Introduction 1
Notes Introduction 1. Woodrow Wilson, “The Significance of the Student Movement to the Nation,” in APJRM, 168. 2. Francis Patton, “The Significance of the Student Movement to the Church,” Int 25, no. 4 (January 1903): 81. 3. For example, see Lawrence R. Veysey, The Emergence of the American University (Chicago: University of Chicago Press, 1965); Frederick Rudolph, The American College and University (Athens, GA: The University of Georgia Press, 1962); John Brubacher and Willis Rudy, Higher Education in Transition: A History of American Colleges and Universities, 4th ed. (New York: Harper & Row, 1958); Helen Horowitz, Campus Life: Undergraduate Cultures from the End of the Eighteenth Century (Chicago: University of Chicago Press, 1987); and Harry E. Smith, Secularization and the University (Richmond: John Knox Press, 1968). 4. See, for example, Veysey, The Emergence of the American University; Rudolph, The American College and University. 5. See George M. Marsden, The Soul of the American University (New York: Oxford University Press, 1994); Julie Reuben, The Making of the Modern University: Intellectual Transformation and the Marginalization of Morality (Chicago: University of Chicago Press, 1996); Jon H. Roberts and James Turner, The Sacred and the Secular University (Princeton: Princeton University Press, 2000). 6. From Marsden’s perspective, liberal Protestantism eased the transition from the seemingly innocent methodological perspective to the more insidious ideologi- cal variety that prevented religious themes from entering the university “market- place of ideas.” Julie Reuben, while not discounting Marsden’s argument, does complicate his perspective by looking more specifically at how religion was conceived in relation to the search for truth at major universities in this era.
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