By Richard M. Freeland
This ebook examines the evolution of yank universities throughout the years following international battle II. Emphasizing the significance of swap on the campus point, the booklet combines a common attention of nationwide developments with a detailed examine of 8 different universities in Massachusetts. The 8 are Harvard, M.I.T., Tufts, Brandeis, Boston collage, Boston collage, Northeastern and the collage of Massachusetts. extensive analytic chapters research significant advancements like growth, the increase of graduate schooling and study, 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 assorted reform proposals throughout the Nineteen 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 conditions of the postwar years.
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Extra resources for Academia's Golden Age: Universities in Massachusetts, 1945-1970
C. the largest Jesuit college in the United Sates. Early in the twentieth century, an ambitious new rector and president, Father Thomas I. C. " In Gasson's view, two steps were essential: separation of the high school and college to bring the latter into conformity with accepted American practice; and the establishment of a proper campus. With the assistance of Archbishop William O'Connell, an alumnus, Gasson secured a magnificent site on a promontory in Chestnut Hill, just outside the city. C.
His reforms stopped short of introducing new fields. 's services to outlying communities. The disinclination of Beacon Hill to foster development also remained a hindrance. Indeed, in the igaos the college's position worsened in this respect. 's status and brought it clearly under government control. Shortly thereafter, the college was made a subunit of the Massachusetts education bureaucracy. This change so limited institutional initiative that Butterfield resigned, and the college sank into a period of stagnation.
As the nation prospered, demand for higher education grew, and financial support came more easily. " Adopting an idea popular among academic leaders in the 1920s, the president proposed to divide Tufts in half. A large, two-year "college" would offer general education in the arts and sciences and be open to all graduates of Massachusetts high schools. A smaller, more selective "university" would enroll top students for upper-division and graduate work in a selection of professional fields. This design, Cousens felt, would allow Tufts, with its small endowment, to maintain the large enrollments needed for financial reasons while achieving a reputation for high academic standards.