Miami University - Recensio Yearbook (Oxford, OH)

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curriculum, transplanted from the East was Miami's first Greek organization. Miami reacted by becoming the home of three new fraternities within a few years, thereby establishing its own Greek tradition and earning the name Mother of Fraternities. Thus, not only did Miami fail to receive support from Eastern colleges, Miami reinterpreted the transplanted Eastern heritage. Another factor that makes Miami a school with strong traditions is that the people who built and attended the early school believed in it. Miami had difficulty opening. A grammar school was started in 1811, but Miami did not open as a full college until 1824. Even then, finances were shaky. For a variety of reasons, the school was forced to close in 1873, and it did not open again until 1885. The STRONG The college of Old Miami .con- sisted of three buildings; Harri- son, Elliot and Stoddard Halls. administrators, faculty, students, and alumni who supported Miami throughout its years of difficulty grew to love the school. Consequently, they expressed their beliefs by establishing traditions 1. traditions which reflected Miami's peculiar situation. Russian Jews and Miami University are not so different as one might think. Each group has a history which defines what it means to be a member of that group today. Like those associated with Judaism, those associated with Miami should investigate their heritage and learn their traditions. For a knowledge of the school's heritage certainly adds to the meaning of being a member of the Miami community. By Forrest Houlette TPAD TION With the demolition of the last tower of Old Harrison Han, wheels began turning for the con- struction of the present day Harri- son Hall. y i '2 E. i g '2 1;

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There are many differences between a stage play and a students and faculty had nowhere to turn for amusement university, but in at least one sense Miami and FIDDLER or inspiration. They had to make their own fun and rely on ON THE ROOF have much in common. In the Opening their own ingenuity. What resulted, of course, were the number of FIDDLER, the entire cast laud tradition as the traditions which even today identify the school as being single element that keeps their lives together. Indeed, different from other schools. The link between FIDDLER without the Jewish traditions, these characters would be and Miami is therefore the tradition that undergirds both. identitiless. They would not be distinguishable as What makes Miami so different? For one thing, the fact individuals or as a community against the Russian that it is not an Eastern school. When Miami was founded background of the play. Miami, like this community of in 1809, Oxford was the name given to a wooded township Russian Jews, poss'esses certain traditions. And. anyone designated by the federal government and the State of who reads up on Miami has to agree that Miamiis Ohio to support a frontier university. A few Eastern traditions are more idiosyncratic than they are colleges donated a few books or a little money toward transplanted from other universities. Miami grew up Miami's establishment, but nothing else. The only alone, quite isolated from any population center. The tradition, save the Classical content of the original CH HEQITAGE AND Slant Walk has been the main ar- tery of the campus for a century; It Festive commencement weekend evolved from a dirt path to a attracted many alumni. This be- gravel path, to a concrete came. a formal event in 1947 when thoroughfare. the f1rst alumni secretary was ap- pointed. A commencement procession of the mid 50's proceeded from Withrow Street into Withrow Court.

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Grey Gables, built in 1930 and construction of the University bought by the university in 1957, Center, it was moved 'to its originally stood at the corner of present location where it houses the Admissions Office. Spring and Patterson. Prior to the The Slant Walk originally ended at Northeast and Southeast Halls, where Miami students lived dur- ing the days of Old Miami. Between 1880 and 1890, Miami's faculty was called the Dude Fac- ulty. These men brought a bit of scandal to the campus, for they were rumored to have danced in every capital of Europe. Even though they earned their degrees at Princeton and Yale, their social reputation was greater than their academic reputation. A LIBERAL ARTS In 1824, Miami began its first year of college instruction. The curriculum was strictly classical, consisting of Greek, Latin, algebra, modern geography, and Roman history. Students recited their lessons in class and spent long afternoons preparing them. By the next year it was realized that may students were interested in training for more practical professions. Miami decided to offer a course of study leading to certification instead of a degree. Run by the newly created English Scientific Department, the curriculum offered applied mathematics, modern language, and political economy. By this time students were receiving a smattering of botany and geology lectures, and a few lessons in English composition. Professor McFarland introduced practical engineering and astronomy. But most of the students' time was still spent reciting the classics. In an attempt to bolster enrollment in the 1870's, President Hepburn liberalized the academic organization. Written examinations replaced the previously oral tests. An English Language and Literature Department was added. Still enrollment dropped, and in 1873 Miami closed its doors. When Miami reopened in 1885, the old curriculum was noticably outdated. President Thompson re-established the BS. degree, and again made modern language an option. The departmental honors program that is still in use today was established. A Normal School for women was established in 1902. The college was integrated with the regular university. Only the methods courses were separate. The William McGuffey Lab School was established to provide experience for those in the Normal School. Celebrating the 100th anniversary of college instruction, President Hughes set forth his program for the school's second century. It called for the retention of personal relationships between students and faculty, and gave ample provisions for superior students. Hughes felt it necessary to emphasize spiritual values over material things. Miami University was the first school to develop a tradition of the artist-in-residence, that was soon a