To Give Instruction: Denominational Colleges in Antebellum Ohio

Autor/in	Filous, Joseph
Titel	To Give Instruction: Denominational Colleges in Antebellum Ohio
Quelle	(2023), (262 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Case Western Reserve University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-0585-7
Schlagwörter	Hochschulschrift; Dissertation; Educational History; Religious Colleges; Religious Education; Educational Change; Research Universities; Religious Factors; Institutional Autonomy; Educational Development; Higher Education; College Preparation; Ancillary School Services; Access to Education; Institutional Characteristics; Career Choice; Educational Experience; Outcomes of Education; College Graduates; Occupations; Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; History of education; Bildungsgeschichte; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bildungsreform; Forschungseinrichtung; Institutionelle Autonomie; Bildungsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Bildungserfahrung; Lernleistung; Schulerfolg; Hochschulabsolvent; Hochschulabsolventin; Beruf; Berufsumfeld
Abstract	Between 1820 and 1860, dozens of new denominational colleges opened throughout the United States. Nowhere was this growth as dramatic as in the Old Northwest in general and in Ohio specifically. Through the mid-twentieth century, most historians saw these colleges as steps backward in the development of higher education in the United States, with faculty overly focused on theological minutiae. These denominational colleges served as the dismal backdrop against which educational reformers launched research universities, where academic inquiry was unimpeded by religious dogmatism. Since the late 1960s, however, historians have generally stressed the positive aspects of these colleges, praising them for anticipating later developments in higher education. Still, many of these newer histories neglected other aspects of antebellum colleges, such as their many non-classical programs. The college's preparatory departments and ancillary courses provided interested students with at least some level of higher education beyond the common school. These programs helped expand the reach of these institutions far beyond the relative handful of students who graduated from their collegiate programs. Other histories also convey a limited view of campus life. While literary societies were certainly popular, students also played sports and games, staged picnics, went on nature excursions, and socialized with young townswomen. Some also cheated on exams, played pranks, tormented tutors, stole food, drank alcohol, and smoked tobacco. Contrary to both the traditional view that students attended these schools almost solely to become ministers and the revisionist view that many students left campus for modern careers in business and science, young men evidently flocked to antebellum Ohio's denominational colleges in hopes of pursuing careers in one of the four traditional learned professions. Indeed, the vast majority of students who graduated from these schools became clergymen, lawyers, physicians, or educators. Moreover, those who matriculated but failed to graduate from the collegiate programs also gained a leg up on these ambitions, with between 33% and 60% typically entering the learned professions. Even those who merely attended the preparatory programs for a year or two were far more likely than men in the general population to enter one of these professions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01