By Richard M. Freeland
This publication examines the evolution of yank universities in the course of the years following global battle II. Emphasizing the significance of switch on the campus point, the publication combines a common attention of nationwide tendencies with an in depth examine of 8 different universities in Massachusetts. The 8 are Harvard, M.I.T., Tufts, Brandeis, Boston collage, Boston university, Northeastern and the collage of Massachusetts. huge analytic chapters learn significant advancements like enlargement, the increase of graduate schooling and examine, the professionalization of the college, and the decline of basic schooling. those chapters additionally overview criticisms of academia that arose within the past due Nineteen Sixties and the destiny of varied reform proposals in the course of the Seventies. extra chapters concentrate on the 8 campuses to demonstrate the forces that drove other forms 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
38 Efforts to attract students from the immediate vicinity provided an early context for interinstitutional competition. All area schools served mostly local students during the second half of the ninteenth and first half of the twentieth centuries. Moreover, the percentage of the state's high school graduates attending college remained small throughout these years, reaching only 20 percent by 192 2. T. 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.
Student and alumni/ae groups as well as organized labor kept up pressure for a change in the college's name and for authorization to offer the arts degree. C. , stirring hopes for a surge of innovation in a curriculum that remained, according to the centennial historian, "basically . T. C. 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.
Lowell hoped to recast Harvard along the familiar lines of Oxford 20 Education in Massachusetts before 1945 and Cambridge, with tutorials and general examinations replacing the coursecredit system as a basis for graduation. Though he failed to install his program in every department, by the end of his term the policy was widely adopted, and the College employed enough tutors to support this form of instruction for every undergraduate. While Eliot had been criticized by Harvardians concerned about the college, his successor was accused of neglecting research and graduate education.
Academia's Golden Age: Universities in Massachusetts, 1945-1970 by Richard M. Freeland