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

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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

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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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Ilarry II. Provlti, J. itii Owrr. Mnry It. Mrrrlll. W. 1. Hratrr Administrators . . . cooperate to promote the welfare of the University. ronality, health, finance, home, and social life. Academic guidance in the form of advice on program of study, conference with faring students, and discussions with faculty members and parents about scholastic programs of students is on her list of duties. Miss Merrill also teaches English and freshman sociology, regarding this as a refreshing activity. She supervises social affairs for all students and extra-curricular activities for girls, together with discussing phases of vocational guidance. While Miss Merritt represents officially the girls of the school, Mr. Hiss holds a purely functional office in that he handles all the mechanics of finances. Although the jxjsition of business manager was created only two years ago. Mr. Hiss was assistant treasurer and auditor for the previous six years. C'oojierating with the President, Dr. Owre, and Mr. Hester. Mr. Hiss is responsible for a preparation and maintenance of budgets for all departments. The budgets are then approved or modified by the president and his staff. The subsequent supervision of the accounting of academic incomes and expenditures of the University is another of Mr. Hiss' duties. Tuitions, fees, instruction expenses, faculty salaries, library, laboratories, and supplies fall into this division, as do the auxiliary departments, comprising athletics, bookstore, cafeteria, dormitories, etc. Improvements as to building and equipment, are approved through the budget. Acting as Secretary of the University is I)r. Owre, general advisor to Latin-American students and teacher of Spanish. This “contact man for the president and faculty cooperates with Mr. Hiss in the collection and disbursement of many problems. Questions of courses, scheduling, bulletin, appointments. University correspondence, and inquiries are included in his work. Persons requiring interviews are met by Dr. Owre. To see that business is expedited more efficiently is another of this secretary’s tasks, who also works with the faculty committee, insuring the coordination of various departments. After coming here in 1935, Dr. Owre obtained his present position in February, 193S. Although Mr. Hester's work is closely related to that of Mr. Hiss and Dr. Owre. his is not entirely academic. His attention is directed largely to athletic and legal matters. Mr. Hester acts as secretary to both the faculty in law school and to the faculty athletic committee. He works with the athletic department in determining the eligibility of athletes; information about the scheduling of trips goes through the hands of Mr. Hester and Mr. Hiss. Dealing with the clearance of land titles of property owned by the University. together with tax questions, Mr. Hester, too. confers with Mr. Hiss when financial problems arise. He has been teaching law here since he received his [10] by HELENE PUTNAM To enforce their policies for the best interests of the University of Miami and its student body is the objective of the five administrative officials Miss Mary B. Merritt, Dean of Women; Dr. J. Riis Owre, Secretary; Mr. U. J. Hiss, Business Manager; Mr. W. J. Hester, administrative assistant; and Mr. Harry H. Provin, registrar, whose positions are closely connected. All five cooperate with the deans in promoting the work oi the various departments. Miss Merritt acts largely as a general personnel officer for the girls. Having been here since the organization of the school in 1925. and dean since the fall of 1929, Miss Merritt is well known by all current and past students. Together with coordinating the various academic and social interests of women students, our Dean of Women guides the girls in problems of per- buxintM Mmiancr U. J. Hiss (CONTINUKI) ON PA«K 198)