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Distinctive Traditions at the College of William and Mary and Their Influence on the Modernization of the College, 1865 Ot 1919

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Distinctive Traditions at the College of William and Mary and Their Influence on the Modernization of the College, 1865 Ot 1919 W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1981 Distinctive traditions at the College of William and Mary and their influence on the modernization of the college, 1865 ot 1919 Russell T. Smith College of William & Mary - School of Education Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Higher Education Commons Recommended Citation Smith, Russell T., "Distinctive traditions at the College of William and Mary and their influence on the modernization of the college, 1865 to 1919" (1981). Dissertations, Theses, and Masters Projects. Paper 1539618526. https://dx.doi.org/doi:10.25774/w4-mhd8-dz14 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image o f the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method of “sectioning” the material has been followed. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted into your xerographic copy. These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases the best available copy has been filmed. University Mfoxxilms International 300 N. Zeeb Road Ann Arbor, Ml 48106 8500984 Smith, Russell T. DISTINCTIVE TRADITIONS AT THE COLLEGE O F WILLIAM AND MARY AND THEIR INFLUENCE ON THE MODERNIZATION OF THE COLLEGE, 1865 TO 1919 The College of William and Mary in Virginia Ed.D. 1981 University Microfilms International300 N, Zeeb Road, Ann Arbor, Ml 48106 DISTINCTIVE TRADITIONS AT THE COLLEGE OF WILLIAM AND MARY AND THEIR INFLUENCE ON THE MODERNIZATION OF THE COLLEGE, 1065 TO 1919 A Dissertation Presented to The Faculty of the School of Education The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree Doctor of Education by Russell T. Smith November 1980 .. DISTINCTIVE TRADITIONS -AT THE 'COLLEGE 0B WILLIAM AND MARY AND THEIR INFLUENCE OK THE 'MODERNIZATION OF THE COLLEGE, 1865 TO 1919 by Russell T. Smith Approved November 1980 by )onald J. Herrmann, Ph C lifto | F. Conrad, Ph Paul Unyiye r, Chairman of Doctoral Committee Page i l l TABLE OF CONTENTS Page ACKNOWLEDGMENTS ................ ....... iv Chapter I. INTRODUCTION. .................. 1 II. THE EWELL ADMINISTRATION FROM 1865 TO 1882 AND THE CLASSICAL TRADITION AT THE COLLEGE OF WILLIAM AND MARY. -------. 23 I I I . THE REFORMATION OF THE WILLIAM AND MARY COLLEGE MISSION, 1882 TO 1888............. 14 IV. THE IMPACT OF THE EDUCATIONAL MISSION ON POLITICAL AFFAIRS AT THE COLLEGE DURING THE TYLER ADMINISTRATION, 1888 TO 1919.............. 112 V. THE RELATIONSHIP BETWEEN THE INSTITUTIONAL TRADITION AND THE NEW COLLEGE CURRICULUM, 1888 TO 1919................... 165 VI. SUMMARY AND CONCLUSIONS................................................. 211 BIBLIOGRAPHY....................... 222 VITA..................... 238 ABSTRACT ’......... 239 Page i v ACKNOWLEDGMENTS Completing the requirements for the Doctor of Education degree has involved the direction, cooperation, and assistance of certain key individuals. To them, I wish to express my thanks. A particular debt of gratitude - is owed to the members of the committee. Dr. Unger, Dr. Herrmann, and Dr, Conrad spent a considerable amount of time in closely examining and criticizing the successive drafts of the work. Their various areas of expertise were complementary, and their personal commitment to the furtherance of the project was a source of inspiration. Deep appreciation is extended to the staff of the Special Collections Division of Swem Library. Over a number of years, the personnel in Special Collections assisted substantially by providing courteous and rapid access to a wide variety of special materials. The good humor, c o rd iality , and professional knowledge of Henry Crunder, Margaret Cook, Kay Domine, and Pam lloll helped to create an ambient atmosphere for research. The staff of the Reference Department at Swein Library provided considerable assistance in handling details of style, grammar, and punctuation. Thanks is due to sta ff members Dortha H. Skelton, Robert C. Stevick, Delmus Moore, and Hope Yelich. Deep appreciation is extended to several individuals associated Page v with the Computer Center at Christopher Newport College in Newport News, Virginia. They assisted in the use of the FORMAT word-processing program in entering and editing the manuscript on their Hewlett Packard 3000 computer. Previous Director E. Michael Staman and current Director Shahram Agha-Amiri extended the freedom of the Center to the present researcher. Data Entry Operator Sandra Gosine made most of the entries on the computer. Staff members Sheila Higgins, Emilie Smith, Fred L. Wood, and Larry Fowler furnished helpful advice concerning the use of the FORMAT program and Center f a c ilitie s . Thanks is extended to several friends who assisted in editing and proofreading the manuscript. Lee Hubert, Frances Rigby, Kathy Zaher, and Powell Gahagan provided valuable help in completing the revision of the te x t. Finally, thanks and appreciation are offered to my parents who encouraged me throughout iny studies. PAGE 1 CHAPTER I INTRODUCTION The rise of the industrial economy after the Civil War brought a crisis to the academy. The old classical curriculum that was standard at nearly all American colleges failed to address the developing need for specialists and professionals of all types. Institutions of higher education, therefore, faced the necessity of making revolutionary changes in their programs of instruction. Most colleges succeeded in meeting the needs of the new industrial economy by gradually reforming their curricula. Hut a few schools found it necessary to undertake a drastic reorganization in order to remain viable. Such a transformation occurred at the College of William and Mary, primarily because of a financial crisis. During the twenty-three years following the Civil War, there was a constant threat that the two-ceuturies-old College would close because of dwindling finances. The destruction of the College building and most of the College endowment during the war had suddenly reduced a moderately prosperous school to the status of a nearly bankrupt institution. Various initiatives aimed at restoring the finances failed to achieve lasting results. The Hoard of Visitors thus converted the traditional liberal arts College into a teacher-training institution In PAGE 2 1888 in order to secure a legislative appropriation that would save the school. The adoption of the professional teacher-training mission probably made the College a more useful institution but, at the same time, it helped to cause a sharp decline in the status of the school. Whereas the provision of liberal arts education was a prestigious operation, the training of teachers was, because of its lower class connotations, a questionable activity among the elite of individuals who traditionally attended college. Most teacher-training institutions served lower class youths who were preparing to teach the three Rs to pupils who were attending the public schools because they could not afford to pay the tuition at private academies. In contrast, William and Mary possessed some of the most distinctive traditions of any college in the United States and had served some of the most exclusive fam ilies in a state noted f o r i t s aristo cratic society. (1) The prominent ro le of both the College and the Commonwealth in producing patrician planters, distinguished statesmen, and an aristocratic way of life helped to endow both e n t i t i e s with an e l i t i s t mystique. The tra n sitio n from the classical to the educational mission, therefore, not only caused the College to lose prestige among circles of influential Virginians but also caused the College to assume a new role that was not entirely consistent with its own heritage. The reform in the institutional mission occurring at the College of William and Mary between the Civil War and World War I is analyzed in this study. The thesis is that the leaders of the College fashioned the record of its distinctive historical achievements into a dynamic PAGE 3 institutional tradition in an effort to compensate for the loss of status experienced in the adoption of the teacher-training mission.
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