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TO SEE GREAT WONDERS Project14 FM.Qxd 8/24/2006 11:42 AM Page Ii Project14 FM.Qxd 8/24/2006 11:42 AM Page Iii Project14_FM.qxd 8/24/2006 11:42 AM Page i TO SEE GREAT WONDERS Project14_FM.qxd 8/24/2006 11:42 AM Page ii Project14_FM.qxd 8/24/2006 11:42 AM Page iii TO SEE GREAT WONDERS A HISTORY OF XAVIER UNIVERSITY 1831–2006 Roger A. Fortin Scranton: University of Scranton Press Project14_FM.qxd 8/24/2006 11:42 AM Page iv (c) 2006 University of Scranton Press All rights reserved. Library of Congress Cataloging-in-Publication Data (Has been applied for but is not available at time of publication.) Distribution: The University of Scranton Press Chicago Distribution Center 11030 S. Langley Chicago, IL 60628 PRINTED IN THE UNITED STATES OF AMERICA Project14_FM.qxd 8/24/2006 11:42 AM Page v DEDICATION To Xavier members of the Society of Jesus, past and present, for their many contribu- tions in the life of the university, and particularly to Francis (Frank) C. Brennan, S.J., Xavier’s Academic Vice President from 1974 to 1982, for his enlightenment, inspiration, and friendship. Project14_FM.qxd 8/24/2006 11:42 AM Page vi Project14_FM.qxd 8/24/2006 11:42 AM Page vii TABLE OF CONTENTS Foreword xi Acknowledgements xiii Introduction xv Part I The Formative Years of St. Xavier College, 1831–1910 1 Introduction 1 1 Founding of a College 5 Opening of the Athenaeum 7 Bishop John Baptist Purcell and the Athenaeum 10 The Jesuits Arrive 14 2 Jesuits Take Charge, 1840–1865 21 Beginning of St. Xavier College 22 College Activities and Organizations 30 Purcell Mansion 36 Ethnicity and Enrollment 39 The Jesuits, the Seminary, and the Community 45 The Closing of the Boarding School 52 St. Xavier College and the Civil War 57 3 A More Secure St. Xavier College, 1865–1911 61 Curricular Changes 66 Community Outreach 76 Diocesan Bank Colleagues 78 Extracurricular Activities 80 Alumni Association and Golden Jubilee 82 Expansion to the Suburbs 87 Part II “A New Life for Old St. Xavier”: A University is Born, 1911–1945 93 Introduction 93 4 A New Campus, 1911–1931 97 The Alumni Association and St. Xavier’s Diamond Jubilee 101 Curricular and Extracurricular Developments, 1911–1920 105 The Move to Avondale 112 — vii Project14_FM.qxd 8/24/2006 11:42 AM Page viii viii — Table of Contents St. Xavier College Comes of Age 127 Teachers’ College 137 University Status 144 5 Depression and War, 1931–1945 147 Sloctemyer at the Helm 148 Teacher Training, 1931–1934 151 The Athletic Issue and North Central Association 153 The Great Depression and the University 165 Campus Life in the ‘30s 170 The University and World War II 174 Part III A Modern University 1945–1990 183 Introduction 183 6 The University’s Postwar Challenges, 1945–1955 189 Enrollment Growth 193 New Programs and Construction 197 The Maguire Years, 1949–1955 210 7 Xavier University Transformed: The Presidency of Paul L. O’Connor, S.J., 1955–1972 217 A More Modern Campus in the Making 220 The University’s New Profile 234 Curricular Developments 238 Campus Activities and Issues 245 Alumni and Development Growth 255 The University Becomes Fully Coeducational 260 Board of Trustees 265 The Football Issue 271 8 Adjustments and Conflict: A Mature University in Transition, 1972–1990 275 The End of Football 276 Academic Programs 281 Construction, Acquisitions, and the Expansion of Campus 289 A New President, Charles L. Currie, S.J. 298 Sale of Edgecliff and Programs 304 President Currie is Removed 308 DiUlio’s Presidency 315 Student Activities 321 Sustaining Agreement 326 Part IV A New Epoch for Xavier University 1991–Present 333 Introduction 333 Project14_FM.qxd 8/24/2006 11:42 AM Page ix Table of Contents — ix 9 Xavier’s New Leader: James E. Hoff, S.J., 1991–2000 339 Academic Programs and New Core 340 The Century Campaign and Growth of the University 347 Jesuit Identity 359 Faculty 362 Athletics 364 Enrollment Growth and Campus Life 367 A “Phenomenal” Decade 372 10 “A Renaissance of Culture and Commitment”: Michael J. Graham, S.J., 2001–Present 375 Academic and Strategic Planning 377 Collaborative and Shared Governance 388 Campus Life and Athletics 392 The Passing of an Icon 397 Diversity and Community Engagement 399 Planning for the Future 404 Conclusion 411 Epilogue 413 Notes 419 Project14_FM.qxd 8/24/2006 11:42 AM Page x Project14_Foreword.qxd 8/22/2006 7:47 PM Page xi FOREWORD Initially articulating his vision during a speech at the University of Santa Clara in October 2000, Jesuit Superior General Peter-Hans Kolvenbach continues to argue persuasively for a radical new way of evaluating the effectiveness of Jesuit colleges and universities. How are Jesuit schools to be graded? Not by the size of their endowments or by the publications of their faculty; not by their graduation rates or the academic quality of their incoming classes; and not by their position in U.S. News and World Report rankings, their alumni giving rates, their reputation amongst other college administrators, or by any of the other usual metrics we customarily use to slice and dice colleges and their quality. Instead, Father Kolvenbach argues that the true measure of a Jesuit university ought to be who its alumni become. Not so much the livelihoods they earn, but rather the lives that they create—and even more so, the ways in which they positively interact with the lives of others. This way of gauging the success of the Jesuit educational enterprise would have made immediate sense to St. Ignatius Loyola, the founder of the Jesuits. Ignatius created what has become the tradition of Jesuit higher education by fusing the educational forms of the classical world with the emerging educational needs of the Renaissance, thereby grounding men destined for active lives in the civic marketplace with the wisdom of the ancient world. In this way, Ignatius believed, his schools would shape men of virtue and learning who would bring to contemporary problems habits of mind and heart honed over centuries, and these virtuous citizens would in turn shape virtuous societies, ready for—or, at least, open to—the loving influence of the Gospel. The tradition begun by Ignatius of Loyola is alive and well at innu- merable worldwide institutions of learning that bear the broad stamp of Jesuit education. It is especially alive and well in the United States, among the 28 member institutions of the Association of Jesuit Colleges and Universities—including Xavier University. The vision that unites these schools is far more important than any accidents of time, place, or history that divide them. Common to all of them is an important — xi Project14_Foreword.qxd 8/22/2006 7:47 PM Page xii xii — Foreword cluster of deep and distinctive convictions: that God may be found in all things; that human beings are called for the more and the greater; that the requirements of justice and the demands of the Gospel always go hand in hand; and that men and women only realize their true iden- tities when they sacrifice themselves in service to their neighbor, espe- cially their neighbor in need. The Jesuit colleges and universities in the United States are united by one more thing. Since the mid-1970s, all of them have been engaged in a process of renewing their distinctive Jesuit identities and, as a result, sharpening their abilities to fulfill in our mod- ern context, the high hopes that motivated Ignatius when he founded his original schools. Dr. Roger Fortin’s delightful history of Xavier University is a case study of the foundation, growth, and current flowering of one of these American Jesuit schools. Its history makes the point that each and every one of the Jesuit schools, at least in the United States, has resulted from a lengthy sort of dialogue, one that has gone on between the broad tradition of Jesuit education and the particular and specific needs and opportunities of the communities in which these schools have grown up. Their histories become windows through which we can observe this interplay, and much else besides—the histories of cities and communities, of dioceses and archdioceses, and ultimately, of the Catholic community in the United States itself. On the eve of its 175th anniversary, Xavier University has much to celebrate and much to look forward to. The same can be said for her Jesuit sister schools in the United States. Together, these colleges and universities constitute a distinct and important voice in American higher education and a lively and crucial apostolate for the Catholic Church in the United States. Michael J. Graham, S.J. President, Xavier University Project14_Ack.qxd 8/24/2006 11:40 AM Page xiii ACKNOWLEDGEMENTS As Xavier University celebrates the 175th anniversary of its founding as a Catholic and Jesuit institution, its future is promising. Under the leadership of Michael J. Graham, S.J., who assumed the presidency on January 1, 2001, the university is positioned to continue to grow in academic stature. There have been pivotal moments in Xavier’s history and this is potentially one of them. The university is entering a new epoch, a novel and distinctive phase in its history. It is undertaking a major transformation in the way it conducts teaching and learning, in the way it relates to its external communities, and in the way members of the university community relate with one another. While carving out new and fresh directions, the institution is rekindling its rich Catholic, Jesuit tradition. Consistent with its mission, it is seeing “great won- ders,” making it possible for students to seek meaningful and fulfilling achievements in their lives. By engaging in original archival research, as well as consulting major secondary works, I have attempted to provide a portrait of the major activities, trends, and developments in the life of Xavier University since its beginning in 1831.
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