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DOCUMENT RESUME ED 382 113 HE 028 314 TITLE History of Higher Education Annual. Volume Eleven. INSTITUTION Northwestern Univ., Evanston, IL. School of Education and Social Policy. REPORT NO ISSN-0737-2698 PUB DATE 91 NOTE 97p.; For volume 10, see ED 347 870. For volumes 12-14, see HE 028 315-317. AVAILABLE FROM History of Higher Education Annual, Higher Education Program, The Pennsylvania State University, 403 South Allen Street, Suite 115, University Park, PA 16801-5202. PUB TYPE Collected Works Serials (022) JOURNAL CIT History of Higher Education Annual; v11 1991 EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *College Role; *Developing Institutions; *Educational History; Foreign Countries; Higher Education; Institutional Role; Liberal Arts; Single Sex Colleges; *Small Colleges; Technical Institutes; Womens Education IDENTIFIERS Hebrew Technion (Israel); Russell Sage College NY; Wheaton College MA ABSTRACT This annual compilation explores the history of small colleges in five articles that focus on the "uses" of this history in facing current debates concerning institutional directions. A brief introduction by Harold S. Wechsler addresses the role of institutional history for the small college. The first article is "Celebrating Roots: Sesquicentennials and the Distinctiveness of the Liberal Arts College" by John S. Whitehead with additional comments by Jurgen Herbsi: and David B. Potts. It suggests that historians face a major challenge in reconciling the college-university dichotomy. The second paper is by Ted I. K. Youn and Karyn A. Loscocco and is titled "Institutional History and Ideology: The Evolution of Two Women's Colleges." It compares the contrasting decisions of two women's institutions, Wheaton College (Massachusetts) and Russell Sage College (New York), as they considered moving to coeducation in the light of each institution's history. Next, Yuval Dror in "The Hebrew Technion in Haifa, Israel (1902-1950): Academic and National Dilemmas" examines the role of the small technological institute in national development. The fourth paper, "Requiem for a Pioneer of Women's Higher Education: The Ingham University of Le Roy, New York, 1857-1892" by Richard L. ',ling, points out the importance of the goals set during the founding period for understanding subsequent institutional history (and eventual demise). A final review essay, "Places Where Status Is Sought" by Nancy Hoffman, reviews books on the history of teaching, tracing the development of schools of education. (Individual papers contain reference notes.) (DB) *********************************************************************** , Reproductions *supplied by EDRS are the best that can be made from the original document. * *********************************************************************** ISSN 0737-2698 History ofHigher ,oe Education Annual Mak OF EDUCATION U.S. DEPARTMENTFlosottich and Improvement Mc° of Educational RESOURCES INFORMATION THIS EDU -RONAL "PERMISSION TO REPRODUCE CENTER (ERIC) bowl reproduced as MATERIAL HAS BEENGRANTED BY his document has received from the personor organization originating It HISTORY OF HIGHER have been made to 0 Minor changes quality EDUCATION ANNUAL improve roproduction statod in this Et ii`*4 of view or opinions document do notnecessarily repieseni policy 10 THE EDUCATIONALRESOURCES official OERI position or INFORMATION CENTER (ERIC) 1991 Volume Eleven BEST COPYAVAILABLE HISTORY OF HIGHER EDUCATION ANNUAL Volume 11 1991 An annual publication under the auspices of Northwestern University 3 EDITORIAL BOARD Joyce Antler, Brandeis University Joan N. Burstyn, Syracuse University E. D. Duryea, Editor Emeritus, State University of New York at Buffalo Arthur Engel, Virginia Commonwealth University Lynn D. Gordon, University of Rochester Peter D. Hall, Yale University Hugh Hawkins, Amherst College Jurgen Herbst, University of Wisconsin-Madison Konrad H. Jarausch, University of North Carolina at Chapel Hill Alan Karp, Managing Editor, Teachers College, Columbia University James McLachlan, Princeton, New Jersey W. Bruce Lesllie, State University of New York, College at Brockport Walter P. Metzger, Columbia University Patricia A. Palmieri, Harvard University Harold J. Perkin, Northwestern University David B. Potts, Wesleyan University Douglas Sloan, Teachers College, Columbia University Harold S. Wechsler, Editor, University of Rochester FOREIGN CORRESPONDENTS Kenneth Charlton, King's College, University of London, United Kingdom Robin Harris, University of Toronto, Canada David R. Jones, University of Melbourne, Australia Rudiger vom Bruch, Universitlit Munchen, Germany EDITORIAL ASSISTANT Danielle Crawford, Northwestern University SUBSCRIPTIONS Individual subscriptions to the Annual are $10.00 in the United States and Canada, and $12.50 to Latin America and overseas. Institutional subscriptions are $12.50 in the United States and Canada, and $15.00 to Latin America and overseas. All orders must be prepaid in U.S. funds, payable to Northwestern University. Send orders to History of Higher Education Annual, School of Education & Social Policy, Northwestern University, 2003 Sheridan Rd., Evanston, IL 60208-2610. © 1991, History of Higher Education Annual 2 HISTORY OF HIGHER EDUCATION ANNUAL 4 History of Higher EducationAnnual 1991 CONTENTS Introduction to Volume Eleven Harold S. Wechsler 5 ARTICLES Celebrating Roots: Sesquicentennials and John S. Whitehead, the Distinctiveness of the Liberal Arts College Jurgen Herbst, David B. Potts Institutional History and Ideology: Ted LK Youn 21 The Evolution of Two Women's Colleges Karyn A. Loscocco The Hebrew Technion in Haifa, Israel (1902-1950): Yuval Dror Academic and National Dilemmas 45 Requiem for a Pioneer of Women's Richard L Wing 61 Higher Education: The Ingham University of Le Roy, New York, 1857-1892 REVIEW ESSAY Places Where Status Is Sought Nancy Roffman 81 ABOUT THE CONTRIBUTORS 95 MANUSCRIPT SUBMISSION INFORMATION 96 1991 3 On the cover: Eaton Chapel, Beloit College, built in 1892. Courtesy: Beloit College Archives. 4 HISTORY OF HIGHER EDUCATION ANNUAL Introduction to Volume Eleven HAROLD S. WECHSLER University of Rochester "IT IS, SIR, AS I HAVE SAID, A SMALLCOLLEGE. And yet, there are those who love it," Daniel Webster told thejustices of the Supreme Court as he was finishing his famous oral argumentin the Dartmouth College case. But, Webster added another thought beforeresting his case. "Sir," he told Chief Justice Marshall, "I know not how others mayfeel (glancing at the op- ponents of the College before him), but,for myself, when I see my alma mater surrounded, like Caesar in the senatehouse, by those who are reiter- ating stab after stab, I would not, for thisright hand, have her turn to me and say, Et to quoque mi fill!And thou too my son!" No, most university partisanshistoriansand other faculty members, presidents, studentsdo not approach the smallcollege dagger in hand. But John Whitehead's symposium of the smallcollege in this volume of the History of Higher Education Annual includesimportant caveats for uni- versity advocates. Some historians ofeducation, despite a two-decade his- torical reevaluation, still view the smallcollege through (hostile) lenses, dismissing them as inconsequential orintractably parochial. Historians, Whitehead suggests, shouldabandon tacit partisanship and instead study the rich history of smallcollege life on its own terms. These studies may facilitate comparative analysis,evaluation of the impacts of individual leaders on an institution,determination of continuity and change in mission, and scrutiny of therelationship between the curriculum and the extracurriculum. The historian'soutlook, Whitehead adds, reflects an asymmetric relationshipbetween large universities and smallcol- leges. Members of small college communities,he notes, are often more cognizant of university history than vise versa. The Annual explores the history ofsmall colleges, by focussing on the "uses" of this history. Should small colleges,often in financial difficulty, continue to do only what they do well, orchange their mission by creating (profitable) programs for new constituencies?Russell Sage and Wheaton no strangers to changesin missionopted against coeducationduring the wave of institutionaltransformations in the 1960s. But in the late1980s, Ted I.K. Youn and Karyn Loscocco note,both colleges invoked historical expla- nations to justify divergentdecisionsWheaton, to coeducate; Russell Sage, to remain a single-sex college.Understanding the founding period and subsequent institutional history, theauthors add, is relevant to the cur- rent debate, though it does not"dictate" a path, either towards continuity or change. 1991 5 1,4 Richard L. Wing's study of Ingham University emphasizes the impor- tance of the goals set during the founding period for understanding subse- quent institutional history. Superficially, Ingham Universitya key nineteenth century educator of womenappears too closely identified with its founders, and thus failed to survive into the twentieth century. But Wing suggests that Ingham had little alternative. The two founding sisters, Marietta and Emily Ingham, provided the initial capital, and the academic leade*ship that enabled a small seminary to becomea six-division univer- sity in 1857, 20 years after its founding. But at several key points in its his- tory, the Inghams gave menthe Presbyterian Synod; later, local business leadersresponsibility for keeping the institution financially afloat. Neither group performed as desired, nor did