembered patterns on paper, as well as theability to notice any discrepancies between music asnotated and performed. We administer a preliminarytest at the beginning of the year, which almost all (includingmatriculants in music) fail. At the end of theyear a similar test is administered, and so far an averageof seventy per cent have passed, with many studentsachieving very high scores. The difference between theresults of matriculants and non-matriculants is of theorder of only ten per cent. We ourselves know perfectlywell that we were taught by, graduated with, and subsequentlyworked alongside, musicians some of whomcould not have passed these tests, and we feel that amajor breakthrough has been achieved by providing anefficient means not only of training ears as they shouldbe trained but of weeding out the unfortunate few studentswho apparently cannot respond to, and thereforeshould not proceed with, further musical training, Suchstudents are not deprived of Music I, but their acceptance4

•into subsequent years is restricted according to theirlevel of performance in these tests.It is too early to judge whether our frankly experimentaldecision to replace the traditional exercises in"harmony", "counterpoint", "fugue" and "orchestration"with intensive analysis is completely successful. Experienceelsewhere had convinced us that the olderapproach not only took up an inordinate amount of theaverage student's tirne (and therefore severely restrictedThe Sound Laboratory, showing harpsichordthe scope of courses) but often proved largely irrelevantto his overall understanding of style, history and structure.In first year our students are introduced to thetechniques of analysing music from various ccmpositionalaspects, and in later years these aspects are selectivelystudied at far greater depth. We have found thatwe have to rely on our own methods (which, incidentally,we ourselves were not adequately taught) in thisfield, since we are working in an area largely devoid ofauthoritative textbooks. Analysis as an essential criticaland scholarly tool is our aim.The ethnomusicological approach is making its markon many aspects of our course work without in any waydenying or weakening the importance of our Europeancultural heritage. Students are encouraged from the outsetto think of music as a universal, though not anabsolute, phenomenon, and it is expected that this influencewill continue to widen and deepen as ourhonours and graduate studies in this science expand.Some special attributes of the various subjects taughtin the department may be mentioned briefly becausethey represent a departure from common practice. Overand above the solid core of historical, critical andanalytical studies that one would expect to find in suchcourses, Music I begins with a thorough introduction toacoustics and the basic physics of music, subjects amasterpiece of twentieth century music to depth analysis,offers classes in Dalcroze Eurhythmics, and draws onthe resources of several other departments (includingEnglish, Classical Studies, Philosophy and Psychology)for a broadening segment of lectures entitled "Musicin the Lire of Man". Music IIA concentrates on musicas drama, and includes the neglected fields of balletand incidental music as well as opera. Extensive useis made of filmed operatic productions. It also devotesa series of lectures to the history of musical instrumentsand elementary organology. Music III offers a choiceof three fields of study, orchestral. chamber and keyboard,or vocal music. but also includes studies inAuffiihrungspraxis (i.e., the styles of performance ofmusic of the past as recorded in historical sources) andin various non-western musical cultures (such as AustralianAboriginal, Indian classical, Bulgarian folk,Indonesian and Pacific musics). Honours students intheir second year take an additional subject (Music liB)entirely devoted to the study of the life and work of acomposer of dramatic music; Wagner is currently theawesome subject of this study. Thereafter they specializein one of three fields, ethnomusicology, historical andsystematic musicology, or music education, with avariety of appropriate options. (The last-mentioned fieldwill not be introduced until a special staff appointmentcan be made; we are all well aware of many coursesin "music education" taught elsewhere that might suecinctlybe described as "method without content" andw'hich we have no desire to emulatel l We have instituteda combined honours course in ethnomusicology(anthropology and music) with the ready co-operationof the department of Anthropology and Sociology. It ispleasing to note that thirty per cent of our presentsecond year students are reading for an honours degreein music.A music department is, of course, responsible for thepromotion of music in many ways beside the purelyacademic. The free lunch-hour concerts held on Mondaysand Thursdays continue to draw capacity audiences.and choral and instrumental activities in the Universityare under the guidance of members of the department'sstaff. We have also organized through the Union privatelessons by first-class teachers in various instruments andin singing. The popularity of such activities as these isgratifying, but we must nevertheless regard them asperipheral to our essentially academic function as adepartment in the faculty of Arts.Although this report of our work thus far lists a fewachievements. these are more than balanced bv ourawareness of deficiencies and our plans for the future.We expect a significant expansion in graduate studies,Listening room 2 in the Music Laboratoryparticularly in ethnomusicology, with the continued valuablesupport of the Australian Institute of AboriginalStudies. We want to amass a practical collection of earlyEuropean and non-western instruments and to set aboutlearning and teaching to play them since this is notbeing done anywhere else here, and needs to be done.We wish to see our students more involved in the makingof music, as an essential concomitant to its academicstudy, than many of them are. We have included in this5

MONASH lINIVERSITY GAZETTEUniversity's current submission to the Australian UniversitiesCommission a request for the establishment ofa resident string quartet. We see a need, and entertain astrong desire, to pioneer fin electronic music studio atMonash.Students in the reading roomThese and other plans are, of course. dependent on thesolution of the twin, related problems that every departmentfaces - space and money. We urgently needa fairly large auditorium-cum-classroom where valuableequipment can be kept and used and music made bothinformally and publicly without hindrance. We needsound-proofed and temperature- and humidity-controlledpractice-rooms to house instruments. We need alarger library area in which books and periodicals canbe kept where they logically and practically belongalongsideour scores and records - and we need considerablefunds to augment OUf score collection itselfto provide for practical as well as scholarly. performingas welt as referential needs. Perhaps some of these problemsmay be met when we move into properly designedquarters around 1972. At that time music may no longerliterally be heard "on high" (i.e., the un-sound-proofedeleventh floor), but its aims will, we trust, be nonethelesslofty!DEPUTY LIBRARIANMr. T. B. Southwell was appointed deputy librarian inOctober 1967.He came to Monash as chief reference officer in 1961after working in the library department of Angus andRobertson Limited. Between 1941 and 1960 he workedin the Fisher Library at the University of Sydney.Mr. Southwell graduated with a Bachelor of Artsdegree from the University of Sydney and is an Associateof the Library Association of Australia.MONASH MAN TO ADVISE AFRICANSThe Kingdom of Lesotho in Southern Africa has appointedan international lawyer at Monash University asits legal adviser on treaty rights. The lawyer, Mr.Barry Connell. has been given leave of absence fromMonash for twelve months to undertake the work.The post is under the United Nations TechnicalAssistance scheme.COMMONWEALTH UNIVERSITIESCONGRESSThe past year, culminating as it has in the meeting inSydney in August of one of the world's largest gatheringsof senior representatives of universities for theCommonwealth Universities Congress, sponsored by theLondon-based Association of Commonwealth Universities,has been a period of more-than-usually-intenseactivity and responsibility for the Vice-Chancellor. Allthe Congress arrangements. and they have been bothdetailed and multifarious, have been in the hands ofthe Australian Vice-Chancellors' Committee of whichDr. Matheson is currently chairman. His responsibilityhas been the greater because of his concurrent appointmentas chairman of the Association of CommonwealthUniversities itself, an association of approximately 140universities in twenty countries of the Commonwealth.The discussions which took place in Sydney were notlimited to universities of the Commonwealth but wereattended by representatives of a number of kindredorganizations, for example, the International Associationof Universities, the Association of American Universitiesand many other organizations interested inhigher education.The theme of the Congress, "The Role of Universitiesin Higher Education" was extremely broad. Thekeynote address was given by Sir Fred Schonell, Vice­Chancellor of the University of Queensland, whose sub"ject was 'The University in Contemporary Society". Theplenary sessions were concerned with Commonwealthuniversity affairs during the last five years and with thespecial role of universities in developing countries.Apart from the formal discussions, the Congress andthe meeting of Executive Heads of CommonwealthUniversities in Melbourne which preceded it havebeen significant for the personal contacts made possiblebetween normally widely-dispersed people whose primaryconcern is with education at the tertiary level.This was the first occasion on which the Congresshas been held in Australia. It is normally held in theUnited Kingdom at five-yearly intervals and has onlybeen convened elsewhere on one previous occasion, inCanada in 1958.AWARD TO PROFESSORIn recognition of his work in Australia Professor R. M.A, Laufer was awarded the 'Ordre des palmes academiques'at a small ceremony on Wednesday 13 September1967. He was head of the French section from1962 until August 1967 when he resigned to take up thechair of French and Comparative Literature at the Universityof Aix-Marseilles.M. Germain conferred the award on behalf of theMinister of French Foreign Affairs. He spoke of ProfessorLaufer's work in the Universities of Sydney andMelbourne where he taught French literature, of hispioneering achievements as head of a new French sectionat Monash, and of his other contributions to Frenchteaching and culture in Australia such as the foundationof the Australian Journal of French Studies.6

Architect's sketch 0/ Mannix College which is being erected opposite the University in Wellington RoadFIRST INDEPENDENT RESIDENTIAL COLLEGEThe first independent residential college to be affiliatedwith Monash is being built on a three-acre site close tothe main University entrance in Wellington Road. Thefoundation stone of Mannix College was laid by HisGrace Archbishop Knox on Thursday 23 May ]968.The College was named by church authorities as amemorial to the late Archbishop Mannix who was responsiblefor the establishment of Newman College atthe University of Melbourne and whose interest in educationwas evident from the time he first came toMelbourne. The name is especially appropriate sinceit accords with the University's policy of naming itsbuildings after outstanding Australians.Accommodation and a tutorial system will be providedby the College which is to be staffed by the DominicanOrder. It is expected that the first stage of the Collegewill be completed by the beginning of the academicyear in 1969.Eventually it will house approximately 200 students,and the selection of applicants will be on a nondenominationalbasis as is the case with the Universityhalls of residence.RHODES SCHOLAR FROM MONASHOn 22 December 1967it was announced thatGeoffrey Cumming, a fourthyear science honours student.had won a RhodesScholarship - the first tobe awarded to this University.Mr. Cumming was educatedat Melbourne Grammarand began his studiesat Monash in 1964. Havingbeen awarded a ResidentialUndergraduate Scholarship,he became a resident atDeakin Hall. There he tookan active part in studentaffairs and in September1966 was elected presidentof the Deakin Hall Society.A fine student, he did Mr. G. Cummingwen in every year of hiscourse and in his final year obtained first-class honoursin mathematical statistics. Despite the pressure of hisstudies, he found time for a variety of other interestsmusic,rock-climbing, photography and bush-walking.He played for two seasons in the Australian YouthOrchestra and organized student activities in the NationalMusic Camp Association.In 1966 he spent two months climbing in the mountainousregions of New Zealand and in the last longvacation toured China with the Australian OverseasStudent Travel Organization.During vacation work in the Department of CivilAviation he helped to analyse a number of aircraftaccidents and, in conjunction with a member of theDepartment, wrote a paper describing the study and theconcl usions drawn from it.In the next vacation he worked for Imperial ChemicalIndustries of Australia and New Zealand Ltd. where hewrote computer programmes and a report on salesprediction.Mr. Cumming carried out graduate work in the departmentof Psychology before leaving in August forMagdalen College at Oxford where he will readpsychology.7

MONASH UNIVERSITY GAZETTETHE CODE FOR LIFEBy B. W. Holloway, Professor of GeneticsThe abbreviation DNA hasn't reached the popularity ofothers like VFL, SEATO (or my own current favouriteICPOTA), but more and more people are beginning torealize from articles in the daily press that these threeletters mean something which has general and scientificimportance. They stand for Deoxyribonucleic Acid, thechemical substance which is responsible for the basichereditary functions of life.Just as computer tape can store all the informationnecessary for the accounting procedures of a largebusiness, so DNA is the substance which stores the biologicalinformation necessary to maintain all those processeswhich comprise life. It is found in the nucleusof each living cell, located in structures called chromosomes.The chromosomes are assemblages of genes,each gene being composed of DNA and determining aparticular heritable characteristic. This DNA is preciselyduplicated at each cell generation, and by meansof the germ cells (eggs and sperm) is passed on tosucceeding generations to ensure the stability of eachliving species. Just as information on prices and salesin business must be coded before it can be read by thecomputer, so biological information is stored in theDNA molecule by means of a code. Determining howthis information is stored and read from this chemicalsubstance has been a major achievement for the collectionof scientific disciplines now known as molecularbiology, and by "cracking the code" new fields ofendeavour have been opened up for many branches ofbiology.Many of the experiments which contributed to thisknowledge of the genetic code came from the study ofthe genetics of micro-organisms - fungi, bacteria andviruses. The history of genetics abounds with examplesof the intensive study of individual creatures for thesolution of particular genetic problems. Just as Mendelused garden peas in the garden of the monastery atBrno and Morgan and his co-workers selected the fruitfly (Drosophila melanogaster) for the solution of particularproblems in genetics, so in the last ten to fifteenyears significant advances particularly related to geneticcoding have been made with microbial genetics.There are good reasons for such a choice of experimentalmaterial. In the first place it is relatively easy tohandle large numbers of micro-organisms, numberswhich would be physically impossible with plants oranimals. Because of the ease with which selectiveenvironments can be imposed on micro-organisms, it iscommonplace to be able to isolate a single variant bacterium(for example an antibiotic resistant form) fromamongst a thousand million other non-variant individuals.Most micro-organisms have very short generationtimes, thirty minutes or so in the case of bacteria, sothat in a few weeks of bacterial growth it is possible tosimulate evolutionary experiments which approximateall the generations of man's development on this planet.Finally, some bacteria show sexual differences so that itis possible to do hybridization experiments.Another group of micro-organisms which have alreadymade significant contributions to general geneticknowledge are the viruses, a group of creatures whichcan only multiply inside a living cell, be it either animal,plant or bacterial. The bacterial viruses, called bacteriophage(colloquially phage, to rhyme with age), whilesuperficially giving the appearance of parasites, arebetter thought of as examples of "infective heredity".They are very much smaller than bacteria, and generallyshaped like a tadpole with a head and a tail (seefigure). In interacting with a bacterium they firstattach themselves by their tail to the bacterium andinject the DNA from their head through the tail into theinterior of the bacterium. AU the rest of the phageparticle stays outside. This infection with DNA can thenresult in a variety of genetic events ranging in differentcircumstances from destruction of the bacterium withthe production of a hundred or so new phage particles,to the survival of the bacterial cell with additional geneticcapabilities which may even include acquired infectioussexual potency!Genetic studies on bacteria and phage have not onlycontributed to many details of the code of DNA, butto other general genetic problems including that of thecontrol mechanisms for reading thc code. It is one thingto have the information in the cell but deciding whenand how it is to be read is an entirely different problem.For example, most of the cells of the human body arecontrolled in their rate of division. It is believed thatloss of this control from one mechanism or another leadsto the initiation of some forms of cancer in which celtsare dividing without regard to the rate of division ofneighbouring cells.The important general point which has come out ofthese studies is that not only are the basic genetic principleswhich operate in such simple creatures as bacteriaand viruses the same as those in higher plants, animalsand man, but the genetic code by which information isstored in DNA is the same in all types of life, fungi orferns. viruses or vipers, bacteria or baboons.It is easy to see how knowledge of this type is usefulto the theoretical understanding of genetics, but how canone equate a study of this type with the exhortation ofFrancis Bacon that 'The real and legitimate goal of thesciences is the endowment of human life with new inventionsand riches"? There is an increasing and justifiabledemand from the man in the street (who providesthe money) and the politicians (who decide how tospend it) that scientists can no longer claim that "researchfor research's sake" is sufficient logic to justifytheir continued and expensive support,However, it seems to geneticists that to "know thyself"is an instruction as important today as when first madecenturies ago, and that the basis of knowledge of whatman is, and the most valuable of his existing riches, liesin the DNA carried in his own forty-six chromosomes.This represents his entire potential not only for thepresent but for every human being in the future. Just asa nation must explore its natural wealth in mineralsand natural products, so it is necessary for man to knowand understand his own genetic wealth. Just as mineralwealth must be husbanded and protected, so must thegenetic potential of man be guarded. While man's instinctis to preserve life at any cost, to do so may lead8

to progressive genetic devaluation.For example we know of many diseases which are inherited.These arise through genes directing particularbodily functions which have mutated to a form causingmodified metabolic function and hence disease. Includedin this group are haemophilia, diabetes, phenylketonuria,rheumatoid arthritis and perhaps schizophrenia. Researchinto these conditions has in many cases Led totreatment which has allowed sufferers to live nearnormal lives, have children and hence increase the Irequencyof the gene for that disease in the population atlarge. This means that we could be decreasing thefitness of the population (the fit being defined by J. M.Thoday as "those who fit their existing environmentand whose descendants will fit future environments").A further way in which fitness of the world populationcan be decreased is by increased frequency of mutationrates due to increased Levels of radiation from nuclearweapons testing. Mutations are chemical changes in theDNA resulting from certain chemical and radiationtreatments, the changes causing variations in the codeof the DNA which result in permanent alteration ofgenetic traits. The danger of such radiation-causedmutations is that, in a population like man, almost allwould result in changes that would decrease the levelof fitness.What then can we do about this? The solution toobtain decreased levels of atmospheric radiation is clearenough and most nations have undertaken the necessarysteps. The other dangers are less easily solved, Twosuggestions can be made. There might have to be somecontrol of the freedom that individuals now possess tobreed with other individuals of their choice, a notionclearly repugnant to current ideas of social freedom.Secondly, it may be possible to devise some form of"genetic engineering" to repair regions of the genomewhich are deleterious for the individual possessing them.Current ideas of how genetic engineering might be accomplishedare based on genetic phenomena whichhave been studied in micro-organisms, and microbialgenetics will no doubt supply the experimental modelsfor this type of work,I think it unlikely that either of these procedures willbe initiated in the near future. However it is importantfor people to realize that our knowledge of genetics isincreasing to the point where it will almost certainly bepossible to impose significant genetic alterations on thehuman race. We must be prepared to decide whether thisshould be done and not to leave such a decision entirelyto scientists.Some of the unexpected complexities of any directionof human heredity are easily seen in a few cases whichAn electron micrograph 0/ two bacteriophage particles clearly showing the head and tail structure. The head COlItainsthe DNA which appears as light-coloured material. The tail is a complex structure which functions verymuch like a hypodermic syringe. The particle on the right clearly shows the fibres on the tail, which are used toattach the phage to the bactrriut suriace, The sheath of the tail has contracted (it is intact in the particle on theleft) and clearly reveals the core of the fail, which is injected into the bacterial cell and through which the DNApasses on its way to the interior of the bacterial cell. If 100,000 phage particles were placed end to end they wouldextend over I inch (electron micrograph by Dr. H. S. Slater)9

MONASH UNIVERSITY GAZETTEhave been carefully analysed. For example there is anhereditary disease common in some tropical regionsknown as sickle cell anaemia, in which the red bloodcells show a characteristic crescent shape. Children whoinherit the gene for sickle cell anaemia from both parentsdie of severe anaemia at an early age, generally beforethey have produced any children. Why then does thisgenetic characteristic persist? It is found that peoplewho inherit the sickle cell gene from only one parentshow little general health effects except that they aremore resistant to malaria, the malaria parasite notbeing able to multiply as well in the altered haemoglobinof the sickle red cells as in normal haemoglobin. Thus,here a deleterious gene proves to have a definite selectiveadvantage.It was Francis Galton who worked out why so manyof the peerages of England lapsed because of lack ofheirs. He deduced that it was common for peers tomarry heiresses, and these girls were heiresses becausethey came from small families - at a time when familiesof this social class were generally quite large. Inother words, there was a strong genetic selection forinfertility which resulted in the end of these noblefamilies.With regard to Bacon's "new inventions and riches"in the material sense, it must be admitted that microbialgenetics has yet to achieve as much as some otherbranches of genetics such as those which have contributedto plant and animal breeding with their remarkableeffects on yields in agriculture, without which the currentglobal food shortage would be even more pronounced.The reason for this may lie firstly in the relative scarcityof trained microbial geneticists and secondly in .thefailure of the industries concerned to realize the potentialvalue of genetic techniques in increasing yields. Anotable exception has been Japan, which has manydepartments and institutes of microbial genetics and avast industry based on fermentation and by-productsof microbiological growth, with an active co-operationbetween academic and industrial groups.In setting out to establish the discipline of genetics atMonash I have been influenced by some of the aboveconsiderations, by my own general training and experienceand also by the almost day-to-day excitementwhich characterizes current research in microbial andmolecular genetics, in deciding to limit our researchinterests to this general area, at least so long as weremain a small department. The present plans are thatwe shall reach an academic staff level of about five bythe end of the next triennium.This will not mean that our teaching interests willremain this narrow - far from it. In teaching genetics,it must be remembered that very few people who takeuniversity courses in genetics end up being practisinggeneticists. To cover the needs of most students, agenetics department must predominantly provide servicecourses which will be taken as part of more intensivecourses in botany, zoology, biochemistry, microbiologyand perhaps anthropology. A number of science studentswill combine a third year course in genetics with anotherthird year course in some of the above subjects anda few will go on to an honours year and graduate workin our department. Even obtaining a Ph.D. in geneticsdocs not necessarily mean that the final destination willbe a university genetics department. Many university biologicalscience departments usually, and should, have atleast one member with formal training in genetics, andCSIRO has a number of research groups in differentaspects of genetics.Another aspect of the practising geneticist is that heonly rarely does genetics. More often than not he iseither a botanist, zoologist, microbiologist, biochemist,or so on, the reason being not only that genetic techniquesare important as analytical tools in these disciplines,but that geneticists lise material from all these disciplinesto solve genetic problems. In short, geneticsfunctions best where it can interact fully with otherbranches of science both at the research level and at theteaching level. It is intended to implement this principleas far as possible in our teaching of genetics at Monash,and already we have been fortunate enough to have theactive and friendly co-operation of a number of departments.In 1968 we are already providing service coursesto the departments of Botany, Zoology, and Biochemistry.Next year (1969) in the faculty of Science, an honourscourse in genetics will be introduced and in 1970 a thirdyear course which can be taken in conjunction withbotany, zoology, biochemistry or microbiology. If thedemand exists, courses will be provided in other faculties.We are looking forward to the active challenge thatall these courses will provide.THE FLIGHT CREW OFFICERS'INDUSTRIAL TRIBUNALOn 2 February 1968 the Minister for Labour andNational Service. Mr. Bury, announced the appointmentof Professor 1. E. Isaac of the Economics departmentas The Flight Crew Officers' Industrial Tribunal for aperiod of three years. The office is a part-time one andProfessor Isaac is to act only from time to time as theoccasion arises. In the performance of his duties, he willhave the same protection and immunity as a judge ofthe Commonwealth Industrial Court.Legislation for the constitution of this Tribunal todeal with industrial disputes involving pilots, navigatorsand flight engineers in the airlines industry was passedby the Commonwealth Parliament at the end of 1967following protracted di-sputes between pilots and theairline companies. The Tribunal provides for the firsttime in Australia special machinery to deal in a coordinatedway with the complex industrial problems ofthe three classes of aircrew. Prior to the setting up ofthe Tribunal, flight engineers worked under the awardof the Commonwealth Conciliation and ArbitrationCommission, while pilots and navigators conducted theirnegotiations directly with the companies.Professor Isaac has had previous experience in dealingwith industrial issues in the airlines industry. Earlyin 1966 he was appointed to conduct an enquiry onclaims made by the Australian Federation of Air Pilotsconcerning salaries and other conditions of employmentof pilots employed by the internal airline operators.Later in the same year, acting as an intermediary, heassisted the Federation and the companies to reachagreement on a new contract of employment for pilots.Subsequently the parties invited him to serve as chairmanof the Grievance Board provided in the newcontract.10

FOUR HONORARY DEGREES CONFERREDFour honorary degrees were conferred by the Universityat the four graduation ceremonies held on 5 and 19April 1968. During the ceremonies 754 degrees and 256diplomas were conferred on students from all faculties.Citation delivered by Professor J. D. Legge on theoccasion of the conferring of the degree of Doctor ofLetters lsonorts causa upon Lady Bassett.The study of history, Me.Chancellor, is an exactingdiscipline. It calls for patiencein the pursuit of evidence,care and honesty inthe handling of it, imagination,wit and craftsmanshipin its presentation.Mamie Bassett began todevelop these skills at anearly age. It might be indelicatefor me to give theprecise date of her firstpublication - an article entitled'The Foundation ofLady Bassettthe University of Melbourne"which appeared in the University Review.Enough to say that it appeared when she was barely inher twenties. It showed her capacity to use newly discovereddocuments - and perhaps it also foreshadowedher later interest in the foundation of new universities.Lady Bassett sprang from fa solidly academic background.Daughter of Sir David Orme Masson, professorof Chemistry in the University of Melbourne, she livedat the University in one of those old professors' housesof which only two survivors remain to testify to themore spacious professorial way of life of a bygone age.Her brother, also a chemist, became, as his father hadbeen, a Fellow of the Royal Society, and also served asVice-Chancellor of Sheffield. Her sister. an authoressin her own right, married the distinguished pioneer ofsocial anthropology, Malinowski. Mamie Bassett herselfhad an interest in anthropological matters whichdrew her, shortly after the first world war, to make anextended visit to New Guinea. I hesitate to compareher with that indomitable nineteenth century lady traveller,Mary Kingsley, who in bonnet, button-up boots, andtrailing skirts, penetrated to the darker corners of Africa.But in wanting to see things at first hand and in sharpeningher gifts of observation in New Guinea she doesbelong in some degree to that tradition.From her youth lip she thus moved in scholarly circleswhere things are not taken at second hand. As anhistorian in the making, she was sensitive to a varietyof ways of looking at the world - a variety which wasfurther extended by her marriage in 1923 to an engineer.Marriage and the bringing up of a family postponedfor a time her development as a professional historian.[ use the word "professional" advisedly, Mr. Chancellor.Lady Bassett modestly describes her interest in Australianhistory as a recreation, but in 1940 the publication ofThe Governor's Lady, a study of Mrs. Philip GidleyKing, was the beginning of a series of important contributionsto our knowledge of Australian history. In 1954her masterpiece, The Hentvs, appeared. This was a landmarkin Australian biography and in many ways apioneering work in Victorian social history. It was followedby Realms and Islands: The World Voyage 0/Rose de Freycinet and Behind the Picture, a study of thecruise of the Rattlesnake to Australia and New Guinea.In speaking of Mamie Bassett's gifts as an historian itis not only the care of her scholarship, her eye for vividdetail, and the subtlety of her insight - a "penetratingfeminine insight" as one reviewer has called it - whichcommand admiration. ALso to be admired is her eleganceof style. If history is a social science, as somehave claimed, it is also an art. Or it should be. I thinkit was Lord Macaulay who said that he wanted to writein such a way that his History of England would befound in every lady's drawing room. For today's readers,male and female, Mamie Bassett writes as attractivelyas Macaulay did for his readers. Unlike so many of theworks which pour from the presses these days her bookscan be read - and read for pleasure. She falls withinthe tradition of history as a "velvet study" with her interestin persons, her sensitivity to the subtleties ofindividuals' relations with each other, and her ability tocreate a tapestry, to recapture the flavour of the societywithin which they moved.This is one of those happy occasions, Mr. Chancellor,when the particular honorary degree to be conferred isindeed appropriate to the work of the person who receivesit. This is our first D.Litt. I think it is also thefirst occasion in which a D.Litt. has been conferred ona lady in Victoria.Citation delivered by the Vice-Chuncetlor on theoccasion of the conferring of the degree of Doctor ofLaws honoris causa upon Sir Osborn McCutcticon.When you cast your mindback, Mr. Chancellor, almostexactly ten years, tothe early days of your chairmanshipof the InterimCouncil of this University,you will recall that themain planning, academic aswell as physical, was doneby the Buildings Committee.The broad policy thatwas to be followed - that"the University shall haveregard to the urgent needfor the establishment ofcourses in applied scienceand technology, and for theSir Osborn McCutcheontraining of more engineersand scientists for industry and agriculture, and for therelief of those faculties in the University of Melbourne.. at which limitation of the number of students is. . . necessary" - had been laid down in the Act butthere was much to be done to translate this policy intoa functioning university. As the planning consultantSir Osborn Mcc.nrcheon, as he now is, played a tremendouslyimportant part at this stage first by assemblinga great mass of information, about studentpopulation trends for example, from which the Committeecould distil a policy; and then by devising the11

,MONASH lINIVERSITY GAZETTEmaster plan which enabled that policy to be turned intoreality.This was all done, in a much shorter time than manypeople thought possible, by the intelligent deployment ofthe considerable resources of his firm: academics wereinterviewed; statistics were analysed; consulting engineerswere briefed and set to work; the site, once obtained,was surveyed and a start made with the workingout of a development plan.At the centre of all this activity was today's honorarygraduand whom a colleague at the University of Melbournedescribed as "acting like a vice-chancellor". Nodoubt this was intended as a compliment; it certainlydescribed one of a vice-chancellor's main functions: therecognition of a problem, the assembly of the relevantinformation, the development therefrom of a policy and,finally, the attempt to persuade the University's appropriatecommittee that the policy should be adopted.Certainly he did all this: from the statistics and theacademic opinions he had listened to came the size anddisposition of the buildings that would be required; fromthe survey came the possibilities that the site offered;from his own imagination came the concept that hasnow been largely realized. Finally the advocacy. Noone who has heard him expound his ideas to a committeecan doubt that, great as has been his success as anarchitect, as a barrister he would have been incomparable;not only are his schemes invariably accepted buthis clients are persuaded that they thought of themthemselves.But schemes are one thing; reality is often anotherbutnot in our case. We are still following theMcCutcheon plan and it has stood the test of experience.It wilt see us through 10 our full size, and beyond,for it allows for expansion; even the car-parking problemcould be solved if we could only pay for it.Mr. Chancellor, I have spoken so far onlv of hiscontribution to our own University, for which tonightwe chiefly honour him; but he has many other achievements.The T.C.I.A.N.Z. building was the first to breakthe height limit which hampered Melbourne's developmentfor so long. History does not reveal whether itwas the ingenuity of the architect or the persuasivenessof the advocate that finally overcame the City Council,but one or the other or both made possible the Melbournethat is now being built.He is the architect of the new Australian Embassy inWashington, a city whose lathers are so deaf to persuasionthat even he has had to bow to orthodoxy - orso he says; but behind the Doric columns and the Palladianfacade we can be certain to find examples of thegood taste and ingenious design that characterize all hisbuildings on either side of the Pacific.He seeks respite from clients and builders on the seaand if, as a yachtsman, he is not the current AustralianFlying Fifteen champion this is only because the handicapperspay insufficient attention to weight and age.Citation delivered by Professor K. H. Hunt on theoccasion of the conferring of the degree of Doctor ofEngineering honoris causa upon Sir William Hudson.Mr. Vice-Chancellor, you recently described engineeringas "the art of directing the great resources of naturefor the use and convenience of man", these words infact closely following a definition nearly a centuryand a half old. But I cannot help regretting that itis impersonal; it refers only to the art of engineeringand not specifically to the artistry or genius of theengineer. Yet this afternoon, Mr. Vice-Chancellor, wehave with us a fine example of a rare species, a greatpractitioner of the art ofengineering in the true contextof the definition, SirWilliam Hudson.Last year Sir William retiredfrom the office ofCommissioner of the SnowyMountains Hydro-ElectricAuthority, a position he heldfor the best part of twentyyears since the Authoritywas established soon afterthe second world war. Allof us in Australia, and particularlythose of us whoare engineers, are proud ofSir William Hudson this great endeavour in theAustralian Alps, and inadmiring the scheme we are proud, too, of the man whohas held the position of major responsibility for it.Sir William was born and educated in New Zealand.He served in France during the first world war, withdistinction, as a subaltern with the London Regiment.He took his Bachelor's degree at the University of London.From then on he became closely involved in hydroelectricschemes in Scotland and in New Zealand, laterholding senior positions in New South Wales where hewas responsible for the design and construction ofsevernI large dams. This factual background leads naturallyto the Snowy Mountains Authority, the vital technologicalstatistics of which J can easily quote. Butdetails about a mass of technical achievement do littleto help us in the much harder task of judging the qualityof the man who, though he occupied the key position,has never sought the limelight.For I believe Sir William has always quietly displayeda remarkable spirit of humility and dedication in allhis professional tasks. Through this he has been admiredand deeply respected by all those who workedwith him or for him. In the Snowy Mountains he hasalways been personally concerned with the welfare andmorale of all the thousands working on the project. Hehas given us a fine example of engineering as an art byinsisting that the technological requirements in his structuresshould be properly balanced by their architecturaland aesthetic design. He has been a master of publicrelations, and has succeeded in making a technologicalmarvel serve also as a means of bringing bushland, lakesand snows into the lives of many ordinary citizens.It would be wrong to think that his "retirement"allows him simply to relax in his garden in Canberra,or to recapture on Lake Burley Griffin his expertise asa yachtsman, or to enjoy the Australian bush which hehas always liked exploring. It is hard to see how hecan devote any time to these pursuits in amongst hisvaried professional responsibilities with three companiesin positions ranging from chairman of directors toconsultant. But this is not all. His long interest in industrialsafety has led to his accepting the chairmanshipof the Road Safety Council of New South Wales. Moreoverhe cannot be held back from devoting much of histime and energy to expressing to audiences all over the12

country his concern and anxiety about the proper utilizationof the water resources of this the driest of allcontinents.In short, Mr. Vice-Chancellor. I believe that all of ushere today - and in particular those who have justgraduated in engineering - are privileged to have suchan outstanding engineer as Sir William with us and toassist in welcoming him to membership of thisUniversity.Citation delivered by Professor I·V. A. G, SC(Jit (J1l theoccasion of the conferring of the degree of Doctor ofLaws honoris causa upon Sir George Paton.When Sir George Patonretired recently as Vice­Chancellor of the Universityof Melbourne he hadspent nearly forty years inits service. His associationwith this University is bynecessity of considerablyshorter duration. But it hascovered the whole of ourhistory - conception, embryonicgrowth before 1961and then development frombirth to what 1 hope mayalready be recognized asmaturity. In the earlySir George Paton months of 1958 he was oneof the small group ofpeople, including our present Chancellor, who helped towork out the terms of the Act by which Monash Universitywas established, and he became a member of theInterim Council which first met in June of that year.When the permanent Council was formed three yearslater, he was the representative of the University ofMelbourne on that body and served as such until earlythis year. So we welcome him this evening as one ofour founding fathers. As a member of Council he was,under the terms of our Act, a member of the University.In inviting him to accept an honorary degree, we areinviting him to continue - as a graduate - to be oneof us.George Paton was Rhodes Scholar for Victoria in 1926and only a few years later, while still in his twenties,was appointed professor of Jurisprudence in the Universityof Melbourne. In 1951 he became its Vice-Chancellor.This is not the occasion to speak at any lengthabout his distinction as a scholar and administrator, norabout his public service. I have to confess - though Ido so with some hesitation in this gathering - that Ihave not read a single word of his scholarly publicationsin the field of law. But even as an outsider, I do knowthat Paton's Jurisprudence has long been a householdname throughout a large part of the English-speakinglegal world. The familiar abbreviated reference, inwhich author and short title are combined, is in itselfsome indication of the reputation of the work. In recentyears Sir George Paton has been honoured by numbersof universities in this country, in the United Kingdomand in North America, in recognition of his outstandingachievements. Tonight- however, not only do we havein mind those achievements, which are matters of publicknowledge, but we wish also more particularly to expressour recognition of the interest Professor Paton has shownin this University and the help he has so willinglygiven us.In his younger days George Paton was a long-distancerunner, a champion miler, and a University Blue. Formany years now, as I discovered by diligent research, hehas listed walking as one of his recreations. There are,of course, athletic contests in walking, but to most ofus the word suggests something friendly and noncompetitive.It is the friendly and non-competitive sideof himself that Professor Paton has so generously displayedin his relations with Monash University. It hasbeen fortunate for us here - and fortunate indeed forthe State of Victoria- that a new university has beenable to grow up, not far from a much older universityto which it has owed a great deal, with a minimum offriction and a large measure of (may I say) mutualtoleration. Sir George Paton is one of the chief of thosewho have contributed to this happy and civilized stateof affairs. At a recent meeting of the Council of MonashUniversity a minute of appreciation was recorded, whichreads in part: "He has brought to the deliberations ofthis University the experience and wisdom of manyyears as a scholar and administrator at our sister University.His advice was never forced upon us but wasalways freely available whenever it was sought and, onthose occasions, invariably proved most valuable".CHIEF COMMISSIONER OF THEBOY SCOUTS ASSOCIAnONMr. J. D. Butchart, who has had a long association withthe Boy Scouts Association, was appointed Chief Commissionerin Victoria in March of this year. He hadbeen Deputy Chief Commissioner since May 1967.In both New South Wales and Victoria he has occupieda number of important positions within the Movement.More recently he was one of the five assistantJamboree Camp Chiefs at the seventh Australian Jamboreeat Dandenong, and was responsible for theadministration branch. He was contingent leader forthe Victorian contingent which attended the eighth AustralianJamboree in Queensland.In recognition of his notable service he was awardedthe Long Service decoration in 1960, and the Medal ofMerit in 1965.Mr. Butchart joined the staff of Monash University in1960. and in 1966 was appointed Academic Registrar.MONASH RESEARCH TO HELP FARMERSMonash University'S Zoology department has leasedsome land in the Colac area from which to launch astudy of the lakes of the Western District.Aims of the research are to help farmers make moreuse of the lake water and to try to explain the ancestryof both vertebrate and invertebrate fauna in the area.The department plans to put up a small building onthe leased land at Alvie which will house microscopes,data recording apparatus, nets and a boat. It will alsohave sleeping quarters for a small group of Zoologydepartment staff members and students working forhigher degrees.I J

MONASH UNIVERSITY GAZETTETHE MONASH LIBRARY AND THE COMPUTERBy P. R. Snoxall, Library Systems Analyst and ProgrammerMuch attention has been paid since the late 1940's tothe general theory of automation in libraries. Earlyexperiments designed to adapt electronic accountingmachines and punched cards were exemplified in theU.S.A. by the work of H. P. Luhn, and subsequentlynumerous applications have developed around the nowubiquitous computer. These as yet fall rather short ofthe total systems concept so dear to many librarians andanalysts alike. Nonetheless, the underlying concept forlibraries at Florida Atlantic University, the University ofthe Ruhr at Bochum, and the Intrex Scheme at theMassachusetts Institute of Technology, emphasizes thecomputer record as the basis for processing and servicefacilities in library operations.Major studies at the University of Illinois. Chicago,and at the Library of Congress in Washington have beenconcerned with the fusion of the technical possibilitiesof automation with the practical demands and expectationsof librarianship; and project work continues at agrowing rate in schools of library science, and in researchand public libraries alike. It was, therefore,perhaps with a sense of some despondency, that librariansnoted the remarks of Harrison Bryan, librarian ofthe University of Sydney, who, writing in the AustralianLibrary Journal in August 1966, reported that his personalexamination of actual developments in the U.s.A.had revealed that "projects which have all the recordedconfidence of operating schemes turn out to be projectsindeed: systems " abandoned or modified out ofrecognition ..."Nevertheless, there have been some experiments involvingthe use of computers in library work whichhave yielded promising results and which have encouragedan extension of this type of research. A recentstudy of indexes held in the Hargrave and bio-medicallibraries on this campus showed that more than twentyof them had been compiled or produced with somemechanical or computer assistance.In the humanities, terminological and linguistic difficultieshave contributed to the maintenance of barriersagainst the sort of codification which computer developmentstend to demand. Judged however by the growinginterest in computers as analytical tools in the study ofliterature, their application to the control and arrangementof literary reference is a fairly probable area offurther exploitation.However, the preparation of machined indexes andthe conduct of library processes by computer are notnecessarily one and the same thing. Libraries, moreover,are not factories. and it has often been said that becauseof the intellectual content of much library work it isnot possible to simulate production-line techniques or tointroduce large-scale mechanization. This, at any rate,is a contention which librarians examine to their greateror lesser satisfaction each time a new generation of"automatic" systems equipment is announced. The relevanceto the Monash library of computer-based systemswill increase, moreover, as more and more organizationsranging from professional societies and publishers tobooksellers and library groups concentrate upon thecapture and provision of machine-readable bibliographicrecords. The view is now widely accepted that any formof mechanization which can meet the needs of bothlibraries and clients is relevant, provided that it enhancesinformation services in general, and provided alsothat the expense involved is justified in the localsituation.Early studies in the acquisitions and cataloguing areasat Monash. which were reported by D. V. A. Campbelland T. B. Southwell in the Australian Library Iournalin October 1966, indicated that the library might usefullyconsider utilizing some of the University's computingfacilities is assisting the conduct of its "back-room"tasks, and directed attention initially towards cataloguing.There were three major reasons for not choosingthe more obvious task of acquisitions for initial study:the acquisitions department makes heavy use of thecatalogue; catalogue records are of longer-term valuethan order records (and typically differ substantiallyfrom them); and the use of a computer in the task ofmatching books with orders seemed particularly complex(especially when books may arrive by donation, undera standing order contract, in answer to an individualorder, in parts, or sometimes under an apparent differentidentity).Early in 1966, however, growing student numbers anda basic shortage of teaching materials in the mainlibrary's undergraduate reading sector strained the existingprocedures for the control and issue of books andperiodical articles in heavy demand, and created amanagement problem which required an early solution.This was tackled (student reading programme) on thebasis that short titles of items coming within the generaldefinition of "recommended undergraduate readingmaterials", including set texts, items on reserve, and itemsavailable only on restricted loan periods (e.g., overnight)would be encompassed within a computer-processedsystem. This supplies frequent, easy to use, comprehensivereference documentation for the majority (about3,500) of the main library's users over a dynamic sectorof library stock, and relieves pressure on the maincatalogue. The production of "instant catalogues" ofmaterials similar to these has been an important partof the New University Libraries Project in Ontario andhas assisted both in the setting up of new basic collectionsand in the provision of immediate reference lists tothose already existing. At Monash, numerous by-productshave resulted from the implementation of thestudent reading programme, including the facility to listeconomically a file now approaching 18,000 citations toover 40.000 books and articles. Listings by classification,by teaching course, by type of material (e.g., photocOPY),or by control category (e.g., reserve), for libraryusers' and departmental requirements are now producedon a schedule. It can be seen that there are possibilitieswithin the system for a ready supply of informationfrom the library to teaching departments, which canhave a significant influence on the planned utilization oflibrary materials (typically multiple-copy holdings), particularlywhere a conflict of demand for basic authoritativeworks occurs between related courses at certaintimes of the year. Analysis by computer of student14

eading reference files has already yielded data of considerablevalue for this purpose. The system is, furthermore,currently undergoing expansion to permit the incorporationof communications terminals providingdirect access to the library's computer files at the Universitycomputer centre.Comparison of computer processes introduced so farin the student reading area with those existing before"computerization" indicates that there are marginal costeconomies. Where the computer systems appear to havea decided advantage, however, is in their capacity for aconsiderable increase in data intake and range of productswithout a consequent increase in cost in the samelinear relationship as earlier systems exhibited.No staff retrenchment is likely in the present context,but there are some grounds for hope that use of thecomputer in library process work will facilitate the provisionof services to meet the increasing demands beingmade on the library.From the student reading programme it was a shortstep to the development of a computer file of titles forperiodicals currently received. A previous edition ofthis list at Monash in 1964 utilized the comparativelyexpensive but very presentable Fatalist (Sequential)Camera technique. The regular presentation of this sortof documentation is always difficult, however, since thebasic file requires considerable staff attention and revisionfor each production cycle, and it was decidedthat the importance of this list, from the current awarenessviewpoint, coupled with the need for regular andrapid up-dating and economical listing schedules, madea computer application eminently desirable.This development must naturally be regarded as afirst measure only in the provision of machine accessto the control and entry of periodicals information.Using the University computer facilities, and those of theoffice services section, new editions of "periodicals currentlyreceived" can be processed and printed relativelycheaply, and the first such edition was distributed in thelatter part of 1967. As with student reading, the basicfile has been used for several special-purpose listings,including selections for French, German and mathematics,and is used regularly for the provision of informationnecessary for the management of libraryprocesses.A similar technique has been applied to the recordingof titles held in departmental libraries, many of whichdo not at present occur in the main catalogue. This listis an essential prerequisite to the establishment of aproper control mechanism for the cataloguing of thisconsiderable bulk of "unadvertised" material (over11,000 titles). Once again the adoption of this programmewas facilitated by the use of the short-titletechnique applied in the student reading programme. Theresult of the exercise has been for the first time consolidatedinformation about departmental collections relevantboth on the Monash campus and elsewhere (e.g.,city hospitals) which provides the necessary foundationfor a thorough examination of the relationship betweenthese holdings and those in main and branch librarieson the campus.The use of short title entries in the work describedabove has proved quite adequate for the purposes forwhich they were designed, but to suggest that this typeof entry can answer all the problems encountered inaccessioning, cataloguing and referencing library materialswould be a major over-simplification.The main project is and has always been the developmentof computer-readable catalogue entries. Whilethese can be produced locally, the commercial availabilityin punched paper tape form of catalogue entrieswhich resemble the products of another and larger computersystem (at the U.S. Library of Congress) hasraised the question of how many such records needactually to be made locally. It is, therefore, appropriatethat programmes should be developed to take advantageof this new source of information, and an exercise is nowbeing undertaken which is already yielding technicaldata (compiled through the good offices of four researchlibraries in Victoria) of a kind not previously availablein Australia.So far we have been concerned mainly with thetechnicalities of using computers as tools in cataloguingwork; we are now assessing the wider implications froma library systems viewpoint - the possibilities, for example,of extracting a substantial number of the basicrecords we need from a centrally supplied "data bank",and of augmenting and enriching that supply to fit ourneeds, and possibly also those of some other libraries inthe Melbourne area. This amounts to a fresh experimentin central cataloguing: an idea often explored but seldomsuccessfully achieved. Recent analysis of the currentcollecting patterns in Victorian universities reveals arelatively low rate of duplication, in marked distinctionto the prevailing pattern in some American state universitiesfor example; and it has hitherto been generallyaccepted that without a large measure of simultaneity inseparate cataloguing processes centralization must beunprofitable. But current emphasis in Britain, the U.S.A.and Australia points to the re-emergence of some formof central cataloguing as a serious possibility, perhapsthe more so in the light of the new technology associatedwith computer utilization, and if this possibility isto be regarded seriously it must be examined in thelocal context.Australian libraries are increasingly involving themselveswith automation in various forms: some forty-fivesuch projects were listed in March 1967. Much work hasbeen done to formalize existing library procedures,which must be done before any computer systems areimplemented, and some fairly interesting computer processeshave been placed on a regular operational basis.Some programming and system analysis positions havebeen created in Australian libraries to relieve Iibrariansof the need to make outside arrangements for thissort of work. In concert with this trend, the acceptanceof data processing as an ingredient in professionaltraining for intending librarians is now winning officialrecognition. The whole development of applied computersystems in libraries must, to a large extent therefore,depend upon the integration and familiarization ofpersonnel with new ways, and the continued recognition ofthe importance of research in the field of library science.The impact of computers will affect not only the wayin which libraries conduct the business of collecting, registeringand displaying their material resources but alsothe whole library/patron relationship. It is important,therefore, to foster a "feedback" mechanism which willsupply libraries with much-needed information fromusers about their particular requirements of library ser­15

MONASH UNIVERSITY GAZETTEvice so that suggestions as to how these might best be metmay be explored. We are fortunate, on this campus, inhaving good computer facilities and these have promotedan increasing tempo of usage, but it is characteristic ofcomputer applications in general that they engenderchange and experimentation which sometimes over-indulgethe appetite. There is always the danger, therefore,that we could exceed our mechanical capacity tohandle a growing work load.Thus, it is important that the library (in common withother computer users on the campus) examine commitmentsfrom time to time with a view to balancing demandsfor machine time, and in consequence a flexibleapproach to system design and a strict control of developmentalapplications must be maintained. Thisprecludes, for example, some of the more sophisticatedapplications of information retrieval. Interest is, andmust remain, firmly in the data processing area atpresent. What we quite certainly cannot afford is anearly and possibly ill-advised adventure into the expensiveexperimental field of information retrieval, fromwhich we could so easily emerge having accomplished"de-trieval" on a massive scale.THE LENINGRAD-MONASH EXCHANGE SCHEMEBy G. Ettershank, Senior Lecturer, Faculty 0/ ScienceIn June 1966 the Rector of Leningrad State Universityand the Vice-Chancellor of Monash University signed anagreement under which, each year, one academic andone graduate student from each university would visitthe other for periods of one to two months and tenmonths respectively.In November 1967 I found myself winging overseasas the first exchange lecturer under the scheme, headingfor a month's stay in the department of Entomology atLeningrad armed with lots of literature about Australiaand a Russian phrase book. I planned to lecture ontechniques for studying the ecology of soil-dwelling invertebrates,a subject sufficiently esoteric from the viewpointof the general reader that it will not be mentionedfurther except to say that the lectures were a greatsuccess.I travel1ed in the relative luxury of modern flight toDelhi where I transferred to a Russian aircraft whichwas technologically very impressive but not very comfortable.My first discovery was that there was no seatallocation - first come, best seated! After finding aseat at the back, I investigated the literature supply inthe pocket in front of me - one airsick bag and abooklet on aerial agriculture in the U.S.S.R.After some delay we took off and climbed steeplyover the foothills of the Himalayas, finally settling downto cruise at 36,000 feet and 540 m.p.h. This hungrytraveller saw hostesses active further up the plane andassumed breakfast was on the way, but no, they wereselling souvenirs and vodka to the passengers. Breakfastdid materialize later - an incredibly heterogeneous mealwith caviar and a white starched napkin as particularlynoteworthy memories.Six hours later we landed at Moscow through heavyovercast to a temperature of -3"C, a rather abruptchange from the Australian summer I had left somethirty hours before. With over two hundred passengersto process, clearance through health, passport controland Customs was a protracted but uneventful process- I was not even asked to open my bags, though Idid have to declare all currency and traveller's chequesI was carrying.I had arranged, before leaving Australia, to borrowfilms from the Information Service and from C.S.I.R.O.;these. together with a parcel of booklets on a varietyof aspects of Australiana, were to be waiting for meat the Australian Embassy, so I enquired how to get tothe city. I settled myself on the bus indicated, and weset off.Later a lady fare-collector boarded the bus, and I receivedmy first insight into the basic friendliness of theordinary Russian. I could not understand the collector,but the lady sitting next to me spoke a little German,and with the help of my Russian dictionary we sortedout the fare. Although this was holding up the bus,everybody saw it as a great joke and we were mostcomradely!Next day I flew on to Leningrad where I was met atthe airport by Professor Yuri Kovalev, my correspondentat the department of Entomolgy, Victor PetrovitchT'yshchenko, and two representatives of the University'sForeign Department. After welcoming me, the first twotook me to my hotel, checked me in, and then took meto dinner where I was initiated into the drinking ofvodka, Russian style. A happy biologist settled in forhis stay!When I went on a trip of exploration next morningI found that my hotel, the Oktiabrskaya, was enormous.The ground floor was occupied by dining-rooms andadministration, a post-office, beauty shop, barber shop,and a branch of the "Beriozka", a chain of shops dealingonly in foreign currency where the tourist can buya range of imported goods, but more interestingly, manyitems of Soviet origin often at one third to one half theirprice in ordinary shops. On the ground floor too wasthe only bar in Leningrad (as opposed to beer-shops)which served hard liquor, either straight or in mixtures,and espresso coffee. A very useful assemblage! On thefour floors above were endless corridors of rooms leadingoff from a central stair well, each corridor guardedby a stern lady at a desk who handed out keys and kept(one felt) a strict eye on comings and goings.My own room was unimaginative but satisfactory,with a bathroom ensuitc, a desk, four straight-backedchairs, a wardrobe and a bed, two reading lamps, atelephone and a small loudspeaker which broadcast alocal radio programme day and night. It was possibleto turn the latter off. but unfortunately not the telephone,as I was soon to find out. Leningrad has an extensivephone system but no phone books, so every­16

Ibody compiles a notebook of numbers, which they oftenneglect to carry, and then seemingly tries numbers atrandom!The morning after my arrival I went out to the Universitywhich is on the northern side of the city on anisland facing the main stream of the Neva River. Thebuildings were constructed between 1722 and 1742, andwere originally built by Domenico Trezzini to house the"Twelve Colleges" of Czar Peter 1. The present University'scharter was granted in 1819. Many famousmen of science and letters were students and staff membershere - the chemists Mendeleyev and Butlerov, thephysiologists Pavlov and Sechenov, and the writersChernyshevsky and Turgenev among others. In 1891, atwenty-one-year-old student passed his final exams andwent on to become the University's most famous graduate- Vladamir Ilyich Lenin.At the present time the University has some 20,000students in fourteen faculties (with over 3,000 professorsand teachers) occupying the twelve original buildingsand a clutter of smaller buildings packed in between themain ones. In addition, the University utilizes otherbuildings in other parts of the city and many laboratoriesare situated in old country houses outside thecity. In spite of this, the University is incredibly overcrowded,but nothing can be done on the present campusto alleviate this. A new university is to be built on anew site - when there is finance available. This statementhad a somewhat familiar ring.So intense is the crowding that few academics comeinto the University unless they are lecturing, most preferringto work at home or out at one of the laboratories.It was consequently very difficult to meet staffmembers except by prior appointment which often hadto be made a week or more in advance to coincide withthe next time that person would be on campus. Nor isthere any place where the staff meet socially, such ascoffee rooms or faculty dub, although there are small"cafes" scattered around the various buildings, somerestricted to staff, the rest for both staff and students.Near the University is a large cafeteria where staff andstudents often eat, and where the meals are cheap andsubstantial. There is no student union, but students areoften members of youth clubs in various parts of thecity. On campus there is also a medical facility, theAuthor (left) with his interpreter, Sasha Dolinini, athird year English student at Leningrad University,outside the house of the artist Repin, 60 km. north ofLeningradFaculty of Science and Administration building, University0/ Leningrad. The building in the backgroundis the facuIty of PhilologyPolyclinic, where staff and students can obtain medicaladvice and treatment, and limited pharmaceutical service.The University library is quite a large one, with overthree million volumes, parts of the collection going backto the foundation of the school. Hence it contains muchof considerable historical interest, although within thescientific field it was very short on many standard textsand journals. This is apparently due to the shortage offoreign exchange that can be diverted to such "nonessential"purchases. The librarian was very interested inexchanging books and journals originating in the U niversityfor subscriptions to Western journals and for books.On this first visit to the University I was greeted bythe Vice Pro-Rector with a long speech of welcome, andthen I was taken to meet the members of the departmentof Entcmolgy. To reach it, we went up to thefirst floor of the building and turned into a corridor thatran right down one side of it. The corridor was fullytwenty-five feet wide and two hundred and fifty yardslong, and lined with busts, paintings and statues ofLeningrad's famous men. Bookcases spilled over fromthe library at the opposite end of the corridor, andsuperimposed on all were student posters protestingcauses such as the Vietnam war, or featuring highlightsof vacation field trips. Shades of the Union lobby!I was introduced to the staff and students of theEntomology department, and received a major shock,I had been told that nearly everybody at the Universityspoke English, but now I found that in fact onlytwo of the staff did so. This, I thought, will make Iecturinginteresting. That particular problem was someway off, as it turned out, for my lecture notes andbooks were in my unaccompanied luggage, still somewherebetween Melbourne and Leningrad. Until myluggage (which also contained most of my warm clothes)arrived, I decided to be a tourist.As well as receiving a daily living allowance, I wasentitled to use a chauffered car for six hours per day,so on any day that the weather looked at all reasonableI went out into the country around Leningrad, and whenthe weather was poor, which was most of the time, Iwent the tourist round of museums and art galleries.The University had provided me with a guide and interpreter,an enthusiastic young third year English student,Sasha Dolinin. And Leningrad is a marvellous17

MONASH UNIVERSITY GAZETTEplace for the tourist - apart from the historical interestof many of the buildings, it is one of the great treasurehousesof art of the world.It would be impossible to describe all the places thatone should visit there, but some are particularly noteworthy.First and foremost is the Hermitage, the winterpalace of the czars, a baroque style building erected byRastrelli in 1754-62 and the largest and most splendid inLeningrad. The outside is intricately ornamented withwhite pillars, cornices and mouldings contrasting withthe green colour of the walls. In addition there arecupids' heads, lions' faces and scrolls over the walls,and the roof edge bears 176 statues interspersed withornate vases. Inside there are over a thousand rooms andhalls with a total floor area of 495,000 square feet; forthe statistically minded, there are also 1,945 windows,1,786 doors and 117 staircases. Now consider that thisspace is packed with art works from all over the world,largely collected by a succession of czars, and alsocontains a museum of archaeological and historicalmaterials, and you will appreciate the magnitude of thetask in "visiting the Hermitage". Despite several visits,I did not see all of it!Nearby, on the same side of the river, are many otherhistorical places. The Smolny Institute, originally aschool for young ladies of noble birth, was taken overby the early revolutionary government in 1917 and wasthe home of the Soviets until the government moved toMoscow in 1918. It is now a museum of the revolution.There is also the Museum of Russian Art which containsa beautiful collection of old icons, as well as worksrepresenting nearly all the major Russian artists.Across the river from the Hermitage is the magnificentand impressive Peter and Paul Fortress. This isreally the foundation stone of the city, for here in 1703,on an island commanding the navigable stream of theriver, Peter the Great commenced the construction of afort to hold the lands he had conquered. Within thewalls were barracks and, later, cells for political prisoners,the lists of whom read like a Who's Who ofRussian revolutionary history from 1790 to 1917. Alsowithin the walls were the Mint and the beautiful Peterand Paul Cathedral which contains the sarcophagi of allthe czars of Russia except two. The cathedral spire,clad in gold leaf, is the highest structure in Leningrad- 400 feet with the exception of a new 1,000 foottelevision tower.There are many more places worth visiting in thecity. Interestingly, there are no tall buildings in Leningrad.To emphasize the lowly stature of his subjectsNicholas I decreed that all building in SI. Petersburgmust be seven feet lower than the Winter Palace; onlychurches might be higher, a realistic appraisal of thehierarchy. Outside the city are the Summer Palace atPetrodvorets with its incredible fountains (frozen solidat the time] visited). the Ekaterininsky Palace at Pushkin(formerly Tzarskoye Selo ), the country residence ofCzar Paul at Pavlovsk, and to the north the home ofthe artist Repin. All are within a few hours' drive of thecity.But all good things must end. The cold weather andmy long-lost suitcases arrived at the same time, and]settled down to giving my lectures. This involved asession of several hours with my interpreter, going overthe material for the day's lecture, followed by a two­hour lecture with a five-minute break in the middle. Inaddition I gave a number of "slide shows" to variousgroups about Monash and about Australia and two filmshows to capacity audiences. I also organized a bookdisplay with the materials I had brought with me. coveringAustralian geography, literature, painting, architecture,flora and fauna, which was very well receivedand attracted many visitors.During my visit I was taken to several scientific institutionsaround the city where I met and talked withmany fellow biologists. I was impressed with theirfriendliness and the open way in which they discussedtheir work and problems. I was very disappointed withthe standard of scientific equipment; this seemed to bein short supply and of not very advanced design, thoughobviously I only saw a limited array. Many types ofequipment that may be purchased "off the shelf" in theWest have to be specially made up, and many moderndevelopments in equipment technology have not beenheard of by workers there. I have no doubts about thequality of the research being conducted in the University.but there was not the diversity that] was accustomedto seeing in universities in Australia and theUnited States, and investigation was restricted to a fewmajor themes.Training of students has recently been dealt with byM. A. Jaspan in Vestes, IX, 249-252. I was impressedwith the depth of the undergraduate courses and theexcellent text books supporting all courses; on the otherhand, neither visual aids nor printed notes are used inteaching. The first degree takes five years and graduatetraining is also more protracted than in Western universities.[ am sure that this time could be reducedsubstantially with improved methods of teaching andexamination, both of which rest too heavily on the oldEuropean tradition.I count this visit as one of the great educational experiencesof a lifetime, and I unreservedly supportcontinuation of the scheme. I found that Australia isnot well known in the Soviet Union and, in fact, isregarded as a somewhat exotic place of natives andkangaroo farms, but many of our own misunderstandingsof the Soviet Union, the largest country in the world,are just as bizarre. Exchanges in both directions can donothing but good.------FIRST DOCTOR OF MEDICINEDr. F. H. Hocking, who has been working in the departmentof Medicine at the Monash Medical Centre, PrinceHenry's Hospital, has been awarded the degree of Doctorof Medicine.He has written a thesis, "Human Reactions to ExtremeEnvironmental Stress". His work began after interviewsin Australia with people who had been victims of theNazi concentration camps. From his studies he concludedthat everyone has a breaking point, although forsome this may come many years after the exposure tostress.Dr. Hocking will receive his degree at a conferringceremony in December. At the same ceremony Dr.Ch'ng-Tan K. Siew will receive her Doctorate of Philosophy.She is the first Asian woman to gain a Ph.D.from Monash. Her thesis concerned freshwater musselsfound around Echuca.18

DEDICATION OF THE RELIGIOUS CENTREThe dedication of the Religious Centre and its presentationto the University by the Churches Committee forTertiary Education took place on Sunday 9 June in thepresence of over 1,000 people.During the Service the congregation joined in prayers,hymns and the reading of Psalm 27. The lessons wereNOTE BY THE !loRCHlTI:CT, MR. JOHN MOCKRIDGE(MESSRS. MOCKRrDliE, STAHLE AND MITCHELL)I have placed great emphasis on the mainchapel. It is planned as a complete circle tosymbolize unity and eternity, and rises high abovethe ambulatory and ancillary rooms which surroundit, :)0 that a dramatic release is experiencedupon entering. The chapel is seventy-five feet indiameter and seats 420, no one being more thansixty feet from the Table. The twenty deeplyrecessedwindows are by the Melbourne artist LesKossatz who has created exciting non-figurativedesigns using traditional methods. In contrast, theglass-in-concrete windows by Leonard French inthe smaller chapel are of strictly twentieth centuryconstruction. It is interesting that both artists havedesigned such beautiful windows which do notdepend upon any particular symbolism for theirsuccess.read by two students. Music was under the direction ofMr. Michael Brimer with the Monash University Singers.The dedication was performed by the two Universitychaplains, the Rev. L. Hahn and the Rev. FatherKnowles, and Rabbi H. M. Sanger. They were supportedby the chairman of the Appeals Committee,Mr. J. O. Parker.The chairman of the Churches Committee for TertiaryEducation (the Most Reverend Frank Woods) presentedthe key of the Centre to the Chancellor and referred tothe long history of the project, which went back toJanuary 1959. As the result of the generosity of a greatmany people in responding to the appeal launched bythe Churches and the Jewish community, it had beenpossible to plan and build what must be regarded as avery fine building.The Chancellor. in receiving the key, expressed thethanks of the University to the Churches for the building.to the many donors for their generosity and to thearchitects, designers and builders for their work.The Vice-Chancellor spoke of the place of a religiouscentre in a secular university. He said:The relations between universities and religion haveundergone many changes over the centuries and, on suchan occasion as this, it is pertinent to enquire just whatis the place of a religious centre in a modern, secularuniversity.My friend and colleague, Dr. Murray Ross, spoke ofthis matter when he was installed as president of YorkUniversity in Canada:"But surely the process by which men discover valuesand beliefs - indeed, discover themselves - necessitatessearching and striving for personal answers tothe fundamental questions of life. There are fewplaces where these fundamental questions can be pursuedas effectively as in a university, if the universityprovides opportunities for, and assistance in, thissearch. It is not the task of the university, of course,to provide definite answers for, or ends to, the search.The function of the university is to help to clarify thequestions. to show how great minds of the past havedealt with these questions, to introduce relevant datafrom contemporary life, to encourage individualstudents to work through these materials and to findtheir own answers and their own identity. York Universityis not a denominational university, but I hopeit will be concerned always with religious and philosophicalquestions - indeed, that no student willgraduate who has not been confronted, at least, withthose questions without answers to which man issomething less than man."Murray Ross's words express much better than Icould the thought that in a university, which exists forthe purpose of discovering and disseminating the truthacross the whole spectrum of knowledge, the influenceof religion upon men's minds and actions cannot possiblybe omitted. Certainly the study of history. literature,philosophy, psychology would be incomplete if theimpact of religious beliefs upon men's behaviour wasexcluded.Students of these and perhaps other subjects will.therefore, come to realize in an intellectual and detachedThe Most Reverend Frank Woods presents the key ofthe Religious Centre to the Chancellor (centre). Atri!:ht is Mr. J. Mockridge, the architect19

MONASH UNIVERSITY GAZbTTEkind of way what religion means and has meant to somemen.Nor would anyone quarrel with the proposition thatthe more direct study of comparative religions, forexample, could form a perfectly acceptable componentof, say, an Arts degree. Indeed, the Professorial Boardof this University so resolved as long ago as 1961,although it added the normal academic rider that theappointments necessary to make this possible would haveto be considered in competition with other developments.But the academic study of the effects of religion isquite different from the practice of religion by convincedadherents to a faith, from the acts of worship andprayer by involved and committed participants in theservices of particular churches. Is this appropriate to auniversity? Less than a century ago the University ofOxford was quite clear on the answer and, because hewas not a member of the Church of England, SamuelAlexander, the great philosopher, was denied a fellowship.The founders of the University of Melbourne tookthe opposite view and, to this day, there is no church orchapel in the University itself, a deficiency which led tothe establishment of the denominational colleges.Some members of this University would hold stronglyto the view that practices which involve belief, as an actof faith, in phenomena or propositions that cannot bededuced by logical argument from known facts ordemonstrated in a laboratory have no place in a university.I do not share this view and, with the help of ananalogy, [ want to explain why.It is a respectable academic exercise to study harmony,counterpoint, the acoustics of musical instruments orthe biography of composers but these things have verylittle to do with the actual experience of performing orlistening to music oneself. Every Monday, during termtime, the Alexander Theatre is crowded with five or sixhundred young people listening: to a lunch-time concert.They come and sit quietly, perhaps munching a sandwich,and then go back to an afternoon's work havingenjoyed an experience which is really rather hard toexplain by logic or experiment.My mind goes back more than forty years to the daywhen, as a boy at school, [ first heard "The Messiah" inYork Minster; indeed [ still never hear that marvellousopening phrase of the prophet--"Comfort ye, cornfortye my people" without remembering the effect uponone small boy of the high, clear tenor voice ringingthrough the great cathedral. [ find it hard to decidewhether this was a musical or a religious experience butit was certainly almost overwhelming both at the timeand in retrospect.The population of this University is likely to includepeople with every shade of religious belief and unbeliefalthough in unknown proportions. Some are undoubt­The Religions Centre26

edly atheist, denying the existence of a deity; some areknown to be practising: Christians; but in all probabilitymany would describe themselves as agnostics, neitheradhering to the tenets of any particular religion norquite ready to assert that there is no God. Some ofthese, acknowledging behaviour in man that is hard toexplain in materialistic terms, might find it impossible toconceive of an independent, external God somewhere upthere in the space-time continuum, but are able to seethat from such metaphoric phrases as "God is Love" canbe built an elementary but acceptable theology.If any of these should wish to test the validity ofreligious experience for themselves there is no alternativeto participating in religious experience by sharingin worship. just as one cannot appreciate the effect ofmusic except by listening to it. This beautiful building,set in the middle of the University, will always be opento every reverent visitor who cares to enter, whether topray, or to share in service, or just to sit in silentcontemplation.One final word: when the Council finally agreed tothe construction of the Centre it emphasized that "theCentre should not be restricted to members of a particularfaith". It is a matter for rejoicing that recentdevelopments are such that people of so many differentfaiths have found it possible to join together to createthis Centre.Let the honesty, the determination and the tolerancethat have been shown in the building of this Centre bean inspiration to Monash University for all time.THE WILFRED FULLAGAR MEMORIALLECTUREA fund, The Wilfred Fullagar Memorial Fund, has beencreated for the purpose of establishing lectures to perpetuatethe memory of Sir Wilfred Kelsham Fullagar,former Justice of the High Court of the Commonwealthof Australia.Given by distinguished lawyers and members of professionsconcerned with legal matters, The Wilfred FullagarMemorial Lecture is to be held at least biennially.It will be related to current trends in and developmentsof legal thought.The inaugural lecture took place in the AlexanderTheatre on ~6 May 1968 at 8.15. Sir Robert Menziesintroduced the lecture series and spoke of his personalmemories of Sir Wilfred Fullagar.The lecture itself, "Australia and the Judicial Committeeof the Privy Council", was delivered by SirDouglas Menzies, a Justice of the High Court of Australia.As an introduction to his lecture on PrivyCourt appeals Sir Douglas told of his own associationwith Sir Wilfred Fullagar of whom he said:"His judgments have the quality of works of art inthe Greek tradition of deep simplicity which so muchinformed his writing and his thinking. There is however.no record, save in the hearts and minds of his colleagues,of the influence he exercised upon the deliberationsof the court and of the enrichment of judicial lifethat flowed from his gracious, good-humoured and encouragingpresence. He was greatly loved".LONDON APPOINTMENT FORREV. J. HAWKESThe Reverend Job Hawkes, who was a vital and colourfulpersonality around the campus. left Monash at theend of 1967 to spend a year in the United States andCanada before taking up an appointment in London.A graduate of the University of Cambridge, ReverendHawkes worked in the United Kingdom, Trinidad, KingIsland and Hobart. During his stay in Hobart, he alsotaught history part-time at the University of Tasmania.In 1962 he became a chaplain at Monash and in 1965joined the department of History as a senior teachingfellow.He will be remembered by students and staff for hisfriendly counsel, resourcefulness and generosity.The Fable in the ChapelNEW DEPARTMENT OF SURGERYA new department of Surgery, which is headed by ProfessorH. A. F. Dudley, has been established in theMonash Medical School at the Alfred Hospital.On Friday 26 July Mr. B. K. Rank, former presidentof the Australasian College of Surgeons, opened thedepartment which is on one of the three floors added tothe original medical school building. The new buildingis wired for closed-circuit television and has a highlyinstrumentedanimal operating theatre.Three of the students in the new department are work.­ing for a Bachelor of Medical Science degree in combinationwith the usual medical degrees ­ a relativelynew step in Australian teaching practice.21

MONASH UNIVERSITY GAZETTEEVALUATION OF THE P.S.S.c. PHYSICS COURSE INVICTORIAN SECONDARY SCHOOLSBy L. D. Mackay, Lecturer in EducationA principal concern of anyone involved in teachingstudents must be the continuing process of improvinginstruction in the course concerned. AU too often, whenstudents do not succeed in achieving the level of performancewe would like, the group of students is saidto be less capable than previous groups of students orinsufficiently well selected. Equally tenable hypothesesare that the instruction given to these students is not aseffective as it could be, or that the instruction is inappropriateto the particular group of students concerned,or that the examination used is inappropriate in contentand/or difficulty. In order to distinguish between thesepossible reasons for inadequate performance, it is necessaryto undertake some sort of evaluation of thelearning experiences to which students have been subjected.Only in this way is it possible to decide if thelearning experiences offered were appropriate and at thesame time effective. Regardless of whether the performanceof students is considered satisfactory or unsatisfactory,it is the responsibility of a competentteacher to attempt to discover ways in which the learningexperiences could be changed to improve the learningof students.STAGES IN THE EVALUATION OF COURSE MATERIALSThe process of evaluating course materials can bedivided into three stages. These stages can be illustratedin the usual processes which accompany the adoption ofa textbook for a course.The initial step is to establish that the text covers therequired topics and is at the right standard for the intendedstudent group and appropriate to the backgroundand attributes of this student group. This check on thebasic feasibility of the text is normally accomplishedby a critical appraisal of the text by the teacher whowould normally teach the course. This stage can be describedas the feasibility stage.The second or comparative stage emerges when theresults of the feasibility stage are sufficiently favourableto justify a serious consideration of the adoption of thetext. In this stage the text is compared with other possibletexts and a decision made about which text is tobe adopted.Once the text has been used in a course it is possibleto consider the experiences of the teacher and of studentsin using the text during the course and to decideif the adoption of the text has been successful. Thesuccess of the text is gauged by comparing the teacher'sexperience of the text with his expectations, and by comparingthe performance achieved by students using thetext and the teacher's expectations of student achievement.This comparison with expectations stage resultsin the identification of strengths and weaknesses of thetext, and ultimately a decision is made on whether thetext will be adopted in future years or not.These same stages are appropriate in the evaluation ofany element of a course, such as a textbook, an approachto a topic or a particular teaching technique, or to theevaluation of a complete course which includes a wholerange of materials such as a text, laboratory guide,apparatus and films.In Victoria several new courses have been adopted foruse in secondary schools. One such course is theP.S.S.c. physics course which was adopted as the courseof physics in Victorian secondary schools at the leavinglevel in 1965, and at the matriculation level in 1966.This course was developed in the U.S.A. by the PhysicalScience Study Committee and is not just a textbook,but rather a set of co-ordinated resources for the teachingof physics including a text, laboratory guide,teachers' guides, films, laboratory apparatus and supplementaryreading materials.The decision to adopt the P.S.S.c. physics course asthe leaving and matriculation physics course in Victorianschools in preference to other alternative courseshas been made. and in implementing this decision considerableexpenditure on apparatus, films and equipmenthas been incurred to an extent far in excess of half amillion dollars. In this situation it is unrealistic tothink in terms of replacing the P.S.S.c. physics coursewith an alternative course in the immediate future. Butin view of the investment in terms of both money andtime that Victoria has made in the P .S.S.c. physicscourse, it is important that every. effort should be madeto maximize the effectiveness of this course in Victorianschools.At present the author is working on a systematicevaluation of the P.S.S.C. physics course in Victoriansecondary schools. This evaluation consists of a numberof separate projects, among which is a project titled"Development and Testing of Procedures for the Evaluationof Physics Curricula in Secondary Schools",which is being supported by a grant from the AustralianResearch Grants Committee. In many respectsthe studies concerned in this evaluation of the P.S.S.c.physics course are methodological studies. in that theexperience gained and the methodological problems incourse evaluation solved in the course of these investigationshave implications for other courses and coursematerials at the secondary and tertiary levels in all subjectareas.The techniques being employed in the evaluation ofthe P.S.S.c. physics course in Victorian secondaryschools are described below under the following headingsrelated to the three stages in course evaluation:( 1) feasibility studies, (2) comparative studies, and (3)comparison with expectations studies.( I) FEASIBILITY STUDIESAn important source of information on the feasibilityof a course is the opinion of people who are to teachthe course. A teacher questionnaire survey has beenundertaken by the author in Victoria in relation to theP.S.S.c. physics course. The opinions of all teachers ofphysics at the leaving and matriculation levels in Victoriansecondary schools were sought in November1966, which was the first year in which P.S.S.c. physicshad been taught at the matriculation level in Victoria.Completed questionnaires were received from abouteighty-seven per cent of schools teaching leaving and22

matriculation physics in Victoria in 1966.The survey yielded information on a number of areasincluding comments and opinions of teachers on the appropriatenessand effectiveness of the course; conditionsfor teaching physics in Victorian secondary schools;teaching practices being used in the teaching of physicsin schools and the qualifications and experience ofphysics teachers. A full report of the results of thissurvey is published elsewhere."l2) COMPARATIVE STUDI~SThe major justification given for a change in any ofthe materials in a course is that it will lead to improvementin the quality of instruction. Once materials havebeen shown to be feasible, it is nearly always considerednecessary to demonstrate that pupil learning under thenew course is superior to that under the older "moretraditional" course.Comparisons such as this can yield valuable informationon the relative merits and weaknesses of courses.A study of this type has been completed by the authorin which the A.C.E.R. pre-matriculation physics examinationwas used to compare the performance of studentsat the end of the P .S.S.C. physics course and the previousphysics course in Victorian secondary schools."In this study the performance of a sample of 484 matriculationphysics students who had studied the P .S.S.c.physics course in 1966 was tested with this examinationand their performance compared with that of the studentsof the previous physics course who took the examinationin 1961 and 1964.In another study a comparison is being made of theperformance of Queensland students studying theP.S.S.C. course and students studying the traditionalphysics course in Queensland during 1967 and 1968.Hopefully, this will provide evidence on areas in whichP.S.S.c. physics is being less successful relative to theprevious Queensland physics course than we would like.The value of any comparative study should be toidentify the relative strengths and weaknesses of thecourses concerned. It is all too easy to use such arestricted test battery that one course will appearsuperior to the other when, in fact, if students had beentested on all relevant areas it would be more realisticto expect relative strengths of one course to be offsetby weaknesses in other areas.Another extremely important difficulty in using comparativestudies is the selection of the comparison groupor comparison course. It is all too easy to line a courseup against a wooden-legged competitor and concludethat this course is a far superior course to any other.(3) COMPARISON WITH EXPECTATIONS STUDIESBecause of the difficulties in comparing one coursewith another, it is usually more acceptable to compare1 L. D. Mackavs-c''Phvsics teaching in Victoria", AustralianJournal of Education, 12, No.2, in press.2 L. D. Mackay.-"A comparative study of the performanceof P.S.S.c. physics students (1966) and studentsof the previous physics course (1964), using theA .C.E.R. Pre-Matriculation Physics Examination",Australian Science Teachers' Journal, 14, No.1, inpress.3 L. D. Mackay. -Physics Supplement to V.U.SE.B.Circulars to Schools, Nos. 17 and 10.the achievements of a course with the teacher's expectations of the course. This involves measurement of thechange in students that occur as they study the courseand a comparison of the observed student achievementand the desired changes in pupil behaviour implied bythe objectives of the course. For some purposes it issufficient to note the performance of students at the endof the course and compare this with our expectations. Inother situations we are more concerned with identifyingthe particular changes of behaviour or achievement thatoccur as the student studies a course.A serious difficulty which arises in any attempt tomeasure changes is in attributing the changes to thecourse of study concerned. An individual, in the courseof a year, undergoes so many different and variedlearning experiences outside the course of study that itis extremely difficult, if not impossible, 10 conclude thatany observed change in the individual is a direct resultof the course concerned. However, if the gains are notup to expectation it is perfectly reasonable to acceptthis as evidence of a deficiency in the course, because ifthe course were successful the students as a groupshould be expected to achieve the objectives of thecourse. Thus this type of comparison of the actual outcomeswith the expectations of a course is a morepowerful tool in identifying weaknesses in a course thanin identifying: specific strengths of a course. Whereasit might be intellectually satisfying to know that studentsare achieving the objectives of a course directly as aresult of that course, it is sufficient in the educationalsense to know that the objectives are being achieved bythe students, without being able to say with any certaintythat the course can take the credit.In the P.S.S.c. evaluation projects being conducted bythe author, both the technique of considering only theperformance achieved by students at the end of a courseand the technique of observing the gains made by studentsas they study a course are being employed inseparate studies.The performance of students at the end of each of thetwo years of the P.S.S.c. physics course has been usedin detailed analysis of scripts for the matriculation andleaving physics examinations conducted by theV.U.S.E.B. in 1966 and 1967. These analyses" haveyielded valuable information on topics which wereproving of difficulty to students studying the P .5.S.c.course and topics or areas of the course in which theteaching was being less successful than desired.In the project being conducted with the assistance ofa grant from the Australian Research Grants Committee,it is intended to obtain information on the changes thatoccur in students in a random sample of sixty Victoriansecondary schools as they study the leaving and matriculationphysics courses during 1967 and 1968. In thisstudy an attempt has been made to define precisely theobjectives of the P.S.S.c. physics course. This has beenachieved by a survey of the literature and by consultationwith physics teachers in schools and universities.The difficulty was not in finding possible objectives forthe course but in deciding which objectives are theimportant ones.A battery of tests has been developed to measure thechanges in knowledge, intellectual skills, attitudes andcognitive preferences in students and has been used inFebruary 1967 to test some 1500 leaving physics studentsat the commencement of their study of the P.S.S.C.23

MONASH UNIVERSITY GAZETTEphysics course. The same battery will be used to testthose of this sample of students who completed leavingphysics studies in November 1967 and also to test thosewho remain of this initial sample at the end of theirmatriculation physics studies in 1968. In this way it willbe possible to observe the changes which have occurredin physics students studying this course on a largenumber of objectives, and it should be possible to identifyareas in which the P.S.S.c. physics course is not aseffective as we would desire.A teacher questionnaire vvill be used in this study inlin attempt to correlate teaching approaches with theperformance of students. It is hoped that it will bepossible to identify teaching approaches that appear tobe inappropriate to the achievement of the objectivesof the course.CONCLUSIONThis article has described research being done toevaluate the effectiveness of the P.S.S.c. physics coursein Victorian secondary schools. Each of the studiesdescribed will make a contribution to answering thequestion of the extent to which this course is achievingits objectives. There are many similarities between theproblems encountered in this research and the problemsthat every teacher encounters in selecting and improvingthe learning experiences being: given to his students. 11would be unrealistic to suggest that detailed research beundertaken before any change be made in a course orin the materials used in a course. However, whereverpossible, empirical data should be sought in order thatdecisions concerning changes in courses or coursematerials can be made on other than purely subjectivegrounds. The purpose of course evaluation is not toselect the one course or approach in any subject whichis clearly superior to all others because there are nocriteria on which to make such a decision. Its purposeis to provide information so that a teacher may selectfrom all possible courses the one in which the objectivesbeing achieved are most consistent with the objectives hebas in mind for the course.RESEARCH DIRECTOR FORSOUTHEAST ASIAN STUDIESThe appointment of Mr. J. A. C. Mackie to the positionof research director of the Centre of Southeast AsianStudies indicates the University's awareness of the increasingimportance of the study of Southeast Asia.Mr. Mackie's work has been primarily concerned withthis area and, in particular, Indonesia.A graduate of the University of Melbourne where hewas reader-in-charge in the department of Indonesianand Malayan Studies before his appointment to Monashon 1 January 1968, he studied also at Oxford, in Hollandand in Indonesia. While working in the State PlanningBureau, Djakarta. as an economist he lectured part-timeat Gadjah Mada University.He has published many articles, a monograph "Problemsof the Indonesian Inflation" and has been workingon a book for the Australian Institute of InternationalAffairs which is titled "Confrontation: the Indonesian­Malaysia Conflict 1963-150".BOOK BY CHANCELLORA book written by the Chancellor, Sir Robert Blackwood,was published in November to mark the occasionof the first decade of the University.Tn the course of his foreword the author states:"This book is not an erudite exposition of universitypractice. It is in the main a factual record, thoughnecessarily condensed and therefore somewhat incomplete,of the creation and development of MonashUniversity, which has been rapid and spectacular. Inonly ten years it has grown from its grass roots to amajor Australian university with an enviable reputationfor scholarship and achievement. A substantial moderncampus of high quality, efficient design and attractiveappearance has been created, though it is as yet incomplete,and landscaping is not yet fully established. Theundergraduate schools are approaching their ultimatecapacity and the postgraduate schools are developingrapidly in strength and quality. Its high standard andreputation are widely recognized overseas. It seemsappropriate therefore to record the history of its initialyears of establishment at the end of the first decade".CHAIR AT ADELAIDEFOR MONASH STAFF MEMBERDr. Graeme Campbell Duncan has been appointed professorof Politics at the University of Adelaide. He willbe, at thirty-two, the youngest professor of Politics inAustralia.He has had a brilliant academic career at both theUniversity of Melbourne and the University of Oxford.In 1957 he graduated Bachelor of Arts from MelbourneUniversity with first-class honours in history. In 1959he was Rhodes Scholar for Victoria. Distinguished workin political theory gained him his Bachelor of Philosophyat the University of Oxford, and this year theUniversity awarded him a Doctorate of Philosophy for acritical comparison of the theories of Karl Marx andJ. S. Mill.Dr. Duncan, at present senior lecturer in the departmentof Politics at Monash, is well known for newscommentaries on the A.R.C. Early this year he wasgiven a grant by the Ford Foundation for a study ofthe Viet C eng.SPACE CONSULTANT FOR MONASHA consultant to America's Space Technology Laboratories,Professor Yuan-Cheng B. Fung, will come toMonash in 1969. He is professor of Bio-engineering andApplied Mechanics at the University of California.He is regarded as a world leader in the fields of biomechanicsand aeroelasticity and is consultant to anumber of leading aviation firms in the United States.He took out his Master of Science degree at CentralUniversity, Chungking, in 1943 and obtained his Doctorateof Philosophy at the Californian Institute ofTechnology in 1948.The University Council has decided to confer on himthe title of Visiting Professor.24

OPENING OF THE LAW SCHOOLThe law school, named the David Derham School ofLaw, was opened on Wednesday 10 July by ProfessorDavid Derham, C.M.G., M.B.E., B.A., LL.M., Vice­Chancellor of the University of Melbourne and firstdean of Law at Monash. At the ceremony the Chancellorconferred the degree of Doctor of Laws honoriscausa upon Professor Derham.The building is four storeys high and is faced inmanganese bricks to match adjoining buildings. On theground floor is a broad, brick-paved concourse whichserves as an area for examinations, assemblies andstudent discussion. Around this concourse or forum aregrouped the teaching rooms: eleven tutorial rooms andtwo seminar rooms with specially-designed tables, themoot court and two lecture theatres shaped like horseshoesso that students and teacher can easily see andhear each other.The moot court seats 103 people. It is a fully equippedcourtroom, having a raised bench with chairs forthree judges, a bar-table, desks for a judge's associateand a shorthand writer, and a witness stand.The greater part of the building is, as it should be.devoted to the law library. This extends over much ofthe first, second and third floors and its facilities aredesigned to meet the special needs of law students.In his address the Chancellor welcomed guests and,in particular, the deans of law schools in other Stateswho had come to Monash for the official opening ofthe law school.Speaking of the difficulties which had faced thefaculty of Law before the completion of the law school,Sir Robert Blackwood said:"When the law classes began in 1964 they had to beheld in temporary quarters in the Hargrave Library. andafter a while the space was added to by allowing themto infiltrate portions of the science buildings and theengineering school. Nevertheless. they were considerablycramped and hampered in their work, and the work ofthe {acuity was certainly difficult under those circumstances.But relief was in sight when the UniversitiesCommission approved the construction of a permanentbuilding for the faculty. a permanent law school, in the1967-69 triennium. and Professor Derham and his teamhad already prepared the plans for this building thatyou are in today. We were therefore able to completethe details of it quite quickly and we were able to leta contract for its construction in October 1966. Buildingwent on all through last year, and it was completedjust in time for the opening of the present academicyear."The Chancellor went on to contrast the new conditionswith the old. He congratulated the law schoolstaff who. with Professor Derham, were responsible forthe general planning, the architects, Messrs. Eggleston,Macdonald and Secomb, and the builders, A. R. P.Crow and Sons, on the admirable design and constructionof the new law schooLOf Professor Derham he said:'The Council of this University was indeed fortunateto be able to obtain the services of Professor Derhamwhen it was decided back in 1963 to create a faculty ofLaw and to institute degree courses in law. That he wasable to stay with us only for a period of about fouryears is a matter of great regret as far as we are concerned,but it is tinged with pride that he was appointedto his present position as Vice-Chancellor of the Universityof Melbourne. In the time that he was with us,even though it was short, he was responsible as the deanof Law for the development of law courses in thisUniversity, somewhat unique in character, find also forthe design of the law school that we are now opening",In the address in which he presented ProfessorDerham for admission to the degree of Doctor of Lawshonoris causa, Professor Peter Louis Waller, acting deanThe David Derham School of Law25

MONASH UNIVI:::RSlTY (jAZLTTEof the faculty of Law, told of Professor Derham's greatcontribution to the Monash law school and to universityteaching of law in Australia generally.He spoke of the changes which had taken place inAustralian law schools since the end of the secondworld war, the most conspicuous of which had been theincrease in the numbers of full-time students of law, thelarge and still growing faculties of full-time teachers, andthe differences in the organization of degree courses, inthe curriculum and in the modes of teaching law.He described the lively concern that Professor Derhamhas shown for the development of university lawteaching, for the relations between university studies inlaw and the demands and standards of the legal profession,for the relation between the study of law andthat of other disciplines and for the development of lawas part of a liberal education for those interested in manand his social relations and behaviour.Professor Derham had encouraged his colleagues toconsider and reconsider their approaches to the teachingof law and to the stereotyped practices of another time.He also encouraged them to pursue their own researchand to maintain strong links with law schools throughoutAustralia and in England and the United States.Despite the heavy responsibilities of his teaching andhis office as dean, he undertook many important tasks inthe community. He was a part-time Commissioner ofthe Australian Universities Commission; a member ofthe Commonwealth Committee on the Future of TertiaryEducation in Australia; a member of the Chief Justice'sReform Committee; a member of the Victorian Councilof Legal Education; and a member of the Legal EducationCommittee of the Council of Legal Education,responsible for the courses for articled clerks given atthe Royal Melbourne Institute of Technology.Continuing his address, Professor Waller said:"David Derham was appointed as the first dean ofLaw on 13 October 1963. It was an appointment whichwas generally acclaimed because of his reputation as alegal scholar, as a law teacher and as a scholar andteacher deeply concerned in the development of lawteaching was already established. He accepted theresponsibility of instituting teaching in law as quickly aspossible, and the first classes were held in March 1964.He early expressed the view that law students at MonashUniversity must be given the opportunity, and be placedunder the obligation, to pursue studies in disciplines outsidethe law. He did not want law students to bewithout history or literature, philosophy or economics,to be, in Scott's phrase, 'mechanics, or mere workingmasons'. In possession of some knowledge of thesedisciplines, they might venture to call themselves architects.Accordingly, he formulated plans which providedfor a first degree in law - Bachelor of Jurisprudencewith its basic core or legal subjects together with studiesin the humanities, economics 0'- the natural sciences.This was to be followed by further study for theBachelor of Laws, requiring the mastery of a widerrange of legal subjects and serving as a qualification forprofessional practice. His plan was accepted by theUniversity and then brought to life under his carefuland imaginative direction".In responding to Professor Waller's citation, ProfessorDerham said:"I want to thank this great University for the honourit has done me today - I could, I think, say - 'for thehonours it has heaped upon me today'. I am a littleembarrassed to be addressing you here on this occasionbecause I know that these honours are more than Ideserve. But if I were to demonstrate that, I would becriticizing the judgement of men I respect and admireand of a University for which I have the highest regardand admiration."Perhaps I should say little more on that matter thanthank you - and I do say thank you most sincerely.'This day and this ceremony mark the firm establishmentof something which I believe to be of very greatimportance indeed. When a great law school is seenfor the first time to be firmly established, as this lawschool now is, only the beginning of a great achievementhas been completed. The full recognition of the natureof the achievement will not come until long afterwardswhen the next generation sees what the men and womenwho pass through the school have done for the nationand for the world. But the successful establishment ofthe school in the beginning is itself an achievement, andI see my place in today's ceremonies really as a symbolof that achievement and not more."For these things are not done by one man, nor bytwo or three men. They are brought about bymany men contributing their talents, their work and theirenthusiasms to the attainment of a common objective.There are now too many whose diligence and devotionhave brought this law school to its present place for allof them to be named and thanked on an occasion suchas this. It should be remembered, however, that it is notonly the small group of lawyers who, with quakingfaith. took responsibility for the original venture, noronly the fifty or so imaginative lawyers who have beenconcerned with nurturing the school since those earlydays; it is not only those who made the present achievementspossible. It is also the leaders of the otherfaculties in this University and the senior members ofthe University'S administrative staff who made successcertain. for without the co-operative and imaginativework of all of them success in the time given would havebeen impossible."It is a remarkable thing that a University presidedover by an engineer Chancellor, and an engineer Vice­Chancellor, neither of whom, I suspect, has any specialreason to love the law, should have established this lawschool with its special characteristics in a mere fourand a half years. I do not believe that there is anotheruniversity in the United Kingdom or in Australasia, perhapsnot in the common law world, which could havedone so well in so short a time. But when law teachingbegan here a mere three years after the first studentswere enrolled to read in other faculties, Monash wasalready accustomed to doing things quickly, and withenthusiasm".Professor Derham went on to consider the fundamentalplace of law and of legal systems in all humancommunities. Then, turning to the fashioning of the lawcourses at Monash, he said:"A learned and perceptive critic once said of thegreatest of our common lawyers, Sir Owen Dixon, thatthroughout his judicial career he struggled with adilemma produced by his belief in the need to maintainthe authority of the law, on the one hand, and by hisdesire to eradicate error, on the other.26

"1 do not believe that is a true dilemma. What maybe true is that to resolve the apparent dilemma is thelawyers' primary task; and that the secret of success is tobe found in the dimension of time. It is certain thatsuccess is not possible without looking outside the limitsof the formal rules of law to the interaction betweenlaw and life."There were other reasons, it is true, but those werethe fundamental reasons why, at Monash, a new kindof law course was devised for this University's lav..·degrees.'The course for the first degree was designed to providea basic university education with almost equalrequired reading in non-legal subjects as in the law; andonly the second concentrated upon legal subjects withthe practice of law in view. That plan made a fiveinsteadof a four-year course essential. But that was asmall price to pay if the foundations were laid to buildfor a greater capacity to resolve the apparent dilemma Idescribed earlier."One result of the establishment of those two degreesis that the Monash LL.B. degree as such is a mark ofa more balanced and complete university attainmentthan any LLB. degree 1 know in the United Kingdom orAustralasia. In many universities of those regions therequirements of the Monash LL.B. degree would justifythe conferring of the degree of Master of Laws."With the staff of this school and the physical advantagesof this building also in mind, [ have no hesitationin assuring the graduates of this school that the standardsthey satisfy here are as high as any in the common lawworld. They can be proud to be graduates of MonashUniversity as I am proud to become an honorary graduateof Monash today."I am greatly honoured today to be asked to open thisbuilding and with much pleasure I do now declare thislaw school building open".Professor D. P. Derham receives his honorary degreefrom the Chancellor (ll·ft). Seated, Professor P. L.Waller, acting dean of the faculty of LawLEARNING EXPERIMENTSWITH FISHBy R. F. Mark, Senior Lecturer,Department of PhysiologyDuring the last thirty years we have lived through agolden age in the experimental investigation of thebrain. More than anything else, the advance has comethrough the ability to record in isolation the electricalactivity of single cells amongst the millions that makelip each brain. Properly done, this allows the piecingtogether of a mosaic of response patterns of individualneurones and gives a degree of understanding of themechanism of the brain that was not possible before.The same techniques, pushing modern electronicmethods to the very limits of resolution, have beenapplied to the biophysical mechanisms of the individualnerve cell, and now there seems no reason why thedescription of nerve cell signalling should not soonreach the level of single molecules and be described inthe same terms as the chemical basis of life itself.Yet the two aspects of brain function that have thegreatest medical and scientific interest have been almostuntouched by this advance. These are firstly the understandingof the detailed growth and development of thebrain, with all the implications for knowledge of normaland abnormal mental development, and secondly themechanism of the long-term changes in the brain thatmust underlie processes of perception and memory.The problems are so difficult that only as a result ofrecent knowledge has it been possible to put them inscientific terms in which they can be analysed bysimple experiments. Even so the complexity of thehuman or mammalian brain makes the going very difficult.As so of len in science one looks for a model,retaining the properties of interest but leaving out thatwhich is confusing and probably irrelevant. It becomesof very great importance then to know whether loweranimals and simpler forms of life see and feel andremember as we do. The more primitive the animal thesimpler the brain and the easier in theory is the analysisof its physical mechanism. For this reason, in thePhysiology department of the medical school, the visualand learning abilities of fishes are being studied in detailand the contribution of various parts of the brain tothese abilities is being examined.WAYS OF TEACHING FISHThere is a long history of experiments on trammgfishes to respond to various visual stimuli and it provesquite easy to teach even the common goldfish to recognizelights, colours and sounds or more complicatedpatterns such as printed letters of the alphabet. The artof doing so is to make it possible for the fish to revealhis choice by some clear change in behaviour. Thereare numerous methods. The illustrations show someways, all of which are in use in our laboratory, in whichthis can be done. Fig. I is a diagram of an arrangementthat can teach a fish to respond to a sudden increase inlight level by leaving the lighted area and swimming toa darkened part of the tank.! A hurdle going almost tothe surface of the water divides a tank into two iden­1 Steiner, J. and Mark, R. F.-Are memories stored inthe fish tectum? Aust. J. Exp. Bioi. Med., 1968,(in press).27

MON ....SH UN1V1:RSITY GAZETTEally passed but is interrupted and delayed by, say.twenty seconds each time the fish crosses the barrier, hewill begin to swap sides every so often and keep out oftrouble by this alone, without any periodic visual cues.Fig. 1. Apparatus for avoidance conditioning of fish.Reproduced from Mark & Maxwell: Circle-size discriminationin cichlid fish, Animal Behaviour, Vol. XVII,1969, in presstical halves. At each end there is a light and in eachcompartment there is a pair of stainless steel gridsbetween which a weak electric current may be passed.The light is turned on for a few seconds and then thecurrent passed intermittently across the lighted compartment.Such currents do not shock or paralyze but, presumablybecause of direct stimulation of skin nerveendings that are sensitive to water pressure, fish willswim out of an electric field into quiet water. In thiscase it means crossing the barrier into the oppositecompartment. After a rest period the pairing of lightand electric current is repeated on this side and the fishescapes back the way he came. Repeated pairing oflight and current soon leads to the fish leaving the compartmentas soon as the light comes on. We have foundthat very slight damage to the optic lobes of the fishbrain interferes with the ability to learn this task, quiteout of proportion to the effect on visual recognition oron swimming ability. Further studies of the criticalbrain tissue may help to define structures necessary forperception and memory.Before drawing strong conclusions from this or anyother experiment it is necessary to check that the defectinduced by brain damage is not specific to just onebehavioural situation. In the experiments just describedonly the active avoidance of the electric current may bedepressed while the fish's awareness of what is about tohappen after the light goes on may be quite unimpaired.This difficulty cnn be overcome by using other learningsituations designed to complement the first by employingdifferent behavioural indices of learning. For example,if the light is made very bright or if it comes frombelow the tank a fish will naturally leave the brightlylitcompartment for the darker one. Passing currentacross the darker side will now deter fish from enteringand they will soon learn to stay on the bright side.The situation now becomes one of passive rather thanactive avoidance, the brain mechanisms underlyingwhich are not necessarily the same even if the processof visual perception is identical in both cases. Again. ifthe light is omitted altogether and the current periodic­1 A/ark, R. F. - The tecta! commissure and interoculartransfer of pattern discrimination in cichlid fish. Exptl.Neuro!., 16, 215-225, 1966.a Mark, R. F. - A simple drv-iocd dispenser for automaticfish training. J. Exn. Anal Behav., 10, 191-192,1967.TEACHING BY REWARDAn entirely different approach uses food as a rewardfor various kinds of behaviour. When paired consistentlywith other sensory stimuli, fish quickly show thatthey are capable of learning to discriminate most accurately.An early German investigator simply fed fishwith bait on a two-pronged fork, one prong having apiece of food on it and the other a piece of inediblematerial that looked like the food. The double lure waspresented in front of a pair of cards of different colouror brightness or which carried different stimulus patterns.Fish came to associate food with one of thepatterns and would approach it in preference to theother. Such a simple system has many disadvantages,the most obvious being that the fish might smell thedifference between the two baits and learn this ratherthan anything else. Fig. 2 shows a variant of themethod that avoids this uncertainty by floating the baitabove the water on cork floats.t The edible and dummybaits are stuck to the underside of a translucent plasticsheet and then both are concealed by a drop of opaque----..FiR. 2. Method for teaching fish to recognize patterns(courtesy of the Academic Press, New York)blue liquid. The fish sees the stimulus patterns in silhouetteand reaches the baits stuck beneath them byputting his head out of the water up through the middleof the ring. Although quite reliable and rapid, trainingeach animal must be done by hand. which is instructiveto begin with but quickly becomes boring. time consumingand inefficient. Like so much else nowadaysthis can be circumvented by automation.It is not necessary to attach the bait directly to thetarget for fish will learn to perform quite arbitrary actsto obtain food if there is a constant relationship betweenthe operation they carry out and the reward. An automaticfood dispenser can be built to supply a smallamount of food on receipt of an electrical signal and aswitch can be rigged up which the fish himself canoperate by nosing a paddle that dangles in the water.eTeaching must go through easy stages. First the fish are28

trained to eat the kind of food that is to be used. Thenthe automatic dispenser is placed over the tank andcontrolled by the experimenter who releases a few grainsof food each time the fish swims near. Soon the fishcomes over to the dispenser when hungry and waits forfood to come out. The next step is to connect thedispenser to the paddle switch which is lowered into thewater with a piece of the same food firmly stuck to it.The fish attacks the paddle to take the food and thedispenser automatically drops a few grains down fromabove. Before long he is pushing the paddle to operatethe dispenser and once this stage is reached discriminationtraining can begin. The paddle is now placed nearthe side of the tank and a miniature slide projectormounted outside so that the slides are seen from insidethe tank through the transparent paddle. One or two ofthese units can be used together (Fig. 3). Automaticequipment selects the stimulus pattern to be presentedand switches connections between the paddle and thereward dispenser so that only one pattern is consistentlyligence can be tested and compared with those of otheranimals placed in similar situations. Differences canthen be correlated with differences in brain structureand so theories of the function of various parts of thebrain can be put lip for experimental test. Secondly,knowing the normal performance of fish, surgical operationsmay be made to remove parts of the brain ordrugs may be administered and subsequent behaviourmeasured. Experiments like these have narrowed thesearch for brain mechanisms in visual learning in fish tocertain well-defined anatomical regions of the mid-brain,and these regions are now being studied by the techniqueof recording the electrical activity of single cellsthat was mentioned earlier.v." If analysis of this comparativelysimple situation should be successful in leadingto a physiological theory of learning or perceptionin fish, there is every likelihood that it will apply inprinciple to other vertebrates, ineluding man.Lastly, with accurate laboratory methods of measuringbehaviour we can make use of the remarkable abilityof fish brain to recover from injury by regeneration ofthe missing parts. Already much work has been doneon the ability of severed optic nerves in fish to regrowinto the brain and restore vision to the blinded eye. Webelieve that the mechanism of this patching-up process,which unfortunately does not occur in the higher vertebrates.is the same as that responsible for the initialorganized growth of the brain. Many fundamental problemsof brain development are laid open to easy laboratoryanalysis by controlled regeneration experiments correlatedwith behavioural testing. Once again we arelooking for principles that will apply to all the vertebrates,but whereas in the higher mammals and man thecomplexity is overwhelming, here at least is a place tobegin.Fig. 3. Automatic apparatus for studying visual learningof fish (courtesy of Bailliere Tindall and Cassell Ltd.,London)rewarded. In our laboratory a small fixed-programmecomputer does the job of displaying patterns, recordingresponses and dispensing food) Given thirty minutes orso a day with this apparatus, some fish can learn todiscriminate between a circle and a triangle, for example,in a matter of a few days. Thus even with only one setof equipment several fish can be trained at once and theresults are free from any bias that might creep in whenthe training is done by hand.WHAT CAN WE LEARN?Research with this kind of equipment can branch outin three main directions. First, the limits of fish intel-Mark, R. F. and Maxwell, A. - Circle size discriminationand transposition behaviour in cichlid {ish.Animal Behaviour, 1968 (in press).- Johnstone. J. R. and Mark, R. F. - Do efference copyneuroTies exist:' Aw,.t. J. Exp. Bioi. Med., 1968 (inpress).:1 Mark, R. F. and Davidson, T. M. - Unit responsesfrom commissural fibres of fish optic lobes. Science,152, 797-799, /966,THE GREAT HALL UNDER CONSTRUCTIONThe Great Hall, designed by Roy Grounds who was thearchitect for the Victorian Arts Centre, will be a significantcontribution to Australian architecture.The basic structure of the Hall will be a concreteframe, clad both internally and externally with brickwork.Floors, except for that of the stage, will beconcrete.The building will be of irregular shape to contrastwith the regular buildings already lining the Forum. Atwenty-four foot diameter stained-glass window designedby Leonard French will be set in the west wall whichwill emphasize the contrast with its strongly sculpturedpre-cast concrete framework.The main purpose of the Hall is to provide a suitablesetting for academic ceremonies, conferences and conventions,lectures, musical performances and Universityexaminations. There will be 1,003 seats on a slopingground floor and 342 seats on a stepped balcony. Theseven front rows of audience seating can be removedand the stage extended to accommodate a lOu-pieceorchestra and a choir.Equipment in the Great Hall will include: mechanicalventilation. heating by warm air and hot water coils,projection booths. an amplifying system, variable lighting,and changing room" below the stage.29

MONASH UNIVERSITY GAZETTESOCIAL VALUES AND OCCUPATIONBy R. Parsler, Lecturer in SociologyThis is a short report on a sociological survey which isstill in progress. It was planned by Professor Marwickand myself as a development of the "N ewriding" communityproject which had been undertaken in 1965-66."Social values" are defined as goals of social action, andoccupationally we take the broad strata of blue-collarworkers (semi-skilled and skilled), white-collar workers(the lower echelons of non-manual workers) andmiddle-class workers (non-manual workers usually requiringqualifications and education).It was planned as a three-year project to cover Melbourneand Sydney and to provide a sufficiently largesample, by personal interviewing, to be able to generalizein a statistically valid way about the whole populationof these cities. The actual grant obtained for thiswork, however, was so much smaller than the sumasked for that all thoughts of a survey covering Sydneyhad to be abandoned. It was also evident that personalinterviewing, which is relatively expensive, would haveto be drastically curtailed. Further, since we had noidea if the grant would be continued after the first year,the conception of the project as a coherent three-yearplan was abandoned and a plan devised which was, wehoped, flexible enough to be able to contract to meetfurther financial stringencies or to expand if more moneywere made available.The plan is now in four parts: (I) a postal questionnairesurvey of a sample of the people from three of thesouth-east suburbs of Melbourne; (2) personal interviewingof a sample of those already contacted by postin the south-east suburbs tthese areas are convenient toMonash and therefore less expensive for personal interviews);(3) a postal questionnaire survey of a sample ofpeople from three suburbs north of the Yarra; (4)personal interviewing of a sample of those already contactedby post in these suburbs; (5) personal interviewingof a sample of people from a country town.There are two main sets of hypotheses used in thisstudy. Firstly, a set of orienting hypotheses that state.in various ways, that social value differences exist betweenblue-collar and white-collar workers and themiddle-class group of workers. Secondly, Lockwood's!"limiting" types or "ideal" typology of blue-collar workersare treated as sets of hypotheses.vThese "limiting" types are:1. The traditional proletarian worker. This type is associatedwith industries that tend to concentrate workerstogether and to isolate them from the influence of widersociety. Job involvement is high, work groups arestrongly integrated and have considerable freedom fromsupervision. Feelings of fraternity and comradeship,which come from shared occupational experience, areexpressed through an occupational culture. Work-matesare normally leisure-time companions; often, neighboursand kim-men. Overall, the "traditional" working-classDavid Lockwood - Sources of variation in workingclassimages of society. Sociological Review, November1966.Percy S. Cohen - Modern Social Theory, HeinemannEducational Books, London, 220, 1968.community is close-knit. It is an inward-looking society.Social consciousness is of the order of "us" nnd "them".2. The traditional deferential worker. This type has ashis model of society one of hierarchy rather than ofpower or the "us" and "them" dichotomy. He defersto his superiors socially as well as politically. His workrole brings him into direct association with his employerand other middle-class people who influence him andhinder him from forming strong attachments to workersHousing in a I011'-cOJt estateHOI/sing in an affluent suburb30

in a similar market situation to his own. These conditionsare most likely to be formed in small towns andrural areas, but also, of course, anywhere where therelationship between employer and worker is personaland particular.3. The "privatised" worker, His model of society ispecuniary. Class divisions are seen mainly in differencesin income and material possessions. He is likely to workin a large factory. His involvement in his job and hisattachment to the enterprise and to his fellow workersare slight. He does not form cohesive groups with otherworkers either inside or outside the factory. Work is anecessary evil. His work situation (relative to the othertwo types) is socially isolating and socially meaningless.His community life is centred in the low-cost housingestates whose population has two things in common,residential mobility and a livelihood involving manuallabour. His status order is based on conspicuousconsumption.Lockwood intended these types to apply to manualworkers, but the variables involved seem sufficiently generalin society to make it interesting to test them againstthe white-collar and middle-class strata as well.The only part of this study that has been carried outso far is the postal survey of three of the south-easternsuburbs, and the analysis of the results of this has hardlystarted, so the rest of this note must be confined to adescription of how this survey was carried out.The three districts were selected according to thelikelihood of each yielding a stratified random sample ofalmost 300 people from the electoral rolls who wouldbelong to either the blue-collar group, the white-collargroup or the middle-class group. There was nothingspecial about this approximate figure of 300 except thatit was thought to be financially possible to send outabout 900 or 1,000 questionnaires but not many more.The lists used for sampling were the latest electoralrolls obtainable and the Sands and McDougall Directoryof Victoria 1967.Postal surveys are not usual where personal interviewingis possible since the response rates tend to be low anda thirty to forty per cent return would not be consideredbad. There seemed to be four main factors which suggestedthat the response rate for our questionnaire couldbe very low. First was the length of the questionnaire;there were fifty questions, some short and easy toanswer, and others more complex and rather long.Secondly, the sample was not any special part of thepopulation (e.g., members of an association) but was,apart from the occupational groupings, entirely unselected- in fact the kind of sample which most studiessuggested would yield a response rate so low as to beuselcss.t Thirdly, this survey could in no sense be calledan "official" one, that is, it could obviously not relyon the sense of duty, compliance and self-interest whichassist the response rates in, for example, a survey carriedout by a government department. Fourthly, a third ofour sample was from the blue-collar stratum and previousstudies suggested that the lower the educationallevel, the lower the response rate.W. G. Goode and P. K. Ratte-Methods in SocialResearch, McGraw-Hill, New York, 174, 1952.Stanley S. Robin - A procedure for securing returnsto mail questionnaires. Sociology and Social Research,L, No. J, October 1965.A careful search of the available literature on postalsurveys was made and, of all the writers on this topic,only one seemed to have at least a partial answer to thedifficulties.v None of the methods advocated was newbut Robin's technique involved a careful blend ofmethods already tried separately in the past. The essenceof this method was to present an interestingquestionnaire after an introductory Jetter and to followup with several carefully-phrased reminder letters. Inevery case the letters were made to look as "personal"as possible.Om introductory leiter was sent out to 900 heads ofhouseholds on 29 November last year. The letter explainedthe purpose of the research and that the individualwas requested to help by filling in a questionnairewhich was to follow. It was emphasized that the individual'sidentity would remain confidential and that he wasselected from a random sample. The respondent wasthanked for his assumed co-operation.Six days later the questionnaire and covering letter,together with a stamped, addressed envelope for the returnof the questionnaire, were posted. The coveringletter again emphasized the confidential aspect and repeatedseveral more of the points from the introductoryletter. On 12 December, if the individual had notalready replied, the first reminder letter was posted.This reminded the individual of the importance of hiscontribution to the research and again thanked him inadvance for his co-operation.Three days later, if no reply had been received, asecond reminder was sent together with a second questionnaireand another stamped, addressed envelope forthe return of the questionnaire. This letter suggestedthat as we had not heard from the individual he mighthave mislaid the questionnaire and, in case he had, wewere enclosing a second with another stamped, addressedenvelope.Six days after this a third reminder letter was sentif there was still no response. This time the individualwas invited to get in touch with the department byphone or letter if he had lost both previous questionnairesand another would be sent. No intimation wasgiven that this would, in fact, be the last reminder letter.The actual final response achieved by using this kindof approach was as follows.This represented a total response rate of sixty-nine percent, which is amongst the best recorded for this kindof survey.Questionnairescompleted andreturnedNot heard fromat allMoved fromaddressDeceasedOther nonresponsesforvarious reasonsBluecollarWhitecollarMiddleclassTotal203 202 217 62250 50 42 14213 19 11 433 2 4 931 27 26 84300 300 300 90031

MONASH UNIVERSITY GAZETTEIt is interesting to note that the response from theblue-collar group was almost equal to that of the whitecollargroup, and both were only a little below that ofthe middle-class. This is contrary to the response ratesrecorded from other studies where the blue-collar group.with the lowest level of education, has the lowest responserate.The coding of this questionnaire, even though most ofthe questions asked were "closed" questions (that is,asked for a response from amongst a predetermined listof answers or for a simple "yes" or "no"), proved tobe a more laborious task than expected and was notcompleted until July. The first preliminary frequencycount is now available but the full statistical analysisof the data is not yet completed.The histogram below gives the income break-down ofthe first sample from the south-eastern suburbs.··~ I· •n, ,n.,.",.jIncome per week in dollars ($A) of heads of householdfrom a sample from three south-eastern MelbournesuburbsTELEVISION DEVELOPMENTSOne of the features of the University has been the useof television equipment on the campus, and progress inthis field has been reported by the Audio-Visual AidsOfficer, Mr. E. C. Snell.The University television equipment, although situatedin the medical school, is available for use anywhere onthe campus. If a high quality signal is to be videotaperecordedfrom an area where no cables exist, a microwavelink system is used to transmit signals from themobile television unit to the roof of the medical school,then down to the videotape recorder.There are a number of cables which connect themedical school to the Menzies building. These cablesare designed to carry the picture, sound and intercommunicationsignals. Additional cabling was recentlyinstalled between the Menzies building, circular lecturetheatres and the Alexander Theatre. The next cableinstallation will be to the law school and the mainlibrary has also been asked to consider the installationof permanent cabling.It is therefore possible at the present moment tooriginate a telecast from any point on-campus, transmitit via the microwave link to the medical school and thento any of the existing outlets in the Menzies building,circular lecture theatres or Alexander Theatre. The cableis designed to operate in both directions.DEVELOPMENT OF WATERRESOURCES AND RESEARCHBy T. A. McMahon, Lecturer, Department of CivilEngineeringPlanning is stimulated by crisis. The recent droughts inVictoria and New South Wales are no exception in thisregard, and considerable discussion has occurred in thenational Press and elsewhere on how the effects of suchoccurrences can be minimized in the future. In Melbourne,many citizens have expressed their opinionsconcerning the crisis last summer. In view of this itseems appropriate to comment on several issues relatingto the development of water resources.While within the Australian environment the vagariesof Nature are an ever-present problem, particularly inregard to variability of rainfall and streamflow, a moresubtle problem which, in some regions, has alreadyconfronted planners and politicians, is competitionamong users for a limited water resource. In 1962, theMelbourne and Metropolitan Board of Works suggesteddiverting water from the Big River, north of the Divide,into the metropolitan system. Inevitably, agriculturalinterests opposed the scheme and - it would seem forpolitical expediency - the MMBW was directed to seekadditional supplies south of the Divide. In this context•it is worth noting that in Victoria we me annually morethan 2,500,000 acre-feet of water. Eighty-five per centof this is channelled to agriculture and the remainderis used for domestic and industrial purposes.To-date, in Australia, political action has temporarilyforestalled any crisis developing in the competition forwater supplies and, consequently, research programmesin water resources allocation techniques are not receivingsufficient attention.In the meantime. however, water authorities are developing,as funds become available, the supplies attheir disposal and at the same time are making a continuingassessment of demand and supply for water inan attempt to rationalize distribution. For this to besuccessful, planning should be carried out at two levels.The first should be based on projections into the nearfuture, say five to ten years, during which it can beconfidently predicted that the present trends, adjustedfor changes in technology, can be reliably extrapolated.On the other hand, in order that an overall objectiveor master-plan can be formulated, a longer planningperiod is also required. In our present circumstances, aperiod extending to the year 2000 seems appropriate.On examining urban water needs, two general problemsare evident. Firstly, there is one associated withgrowth. In most circumstances, not only do we find anincrease in population and, hence, more water required,but also with increasing affluence an increase in percapita consumption. This feature is dramatically shownin the accompanying graph of Newcastle's water usage.Per capita consumption has increased from twenty gal­Ions per day in 1900 to 130 in 1965. Nearly two thirdsof this is used in and around the house. The significantreasons for this tremendous growth are not clear. Incontrast, a similar analysis for Melbourne shows an entirelydifferent picture; consumption from 1900 to 1965increased from 55 gallons per day per capita to only 80.In view of these differing consumptive rates, and because32

projections of water requirements are based on percapita estimates, a study has been initiated in the departmentof Civil Engineering at Monash University to'"1040,.. ",,120 ., '100, :/', :'\ :... :' 'I \110 " ~~I/o"00,t20 1140Per capita domestic and industrial water consumptionin gallons per day for Melbourne and Newcastleno.ooor100.000scnce /., , . ,"'...,/2S,000""1000 L __~1.00 1120 1940 lUOYearly domestic and industrial water consumption inacre-feet for Melbourne and Newcastledetermine the more important factors affecting domesticand industrial per capita water use.The diagram showing Melbourne's water consumptionpoints to a second difficulty associated with Australianurban water resources planning. Can water engineerscontinue to provide a relatively low-cost supply tometropolitan population centres which require increasinglygreater volumes of water each year? By extrapolatingthe graph for Melbourne, we can estimate thatthe per capita daily consumption in the year 2000 will bearound 105 gallons. Coupled with a population of, say,5,000,000 people, this means that about 700,000 acrefeetof water will be required per year by the end ofthis century. (For present purposes, the assumptionsassociated with making this estimate can be ignored).Until now, Melbourne has relied upon the Yarra basin,which has a mean annual flow of' approximatelyI,000,000 acre-feet, to provide her water needs whichare currently about 250.000 acre-feet per year. Firmproposals have been put forward by the MMBW to gainadditional water from the Yarra and to extend the supplyareas to the Thomson catchment in Gippsland which isa potential source of 500,000 acre-feet per year. Thus,within the next few decades adequate water can bemade available for our garden city but, because themost economic dam sites have already been utilized,additional supplies will be more costly to the taxpayer.This factor could force the community into a morerealistic approach towards accepting reclaimed wastewater rather than developing high-cost 'pure-source'supplies.In water-supply schemes, whether these be for domesticand industrial usage or for irrigation, the optimumsize of the headwater storage is a critical factor. Asecond current project within the Civil Engineering departmentis concerned with theoretical and practicalaspects of estimating required reservoir capacities tosatisfy a given demand. An important considerationrelating to this concerns the .level of reliability associatedwith the specified demand. Unfortunately, critics ofpublic projects often overlook this essential feature. Itis important to keep in mind that a water resourcessystem, whether it be constructed as a flood-mitigationscheme or as a conservation measure, will have someelement of risk associated with the functions for whichit is designed. Thus, in public works projects, andparticularly in the case of water supply, reducing therisk of failure inevitably entails greater costs for thetaxpayer.A fundamental requirement in designing a waterresourcessystem is a knowledge of the temporal andspatial streamflow patterns and their significance in thehydrologic cycle operating within the area. More oftenthan not, streamflow information is not available at agiven location. and hence the water-supply engineer isforced either to compute deterministically a sequence ofdata which approximate past records, or to generate bya stochastic (that is, probabilistic) procedure, a seriesof events which is assumed to represent the likelyvariations of future flow.Modelling the rainfall-runoff process using a digitalcomputer is the subject of a third research project. It ishoped that not only will the model be a means of computingstreamflow records from rainfall information butalso that it will allow a deeper insight into the hydrologicprocesses operating within a river basin.33

MONASH UNIVERSITY GAZETTEOBITUARYASSOCIATE PROFESSOR ELWYN MOREYAssociate Professor Elwyn Aisne Morey died in a roadaccident near Sydney in January of this year whiletravelling between Melbourne and Sydney. She wasfifty-three.There would have been few people whose tragic anduntimely death so profoundly affected a large and variedcircle of friends, associates, colleagues and students, foralthough Elwyn Morey had occupied university postsin Australia and abroadsince 1948, many of herprofessional interests andactivities were outsidethe world of academicaffairs. Among the institutionsand groupswith which she wasclosely involved werethe Australian Pre-SchoolAssociation, VictorianCollege of Speech Therapy,Australian Councilfor the Rehabilitation ofAssociate Prof. E. Morey Disabled, and the Societyfor the Scientific Studyof Mental Deficiency.There were numerous other groups, societies and institutionswhich made frequent demands on her time. Atthe time of her death she was closely involved with thedevelopment of the Monash Child Study Centre in thefaculty of Education, and with Rossbourne House, anindependent school for slow-learning children.Elwyn Morey graduated in English language andliterature from the University of Melbourne in 1935and later successfully undertook her Diploma of Education(1936), Master of Arts (1939), and Bachelor ofEducation (1940) at that University. She began herworking career as a secondary-school teacher, teachingin both Victoria and the United Kingdom. Her interestslater turned to educational psychology and she took upa research assistantship with the Australian Council forEducational Research. When travel abroad was againpossible after the war she completed her Ph.D. in educationaland vocational psychology in the University ofCalifornia at Berkeley, returning to Australia in 1948to take up a lectureship in psychology in the Universityof Western Australia. She returned to the University ofMelbourne in 1957 to a senior lectureship in psychologyand in 1961 accepted a similar position in the departmentof Education at the University of Melbourne. Shecame to Monash in 1965 to establish courses in educationaland clinical psychology in the faculty ofEducation.DEEP INTERESTS IN THE HANDICAPPEDAlthough at first sight Dr. Morey's activities and manyinvolvements appear to have been extraordinarily wideand diversified they were, in fact, closely linked by acommon concern. Elwyn Morey was primarily interestedin and deeply concerned with those who for reasons ofbirth, accident, illness, age, or psychological disturbancewere handicapped in their adjustment to school, work.or other people. Her single-minded and passionate concernwas to render help to such people. But in followingthis humanitarian interest she did not cast herself eitheras an interfering do-gocder or as a preacher. She wasremarkably objective and pragmatic in her approach tosocial issues; to her the most enduring and effectiveways of helping the handicapped were to foster comnumityparticipation, to establish properly backed andsupported centres and, above all, to train students in thepractice of clinical and educational psychology.In 1949 she began, in collaboration with AssociateProfessor Patrick Pentony, now at the AustralianNational University, the first graduate training coursein clinical psychology in the University of WesternAustralia, a landmark in psychological training inAustralia.To Elwyn Morey her university position and workconstituted a small part of her total activities and interests.She never pictured herself as a committeduniversity don, as a devoted researcher or, for thatmatter, as a committed and devoted teacher in thenarrow sense. The university, wherever it might be, providedher with a headquarters and base of operations aswell as with a forum. More important, the universitygave her an opportunity to draw the attention of studentsto the problems which concerned her and the means ofsolving them. She saw the principal solution in thestudy of human behaviour as an empirical science. Forher psychology was not in itself of central interest; itwas an effective way of coping with the problems of thephysically, emotionally and intellectually handicapped.For this reason Elwyn Morey was not overly concernedwith theory or methodology but only with putting intoeffective use the established facts of her science. Shewas a practical and often intuitive practitioner; not adeeply involved scholar in the narrow, donnish sense ofthat term.CONCERN WITH HUMAN PROBLEMSIf these comments convey an impression of a humourlessmissionary so involved and committed as to be intolerantof other pursuits of a less "worthy" kind, thenthey are quite misleading. Elwyn Morey had a robust anddelightful sense of humour which was triggered, moreoften than not, by the ridiculous and the pompous ratherthan by the merely comic and whimsical. She was asuperb raconteur. She indulged a broad range of culturalinterests and led a busy and active social life.One remembers Elwyn Morey's arrivals at home or inone's study as reminiscent of a minor typhoon - alwayswith so much to do and plan, so many to argue withand convince, and so little time in which to do all thesethings.The traditional pursuit of scholarship in a universityoften has the unfortunate effect of narrowing interestsand restricting a view of the world outside. ElwynMorey moved easily between the university and the restof the community, broadening her view of each by contactwith the other. She gave the lie to that popularimpression of the university person as "way-out" andunrealistic. She conveyed her views with clarity, integrityand simplicity, never compromising her professionin the interests of popularization. For her there were34

not two worlds, or three, or four, but one world withpeople who had problems which she saw it as her dutyto help solve.Monash University is fortunate indeed to have attracted,even for such a tragically brief period, the servicesof this remarkable woman. It is entirely fitting thatthe Monash Child Centre will in future bear her name.She would have liked that.-R. H. Dayr». ALBERT LEONARD JONESDr. A. L. JonesDr. Albert Leonard Jonesdied. on 21 July while onstudy leave with his familyin England. Born in Newtown, Montgomeryshire,Wales on 14 May 1924, hereceived his undergraduateand graduate training at theUniversity College of Wales.Aberystwyth (B.Sc. firstclasshonours, 1946; Ph.D.•1949). A period of nationalservice as assistant researchchemist in leI preceded hisPh.D. training under C. W.Davies. He then joined theRoyal Military College ofScience at Shrivenham as a lecturer in the department ofChemistry and Metallurgy, being promoted to seniorlecturer in 1951 and to principal lecturer in 1955. In1964 he moved to Australia to take up a senior lectureshipin the Chemistry department at Monash University.On the research side his main interest was in themechanisms of crystallization and dissolution of ioniccrystals, an interest kindled in his Ph.D. studies of silverchloride. At Shrivenham, where research facilities inchemistry were very limited, he at first worked in collaborationwith E. C. Baughan on problems relating tohigh-polymer solutions but subsequently recommencedstudies of crystal growth. At Monash he actively pursuedthese studies. The research group that he had builtup at the time of his study leave had been producingsome interesting new results that could lead to a substantialrevision of currently-held views of dissolutionmechanisms but his untimely death may mean that thiswork will not be immediately exploited to the extent thatit deserves.Len Jones made many worthwhile contributions inhis all-too-short period at Monash. Calling on his extensiveprevious experience of radiochemical techniquesand facilities, he designed and supervised constructionof a radiochemical laboratory, now named after him, forthe Chemistry department. He willingly shouldered manyadministrative duties. He was a member of theV.U.S.E.B. standing committee for science. departmentalrepresentative on the engineering faculty board, a memberof the University Safety Committee and chairmanof the departmental safety committee. He shared responsibilityfor the running of the first year laboratory,made substantial contributions to the planning of somerecently-completed extensions to the department andsome further extensions that have currently beenrequested.Len's personal qualities were outstanding. He had thehighest standards of integrity and an attractive, warmpersonality that universally inspired respect and affectionin his colleagues and students alike.He had wide interests. His sporting interests wereseverely handicapped by the leg-iron that he wore as theresult of polio in his youth.He leaves a wife, Joan, and three young children.We at Monash, and particularly the Chemistry department,will miss Len's loyalty. integrity and unfailinggood humour. He was a man of rare distinction.-R. D. BrownUNIVERSITY STAFFCHAIR OF I,cONOI\1ETRICSThe first chair of Econometrics in an Australianuniversity is occupied by Dr. Alan Powell who has beenreader in economics at Monash since 1965.Before his appointment to Monash he lectured ineconomic'S at the University of Adelaide and in 1964was post-doctoral fellow in political economy at theUniversity of Chicago.He graduated B.Sc.Agr., with honours in agriculturaleconomics, from the University of Sydney. Later hewas awarded the degree of Doctor of Philosophy by thesame University for his thesis ·'A national fodder reservefor the wool industry - an economic and statisticalanalysis".On his arrival at Monash he joined the team headedby Professor F. H. G. Gruen, which was concernedwith long-term planning of Australian agricultural supplyand demand.Professor Powell is currently working on the furtherdevelopments of econometric models of supply anddemand. He is married and has three sons and adaughter.NEW CHAIR OF ANTHROPOLOGY ANDSOCIOLOGYThe second chair of Anthropology and Sociologyestablished at Monash is held by Professor MichaelSwift, recently senior lecturer in the department ofAnthropology at the University of Sydney.Professor Swift graduated from the London School ofEconomics as B.Sc. (Econ.} and Ph.D. in 1951 and35

MONASH UNIVERSITY GAZETTE1961 respectively. He spent three years lecturing in thedepartment of Malay Studies at the University ofMalaya before taking up a position in 1961 as lecturerin the department of Anthropology at the University ofSydney. In 1967 he was visiting professor of Anthropologyand a fellow of the Research Centre in EconomicDevelopment and Cultural Change at Chicago University.His current research is into a number oftheoretical issues in economic anthropology broadlyconcerned with the status of the study of pre-industrialeconomic systems as a separate aspect of social anthropology,and the role of economic theory in such study.His special interest is Southeast Asia, particularlyGreater Malaysia.He is married and has two children.CHAIR OF MICROBIOLOGYProfessor Solomon Faine, whose work has receivedrecognition from the World Health Organization, isinterested in operational research to improve methodsof routine bacteriological diagnosis. His main contributionshowever have been made in the study ofLeptospira.He obtained the degrees of Bachelor of MedicalScience. Doctor of Medicine, and Bachelor of Chemistryfrom the University of Otago in New Zealand. In 1955he was awarded the degree of Doctor of Philosophy atthe University of Oxford and, in 1965, while at theUniversity of Sydney, he received the Peter BancroftPrize for research in the faculty of Medicine. He hashad extensive teaching experience at the Otago, Oxfordand Sydney Universities.Previously associate professor in the department ofBacteriology at the University of Sydney, he nowoccupies the chair of Microbiology. He is the successorof Professor B. P. Marmion who was the foundationprofessor of Microbiology and who has taken up thechair of Bacteriology at the University of Edinburgh.Professor Faine is married with three children.Professor A. A. L. PowellProfessor M. G. SwiftFOUNDATION CHAIR OF GENETICSDr. Bruce Hanaway, former reader in microbialgenetics at the University of Melbourne, has beenappointed to the first chair of Genetics at Monash.Before his appointment in 1957 as senior lecturer inbacteriology at Melbourne University, he was a researchfellow in microbial genetics at the John Curtin Schoolof Medical Research at the Australian National University.In J962 he was appointed visiting lecturer inmicrobiology at the Massachusetts Institute of Technologyand has on many occasions visited universities andlaboratories in the United States. Canada, the UnitedKingdom and Europe. Last year he was invited to bevisiting research associate in biology in the departmentof Molecular Biology at the University of California.A science graduate with first-class honours in botanyfrom the University of Adelaide, Professor Hollowaywas awarded the degree of Doctor of Philosophy by theCalifornia Institute of Technology in 1953 and hisDoctorate of Science by the University of .Melbournein 1965.He is president of the Victorian branch of the AustralianRadiation Society and for some years has giventhe annual graduate lecture course in microbial geneticsat Monash, His main research activity since 1953 hasbeen a genetic study of the bacterium Pseudomonusaeruginosa.Dr. Holloway is married and has two children.Professor B. W. HollowayProfessor S. Faincsr·CONU CHAIR OF SURGLRYThe second chair of Surgery at Prince Henry's Hospitalis held by Professor James McKinnon Watts,formerly a senior lecturer in the department of Surgery.He has worked in university teaching hospitals sincegraduation. From 1962 to 1964 he was the EdwardLumley Surgical Research Fellow and a lecturer insurgery at the University of Leeds. Before coming toMonash in 1965 he was a research surgeon in the departmentof Surgery, University of California School ofMedicine. His research activities involved the liver andextra-hepatic biliary tract.In 1956 Professor Watts graduated M.B., B.S. fromthe University of Melbourne and in 1962 became aFellow of the Royal Australasian College of Surgeons.In 1960 he received the Australian OrthopaedicAssociation Essay Prize and in 1962 the MoynihanPrize which is awarded by the Association of Surgeonsof Great Britain and Ireland.36

FIRST PART-TIME PROFESSORDr. Harry William Garlick has been appointed parttimeprofessor in the Monash department of Medicine atPrince Henry's Hospital. This is the first part-time professionalappointment to be made at Monash. Suchappointments allow distinguished men in the communityto become closely associated with the University and itswork.Born at Cranbourne, Victoria, Professor Garlickwent to the University of Melbourne where he graduatedBachelor of Medicine and Bachelor of Surgery in 1941and Doctor of Medicine in 1949. From 1950-51 he didpostgraduate work at London Hospital. During the warhe served in New Guinea and New Britain as a captainin the Australian Army Medical Corps.He has been Honorary Physician to In-Patients atPrince Henry's Hospital since 1962. From 1954-61 hewas sub-dean of the hospital's clinical school and in 1965was appointed dean.Professor Garlick is married and has three daughters.FIRST CHAIR OF [CON01>lIC HISTORYThe foundation chair of Economic History in theUniversity is held by Professor John McCarty wholectured in economics at the University of New SouthWales and who, since 1961. had been senior lecturerin economic history at the University of Sydney.A graduate in commerce of the University of Melbourne,he obtained the degree of Doctor of Philosophyfrom the University of Cambridge in ]961.In ]962 he became editor of the Australian EconomicReview and has been co-editor since 1966.At present Professor l\1cCarty is working on twobooks, one of which is based on his Ph.D. thesis "Britishinvestment in overseas mining 1880-1914". He is also,in conjunction with Dr. Hughes of the AustralianNational University, writing on the economic history ofAustralia.Proiessor J. McK. WaftsProfessor H. W. GarlickCHAIR OF ZOOLOGYUnder Dr. J. W. Warren, who has been appointedto the chair of Zoology, Monash became the only Australianuniversity to carry out research in paleontology.Professor Warren graduated as Master of Arts fromthe University of California and in J961 received thedegree of Doctor of Philosophy from the same University.After he left the United States he became alecturer in the department of Zoology at Monash andearly in 1967 was made acting chairman of the departmentwhen the late Professor A. J. Marshall was appointedto a personal chair.He is primarily interested in the origins of highervertebrate groups and their early radiation and hascarried out work on fish remains in eastern Victoria,which represent the earliest known vertebrates inAustralia. He has also recently rediscovered a valuablefossil location in northern Victoria. He was mammalolegistwith an ecological survey in the arctic regions ofAlaska, and in 1961 the Society of Sigma XI allowedhim a travel grant to work with the major paleontologicalcollections in the United States.Professor Warren spent the early part of this yearstudying the northern hemisphere collections in Britainand the United States.Proicssor J. W. rVWUflProfessor J. W. McCartyfOURTH CHAIR OF l.cOUCATIONThe fourth chair of Education has been filled byProfessor Ronald Taft.He is the permanent Australian delegate to theAssembly of the International Union on Psychology, anda fellow of both the British Psychological Society andthe American Psychological Association. He is also amember of the Social Science Research Council of Australiaand New Zealand and of the Indian PsychologicalAssociation.From 1942 to 1945 he was employed as an industrialand personnel adviser in the Department of Aircraft Productionand the Australian Institute of Management. In1950 he became a research assistant and foundation staffmember of the Institute of Personality Assessment andResearch in the University of California. He has heldappointments as senior lecturer and as reader in psychologyat the University of Western Australia, andsince 1966 he has been reader in psychology at MelbourneUniversity.Professor Taft graduated as Bachelor of Arts fromthe University of Melbourne and went on to graduateas Master of Arts from Columbia University in ]941.In 1950 he received his Ph.D. from the University ofCalifornia where his fields of work were personalityand social psychology.37

MONASH UNIVERSITY GAZETTEThe editor of the Australian Journal of Psychology,he has also had several works published, includingpapers on the assimilation of migrants, on personalityand personality assessment and on social values, attitudes,and ways of life.Professor Taft, who is married with three children,took up his appointment in June when he returned fromthe United States.CHAIR OF SOCL\L AND PREVENTIVE MEDICINEA former Fulbright Research Scholar, Dr. BasilHetzel has been appointed to the foundation chair ofSocial and Preventive Medicine at the Monash MedicalSchool, Alfred Hospital. Since 1964 he has been theMichell Professor of Medicine at the University ofAdelaide.Professor R. TaftProfessor B. S. HetzelAfter graduating from the University of Adelaide, hespent three years as a Fulbright Research Scholar in thedepartment of Medicine, Cornell-New York HospitalMedical Centre. He W[lS reader in medicine at AdelaideUniversity from 1958 to 1963 and on five differentoccasions has been an overseas visiting professor. Since1965 he has been a member of the Interim Council ofthe University of Papua and New Guinea.He has made a notable contribution to preventivemedicine, particularly in regard to goitre in New Guineaand Tasmania. In 1964 he was awarded the Eric SusmanPrize for medical research by the Royal AustralianCollege of Physicians for work published in thisfield.Professor Hetzel is married and has five children.("HAIR OF INFORI\IATION SCIl:N("LDr. Christopher Wallace, a former senior lecturer inthe Basser Computing Department at the University ofSydney, has been appointed to the foundation chair ofInformation Science. Hisfirst experience with electronicdata processing wasduring his years as a Ph.D.student when he designedand constructed an automaticdata recording systemfor a large cosmic showerarray. In 1960, with the cooperationof Dr. M. Rathgeber,he designed and builta considerably larger andmore sophisticated data recordingsystem which is stillin use. At the University ofIllinois, where he was aProfessor C. S. Wallace research associate in thedigital computer laboratoryfrom 1960-1962, Professor Wallace designed and commissionedthe input-output control section of the IlIiac 2computer and contributed to the design of other sections.In 1955 he obtained the degree of Bachelor ofScience, with first-class honours in theoretical physics,from the University of Melbourne and in ]960 wasawarded the degree of Doctor of Philosophy.Since his return to Sydney he has devoted much ofhis time to various extcnvions and improvements of theKDF9 computer. These have included the redesign ofits input-output control to allow a greater variety ofperipheral equipment to be used simultaneously, agraphic input, and data links between KDF9 and twoother computers.He is also the joint author of fourteen papers publishedsince 1956 and the sole author of another five.Professor Wallace is married with two children.38