Education 459
Historical and Philosophical Foundations of American Higher Education
Professor Jack H. Schuster
School of Educational Studies
Claremont Graduate University |
Prof. Schuster's office is Harper 215. Office hours preferably by appointment:
(909) 621-8075 or (home) (909) 624-2925.
Fax: (909) 621-8734
E-mail: jack.schuster@cgu.edu |
SYLLABUS - PART 1
This seminar is intended to serve a three-fold purpose: (1) to provide an introduction to the study of American higher education; (2) to provide perspective on the role higher education has played in the development of American society, as both ěleaderî and follower/reflector of societal values; (3) to provide historical vantage points for better understanding the contemporary but always evolving values and priorities held by American colleges and universities; and (4) to serve as a broad introduction for those who may be inclined to pursue historical studies in greater depth. Toward these ends, each seminar session will focus on a particular era or development, as outlined in the following pages of this syllabus.
Several premises underlie the organization of this seminar. Basic to the course is the notion that valuable insights into American higher education can be obtained through a close examination of its antecedents in medieval Europe and its evolution from the earliest colonial colleges to the present.
A second premise holds that particular emphases on the content of the undergraduate curriculum and on the related issue of access to higher education are especially helpful in illuminating ever-present tensions in American higher education. This emphasis on curriculum is in part a pragmatic matter. In a semester, it is not possible to try to address the three-and-a-half century story in all its important dimensions; accordingly, choices--priorities--are necessary. The focus on the curriculum, particularly the undergraduate curriculum, provides (arguably) a manageable means for exploring the core values and priorities and how they have evolved--indeed, the curriculum essentially is the philosophy of higher education as practiced "on the ground."
A third premise suggests that the study of historically significant primary source documents can contribute to a better understanding of American higher education. This selective use of primary source documents can provide insights that expand the value of the secondary materials that we use.
Perhaps most fundamental is a fourth premise: American higher education cannot be adequately understood, nor can well informed, prudent decisions be made by administrators, instructional staff, or others responsible for higher education, without the benefit of both historical and philosophical perspectives. This proposition becomes all the more important as higher education in the U.S. encounters a highly volatile environment replete with powerfully transformative forces that are reshaping the way higher learning takes place.
Resources: The following books comprise the core readings for the seminar:
American Commitments National Panel. American Pluralism and the College Curriculum: Higher Education in a Diverse Democracy (Association of American Colleges and Universities, 1995).
Haskins, Charles Homer. The Rise of Universities (Great Seal Books, Cornell University Press, 1957). [orig. pub. date 1923]
Kerr, Clark. The Uses of the University (Harvard University Press, 3rd ed., 1982).
Ravitch, Diane. Troubled Crusade (New York: Basic Books, 1985).
Rudolph, Frederick. Curriculum: A History of the American Undergraduate Course of Study Since 1636 (Jossey-Bass, 1977).
In addition, excerpts will be used regularly from:
Hofstadter, Richard and Wilson Smith, (eds.). American Higher Education: A Documentary History (2 volumes), (University of Chicago Press, 1968). [Out of Print].
"75 Years: A Retrospective on the Occasion of the Seventy-Fifth Annual Meeting," Academe: Bulletin of the AAUP, May-June 1989, Vol. 75, No. 3, pp. 2-33.
The following articles or chapters (in addition to Historical Document Analysis handouts; see Part 3) will be distributed in class:
DuBois, W.E.B. The Education of Black People: Ten Critiques, 1906-1960. (New York: Monthly Review Press, 1973), pp. 5-16.
Kennedy, Donald, "Another Century's End, Another Revolution for Higher Education," Change, v. 27, n. 3, May/June 1995, pp. 8-15.
Kerr, Clark. Troubled Times for American Higher Education: The 1990s and Beyond (Albany: State University of New York, 1994), excerpts: Prologue, Introduction, Chapters 1 and 8, pp. xiii-xv, 1-18, 117-133.
McIntosh, Peggy Means. "Curricular Revision: The New Knowledge for the New Age" in C. Pearson, D. Shavlik and J. Touchton (eds.), Educating the Majority (New York: American Council on Education & Macmillan, 1989), pp. 400-412.
Noam, Eli M. "Electronics and the Dim Future of the University," Science, vol. 270, Oct. 13, 1995, pp. 247-249.
Palmieri, Patricia. "Here Was Fellowship: A Social Portrait of Academic Women at Wellesley College, 1895-1920," History of Education Quarterly, Vol. 23, No. 2 (Summer, 1983), pp. 195-214.
Rudolph, Frederick. "The Power of Professors: The Impact of Specialization and Professionalization on the Curriculum." Change: The Magazine of Higher Learning. Vol. 16, No. 4 (May-June, 1984), pp. 12-17, 41.
Schuster, Jack H. "Reconfiguring the Professoriate: An Overview," Academe: Bulletin of the AAUP, vol. 84, no. 1, Jan.-Feb. 1998, pp. 48-53.
Schuster, Jack H., "Restructured, Restrictured, Resilient," AAUP Footnotes, Fall 1994.
Schuster, Jack H., "Whatever Happened to The Faculty?" Teaching Excellence, v.3 , n. 5, 1991-92.
Schuster, Jack H., "Working Notes on Historical Themes (or Persistent Tensions) in American Higher Education" (unpublished)
Schuster, Jack H. and Howard R. Bowen, "The Faculty at Risk," Change: The Magazine of Higher Education, vol. 17, no. 5, Sept.-Oct., 1985, pp. 12-21.
Selznick, Philip and Nathan Glazer. "Berkeley: Two Comments" in Michael V. Miller and Susan Gilmore (eds.), Revolution at Berkeley: The Crisis in American Education. (New York: The Dial Press, 1965), pp. 182-197.
Tuchman, Barbara. Practicing History (New York: Alfred A. Knopf, 1981), excerpt, pp. 16-19.
Washington, Booker T. "Industrial Education for the Negro" in Washington, et al. The Negro Problem (Arno Press, 1969), reprint of 1902 edition, pp. 9-29.
Time and place: The seminar will meet on Wednesdays from 4:00 to 6:00 p.m. in Harper 53.
Assignments: Each student will be responsible for:
1. A five-page, (typed, double-spaced) "Think Piece," based on assigned readings, on topics to be determined by the instructor. The topic will be distributed in class on September 23, and that assignment will be due in class on October 7.
2. A two-page "Historical Document Analysis," based on the Primary Source Document assignments, which explicates an assigned Document using a specified format. See Part 3 of this Syllabus (pp. 10-13).
3. A Seminar Paper, approximately 20-25 pages or more in length, on a topic to be arranged in consultation with the instructor. Two copies of a one-to-two-page prospectus, in which each student proposes a topic, will be due no later than October 14 (earlier if at all possible); the paper itself is due on December 9. See Part 4, "The Seminar Paper: Guidelines," (p. 16-18).
4. Students are expected to attend and participate in class meetings.
Evaluation: Students will be evaluated on the following basis:
1. Seminar Paper 70 percent
2. Think Piece Assignment 15 percent
3. Historical Document Analysis 15 percent
4. Seminar Participation -- Students are expected to participate actively in seminar discussions.
Supplemental Readings in Higher Education: An extensive bibliography of supplemental (recommended) readings (Part 5 of the Syllabus) will be distributed during the second meeting of the seminar.
Whereabouts:
My office is Harper 215; office hours preferably are by appointment.
Telephone: 621-8075 or (home) 624-2925.
E-mail: jack.schuster@cgu.edu
SYLLABUS - PART 2A
1. Sept. 2 Introduction: The Study of Higher Education; The Ancient and Medieval Roots of Higher Education
C. Haskins, The Rise of Universities
F. Rudolph, Curriculum, Chap. 1.
*B. Tuchman, Practicing History (excerpt)
*J. Schuster, "Persistent Tensions..."
2. Sept. 9 Institutional Roots: The Medieval University, the Oxbridge Model, and the Origins of the Colonial College
Haskins (Cont.)
Rudolph, Chap. 1 (Cont.), Chap. 2
3. Sept. 16 The Nineteenth Century Liberal Arts College: The Emergence of Options
Rudolph, Chap. 3
4. Sept. 23 Shifts at Mid-century: Farmer Morrill's Vision
Rudolph, Chap. 4
[Note: the seminar will not meet Sept.]
5. Oct. 7 The Embryonic American University and the Different Thrusts of Cornell, Hopkins, Eliot's Harvard, and Chicago
Rudolph, Chap. 5
6. Oct. 14 The Education of Black Americans: The Struggle Ongoing
*W. DuBois
*B. Washington
*Handout - to be distributed in class
7. Oct. 21 The Higher Education of Women: From Trickle to Stream
Academe, pp. 17-20
*P. Palmieri
*L. Perkins
8. Oct. 28 Encountering The Twentieth Century: Pluralism Prevails; Academic Freedom Emerges
Academe, pp. 2-11, 21
Rudolph, Chap. 6
9. Nov. 4 General Education Revisited: Hutchins, Rosovsky and Much Confusion in Between
Ravitch, Chaps. 1-2
10. Nov. 11 Access: New Clientele, New Institutions
Ravitch, Chaps. 3-5
Rudolph, Chap. 7
11. Nov. 18 The Post-War Era: Expansion, Differentiation, Abundance and Discontent
Academe, pp. 12-16, 22-33
C. Kerr, The Uses of the University
Ravitch, Chaps. 6, 7
Rudolph, Chap. 7 (Cont.)
*P. Selznick & N. Glazer
12. Nov. 25 Demographics, Student Consumerism, and Curricular Reform (Phase 1)
*Rudolph, "The Power of Professors"
13. Dec. 2 Diversity, Stringency, Curricular Reform (Phase 2)
Amer. Commitments National Panel (AAC&U)
*McIntosh
Ravitch, Chap. 8, Epilogue
*J. Schuster and H. Bowen
[student presentations on their seminar papers-I]
*Handouts - to be distributed in class
14. Dec. 9 Some Thoughts about the Distinctive Present plus Future History Revealed to 2020
*D. Kennedy
*C. Kerr, Troubled Times
*E. Noam
*J. Schuster, "Restructured..."
*J. Schuster, "Whatever Happened..."
*J. Schuster, "Persistent Tensions..." (reprise)
[student presentations on their seminar papers-II]
*Handouts - to be distributed in class
SYLLABUS - PART 2B
Key Discussion Questions for Seminar Sessions
Below are questions that will occupy some of our discussion time during each seminar session. They are intended to stimulate our thinking about historical issues, often having implications for contemporary times.
Session number:
1. When was the first course on higher education taught in the U.S.?
a. 1788 at College of William and Mary
b. 1893 at Clark University
c. 1933 at the University of Chicago
d. 1952 at the University of Michigan
2. a. What was the relationship of the medieval university's organization and curriculum to its purposes?
b. Compare and contrast the issues raised by John of Salisbury with contemporary textbook adoption debates over creationism and evolution.
c. Although the curriculum, the collegiate way of life, and the philosophy of the colonial colleges were modeled after English institutions, what characteristics of the colonial college arguably were unique?
d. Were Harvard, Yale, and Princeton in the mid-Eighteenth Century "public" or "private" institutions in today's terminology?
3. a. What are the probable reasons for so many failures of those seeking to reform American higher education during the first half of the Nineteenth Century?
b. Did the Dartmouth College case (1819) stimulate greater growth of the private college sector or of state institutions? Who were the "winners"?
c. To what extent were the denominational colleges committed to sectarianism in the narrow sense or were they committed more to religious values in a more general sense?
d. To what extent were colleges in the first half of the Nineteenth Century instruments of democratic social mobility or rather of social constraint and control?
4. a. Compared to, say, 1820 or 1840, had the curriculum by 1860 become significantly more relevant, more responsive to the needs of the nation?
b. Prior to the middle of the Nineteenth Century, scientific study and experimentation existed almost exclusively outside the colleges. Was it inevitable that science would come to be so closely linked to higher education?
c. How decisive was the Morrill Act in redirecting American higher education? Would the changes toward "relevance" in the curriculum nevertheless have come about in due time without federal intervention?
5. a. Which institution can lay the most persuasive claim to being the first genuine American university? Why?
b. To what extent were the beginnings of the American university the product of the leadership of a few visionaries? Or, was the rise of universities in the U.S. the inevitable reflection of forces in the environment that did not depend fundamentally on the likes of Mssrs. White, Gilman, Eliot, et al.?
6. a. What were the purposes of higher education as viewed by Nineteenth Century African Americans?
b. How effective was higher education in aiding African Americans--then and now?
c. Do the Historically Black Institutions ("HBIs") still play a vital role, or are they now an anachronism?
d. How justifiable is it for a history seminar like this one to single out the African American experience while paying relatively little attention to the experiences of other racial minorities?
7. a. At what point in time did women come to be taken seriously in American higher education? What evidence on this point can be cited?
b. To what extent have women today achieved equality in American higher education?
c. Do women's colleges still play a vital role, or are they now an anachronism?
8. a. Construct a list of what you suppose to have been the ten greatest American universities in, say, 1910. Construct a similar list for the late 1990s. Comparing the lists, interpret the similarities or dissimilarities.
b. How central to the development of the early American universities were the strong presidential figures? How do their leadership roles compare to the leadership roles of their counterparts in more recent years? In the great post-World War II institutional successes of, for instance, Stanford, MIT, UC San Diego?
c. To what extent was "academic freedom," as we understand it today, in place by 1920?
d. Do serious threats to academic freedom exist in contemporary American higher education? To what extent are those threats (if they exist) similar to or dissimilar from the realities that prompted the creation of the AAUP? Is tenure indispensable for the protection of academic freedom?
e. Is tenure more vulnerable now than has been the case over the past half century? If so, why?
9. a. Are the traditionalist-oriented curriculum reformers of today--those seeking a restoration of core curricula, an upgrading of standards, and an emphasis on liberal learning--merely throwbacks to the medievalist tradition, and to Jeremiah Day and his Yale Report of 1828? That is, are these modern-day proponents of curricular cohesion and integrity correctly perceived as lineal descendants of ancestors committed to the values of classical learning? In what ways yes? In what ways no?
b. Are today's market-oriented reformers--those who argue for developing in students more marketable competencies--a new phenomenon in terms of the intensity of the pressures they exert or do they merely reflect a "simple" extension of market-oriented pressures long in evidence?
10. The argument is commonly advanced that American colleges and universities have been modeled closely on European institutions (with, of course, American variations)--except for the community college which is generally conceded to be a distinctive American contribution.
a. Are there other major American contributions to the organization and practice of higher education? If so, what are they?
b. In any event, how would you assess the overall success of the community college? Why?
11. a. What type of American college or university probably has changed least in the last 50 or 75 years?
b. What have been the enduring effects, if any, attributed to the period of "student unrest" (1964-70) on curriculum and on other aspects of higher education? Do you judge these effects to be, on balance, healthy or unhealthy? Why?
c. Given the differentiation among institutional types (and their curricula), should even further differentiation be encouraged or discouraged in the future? What would be the tradeoffs associated with stricter differentiation?
12. a. Is student consumerism likely to continue to exert a strong influence on the undergraduate curriculum for the foreseeable future?
b. Restoring "integrity" or "coherence" in the undergraduate curriculum has prompted efforts in recent years to reinstate core curricula, but what (arguably) have been the educational costs?
13. a. Is the movement to infuse the curriculum with more of a multicultural perspective fundamentally different from other curricular reforms of the past 15 years? (Compare Q. 9 a & b)
b. Do the budgetary stringencies so widely experienced by college and universities, especially in the early 1990s, signal a shift in what higher education will look like in the future or is it likely to prove to be a passing phase ("This, too, will pass!")?
14. a. The technological revolution is all about us. Will higher education (and the work of the faculty) be fundamentally transformed by these developments? In what ways? When?
b. Higher education is generally perceived to be struggling--more so than in the 1960s through 1980s--to maintain its "share" of government appropriations and philanthropic contributions. Are resources available to higher education likely to expand, in real terms, over the next 10 to 20 years? Why or why not? What are the implications for higher education?
c. Careers and the skills deemed to be valuable for the workplace are indisputably changing rapidly. What are the implications of these phenomena for the higher education curriculum?
d. Review the "Persistent Themes" handout (distributed during the first seminar session). Would you be inclined, after a semester's study of higher education history, to modify this list by addition, deletion, or restatement of themes? If so, in what ways?
SYLLABUS - PART 3
Education 459: Historical Document Analysis: Readings and Presentations
1. Each student's weekly reading assignment shall include a primary source document.
2. In addition, each student will be responsible once (or possible twice) during the semester for preparing and distributing to each member of the seminar an Historical Document Analysis Report to be completed in the format as shown at pages 14-15 of this syllabus.
a. The emphasis of the Report shall be to summarize concisely the context, content and historical significance of the particular document.
b. Most of the Historical Documents from which to choose are included in Hofstadter and Smith's two-volume collection of primary source readings (now out of print) unless otherwise indicated. The documents will be distributed as a set of readings. See Syllabus, page 11.
3. Each student is responsible for one Oral Presentation of no more than five minutes to establish salient points about the Document. The oral presentation should not consist of reading the Report you are distributing.
4. Following the Oral Presentation there will be approximately 15 minutes for discussion.
5. Each student's Historical Document assignment should be established, insofar as possible, at the second seminar meeting (Sept. 9).
Seminar Historical Document Analysis:
Session Date
Reports and Presentations
2. 9/9
John of Salisbury's "The Problems of a Christian Humanist" Handout
3. 9/16
"The Yale Report of 1828" 1, 4, 275-291*
4. 9/23
The Morrill Act 2, 6, 568-569*
5. 10/7
Gilman, "Early Days of the Johns Hopkins" 2, 7, 643-648*
6. 10/14
"A Plea for the Education of Slaves" (1680) Handout
"Objections to Christianizing Slaves" (1681) Handout
The Second Morrill Act (1890) Handout
7. 10/21
Emma Willard, "On The Education of Women" Handout
8. 10/28
AAUP General Declaration of Principles 2, 10, 860-878*
9. 11/4
Harvard "Red Book" 2, 11, 956-969*
10. 11/11
President's Commission on Higher Education for Democracy 2, 11, 970-990*
11. 11/18
The Portage County Grand Jury Report on the Kent State University Tragedy (excerpts) Handout
12. 11/25
(Newman/HEW) Report on Higher Education (excerpt) Handout
13. 12/2
Title IX, "Prohibition of Sex Discrimination" Education Amendments of 1972 (P.L. 92-318) Handout
*All documents are included in packet of handouts, but volume, part, page numbers are given for excerpts from Hofstadter and Smith.
HISTORICAL DOCUMENT ANALYSIS GUIDELINE
TO: SEMINAR MEMBERS, EDUCATION 459, Fall 1998
FROM:
DATE OF PRESENTATION:
1. Name of Document:
2. Date of Document:
3. Historical context/background/intent of author(s):
4. Content summarized/outlined:
5. Historical influence/importance:
6. Bibliographic references:
SYLLABUS - PART 4A
The Seminar Paper: Guidelines
The seminar paper for Education 459 should be approximately 20-25 pages in length. To cover an appropriate topic adequately in less space is possible, but, in my experience, unlikely. You may well wish to expand your paper to 30 or 40 or more pages if desirable, in your view, to address the topic adequately.
You may choose to treat a single incident in depth, a particular concept or policy, the career of an historically significant figure, or a single expression of educational philosophy or theory. The topic should illustrate some important factor in the development of American higher education. It may be a familiar topic, obvious enough to have been treated before, perhaps often; in such a case, the student's task is to perform a fresh reading of the major sources on the topic, to become familiar with the literature in educational history and philosophy that will aid interpretation, and to present a thorough, concrete argument for his or her own understanding of the topic.
Whatever the topic, it is expected that the student will inform the paper with her/his own views, possibly in a section at or toward the end of the paper, or possibly more diffused throughout the paper.
Although a topic may be selected from any point along the long span of American higher education history, a student would need compelling reasons to justify any topic that would focus predominantly on the period after 1960.
Examples of topics used by previous students are included in Part 4-B of the Syllabus.
The reading undertaken for the paper should be sufficiently extensive to amount to a substantial part of the student's reading for the course.
The form for the paper may follow that found in any standard guide on the writing of papers, reports, and theses.
As stated in Part 1 of this syllabus, each student should turn in no later than October 14 (earlier, if possible) two copies of a one-to- two-page "Prospectus," broadly outlining the topic and indicating some of the sources (beyond assigned readings for the seminar) that you intend to use. One copy will be returned to you the following week with comments from the instructor. Please include a working title for your paper.
If you wish your seminar paper to be returned to you, please submit two copies.
SYLLABUS PART 4-B
Examples of Seminar Paper Topics
The topics listed below are some of the titles of papers completed by seminar students in recent years. They are intended to illustrate the wide range of plausible topics.
The Development of Howard University: 1865-1918
The Historical Link Between Tenure and Faculty Evaluation
Establishing the University of California: The Gilman Presidency
The Origins of Scripps College
Black Colleges and Universities, 1860-1945: Whose Special Interests?
The Merging of American Science and the University: A Hundred-Year Process
From College to University: The Role of Administration, 1865-1900
Science at Mid-Nineteenth Century: The Influence of Science on the Emergence of the American University
A Comparison of University Leadership: Stanford University and the University of California, 1895-1915
The Emergence of International Educational Exchange Programs in the U.S.
Charles W. Eliot: Establishing the Elective System
Harvard's Classical Curriculum, 1817-1858: Through the Eyes of Emerson, Thoreau and Henry Adams
The Yale Report of 1828 and Hutchins' "New Humanities" a Century Later: The Underpinnings
Union College and President Nott's 62-Year Presidency
The Role of Trustees in the Early Years of Pomona College
The Influence of Booker T. Washington
The Influence of Colonial Higher Education on the Founding Fathers
Andrew D. White: His Philosophy of Education and His Administrative Style
The Development of the California Community Colleges Prior to 1940
The Development of the Female Seminary and the Women's College
Woodrow Wilson's Princeton Presidency
Comenius and Harvard's "Road Not Taken"
The AAUP Statements of 1915, 1925 and 1940
Emerson's Vision in "The American Scholar"
The Origin of Quaker Colleges
The Influence of Religion in Negro Institutions of Higher Education
Mary McLeod Bethune: Education "From the Ground Up"
The Higher Education of Women in America Prior to 1860
German Enlightenment in the American University: 1867-1895
The Gilded Age in American Higher Education: 1890 to 1910
Early Corporate Support for Reform in Higher Education: 1900-1920
The Purpose of the University in American Society According to Robert M. Hutchins
The Lives and Work of Three Pioneers in Women's Higher Education: Emma Willard, Catherine Beecher, and Mary Lyon
Technology's Impact on the University Prior to 1950
The Vocational Guidance Movement and Its Affect on Higher Education, 1908 to 1926
The Early History of Residential Life for American Women in College
Nineteenth Century Methodist Colleges and Universities: An Assessment
The History and Philosophy of Higher Education for "Negroes" Prior to 1860
The Visual and Performing Arts and the Higher Education Curriculum: An Historical Perspective
SYLLABUS - PART 5
SUPPLEMENTARY READINGS IN HIGHER EDUCATION
Historical Studies
Allmendinger, David F., Jr. Paupers and Scholars: The Transformation of Student Life in Nineteenth-Century New England. (St. Martin's Press), 1975.
Altschuler, Glenn C. Andrew D. White: Educator, Historian, Diplomat. (Ithaca: Cornell University Press, 1979).
Aydelotte, Frank. Breaking the Academic Luck Step: The Development of Honors Work in American Colleges and Universities. (New York: Harper & Brothers, 1944).
Bailyn, Bernard. Education in the Forming of American Society. (Chapel Hill: North Carolina Press, 1960).
Baker, Liva. I'm Radcliffe! Fly Me!: The Seven Sisters and the Failure of Women's Education. (New York: MacMillan, 1976).
Becker, Carl L. Cornell University: Founders and the Founding. (Ithaca, NY: Cornell University Press, 1943).
Bell, Daniel. The Reforming of General Education. (New York: Doubleday, 1968).
Bledstein, Burton. The Culture of Professionalism. (New York: Norton, 1976).
Bragdon, Henry W. Woodrow Wilson: The Academic Years. (Cambridge, MA: Belknap Press of Harvard University Press, 1967).
Brubacher, John S. and Willis Rudy. Higher Education in Transition. (New York: Harper and Row, 1968).
Bullock, Henry Allen. A History of Negro Education in the South from 1619 to the Present. (New York: Praeger Publishers, 1967).
Burgess, John W. The American University: When Shall It Be? Where Shall It Be? What Shall It Be? (Boston: Ginn, Heath & Co., 1884).
Burke, Colin. American Collegiate Populations: A Test of the Traditional View. (New York: New York University Press, 1982).
Butts, R. Freeman. The College Charts Its Course. (New York: McGraw-Hill, 1939).
Canby, Henry Seidel. Alma Mater: The Gothic Age of the American College. (New York: Farrar and Rinehart, 1936).
_______. College Sons and College Fathers. (New York: Harper & Brothers, 1915).
Canfield, James H. The College Student and His Problems. (New York: The Macmillan Co., 1902).
Cardozier, V.R. Colleges and Universities in World War II. (Westport, CT: Praeger, 1993).
Clark, Burton R. The Open Door College. (New York: McGraw-Hill, 1960).
Cloyd, David Excelmons. Benjamin Franklin and Education. (Boston: Heath, 1902).
Conable, Charlotte Williams. Women at Cornell: The Myth of Equal Education. (Ithaca: Cornell University Press, 1979).
Cowley, W. H. (Donald T. Williams, ed.). Presidents, Professors, and Trustees: The Evolution of American Academic Government. (San Francisco: Jossey-Bass, 1980).
Craig, Hardin. Woodrow Wilson at Princeton. (Norman, OK: University of Oklahoma Press, 1960).
Cremin, Lawrence A. American Education: The Colonial Experience, 1607-1783. (New York: Harper & Row, 1970).
_______. American Education: The National Experience, 1783-1876. (New York: Harper & Row, 1980).
Davies, John. The Legend of Hobey Baker. (Boston: Little, Brown, 1966).
Dawidoff, Robert. The Education of John Randolph. (New York: W. W. Norton, 1978).
Dubois, W. E. B. (Herbert Aptheker, ed.) The Education of Black People: Ten Critiques, 1906-1960. (Amherst: University of Massachusetts Press, 1973).
Earnest, Ernest. Academic Procession. (New York: Bobbs-Merrill, 1953).
Eells, Walter Crosby. The Junior College. (New York: Houghton Mifflin Co., 1931).
Eliot, Charles W. (W. A. Neilson, ed.) Charles W. Eliot: The Man and His Beliefs. (New York: Harper and Brothers, 1926).
_______. University Administrations. (Boston: Houghton Mifflin Co., 1908).
Finch, Edith. Carey Thomas of Bryn Mawr. (New York: Harper and Brothers, 1947).
Flexner, Abraham. Universities: American, English, German. (New York: Oxford University Press, 1930).
_______. The American College: A Criticism. (New York: The Century Co., 1908).
Frank, Charles E. Pioneer's Progress: Illinois College, 1829-1979. (Carbondale, IL: Southern Illinois University Press, 1979).
Frye, John H. The Vision of the Public Junior College, 1900-1940: Professional Goals and Popular Aspirations. (New York: Greenwood Press, 1992).
Geiger, Roger. To Advance Knowledge: The Growth of American Research Universities, 1900-1940. (New York: Oxford University Press, 1986).
Gorelick, Sherry. City College and the Jewish Poor: Education in New York, 1880-1924. (New Brunswick: Rutgers University Press, 1981).
Green, Elizabeth Alden. Mary Lyon and Mount Holyoke: Opening the Gates. (Hanover, NH: University Press of New England, 1979).
Handlin, Oscar and Mary F. Handlin. American Colleges and American Culture: Socialization as a Function of Higher Education. (New York: McGraw-Hill, 1970).
Harlan, Louis R. Booker T. Washington: The Making of a Black Leader, 1856-1901. (New York: Oxford University Press, 1973).
Harper, William Rainey. The Trend in Higher Education. (Chicago: University of Chicago Press, 1905).
Harvard Educational Review, Special Issue, Education and History, August 1976.
Hawkins, Hugh. Booker T. Washington and His Critics - Black Leadership in Crisis. (Lexington, MA: D. C. Heath, 1974).
_______. The Educational Leadership of Charles W. Eliot. (New York: Oxford University Press, 1972).
Herbst, Jurgen. From Crisis to Crisis: American College Government, 1636-1819. (Cambridge, MA: Harvard University Press, 1982).
Heslip, Robert D. Thomas Jefferson and Education. (New York: Random House, 1969).
Hofstadter, Richard. Anti-Intellectualism in American Life. (New York: Alfred A. Knopf, 1959).
Hofstadter, Richard and C. DeWitt Hardy. The Development and Scope of Higher Education in the United States. (New York: Columbia University Press, 1952).
Hofstadter, Richard and Walter P. Metzger. The Development of Academic Freedom in the United States. (New York: Columbia University Press, 1955).
Holt, Rackham. Mary McLeod Bethune. (New York: Doubleday and Co., 1964).
Horowitz, Helen Lefkowitz. Alma Mater: Design and Experience in the Women's Colleges from Their Nineteenth Century Beginning to the 1930s. (New York: Alfred A. Knopf, 1984).
_______. Campus Life: Undergraduate Cultures from the End of the Eighteenth Century to the Present. (New York: Alfred A. Knopf, 1987).
Horowitz, Murray M. Brooklyn College: The First Half Century. (New York: Brooklyn College Press, 1981).
Hutchins, Robert M. The Higher Learning in America. (New Haven: Yale University Press, 1936).
James, Henry. Charles W. Eliot. (Boston: Houghton Mifflin Co., 1930), 2 Vols.
Jencks, Christopher and David Riesman. The Academic Revolution. (New York: Doubleday,1968).
Jensen, Oliver. A College Album: Or, Rah, Rah, Yesterday! (New York: Avon Books or Flare Books, 1974) (or American Heritage).
Kingsley, William L. Yale College: A Sketch of Its History, Vol. 1. (New York: Henry Holt and Co., 1979 -- in Honnold Library's Rare Book Collection).
Levine, David O. The American College and the Culture of Aspiration, 1915-1990. (Ithaca: Cornell University Press, 1986).
Lipset, Seymour Martin and David Riesman. Education and Politics at Harvard. (New York: McGraw-Hill, 1975).
Lowell, A. Lawrence. At War With Academic Traditions in America. (Cambridge: Harvard University Press, 1974).
Madsen, David. The National University: Enduring Dream of the United States of America. (Detroit: Wayne State University, 1966).
Meikeljohn, Alexander. The Experimental College. (Madison: Univ. of Wisconsin Press, 1928).
Metzger, Walter P. Academic Freedom in the Age of the University. (New York: Columbia University Press, 1961).
Miller, Howard. The Revolutionary College: Presbyterian Higher Education, 1707 to 1837. (New York: New York University Press, 1978).
Morison, Samuel Eliot. The Founding of Harvard College. (Cambridge, MA: Harvard University Press, 1936).
_______. Three Centuries of Harvard, 1636-1936. (Cambridge, MA: Harvard Univ. Press, 1936).
Mulder, John M. Woodrow Wilson: The Years of Preparation. (Princeton: Princeton University Press, 1978).
Newcomer, Mabel. A Century of Higher Education for American Women. (New York: Harper and Brothers, 1959).
Nissenbaum, Stephen, (ed.) The Great Awakening at Yale College. (Belmont, CA: Wadsworth Publishing Company, 1972).
Parker, William B. The Life and Public Services of Justin Smith Morrill. (Boston: DaCapo, 1924) -- (reprinted 1969).
Patton, Cornelius and Walter Taylor Field. Eight O'Clock Chapel: A Study of New England College Life in the Eighties. (Boston: Houghton Mifflin, 1927).
Perry, Charles M. Henry Philip Tappan: Philosopher and University President. (Ann Arbor, MI: University of Michigan Press, 1933).
Peterson, George. The New England College in the Age of the University. (Amherst, Mass.: Amherst College Press, 1964).
Pierson, George W. The Education of American Leaders: Comparative Contributions of U.S. Colleges and Universities. (New York: Praeger, 1969).
Power, Edward J. Catholic Higher Education in America: A History. (New York: Appleton-Century Crofts, 1972).
Rainsford, George. Congress and Higher Education in the Nineteenth Century. (Knoxville: University of Tennessee Press, 1972).
Ravitch, Diane. The Troubled Crusade: American Education 1945-1980. (Basic Books, 1983).
Ross, Earle D. Democracy's College: The Land-Grant Movement in the Formative State. (Ames, Iowa: State College Press, 1942) --Reprint: New York: Arno, 1969).
Rudolph, Frederick J. The American College and University: A History. (New York: Alfred A. Knopf, 1962).
_______. Mark Hopkins and the Log: Williams College, 1836-1872. (New Haven: Yale University Press, 1956).
Schrecker, Ellen W. No Ivory Tower: McCarthyism and the Universities. (New York: Oxford University Press, 1986).
Schwehn, Mark H. Exiles from Eden: Religion and the Academic Vocation in America. (New York Oxford University Press, 1993).
Sears, Jesse B. Philanthropy in the History of American Higher Education. (1. Washington, DC: U.S. Government Printing Office, Bulletin of the U.S. Bureau of Education, 1922 and 2. New Brunswick, NJ: Transaction Publishers, 1922).
Shedd, Clarence P. Two Centuries of Student Christian Movements, Their Origins and Intercollegiate Life. (New York: Association Press, 1934).
Sizer, Theodore R., (ed.) The Age of the Academies. (Teachers College, Columbia University, 1964).
Slosson, Edwin E. Great American Universities. (New York: The MacMillan Co., 1910).
Smith, Albert W. Ezra Cornell: A Character Study. (New York: William A. Church Co., 1934).
Solomon, Barbara Miller. In the Company of Educated Women: A History of Women and Higher Education in America. (New Haven: Yale University Press, 1985).
Sterne, Emma Gelders. His Was the Voice: The Life of W. E. B. DuBois. (New York: Crowell-Collier Press, 1971).
Stone, Irving, (ed.) And There Was Light: Autobiography of a University, Berkeley, 1868 to 1968. (1970).
Stone, James and Donald DeNevi, (eds.) Portraits of the American University, 1890 to 1910. (San Francisco; Jossey-Bass, 1969).
Stone, Lawrence. The University and Society. (Volume I, dealing with the European Continent, Scotland, and America in the 16th through 19th centuries) (Princeton: Princeton University Press, 1974).
_______. The University and Society. (Volume II, dealing with Oxford and Cambridge in the 16th through 18th centuries) (Princeton: Princeton University Press, 1974).
Storr, Richard J. Harper's University, The Beginnings: A History of the University of Chicago. (Chicago: University of Chicago Press, 1966).
Tewksbury, Donald G. The Founding of American Colleges Before the Civil War. (New York: Teachers College, Columbia University, 1932.
Thelin, John R. The Culturation of Ivy: A Saga of the College in America. (Cambridge, MA: Schenkman Publication Company, 1976).
Thwing, Charles F. A History of Higher Education in America. (New York: D. Appleton and Company, 1906).
Veblen, Thorstein. The Higher Learning in America. (New York: B. W. Huedsch, 1918).
Veysey, Laurence. The Emergence of the American University. (Chicago: University of Chicago Press, 1965).
Warch, Richard. School of the Prophets; Yale College, 1701-1740. (New Haven: Yale University Press, 1973).
Wayland, Francis. Thoughts on the Present Collegiate System in the United States. (Boston: Gould, Kendall & Lincoln, 1842).
Westenbaker, Thomas J. Princeton 1746-1896. (Princeton: Princeton University Press, 1946).
White, Andrew D. Autobiography of Andrew D. White, 2 vols. (New York: The Century Co., 1904).
Whitehead, John. The Separation of College and State. (New Haven, CT: Yale University Press, 1973).
Wolters, Raymond. The New Negro on Campus: Black College Rebellions of the 1970's. (Princeton: Princeton University Press, 1975).
Woodson, Carter G. The Mis-Education of the Negro. (Washington, D.C.: The Associated Publishers, 1933, 1969 reprint).
| 
How to Apply to CGU
