University of Miami - Ibis Yearbook (Coral Gables, FL)

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Education for Democracy J by HAROLD E. BRIGGS Ok the various ideals and theories that have influenced thought and action in the United States, d mocracy has probably been the most outstanding. First finding expression as a phi'osophy in the writings of Thomas Paine, it was later expanded into a program of action by Thomas Jefferson and Andrew Jackson. Accentuated by events in Europe and by the slavery controversy, it was extended in the early twentieth century by the introduction of the long ballot, direct primaries, the initiative, referendum and recall, and by the addition of several amendments to our constitution. Democracy reached its height in the United States when we entered the war in 1917 with the avowed purpose of making the world safe for democracy. The college students of our country answered the call to arms with enthusiasm, convinced of the righteousness of their cause. Many of them died in training camps and on the battle fie'.ds of France that the ideal of self-government might prevail. Since the war there has developed in this country and in various parts of the world a rather strong reaction against democracy both as an ideal and as a practical form of government. The reaction has found active expression in the development of a totalitarian philosophy of government in some countries, in a tendency to centralize governments in others, and in the writings of certain authorities in the field of political science. Another generation of college youth has come to maturity in a world that has come to realize that if democracy is to be saved it will be by the development of intelligent and responsible citizenship through education. The founding fathers of our nation made it abundantly clear that one of the primary purposes of free public education in a democracy should be that of preparing youth for intelligent participation in govern- . . . Self government needs active intelligent voters. ment. In the United States we have no supreme authority to decide what is good for the people. Our democratic philosophy rests upon the assumption that the people can be trusted to choose what they consider best among the alternatives open to them. It is essential, therefore, that citizens of voting age be able to gather facts and information, weigh evidence, carry on intelligent discussion and, finally, to formulate sound and honest opinions. They must be able to decide upon a program of action from various conflicting conclusions. It is as much the function of a citizen to reject unwise proposals as it is to accept sound ones. Hut important as education and information are, they in themselves are not enough to insure successful self-government. There must be an active and intelligent participation on the part of the average voter. Many people today regard government as something apart from the main business of life, necessary perhaps. but only incidental, a function to lx performed by someone else with whom they have little concern. In reality, government is an essential part of every phase of human activity. It is not rightly a matter of choice whether a person shall trouble himself with the affairs of the town, municipality, state or nation, but a matter of preemptory obligation that cannot be avoided by a worthwhile citizen. The experiment of popular government can hardly hope to succeed unless educated citizens generally take part in public affairs. No person is free from that responsibility, which increases in proportion to ability, education and capacity for leadership. Every college trained person should lx? (CONTIXIRI) OX PAGR 19C [8]

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OurUniversity W . . . must contribute culture to the community and the nation. by P. F. ASHE, President When the University of Miami was founded, fourteen years ago. certain definite ideals, aims, and objectives were more or less clearly expressed by the founders and administrative officers. The University’s thirteen years of activity and growth have brought little experience to justify a modification or retreat from the program originally planned. The founders of the University envisioned a large institution, with many students, courses, and schools. Our history justifies the wisdom of this vision. Not many schools in America have paralleled our growth during the short period of our existence, with so little time and effort spent in directly promoting that growth. During a time when enrollments in many localities were static or decreasing, despite efforts to maintain and promote them, we have found it impossible to offer the courses and specialized work sought by literally hundreds of students who would gladly have chosen the University of Miami had it lieen possible for us to care for them. Thus we can confidently predict the eventual establishment of many new schools and specialized courses in the University, as rapidly as funds and facilities are available to add them. Home economics, secretarial work, physical education, engineering, aviation, architecture, pharmacy, medicine, and graduate work in all subjects, are a few of the fields of specialized study which we am expect within succeeding years. As these phases of study are added, we look forward to a constant strengthening of the work now offered, with lietter and better teaching, and an ever more serious response by our students to the educational opportunities which we offer them. Hut the University of Miami should never permit itself to become only an association of scholars, preserving and enlarging the accumulated knowledge and experience of the human race, and transmitting it only to the chosen few who show the highly superior aptitude necessary for admittance to its cloistered halls. A University in America today and tomorrow must be that and more much more. It must take its place in the life of the people and serve all, for all contribute to its maintenance and justify its existence. Knowledge for the sake of knowledge alone, knowledge for the few, knowledge stored away and handled only with reverence, and only upon occasion, has little place in the future of our race. The future of our country and of the world depends upon the rapidity with which the entire human race is educated to capacity. Each man and woman must some day know as much as he or she can assimilate. Then and then only can we expect our human relationships to be conducted in such a manner as to eliminate war. and permit a minimum of human suffering to remain in an intelligent society. A university, in the new sense of the word, must therefore lie prepared to offer as much knowledge as its facilities will permit, to as many persons as possible, and to each to the limit of his capacity, in the fields of his major interest. A democracy can permit no other policy. Furthermore, the University must contribute to the life, culture, and interests of its Students, and to the life of the nation as a whole, as well as to the life of the immediate community in which it is located. The desire for knowledge can be stimulated. It need not be considered purely spontaneous. It is entirely possible to develop a community interest in knowledge, in a better way of life, in a desire for music, art. and what has been loosely called “cultural things.” A university may build standards of loyalty, clean living, ability to survive defeat, sportsmanship. and may create an outlet for the energy. (CONTISCKH ON I'AOK li»t [7]

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Dran iluwrll A. Hnvrn Droll llrliry S. Writ I.ran Hr. .ha Footer I.Vaii J.iliii thn:u llol.Kunrtli Cooperating Colleges . . . enable students to get a well-rounded curriculum. by BERENICE MII.UMAX In the University of Miami there is a link between the various colleges. Students in one college may take advantage of the opportunities offered in another merely by enrolling for courses in it. Such a plan leads to greater knowledge of all fields so that the student does not In-come a one-sided person. In the changing world of today, the undergraduate student needs as much information as he can possibly obtain to help him understand and solve the problems that confront him now and in the future. The University of Miami, through the curriculum it offers and through its faculty, hopes to meet this need. Under the guidance of Dean Henry S. West, the College of Liberal Arts has made continual progress since its founding in 1920. Always the root of learning in a University, the College of Liberal Arts has expanded the number and type of courses to meet the demands of a rapidly growing student body. In the College of Liberal Arts, courses are offered that lead to the degrees of bachelor of Arts and bachelor of Science. These courses run from general or survey courses to advanced and specialized lines of study and research. The departments of all collegiate work are found in the program —English, history and the social studies, modem languages, psychology, natural sciences, dramatics, public speaking and debate. art, journalism, mathematics, philosophy, and education. Two-year curricula in pre-engineering, pre-medical, and in pre-law can be arranged. One of the distinctive features of the University of Miami is its dramatics department, where the student receives actual training in putting on a play, in addition to learning lines and acting before an audience. The art of make up is learned, and ex| erience in designing and constructing sets and costumes gained. The art department is outstanding for the opportunity it affords the student in both practical and theoretical experience. The department of science offers a course in marine zoology which is unique. Few other universities have the opportunity to offer students a study of marine life. Other courses such as tropical forestry are interesting to the layman, while the technical student is amply cared for by the diverse specialized courses offered in the various scientific fields. For several years the University has been working on plans for the establishment of a School of Journalism. Since instruction has been secured for that purpose and more courses in journalism added to the curriculum, the goal has been brought nearer. Under the leadership of the late Professor Orton Lowe, the Winter Institute of Literature was founded; and it has been ably carried forward for the last two years by Walter Scott Mason, Jr. For many years the Institute has brought to the University of Miami many outstanding literary figures. The work of the School of Education is carried on by Dean West, who is directly in charge of it. Degrees offered are bachelor of Science in Education and a two-year normal school certificate known as the L. I. Diploma. The work of the School of Education is recognized by the Florida State Department of Education for issuance of teaching certificates without state examination. The first professional courses to be offered at the University of Miami were in the School of Law, organized in 1926. Under the guidance of the late Richmond Austin Rasco, first Dean of the Law School, much progress was made and recognition was gained from the Supreme Court of the State of Florida. Dean (COSTINLKD ON PAGK lt»T