Study Guide for 2nd Hour Exam

Study Guide for 2nd Hour Exam
Alma Mater/Spring  2014
for Wednesday, April 1, 2014

Responsible for chapters  5 – 11 in Stand, Columbia
Lectures 10 -17
Readings for Part II (February 20 – April 1) under “Readings” – be able to identify quotes from primary readings by author, title, date, circumstance.

Student postings for March 25, 2014, located on Coureworks course site

1. Biographical Identifications by position, institutional affiliation, events,
publications, quoted statements:

Matthew Vassar                                         Justin Morrill
Frederick A. Barnard                                  Ezra Cornell
Andrew Dickson White                              Henry Adams
Charles William Eliot                                  Johns Hopkins
Daniel Coit Gilman                                     Henry A. Rowland
Woodrow Wilson                                       Nicholas Murray Butler
John W. Burgess                                         Leland Stanford
M. Carey Thomas                                      Annie Nathan Meyer
Seth Low                                                     William James
George Santayana                                     John D. Rockefeller
William Rainey Harper                             James McKeen Cattell
Franz Boas                                                  Frederick P. Keppel
John Dewey                                               Charles A. Beard
Freda Kirchwey                                         Randolph Bourne
Dink Stover                                                Whittaker Chambers
Abbott Lawrence Lowell                         Robert Maynard Hutchins
John Erskine                                              Jacob Schiff
Herbert E. Hawkes                                   Benjamin Cardozo
Lionel Trilling                                             Reed Harris
Andrew Carnegie                                       Edward Harkness
Virginia Gildersleeve

Familiarity with the “Emergent University Timeline, 1860-1940”
Familiarity with “Columbia and the Higher Learning, 1858-1940”i
Familiarity with the “Barnard College Timeline to 1940

Familiarity with the sequence of the major institutional foundings and something
of their individual origin sagas

Larger considerations
Use of primary readings and your own informed thoughts to address such issues as:
The curricular aspects of the emergence of universities;
The financial aspects of the emergence of universities;
The religious aspects of the emergence of universities;
The role of big business (and big businessmen) in university-building;
The changing relationships among students, faculty, trustees and presidents from the “age
of the college” to the “ascendance of the university”
Changes in the relationship between institutions of higher learning and public affairs;
The factors advancing the education of women nationally and at Columbia
The place of universities in the Progressive Era
The impact of American entry into World War upon universities in general and
Columbia in particular
The return of the college in the 1920s
The case for and against discriminatory admissions policies in the interwar period
The impact of the Great Depression and international events on campus politics

 

 

 

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