Wabash College - Wabash Yearbook (Crawfordsville, IN)

Page 17 text:

Let’s face it, Wabash spirit comes and goes according to the successes and failures of our athletic teams. This year was no exception. Football and basketball were mediocre, sometimes down-right horrible. And they’re the sports that still count ... though not as much as they used to. But , regardless of their records, our school spirit was high. Why? Because we had the best record against DePauw in recent history, ten wins and four losses (two of them in golf). Our victories over DePauw are what really count ... and we have the Monon Bell to show for it. The Wabash-DePauw rivalry goes back for decades. It is even said that DePauw first labeled us ‘““(Cavemen;” “(Wabash was pleased, and promptly adopted the flattering epithet ... the worst thing about the name ... was the feeling it seemed to give students ... of an obligation to live up to it,” (DePauw Through the Years). And we do live up to it ... as far as the Dannies are concerned! Without Wabash and our spirit, stunts and cunning there would be no Wabash — DePauw rivalry. The Dannies don’t care about the oldest rivalry west of the Alleghanies, and it is up to Wabash to add fire and significance to the annual battles. During the lean years, when DePauw held the bell for a full decade Wabash stole it three times, in 1959, 65, and 66. The last heist showed so much cunning and daring that it made the New York Times. Wabash men make annual pilgrimages to DePauw in October and November ... to spread the word about our superi- ority. And superior we are — as we proved this year: DEPAUW TO HELL, KEEP THE BELL! epithet ... ETS Spb inn gobs Mire Sean AS aia d FF PERT EEVSEELETEDS ELE RES PEER UEP SARA aE Ee SSR iectel eae Se ee ee De ee eee eee Nt ee Sed oe Ao 96 OT AOE SSA Le OORT:

Page 16 text:

Wabash, because of its limited enrollment, is often forced to com- pete against teams representing much larger schools. But then, the history of Wabash athletics is a brilliant record of glorious victories by a small middle western college over the best teams of the country. Of course, there have been defeats, but the spirit and determination that won for us the title “Little Giants” is still present, and no ereater praise can be given athletes than to say that “WABASH AL- WAYS FIGHTS.”

Page 18 text:

The class of 1973 has attended Wabash during a very transitional and often uncertain stage in the life of the College. A central part of this situation has concerned the curriculum, for beginning in 1973- 74 school year Wabash will initiate a new curriculum for the second time in five years. A much broader curriculum, in terms of basic requirements, existed prior to the 1969-70 year. Under that old system all students had to meet very simular academic requirements. Underclassmen found that they had to take courses in English, a foreign language, mathematics, physical education, biology, physics-chemistry, fine arts and or speech, literature, philosophy and or religion, history, and the behavioral sci- ences. Students were expected to have met most of those requirements by the end of the sophomore year so that the next two years could be spent in pursuing a major and minor subject. Of course, Compre- hensive Exams were given in both the major and minor field. Thus, unless a student was clearly superior he had little or no time to pursue electives in his particular field of interest. According to the Institutional Profile, the 1960’s was a time “‘when both the national and local environment invited more freedom of choice on the part of the student.” In 1969 Wabash altered its curriculum substantially in order to deal with that situation. Several courses were offered which had previously not been a part of the traditional liberal arts education at Wabash. Foremost among these were Chinese, Black studies, and Theatre. Today the Theatre department is in a period of rapid growing, and a major in that area is now possible. Black studies have hit a plateau after an initially fast growth rate and most of the courses seem aimed toward the naive or ignorant white student. Another possible reason for this lag is the turnover rate of professors in the area of Black studies, especially in the English department. The Chinese courses were dropped after the 1970-71 school year due to lack of interest. Still, the student under this curriculum had ample opportunity to take numerous elective courses from his freshman year on. By graduation, several students had accumulated more than 40 hours in their major subject. It is not surprising that the Profile noted 6