By Richard M. Freeland
This publication examines the evolution of yankee universities throughout the years following global battle II. Emphasizing the significance of swap on the campus point, the publication combines a common attention of nationwide traits with an in depth examine of 8 various universities in Massachusetts. The 8 are Harvard, M.I.T., Tufts, Brandeis, Boston college, Boston university, Northeastern and the college of Massachusetts. wide analytic chapters learn significant advancements like enlargement, the increase of graduate schooling and examine, the professionalization of the college, and the decline of normal schooling. those chapters additionally assessment criticisms of academia that arose within the overdue Sixties and the destiny of assorted reform proposals through the Nineteen Seventies. extra chapters concentrate on the 8 campuses to demonstrate the forces that drove other forms of institutions--research universities, college-centered universities, city deepest 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
Capen's policy of program diversification turned Tufts from a Universalist college into a comprehensive university, thus fostering internal tensions that would plague the campus for decades. 's Murlin eschewed the elite goals of the school's founders and stressed service to the local community. In doing so, he stretched his campus beyond its physical and organizational capacities, creating problems that would dominate the administrations of his successors. The impact of the academic marketplace on Northeastern was even more fundamental.
For years, the Tufts trustees fended off pressures to admit women, despite the Universalists' commitment to coeducation in their other academic institutions. Only in 1892, by which time advanced learning for women was no longer controversial, did they relent. Even then, the policy of coeducation proved short-lived. U. encountered in the same period—the trustees created a separate school for women, Jackson College, on the Radcliffe pattern. T. , displayed much interest in coeducation—though females were eligible for admission to both, and a few actually attended.
But Eliot had a genius for administration and understood what was needed for Harvard to retain its social influence as breeder of a regional elite. Eliot believed that the traditional college, with its rigid curriculum and preoccupation with "virtue and piety," had become irrelevant to producing successful leaders for the industrial, urban nation of the late nineteenth century. Influenced by his observations of German universities, Eliot saw that conditions favored academic institutions dedicated to the secular achievements of the intellect, places that would nurture contemporary thinking on socially significant subjects and enable ambitious, talented men to demonstrate their abilities.