February, 1968

FACT SHEET
PROPOSED NORTH SHORE COMMUNITY COLLEGE

LOCATION

In existing facilities at West Vancouver Secondary School, 1750 Mathers.

SERVE

North Vancouver, West Vancouverj Howe Sound, and Sechelt School Districts.
March 7th on question: Are you in favor of establishing a community
college on the North Shore? Needs a 50% majority to pass. Tenant and
owner-electors can vote.

COST

To taxpayer: In 11est Vancouver and North Vancouver, two-thirds mill or
$7.00 per year on home valued at $25,000. Sechelt and Howe Sound,
slightly over one-third mill, or $4.00 per year.

HOURS

4:15 to 10:30 p.m., Monday through Thursday.

START

This September if plebiscite passes.

FEES

Term of two semesters, $200.

ENTRANCE

For two year academic and technological program at college level, high
school graduation needed.

Eight months term.

For older students with less than Grade XII standing, would be academic
upgrading courses to bring up to entrance level.
For non-academic, general interest courses for adults, no prerequisite
for admission.
CURRICULUM Academic: Replace Grade XIII and add another year. These are transfer
programs and students graduating from either first or second year will
be accepted at universities.
Vocational: Technical and vocational programs leading to careers in
the community. They will be two years in length and terminal in
character -- accounting, business, data processing, specialized
secretarial training, drafting, insurance, finance and investment,
laboratory technician, electronics, are some examples. Particular
courses offered would depend on demand.
Counselling: Active and extensive program for adults who seek
retraining, for stud"mts to pursue most beneficial course.
Adult Education: For those who seek upgrading of technological skills,
a part-time program of cultural interest, to learn new skills in order
to re-enter business, or a worthwhile way to use leisure time.
Community Service: College could become the focal point of the
educational and cultural life of the region.
NEED

More than 1,900 students in Grade XII in four districts. Only top
25%, or A and B average students, can meet university admission standards.

SHARING

Cost will be shared by provincial government on basis of 50% of
approved operating costs.

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Realizing that many of our volunteer workers are extremely
busy in business and community affairs; we decided to make this
"College-Now!" campaign of short duration. We vote on the
plebiscite on March 7.

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We're short on time and money: And this means getting our
story out in the quickest, most economical way. The general basic
information on this type of college (sometimes called community

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or regional) is the same throughout B. c. So to get the 11 CollegeNow%" campaign off to a fast start -- to give you the essential

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story NOW -- we have used material from other B.C. sources. Other
College Boards are right behind us in our drive to get the College
underway by this September.
Yours sincerely,

c. Peter Jones, Chairman,
Comprising:

North Shore Regional College
Coordinating Committee.
Sechelt, Howe Sound, West and North Vancouver School
Districts.

ANSWERs
To YODR

QUESTIONs
about th

REG/ON e proposed
AL COLLEGE

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What is a Regional College?
A regional college is something entirely new
and different. It is designed to serve the needs
of all the residents of the region. It is an institution prepared to offer courses of vary~g
lengths and intensity in any fie~d of st?dy . m
which the residents of the region desire Instruction.
This type of college is the ~utco~e _of ~e
need for a flexible and economical msbtubon
of higher enducation to serve high school graduates and non-grduates over 18 who seek further
education and persons desiring to broaden the~
knowledge in technical, vocational or academic
areas.
The college makes a university education
economically possible for MORE stude~ts by
providing the first two years in our region. It
provides college level vocational courses and
technical education "tailor-made" to the area
it serves, and "up-grading" courses to meet
specific needs.
Progress in today's world d~ands tha~ education be continuous, progressive and flexiblelimited education is a definite handicap in this
era for people of any age.
In summary-the regional college is a twoyear institution providing technical, transfer
and general education courses. Its primary function is to satisfy local and regional needs. Planning and control rests with your local and regional boards.
How does a Regional College differ
from existing educational institutions?
A regional college provides a flexible offering of college level vocation~! and techni_cal
courses and a strong emphasiS on counselllil:g
and guidance services. Th~ are. th~ b~c
features of this unique educational Institution.
To the high school student who is classified
as a "drop-out," for reasons often beyond his or
her control, the regional college says our door
is open if you want further education-there is
hope!
To the Grade 12 student desiring to find his
or her career in our own region or the outside
world the college can give close-to-home guidance, ~unselling and education leading to employment and a car~r..
.
.
Our present institutions of higher education
do not offer this diversity and flexibility.
What are the advantages of this
type of college over other educational institutions?
Students can receive training beyond the
secondary.schoollevel much closer to their own
homes. They will be able to go home at weekends and parents can visit them more easily.
The cost of tuition at a regional college
will be considerably less than that .invc;>lve;cl in
attending existing post-secondary institutions.

The change from high school to postsecondary institutions will be easier.
The regional college will be smaller in size
than many other training institutions thus permitting closer personal contact between teachers and students.
Universities are having more and more demands made upon their facilities. Under these
c±reumstances regional colleges can provide opportunities for some students who would not
gain admission to a university.
The Regional College will be able to m3:ke
use of highly trained specialists from ma~or
industries of· the college region. These specialists will be able to provide advice for planning
programs to meet local needs.
The Regional College will stress personalized instruction and counselling. The staff's
prime responsibility will be that of teaching.
Students will be able to change programs,
and change within programs with a minimum
of lost effort, time and money, because the
Regional College will offer a wide variety of
types of post-secondary school programs.
Where is :this :type of college now in
operation?
The regional college is not new to many
areas of North America. Operating under a
variety of names, but offering much the same
program, are over 750 colleges in the United
States, and colleges are now being established
across Canada.
In 1965, Vancouvelr City College began operation, and in 1966, Selkirk College, Castlegar,
B.C., opened its doors to offer students comprehensive courses in academic and technical
education.
Who needs this college?
1. Persons who have the capacity for a university education but who prefer to complete the first two years in a college closer
to home.
2. Persons who desire a university education
but who failed for one reason or another to
complete the necessary courses in high
school.
3. Persons who need technical, technological or
semi-professional training for entry into the
world of work.
4. Persons who are not certain of their career
goals but who wish to continue education
beyond the high school level.
5. Persons who wish to take "up-grading" and
"refresher" courses related to their own occupations.
6. Persons who wish from time to time to take
short courses or seminars for their own enrichment and interest.
7. The regional college area itself will benefit
from the up-grading of the education of its
residents.
8. Industry, too, will benefit in that more highly trained and specifically skilled workers
will be available.

What courses could be offered a:t :this
College?

Is :there a need for a Regional
College?

The first and second years of Arts and
Science which allow students with satisfactory
records to attain credits on transfer to university, technical and general courses.
Grade 13, as it now exists, will come under
the jurisdiction of the Regional College Council after the College is established.
The courses to be offered will be determined
by the Regional College Council on the basis of
student requirements. Courses will be added to,
and varied from time- to time as needs change.
Many of these will be developed to meet the
local needs of the forest industries, agriculture,
health servic-es, government, education, commerce, and the general business community.
For the pup11 whose education has been interrupted before high school graduation, special
courses are possible to enable the student to
meet the college's entrance requirements.
Sufficiently high standards in post-secondary
courses will ensure recognition by other postsecondary institutions, business, industry and
public services. Students will be encouraged to
meet the challenge and develop their abilities
and skills to the fullest extent.

University candidates who cannot, because
of financial or domestic circumstances or lack
of maturity, attend a
university can be
served locally.

What are the admission requirements of a regional college?

More and more people are seeking training
in cultural activities. These people can be well
served by this college.

Prospective students must be either high
school gvaduates (on the Academic, Technical or
Vocational Programs) or be over eighteen years
of age. All students must also have the capacity
and willingness to learn.
Some students who may have deficiencies
from their high school programs will be given
certain College Preparation courses in order to
permit them to continue their studies on a
.
College Level program.
The College will have a comprehensive
Counselling Department to help students select
the kinds of programs on which they can be
successful.
Non-academic extension department courses
will be available to adults. There are no prerequisites for these courses.
What will :the fee cos:t probably
be :to s:tuden:ts?
The exact fee structure cannot be determined until the Regional College Council is
formed. However, it is reasonable to assume
they might be approximately those charged at
Selkirk Regional College and Vancouver City
College, where the fees are $200 a year; university fees are more than double this amount.
Students from non-participating districts
will only be considered if space is available, and
they would pay higher fees.
Students may be eligible for scholarships,
bursaries, Provincial Government fee remission,
and other financial assistance and grants as
well as the Canada Student Loans Plan.

Yes:-The ne-w Secondary School curriculum
has greatly increased educational opportunities
for non-academic students. Many more students
who desire to continue their education in their
chosen field are graduating.
The advances of modern technology in business and industry has made it necessary for
many adults to upgrade their education and
learn new technical skills. Encouraged by Government and industry the field of continuing
education, full or part time, is growing rapidly,
and will continue to grow in step with rising
demands for new skills.
Students With University Entrance standing
who do not seek a university degree can benefit
from good programs at the college level.
There must be opportunity offered for further study to those who have not completed
University Entrance and cannot return to a
secondary school.

Will :the College offer adult
education?
Yes-and it is anticipated that a College
Extension Department will be organized to add
to Adult Education programs being carried out
by the school districts, particularly for those
beyond commuting distance. It is anticipated
that this Department will provide advanced
re-training for adults, short courses and seminars for employees in various industries and
businesses, self improvement courses, business
and professional upgrading.
A second major adult-oriented function of
the College might be "Education for Leisure."
Shorter work weeks and earlier retirement ID.ve
many people the opportunity to learn skills for
enjoyment and a fuller life.

In wha:t o:ther ways wUl :the College serve our region?
The highly trained and skilled staff will
provide:
a. A specialized educational and vocational guidance and counselling service.
b. Leadership for cultural enrichment in
the College Region-and for business,
industrial and community consultation.
c. A resource and consultation service to
other educational institutions in the
region.

While the direct benefits of establishing a
College are apparent - not so visible are the
many ways in which the whole area is enhanced.
Labour recognizes the contribution of higher
education to the prosperity, physical and mental
well-peing of the working man.
The increasingly complex industries of the
present and the future, will be established only
where there is a pool of educated people, trained
to serve these industries.
The college will provide such a pool- a
reservoir of trained and specialized people to
enrich the economic and cultural life of our
whole area.

A Plebiscite is the authority of all electors in a
School District to enter into an agreement with
other districts to
operate a Regional
Colleg_e
No School District may
participate in the College unless a majority of
its electors affirm the plebiscite.

Remember this is a PLEBISCITE, not a
Referendum or money by-law. Approval of the
Plebiscite question gives your local school board
(and those of the three other districts) authority
to create a Regional College Council with
authority to plan a regional college
ELECTORS WILL BE ASKED:

"Are you in favour of your school district
participating in the establishment and
operation of a regional college .
A 50% "yes" vote of the eligible voters in
each district is required to pass the plebiscite.

What is the Regional College
Council-and what does it do?

The Regional Council shall be composeu or:
(a) the principal of the college;
(b) two members appointed by the Lieutenant-Governor in Council;
(c) one member appointed by the Minister
of Education who shall be a District
Superintendent of Schools;
(d such other number of members as determined by the Minister to be appointed
by each participating Board, at least one
of whom shall be a trustee;
(e) such other members, representatives of
non-sectarian and non-political community interests, as shall be determined by
the Lieutenant-Governor in Council but
not to exceed two-thirds of the number
appointed under clauses (a), (b), (c), and
(d).

HOW MUCH

The cost of the college to the Districts for the first
year of operation, including setting up expenses, will not be
great, since it will operate for only one term and be located

WILL IT

in existing facilities.
charges to be made.

There will therefore be no capital

On this basis, the mill rate in North and

West Vancouver works out to be two-thirds of a mill and in

COST -US?

Howe Sound and Sechelt, slightly over 9ne-third.
In other words, the North or West Vancouver homeowner
with a home valued at $25,000 will contribute about $7.00
to the first year's operation, of which $2.00 will be for
setting up.
The monthly cost for operating is thus less than $1.00, or
a little more than the cost of a hamburger and a cup of coffee
per month.

In Howe Sound and Sechelt, it is less than the cost

of a hamburger.

(Speaking time- about 13 min.)
T~E

COMMUNITY COLLEGE

Ladies and Gentlemen:
It gives me great pleasure to have the opportunity of speaking
to you tonight. I know of no topic in the field of education that is
more interesting and exciting, more timely, and that means more to the
community and to you than the subject of the community college proposed
for the North Shore School Districts. I therefore propose in the next
few minutes to tell you something of the nature and purposes of the
college, and to describe briefly its operation, curriculum, government,
and so forth, so that you may judge whether or not such an institution
would be a valuable adjunct to our educational system.
What is a community college? It is a new type of post-secondary institution, providing two years of education after Grade XII,
whose curriculum is designed to serve the needs of all the residents
of the region in which it is established. It was first introduced to
British Columbia in Dr. John B. MacDonaldfs report, HHigher Education
in British Columbia" in 1962, and legalized through amendments to the
?Public Schools Actv in 1963. Two such colleges are at present operating in the province; Vancouver City College in Vancouver, and Selkirk
College in Castlegar. Three more have been authorized and are in various stages of planning in the Okanagan, the Prince George area, and on
Vancouver Island. If you approve our college on the plebiscite, it
will be the sixth so approved in the province.
The community college is also new in concept in this
province. It is not a university; it is not a glorified high school;
it is not a vocational school. It is an institution prepared to offer
courses of varying length and intensity in any field of study in which
the residents of the region desire instruction. Its primary function
is to offer young people programs which will enable them either to find
careers in which their abilities will be challenged and which will lead
to responsible positions in the regional economy and society, or to
progress to other institutions where their formal education can be continued, Its secondary functions are to provide for the broadening and
upgrading of educational levels among the adults of the community, and ·
to act as a focus for the educational and cultural affairs of the
community.

-

2 -

The college discharges these functions by offering six programs. First, an academic or transfer program for students who either
wish a broad general education for two years or wish to transfer to the
universities for further study. For these students, then, the college
would replace Grade XIII and add an additional year. It would provide
entrance to a constantly-expanding number of university faculties at the
third-year level, such as law, nursing, dentistry, medicine, engineering,
education, and so forth, as well as to the academic fields of the
sciences and the humanities. 'fhere would also be a pre-academic program
for students who are not able to assume the academic program immediately.
Secondly, technical and vocational programs leading to careers in the
community. In general, these will be two years in length and terminal
in character. They will enable students who have completed Grade XII
on some program other than academic, such as, for example, commercial, or
industrial, to complete t't'I!O years of additional training and so become
competent to assume a responsible position in business or industry.
Examples of such courses are accounting, business, data processing, speciaJ_ized secretarial training, drafting, insurance, finance and investment,
:'.D.boratory technician, electronics, and so forth. 'l'he particular courses
offered would depend upon demand. 'l'hirdly, a general program to prepare
~he student for effective citizenship in a free society and for creative
participation in a wide range of life?s activities. Fourth, an active
.:t~1d extensive counselling program vJhich would assist the student in seeking out and pursuing the most beneficial course for him as an individual.
Fifth, a program of adult education for adults who seek retraining or
upgrading of technolosical skills, a part-time program of cultural interest, an opportunity to learn new skills in order to re-enter business
or professional fields, or a worth~while way in which to use leisure
time. Sixth, a program of community service in which the college could
become the focal point of the educational and cultural life of the region.
Over a period of time, it could provide for the general public, amateur
theatre, public lectures, se:ninars and workshops, recitals, a forum for
the discussion of community and civic affairs, and the resources of a
well-equipped library.
Incidentally, such an institution is not new upon this cont,inent. Such colleges have been operating successfully in California for
more than fifty years and in the State of Vlashington for more than

- 3 twenty-five. You may have heard of them as junior colleges, regional
colleges, community colleges, or comprehensive colleges -- it does not
matter. For our purposes tonight, they are essentially the same kind of
institution.
It is more than three years now since the School Boards on the
North Shore met to discuss whether or not a college was necessary in this
area. Their primary concern was for the unmet needs of the students.
More and more people, both in school and out, were realizing that more
than a Grade XII education was necessary to achieve success in the technological world that is growing up around us. On the other hand, the
universities, which had formerly accepted all students with Grade XII
academic standing, were forced by pressure of numbers to restrict freshman registration by raising admission standards. Many fine students
were thus denied the opportunity of continuing the studies which they
so urgently needed. Time has shown the concern of the Boards to be valid.
Each year, the number of Grade XII graduates increases; each year the
universities raise the admission barriers a little hi~er. ·rhey are
already on public record that next September the barriers vdll rise again.
During the same period, a new secondary school curriculum was
established under which a student might gain Grade XII in a number of
alternate fields of study, if he were not disposed to follow the academic
path. But at the end of Grade XII, these students were faced with the
same problem-- there was nowhere to go except to work. Potentially,
they are the source of the technical and business personnel that Canadian
industry needs so badly, but they have no opportunity of qualifying themselves. It was the belief of the Boards that the establishment of a
community college v.rould provide the opportunity so badly needed by all
these students.
During their three years of preparation, the Boards have had
two independent professional studies completed to test the validity of
their belief that a college is necessary. The first was done by
Dr. Halter Hardv.rick of the University of British Columbia and Professor
Ronald Baker of Simon Fraser University in 1965. It determined beyond
question the need for the-college, and showed that the North Shore had
both the population and the financial base to support such an institution.
A subsequent report has just been completed by Davis, Ralston, ll1acConnell,

- 4 of Palo Alto, who are world-wide consultants in educational facilities.
They have confirmed. the findings of the Hardwick report~ provided us with
much useful data about population projections, future student enrollments,
curriculum, probable building needs, and see an ultimate projected enrollment in the college of 6,000 full-time students.
Representations have been made by the Boards to the Adademic
Board for Higher Education in British Columbia and have been approved
by them. Similar representations have also been made to the IVIinister of
~ducation and have been before him for some time.
The approval of his
Department is implicit in the permission now granted by the Council of
Public Instruction to hold a plebiscite in the School Districts concerned,
It is now up to you to see that we get this college by supportin.:; it
strongly on the March 7th p~ebiscite.
Let me digress for a moment, and talk about the legal steps
necessary to establish a college. They are three in number, First,
each School Board, once it is satisfied that there is a genuine need,
must submit to the lVIinister of Education a by... law stating that it is
willing to establish and maintain a college either by itself or in con~
junction with other School Boards,and asking permission for a plebiscite
upon this matter. Each of the four Boards concerned with this college
has done this and the requests for plebiscite have now been granted.
The second step is the plebiscite. This is a simple yes or no vote upon
a question which is worded approximately as follows:
11 Are you in favour of your School District participating
in the establishment and operation of a re;sional college? 11
There is no money commitment in the plebiscite. A 50~~ yes vote of the
eligible voters in each District is required to pass a plebiscite in
that District.
In each District where the plebiscite is passed by the electors,
the School Board may then participate in the formation of a Regional
College Council, which is the governing Board of the college, and through
the Council will assist in planning the college itself. Its students
will have a prior right to attend the college. In any District where the
plebiscite is defeated, the School Board may take no further part in the
college, and its students have no claims to attend unless there is excess
space. Since the Act at present does not provide for a plebiscite to be

- 5 offered more than once in a School District, it is vitally important that
the plebiscite on March 7 be passed. It should be noted that this does
not commit the community to spending any capital funds for buildings or
equipment. This is separately voted later, as a capital referendum.
The third legal step is the appointment of the Regional College Council
by provincial and local bodies jointly. This is the body which governs
the operation of the college and determines such things as admission requirements, standards, curriculum, and so forth. 'rhe Council is composed
of the Principal of the colle0e, two members appointed by the LieutenantGovernor-in"Council, one member appointed by the Minister of Education
who shall be a District Superintendent of Schools, such other number of
members as shall be determined by the l.VIinis ter, to be appointed by each
participatin6 Board, at least one of whom shall be a trustee, and such
other members representative of non-sectarian and non-political community
interests as shall be determined by the Lieutenant~Governor-in-Council,
but in any case not to exceed two-thirds of the number of people already
appointed in the previously-mentioned categories. It is important to
note that all Boards are represented on the Council at all times. It
is through them that the community can influence the operation of the
college.

Let me now describe to you in a little more detail the college
that we are proposing. It is a fact that for some time now capital
financing has been hard to get and educational building has been restricted to the provision of essential classrooms. It is also a fact
that even if the necessary money referendum were to be passed, it would
still take some two years to obtain and develop a campus and plan and
erect suitable buildings. Meanwhile, in the four School Districts concerned, we have over 1,900 students in Grade XII today, a great many
of whom will want to commence post-secondary training next September.
Accordingly, last November, the College Coordinating Committee adopted
a new plan of procedure, but, one which has frequently been operated
successfully elsewhere. They decided to open the college next September,
if possible, using the facilities of an existing secondary school, in
this case, the l!est Vancouver Senior Secondary School. The college would
operate on an extended-day basis, that is, the college day would be from
about 4:15 in the afternoon to 10:30 at night, four nights a week, Monday
through Thursday. This would provide 16 one and a half hour periods, of

·-

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which 10 would be required for a full yearYs program. The college term
would be approximately 16 weeks in length; two terms would constitute a
college year. Fees would be about $100.00 per term, or semester, or
~200.00 a year, compared with a fee of more than twice that amount charged
by the universities. For the two-year academic and technological program
at the college level, high school graduation would be the minimum admission standard. For older students with less then Grade XII standing,
provision would be made in academic upgrading courses to bring them up to
the level at which they might enter upon their colle~e studies. For nonacademic, general interest courses for adults, there would be no prerequisite for admission.
\fuile the college is sharing the senior secondary premises,
every effort will be made to prevent either institution being detrimental
to the other. The college will have its own administrative offices, its
own library, its own student centre and bookstore. Certain areas of the
high school will be out of bounds to college students during the late
afternoon, in order that the secondary school 9 s athletic and extracurricular activities will not be damaged. A liroson co~nittee will be set
up and maintained to iron out the numberless little problems that occur
when two families occupy the same household.
Ultimately, the college will have its own campus and its own
buildings, but it is probable that it will remain in these shared premises for as lons as four years. Since it will offer only the freshman
year in its first year of operation, it will take two years to develop
a complete program. It will then be time to think of a permanent campus
which, as I have indicated before, would require two more years to bring
to realization.

A word should be saiu about the standard of work in the college. It will be just as high as that at the universities. It must be
so, for only by keeping to such a standard can the college obtain and retain accreditation from the Academic Board of British Columbia, and this
it must have if its students are to continue to graduate into the third
year at the universities. Therefore, while there will be quite an open
admission policy, there will also be a policy of selective retention,
based on the individual success of the stuuent. For those who find the
standard too hi6h, every effort will be made throu6h counselling to direct them into other prc~rams to which their abilities are better adapted

- 7 ~nd

in which they will succeed. For this type of program adjustment,
the short terms and the low fees are extremely valuable, since a student
may adopt a different and more suitable course of study with a minimum
loss of both time and money.
I should also like to discuss briefly the financing of the
college. Under the existing provisions of the 1 Public Schools Act' ,
the Provincial Government will contribute 50% of the approved operating
costs. The other 50% is raised by the College Council, first through
student fees and secondly through local taxation. When the college
develops a campus, the Provincial Government will also contribute 50%
of the capital costs for buildings and equipment, with the exception
of ·the cost of the land and its development. In 196$, the estimated
budget provides for the serviceq of an administrative staff for some
eight months and for the college as an operating entity for four months.
It also provides a considerable sum of money to meet the costs of setting up the college in general, and of providing the initial library
in particular. These setting up expenses would occur the first year
only. Under the cost sharing arrangement tentatively approved by the
four School Boards, it is estimated that after deducting the provincial
~rant and student fees, the operation of th~ college in its first year
would cost about 2/3 of a mill in North and West Vancouver and slightly
over 1/3 in Sechelt and Howe Sound. For example, a West Vancouver
taxpayer with a home ~Yailiuec:t-.,;, at $25,000 would contribute $2.00 toward
setting up the college and . $5.00, or less than 4> .• 5·0 a month to finance
its operation. Tne taxpayer in Sechelt on a similar assessment would
pay slightly over half as much.
Ther·e is considerable discussion as to why a community should
be taxed locally for this kind of college when this is not done in financing the universities. There is perhaps a certain rationale to this.
The universities are in no sense local or regional. Their outlook is at
least province-wide and usually national or international in scope.
They are autonomous bodies and their policies and curriculum are not
subject to local control.. The college, on the other hand, is a community
affair. Its Board of Governors are local citizens, and its curriculum is
responsive to community needs. Its technical and vocational courses are
usually backed up by citizen's advisory committees. It is perhaps not

- 8 -

al to.sether unreasonable that a community should contribute nome thing
directly to the support of its own college.
There is a widely-held view that the present system of taxation
is inequitable, that the local taxpayer carries too great a burden, and
that the Provincial Government should provide n greater percentage of
support. vJith this, the members of the Coordinating Cornmittee, as trustees and citizens, are in sympathy, but it shou.ld be pointed out that the
equity of the system of taxation is one matte::", rmd the need of our young
people for college education is quite another. The two should not be confused. Citizens who vote against the plebiscite should do so because
they feel the college is unnecessary, is unsound, or is educationally
undesirable, but not as a protest against the present system of taxation.
This will not rectify the system, but will do irremediable harm, both
to our young people and to all who might benefit from the presence of a
college in our community. The effective way to tax relief is through
the representations of responsible bodies such as the Union of B. C.
Municipalities, the B. C. School 'I'rustees Association, the B. C. Teachers
Federation, and others, and in point of fact such representations have
already been made by some of these bodies.
In concluuing, let me again emphasize the widespread need that
exists for this :ihstitution in these four communities. It will serve
everyone from 18 to 80. There is no one in this room, whether manual
worker, office worker, professional, housewife: t,sD.chGr, or what you will,
vvho will not be able to profit from this colle;:;e, if h8 or she wants to.
But most of all, it will provide for our young people the opportunity
they need. It will provide a challenging edUcRtion for the exceptional
student. It will offer to the student with G:r·ade XII academic standing
an opportunity to attend college near home, ;•.t ).ower fees~ and with voc··
ational and technological alternatives not offe:~ed by the four-·year
colleges. It will offer opportunity to those stud0nts now graduating on
other programs than the academic. It will offe~:- A second chance to those
students who for any reason terminated their educ::·ttion bGfore completing
Grade XII. These, by the way, constitute some 509; of our student body.
It is interesting to note that in Vancouver, out of every 100 students
enrolled in elementary school, 49 graduate from Gr~de XII, of which 18
enter university and 11 survive into the second year. We would like to
do something for the other 89 who need this educationRl opportunity too.

- 9 In short, then, we are concerned especially with the large middle group
v'rhom we may call ;•the neglecteu majority;;. ·rhe student who can succeed
in an academic-technical pro3;ram but doesn?t know what he wants to do,
the student who graduates from a vocational course in high school who
wants more training, the student who dropped out of high school anc.l would
like to get back into the educational stream, the adult who feels he
needs more education but also feels he is too old to go back to an existing school, the countless older people who realize that life is a
one-way trip and there are whole areas of knovvledge that they would like
to explore.
And so I ask you, on JVIarch 7th, to vote yes on this plebiscite.
A college is not an ephemeral institution; it can last 100 years. Our
consultants tell us that their projections indicate that this college
will grow to serve 6,000 students, perhaps more. That is larger than
Simon Fraser University is now, and three times the present size of the
British Columbia Institute of Technology. Through the life of this institution, then, untold thousands of future students will benefit,
generation after generation. But to start this process, under our
democratic system, your approval is necessary. This is yours to have
or refuse, for yourself and for them. Don 9 t turn your back upon your
youn; people, your co~nunity, and yourselves. Support this plebiscite;
vote 11 yes :i on March 7th.
Thank you.

NORTH SHORE COMMUNITY COLLEGE
C~MPAIGN CALE1~AR

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