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

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An early Campus Cill rns' comuiltlrr liirrllng Active Campus Citizens . . . stir up constructive student opinion. What will be accomplished depends upon the cooperation of the entire student body. by ROBERTA BUTLER Oct of the school spirit and enthusiasm of students who desire to make the University of Miami go places there has risen the germ of an organization now known as Campus Citizens. It is composed of all those students who are interested in solving University problems and increasing University influence in the community. Every organization, honorary, social and religious, has been asked to send representatives to the meetings, but it is not limited to them alone. Anyone who is interested may help. Campus Citizens was not begun to take the place of any organization on campus. Its idea is to stir up constructive student opinion concerning our problems as an aid to solving them constructively. It can hardly lx called an organization at all. We have started to work on the problems that seem most outstanding right now, but how much will be done depends upon the student body as a whole. If it supports Campus Citizens, we cannot fail. What has been done so far? Three committees have been appointed by the chairman to work on the various purposes of the organization. First is the orientation committee, now working out plans to get a two day orientation period for freshmen next year. Whether this can l e accomplished will be decided by the administration. James Munley, I-oslic Mann. Harry Odell, Ray Creel, and others are working on the project. The cultural committee is designed to plan for free University dramatic presentations: a limited number of free concerts and extensive use of recordings of the orchestra and band in schools and civic clubs of the area: motion pictures of the University classrooms, campus and athletic activities, to be shown throughout Greater Miami: more radio programs from classrooms and radio lectures by our professors: Pan-American University programs in schools and clubs. Working on this committee are Henry Meyer, Jack Madigan, Steve McCrimmon. and others. Campus Citizens hopes to make the culture of the University indispensable to the city of Miami. The project committee is trying to improve student life in many ways. Their task is to plan promotion of a library browsing room: elimination of chatter in the library projjer: elimination of inconsequential announcements and calling students out of classrooms during the period: seeing that we get copies of all text books put on reserve in the library so that students will not get behind at the beginning of the term: suggesting that football players may In given their text l ooks permanently: helping to eliminate cheating; and starting an open forum for discussion of topics of general interest. Those serving on this committee are: Seymour Simon. Robert Hillstead, Lloyd Whyte, Ce-cile Gaddis. Mildred Zinn. Hetty Jean Vasary, Bernard Sokolow, and others. Further organization of the group is limited to a chairman, at present Philip Fenigson, and a secretary. Roberta Butler. As the group becomes more fixed, it will become more organized. Whether its purposes will be accomplished and new problems brought up to be solved depends upon your initiative, students of the University of Miami. [22]

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The Value of Student Polities ... is not in the inherent significance of campaigning, but in the training and experience which it offers. by NORMAS WORTHINGTON Dutiks and responsibilities are many and important in the advanced state of civilization in which we live. Foremost are the fundamental obligations emerging from the relationship between the individual and his government. Such is the primary source of citizenship. Democracy with its higher conceptions of political abstractions draws heavily upon the individual and demands the assumption of responsibilities that do not exist under other forms of government. An alert, enlightened, and active citizenry are prerequisite lor a successful democracy. Good citizenship is not a social heritage nor is it innate to any marked degree. It must be implanted, cultivated, and encouraged within each individual. To be sure, the basic trailing for future citizenship is to lie acquired in the home where the influence of the parents wields a telling effect on the attitude of the growing child. Our system of public schools from the elementary grades to the high-school level is patterned largely with the objective of making good citizens out of young Americans. It is during this state that the adolescent individual becomes acquainted with the organization and administration of government in general and aware of the real significance of citizenship. The most fertile field for the cultivation and growth of intellectual citizenship is found in college. American colleges and universities have long l een proud of the outstanding part that they have played in preparing the individual to meet the requirements of effective citizenship. In most of the institutions of higher learning. courses in government, history, and related subjects are offered with the purpose of giving the student a broader background in American institutions and practices. The more liberal and far-sighted colleges and universities approach the problem from a more practical point of view. In addition to the regular college courses mentioned above, the student is given the opportunity to actively participate in the regulation and control of student affairs. In many of the more advanced institutions of higher learning the students control, through their representatives, the important financial matters pertaining to the university activities. Problems arising out of the relations of the students among themselves, and between the student unit and the university government give ample opportunity for the individual application of ability and theoretical knowledge to the field of political and economic control. Problems that arise under such intimate conditions are sure to possess a more or less personal appeal to the student, thus inducing him to take an active part in effecting their solutions. This first hand experience is of an unestimable value in encouraging the wholesome and enlightened attitude necessary for efficient citizenship. The habit of participation and interest in the affairs of student government is readily engrained in the make-up of the individual and influences his actions in later life. The inhibition of indifference that is too prevalent in actual citizenship finds no place in student government. University citizenship is not an end within itself, and every student should lie aware of this fact. Too often students become so engrossed in the affairs of student government as to defeat the essential purpose for which they are attending college. Not only does this often lead to the formation of unethical political tactics on the part of the student but it may go so far as to exert undesirable influences on the student group thus smirching the reputation of the college or university itself. The value of student government lies not in the actual or inherent significance of the organization itself but in the training and experience that it offers for prospective citizens. [21]

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'The Social Sciences . . . prepare the student to solve his problems today, and to meet the even more difficult situations that will confront him tomorrow. by PEARL WALDORF The social sciences, in matter of scope, number of courses, and importance, make up one of the most vital influences of the University of Miami curriculum. It would be impossible to obtain a diploma without coming under the direct effect of the social studies. The social studies teacher is concerned primarily with inspiring in students a proper understanding and appreciation of our democratic institutions, procedures, and practices. This has been done through a proper regard for the past, suggested plans for the future, and a general policy of making the students vividly and deeply aware of our social world so that they will lx able to solve the problems that will confront them. In this field — the study of human relations — are history, economics, sociology. political science, etc. We are most concerned with the four mentioned. It is not an exaggeration to say that it is difficult to state where one lx gins and another ends, because any one of the four embraces the other three. As sciences these four are babies. Their development is only in the formative stage, and daily our old concepts undergo changes as our investigative processes broaden. The name, social studies, is most apt. One could not doubt for a moment that they are social: the very-essence of each is man- or the human factor. As for being sciences’' this depends entirely upon the approach to the study. In the University, whether by virtue of the texts used, the method of teaching, or learning, it is true they are sciences. The approach to these subjects is based upon a consideration of all the available data; conclusions are drawn from this study. It is not always possible to go to original sources for data, but students are well disciplined in the use of projx r authorities. The place of the Social Sciences in the University curriculum is a difficult question to answer, l'or example: at most universities, courses in economics are found in the College of Liberal Arts; the University of Miami places these courses in the School of Business Administration. This in no way hampers the Liberal Arts student, for the close cooperation of the departments allows a student to take courses in all the schools at the same time. It has been indicated that these subjects, as such, are young. However, their rapid rise in prestige gained in the last thirty years leads one to the discovery that there is a definite trend toward emphasis of the social sciences over the pure sciences. More and more an enlightened view of the problems facing man is becoming necessary. Nowhere can a more intelligent key to the situation be found than in the field of social science. Here ever) phase of the relationships of man are viewed impartially, technically. and fully—i.e. scientifically. Without at least a basic knowledge of the social studies, citizens cannot lx? intelligent voters. A doctor, though he saves many lives, is not beneficial to his community or to himself if his unenlightened vote helps to elect an unscrupu’ous candidate. He has an obligation to society to find out about and to help cure “sick” issues and “sick candidates, just as he has an obligation to help sick jx ople. If we do not recognize the obligation to study issues and to vote intelligently, then our democracy is seriously imperilled. To safeguard ourselves against the empty promises of (Kiliticians and the glib but subtle propaganda of newspapers, we must study the social sciences. If we are familiar with our own as well as foreign history, we have a concrete basis for evaluating present historical trends; if we understand the sociological structures of our institutions and the processes of social change, we arc less likely to lx perplexed by recent social changes; if we know economic laws and the problems of economics, we can lx tter judge the financial projects of our government: and if we know the intricacies of |x litica! science, all the rigmarole of party politics becomes greatly simplified, and we are free to judge issues and candidates objectively. Heading the history department of the University of Miami is I)r. Harold E. Briggs. Other faculty members are Dr. J. Paul Reed, associate professor of sociology: Dr. Robert K. McXicoll. assistant professor of Latin American History and Institutions; Mr. Paul E. Eckel, instructor in history: Mr. Robert B. Downes, instructor in history; and Mr. Ernest McCracken, instructor in economics and political science. Inevitably any progress of the University will carry with it the growth of the social science curriculum; looking ahead, one can almost sec. or at least predict, the expansion of the social studies toward broader opportunities for the undergraduate in planning his college courses — always with that ultimate goal of preparing the student to solve his problems today and to meet the even more difficult situations of tomorrow. 123]