Download Academia's Golden Age: Universities in Massachusetts, by Richard M. Freeland PDF

By Richard M. Freeland

This e-book examines the evolution of yank universities throughout the years following international struggle II. Emphasizing the significance of swap on the campus point, the publication combines a basic attention of nationwide developments with a detailed research of 8 assorted universities in Massachusetts. The 8 are Harvard, M.I.T., Tufts, Brandeis, Boston college, Boston collage, Northeastern and the college of Massachusetts. wide analytic chapters learn significant advancements like growth, the increase of graduate schooling and learn, the professionalization of the school, and the decline of common schooling. those chapters additionally overview criticisms of academia that arose within the overdue Nineteen Sixties and the destiny of varied reform proposals through the Seventies. extra chapters specialise in the 8 campuses to demonstrate the forces that drove other kinds of institutions--research universities, college-centered universities, city inner most universities and public universities--in responding to the situations of the postwar years.

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Extra resources for Academia's Golden Age: Universities in Massachusetts, 1945-1970

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Came from Massachusetts, and most of the rest came from New 35 Contexts England. U. and Tufts in the 1920s were drawn largely from nearby towns, with a sprinkling from beyond the state. C. were resolutely local in orientation. , provided housing for a significant proportion of its enrollees. " The competition for students was especially intense among institutions characterized by modest academic reputations, heavy reliance on tuition payments, and weak claims on the loyalty of particular college-going constituencies.

U. was intended to be large and comprehensive, fully reflective of the university movement. The first president, William F. 's central concerns were to be at the advanced levels. Warren wanted graduate faculties similar to those at German universities—especially in law, medicine, and theology, as well as the arts and sciences. U. was to be modern in other respects as well. The founders were committed to coeducation in all units, a pattern new to New England in the 1870s. U. was to be urban. Its relationship 29 Contexts to the Methodist church involved not the formal sponsorship typical of antebellum colleges hut close informal connections.

The faculty contin24 Education in Massachusetts before 1945 ued to be composed mainly of priests, whose academic training rarely exceeded the master's level. C. 19 By the early years of the twentieth century, Jesuit educators were becoming aware that the order's resistance to change posed serious problems. Regional accrediting associations were exerting pressures for standardization, and Jesuit refusal to conform threatened the order's educational legitimacy. By 1920 multiple concerns prompted a small group of academics, led by Father Edward Tivnan of Fordham, to nudge the order toward academic modernization.

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