A HISTORY OF CHANGING PATTERNS OF OBJECTIVES IN CATHOLIC HIGHER EDUCATION FOR WOMEN IN MICHIGAN Thesis for the Degree ofPh. D. MICHIGAN STATE UNIVERSITY SISTER GABRIELLE HENNING S. S. J. 1969 '1' HESIb ~51,"- M Ma“ , i LIBRARY Michigan State University If This is to certify that the thesis entitled A HISTORY OF CHANGING PATTERNS OF OBJECTIVES IN CATHOLIC HIGHER EDUCATION FOR .‘TOIIJ TIT IN MICHIGAN presented by Sister Gabrielle Henning, S.S.J. has been accepted towards fulfillment . of the requirements for Ph.D. dqfim,n,Education 'zé// / flajor roiessor Date )7 " /‘/' Q7 0-169 ‘91 """ ullllll . I , ‘ Iflfludujlluw v1.14.“ III. . . . . J F l l l l I I I I I I .Y‘o .“L\. ' '-.'I'..\,' .’ It 2 v‘ 53?. 'j‘pv' .‘ ABSTRACT A HISTORY OF CHANGING PATTERNS OF OBJECTIVES IN CATHOLIC HIGHER EDUCATION FOR WOMEN IN MICHIGAN BY Sister Gabrielle Henning, S.S.J. PROBLEM The education of women. '*.'§Tt was the specific purpose of this study to trace the a“::€§k§ of the objectives of the selected colleges beginning u'L.. n-v ." .uI O . oe- In Sister Gabrielle Henning, S.S.J. (1) That the Catholic colleges for women in Michigan have consistently maintained their commitment to the ultimate end of Catholic education which is the ultimate end of man. That the Catholic colleges for women in Michigan have, from their foundations, emphasized intellectual develop— ment. That the Catholic colleges for women in Michigan have, from their beginnings emphasized moral training. That the Catholic colleges for women in Michigan have, from their foundations, included the objective of leadership. That the Catholic colleges for women in Michigan have, from the beginning, included as an objective, service to church and country. That the Catholic colleges for women in Michigan have ~attempted to meet the challenges of a changing society by providing expanded objectives to support the inclu- sion of pre-professional, professional and vocational courses in their curricula as these needs arose. That the Catholic colleges for women in Michigan, since the close of the Second Vatican Council, tend to be more .aware of their relationships and responsibilities to the community, the city, the nation and the world. That the Catholic colleges originally established speci— fically for women in Michigan, have in essence similar objectives which can be cast into "patterns" or "configurations" as defined later. CONCLUSIONS After a careful study and application of the data to the proposed hypotheses, the following conclusions seem warranted: . ' By‘fficient evidence has been obtained to demonstrate support ‘5‘;for Hypotheses I, II, III, V, VI, VII, VIII. Hypothesis IV, 1 91“- . '0' v , . “w C .q. a» « .A out - l nun;- I .0. oto‘ '1 ‘R i . ”I u \l i. a - ~- \“ u Sister Gabrielle Henning, S.S.J. .Erum their foundations, included the objective of training £0: leadership," cannot be completely supported by the available evidence. Training for leadership cannot be said .to be a constant in the objectives of any of the colleges. Although this objective could be inferred from some of the early statements of objectives, it was not stated specifical— ly by most of the institutions until the early 1950's. .It seems, therefore, that the six colleges whose objec- tives have been traced follow certain rather clearly observ— able "patterns" or "similarities of design" in their state- ‘ments of objectives through the years. Tracing these -institutional objectives historically from their first state— 'ments to the present, we saw similar patterns emerging in .all of the colleges so that the following generalization could be made. The objectives below appeared in all state— ments of objectives rather consistently: commitment to a Catholic philosophy of education which is basic to all other objectives of the institution, an intellectual objective, .a moral objective, a service objective, and from the early days of the institutions, a professional objective (teacher education being the first professional objective to be femphasized) in each college. Finally, since the Second ‘katican Council, an objective was seen to emerge which has _, nix: do with the institutions' relationships and responsibili- Eager to a larger community than that of the immediate college Sister Gabrielle Henning, S.S.J. '~Ttu:1uagle next step would be an historical study of n , Li . . __, ‘ t ‘ ehjeotives traced in the present study were imple- "in curricular offerings of these colleges. "A HISTORY OF CHANGING PATTERNS OF OBJECTIVES IN CATHOLIC HIGHER.EDUCATION FOR WOMEN - IN MICHIGAN By Sister Gabrielle Henning S.S.J. .{r I \iv I’d-£82}: Me - A THESIS ‘ lan‘tw TIQ. dtafi" ;, Submitted to Michigan State University Cipflmfl partial fulfillment of the requirements 1a1‘ for the degree of , ntnia u. nu, . . slum-.8 ' meromorpnrmsosuv 'ff};tdg Vera xr~ a .. f'71« . 1 College of Education .1‘ 4 ‘31.. L. i v..‘ -A -- . 1 .' I 1 V T" f ‘mifialltqe. v. . A, - 72~ :V.'=E “I. Le\-u I, \‘Q. ,s‘ ‘ .1969 .1 not! “s-— 0“ .‘u \n. .._A .._ is .an uud . u. . s ‘c ACKNOWLEDGEMENTS The writer gratefully acknowledges her indebtedness to Br. J. G. Moore, the Chairman of her Guidance Committee, for his continuing interest, patience and encouragement as this dissertation progressed. Without his assistance and availa- bility at each step, this study could not have reached Acompletion. Grateful appreciation is also extended particularly to -Dr. Carl Gross for his interest, encouragement, and valuable assistance throughout the progress of this study. The author is also deeply grateful to the other members of her committee whose assistance was frequently sought and always available. —They are: Dr. William V. Hicks and Dr. William J. Callaghan. Particular indebtedness is acknowledged to the presi- dents, deans and other administrative staff of the colleges ,.participating in the study. Without their generous coopera- tion, this research could not have been undertaken. Finally, the author wishes to express her deep gratitude - g to Sister Verenice, S.S.J. and the Council of the Sisters of "s Eat. Joseph and to Sister Mary Bader, S.S.J., President of 93the writer for full-time study. To all the other Sisters sec ii . .u e’ .. Us. nAV"‘ ...r - a . .- ~‘ 1. '2' J .. as.“ \ .... n o a... new. "‘7‘ D‘AU‘ . To Epsilon Chapter of Delta Kappa Gamma and to Alpha ‘fgkate for the confidence they placed in the writer by TABLE OF CONTENTS I f VCHAPTER Page ' I..INTRODUCTION................. 1 Statement of the Problem. . . . . . . . . . 1 R Purpose and Scope of the Study. . . . . . . 3 * General Statement. . . . . . . . . . . . 3 Specific Statement . . . . . . . . . . . 4 Significance of the Problem . . . . . . . . 5 Definition of Terms . . . . . . . . . . . . 7 II. PROCEDURE. . . . . . . . . . . . . . . . . . . 9 Report of Related Research. . . . . . . . . 9 Sources of Data for the Study . . . . . . . 714 Method of Procedure . . . . . . . . . . . . 15 Reporting the Study . . . . . . . . . . . . 16 tIII.-HISTORICAL BACKGROUND OF THE SIX CATHOLIC COLLEGES INVOLVED IN THE STUDY . . . . . . . . 18 A. Historical Background of Marygrove College. . . . . . . . . . . . . . . . . 22 B. Historical Background of Siena Heights College. . . . . . . . . . . . . . . . . 24 C. Historical Foundations of Aquinas College. . . . . . . . . . . . . . . . . 29 D. Historical Background of Nazareth College. 0 O I O I I O O I O I O O D O O 55 E. Historical Background of Mercy College of Detroit I O O J O O C O C O C C C I O 37 F. Historical Background of Madonna College. . . . . . . . . . . . . . . . . 59 .' VIVVHISTORY OF OBJECTIVES OF THE COLLEGES INVOLVED l‘..v‘ . IN Tm STUDY 0 , O O I O l O O O O C O O O O C O 42 ' Hypethe Si 8 I C O C O I O O O O I C I I 0 . 9 42 ' Hypothesis II . C C O I O O I O O C C O . O 62 ‘ Hypothesis III I O O O I D I I I O O I O O O 74 - anothesis IV 0 O D A I 0 ‘ O O O O O O O O I I 89 It. . . a.“ i . 1V }2 *t- 1“.» .T 1 g>~ d .Ifim s - Continued Page ”7 ‘j‘uh Amothesis V. n o o o o I o o a a I o o a o 98 Hypothesis VI . . . . . . . . . . . . . . . .115 fimthGSiB VII. I u o o I o o o o c a o o a 135 ‘ Hypothesis VIII 0 o o o o o I u o o o n o o 150 Ii". ammo CONCLUSIONS. . . . .. . . . . . . . 185 L ' I C" m. . . I . . . . . . C . C . I C C . . . . 191 . ';?.‘&i::'z ‘ ' 'clz-mgas ‘ \g. a“ ~"cr3'v-~ U! .3 CIEITHE. .; i ‘ ‘ £0171 . ' ' r :3 butt“. t ~ . '15.. :'| 3-.‘.' .. ' p 5» . in “U“. ( . lflitfier~3x7 ICE. ; and [qu5 ."',.;.43.u fa'IJ'iH‘S “..‘. i :“ , if " ;}‘L4' 'Jd L0 ' "I ' 1...‘ CHAPTER I INTRODUCTION STATEMENT OF THE PROBLEM American society in the twentieth century has witnessed vast changes in every area of human endeavor. The effects of two world wars, an economic depression, unprecedented modifications in economic and industrial patterns, and an almost total migration from rural to urban living have all contributed to the transformation of our national society. Witness, too, the phenomenal advances in knowledge available to man in every field-~scientific, religious, social, philo— sophical, and psychological-~within American culture. ‘As a function of American culture, education, too, is being rapidly transformed, particularly at the higher levels. Modifications in the purposes, policies and programs of institutions of higher education are reflections of the changes in purposes and policies of the social environment of which they are a product. As one of the largest industrial states in the Union, Michigan has witnessed numerous and rapid changes in this century. The factors which contributed to the transformation of our national society have contributed to an even greater degree to the transformation of the social order in the State of Michigan, and this includes education particularly at the advanced levels. Michigan has had a long tradition of respect for higher learning. Consequently, it is not surprising that its in— terest in and responsibility for providing higher education, both public and private, have been evident in the chartering of numerous educational institutions in the twentieth century.1 Among these have been the large group of church—related colleges. In that category, we find the six institutions established by Catholic religious communities of women speci— fically for the higher education of women. It is with this group of colleges, namely, the six Catholic colleges original— 1y founded for women between 1910 and 1947 that the present study is concerned. These institutions in chronological order of their founding are: Marygrove College in Detroit, Siena Heights College in Adrian, Aquinas College in Grand Rapids, Nazareth College in Kalamazoo, Mercy College of Detroit, and Madonna College in Livonia. Although one can discover accounts of the development of Catholic elementary and secondary education in Michigan and brief historical accounts of individual colleges, there is little evidence of any historical studies of Catholic higher 1Willis F. Dunbar, The Michigan Record in Higher Educa- rtion (Detroit: Wayne University Press, 1965), I III III sI-Jk uovv v‘v' uu'o . o... . .h. ‘ .a‘. (V) .. th education for women in Michigan. Voluminous source material is available, but it is quite fragmentary. A Datrix Corpora- tion search from University Microfilms, Ann Arbor, of theses topics relative to Catholic higher education for women in Michigan failed to yield any results. In a conversation with Miss Geneva Kebler, archivist at the Michigan Historical Com- mission, the writer was urged to make an historical study of this nature, since it would fill a gap in the history of higher education in the State. As a faculty member at Nazareth College, Kalamazoo, Michigan, for a number of years, and as a member of Delta Kappa Gamma,2 the writer has had a particular interest in and commitment to the education of women and in the future of the Catholic college for women. With this background and the encouragement of her doctoral committee, the present topic was chosen. PURPOSE AND SCOPE OF THE STUDY GENERAL STATEMENT The general purpose of this thesis is to make an histori— cal study of Catholic higher education for women in Michigan. However, since it is not feasible in the limits of a doctoral dissertation to attempt to cover every aspect of such a broad gDelta Kappa Gamma, An International Honorary Society of “Runen Educators to "Further the interests of women in all Parts of the world." The writer was the 1967-1968 Michigan Scholarship recipient . ' n v o.- A - 1 I. .P“ in out- n- \ ‘ C - 3 coal» \ tun p ...5 Q. \ "0. . ~ u..-- ll! 1" (n ‘3‘ ‘~ . ‘s field, this study will concentrate on one phase of the history of the Catholic institutions established to offer higher education for women in Michigan. The research will focus on "the changing patterns of objectives in the six Catholic colleges in Michigan originally founded specifically for the education of women." SPECIFIC STATEMENT It is the specific purpose of this thesis to trace the history of the objectives of the selected colleges beginning with the original statements in their charters, their first catalogues and other sources and to discover changes in empha— ses through the years. A number of hypotheses concerning the objectives have been generated from a preliminary exploration of the problem. In order, therefore, to develop this histori- cal study, the following hypotheses will be used: (1) That the Catholic colleges for women in Michigan have consistently maintained their commitment to the ultimate end of Catholic education which is the ultimate end of man. (2) That the Catholic colleges for women in Michigan have, from their foundations, emphasized intellectual development. (5) That the Catholic colleges for women in Michigan have, from their beginnings, emphasized moral training. (4) That the Catholic colleges for women in Michigan have, from their foundations, included the objective of leadership. (5) That the Catholic colleges for women in Michigan have, ' * 2, v- .’ .av" ... .-o- ..-v. ~~vyi ; vflenfii Q‘I-A \ .- Gnu» an... . --..- ‘ u. . .-0. n I (I) I from the beginning, included as an objective, service to Church and country. (6) That the Catholic colleges for women in Michigan have attempted to meet the challenges of a changing society by pro- viding expanded objectives to support the inclusion of pre— professional, professional and vocational courses in their curricula as these needs arose. (7) That the Catholic colleges for women in Michigan, since the close of the Second Vatican Council, tend to be more aware of their relationships and responsibilities to the com- munity, the city, the nation and the world. (8) That the Catholic colleges originally established specifically for women have in essence similar objectives which can be cast into "patterns" or "configurations“ as defined below. SIGNIFICANCE OF THE PROBLEM The significance of this study rests on three major points. (1) It appears that a study of this nature will fill a void in presently available research on the Catholic college for women in Michigan, particularly on the nature of change in its aims and objectives over a period of time. Few educational questions are currently discussed with .as much concern as is the question of how colleges and uni- versities can best serve their constituencies and society .-¢ FV‘ 3.2.5. 3- v~...-A ..5."“ . o ~vr~ . .— u.‘.-A. . -«aar~ .. — II...»- it . bu- ‘ ~ ., w... ‘ “‘“fiu. ~~.... opA u”. \- vs V e v" fl! In ll) generally in the next decades. Higher education in the United States today is by no means static. It is changing at a rapid pace, although its movement appears to be un— planned and even uncoordinated at times. In Spite of a general and vague awareness of this change, there is little research which sheds much light on the characteristics of the changing process or on particular aspects of the changes themselves. Basic to all phases of change in any institution are the aims and objectives of that institution. The present study is significant in that it seeks to examine historically the objectives of a segment of higher education in the State of Michigan, namely, those Catholic colleges which were established primarily and specifically for the education of women. (2) At this point in history when the very existence of separate schools for women is being challenged, when a number of colleges for women are becoming co-educational, and when L some are becoming corporate colleges of larger institutions for men or are affiliating with groups of institutions in the i vicinity, such as Immaculate Heart College in Los Angeles which will formally affiliate with the Claremont Colleges in the near future,3 it appears that a study of this kind 3Robert Hassenger (Editor). The Shape of Catholic Higher Education (The University of Chicago Press, 1967), p. 100, footnote 42. WWW-.. -rr .. . U“ .-— . n'gutvn sou-ur‘ .... .s a opy- ac .coov. 1......“ v2... . o-A. —— -i\-~ - n. ‘ v. . O (I! ‘1' l" will be of particular value if it can demonstrate that the hypotheses can be supported by historical evidence. ' (5) If the eight hypotheses can be supported from the evidence obtained, this study will have made the following contribution, namely: it will have demonstrated from his— torical evidence that the Catholic colleges for women in Michigan have not been static through the years of their existence but have added, deleted, and revised objectives to meet the demands of expanding and varying needs of women in a dynamic society. DEFINI TI ON OF TERMS “Higher Education" in this study will refer to that part of formal education which in the United States follows the work of the high school; in others words, it will include the work of the four—year liberal arts college which in several instances has been broadened to include a number of graduate programs (e.g., Aquinas, Marygrove, Siena Heights offer graduate programs at the master's level in English, Education, History, Art). "Objectives" here will be interpreted as: (1) the state— ments of aims, purposes or commitments of the six colleges .as given in charters, articles of incorporation, and early college catalogues by the founders or by those who were responsible for giving reasons for the founding of these insti- tutions, and (2) later statements of aims and purposes in such ‘ .4 , : lle osminster, Maryland: The Newman Press, 1 CHAPTER II PROCEDURE REPORT OF RELATED RESEARCH At the national level, the following studies on Catholic higher education for women have been made: Sister Mariella Bowler's study, A History of Catholic Colleges for Women in Egg Unitgd States of America,1 written in 1955. A pioneer effort in the history of Catholic colleges for women in the United States, this dissertation made a notable contribution in this much neglected area. Because of its broad scope, it necessarily is limited to a survey treatment of the subject. A doctoral dissertation by Sister Margaret Marie Doyle in 1952 on "The Curriculum of the Catholic Women's College“2 studied the aims and curricula of selected Catholic colleges for women in the United States in an effort to determine whether Catholic colleges for women are adjusting to present- day needs and to construct ". . . a plan whereby adjustment 1Sister Mariella Bowler, A History of Catholic Colleges for Women in thg United States of America (Washington, D.C.: The Catholic University of America Press, 1955). 2Sister Margaret Marie Doyle,"The Curriculum of the Catholic Women's College"(Notre Dame, Indiana: Notre Dame Press, 1952), 10 to present-day needs can be accomplished without sacrificing the ultimate aim of Catholic education. . . ."3 "Patterns of Administration in Catholic Colleges for Women in the United States,"4 a doctoral study by Sister Mary Rosalia Flaherty, R.S.M., was completed in 1960. According to the author, this study answered the need for a complete study of the nature and process of administration in the Catholic colleges for women in the United States. The final conclusion of the work was that the "Patterns of the alloca— tion of administrative functions in Catholic Colleges for Women are similar to those of American higher education in general.“5 In 1954 Sister Mary Incarnata Smith, R.S.M. submitted a master's thesis to the Graduate School of Arts and Sciences, The Catholic University of America on "A Study of the Aims and Objectives of Catholic Colleges for Women in the United States."6 In this research the author is concerned with the aims and objectives of 114 Catholic colleges for women in the 31bid., p. 11. 4Sister Mary Rosalia Flaherty, R.S.M., "Patterns of Administration in Catholic Colleges for Women in the United States" (Washington, D.C.: The Catholic University of America Press, 1960). 51bid., p. 89. 6Sister M. Incarnata Smith, R.S.M., "A Study of the Aims and Objectives of Catholic Colleges for Women in the United States" (Washington, D.C.: The Catholic University of America Press, 1954). . Ill '1' ’ -~-.- .— vw u...- n a " ~.. ."_ 'u«“ ‘a ‘Q ‘. 's ‘v I" ." 11 United States as stated in their catalogues. After a detailed listing of all the objectives as found in the college cata- logues, Sister Smith "presents a critical analysis of the statements of aims to determine their adequacy and fitness in expressing the Catholic philosophy of education."7 An unpublished master's thesis by Mary B. Syron in 1956 was written on “A History of Four Catholic Women's Colleges";8 these colleges were: The College of New Rochelle, New Rochelle, New York; the College of Notre Dame of Maryland in Baltimore; St. Joseph College, Emmittsburg, Maryland; and Trinity College, Washington, D.C. In the "Preface"9 the author states that these colleges were chosen not only because they were among the first Catholic colleges for women in the United States but because they have achieved deserved recog— nition among institutions of higher learning. The thesis traces the aims and historical development of these four colleges: comparisons and contrasts are noted among the insti- tutions. Except for brief accounts of the history of individual colleges in college catalogues and brochures, there is no evidence of any historical accounts of Catholic higher educa- tion for women in Michigan. 7Ibid., p. 1. 8Mary B. Syron, A History of Four Catholic Women's Colleges“ (unpublished Master's Thesis, University of Detroit, ,1956). 9Ibid., "Preface," p. 2. U) ¥.,..~r ‘ vii. .- ,,4 up — ...~ .- —— I'I.‘ I ..-.‘. .a... / 12 Sister M. Rosalita, I.H.M. describes the founding of Marygrove College in her larger work, No Greater Service: The History of the Congregation of thg Sisters, Servants, of the Immaculate Heart of Mary, Monroe, Michigan, 1845-1945,“) which appeared in 1948. A Covgpant With Stones,n written by Sister Barbara McCarthy, S.S.J., in 1959, traces the history of the founda- tion of the Sisters of St. Joseph in Kalamazoo, Michigan in 1889. A short account of the emergence of Nazareth College from the earlier established Nazareth Academy is included in this work. In her history of the foundation of the Sisters of St. Dominic in Adrian, Michigan, Sister Mary Philip Ryan, O.P.12 traces the foundation and development of St. Joseph Academy of which Siena Heights College was an outgrowth. Originally a doctoral dissertation, The Educational Work of the Felician Sisters of the Provincgiof Detroit in the 1°Sister M. Rosalita, I.H.M., No Greater Service: The Histor of the Con re ation of the Sisters, Servants, of the Immaculate Heart of Mar Monroe, Michigan, 1845—1945 (Detroit, 1948). 11Sister Barbara McCarthy, S.S.J., A Covenant With StonesI Historical Reminiscences on thg Fiftieth Anniversary: 1889-1959 of Thg Foundgtion of the Congregation of thg Sisters of St. Joseph in Michi an (Paterson, New Jersey: Saint Anthony Press, 1959 . 12$ister Mary Philip Ryan, O.P., Amid the Alien Corn (St. Charles, Illinois: Jones Wood Press, 1967). 15 United States, 1874—1945,13 written by Sister Mary Jeremiah Studniewska, C.S.S.F., published in 1962, traces the growth and development of the educational activities of the Felician Sisters of the Province of Detroit where they have been actively engaged in the education of the young since 1874. In this larger work, Sister Mary Jeremiah describes the founding and development of Presentation Junior College in Plymouth, Michigan in 1957. This institution became Madonna College in 1947. Although a doctoral dissertation by Sister Arthemise Dalton, O.P., on "The History and Development of the Catholic Secondary School System in the Archidiocese of Detroit, 1701— 1961,"1‘ is concerned, as the title indicates, with the development of secondary education, Sister Arthemise has described the efforts of the various religious communities of women working in the Archdiocese to prepare teachers by establishing academies and teacher training programs. The colleges of four of these communities are included in this study. lasister Mary Jeremiah Studniewska, C.S.S.F., The Educa- tional Work of the Felician Sisters of the Province of Estroit in thg Unitgd States, 1874—1945 (Livonia, Michigan: The Felician Sisters, O.S.F., 1962). l‘Sister Arthemise Dalton, O.P., The History and Develop- ment of the Catholic Secondar School System in thgiArchdio- cese of Detroit 1701-1961 (Detroit, Michigan: Wayne State University,v1961). a. b. f. g. h. 14 Willis F. Dunbar in The Michigan Record in Higher ,fidgcation15 describes early foundations of Catholic higher education for women as they developed from the academies established by the various religious communities of women. SOURCES OF DATA FOR THE STUDY Careful examination of the following primary and second— ary sources was made for this study. The author visited the six selected colleges involved in the study at two different periods of time to collect the data. A. Printed Sources: } 1. Primary Sources: College Charters Groundbreaking Ceremony and Dedication Accounts Catalogues of the Institutions Involved Statements Relative to Historical Back- ground of Each Institution Found in Brochures, Promotion Materials, etc. Presidents' and Deans' Reports Advisory Board Minutes Faculty Meeting Minutes Curriculum Committee Minutes Speeches of Presidents, Deans, Advisory Board Members and/or Institutional Officials 2. Secondary Sources: J"Willis Dunbar, QB. cit. ‘ I § I 3 I I ( 15 a. Records of the Michigan Department of Education Reports of the Michigan Superintendent of Public Instruction——1897-1966 U c. Michigan Historical Commission Records d. Statements Concerning Higher Education for Women in Michigan from Newspapers, etc. e. Statements Concerning Higher Education for Women in Michigan in the Context of General Works on Education in Michigan B. Interviews: 1. With Presidents, Deans, Advisory Board Members 2. With Selected Faculty Members 5. With Selected Retired Faculty Members 4. With Selected Alumnae 5. With Selected Students METHOD OF PROCEDURE The writer personally visited the colleges to gather data for the study. The administrators of each institution made available to the writer the primary sources listed. Historical background of Catholic higher education for women in Michigan was obtained from brief histories of the several religious communities for women in Michigan and from other documents and records found in the archives of these commun- ity motherhouses. Additional data were obtained from such sources as the Records of the Michigan Department of Educa- tion, the Reports of the Michigan Superintendent of Public Instruction,.and The Official Guide to Catholic Educational 16 (Institutions (9th Ed.), and general works on the development of higher education in the state of Michigan, such as, Dunbar's The Michigan Record in Higher Education already cited. Presidents, Deans and selected staff members were inter- viewed. An advance notice of the purpose of the visit and an outline of the material to be covered were sent to the colleges at the time the appointment was made. All interview- ing was done informally without any particular interview instrument other than that mentioned above. REPORTING THE STUDY Chapter I will be concerned with Introductory material: the statement of the problem, the purpose and scope of the study, the significance of the problem, and definition of terms. Chapter II will describe the related research, list the sources used for the study, describe the method of procedure used to collect the data and to report the findings. Chapter III will consist of two sections, namely: Section A: Early history of the religious communities of women in Michigan; Section B: Establishment of academies for girls and the emergence of Catholic colleges for women from academies already established. Chapter IV will report the actual findings relative to the basic problem of the study, namely, the history of 17 :Jéf the colleges involved in the study. The pro- fig! presenting this material will be as follows: thhesis listed in Chapter I will be restated; léng this restatement of each hypothesis, the data A agiVe to that hypothesis will be presented separately for I" . ~313§ college in chronological order of the founding of the - legs . 9: ~ .Chapter V will concern itself with summarizing the ‘jngs and drawing conclusions. CHAPTER III HISTORICAL BACKGROUND OF THE SIX COLLEGES INVOLVED IN THE STUDY Had it not been for the contributions of dedicated men and women in religious communities, there would not be a flourishing Catholic Church in the United States. Mindful of this fact, Pope Pius XII encouraged religious educators in the following words: "To whom the Church in America owes such an incalculable debt. . . . To you who are the educa- tors of the future generations of a whole continent that is called upon to play such an important part in the history of our troubled times. . ."l A religious community is a group of men or women who commit themselves voluntarily under vows to do some particu- lar work of charity for God. In the case of active communities, the work is the kind with which most people are familiar today: the care of the sick in hospitals or in nursing homes, various kinds of social services in institu- tions or in the homes of the people to be served, or the work of teaching at the elementary, secondary or college levels. lPope Pius XII, "Education and Modern Environment," ,Catholic Mind, XLVII (1949), p. 119. 18 '34“ . a I wgl . a .a- ’_ v V..- ‘ - d ,,, n .- ,..- b' ‘ P o.- - . an» i- . ... t... I‘a, u- ..-. u .\h V» I" 19 Besides volunteering to do the work, the members of a religious community live together under the same roof, share the common food, shelter, clothing and companionship. Since the Church does not allow new communities to spring up at will, there must be a sound basis for establishing a new community: a work to be done or a goal to be reached that no other group has achieved or seeks to achieve at the time of the request for such a congregation. Religious communities may be divided into two categor- ies: papal or diocesan. A papal community is one that is directly under the jurisdiction of the Pope in Rome. A papal community may be sent to work in any part of the world. The diocesan community, on the other hand, is one that may have been founded by a particular bishop for a particular work in his diocese. If not actually founded by the bishop, the community may have been brought from another part of the country to work in his diocese.2 Although many religious communities are serving in various parts of Michigan today, the present research is concerned with those early foundations of religious communi— ties of women in Michigan which established colleges for the higher education of women. The five communities of Sisters which very early built academies which eventually "grew" into colleges that have exerted wide influence on education ZSister M. Arthemise Dalton, O.P., QB. cit., p. 155. 20 in Michigan generally are: The Immaculate Heart of Mary Sisters, Monroe; The Felician Sisters, Livonia; the Sisters of St. Dominic, Adrian; The Sisters of St. Joseph, Kalamazoo; and The Sisters of St. Dominic, Grand Rapids.3 Although the Mercy Sisters of the Detroit Province established a college for women in 1941, this institution did not develop from Our Lady of Mercy High School.‘ Before tracing the history of the religious communities themselves, it may be pertinent at this time to comment briefly on the place and contribution of the academy in the history of American education. The seminary or academy was the chief agency for the education of the American girl in the middle of the nineteenth century. Noble makes the following appraisal of this type of institution: Looking back over the era of the academy from the vantage of the present, one may, on first thought, be tempted to make a disparaging appraisal of its contri- bution. The nature of the environment of that day, however, leads one to the conviction that the academy probably was the most effective solution of the second~ ary school problem that could have been worked out. ' In the first place, the taxable resources of even the wealthiest state would then have proved utterly inade- quate for the support of secondary schools that were ) free to all. In the second place, considering the fact 3 that over 80 per cent of the total population were living on scattered farms, the boarding school feature furnished the best practicable means of providing secondary schooling for children of the farming people. Finally, the lack of a standardized curriculum was it- self a virtue, for without rigid restrictions as to content and method, the masters were free to introduce 3Sister M. Arthemise Dalton, O.P., gp. cit., p. 156. ‘Interview with Sister Mary Karl, R.S.M., President of Mercy College of Detroit, April 2, 1968. a... “v in 'V In 21 new subjects or to experiment with new teaching de- vices. Hence the academy should not be regarded as the emblem of private interest in a period before interest in public support of schools had reached a high point; rather it should be thought of as a practical solution of the knotty problem of securing secondary education by any means at all.5 Academies or seminaries sprang up in Michigan on the basis of private, community and denominational initiative. Two of the early schools granted charters by Michigan's Legislative Council were the progenitors of colleges accord- ing to Dunbar.6 These were the Michigan and Huron Institute which received its charter on April 22, 1855 and was estab- lished in Kalamazoo, later becoming Kalamazoo College.7 Spring Arbor Seminary, chartered on March 25, 1855, is the ancestor of Albion College.a Since the religious communities of women concentrated on the education of girls and young women, it was only natural that their first efforts in education would be di- , rected toward establishing institutions typical of the times, namely, academies or seminaries for the education of young girls. In time, therefore, as the need arose for the expan- sion of the opportunities offered by the academy, the next step was to develop a collegiate program. 5Stuart G. Noble, History of American Education (2nd ed.; New York: Holt, Rinehart and Winston, 1954), p. 120. 6Willis F. Dunbar, 92, cit., p. 56. 71bid. elbid. ‘ r D- ‘II iv-- In (I) w. Sn. ‘. In (D t ‘D 1‘ 'A. 22 The present chapter of this research prOposes to trace a brief historical account of the origins of each of the religious communities of women, a description of the academy established by each community, and finally, a history of the emergence in each case, with the exception of Mercy College of Detroit, of a college from the earlier established academy. A. HISTORICAL BACKGROUND OF MARYGROVE COLLEGE Representative of a native American community of Sisters is the community of Sisters, Servants of the Immaculate Heart of Mary, whose motherhouse is in Monroe, Michigan. The Redemptorist, Father Louis Florent Gillet9 founded the com— munity in 1845 and settled the first three young women in a little log cabin which was their first convent. As early as January 1846, the Immaculate Heart Sisters were ready to open a boarding and day school for girls. The prospectus of "The Young Ladies' Academy" was printed on the second page of the 1845 Christmas Day issue of the Monroe Advocate.10 The Young Ladies' Academy was scheduled to open on January 15, 1846. On January 27, 1846, in a letter to his Provincial, Father Gillet wrote: "The boarding school for young ladies has been opened since the fifteenth of SSister M. Rosalita, I.H.M., gp. cit., p. 64. 1°Ib1d. Yu" ,- P b.- u." i... up. ‘9 sub 2 a. no. [.1] 25 January; it has 40 pupils and 4 boarders; everything promises the greatest success."11 Although the pioneer years of this early secondary school were filled with difficulties, it grew rapidly. According to Sister Rosalita,12 the normal school was opened in 1876. Work beyond the secondary level began about 1898. In 1899 the Academy was accredited by the University of Michigan and affiliated with the Michigan State Normal College.13 In 1906 when a modern and thoroughly equipped building was erected, a new corporation title, "St. Mary College and Academy" was obtained and a collegiate department was Opened.l4 By an amendment to the original charter, Saint Mary's was authorized by the State Legislature to confer degrees in 1910,15 thus making St. Mary's College the oldest Catholic institution for the education of women in Michigan.16 It was in 1921 in response to an urgent demand for a Catholic college for women in Detroit and to a request of the Most Reverend Michael J. Gallagher, D.D., Bishop of Detroit, that Saint Mary's College, already well—established as a 11110151., p. 69. 12113541., p. 555. 131b1d., p. 451. l‘St. Mary's College and Academy Bulletin, 1920-1921, p. 5. lsMarygrove College Catalogue, July 1927, p. 17. 19St. Mary's College and Academy Bulletin, 1920-1921, 22. cit. “E -509 on 0- on \- .'\ '; 0"! M lll’ 24 college, was transferred from its site in Monroe to an eighty acre campus in north Detroit. Here it assumed the name, "The College of the Immaculate Heart."17 In September 1925, the corner—stone of the liberal arts building was laid, and about a half year later the construction of the residence hall began. In keeping with a beautiful woodland setting, the college now adopted the name, Marygrove College.18 Since that day in September 1925, Marygrove College has added five more buildings to its physical facilities. Outstanding among these is the library building completed in 1962 and designed to house 250,000 volumes. Increased residence enrollments in 1964 made it necessary to expand facilities in 1964 and 1965.19 Still urgently needed is a science building and children's clinics.20 In 1968 the Marygrove development program continues. B. HISTORICAL BACKGROUND OF SIENA HEIGHTS COLLEGE : In 1879 a group of Dominican Sisters from Newburg, 3 New York, made the first foundation of Dominican Sisters in 1 Adrian, Michigan. Their primary purpose in coming to Michigan was to staff St. Mary School. In 1880 they staffed 17Marygrove College Catalogue, July 1927, 93. cit. 1amid. 19"A Five Year Report-~1962-1967," Marygrove College Bulletin, p. 17. 2°Ibid. , illlllllli a!" '1‘. a is. a ”Ac; — ole: Ill (9 (D 25 St. Joseph School and several years later, they took over St. Joseph Hospital and a home for the aged.21 These sisters could trace their descent from faraway Ratisbon, Bavaria, and ultimately to St. Mary Convent, Prouille, France, where in 1206 St. Dominic had established the Prouille convent of women according to the Rule of St. Augustine and the Consti— tutions of the Second Order for women in the Order of Preachers.22 In 1892 the Adrian Community became a provincial house and continued the educational work for which the Order of St. Dominic is renowned.23 On June 27, 1925, St. Joseph Province of Dominicans became the Congregation of the Most Holy Rosary, Motherhouse of the Sisters of St. Dominic, Adrian, Michigan.24 The establishment of a novitiate soon after the arrival of the first Sisters of St. Dominic from New York to Adrian in 1878 formed the nucleus of the institution of higher education now known as Siena Heights College.25 2""Sister Mary Philip Ryan, O.P., Amid the Alien Corn (St. Charles, Illinois: Jones Wood Press, 1967), p. 21. 2asister Mary Paul McKeough, O.P., unpublished manu- script, Adrian Motherhouse Archives, Adrian, Michigan. assister Mary Philip, O.P.,gp. cit., p. 521. 3 a I I 2‘Ibid. 25Sister M. Arthemise Dalton, O.P., QB. cit., p. 95. ‘ . oqv Dv- .a- v~U¢ .a.. ‘ C ib‘\ - Iq- v vio- ‘ ‘-v-. u a--. ‘A. ’- 26 In 1895 consent was given by Bishop Foley of Detroit for the establishment of St. Joseph's Academy on a "trial basis."‘26 According to Sister Mary Philip Ryan, O.P., "Without the academy, the Adrian Dominican congregation could never have attained its present growth. . . . The academy was to become a channel of life, the fertile source of vocations, the incentive to learning. . ."27 Its "trial" did not last long as it received attention from The Michigan Catholic on August 15, 1897 in glowing terms: The second Scholastic year of St. Joseph Academy is about to begin. The institution is conducted by the Sisters of St. Dominic and is delightfully situated on one of the most favorable sites in Adrian. . . The thorough and systematic course of study embraced by this institution is divided into 8Primary, Intermediate and Academic departments. Again on November 4 of the same year, The Michigan Catholic carried an announcement of a building project which could hardly have been planned without Bishop Foley's per- mission: The Sisters of St. Dominic in charge of St. Joseph's Academy are making arrangements for a large addition to their building in the Spring. Owing to the increased attendance, it has been found necessary to do so. The Sisters have made the tuition, etc. so reasonable that new pupils are being added monthly.2s 2°Sister Mary Philip Ryan, O.P., QB. cit., p. 149. 27Ibid., p. 150. 28The Michigan Catholic, August 15, 1897. asIbid., November 4, 1897. pn~ A...» I . .-1' up. wink §..‘ km. ,a b? Ive Vi ' h (l- 1’] (II 27 St. Joseph Academy continued to grow during those years both in numbers and in reputation. It has maintained a fine reputation and influence to the present day.3° Although the Adrian provincial house had established its own normal school for the preparation of its own Sisters for teacher certification in 1896, the decision to establish a college of liberal arts for the conferring of bachelor de- grees and the preparation of teachers was not made until some years later.31 Sensing a need for education for women beyond the secondary level in southern Michigan, the Adrian Com- munity, under the leadership of Mother Camilla, began the erection of a building suitable for this purpose. St. Joseph's College was incorporated in 1919 under the laws of the State of Michigan and recognized as an institution for the higher education of women. The college conferred its first degree in 1924.32 The Michigan Catholic carried the following item for .September 14, 1922: "With students from virtually every state in the union, the attendance of St. Joseph's Academy is near the five hundred mark. The majority hail from Ohio, Michigan, and Illinois. Cleveland and Chicago have large delegations. The new building is being used for the first 3°Sister Mary Philip Ryan, O.P., QB, cit., p. 202. 311bid., p. 295 . 3ZSiena Heights Collgge Cataloggg, 1941—1942, p. 10. 28 time this year. . . .“33 Sister Mary Philip Ryan says that this account in The Michigan Catholic illustrates the confusion caused by the indiscriminate use of the word "academy." The item quoted above refers to the academy enrollment and to the college building but makes no distinction. She goes on to say that "the academy had struck root in Adrian. Everything was academy. Receptions, professions and other functions that should have been exclusively in the name or under the auspices of the provincial house were associated with the "3‘ As time went on, this became a serious matter, academy. especially when the college almost lost its identity under the image of the academy. So, to avoid confusion in having two institutions with the same name, the Board of Trustees obtained a new charter, and on April 20, 1959, the name of the college was officially changed to Siena Heights College.35 Siena Heights College has continued to expand its facilities through the years. The completion in 1956 of the l library and science hall nearly doubled the academic facili— ties of the College.36 The most recent addition to the physical facilities is the new Siena Heights Union—Residence , 33The Michigan Catholic, September 14, 1922. L S‘Sister Mary Philip Ryan, QB. cit., p. 298. 3 5Ibid . 36Siena Heights Collgge Catalogue, 1966-1968, p. 11. 3...“- . , I (A) , '75—- o. g. Kev ‘ ’vu ‘. a.“ . i;*1 ‘c n, *4 ' 29 building and the Memorial Art Center opened in September 1967.37 C. HISTORICAL FOUNDATIONS OF AQUINAS COLLEGE Aquinas College is Operated by the Dominican Sisters of Grand Rapids who have their origin in Holy Rosary Convent, East Second Street, New York City. Needing Sisters to teach in his new parish of St..Francis, Traverse City, the Reverend Charles Ziegler requested help and received a prompt response from Mother Mary Hyacinth, Prioress of Holy Rosary Convent, New York City. Five Sisters under the direction of Mother Mary Aquinata were selected to go to Michigan and they arrived on October 25, 1877.38 Numerous pastors of Michigan parishes at this time requested Dominican Sisters to staff their schools. In Adrian .a hospital was also staffed by these Sisters from the East in.1884.39 In 18854° the Right Reverend Bishop Richter negotiated with the authorities in New York and obtained permission for all the Dominican houses in Michigan to be formed into the 37Interview with Sister M. Petronilla Francoeur, April 10, 1968. 38Sister Mary Philomena Kildee, O.P., Memoirs of Mother A uinata Fie ler O.P. (Grand Rapids, Michigan: The James Bayne Company, 1928), p. 58. a91bid., p. 47. ‘°Ibid., p. 55. ‘15 .A.' V‘ ,'.,,._.‘.... ---~<~ 4\\ Gran... .. n, .A‘ v- V' ""i t.“. "V be h “‘9- nvfl‘ ”a . \ IA. ...V. (I) 50 new Province of St. Joseph's.41 So, Holy Angel's Convent, Traverse City, became the Provincialate and Novitiate of the Dominican Sisters of Michigan. At the request of Bishop Richter, the Dominican Sisters assumed charge of the newly erected St. John Home for Orphans in Grand Rapids in August 1887.42 In September of this year, the Sisters began their educational work in the city of Grand Rapids with the Opening of St. Alphonsus School.43 Seeing the advisability of a centralized government of the Sisters of St. Dominic in the West, Bish0p Richter re~ ceived full authority to organize a diocesan community which he did on August 50, 1894.44 After inhabiting a temporary motherhouse at St. John's Orphanage, then in a building in downtown Grand Rapids, the Sisters of St. Dominic finally purchased the present site and established their permanent motherhouse and academy at the beautifully wooded area and called it Marywood.45 Aquinas College actually had its beginning in the novitiate normal school established in 1886 for the profes- sional training of the candidates of the congregation of the 41l2$§° 42;bi§,, p. 58. 431133-51” p. 59. 44;bi§,, p. 72. 451bid., p. 85. .Q‘ ,no ‘05 i... (I! “V (I) o. ."l’ 51 Dominican Sisters of Grand Rapids.46 In 1892 five Sisters of St. Dominic signed the Articles of Incorporation under title of the Sisters of St. Dominic of the City of Grand 7 Article 2 reads as follows: “The object and Rapids.4 character of this Corporation is the establishment and main- tenance of a Seminary and Academy at or near the city of Grand Rapids in the State of Michigan and the establishment and maintenance of Seminaries and Academies in other parts of the State of Michigan for the instruction of youth in such studies and branches of learning as may from time to time be prescribed by the Trustees hereinafter mentioned or their Successors."48 In June 1922 the Dominican Sisters' normal school was merged with the college for lay women founded that year at Marywood in conjunction with the newly built motherhouse there.49 The new institution, known as Sacred Heart College, was incorporated by the State Legislature in 1925 with full power to grant degrees.50 The name of the college was later 48Arthur F. Bukowski, President of Aquinas College, "Important Dates in the History of Aquinas College," p. 1. 47Arthur F. Bukowski, "Some Data and Observations on the Charter of Aquinas," June 29, 1966, Files in the office of the President. 48Ibid. 49Arthur F. Bukowski, "Important Dates in the History of Aquinas College," loc. cit. 5°Aquinas College, "Self-Survey Report," February 1960, p. 5. I .,.v “an I. ald' Ah 'I: kl: V ; 5.. l) f. L)- f ) . w. n. _‘ ’gm ‘5‘ “-w '-.u‘ . Q'Y'h. u‘_~: . ‘ _i 'I I /. 52 changed to Marywood College; two years of college work, freshman and sophomore only, were offered at this time and the work was limited to women.51 At the request of the Most Reverend Joseph G. Pinten, D.D., Bishop of Grand Rapids, Marywood College altered its educational program, moved its location to downtown Grand Rapids and became co—educational in1951.52 The new college was named Catholic Junior College and continued as a junior college until the summer of 1959 when junior-year courses were offered for the first time. Although Catholic Junior College had been established to meet the needs of both men and women, it seems that a definite policy regarding the co—educational status of the college had not been stated satisfactorily. In his second formal report to the Board of Trustees, President Arthur Bukowski stated: "It is also recommended that the trustees make a definite policy regard~ ing the attendance of men students at the summer session."53 In August of 1958, the Board of Trustees authorized the expansion of the offerings of the College to senior college work but recommended that the senior division of the college be for women only.54 In 1940 President Bukowski recommended 51Arthur F. Bukowski, "Important Dates in the History of Aquinas College," loc. cit. 52Catholic Junior College Catalogue, 1955-1956, p. 4. 53Arthur F. Bukowski, Semi-Annual Report to the Board of Trustees, April 5, 1958. 54Ibid. u .A ufl" p _d .n-u . O'KV .c . .y...-C Acct-y ...C. ‘ anon q Inna/J ; ‘ .0 ‘f' 4. and a II».- A a 0- .w-»: .... ~ .- ue5-~. 4) h I / 55 to the Board of Trustees that men students be accepted for senior college work. This recommendation was acted upon by the Board of Trustees in that same year.55 The summer session of 1959 saw junior-year courses offered for the first time. In June of 1940 the summer school Opened with a senior college program and the new name 6 of Aquinas College.5 No change in charter status was necessary since the 1925 charter stipulated that the insti~ tution was granted the power to confer degrees.57 D. HISTORICAL BACKGROUND OF NAZARETH COLLEGE As with most institutions and organizations, Nazareth College can trace its foundation to the dream Of a great man who labored a lifetime to see that his dream was carried out. Assigned as Pastor of St. Augustine Parish, Kalamazoo, in 1885, the Reverend Francis A. O'Brien found himself in a “city where inertia and religious intolerance prevailed. Parishioners »were indifferent to the material conditions of the Church and their own spiritual status. With courage, charity and humor, Father O'Brien straightened crooked paths and overcame 55Arthur F. Bukowski, Semi-Annual Report to the Board of Trustees, April 1940. 56"Self-Survey Re ort," Aquinas College, Grand Rapids, Michigan, February 196 , p. 1. 57Arthur F. Bukowski, "Important Dates in the History of Aquinas College," loc. cit. nv" be" ”a?! v..- b. if! I“ b -« 4 If! I -’,as its immediate goal his highest possible de— velOpment here and now as the best guarantee of his future happiness. It is on this basis that St. Thomas defines a liberally educated man as a character archi- tect who in his personality is a harmonious union of scientist, artist, philosopher, and saint.103 In the catalogues from 1947-1948 to 1955-1954 the above statement is reiterated. Added to this is the following relative to the moral aim: "In brief, Marygrove College is dedicated to the education of women in whom a Christian hierarchy Of values is the unifying factor of an integrated personality. Everything in the organization of the college is directed ultimately to this objective."104 From 1955-1954 until the current Catalogue, 1967-1969, there is no change in the moral Objective of Marygrove College. The college's continued dedication to ". . . the formation of women in whom a Christian hierarchy of values is the unifying factor of an integrated personality, . . ."105 is made explicit as in previous issues of the catalogue. 1°3Marygrove College Catalogue, 1941-1942, p- 14. 1°4Marygpove College Catalogue, 1955-1955, p- 11- l°5Marygrove College Catalogue111957-1959: P- 5- 78 SIENA HEIGHTS COLLEGE Although moral training is surely implied in the general Objectives of St. Joseph's College and Academy from its foundation years, there is no specific mention made of this objective until the 1955-1956 Catalogue, when the following appears: . . . Upon the Catholic College there devolves the duty of so permeating this intellectual training with Catholic principles that the products Of its system of education may not only be fortified securely against the moral dangers sure to assail them in the course of life, but that they may be a regenerating force in the society in which they live.106 "Moral development" is listed as one of the general aims of Siena Heights College in the 1940-1942 Catalogue.107 In the 1955-1955 Catalogue, the statement is made that Siena Heights College aims to impress upon students their Obliga- tion to assist in solving social, economic and political problems of our times by an application of their ". . . knowl_ edge of moral principles which the College fosters through its training.“108 The essential philOSOphy and basic aims of previous years are retained in the college catalogues from 1955-1955 until a new emphasis relative to the moral aim appears in the 1964-1966 edition of the catalogue. The stress is on the 1058t. Joseph's College Catalogue,_1955-1956, p. 10. 107Siena Heights College Catalogue. 1955-1955: P- 15- loaIbid. 79 "109 influence which a "good woman can wield. In part, this aim reads as follows: "A good woman has an almost sacramental power, so great is her regenerative influence in society."110 Moral training is emphasized indirectly. In its 1966-1968 statement of objectives, Siena Heights College seems to see itself in a broader role than in previous years by attempting to meet the needs Of a larger segment of society. However, "moral training," though not specifically mentioned, is inferred in such statements as (Siena Heights College) ". . . feels that the disciplined joy in learning should be acted out in one's daily life, in one's work, in one's citizenship, in one's compassion, in one's courage to remain firm in an unpOpular principle, and in one's refusal to sanction man's inhumanity to man. . ."111 Although not listed under objectives, moral conduct and ideals are specifically mentioned under the section on "Student Life and Services" in the current catalogue, 1966- 1968, in the words: "Standards of conduct maintained in a well-regulated home where high principles prevail are expected of the student of Siena Heights College. Such conduct must be based on right moral ideals, a fine consideration for the rights of others, and proper self-respect. . ."112 1°98iena Heights College Catalogue, 1954-1955: P° 8° ll°Ibid. lllSiena Heights College Catalogue,_1966-1968, p. 8. 1121bid., p. 15. on? -‘vc N“ «no .9. Rd ?A .3 2.» 80 AQUINAS COLLEGE During its eight-year hiStory, 1925-1951, as a college for women, Marywood College did not make a formal announcement Of its objectives. As stated previously,113 its emphasis was on the preparation of teachers. Since the educational ideals of Mother Mary Aquinata Fiegler, O.P., first Mother General of the Dominican Sisters in Grand Rapids, Michigan, were the basic ideals which inspired this group of Sisters, it is safe to conclude that the aims Of the forerunner of Aquinas College, namely, Sacred Heart College (later Marywood College), were based on Mother Aquinata's educational principles. Mother Aquinata believed that ". . . the true aim of education is to combine the cultivation of the intellectual with the formation of the moral character. . . ."114 Later she maintains that "Education can be termed 'true' or 'false' in the proportion in which the above aim is reached. An edu— cation that quickens the intellect, but fails to develop the will and direct it in the practice of virtue may produce scholars, but it cannot form good men."115 The Grand Repids Herald, in the following item announcing the Opening of the Catholic Junior College, states that the new institution will promote ". . . ethical standards of the 113cr., p. 29. 114Sister Mary Philomena Kildee, O.P., 923 cit., po 95. 1151bid., p. 96. 81 right outlook on life, . . ."116 in its students. Later in the same item, Dr. Burton Confrey, Dean of the College, is quoted as saying that "Catholic Junior College . . . is an institution with a definite purpose, for here the course in religion which aims to build good character on which to base solidly supernatural virtue, is the very core of the whole curriculum."117 In its 1955-1956 Catalogue, Catholic Junior College makes mention of a two-fold objective, the second of which is ". . . the moral—religious training of future lay leaders in the Church."118 NAZARETH COLLEGE In its first formal statement of aims, "moral develOpment" is specifically mentioned along with the other religious, phy- sical, and intellectual development aims in the following statement: "Nazareth College devotes its energies to the maintenance of a high standard of scholarship and Offers such cultural advantages as promote the religious, moral, physical and intellectual develOpment of young women. . ."119 The above statement is continued until 1952-1955 when the "Purpose and Ideals" are expressed in the following terms: 116The Grand Rapids Herald, August 15, 1951: P- 2- ll71bid. 118Catholic Junior College Catalogue, 1935-1955: P- 4° 119Nazareth College_and Academy Bulletin, 1926-1928, p. 5. 82 The purpose and ideals of Nazareth College have grown out of the need of a Catholic woman's college in southwestern Michigan. It furnishes opportunities for the development of gracious and generous women in an atmosphere of religion, scholarship, and culture. . . . No efforts are spared to develop a desire for the things of the mind while retaining a love for principles of religion and honor.120 In the Catalogue for 1955-1956, we find that Nazareth College . . . conceives it a duty to permeate its intel- lectual training with Catholic religious principles so that the student shall co-ordinate, integrate, and unify her knowledge to the end that she, with a discriminative sense of values shall place first things first. In the fulfillment of these objectives, the College will provide the student with Opportunity for the con- tinuous enrichment and enlargement of life through her conscious adjustment to life problems summarized under the headings of: "Health, desirable home membership, worthy use of leisure time and economic sufficiency." Such Opportunity for self-direction will be found in the program of studies and in the allied curricular activi— ties afforded by the College.121 A new statement of Objectives appears in the 1950-1951 Catalogue and it seems that the religious, moral and intel- lectual aims are closely integrated as we read the following which is quoted in part: The obligation of providing Catholic young women with an Opportunity for as full and complete an education as they are individually capable of is vitally bound up with the aims and ends Of the Congregation of the Sisters of St. Joseph first organized in LePuy, France, in 1650. .As stated in the Constitution of 1729 and reaffirmed, in the revised Constitutions Of the Congregation (part III. chap. I), "the education of children and young women is the principal work of the Congregation" in which serious undertaking "the sisters should exercise all their energy 12°Nazareth College Bulletin,_1952-1955, p. 9. 121Nazareth College Bulletin, 1955-1956, p. 9. give citj 85 and zeal, because the future good of society depends on the education of women." This, therefore, is one of the great purposes of the Congregation of the Sisters of St. Joseph: to set before each young woman the ideals and principles of Christian womanhood and Christian motherhood in thought and word and act, and to provide young girls an Opportunity for higher educa- tion in accord with the Objectives laid down in the Papal Encyclicals on Christian Education and Christian marriage.122 In the 1955-1954 Bulletin, "Self-giving and responsible citizenship" are emphasized as being attained through the liberal arts program which is permeated and vitalized with the doctrines of faith and morality."123 From 1960-1962 until 1964-1966, "moral development" is given a place in the aims of Nazareth College but only impli— citly. To clarify this point, we quote the newly formulated aims for 1960-1962 in part: Nazareth College, as a Catholic institution of higher learning, aims to assist the student in her intel~ lectual development as a woman by a course Of studies founded on and rooted in Christian principles. While its program as a whole is ordered to the intellectual life of the student, the College seeks furthermore to motivate her to follow the dictates of reason illumined and guided by her acquired knowledge and to promote an appreciation of the beautiful in the works of God and man. To accomplish these aims the College: (1) Offers the student a graduated program of studies in the humani- ties and sciences with theology and philosophy as the integrating disciplines; (2) emphasizes in the curriculum, in co-curricular activities and in social life, that which cultivates good habits and strengthens good character in the student, contributes to her dignity as a woman and fits her for her distinctive role of motherhood, spiritual and temporal, and her responsibility asta member of Christ's mystical Body; . . .124 122Nazareth College Bulletin, 1950-1951, pp. 10-11. 123Nazareth College Bulletin, 1955-1954, p. 11. 124Nazareth College Catalogue. 1950-1952. P- 11- km. (“1 84 A new expression of "Goals" appears in the 1966-1968 Catalogue, and it is reiterated in the current Catalogue, 1967—1969. "Moral develOpment" is not mentioned as such, but ". . . It is the goal of the College to graduate women who are devoted to genuine personal integrity and authentic liberty, . . . while its program as a whole is ordered to the intellectual life of the student, the College seeks furthermore to motivate her to follow the dictates of reason guided by her acquired knowledge. . . ."125 MERCY COLLEGE OF DETROIT The "moral develOpment"126 of its students is one of the general aims of Mercy College according to the statement in the first college catalogue for 1941-1942. Later in this first edition of the catalogue, we find the following which contains another reference to the provision for moral develOp- ment: In order that its educational program may, in the words of POpe Pius XI, affect "the whole aggregate Of human life," Mercy College provides, in.addition to its cultural and professional courses, theoretical instruc- tion in moral and dogmatic truths. Through its extra- curricular activities, it aims to assist the student in translating these instructions into the practice of an integrated moral, religious, and intellectual life. . . . Thus, the program of Mercy College aims to effect the harmonious develOpment of soul, mind, and body.127 125Nazareth College Catalogue, 1956-1958: P- 11 and 1967-1969, p. 15. 126MercprollegeCatalogue, 1941-1942, p. 11. 127Ibid., pp. 11-12. catal :cre ”More logue cont: 39993 Cipla aims 85 Although new expressions of aims appear in subsequent catalogues, and specific objectives are spelled out in much more detail, the general aims remain essentially the same. "Moral development" continues to be mentioned in the cata- logue statement Of general objectives. In 1947-1949 and continuing through 1949-1951, the wording is as follows: In accordance with the principles of a Catholic philOSOphy of education, Mercy College prOposes in general to provide for the moral, intellectual and social development of its students. It is motivated by the ideals Of Mother Catherine McAuley, foundress of the Institute of the Religious Sisters of Mercy. . . .128 In 1949-1951, the statement referring to moral aims appears in the following form: "In accordance with the prin- ciples of a Catholic philoSOphy of education Mercy College aims to develop to the fullest extent the intellectual powers of its students, and purposes in general to provide for their physical, social, and moral development. . ."129 There is no change in the basic Objectives of Mercy College in 1962-1964 although the form of expression is new. "Moral develOpment" is not specifically mentioned, but refer- ence to it is made in the following manner: From its model par excellence, Our Lady of Mercy, the educational climate of Mercy College is derived. Under her tutelage the student learns what is speculative and what is practical; she learns about the things of this world--men and the universe which serves man; and she learns about God. She learns to teach what she has gained in truth, or uses it to heal; she learns to choose what is good; she sees all things in their 128Mercy College Catalogue, 1947-1949, p- 12- 129Mercy College Catalogue, 1949-1951, p. 19. 86 ultimate meaning, impregnated with her understanding of God. . . . Mercy College treasures these basic ideals and guiding principles in her heritage as a Catholic college, and in her history as a liberalizing institu- tion. Within this framework she truly educates a com— munity of scholars in the "truth which frees the mind of man" for all that is good and true and beautiful.130 In the 1965-1966 catalogue, the claim is made that ". . . Mercy College of Detroit, . . . is dedicated to the whole student, and what this student may become."131 A fur- ther statement speaks of two categories of institutional purposes, the second of which is ". . . student growth and develOpment in human ideals. . ."132 In the current issue of the Mercy College of Detroit Catalogue, "moral development" is not mentioned as such. H.133 on mak_ The emphasis is on ". . . light, life, and love, ing the college relevant to the peOple by ". . . constituting a center Of light, life, giving and receiving, desiring to help more and more persons to open in an understanding of reality which will deepen into love. . ."134 The impression is given that Mercy College of Detroit feels that if such an ideal were to become a reality, there would be no necessity for isolating "moral development“ as-a separate aim. 130Mercy College Catalogue,_1962-1964, pp. 7-8. 131Mercy College Catalogue, 1965-1966, p. 15. laaIbid. 133Mercy College of Detroit Catalogue, 1966-1968. pp» 15-14 0 134Ibid., p. 14. 87 MADONNA COLLEGE Presentation Junior College, the forerunner of Madonna College, subscribes to the definition of Christian Education enunciated by POpe Pius XI in his Encyclical on The Christian Education of Youth.135 One of the facets of human life is the "moral life" and this is definitely given a place in the Encyclical and also in the aims of Presentation Junior College in its first statement of "Purposes and Objectives" for 1957-1958.136 When Madonna College opened in 1947, it retained the general Objectives of the Junior College with slight modifi- "137 of the individual is specifical— cation. The "moral life ly mentioned. From the 1955-1955 statement to the 1957—1959 statement, there is no change in basic Objectives. The "moral life" of the person continues to be included in the list of objectives which encompass the totality of human life. 135POpe Pius, XI, The Christian Education of Youth (Washington, D.C.: National Catholic Welfare Conference, 1956), pp. 55-56. Education is defined as follows: "The prOper and immediate end of Christian education is to cooper- ate with divine grace in forming the true and perfect Christian, . . . Christian education takes in the whole aggre— gate of human life, physical and spiritual, intellectual and moral, individual, domestic and social, not with a view to reducing it in any way, but in order to elevate it, regulate and perfect it, in accordance with the example and teaching of Christ." 136The Presentation Junior College Bulletin, 1957-1958, p. 6. 137Madonna College Bulletip,f1947-1948, p. 11. 88 Beginning with its 1959-1961 Bulletin and continuing to the present, Madonna College seems to place a major stress on the contributions which the educated woman can make to society.138 Although "moral develOpment" is not mentioned in these terms, it seems that it is implied in such state- ments as the following: ". . . the purpose of the program Of studies is to Open up to the student the reality of man, God,the universe, and to awaken in the student her responsi- bility to each of these. . ."139 Although moral training is not expressly stated in the current college bulletin, 1967-1969, under "Aims," we find the statement below prefacing the Division of Theology and PhilOSOphy, and we quote it in full: "Each individual layman must stand before the world as a witness to the resurrection and life of the Lord Jesus and a symbol of the living God. In a word, Christians must be to the world what the soul is to the body." In this way the Vatican Council II invites every member of the priesthood of the faithful to be a witness and living instrument of the mission of the Church. Pursuant to this, Madonna College offers to its students the attainment of full Christian womanhood. The primary means are the classes in philosoPhy and theology. (With classroom theory, campus life with its variety of religious projects completes the moral and religious training of the student.140 From another source, we gather that Madonna College does emphasize moral training even though not explicitly expressed 138Madonna College Bulletin, 1959-1961, p. 11. 139Madonna College Bulletin, 1965-1967, p. 7. 14°Madonna College Bulletin, 1967—1969, p- 27- (I '—.—l 5" ,uay 89 in the catalogue statement under objectives each year. Listed as the second set of goals for Madonna College on a Questionnaire requested by the Bureau of Applied Social Research, Columbia University, 1967, was "morality and values."141 HYPOTHESIS IV That the Catholic Colleges for Women in Michigan have, from their foundations, included the objective of training for leadership. MARYGROVE COLLEGE Marygrove's 1926-1927 Catalogue carries the first refer- ence to "leadership" under the heading of "Student Organiza- tions and Extra-curricular Activities." Although the term "leadership" is not employed, it seems that a training for leadership is implied in the words: "The develOpment of initiative being an essential part of education, the students are encouraged to organize and maintain various student activities, . ."142 In the Catalogue for 1927-1928, the second of the Seven Liberal Arts listed is "The Art of Behavior Among Men" which 141"Questionnaire on College Goals As Reported by a Member of the Administration," Columbia University, Bureau of Applied Social Research, 605 W. 115th St., New York, N. Y. 10025, Reported by Sister M. Laurinana, Dean, Madonna College. 142Marygrove College Catalogue, 1926-1927. p- 7. 90 is defined as "Social success through the power of personal- "143 ity and social charm. This statement is retained in the Catalogue through 1957-1958. In the 1952-1955 Catalogue, a course entitled "Social Leadership"144 is prescribed for the develOpment of the power of personality which is designed to influence others. Although the achievement or perfection of "an integrated personality"145 is stated as the aim of Marygrove College in the 1941-1942 Catalogue, and later in the same issue, we read that St. Thomas demands that the process of liberal edu- cation result in ". . . a personality which is a harmonious union of scientist, philOSOpher, artist, and saint, . ."145 there is no direct reference to leadership during these years. Not until the 1955-1954 Catalogue do we find specifically spelled out the objective of leadership. We read that ". . . Marygrove students have immediate opportunity during their college years to develOp a degree of community consciousness and acquire a sense of personal responsibility--the chief ingredient Of leadership. . ."147 The Catalogue from 1955-1954 including the current one, includes the above statement with the addition of the 143Marygrove College Catalogue, 1927-1928, p. 14. 144Marygrove College Catalogue, 1952-1955, p. 21. 145Marygrove College Catalogue,_1941-194§, p. 14. l46l2£§fir p. 16. 147Marygrove College Catalogue, 1953-1954: P- 12° 138' “v 5‘. is (j C) 91 following: "College membership in national, regional, and local student and adult associations and a broad program of activities on campus bring students in touch with every phase of normal living and responsibility: religious, intel— lectual, economic, social, recreational."148 S IENA HE IGHTS COLLEGE "Leadership training” is not emphasized specifically in St. Joseph College Catalogues until the 1955-1956 state- ment which places an emphasis on develOping individuals who will be ". . . a regenerating force in the society in which they live. . . ."149 This statement continues through the transition period when St. Joseph College became "Siena Heights College"150 and on until 1955-1955. In the 1955-1955 Catalogue statement, the following aim is added to the "Aims and Ideals" previously listed: ". . . To impress upon the students their obligation to assume responsible leadership in our democracy, . . ."151 Care is taken to assist students to prepare for this responsible leadership as is demonstrated by the statement: ". . . a course in Parliamentary Procedure is required of all 148Marygrove College Catalogue, 1967-1969, P- 4' 149St. Joseph College Catalpgue, 1955-1956, p. 10. 15°Cf. Chap. III, p. 28, Change of name from St. Joseph College to Siena Heights College, April 20, 1959. 151Siena Heights College Catalogue, 1955-1955: P. 15: 92 sophomores and courses in Contemporary Problems, meeting once a week, of all juniors and seniors."152 To develop women who will influence society by their "regenerating power" and to prepare women specifically for "responsible leadership" continue to hold a place in the expressed aims of Siena Heights College through the 1964-1966 statement.153 In the current Catalogue, 1966—1968, under the heading "Student Life and Services," we read that Every effort is made to encourage each girl to think and act for herself. She is helped to become, in ’effect, a leader who will be able to determine what is to be done with her life, and why and how it is to be done. This training in leadership is develOped through the student's participation in the life of the college; each girl has the Opportunity to be active in the stu- dent organizations and in the religious and social activities on the campus whether she be a resident or day student.154 AQUINAS COLLEGE As far as the writer has been able to ascertain, there is no specific mention of training for leadership in the statements of objectives of Sacred Heart College (later Marywood College and still later Catholic Junior College). Not until the 1955-1956 Catalogue of Catholic Junior College do we find a specific reference to such an objective in the lSZIbid. 153Siena Heights College Catalogue, 1964-1966, p. 8. 154Siena Heights College Catalogue. 1966-1968. p- 15. 95 statement of a two-fold purpose, the second of which is ". . . the moral-religious training of future lay leaders in the Church."155 It may be recalled at this point that we are dealing with the history of objectives of Aquinas College only dur- ing those years when it was dedicated specifically to the education of women and for five years after the transition to a co-educational junior college. NAZARETH COLLEGE Although Nazareth College makes no mention of training for leadership until its 1957-1958 Bulletin, this training can be implied from a brief statement of the history of Nazareth College quoted in the college bulletins from its beginning years. This statement, taken from the revised Constitutions of the Sisters of St. Joseph, reads in part: ". . . The education of children.and young women is the principal work of the Congregation in which serious under— taking the Sisters should exercise all their energy and zeal, because the future good of society depends upon the education of women."156 The implication it seems is that the educated woman is or can become, in some sense, a leader in the various circles in which she will move. 155Catholic Junior College Catalogue, 1955-1956, p. 4. 153Constitutions of the Sisters of St. Joseph, Nazareth, Michigan (Part III, Chapter 1): prcvj Scier :isn n. . .."-.lS more Cate incl 3383:. m 94 In the 1957-1958 Bulletin, we read that "Nazareth College provides: (1) A well-rounded program in the Humanities and Sciences to give to students that culture and general educa- tion necessary for becoming capable leaders in society."157 This is the first direct reference to the preparation for leadership and it remains in the catalogue until 1950-1951. Between 1950 and 1955, leadership is not stressed as an objective. However, in the 1955-1954 Catalogue, training for leadership as such is not given a place, but ". . . self- giving and responsible citizenship. . . ."158 are aims to be attained through the liberal arts program which ". . . is permeated and vitalized with the doctrines of faith and morality."159 A new expression Of aims is evident in the 1960-1962 Catalogue and is retained until the 1966-1968 Catalogue. It includes a reference to the woman's "responsibility as a member of Christ's mystical Body, . . ."160 This, in the writer's Opinion, constitutes a kind of training for "moral leadership" even though the reference is indirect. The revised set of "Goals" in the current catalogue, 1967-1969, does not contain a reference to leadership. 157Nazareth College Bulletin, 1957—1958, p. 9. 158Nazareth College Bulletin, 1955-1954, p. 11. 159Ibid. 16°Nazareth College Bulletin, 1960-1962, p. 11. finc 95 However, the brief historical statement quoted from the Constitutions Of the Sisters of St. Joseph is still included in this catalogue with the implications relative to leader- ship suggested earlier.161 MERCY COLLEGE OF DETROIT In its first catalogue under "Aims and Objectives," we find that Mercy College aims "By its Program of Nursing Education and Social Service, to provide for young women who have chosen, or who desire to enter the profession of Nursing or Social Service, an education embracing such a combination of cultural, scientific, and professional courses, as will enable them to assume positions of responsibility in a variety of fields. . . ."152 Leadership preparation seems to be im- plied in the preparation offered in the fields of Nursing Education and Social Service. In addition to the religious, intellectual, professional and physical objectives expressed in earlier statements of objectives, the following social Objective is included in the 1949-1951 Catalogue: "Mercy College encourages participation and leadership in both curricular and co-curricular activi- ties. It believes that students live democratically in college, sharing responsibilities as well as privileges, if lein., p. 95, footnote 156. 162MerCyCollegeCatalggue, 1941-1942: p- 11- they ’Aafl late in t in h lies l283C a k: tEII act: / ,.\ r‘r C ' . ' x. K 96 they are to be worthy citizens in American democracy."163 Mercy College retains the above leadership aim through 1962. After the 1960—1962 Catalogue statement, there appears to be no specific aim relative to leadership unless one interprets leadership in a broader context, as, for example, in the statement made by the Academic Dean of Mercy College in her Annual Report to the President for 1965-1966: "Herein lies the uniqueness of Mercy College of Detroit; that as teachers teach and students learn, as teachers learn and students manifest to others what it is they have received, a radiant mercy will go out from this college to all who come into contact with it."164 MADONNA COLLEGE In its first bulletin, 1947-1949, Madonna College makes a kind of claim to educate for leadership in the following terms: ". . . Madonna College strives to form young women according to a Catholic philOSOphy of life which is to permeate not only the individual but also through her must radiate upon the society of which she becomes a member or the group to Which she will minister. . ."155 183Mercy College Catalogue, 1949-1951, p. 19. 164Sister Mary Jeanne Salois, R.S.M., Annual Report 0f the Academic Dean to the President, Mercy College of Detroit, 1965-1966, p. 5. 165Madonna College Bulletin, 1947—1949, p. 11. {33 "SI 4. si( ‘11 (I) K). (D 97 The writer interprets the phrases “Through her must radiate upon the society, . . ." and ". . . to which she will minister, . . .' to imply a kind of influence or leader- ship, though the term "leadership" is not employed. The statement above appears in Madonna College Bulletins until the 1959-1961 issue when the same idea is expressed in dif- ferent words. This objective speaks of the educated woman's contribution ". . . to the restoration and preservation of Christian culture. . ."135 Again, leadership as such is not mentioned but it seems that the emphasis is on the influ— ence that a woman can wield in the world and her contribution to that world.167 This expression of Madonna's aims is re- tained until the bulletin for 1965-1967. In the current College Bulletin, 1967-1969, under "Student Life" we have a description of the student organiza— tions which function on the campus. -According to this description, ". . . These organizations contribute to the develOpment of leadership qualities. . ."153 In the "Questionnaire on College Goals as Reported by a Member of the Administration," previously referred to, Sister Lauriana, Dean of Madonna College, reports as Goal Number One 166Madonna College Bulletip,,1959—1961, p. 11- 167Ibid. 168Madonna College Bulletip,,1967-1969. P° 9° t—OI () H muni fro: (‘1 C) ('3 52h; ’ \ (L) “Y 98 for Madonna College: "To develOp leadership to serve com- munity, state and region."169 HYPOTHESIS V That the Catholic Colleges for women in Michigan have from the beginning, included as an objective, direct service to Church and state, as well as preparation of student for service roles. MARYGROVE COLLEGE "Service" has distinguished Marygrove College from its inception as an institution of higher education. Saint Mary's (College Department) was already well-established in Monroe when a demand for a Catholic college for women in Detroit caused it to be moved to that city. The Opening of the new school, known as "The College of the Immaculate Heart,"170 marked a chapter Of expansion in the history of St. Mary's. The point at issue here is that St. Mary's extended its services to a larger segment of peOple by accepting the re- quest to move from Monroe to Detroit. The Bulletin states that this move ". . . will extend the usefullness of the school by enabling it to offer Catholic higher education to 169Sister M. Lauriana, "Questionnaire on College Goals." pp, cit. 170Bulletin of St. Mary's College and Academy, 1920- 1921, p. 5. the its sion mm- UHBH 35W 99 many young women who would prefer their home environment to that of boarding school."171 In its listing of professional courses, the College of the Immaculate Heart makes clear its willingness to serve its clientele. As early as 1920-1921, the College offers ". . . those professional courses by which the students may fit themselves for efficient work in the business or profes- sional world. There will be courses in normal training, commerce, journalism, social service, and secretarial work, as well as courses.in art, music, household science and physical training. . ."172 Under "Aims and SCOpe of the Institution," in the 1926- 1927 Catalogue, we read that Marygrove still has as one of its purposes that of preparing its students for the business and professional world: Every advantage is likewise offered the students of Marygrove for acquiring secular learning. Fully empowered by the State Legislature and Board of Educa- tion to confer degrees and College State Certificates (see Status on cover), the Institution provides a curriculum equal to that of any college of the first rank. In addition to the ordinary academic and cultural courses Offered in the Literary Department of our uni- versities, professional courses are offered by which stu- dents may fit themselves for efficient work in the business and professional world. These include teacher training, journalism, social service and secretarial work, art, music, and household science.173 l“Ibid. l721bid., p. 6. 173Marygrove College Catalogue, 1926-1927, p. 7. lect d stat PI: is '. fin ‘A Wa‘ M. \ we 43‘ 100 Specific reference does not seem to be made to an ob- jective of service to Church or state in Marygrove's official statements until the 1955-1954 Catalogue. Here we read that . . . The social agencies of Detroit Open a wide variety Of services to members of the social action groups organized on campus. A system of contacts with adults through attendance at civic, professional, and cultural meetings, acquaints juniors and seniors with the interests and activities of groups of men and women with whom they will later be associated in business, professional, and community life. College membership in national, regional, and local student and adult associations and a broad program of activities on campus bring students in touch with every phase of normal liv— ing and responsibility: religious, intellectual, economic, social, recreational.l7 Finally, the catalogue statement stresses the importance of develOping a degree of ". . . community consciousness, . . ."175 in students. It would seem as though these statements were con- cerned with develOping in students an awareness of kinds of services available to them but also developing in them a need to be conscious of the services they can render to others. A direct service of Marygrove College to the peOple of the local community is evident in its launching of a graduate program in 1962 leading to the Master of Education degree. Its two-fold purpose is: "To relieve Detroit's acute teacher shortage by tapping a new source of teacher supply among mature liberal arts graduates ready for a 'second' career and to provide a capstone to Marygrove's five-year plan of 174Marygrove College Catalogue. 1955-1954: P- 12- 1751bid. HGT. I f O‘ -5 v!- “Ar-v HUM-u ...\ HRH 101 "176 teacher education. A significant feature of the graduate program is that it has been co-educational from its incep— tion.177 That fact further confirms Marygrove College in its service role. Again, in the current Marygrove College Catalogue, 1967— 1969, the Objective of develOping ". . . a high degree of community consciousness, . . ."178 is emphasized. It seems that Marygrove College is seeing her role more and more as one of preparation for service and training for leadership. SIENA HEIGHTS COLLEGE Since the primary aim of St. Joseph's College, predecessor of Siena Heights College, was the training of teachers for the parochial schools,179 it seems safe to say that from its very early days, Siena Heights College was concerned with service to Church and state. Although "service" as a specific objective is not listed in catalogue statements before 1955-1954, the following gen- eral aim is found in the 1941-1942 Catalogue: . . . To so develop the social nature Of the stu- dents that they may live happily, graciously, and 17°"A Five-Year Report, 1962—1967," Marygrove College pulletin, p. 10. 1771bid. 178Marygrove College Catalogue, 1967-1969, p. 4. 179Cf., p. 26. ‘v Lay.“ b 102 unselfishly, and thus contribute to the happiness and well-being of all with whom they come in contact. . . .180 This seems to indicate a consciousness of a responsibility to educate for service to mankind. In addition to the above statement, the following aim is added in the 1955-1955 Catalogue: ". . . To impress upon the students their obligation to assume responsible leadership in our democracy and to assist in solving the social, economic, and political problems of our day. . . ."181 This expression of aims is retained in the catalogue until 1964-1966 when the following is added: ". . . To teach a young woman to live happily, graciously, and unselfishly so that she may contri- bute to the joy and well-being of her associates."182 Siena Heights College seems to see itself in a broader role of service at the present time. Although committed particularly to the education of women in the undergraduate program, the College now admits men students in evening, Ewart-time, and summer session on both graduate and under- graduate levels}83 A new development took place this year. -3353 of May 18, 1968, Siena Heights College admits undergrad— uEite men to as many as 18 semester hours of work during the 180Siena Heights College Catalogue, 1941—1942, p. 11. 181Siena Heights College Catalogue, 1955-1955, p. 15. 182Siena Heights College Catalogue, 1964-1966, p. 8. _ 183Interview with Sister Rose Ellen, O.P., Dean of Slena Heights College, April, 1968. 105 regular session, for academic work only, not for social life.184 Direct service of the College to the citizens of Adrian and the surrounding towns and communities is seen in the interesting and challenging programs in adult education offered by Siena Heights College. One significant example of such a program is the "College Town and Gown Series for Adult Education,"185 endorsed by SUperintendents of Lenawee County Schools who, in turn, solicited the interest of their principals, counselors, and possible curriculum directors, who, in turn, urged their high school faculties to partici- pate in the program. During one semester this series featured a program of book reviews; during another semester the "Town and Gown Series" featured programs directed particularly to the parents of the area. Examples of such 'programs were those dealing with materials and approaches to reading problems.186 Also available to the residents in the Adrian area are lectures and programs in the performing arts.187 ls‘Interview with Sister M. Petronilla, O.P., President C>f Siena Heights College, April, 1968. 185President's Report 1968, Siena Heights College, ACirian, Michigan, p. 11. 186President's Report 1967, Siena Heights College, ACirian, Michigan, pp. 11-12. 187Siena Heights College Catalogue. 1956-1968. P- 8- SEC iti €511 Jtr (1) I h / 104 AQUINAS COLLEGE "Service” as a separate and specific objective of Marywood College, the predecessor of Aquinas College, is not evident in the listing Of Objectives for the years during which the institution existed solely for women. However, an indirect objective of service can be seen in the purposes [_fij for which the Sisters of St. Dominic founded their novitiate normal school in 1886 out of which develOped Marywood Academy "_ and later Marywood College. As stated in "Article II" of the Articles of Incorporation, “The Object and character of this corporation is the establishment and maintenance of a Seminary and Academy . ';‘ for the instruction of youth in such studies and branches of learning as may from time to time be prescribed by the Trustees hereinafter mentioned or their Successors."188 This purpose seems to indicate a desire on the part of the Sisters of St. Dominic to serve the peOple by educating their children. It is, in this sense, service to Church and state. Service to the diocese of Grand Rapids caused the author- i.ties of Marywood College to establish itself as a co- education institution in 1951 under the name of Catholic ~JWanior College. We read in the 1955-1955 Catalogue for (Izatholic Junior College the following under "History": 188Articles of Incorporation of the Sisters of the Order EL: St. Dominic of the City of Grand Rapids, "Article II." 105 Realizing that a diocese must try to provide every possible facility for the Catholic education of its youth even on the college level, the Most Rev. Joseph G. Pinten, D.D., bishop of Grand Rapids, established a diocesan junior college for both young men and women. The new college with the name of Catholic Junior College Opened its doors in September 1951. . .139 NAZARETH COLLEGE Founded in France in 1650,190 the Congregation of the Sisters of St. Joseph began and continued to develop as an institute dedicated to the service of humanity. We read in the Constitutions of the Congregation quoted earlier that . . . The special purposes of the Congregation are the Christian education of youth and the performance of charitable works for the poor, aged, and infirm, not only in orphanages and hospitals, but also in private homes . . . the works which the members undertake are exclusively those of charity to their neighbor per- formed with humility.191 Inbued with the directive of their Constitutions rela- tive to education, namely that ". . . The education of children and young women is the principal work of the Congregation in which serious undertaking the Sisters should exercise all their energy and zeal, because the future good of society depends upon the education of women, . . ."192 the Sisters of ,St. Joseph in Michigan established Nazareth Academy for girls 189Catholic Junior College Catalogue, 1955-1956, p. 4. 19°Sister Barbara McCarthy, S.S.J., A Covenant With 53tones (Historical Reminiscences on the Fiftieth Anniversary (of the Founding of the Sisters of St. Joseph in Kalamazoo, ldichigan, 1889-1959). Paterson, New Jersey: Saint Anthony (Build Press,.1959, p. 16. 191Constitutions of the Sisters of St. Joseph, Mazareth, Jgichigen, Part I, Chapter 1, p. 5. 1921bid., p. 89. 106 out of which develOped Nazareth College.193 Implicit in the purposes quoted above for the establish- ment of the Congregation of the Sisters of St. Joseph is the ideal Of service to the Church and, I believe, we could say, service, ultimately to the state. In its first formal bulletin for 1926-1928, Nazareth College states that "The policy of the institution, therefore, is to give adequate preparation to enter the manifold avenues of activity which today are Open to them. . . ."19‘ "Social service"195 is listed in the 1952-1955 Bulletin as a practi— cal field which students may enter tO prepare themselves for future service. The objectives of ". . . self-giving and responsible citizenship . . ."195 are mentioned in_the 1955-1954 Bulletin, to be attained through the liberal arts program which is permeated and vitalized with the doctrines of faith and morality.197 ~In preparing a young women for her ". . . distinctive role of motherhood, spiritual and temporal, and her responsi- Ibility as a member of Christ's mystical Body, . ."198 193Cf., Chapter III, pp. 55-56. 194Nazareth College and Academy_§ulletin. 1926-1928! I). 5. 195Nazareth College Bulletin, 1952-1955, p. 9. 196Nazareth College Bulletin, 1955-1954, p. 11. 197Nazareth College Catalogpe, 1960-1962, p. 11. 1Serbia. 107 Nazareth College is serving the Church and the state di- rectly and indirectly. A trend toward service at Nazareth College has culmin~ ated in several unusual offerings for the 1968 summer session. For the first time in its forty-four year history as a four-year liberal arts college, Nazareth College has made available to men as well as women, a number of "Institutes for Citizens Interested in Major Issues and Rapidly Changing Conditions in Contemporary Society."199 Examples of these are: "The Black Revolution“ and "The New Morality." Available also for the summer of 1968 are courses to acquaint teachers, counselors, and students with the prob- lems of the disadvantaged. Also Offered for the first time in the summer of 1968 is an "Academic Opportunities Program designed to assist the young woman who has not achieved at a satisfactory level in high school due to adverse economic, social, cultural and/Or personal circumstances. . ."200 This program proposes to introduce the student to the demands <>f college life ". . . under Optimum conditions and furnishes lier with tools essential to success in a regular collegiate Iprogram. . ."201 199Nazareth College Special Progpams and Regular Summer Siession Schedule of Classes, 1968. 2°°Ihid. 2Ollbid. 108 MERCY COLLEGE OF DETROIT The specific aims of Mercy College spelled out in its first catalogue, 1941-1942, include service aims. We read that . . . the College aims specifically: 1. To provide a broad general education and also the requisite technical training for Sisters engaged in the parochial schools, both grade and high schools, and in the hospitals; and to prepare the Sisters for ad- vanced study in higher institutions. . . . 5. By its program of Nursing Education and Social Service, to provide for young women who have chosen, or who desire to enter the profession of Nursing or Social Service, an education embracing such a combination Of cultural, scientific and professional courses, as will enable them to assume positions of responsibility in a variety Of.fields offered today by the professions of Nursing Education and Social Service. . . .902 The above statement remains in the college catalogue until 1947-1949 when the following appears: Mercy College . . . is motivated by the ideals of Mother Catherine McAuley, foundress of the Institute of the Religious Sisters of Mercy. These ideals of education and social service are designed to emanate from a firm, super- natural faith in God and a fervent charity toward man- kind. Specifically Mercy College aims: To provide a broad, general education as a cul- tural foundation for enriching the life of the student and enabling her to contribute to the intellectual and social life of the community in which she lives. To provide general education as a preparation for future professional and technical training in such fields as nursing, social work, etc. To provide professional course for pre-service and in—service teachers. To provide: Basic professional courses for nurses. 2OZMerey College Catalogue, 1941-1942, p. 11. 109 Advanced professional courses for those who wish to prepare for executive and teaching positions in hospitals and schools of nursing. To provide a foundation for various phases of social service and for graduate study. To provide professional and technical courses for medical technologists, X-ray technologists, medical record librarians, and anesthetists. . . .203 Preparation of women to enter the professional service fields named above remains an objective of Mercy College from its first year of existence until the present. It is the secondary Objectives of Mercy College listed in the cur- rent issue of the catalogue, however, which portray the effort of Mercy College to make itself an institution rele- vant to contemporary society. It may be pertinent to quote part of this new statement verbatim: Mercy College of Detroit cannot be understood apart from her relation to her city, her nation, her Church, the whole world. Her Objectives reach as far as her relationships. A college of mercy, she receives the mercy of light, a college of mercy, she must give that same mercy of light in all the ways that a merciful love directs. This goal, too, belongs to each student and each member of the faculty and the college in totality. Affirmation of it is concretized by: a. allowing the college and her concerns to be sensi- tively marked by her metropolitan and her Christian milieu. b. constituting a center of light and life, giving and receiving, desiring to help more and more persons to open in an understanding of reality which will deepen into love. c. rendering possible a present and future response to the needs of mankind through professional depart- ments of study and training, providing for the whole 2°3Mercy College Catalogue, 1947-1949, pp. 12-15. 110 college a point of insertion into society where light and life must be shared. d. serving the community and the Church in the city and the world, individually and communally, by going forth or by receiving within, anchored yet open to all, in small ways or great, letting life flow forth and grow even while it is still being discovered and born.204 A life of service in love seems to be the primary aim of Mercy College of Detroit at this time of her history. MADONNA COLLEGE Like her sister institutions in Michigan, Madonna College began as a college whose primary concern was the preparation of teachers. From the 1957-1958 Bulletin of Presentation Junior College, the forerunner Of Madonna College, we read that "The purpose of Presentation Junior College is to provide “general education as a foundation for further study, to offer professional courses to prospective elementary school teachers and members of the Order. . . ."205 This is a kind of service to Church and state. Preparation for teaching continues to be one of the objectives of Madonna College. No direct reference to the service role of Madonna (College is evident until the statement in the 1947-1949 lBulletin which claims that ". . . through its curricula the <:ollege endeavors to foster, in particular, the virtues of asimplicity, joy, peace, and love of neighbor, which virtues 204Mercy College of Detroit Catalogue, 1966-1968, PP- 15-14. 205The Presentation Junior College Bulletin, 1957-1958, I). 6. 111 are strong factors in the formation of young women with a Mary-like awareness of, and a willingness to minister to, the physical and spiritual needs Of neighbor."206 In this same Bulletin, we read that the Madonna College Program ". . . strives to form young women according to a Catholic philOSOphy of life which is to permeate not only the individual, but also through her must radiate upon the society of which she becomes a member or the group to which she will minister."207 Madonna College continues to include this objective of preparing women who are aware of and willing to serve the needs of their neighbor to the present time. In the 1965- 1967 Bulletin, the statement is made that the ". . . the college is committed in a special way to fields that make a vital contribution to society, that is, teacher education, nursing, and medical technology."208 The latest statement of objectives for Madonna College includes a particular emphasis on serving the needs of the community. In a Report submitted to the North Central Association in March 1968, we read that, in the spirit of the post-conciliar209 Church, ". . . the college is 206Madonna College Bulletin, 1947-1949, p. 12. 207Ibid., p. 11. 2oaMadonna College Bulletin, 1965—1967, p. 7. 209cf., Chap. IV, p. 61, footnote 50. 112 broadening its aims through a growing awareness Of the needs of the immediate community and the community at large and a willingness to share 'the joys and hopes, the griefs and anxieties of the men of this age.'"210 Significantly, in recent years the educational resources of Madonna College are being utilized ever more effectively to meet the needs of contemporary society. Under the College Work-Study Program, tutoring and remedial reading services have been extended to the neighboring elementary and secondary schools, both public and non-public.211 To establish itself in the mainstream of higher educa— tion, the college is strengthening its present working re- lations with other universities, colleges, and agencies, both public and private, on urban problems and questions of poverty. With joint effort, the college will undertake research concentrating on matters of educational and instruc- \ tional urgency and will offer manpower facilities, and assistance in kind;212 As further evidence of Madonna's expanded view of its service role we quote from the "Definition of the Institu- tion's Educational Task," prepared for the North Central 21°Report on Basic Institutional Data Of Madonna College, pp, cit., pp. I-1-2. 211Ibid., p. 1-2. 212"Proposal for the Establishment of an Institutional Goal Development Project," Title III, 89~529, Madonna (College, November 1967. 115 Association Review Visit: Late afternoon and evening classes are planned for adults of the community interested either in commencing a college career, in fulfilling the requirements for teacher certification, or in updating their major fields. The education department offers a post-baccalaureate twelve-credit-hour program toward a reading specialist certificate. Non-credit courses in the continuing educa- tion program present additional opportunities for adults. With the expansion of Madonna's physical plant, college facilities and faculty services have been made available to several community groups, such as the local human relations committee, the newly organized Wayne County group of parents of youngsters with learning disabilities, adult and high school choral groups, as well as educators, school teachers, principals, and supervisors from neighboring elementary and secondary school systems. Curricular changes and theological offerings also take into consideration the growing number of students of other religious orientations. Their presence on the Madonna campus helps to make the college community a more faithful reproduction of the actual pluralistic society of America, which the college students are preparing to serve.213 HYPOTHESIS VI That the Catholic colleges for women in Michigan have attempted to meet the challenges of a changing society by providing expanded objectives to support the inclusion of pre-professional, professional and vocational courses in their curricula as these needs arose. MARYGROVE COLLEGE Although professional objectives are not specifically stated in the early catalogues of St. Mary's College and 213Report on Basic Institutional,peta of Madonna (Zollege, pp, cit., pp. I-2-5. 114 Academy, the objective of teacher preparation is implied in the statement by Sister Rosalita that ". . . After 1907, the course of study leading to a bachelor of arts degree extended over four full years, with a specially planned program whereby any student of prOper ability could Obtain a teacher's certificate at the time of taking her degree. . . ."214 A little further on she continues to say that . . . Besides the degree, each graduate who com- plied with state requirements received a Michigan college life certificate. The inspection of the prac- tice school which was the final preliminary to the granting of this certificate was made in March, 1914, by the State superintendent of education, Fred Keeler, accompanied by W. J. McKone, president of the State Board Of Education, Frank Cody, Vice-president, and Thomas Nodal, treasurer. The motherhouse chronicles recorded the outcome of their visit: 'On May 19, 1914, Mr. Frank Cody came to St. Mary's to announce the official report of the State Board of Education. The privilege similar to that of the State Normal, Detroit University, Albion College, Olivet, etc., was conferred on the Institute, permitting it to give its College graduates a Teacher's Life Certifi- cate.‘215 In its 1920-1921 Bulletin, St. Mary's College claimed to ". . . offer those professional courses by which the students may fit themselves for efficient work in the busi- ness and professional world. There will be courses in normal training, commerce, journalism, social service, and 214Sister Rosalita, I.H.M., No Greater Service, 22: sir . p- 575- 2151hid., pp. 575-576. 115 secretarial work, as well as art, music, household science and physical training."216 The 1926-1927 Catalogue statement of objectives speaks Of its concern for equipping women ". . . for whatever "217 particular life-work lies before them, and the demands made upon them ". . . by the complex social conditions of the world about them, . . ."218 From 1952-1955 until 1957-1958 the college catalogue speaks of the student's gaining ". . . of such mastery of a science vocational technique as shall insure the power of self-support."219 The catalogues from 1957-1958 to 1955-1954 refer to Offering Opportunities for the student to acquire ". . . in- "220 telligent habits of work. Listed among the areas of the curriculum are "VOcational Arts." The student who is not going to continue her formal education beyond the undergraduate level--and even the student who is--should leave a four-year college course fitted to take her place in the normal work-life of the world. In addition to a broad, general training, which is actually the best foundation for successful living in the home, in the professions, 216St. Mary's College and Academy_Bulletin, 1920—1921, p. 6. 217Marygpove College Catalogpe, 1926-1927, p. 6. 218Ibid. 219Marygrove College Catalogue, 1952-1955—-1957-1928, P- 21. 22°Marygrove College Catalogue, 1941-1942, p. 11. 116 or in business, she should be equipped with an imme- diately usuable vocational technique. Marygrove College provides this for all the major fields Open to women, and with no detriment to cultural and pre- professional training.221 After emphasizing the aim of develOping the fully inte- grated women, the catalogue statement for 1955-1954 continues to say that ". . . Marygrove is also essentially a practical college."222 It is the responsibility of every major depart_ ment to prepare its graduates for some kind of after-college occupation.223 Although the aims of Marygrove College are substantially the same from the statement in the 1955-1954 Catalogue to the present, in the current catalogue, we find an added emphasis on the importance of having all students Obtain work experience during their college years". . . for the sake of first-hand acquaintance with the intellectual, moral, social and financial aspects of making a living."224 In her "FiveeYear Report--1962-1967," Sister Mary Emil, President of Marygrove College, describes the challenges of this period and how Marygrove College has attempted to meet them. In an effort to meet the demands of a growing student body, Marygrove effected a complete revision of curriculum and calendar, increased its library holdings, and expanded 2211bid., p. 16. 222Marygrove College Catalogue, 1955-1954, p. 12. 223Ibid. 224Marygpove College Catalogue, 1967-1969, p. 4. 117 its resident facilities. Finally to meet the need for ad— vanced degrees for teachers, Marygrove inaugurated a graduate program leading to a Master of Education degree in 1962.225 Sister Honora summarizes the ideal of Marygrove College relative to meeting the challenges of a changing American society throughout its 50-year history by preparing young women for the work of the world in the following words: "For the past 50 years, Marygrove's objective has been to educate young women to meet the challenge of America today and prepare them to work for the better America of the future. . ."223 SIENA HEIGHTS COLLEGE "The order of St. Dominic is primarily a teacher Order, . . ."227 and following the traditions of the Order, therefore, preparation for teaching became one of the first objectives of St. Joseph's College, the predecessor of Siena Heights College. This was in response to the need for parochial school teachers at this time. In the earliest available catalogue for St. Joseph's College, 1926-1927, we ¥ 225"A Five-Year Report, 1962-1967," Marygrove College malletin, p. 2. 226Sister M. Honora, President of Marygrove College. "Preface" to Golden Jubilee 1910-1960. 227St. Joseph's College and Academy Catalogue, 1926- 1927, p. 4. 118 find the "Normal Department" curriculum which specifies the required courses for the first, second, third certificates as well as for the state life certificates.228 Although emphasizing liberal arts education as the basis for full personality develOpment, St. Joseph's College Catalogue for 1955—1956 states that ". . . one of the second- ary objectives of Catholic college education must be to provide the students with the ability to gain a livelihood should the exigencies of life demand it."229 The statement continues: "This aim is carried out at St. Joseph's by means of teacher-training courses and training for secretarial positions. . . . The Department of Public Instruction of the State of Michigan issues teachers' certificates upon the basis of work done here."230 In addition to providing the student with the ability to gain a livelihood by means of teacher—training or secretarial science, the college adds the following in 1941-1942: “. . . music, art, . . . dietetics, clothing, radio, speech, labora- tory technique, and other special lines now Open to women. .I1231 The aim Of providing ". . . the student with the ability to gain a livelihood should the exigencies of life demand it," 2251bid., p. 22. 229St. Joseph's College Catalogue, 1955-1956, p. 11. 23°1bid. 231Siena Heights College Catalogue,_1941-1942. po 11- 119 continues to be stated in Siena Heights College catalogues until 1964-1966 when the practical aim is stated as follows: ". . . To produce young women who are cultured as well as trained in some special field of activity. . . . To offer courses in teacher-training, secretarial science, social work, dietetics, radio, speech, medical technology, clothing, musiC, art, and other special lines Open to women thereby making it possible for every graduate of the College to be self-sustaining."232 In the current Catalogue, 1966-1968, "Siena Heights recognizes the need of future professional readiness which the exigencies of life will demand. . . ."233 The College strives ". . . to make it possible for every graduate of the College to be self—sustaining."234 Described as a service which Siena Heights began to offer in 1957-1958, the Graduate Division Of Siena Heights College can also be classified as an attempt to meet the challenge of a changing rapidly moving society. Siena Heights ". . . cognizant of the shortage of prOperly quali- fied elementary, secondary and college teachers and adminis— trative personnel, acceded to numerous requests to extend the facilities of their graduate program."235 Located forty 232Siena Heights College Catalogue,,1964-1966, p. 9. 233Siena Heights College Catalogue, 1966-1968, p. 8. 23‘Ibid. 2351bid., p. 40. 120 miles from the nearest graduate school, Siena Heights is in a responsible position to offer graduate courses and thereby motivate professional peOple of the area to seek a higher level of education.236 In her Report for 1968, the President of Siena Heights College, Sister Petronilla Francoeur, O.P., sums up the attempts of the College to meet the challenges of a rapidly changing society. She says first that "The aims and roles and goals of all constituencies change, expand, and assume new dimensions with the mounting progression of today's societal needs."237 To meet this mounting progression of needs, therefore, the Report continues to say, ". . . curriculum and instruc- tion at the College are constantly reviewed and upgraded. An everchanging grouping of current and new courses, within a framework of theology and sound phils0phic principles, makes it possible for graduates to leave the campus informed on their professions. . ."238 Since space does not permit an exhaustive listing of the pre-professional, professional and vocational courses which have been added in response to expanded Objectives, only a few pertinent examples will be cited here: In the 236Ibid. 237Sister Petronilla Francoeur, O.P., "President's Report 1968," Siena Heights College, Adrian, Michigan, p. 1. 238Ibid., p. 9. 121 speech and drama department, the courses added in the 1966— 1968 catalogue are "Stagecraft," "Interpretative Dance," "Contemporary Drama," "Film Study"; courses under considera- tion for the 1968-1970 Catalogue are: "Forensic Laboratory" and "Program Building."239 Under consideration in the English Department for I 1968-1970 are: "Contemporary British Fiction," "Continental Fiction," "African Fiction," and "Asiatic Fiction."24o ‘ wi—a‘_h_._ _Ih__ Specialized courses for teachers in-service are offered as a result of attempting to meet the needs of people here and now. Examples of these courses are: "Computer Program— ming," "Clinical Workshop in Reading," "Language Arts," "In-Service Instruction in Reading."241 AQUINAS COLLEGE Since Aquinas College had its origin in the novitiate normal school established in 1886 for the professional train- ing of the candidates of the Dominican Sisters of Grand Rapids,242 a professional Objective is already evident at this time. We read in the early history of the Sisters of St. Dominic that in June 1922 the Dominican Sisters' normal 2391bid. 2“mid. 2“'Ibid” p. 10. 242Arthur F. Bukowski, "Some Data and Observations on the Charter of Aquinas," pp, cit. 122 school was merged with the college for lay women founded that year at Marywood in conjunction with the newly built motherhouse there. The new institution known as Sacred Heart College, was incorporated by the State Legislature in 1925 with full power to grant degrees.243 The very merging of the normal school with the college was a challenge to the Sisters to broaden their objectives to include lay women in the teacher preparation program. The name of the college was changed to Marywood College in 1924;2“ it continued to Offer two years of junior college level work only. Another challenge was met in 1951 when, at the request of the Most Reverend Joseph G. Pinten, D.D., Bishop of Grand Rapids, Marywood College altered its objectives to provide an expanded program and became co-educational under the title of Catholic Junior College.2"'5 The announcement in The Grand Rapids Herald on August 15, 1951, relative to the organization of Catholic Junior College carries the following account of the aims of the institution which will be quoted in part: In addition to its ". . . definite religious purpose, . . ."2‘8 the college ". . . will prepare 243The Sisters of St. Dominic: The Story of Their Origin, Establishment in Michigan, and,;ebors in Northern and Western Wisconsin and New Mexico (Manuscript, Chapter VI), p. 129. 2“""Arthur F. Bukowski, "Important Dates in the History of Aquinas College," pp, cit. 2“sThe Grand Repids Herald, 22- cit., Po 1- 2461bid. 125 students for success in business and professional life. By evoking personality, which is a mirror of God, the college will train young men and women for purposeful life in society in a general way and for a career in a particular way."247 In this same announcement the areas Of the curriculum for the junior college are spelled out as follows: "The chief course will be liberal arts. With arts and letters are to be included prelegal and secretarial training, and courses for pupils intending to go into journalism or teaching."2"'8 NAZARETH COLLEGE Although the writer could find no formal statement rela- tive to a professional or vocational objective of Nazareth College from 1914-1924, that is, from the Opening of the college until it received its charter?“9 there is evidence of a teacher objective as early as 1914. In an official transcript of credits on file in the Office of the Registrar we find "Teacher's Art" and "Psychology" among the courses taken by Sister Scholastica Hankerd in 1914.250 Between 1918-1924 the following courses are listed in another official transcript of credits earned by Sister 247l2£§3 2‘BIQEQ- 2‘9Cf. Chapter III, pp. 54-55. 250Official Transcript of Credits Earned by Sister S<:holastica Hankerd, 1914-1922, Nazareth College, Office of the Registrar. 124 Christina Fury for a "Special Certificate": Education (Principles of Teaching): Education (Teaching of Art); Education (Teaching of Music); Education (Observation and Practice Teaching); Education (Class Management); Education (Special Methods).251 The first formal bulletin for 1926—1928 states that "The policy of the institution, . . . is to give adequate preparation to enter the manifold avenues of activity which E ‘-._— -a— - 4L- . today are Open to them."252 This is a broad Objective and refers to the liberal education program. The assumption here is that a liberally-educated individual will be able to engage in any kind of activity, since liberal education trains the intellect and gives one the capacity to view things in their totality. According to this philOSOphy, the liberally-educated person needs only a minimum amount of time to grasp practical principles. Teaching seems to be the only specific professional Offering at this time. We find that "On the satisfactory completion of 2 years of professional training the State Department of Education through Nazareth College (Education Department) will grant a Life Certificate. Candidates for the Life Certificate will follow the program for Freshmen 251Official Transcript of Credits Earned by Sister Christina Fury, 1918-1924, Nazareth College, Office of the Registrar. 252Nazareth College and Academy Bulletin, 1926-1928, p. 6. 125 and SOphomores outlined in the program for the Bachelor of Science in Education, . . ."253 It is possible that the Offerings in music would be adequate for a career in voice or instrumental music.254 Three professional fields are emphasized in the 1952- 1955 Bulletin. These are: education, music and social service. The statement reads: "The curriculum is so or— ganized that the theoretical values of life will be supple- mented by actual practice in the fields of education, music, and social service."255 In the 1955-1956 Bulletin, we find that "Nazareth College is a Catholic College of Liberal Arts in which cer- tain professional training may be secured by young women. The fundamental purpose Of the College is to train the student according to the Catholic tradition in the art of thinking and the art of living. . . . In the fulfillment Of these objectives, the College will provide the student with Opportunity for the continuous enrichment and enlargement of life through her conscious adjustment to life problems summarized under the headings of: 'health, desirable home membership, worthy use of leisure time and economic suf- ficiency.‘ Such Opportunity for self-direction will be found in the program of studies and in the allied curricular 2531bid., p. 15. 25‘1bid., p. 6. 255Nazareth College Bulletin, 1952—1955, p. 9. 126 activities afforded by the College. . ."256 The 1957-1958 Bulletin details an expanded list of secondary objectives which include the following: 2. A sufficiently specialized course of studies in certain fields Of knowledge to enable students who so desire to qualify for professional services or to continue their studies in a Graduate School. 5. Vocational education in the fields of home- making, nursing, secretarysgip, and pre—professional training in soc1al serVice. The above statement continues through the 1950-1951 catalogue statements. From 1951 until 1966, direct reference to professional or vocational objectives is omitted from the catalogue statement of objectives. Vocational, pre—profes- sional and professional courses are offered, but there is no mention in the aims to support their inclusion. The Depart— ment of Education offers a complete program for the certifi- cation of elementary and secondary teachers.258 To meet the growing need for a four-year degree program in nursing in southwestern Michigan, Nazareth College inaug- urated such a program in 1966. In addition to receiving the degree, the student is eligible at the end of the fourth academic year for admission to the licensing examination to qualify for the R.N.259 256Nazareth College Bulletin, 1955-1956. p- 9- 257Nazareth College Bulletin, 1957-1958, p. 9. 258Nazareth COllege Catalogue, 1952-1955, pp- 55-56. 259Nazareth College Catalogue, 1966-1968. p- 19- 127 The current catalogue for 1967-1969 stresses Nazareth ) College's professional and pre-professional programs: Today's student must be ready to use her talents in an ever-expanding and mobile world. With this in mind Nazareth College is convinced that a liberal arts background is the most flexible and therefore the best academic preparation for professional and pre-profes— sional study. The college Offers specific professional sequences in the areas of education and nursing, and a pre-professional program in medical technology. 1 Students interested in preparing for a career in special education, guidance and counseling, journalism, law, library science, medicine, occupational or physical .- therapy, or social work should consult with the graduate { or professional school of their choice prior to the completion of their sophomore year of college. The academic counselor and the student's adviser will then work closely with her to assure her that her under- graduate program at Nazareth College meets the entrance requirements for the specific professional program she plans to follow.260 .2...“ .i—A. _ MERCY COLLEGE OF DETROIT Specific objectives for Mercy College are spelled out in its very first catalogue as follows: . . . the College aims specifically: 1. To provide a broad general education and also the requisite technical training for Sisters engaged in the parochial schools, both grade and high schools, and in the hospitals; and to prepare the Sisters for advanced study in higher institutions. 2. To provide liberal education for young women, with sufficient specialization in particular fields to qualify those who wish to continue their studies in a Graduate School. 5. By its program Of Nursing Education and of Social Service, to provide for young women who have chosen, or who desire to enter the profession of Nursing or Social Service, an education embracing such a combi— nation Of cultural, scientific, professional courses, as 26°Nazareth College Catalogue, 1967-1969, pp. 17—18. 128 will enable them to assume positions of responsibility in a variety of fields offered today by2 the professions of Nursing and of Social Service. . . .2 In the 1947-1949 Catalogue, we read the following rela- tive to professional objectives: Specifically Mercy College aims: . . . To provide general education as a preparation for future profes- sional and technical training in such fields as nursing, social work, etc. To provide professional courses for pre-service and in-service teachers. To provide: Basic professional courses for nurses. Advanced professional courses for those who wish to prepare for executive and teaching positions in hospitals and schools of nursing. To provide a foundation for various phases Of social service and for graduate study. To provide professional and technical courses for medical technologists, X-ray technologists, medical record librarians, and anesthetists. To provide technical and artistic training for those interested in speech, theatre arts, and radio broadcasting. 252 There is no change in basic objectives from 1947-1949 until 1965-1966. Even here, the essential intent does not vary from earlier statements, but a new form for the presen- tation of the objectives is used. Under the heading ”The Purpose," we find two categories: (1) institutional duties, and (2) evidences of student growth and development in human ideals and competencies. The objective relative to profes- sional or vocational preparation Offered by the college is expressed in the following manner: Under "institutional 26“Mercy College Catalogue, 1941-1942, p. 11. 282Mercy College Catalogue,,1947-1949, pp. 12-15. 129 responsibilities" we find that "The curriculum is organized to provide . . . Opportunities to prepare for vocational or avocational pursuits, . . ." and ". . . To lay foundations for advanced professional preparation. . . ."253 Under "Evidences of Student Growth," as a result of the Offerings provided, we find the statement that ". . . An ideal Mercy graduate would have become able: . . . To become qualified by choice, to assume a professional role or person- al enrichment . . .fl\and ". . . To acquire bases for possible graduate work."264 Although founded as a college for women only, Mercy College of Detroit became co-educational in 1965.265 To demonstrate the great concern of at least one administrative official of the College for providing pre-professional and/Or professional programs for male students, we quote the para- graph below: . . . To date we have not introduced any additional programs or courses for men on campus. Unless these men wish to follow a pre-law, pre-med, or a program of teach- er education, there is limited professional training available. Judging from the requests which we are re- ceiving from men for information regarding available professional programs, we believe this to be a serious limitation to our male pOpulation at present. . . . Realizing that a college should not attempt to educate if it cannot educate well, Mercy College of Detroit has maintained those conditions considered essential for quality education in the programs which it now offers at great financial loss to the Sisters of Mercy who conduct the institution. . . . Unless students can work toward 283Mercy_College Catalpgue, 1965-1966, p- 12- 2°4Ibid., p. 15. 265"Report of a Visit to Mercy College of Detroit"—- North Central Association of Colleges and Secondary Schools, May 5—4, 1965, p. 1. .l. «3 a l 150 the professional life they wish to follow, the will not choose to attend Mercy College of Detroit. 55 Since the printing of the latest Mercy College Catalogue, the college has added to its professional and pre-professional Offerings that of business education to meet the demands of male students in particular.267 Also to meet the needs of its male students, Mercy College of Detroit has taken out membership in the "South- eastern Michigan Athletic Conference and currently partici— pates in Football, Basketball, and Softball on the inter- collegiate level and also conducts an active co-educational inter-mural program of athletic activities."268 In the current Mercy College Catalogue, 1966-1968, we see an emphasis on assisting the graduate to be concerned with the life of mankind and its needs in the milieu in which he finds himself. We quote the general objective relative to professional preparation which states that the college will render ". . . possible a present and future response to the needs of mankind through professional departments of study and training, providing for the whole college a point of insertion into society where light and life must be shared. . ."269 266Annual Report of the Academic Dean to the President, Mercy College of Detroit, 1966-1967, Exhibit B, IV, "Insti- tutional Information," p. 6. 267Interview with Sister Mary Karl, R.S.M., President of Mercy College of Detroit, May 1968. 268Ibid. 269Mercy College of Detroit Catalogue. 1956-1968. p- 14- 151 In addition to this general objective, the following specific statements preface selected professional depart- mental offerings: Aims of the Home Economics Department are twofold: (1) to provide cultural background which places empha- sis upon the stability of the Christian family; and (2) to provide basic professional instruction for teachers, dietitians, business women, and homemakers. Students who complete the curriculum for home economics education are eligible to receive a vocational teaching certificate valid for instruction in junior and senior high schools. Upon satisfactory completion of the dietetics program, students enter internships approved by the American Dietetic Association. The clothing and merchandising curriculum Offers preparation in fashion and merchandising, COOperative extension service, home service advisory capacities, or specialization in fashion, textiles, home decoration, and other commer- cial phases of home economics.270 The Department of Medical Technology aims to prepare professionally competent medical technologists by pro- viding theoretical and practical experience in the necessary biological and biochemical areas. The depart- ment aims further to instill in each medical technologist a sense of dedication to others and a responsibility that leads to excellence in the paramedical professions. The broad training obtained in this field enables the graduate to qualify for positions in hospital labora- tories, clinics, physicians' Offices, and medical research laboratories.271 The aim of the Department of Nursing is to prepare qualified high school graduates to enter any area of professional nursing as beginning practitioners and to undertake advanced study in nursing.272 2701bid., p. 65. 271Ibid., p. 79. 2721bid., p. 86. 152 MADONNA COLLEGE A professional Objective was already evident in the first statement of the Objectives of Presentation Junior College when it was incorporated in 1958. This was ". . . to Offer professional courses to prospective elementary school teachers, and members of the Order."273 In its first Bulletin as a four-year institution, Madonna College proposes as one Of its aims "To give such proficiency in certain fields Of knowledge as to enable the students to engage in a lifework in which they can make the most of their particular endowments."274 This statement continues through the 1957-1959 Bulletin. In the 1959-1961 Bulletin, a statement is made to the effect that Madonna College has as one of its aims to pre- pare women ". . . who will be willing to minister to the physical, intellectual, spiritual needs of their neighbor in the professions and in this way will contribute to the restoration and preservation of Christian culture."275 A still broader concept of its role seems to character- ize Madonna's statement of Objectives in the 1965-1967 issue of the Bulletin. Here we read that the College, ". . . is 273The Presentation Junior College Bulletin,,1957-1958, p. 6. 274Madonna College Bulletin, 1947-1949, p. 12. 275Madonna College Bulletin,p1959—1961, p. 11. 155 committed in a special way to fields that make a vital contribution to society, that is, teacher education, nursing, medical technology."276 Professional curricula receive the greatest stress yet observable in Madonna's Bulletin for 1967—1969 in which we read that the college aims ". . . to prepare women for their roles of service as homemakers. teachers, nurses, medical technologists, social workers, or researchers. . ."277 Most revealing in this effort to trace the history of objectives of Madonna College is the "Definition of the Institution's Educational Task" from a Report on Basic Insti- tutional Data submitted to the North Central Association. After noting that fundamentally, the educational task of Madonna College has remained the same, the following lengthy statement of "Changes in Educational Task and Contemplated Changes" appears. Although this post-conciliar278 statement has been quoted in part apr0pos previously develOped hypothe- ses, it seems many of the contemplated changes may be classified under the present hypothesis. Imbued with the spirit of the post—conciliar Church, however, the college is broadening its aims through a growing awareness of the needs of the im- mediate community and the community at large and a willingness to share "the joys and hopes, the griefs 276Madonna College Bulletin, 1965-1967, p. 7. 277Madonna College Bulletin, 1967-1969, p. 5. 278Cf., Chap. IV, p. 61. footnote 50. 154 and anxieties of the men of this age." (Pastoral Constitution of the Church in the Modern World Significantly, in recent years the educational resources of Madonna College are being utilized ever more effec- gively to meet the needs of contemporary society.279 Several examples of how Madonna has attempted to imple- ment its new objectives are cited below: (1) Late afternoon and evening classes are offered for adults of the community interested in beginning a col- lege career, in fulfilling the requirements for teacher certification, or in updating their major fields. (2) A post-baccalaureate twelve-credit-hour program toward a reading specialist certificate is offered. (5) Non-credit courses in the continuing educational program present additional Opportunities for adults.280 In this self-study of the curriculum and its relevancy to the changing needs of society, possibilities were dis- cussed ". . . for experiential and experimental Opportuni- ties in professional and pre—professional programs to reg- ister concern for pressing societal problems as an expression of Christian commitment."281 Among the proposals for con— sideration were the planning of an inter-term in January for student-faculty explorations and involvement in civil rights movements, inner city and suburban projects, and various 279Report on Basic Institutional Data of Madonna (201.1696, 2E. Cite, pp. 1-1-2. 28°Ibid., p. 1-2. 28111616., pp. 1-1-2. 155 programs for the promotion of peace and aid to underde- veloped areas.282 HYPOTHESIS VII That the Catholic colleges for women in Michigan, since the close of Vatican Council II, tend to be more aware of their relationships and responsibilities to the community, the city, the nation and the world. After nearly four years of exhaustive preparation, Vatican Council II was formally Opened on October 11, 1962. From that date until December 8, 1965, the closing day of the final session, there were four periods of this ecumenical council called by the well-beloved POpe John XXIII. Basic to his thinking in convoking an ecumenical council was ". . . the hope that the Council would be a new Pentecost and a means of spiritual renewal; would restore the Church's energies for the apostolate and search for the forms best adapted to its present—day needs; would present the Church in its perennial vigor of life and truth so that it might be more capable of fulfilling its divine mission and prepared for the demands of today and tomorrow; would Open the way toward reunion of the separated brethren of East and West in the one fold of Christ; and would render the Church's 282Ibid., p. I-5. 156 doctrine more understandable, its constitution more simple, and its directives for safeguarding and developing morality more clear. . ."283 The following phrases excerpted from some of the Council documents form the bases for the greater emphasis in Catholic institutions of higher education on "relation- ships and responsibilities" as well as "service" to all men. We quote from Vatican II's Pastoral Constitution on the Church in the Modern World: Vatican II affirms that in the quest for inter- national justice and world community 'those Christians are to be praised and supported, therefore, who volun- teer their services to help other men and nations'. In the spirit of the conciliar Decree on Ecumenism, this Constitution recommends that wherever it seems convenient, this activity of Catholics should be car— ried on in unison with other Christian brothers.284 In the Preface to the pastoral Constitution on the Church in the Modern World, we find the statements below: The joys and the hOpes, the griefs and the anxie— ties of the men of this age, especially those who are poor or in any way afflicted, these too are the joys and hOpes, the griefs and anxieties of the followers of Christ. Indeed, nothing genuinely human fails to raise an echo in their hearts. For theirs is a community composed of men. United in Christ, they are led by the Holy Spirit in their journey to the kingdom of their Father and they have welcomed the news of salvation which is meant for every man. That is why this commun- ity realizes that it is truly intimately linked with mankind and its history. . . . 283J. J. Hennesey, "Vatican Council II," The New Catho- lic EncyeloPedia, Vol. 14 (New York: McGraw Hill Co., 1966), p. 565. 284Donald R. Campion, S.J., "The Church Today," in The Documents of Vatican II, edited by Walter M. Abbott, S.J. (New York: Guild Press, 1966), pp. 196-197. 157 Though mankind today is struck with wonder at its own discoveries and its power, it often raises anxious questions about the current trend of the world, about the place and role of man in the universe, about the meaning of his individual and collective strivings, and about the ultimate destiny of reality and of humanity. Hence, giving witness and voice to the faith of the whole People of God gathered together by Christ, this Council can provide no more eloquent proof of its soli— darity with the entire human family with which it is bound up, as well as its respect and love for that family, than by engaging with it in conversation about these various problems. Therefore, this sacred Synod proclaims the highest destiny of man and . . . offers to mankind the honest assistance of the Church in fostering that brotherhood of all men which corresponds to this destiny of theirs. Inspired by no earthly amibition, the Church seeks but a solitary goal: to carry forward the work of Christ Himself under the lead of the befriending Spirit. And Christ entered this world to give witness to the truth, to rescue and not to sit in judgment, to serve and not to be served.285 So, the writer hypothesizes that the Vatican Council has had its effects on the aims and objectives of the Catholic colleges for women in Michigan by making them more aware of their relationships and responsibilities to a broader segment of people. This is not to deny that these Catholic colleges were unaware of such relationships before or that they lacked any community consciousness; it is to say that with this impetus to renewal of faith and good works given by the Second Vatican Council that they are more open to the world than formerly. 285Abbott, pp, cit., Pastoral Constitution on the Church in the Modern World, pp. 199-201. 158 MARYGROVE COLLEGE As early as 1955-1954, we read in the Marygrove College Catalogue that "Marygrove students have immediate constant Opportunity during their college years to develOp a high degree of personal responsibility. . . ."286 At this time, too, Marygrove College Catalogue speaks of providing pro- fessional contacts for junior and senior students to acquaint them with the interests and activities of men and women with whom they will be later associated in business and community life.287 ". . . a high degree of community consciousness . . .“288 continues to be stressed in the college catalogue from its 1955-1954 issue until the present edition, 1967—1969. Not until recently, however, has there been so great an emphasis on the place of the college in the community. When asked about its place in this regard recently, Sister Jane Mary, Acting President of Marygrove College, replied: "The first job of the college is as an institution of higher education, not a glorified social agency. However, in its capacity as an educational institute, it is an instrument of total human development and that means it has to consider the social environmental reality. The place of involvement 288Marygrove College Catalogueygi955-1954. p- 12- 287Ibid. 288Marygrove College Cataloguer,1957-1959: P- 4- 159 of the college student is as an 'informed' student."289 One example of Marygrove's renewed awareness of its relationships and responsibilities to the larger community is its sponsoring of a summer arts workshop (dancing, music, drama, art) for the community children during the summer of 1968. It will be held at Fitzgerald school. Directed by the Immaculate Heart Sisters, much of the work will be done by Marygrove students and will be an example of the specific type of contribution a college student can make to the com- munity.290 S IENA HEIGHTS COLLEGE Although still ". . . committed to the develOpment of the intellect for the understanding, preservation, and applim cation of truth to a changing world, . . ." and ". . . charged with the study of all things in relation to God, . ."291 Siena Heights College at this time of history seems to see itself in a broader role than in former times. The College hopes to produce women who are capable "292 ". . . of finding joy in personal involvement. Because 289"Acting President to Foster Change," The Campus Reporter, Marygrove College, Vol. 46, No. 7, February 15, 1968, p. 1. 29°Ibid. 291Siena Heights College Cataloguei,1955‘1953c P- 8- 2921bid. 140 Siena Heights College sees the need to extend its facilities and offerings to a larger community, it now ". . . admits men students in evening, part-time, and summer sessions on both graduate and undergraduate levels."293 Reference has already been made to the decision to ex- tend the work of the undergraduate school to the graduate level. Although the graduate division was organized before Vatican Council II, several new graduate programs have been initiated since the Council. We find the following in the graduate division catalogue for 1966-1968: To better meet the great issues of the times and to more effectively serve the needs of American public and private education, the undergraduate programs of study were extended to include graduate work in the areas of fine arts, school administration and super- vision, curriculum and instruction, and guidance, as well as the areas of English, history, science, philOSOphy, and modern mathematics. On March 19, 1965, the Commission of Colleges and Universities of the North Central Association of Colleges and Secondary Schools voted to grant full accreditation to Siena Heights College for its Master's degree programs. A graduate program for the preparation of reading specialists was initiated in 1966; a Master's program in Religious Education is being formulated to begin in 1967. . . . In conducting the Graduate Division, the College desires to preserve these basic objectives within this framework of general and professional education. The specific Objectives of the Graduate Division are derived from the needs of the graduate students enrolled in the programs leading to the master's degree in art, science, and education. The graduate program in art has a two-fold purpose: to provide the teacher of art with skills in several of the fine arts and a knowledge of theory and practice in 2931bid. 141 art education; and to provide the practicing artist with high-level creative experiences in the fine arts in preparation for art careers in industry, education, government, and free-lance practice. The objective of the graduate program in the Division of Natural Science is to prepare master teachers qualified to teach in the general areas of biology, chemistry, physics, and mathematics, and to stimulate in students a basic appreciation of the con— tributions and limitations of science and its impact on modern society. The graduate program in education is organized to provide postgraduate professional courses for teachers and other school personnel who wish to attain the Master's degree, to meet requirements for certification, or to further professional development. Specifically, the programs include advanced work for elementary teachers, secondary teachers, principals, superintendents, guidance counselors, and others in the public and private elementary and secondary schools, principally in Michigan and Ohio. 94 A still further extension of its services is seen in its offering of interesting and challenging programs to the adults of the city of Adrian and the surrounding communities and towns. Available to local residents are Siena lecture series and programs in the performing arts.295 In her Annual Report for 1967, the President of Siena Heights College details some of the Civic Inter-action and College Involvement programs for the year 1966-1967. These include the inauguration of a local unit of the Anti-Poverty Program, sometimes called the Community Action Program, by a combined effort of representatives of the Michigan State 294Siena Heights College Catalogue, Graduate Division, 1966-1968, pp. 6-7. 295Siena Heights College Catalogue, 1966-1958. po 8- 142 Office and a member of Siena Heights' College faculty.296 Still another example of Siena Heights' greater aware- ness of her responsibility to the community and a desire to extend herself wherever a need exists was the offering in COOPeration with nearby Adrian College a "Municipal Public Relations Course" to the officials of Adrian. This included the City Manager and eighteen department supervisors and assistants. Aimed at promoting tOp communications between the officials and the citizens regarding city services and the long—range objectives of city funds, the course ran for sixteen weeks?97 In this 1967 Report of the President, Sister Petronilla details still another activity sponsored by Siena Heights College as a result of Vatican Council II: Ecumenical Studies is a movement in response to the plea of POpe John XXIII and POpe Paul VI to probe into the theological dimensions of Vatican Council II. The College accepted the invitation of ArchbishOp Dearden, Detroit, to answer this plea. A course en- titled, Ecumenism provided an Opportunity for the stu- dents and for the peOple of the area to explore and deepen the insights and meanings of the Bible, the liturgy, Catholic thought and activity. Such studies have released to the Church the function of assimi- lating the most diverse ways of human life to a way of divine love--INTERACTION.2 8 296"President's Report 1967," Siena Heights College, Adrian, Michigan, p. 10. 297Ibid., p. 11. 298Ibid., p. 12. 145 AQUINAS COLLEGE Since Aquinas College in post-conciliar days is no longer a college dedicated specifically to the education of women, its objectives will not be treated relative to Hypothesis VII. NAZARETH COLLEGE Although not denying that Nazareth College was in some measure aware of its relationships to the lOCal community and to the community of men generally throughout the years of its existence, it seems that a fuller awareness is evident in statements of its aims following the impact of Vatican II. In its Goals for 1966-1968, Nazareth College prOposes ". . . to graduate women who are deVoted to genuine personal integrity and authentic liberty, who are respectful of the divergent opinions of our pluralistic society, and who are actively aware of the world in which they live. . ."299 This is the first time in its history that a recognition of divergent views is made a part of the college's official statement of philosophy. The above statement is repeated in the current catalogue for 1967-1969.300 At this writing, a North Central Association Self-Study is in progress at Nazareth College. A committee on aims 299Nazareth College Catalogue, 1966-1968. p- 11- 300Nazareth College Catalogue, 1967-1969, p. 15. 144 composed of faculty and students with the Academic Dean as Chairman, presented the following prOposed aims to the faculty for approval on November 15, 1968, and we quote in part: Nazareth College offers a liberal education that . . . promotes an awareness of the need for mean— ingful service to the world community. It aims to provide an educational experience that . . . develops a social conscience and the ability to explore creatively the complexities of the contemporary world. The College seeks to build a Christian community whose members are dedicated to scholarship, free inquiry, and open dialogue welcome and embrace divergent ideas are eager to incorporate persons of all races, creeds, economic backgrounds. . . recognize the components of freedom and responsi- bility in decision-making. The total college program aims to educate persons who will be . . . respectful of the divergent Opinions of a pluralistic society creatively aware of the world in which they live realistic about personal talents and Opportunities for service.301 The above statement of the aims of Nazareth College was accepted by the faculty on November 15, 1968.302 As the Self— Study continues, each department will use this statement as a basis for working out departmental objectives. Ultimately, each course in the college will be reviewed by respective 3°1Nazareth College Self-Study, Committee on Aims, "Proposed Aims of Nazareth College," November 5, 1968, I?resented to the Faculty, November 15, 1968. 802"Minutes of Faculty Meeting, Nazareth College," hJovember 15, 1968. 145 faculty members in terms of the basic objectives of the institution as a whole. Although Nazareth College has consistently offered credit and non—credit courses for the adult community, particularly for teachers living in the Kalamazoo area, the most dramatic attempt to make itself relevant to the local community is the summer session offerings for the current year, 1968. These "Summer Institutes for Citizens Inter- ested in Major Issues and Rapidly Changing Conditions of Contemporary Society"303 are listed under the following titles: "The Black Revolution," "Dissent and Revolution," "The New Morality," and others. These Institutes are all credit-yielding for those who wish credit. Another new venture is the summer program of "Working With the Culturally Disadvantaged."3°4 The aims of this program are: (1) To acquaint teachers, counselors, and students with the problems of the disadvantaged, through course work and field experience. (2) To increase the awareness and understanding of the white community of Kalamazoo regarding poverty and racial tension. 3°3Nazareth College Special Program and Regular Summer Session Schedule of Classes, 1968. 3°‘Ibid. 146 (5) To assist existing poverty programs in the Kalamazoo area during the summer. Unique features of this program are that in addition to working half days with the disadvantaged, enrollees spend time working toward greater awareness and attitude change in the white community. Still another program offered for the first time in the summer of 1968 is the "Academic Opportunities Program,"305 designed to assist the young woman who has not achieved at a satisfactory level in high school due to adverse economic, social, cultural and/or personal circumstances. This program introduces her to the demands of college life under optimum conditions and furnishes her with tools essential to success in a regular collegiate program. MERCY COLLEGE OF DETROIT The objectives of Mercy College of Detroit for 1966-1968 reflect the spirit of Vatican Council II in that they bespeak the desire of an institution to make itself relevant to con- temporary society. The first statement reads as follows: "In an age of growth and crisis on all fronts, Mercy College of Detroit understands her life in terms of active collabor- ation in the effort of mankind toward greater consciousness and greater union."3°6 3°5Ibid. 3°°Mercy College of Detroit Catalogue,.1966-1968, p. 150 147 The secondary objectives, under the heading "The College- in—Relation" are still more revealing of this new spirit. Quoted in full they are: Mercy College of Detroit cannot be understood apart from her relation to her city, ner nation, her Church, the whole world. Her objectives reach as far as her relationships. A college of mercy, she receives the mercy of light; a college of mercy, she must give that PI same mercy of light in all the ways that a merciful i love directs. This goal, too, belongs to each student , and each member of the faculty, and the college in : totality. Affirmation of it is concretized by: i a. allowing the college and her concerns to be 5“ sensitively marked by her metropolitan and her Christian milieu. b. constituting a center of light and life, giving and receiving, desiring to help more and more persons to Open in an understanding of reality which will deepen into love. c. rendering possible a present and future response to the needs of mankind through professional departments of study and training, providing for the whole college a point of insertion into society, where light and life must be shared. d. serving the community and the Church in the city and the world, individually and communally, by going forth or by receiving within, anchored yet open to all, in small ways or great, letting life flow forth and grow even while it is still being discovered and born.307 Two examples of the new awareness of her relationships and responsibilities to the larger community will be cited. The first is Mercy's participation in such activities as "Detroit Adventure,"308 which publishes a Calendar of a°7Ibid., pp. 15-14. 3°81bid., pp. 55-56. 148 Cultural Events, features an annual Conversations in the Arts, and sponsors the Annual Arts Festival. Attractions of national and international reputation are presented in Mercy College of Detroit's Annual Artists Series. Meetings with scholars and students from Detroit's fine universities and nearby colleges encourage discussions and debate on vital issues. The second example of the growing awareness of her re- sponsibilities to the community at large is the "Continuing Education Program," which ". . . promotes the concept of a college education for every person capable of achieving this goal. . ."309 It is the policy of Mercy College of Detroit to welcome the adult who desires to begin or complete a program leading to a degree on a part-time or full-time basis.310 MADONNA COLLEGE Madonna's current catalogue statement of objectives begins with the caption, "Education for Truth and Service."331 The statement continues to say that the post-conciliar Church has Opened out onto the world in order to share ". . . the joys and the hopes, the griefs and the anxieties of the men 3OSIbid., p. 56. 31°Ibid. 311Madonna College Bulletin, 1967-1969, p. 4. 149 "312 (Pastoral Constitution on the Church in of this age. the Modern Age). The final paragraph of the current state- ment of objectives reads: "To be women of truth and service--that is what Madonna College envisions for its students. To this end, the College has designed its pro— gram to form women who are aware and relevant, articulate F; and responsible, in the hOpe that one day they will share their vision with the world that awaits them."31'3 A further expression of this new emphasis on awareness i and relevance is the section below from the recent North Central Association Report referred to earlier on "Definition of the Institution's Educational Task," and we quote in part: . . . To establish itself in the mainstream of higher education, the college is strengthening its present working relations with other universities, colleges, and agencies, both public and private, on urban problems and questions of poverty. With joint effort, the college will undertake research concen- trating on matters of educational and instructional urgency and will offer manpower, facilities, and assistance in kind.314 As a result of its broadening of vision and awareness of the needs of the community at large, Madonna College has, in recent years, extended its services and facilities ever more effectively to meet the needs of the contemporary world. Two examples of the kind of services recently 3121bid. 313Ibid., p. 5. 3“1"‘Report on Basic Institutional Data of Madonna College, "Changes in Definition of Educational Task and Contemplated Changes," pp, cit., p. I-2. 150 rendered by Madonna College will be described. The first is the College Work-Study Program by which tutoring and remedial reading services have been extended to the neigh- boring elementary and secondary schools, both public and non-public.315 A second example selected from numerous others that are worthy of mention, is the "In-service Program for Beginning Teachers,"316 introduced at Madonna College in the fall of 1967. A planned program of in-service education aims at assisting new elementary and secondary teachers who graduated from Madonna College in their period of adjust- ment and thus to foster professional growth and improved quality of teaching in these teachers.317 HYPOTHESIS VIII That the Catholic colleges originally established for women in Michigan have in essence similar objectives which can be cast into "patterns" or "configurations" as herein defined. In this study, "patterns" have been defined as "simi— larities of design" or "configurations" of objectives as 315Report of Basic_institutional Data of Madonna College, "Recent Innovations or Significant Changes in the Instructional Program," pp, cit., p. V-15. 316Ibid. 317Ibid. 151 these seem to appear when a comparison of stated objectives is made between the individual colleges included in the study.318 It seems that the six colleges whose objectives have been traced follow certain rather clearly observable "patterns" or "similarities of design" in their statements of objectives through the years. Tracing these institution— al objectives historically from their first statements to the present, we see similar patterns emerging in all of the colleges so that the following generalization seems to be in order: commitment to a Catholic philOSOphy of education which is basic to all other objectives of the institution, an intellectual objective, a moral objective, a leadership objective, a service objective, and from the early days of the institutions, a professional objective (teacher educa- tion being the first professional objective to be emphasized) in each college. These objectives appear in all statements of objectives rather consistently. Finally, a definite pattern is seen in the emergence, since Vatican Council II, of an objective which has to do with the institutions' relationships and responsibilities to a larger community than that of the immediate college community; namely, its relationships to the local community, the state, the nation, and even to the entire world of man. 318Cf., p. 8. 152 This was develOped under Hypothesis VII.319 The point we make here is that a definite pattern is seen when we com— pare the gradual emergence of this objective in each of the colleges. MARYGROVE COLLEGE Beginning with Marygrove College, therefore, we note that its primary objective, first stated as the objective of Saint Mary's Academy from which the college developed was ". . . the education of the child, in mind, heart, will, and body to fit him for his place as a constructive member of society and a citizen of the Republic, to secure him in his title of child of God in time and for eternity. . . ."320 This commitment to the Catholic philOSOphy of education is consistently maintained in Marygrove's statement of objec- tives from that first expression until the present. In its current catalogue, 1967—1969, Marygrove College states its primary commitment to Catholic philOSOphy of education as follows: Marygrove is a college alerted to time and eternity, inspiring its students to peaceful yet purposeful living. Theology courses bring Christian realization to maturity, liturgy and the spiritual activities program draw to personal holiness. In an atmosphere of strength and beauty, students find their focus for two worlds.321 319cf,, pp. 158—150. 3203ister Rosalita, 22, cit-. p- 451- 321Marygrove College Catalogue, 1967-1969, p. 7. 155 Beginning with the junior college course announced in the Academy Catalogue in 1905, we find intellectual develOp- ment listed as one of the primary objectives of Marygrove College. We see emphasized ". . . the thorough training and development of all the higher powers of the mind by analysis and generalization. . ."322 Intellectual development continues to be included as one of the objectives of Marygrove College in every cata- logue statement from the first formal Bulletin of Saint Mary's College and Academy in 1920-1921 until the statement in the current catalogue which states that "Marygrove is a college committed to top level mental maturity, guiding its students in their pursuit of truth toward the love of wisdom. . .“323 Included in the first formal Bulletin of Saint Mary's College and Academy, 1920-1921 is a moral objective. We quote in part: . . . As moral training constitutes an essential element in Christian education, the Faculty earnestly endeavor to secure the development of mind and heart considering themselves bound to act with true, motherly solicitude towards those intrusted to their care.324 As reported in hypothesis 111,325 we found that a 322Saint Mary's Academy, 1905-1906, p. 11. 323Marygpove College Catalogpe, 1967-1969, p. 15. 32"pulletin ofipgaint Mary'p College and Academy, 1920- 1921, p. 7. 325Cf., pp. 74—77. 154 moral objective is consistently stated in the Marygrove College list of aims from this first statement to the current statement in the catalogue for 1967-1969. The college cone tinues to dedicate itself to ". . . the formation of women in whom a Christian hierarchy of values is the unifying factor of an integrated personality. . ."326 The objective of leadership is implied in Marygrove's 1926-1927 Catalogue in the words: ". . . The development of initiative being an essential part of education, the students are encouraged to organize and maintain various student activities, . ."327 During the period 1941-1942 to 1955-1954, the objective of leadership is not spelled out specifically. However, from the 1955-1954 catalogue until the present, leadership as an objective is listed among Marygrove's objectives. We read that ". . . Marygrove students have immediate Opportunity during their college years to develop a degree of community consciousness and acquire a sense of personal responsibil- ity--the chief ingredient of leadership. . . ."328 As noted in the development of Hypothesis V,329 "service" has distinguished Marygrove College from its 326Marygrove College Catalogue, 1967-1969, p. 6. 327Marygrove College Catalogue, 1926-1927. p- 7- 328Marygrove College Catalogue, 1955-1954, p. 12. 329Cf., pp. 98-101. 155 inception as an institution of higher education. A demand for a Catholic College for women in Detroit caused Marygrove to be moved to that city. The Bulletin for 1920-1921 states that this move ". . . will extend the usefulness of the school by enabling it to offer Catholic higher education to many young women who would prefer their home environment to that of boarding school."330 Preparing its graduates for service roles was one of Marygrove's objectives in its foundation years and continues to be an objective today. In the 1967-1969 Catalogue, this objective is expressed as developing ". . . a high degree of community consciousness, . ."331 A direct service of Marygrove to the peOple of the local community is evident in its launching of a graduate program in 1962 leading to a Master of Education degree. Its two- fold purpose is: "To relieve Detroit's acute teacher short— age by tapping a new source of teacher supply among mature liberal arts graduates ready for a 'second' career and to provide a capstone to Marygrove's five-year plan of teacher education."332 Although professional objectives are not specifically 33°Saint Maryis College and Academy Bulletini_1920- 1921, p. 5. 331Marygrove College Catalogue, 1967-1969, p. 4. sszuA Five-Year Report: 1962—1967," Marygrove College Bulletin, p. 10- “““jTI“KJV 156 spelled out in the early catalogues of Saint Mary's College and Academy, the objective of teacher preparation is implied in the statement of Sister Rosalita that ". . . After 1907, the course of study leading to a bachelor of arts degree extended over four full years, with a specially planned program whereby any student of proper ability could obtain a teacher's certificate at the time of taking her degree. . "333 In its 1920—1921 Bulletin, Saint Mary's College claimed to ". . . offer those professional courses by which the stu— dents may fit themselves for efficient work in the business and professional world. There will be courses in normal training, commerce, journalism, social service, and secre- tarial work, as well as art, music, household science and physical training."334 Professional objectives are listed among Marygrove's objectives rather consistently through the years to the present when in the 1967-1969 Catalogue, we note that an emphasis is placed on the importance of having all students obtain work experience during their college years ". . . for the sake of first-hand acquaintance with the intellectual, moral, social and financial aspects of making a living."335 333Sister Rosalita, I.H.M., No Greater Service, pp, cit., p. 575. 33‘Saint Mary's College and Academy Bulletin, 1920- 1921, p. 6. 3‘35Marygrove College Catalogpe,,1967-1969, p. 4. 157 It seems that the Vatican Council II has had its effects on the aims and objectives of the Catholic colleges for women in Michigan by making them more aware of their relation- ships and responsibilities to a broader segment of society. Marygrove College has placed an emphasis on develOping in its students ". . . a high degree of community consciousness . . ."335 for many years. It seems, however, that it is only recently that there has been a greater emphasis on the place of the college in the larger community. As noted in our development of this point in Hypothesis VII,337 Marygrove sees itself as ". . . an instrument of total human develOp- ment and that means it has to consider the social environ— ."338 An example of Marygrove's contri- mental reality. . bution to the larger community was cited in its sponsoring of a summer arts workshop for the community children in the summer of 1968. Directed by the Immaculate Heart Sisters, much of the work was done by Marygrove College Students.339 It seems as though the pattern of objectives which has emerged in our study of the six Catholic Colleges for women in Michigan holds true for Marygrove College. Our next step 336Marygrove College Catalogue, 1955-1954. p- 12- 337Cf., pp. 158-159. 338"Acting President to Foster Change," The Campus We: 92- 2.1.1:.- 3391bid. 158 is to review our data to discover how well the other colleges consistently hold to this pattern. SIENA HEIGHTS COLLEGE Siena Heights College from its inception appears to p follow the pattern unwittingly set forth by Marygrove, the 7? oldest of the Catholic colleges for women in Michigan. Of primary concern is the fundamental aim of Catholic education, namely, that true education is interested in "saving souls."340 Quoting from the first formal statement of "Aims and Ideals" of Siena Heights College, we read that . . . The primary function of any school, as such, must be the training of the intellect, but upon the Catholic college there devolves the duty of so perme- ating this intellectual training with Catholic princi- ples that the product of its system of education may not only be fortified securely against the moral dangers sure to assail them in the course of life, but that they may be a regenerating force in the society in which they live.341 The same concern that all phases of education be permeated with Catholic principles continues to be eXpressed up to the present time. In the current catalogue for Siena Heights College, we read that the college is ". . . charged with the study of all things in relation to God. . . ."342 3“'OSt. Jopeph's College and Academy Catalogue, 1926- 1927, p. 4. 3"""‘St. Joseph's College and Academy Catalogue, 1935- 1956, p. 10. 3‘28iena Heights College Catalogue, 1966-1968. po 8- 159 It seems that Siena Heights follows the pattern of presenting an intellectual objective from its first state- ments in early catalogues343 to its current statement in the 1966—1968 catalogue.344 Although moral training seems to be implied in the ob- jectives of St. Joseph's College and Academy, as was noted in our develOpment of Hypothesis III,345 there is no specific mention made of this objective until the 1955-1956 catalogue, when the following appears: . . . Upon the Catholic College there devolves the duty of so permeating this intellectual training with Catholic principles that the products of its system of education may not only be fortified securely against the moral dangers sure to assail them in the course of life, but that they may be a regenerating force in the society in which they live.348 Moral develOpment continues to be included in the state- ments of objectives of Siena Heights College until 1966-1968 when the only reference to a moral ideal appears in the section on "Student Life and Services" in the words: "Standards of conduct maintained in a well-regulated home where high principles prevail are expected of the student of Siena Heights College. Such conduct must be based on right moral ideals, a fine consideration for the rights of others, 3435;. gpgeph'e College and Academy Catalogue, 1926- 1927, p. 4. 344Siena Heights College Catalogue,41966-1968, p. 8. 345Cfol pp. 78-790 346$t. Joseph's College Catalogue, 1955-1956, p. 10. 160 and prOper self-respect. . ."347 Although Siena Heights College does not emphasize leadership training until its 1955-1956 statement of objec- tives, it seems that we may consider Siena Heights as an institution which does include this objective in the pattern of its objectives from 1955-1956 until the present. From that first statement which emphasizes develOping individuals who will be ". . . a regenerating force in the society in which they live, . . ."348 until the statement in the current catalogue, mention is made of the college's leadership func- tion. In the 1966—1968 Catalogue, under the heading, "Student Life and Services," we read that Every effort is made to encourage each girl to think and act for herself. She is helped to become, in effect, a leader who will be able to determine what is to be done with her life, and why and how it is to be done. This training in leadership is develOped through the student's participation in the life of the college; each girl has the opportunity to be active in the student organizations and in the religious and social activities on the campus whether she be a resi- dent or day student.349 As reported in our develOpment of Hypothesis V,350 Siena Heights College does not list "Service" as an objec- tive in catalogue statements until 1941-1942 when the follow— ing aim is included: ". . . To so develop the social nature 3""7Siena Heights College Catalogueiil956-1958. P- 15- 3‘BSiena Heights College, 1955-1956, p. 10. 3"9Siena Heights College Catalogue, 1966-1968, p. 15. 35°Cf., pp. 101-105. Vury‘””"‘w:::7 _inl . l 161 of the students that they may live happily, graciously, and unselfishly, and thus contribute to the happiness and well-being of all with whom they come in contact. . ."351 The above aim is retained as a general college aim un- til the present when, in addition to training students who will assume leadership roles in Church and state, the college sees itself in a broader role of direct service to the sur- rounding community. This latter is evident in the interest- ing and challenging programs in adult education offered by Siena Heights College, one significant example of which is the "College Town and Gown Series for Adult Education" for 1967.352 Following the pattern of objectives which seemed to emerge as this study progressed, Siena Heights College included the professional objective of teacher preparation in its ear- liest available catalogue for 1926-1927.353 Additional ob- jectives pertaining to means of gaining a livelihood were provided by Siena Heights College as the years went on. In 1964-1966 this aim reads as follows: ". . . To produce young women who are cultured as well as trained in some special field of activity. . . . To offer courses in teacher training, secretarial science, social work, dietetics, radio, speech, 351§iena Heights College Catalogue, 19i1-1942, p. 11. 352President's Report 1967, Siena Heights College, Adrian, Michigan, p. 12. 3538t. Joseph's College and Academy, 1926—1927, p. 4. 162 medical technology, clothing, music, art, and other special lines open to women thereby making it possible for every graduate of the College to be self-sustaining.“354 In the current catalogue for 1966-1968, "Siena Heights recognizes the need of future professional readiness which the exigencies of life will demand. . . ."355 The College strives ". . . to make it possible for every graduate of the College to be self-sustaining."356 Although still ". . . committed to the development of the intellect for the understanding, preservation, and ap- plication of truth to a changing world, . . ." and ". charged with the study of all things in relation to God, . . ."357 Siena Heights College at this time of history seems to see itself in a broader role than in former times. The College hOpes to produce women who are capable ". . . of "358 Because Siena finding joy in personal involvement. Heights College sees the need to extend its facilities and offerings to a larger community, it now ". . . admits men students in evening, part-time, and summer sessions on both graduate and undergraduate levels."359 as‘giena Heights College Cpppipgue, 1964:1966, p- 9- 355Siena Heights College Catalogue, 1966-1962, p. 8. aselhié- 337Siena Heights College, 1966-1968, p. 8. aseléii- 3591bid. 165 In the development of Hypothesis VII,360 numerous examples were given of Siena Heights' greater awareness of her responsibility to the community and a desire to extend herself wherever a need exists. It seems that Siena Heights follows the pattern of objectives in this respect also, namely, that of being more aware of its relationships and r] responsibilities to the larger community since Vatican Council II. ; I AQUINAS COLLEGE b Aquinas College seems to follow the pattern of objec- tives which has emerged during the course of this study. In the first Prospectus for Catholic Junior College, later Aquinas College, we read the following:_ . . . Everything that is advantageous in teaching methods and procedure will be used to give students correct ethical standards, and the right outlook on life, that is, a Catholic sense, and ability to see eye to eye with the Church in all matters of faith and morals.3 1 The Grand Rapids Herald for August 15, 1951, carries the item below relative to the Opening of Catholic Junior College: "Organization of a Catholic Junior College in Grand Rapids, co-educational, with a definite religious purpose, to be maintained under the auspices of the Dominican 360Cf., pp. 159-142. $51First Prospectus for Catholic Junior College of Grand Rapids, August 1951, Archives, Marywood, Grand Rapids, Michigan. 164 Sisters was announced yesterday at Marywood College. . ."332 With its inception in 1951 as a co-educational institu- tion, Marywood College, now renamed "Catholic Junior College, follows the pattern which the writer has seen emerging in the colleges included in this study. Intellectual develOpment is stated as an objective in the following terms: The chief course will be liberal arts. . . . Four { objectives guide the training: knowledge of the prin- ciples in that particular portion of the field, knowl- edge of the literature, ability to do elementary 1 research in that field, and ability to think in that field, to solve problems and to make applications. To help students develop those objectives classes will be conducted so as to give the maximum practice in discus- sion, criticism, and application.363 During its eight-year history, 1925-1951, as a college for women only, Marywood College did not make a formal announcement of its objectives. Therefore, moral training is not stated as a specific objective. However, since the educational ideals of Mother Mary Aquinata Fiegler, O.P., first Mother General of the Dominican Sisters in Grand Rapids, Michigan, were the basic ideals which inspired this group of Sisters, we conclude that the aims of Marywood College were based on Mother Aquinata's educational principles. Mother Aquinata believed that ". . . the true aim of education is to combine the cultivation of the intellectual with the 382The Grand Rapids Herald, August 15, 1951, p. 1. 363Ibid., pp. 1-2. 165 formation of moral character. . . ."35‘ Quoting Dr. Burton Confrey, Dean of the new Catholic Junior College, The Grand Rapids Herald states that ". . . Catholic Junior College . . . is an institution with a definite purpose, for here the course in religion which aims to build good character on which to base solidly super- natural virtue, is the very core of the whole curriculum."365 It seems that Marywood College does not follow the pat- tern set and maintained by the other colleges studied with respect to the objective of leadership. As far as the writer was able to ascertain, no particular mention of leadership training was made during those years when Sacred Heart College (later Marywood College and still later Catholic Junior College) was dedicated exclusively to the education of women. Not until the 1955-1956 Catalogue of Catholic Junior College, when the institution was already co-educational. do we find a specific reference to ". . . the moral-religious training of future lay leaders in the Church."366 "Service" as a separate and specific objective of Mary- wood College, is not evident in the listing of objectives for the eight years during which the institution existed solely for the education of women. In this respect again, it seems that Aquinas does not hold to the pattern which the 3°‘Sister Mary Philomena Kildee, O.P., pp, cit., p. 95. 3°5The Grand Rapids Herald, August 15, 1951, p. 2. 366Catholic Junior College Catalogue, 1955-1956, p. 4. 19...“-.. z... .— 166 writer hypothesizes has emerged as this study progressed. However, as noted in the develOpment of Hypothesis VI,367 one of the purposes for which the Sisters of St. Dominic founded their novitiate normal school in 1886 was to prepare teachers.‘368 An objective of service can be inferred from this desire on the part of the Sisters of St. Dominic to serve the peOple by educating their children. The pattern of objectives which has seemed to be con- sistently held by the colleges included in this study is followed by Aquinas with respect to the objective of profes- sional and/Or pre-professional offerings. Since Aquinas had its origin in the novitiate normal school, previously re— ferred to,369 for the professional training of the candidates of the Dominican Sisters of Grand Rapids, a professional objective is already evident at this early date. However, we find no specific statements relative to professional or pre-professional objectives other than teacher training dur— ing the eight years of its existence as a college for women. Additional professional objectives are included only after Marywood College has become co-educational and renamed "Catholic Junior College."370 3°7Cf., pp. 121-122. 368Articles of_incorporation of the Sisters of the Order of St. Dominic of the City of Grand Rapids, "Article II.“ 3°9Ibid. 370The Grand Rapids Herald, pp, cit., p- 1- .. .. a- A... _..-.._..__. .-,-. " . l . ' .I . . .I 'L , . a... ‘b A 167 Since Aquinas College in post-conciliar days is no longer a college dedicated specifically to the education of women, it does not fit the pattern relative to Hypothesis VII which sees the colleges tending to be more aware of their relationships and responsibilities to the community, the city, the nation and the world. NAZARETH COLLEGE In the very first Prospectus of Nazareth Academy, the forerunner of Nazareth College, we find that the institution had as its primary aim that of ". . . providing for young girls a thorough and practical education, based on Catholic "371 Like the three colleges previously studied, principles. Nazareth College continues its commitment to the ultimate aim of Catholic education, namely, that of providing ". . . opportunities of acquiring an intellectual training permeated by Catholic ideals and principles directed to transmitting the Catholic heritage and traditions in an atmosphere well- calculated to assist in the attainment of these objectives."372 Although there is no specific mention of either "Catholic" or "Christian" principles in the revised statement of Nazareth College aims for 1966-1968 and 1967-1969, we read 371First Prospectus of Nazareth Academy, September 1897, Archives of Nazareth Motherhouse, Nazareth, Michigan. 372Nazareth College Bulletin, 1957-1958, p. 9. 168 that "The goals of Nazareth College center around stimula- tion: the stimulation of the intellect through a program of study in the humanities and sciences, and the stimulation of the spirit through the presentation and open discussion of philOSOphical and theological ideas in and out of the class- room. . . . The College exists to provide assistance to the student and to act as a source of intellectual and spiritual stimulation. . ."373 Nazareth College seems to follow the pattern which has evolved in this study relative to an intellectual objective. In its first formal statement of aims, specific mention is made of maintaining a ". . . high standard of scholarship . . . and intellectual develOpment of young women."37‘ Although the expression of the intellectual aim varies through the years, this aim is emphasized in every catalogue state- ment of objectives up to and including the current catalogue statement which reads as follows: "The goals of Nazareth College center around stimulation: stimulation of the intel- lect through a program in the humanities and sciences, . . ."375 Later in the same statement we read that ". . . While its program as a whole is ordered to the intellectual life of the student, the college seeks furthermore to 373Nazareth College Catalogue, 1966-1968, p. 11 and 1967-1969: p0 15 o 37‘Nazareth College and Academy Bulletin, 1926-1928, p. 5. 375Nazareth College Catalogue, 1967-1969, p. 15. VII“. ‘EITM“‘ 169 motivate her to follow the dictates of reason guided by her acquired knowledge. . ."375 The pattern of objectives which we have seen developing seems to hold with respect to moral development in Nazareth College's statements of objectives from its first formal statement to the present. The first catalogue statement makes explicit mention of "moral develOpment."377 Although moral development is not mentioned specifically in the current catalogue, ". . . It is the goal of the College to graduate women who are devoted to genuine personal integrity and authentic liberty, . . . while its program as a whole is ordered to the intellectual life of the student, the College seeks furthermore to motivate her to follow the dictates of reason guided by her acquired knowledge. . ."378 Nazareth College apparently does not follow the pattern of objectives relative to the objective of training for leadership in its early years. Although this training may be implied, since the College feels that ". . . the future "379 good of society depends on the education of women. The first direct reference to leadership occurs in the 3761bid. 377Nazareth College and Academy Bulletin, 1926-1928. p. 5. 378Nazareth College Catalogue, 1967-1969, p. 15. 379Constitutions of the Sisters of St. Joseph, Nazareth, Michigan, Part III, Chapter 1, p. 89. 'L‘ZZZJ 170 1957-1958 Bulletin380 and it remains in the catalogue until 1950-1951. Between 1950 and 1955, leadership is not stressed as an objective; however, in the 1955-1954 Catalogue, train- ing for leadership as such is not given a place, but ". . . self-giving and responsible citizenship . . ."381 are aims to be attained through the liberal arts program. Specific reference to a leadership aim is not evident in Nazareth College's statements of aims from 1960-1962 to the present. As reported under Hypothesis IV, between 1960- 1962 and 1966-1968, Nazareth College includes a reference to the woman's ". . . responsibility as a member of Christ's Mystical Body, . . ."382 This, in the writer's Opinion, constitutes a kind of training for "moral leadership" even though the reference is indirect. The revised set of I'Goals" in the current catalogue, 1967-1969, does not contain a reference to leadership. However, the brief historical statement quoted from the Constitutions of the Sisters oiygt. Jpeeph is still included in this issue of the catalogue with the implications rela- tive to leadership suggested earlier.383 Although Nazareth College makes no specific reference to a service objective until its 1952-1955 Bulletin,384 38°Nazareth College Bulletin, 1957-1958, p. 9. 381Nazareth College Bulletin, 1955-1954, p. 11. 382Nazareth College Bulletin, 1960-1962, p. 11. 383Cf., footnote 156, p. 95- 384Nazpreth College Bulletin, 1952-1955, p. 9. C‘s—r--- ..___' - __ I . —- e . L' .. 171 "service" seems to be implicit in the purposes for the estab- lishment of the Congregation of the Sisters of St. Joseph, 00386 C011" founders of Nazareth College.385 “Social service tinues to be listed in the College Bulletin from 1952-1955 until 1954 when the objectives of ". . . self-giving and responsible citizenship . . ."387 are mentioned. In the 1960-1962 Catalogue, the statement that the College prepares a young woman for her ". . . distinctive role of motherhood, spiritual and temporal, and her responsi- bility as a member of Christ's Mystical Body, . ."388 seems to imply a service objective both directly and indi- rectly. Direct service to the local community has been evident in the last few years, particularly in the unusual offerings made available in the 1968 summer session. These were described under Hypothesis V.389 Although not stated as an objective, there is evidence of a professional objective of teacher preparation at Nazareth College as early as 1914, the Opening date of the 390 College. As reported under Hypothesis VI, courses taken 385Cf., pp. 105-107. 386Nazareth College Bulletin, 1952-1955, p. 9. 387Nazareth College BulletinL 1955-1954, p. 11. 388Nazareth College Catalogue,,1960-1962, p. 11. 389Cf., p. 107. 39°Cf., p. 125. 172 by Sister Scholastica Hankerd between 1914-1922 are listed in an official transcript available in the Office of the Registrar.391 It seems that teacher preparation is the only professional objective from the inception of the college to 1952-1955 when "music and social service" are added.392 Vocational and professional objectives are specifically out- 1. lined in the 1955-1956 Bulletin,393 and from then until i the current catalogue 1967—1969.394 \ Relative to Hypothesis VII,895 "That the Catholic colleges ’ for women in Michigan, since the close of Vatical Council II, tend to be more aware of their relationships and responsi— bilities to the community, the city, the nation and the world," it is apparent that Nazareth College is definitely following the pattern which we have seen emerging in this study. Quoting in part its revised set of prOposed aims which were approved by the faculty on November 15, 1968, we find that "Nazareth College . . . promotes an awareness of the need for meaningful service to the world community. . . ." and . . . seeks to build a Christian community whose members are eager to incorporate persons of all races, creeds, 391Cf., footnote 250, p. 125. 39aNazareth College Bulletin, 1952-1955, p. 9. 393Nazareth College Bulletin, 1955-1956, p. 9. 394Nazareth College,Catalogue, 1967-1969, pp. 17-18. 395Cf., p. 155. 175 economic backgrounds. . . ."395 Nazareth College has made a genuine attempt in the past year as evidenced particularly in its revised aims quoted in the development of Hypothesis V11397 to become relevant to the people of the world today. MERCY COLLEGE OF DETROIT From its first statement of objectives in 1941-1942, until the current statement for 1966-1968, Mercy College of Detroit makes the Catholic philosophy of education the primary aim of the College and basic to all other objectives. In the first catalogue statement we read that ". . . Mercy College is a college of Liberal Arts whose purpose in general is the moral, intellectual, and physical development of its students according to the principles of a Catholic philOSOphy of education. . . ."398 That statement or one of similar intent is basic to all of the other objectives of Mercy College up to the current catalogue statement, 1966*1968, where we read that Mercy College aims to lift whatever light the student gains through a study of all the liberal arts ". . . to consummation in the light of revelation, engaging in the effort of man to see all things in their deepest reality, in Christ Jesus."399 893Cf., p. 144. 397Ibid. 398Merey College Catalogue,_1941-1942, p. 11. 399Mercy College of Detroit Catalogue, 1966-1968, p. 15. 174 From a review of the data presented in the development of Hypothesis 11,400 it seems that Mercy College specifically includes an intellectual objective in its listing of aims from its first catalogue statement in 1941-1942,"'°1 until the statement in the current catalogue for 1966-1968. In this latest expression of aims, dedication to intellectual develop— ment is presented in an essay entitled "A Community of Scholars" which reads in part as follows: A college may be many things, but it is above all a community of scholars, a community of persons bound intimately together in their efforts to penetrate reality and respond to its values. To its members be- long the joy of learning, the quiet delight of arduous search and research, . . .402 , The pattern of objectives which we continue to see evolving in the six Catholic colleges for women in Michigan holds true for Mercy College with respect to a moral objec- tive from its first statement in the 1941-1942 Catalogue until the present.“"03 "Moral development" is specifically mentioned in each catalogue statement until 1962-1964 when a new form of expression is made. Reference to moral develop- ment is made in the words ". . . she learns to choose what is 900d: - -"404 400Cf., p. 69. 401Mercy,CollegeCatalogpe, 1941-1942, p. 11. ‘OaMercy College of Detroit Catalogue, 1966-1968, p. 5. 4°3Mercy College Catalogue, 1941-1942, p. 11. 4°‘Mercy College Catalogue, 1962-1964, p. 8. v a 'Um‘. ”.2 ;l 175 In the current issue of the Mercy College Catalogue, "moral development" is not mentioned as such. It is implied, however, in a larger context where the emphasis is on ". . . light, life, and love, . . ."405 on making the col- lege relevant to the peOple by ". . . constituting a center of light, life, giving, receiving, desiring to help more and more persons to an understanding of reality which will deepen into love. . ."405 Although "leadership" is only implied in the statements of aims from 1941-1942 until 1949-1951, we find that a specific "leadership" aim is included in the expressions of aims from 1949-1951 until 1960-1962.407 Thereafter leader- ship appears to be interpreted in a broader context, in statements such as the following, made by the Academic Dean of Mercy College in her Annual Report to the President for 1965-1966: "Herein lies the uniqueness of Mercy College of Detroit: that as teachers teach and students learn, as teachers learn and students manifest to others what it is they have received, a radiant mercy will go out from this "408 college to all who come into contact with it. . "Social service" is an aim in the first catalogue of 4°SMergyCollege of Detroit, 1966-1968, p. 15. 4°°Ibid., p. 14. 407Mercy College Catalogue, 1949-1951, p. 19. 4°88ister Mary Jeanne Salois, R.S.M., pp, cit. 176 Mercy College, 1941-1942,409 and it continues to be included as one of the aims of the college up to and including the current catalogue where we read that the college concretizes its goals by ". . . serving the community and the Church in the city and the world, individually and communally, by going forth or by receiving within, anchored yet open to all, in small ways or great, letting life flow forth and grow even while it is still being discovered and born."410 Pre-professional and professional objectives are spelled out in the first catalogue of Mercy College, 1941-1942.411 It seems that Mercy College has followed the pattern of ob- jectives relative to professional objectives by including such objectives in its catalogue through the years, up to and including its current catalogue statement which states that the college will render ". . . possible a present and future response to the needs of mankind through professional depart~ ments of study and training, . . ."‘12 As the data for Mercy College were applied to Hypothesis VII,413 it was noted that the college has attempted to make itself relevant to contemporary society, particularly since 409MercyCollege Catalogue,_1941-1942, p. 11. 410Mercy College of Detroit Catalogue, 1966-1968, p. 14. 4nMerey College Catalogue, 1941-1942, p. 11. ‘laMercyCollege of Detroit Catalogue, 1966-1968, p. 14. 413cr., p. 146. 177 the Second Vatican Council. In this respect, Mercy College of Detroit follows the pattern which Hypothesis VIII purports to see emerging as the present study progressed. In its current catalogue, 1966-1968, we read: "In an age of growth and crisis on all fronts, Mercy College of Detroit under- stands her life in terms of active collaboration in the effort of mankind toward great consciousness and greater union."‘1‘ The secondary objectives quoted earlier under the heading "The College in—Relation" are still more reveal- ing of this new spirit.‘15 MADONNA COLLEGE Although Presentation Junior College at first glance, seems not to follow the pattern of objectives relative to its commitment to a basic Catholic philOSOphy, Sister Mary Jeremiah in her summary of the highlights of the history of Madonna College stresses the point that ". . . Madonna College provides young women with Opportunities for a liberal edu- cation under conditions which promote the cultivation of "416 so, we spiritual life according to Catholic principles. assume that Catholic philosophy is the basic philOSOphy under- lying all other objectives of Madonna College. Not until its 414MercyCollege of Detroit Catalpgue. 1966-1968, p- 13- 445ers” p. 147. 416Sister Mary Jeremiah, C.S.S.F., pp, cit., p- 211. a.“ u'u -. i ' - —3! .. 178 1957—1959 catalogue do we see specifically spelled out the objective ". . . To provide a liberal education in the truest sense of the term, and to integrate that training with Catholic principles."‘17 From 1957-1959 on, there is a specific reference in the catalogue statement of objec- tives to this basic Catholic commitment. ‘18 rela— As noted in the development of Hypothesis II, tive to an intellectual objective, Madonna College seems to follow the pattern of objectives which we hypothesize has emerged in each of the colleges in the present study. Whether expressed as "general education,"419 "mental quali— ties,"420 "liberal education,"421 "intellectual curiosity,"422 "intellectual virtues,"423 or "inquiring minds,"424 there is a definite commitment to an intellectual objective. Under "Purposes and Objectives for 1957-1958, Presenta- tion Junior College makes explicit an inclusion of a moral objective.425 When Presentation Junior College becomes ‘17Madonna College Bulletin, 1957-1959, p. 11. 418Cf., p. 72. 419Theygresentation Junior College Bulletin. 1957-1958: p. 4. 42°Madonna College Bulletin, 1955-1955, p. 12. 421Madonna College Bulletinyi1957-1959, p. 11- 422l2£§° ‘23Madonna College Bulletip, 1959-1961, p. 10. ‘24Madonna College Bulletin, 1967-1969, p. 5. 425_The ggeeentation Junior College Bulletip, 1957-1958, p. 6. 179 Madonna College, it specifically lists the "moral life" of the individual as one of its objectives.“26 Although "moral development" is not mentioned in these terms from 1959 to the present, it seems to be implied in such statements as the following: ". . . the purpose of the program of studies is to open up to the student the reality of man, God, the universe, and to awaken in the student her responsibility to each of these. . ."427 4:28 As reported under Hypothesis VII, "morality and values" were listed as goals for Madonna College on a Ques- tionnaire requested by the Bureau of Applied Social Research, Columbia University, 1967.429 No express statement relative to "leadership" is made by Madonna College until its current catalogue statement. However, when reporting the data relative to Hypothesis IV, for Madonna College, the writer interprets some phrases in the aims to imply a kind of leadership. An objective in the 1959—1961 Bulletin speaks of the educated women's contribu- tion ". . . to the restoration and preservation of Christian culture. . . ."430 In the current bulletin, 1967-1969, under "Student Life" we have a description of the student a“. ‘26Madonna College Bulletin, 1947-1948, p. 11. 427Madonna College Bulletin, 1965-1961, p. 7. 428Cf., p. 89, footnote 141. 429$Eién 430Madonna College Bulletin, 1959-1961, p. 11. n. - - .aul‘m}? 180 organizations which function on the campus. According to this description, ". . . These organizations contribute to the development of leadership qualities. . ."431 If the objective of teacher preparation can be inter- preted as a kind of service to Church and state, it seems that Madonna College holds to the pattern which the writer hypothesizes has been emerging in the six colleges included in this study.432 No direct reference to the service role of Presentation Junior College is evident until it becomes a senior college renamed Madonna College in 1947. In its Bulletin for 1947-1949 the claim is made that ". . . through its curricula the college endeavors to foster, in particular, the virtues of simplicity, joy, peace, and love of neighbor, which virtues are strong factors in the formation of young women with a Mary-like awareness of, and a willingness to minister to, the physical and spiritual needs of neighbor.”33 Serving the needs of neighbor and of the larger commun- ity seem to be emphasized particularly since the Vatican Council as reported earlier in our develOpment of Hypothesis v.434 Madonna College follows the pattern of objectives relative to its inclusion of a professional objective at the ‘31Madonna College Bulletin, 1967—1969, p. 9. ‘32Cf., p. 110. 433Madonna College Bulletin, 1947-1949. P- 12- 434Cf. p. 112 181 time of its incorporation as a junior college in 1958.435 Professional objectives continue to be included in the objectives of Madonna College through the years. In recent times professional objectives are closely related to service. In the 1965-1967 issue of the Bulletin we read that the college ". . . is committed in a very special way to the fields that make a vital contribution to society, that is, teacher education, nursing, medical technology."436 The 1967—1969 statement reiterates the above and further adds to the list of available professional curricula.437 It seems that Madonna College follows the pattern of objectives which the writer hypothesizes has been emerging relative to its sharpened awareness since Vatican Council II of its relationships and responsibilities to the community, the city, the nation and the world. As reported in the develOpment of Hypothesis VII,438 Madonna's current catalogue statement of objectives begins with the caption, "Education for Truth and Service."439 The statement continues to say that the post-conciliar Church 435The Presentation Junior College Bulletin, 1957-1958, p. 6. 436Madonna College Bulletin, 1965-1967, p. 7. 437Madonna College Bulletin, 1967-1969, p. 5- 438Cf., p. 148. 439Madonna College Bulletin, 1967—1969, p. 4. 182 has opened out onto the world in order to share ". . . the joys and the hopes, the griefs and the anxieties of the men of this age."440 A further expression of this new emphasis on awareness and relevance is the section quoted from the recent North Central Association Report in the develOpment of Hypothesis VII.“1 It seems that Madonna College very fully exemplifies the forward-looking institution aware of its increased responsibilities since the Second Vatican Council. “°Ibid. 4‘1Cf., pp. 111-112. -; A... A .‘ ”Li‘fl C“ I. d CHAPTER V SUMMARY AND CONCLUSIONS The general purpose of this study has been to trace the objectives of the six Catholic colleges established primarily for the education of women in Michigan from orig- inal statements in charters and early bulletins to the current catalogue statements. The specific purpose of this research has been to test eight hypotheses concerning these objectives. After a care- ful application of the research data to the eight hypotheses, the following conclusions seem warranted. HYPOTHESIS I: That the Catholic colleges for women in Michigan have consistently maintained their commitment to the ultimate end of Catholic education which is the ultimate end of man. From the data applied to Hypothesis I, it is apparent that, from their early beginnings until the present time, all of the colleges included in this study consistently maintained their original commitment to the ultimate aim of Catholic education as defined above. Although changes in the manner of expressing this basic objective have occurred, and the means for reaching the objective have varied through 185 184 the years, it seems that each institution has maintained this basic commitment to a Catholic philosophy of education. Even though, under the impetus of the reforms of POpe John and the Second Vatican Council, the Catholic Church is attempting to become more thoroughly contemporary and the American Church is becoming more thoroughly American, Catholic educa— tion is still distinguished by its religious dimension. Were this not so, Catholic educational institutions would have no reason for existing. HYPOTHESIS II: That the Catholic colleges for women in Michigan have, from their foundations, emphasized intellectual development. From the historical information obtained, it is apparent that each institution consistently included intellectual development as one of its objectives. Five of the colleges specifically mention this objective from their first formal statement to the current catalogue statement. In the early period of its history, Aquinas College made no specific statement relative to intellectual develOpment. It seems, however, that such an objective was implied although not explicitly enunciated in the first eight years of its exist- ence at Marywood College. HYPOTHESIS III: That the Catholic colleges for women in Michigan have, from their beginnings, emphasized moral training. The available evidence relative to a moral objective among the objectives of the Catholic colleges for women in 185 Michigan supports this hypothesis. Tracing this objective in the six Catholic colleges established for women in Michigan, we find it included in their literature either specifically or implied. Two of the colleges, namely, Siena Heights College and Aquinas College seem to imply this ob— jective of moral training in their early statements of objectives as reported in the development of Hypothesis III.1 Nazareth College, Mercy College of Detroit, and Madonna College do not mention "moral development" as such in their current catalogues, but it appears that moral development is implied by each of these colleges. In these three insti- tutions, terminology which is expressive of a broader per- spective is used to encompass this specific aim.2 HYPOTHESIS IV: That the Catholic colleges for women in Michigan have, from their foundations, included the objective of leadership. Although the historical evidence obtained seems to suPport Hypothesis IV in general, the objective of training for leadership cannot be said to be a constant in the pattern of objectives. Leadership training is merely implied in early college statements of objectives in all six of the colleges. Direct reference to this objective is first made 1Cf., p. 78 and p. 80 (Chap. IV). 2Cf., p. 84; pp. 85-86; p. 88 (Chap. IV). ’ ‘éAflA—i X ' 186 by Nazareth College in 1957-1958.3 The next direct reference to a leadership objective is made by Mercy College in its 1949-1951 statement.4 From 1955-1954 until the present, however, leadership training becomes a constant in the pat— tern of objectives of all the colleges. HYPOTHESIS V. That the Catholic colleges for women in Michigan have, from the beginning, included service to Church and country. In tracing the objectives of the colleges in our study, we discover that all six of the colleges have distinguished themselves by their service to Church and state from their foundation days. Preparation of students for service roles has been a constant in the objectives of the colleges as well as direct service of the institutions to the milieu in which they found themselves. Two of the colleges modified their original plans, moved to new locations, and changed their names in order to serve a wider clientele. Saint Mary's College, first established in Monroe, acceded to the demand for a Catholic college for women in Detroit and made the move in 1921.5 In September 1925 the college ad0pted 6 the name of Marygrove College. The second example of a 3Nazareth College Bulletin, 1957-1958, p. 9. ‘Mercy College Catalogue, 1949—1951, p. 19. 5Marygrove College Catalogue, July 1927, loc. cit. 6Ibig. 187 college which met the demand for expanded service was Mary- wood College. Service to the diocese of Grand Rapids caused the authorities of the college to move its location to downtown Grand Rapids in 1951 and establish itself as Catholic Junior College, a co—educational institution.7 It was noted that direct services are being rendered by ‘42:? the colleges, particularly since the close of the Second Vatican Council. Thus, it seems that the Catholic colleges .1 .;..‘s&-—_‘. _ctm I for women in Michigan are demonstrating in the post-conciliar ‘....- ‘ f" 22$}... life of the Church and of the world that they have as a predominant objective, that of making themselves relevant to the milieu in which they find themselves in order to render a greater meaningful service.8 HYPOTHESIS VI: That the Catholic colleges for women in Michigan have attempted to meet the challenges of a changing society by providing expanded objectives to support the inclusion of pre-professional, profes- sional and vocational courses in their curricula as these needs arose. Shortly after the turn of the century when teaching was one of the few professions Open to women, the Catholic col- leges for women in Michigan provided programs to meet this objective. As women were gradually admitted to the growing professional and vocational fields, the colleges attempted 7Catholic Junior College Catalogue, 1955-1956, p. 4. 8Cf., pp. 98 -115 (Chap. IV.) . 188 to meet the challenges of the times and began to expand their objectives to include pre-professional, professional, and vocational courses in their curricula. Tracing the history of objectives of the six Catholic colleges originally established for women in Michigan, it becomes apparent, therefore, that pre-professional, profes- ‘l " .11 9.1, sional and vocational objectives were gradually added as the need arose. From the evidence gathered and applied to Hypothesis VI, it is apparent that this hypothesis is valid. ._s—-.- HYPOTHESIS VII: That the Catholic colleges for women in Michigan, since the close of the Second Vatican Council, tend to be more aware of their relationships and responsibilities to the community, the city, the nation and the world. Since the close of the Second Vatican Council on December 8, 1965,9 there is a new emphasis on an objective which was present in all of the colleges from their inception as higher education institutions. The Second Vatican Council, however, with its impetus to renewal of faith and good works, stimulated the institutions to greater awareness of their relationships and responsibilities to the larger community. Hypothesis VII is supported by the evidence presented. HYPOTHESIS VIII: That the Catholic colleges originally established specifically for women in Michigan have in essence similar Objectives which can be cast into "patterns" or "configurations" as defined in this study.10 9Cf.. pp. 155-157 (Chap. IV). 1on'l pp. 7-8 (Chap. I) o 189 A basic commitment to a religious objective was observ- able in every college; thus there is a consistent pattern relative to this objective. A second constant which appeared in all of the colleges and forms a definite pattern was an intellectual objective. A moral objective, although not always definitely stated, was implied in all six of the insti- tutions. The objective of training for leadership is not a constant in the statements of objectives of the six colleges. A kind of pattern, however, has emerged even here, in that none of the colleges make any direct reference to leadership training in their early statements. It is only in the early 1950's that leadership training becomes a stated objective of all of the colleges. A consistent pattern was observable with reference to a service objective which consistently appeared in all of the colleges. There is a definite pattern relative to a professional objective. Each college makes provision for this objective and consistently expands offer- ings in this area as the demands for such courses arise. All of the colleges have responded to the new emphases of the Second Vatican Council by becoming aware of their rela- tionships and responsibilities to the larger community of men. A definite and consistent pattern is seen in this regard. FINAL CONCLUDING STATEMENT In this study, we have traced historically the changing patterns of objectives of the six Michigan Catholic colleges originally established specifically for the education of 190 women. ~After a preliminary exploration of the problem, eight hypotheses concerning the objectives were developed. The data collected from the sources listed in Chapter II was used to test the eight hypotheses. After applying the data for each college to each hypothesis, we come to this final concluding statement: the evidence seems to support Hypotheses I, II, III, V, VI, VII, and VIII. Hypothesis IV, "That the Catholic colleges for women in Michigan have, from their foundations, included the objective of training for leadership," cannot be completely supported by the evidence available. Training for leadership cannot be said to be a constant in the objectives of any of the colleges. Although this objective was implied in some of the early statements of objectives, it was not stated specifically by most of the institutions until the early 1950's. A valuable next step would be an historical study of how the objectives traced in the present study were imple- mented in curricular offerings of these colleges. ,1 1““. Ant-a out-a ‘ .8—6 <- ‘- - u‘ _‘s- BIBLIOGRAPHY BIBLIOGRAPHY I. INSTITUTIONAL CATALOGUES AND PUBLICATIONS AQUINAS COLLEGE: A Storypof Three Anniversaries: Aquinas College--1887-1922- 1957. First Prospectus for Catholic Junior College of Grand Rapids. August 1951, Archives, Marywood, Grand Rapids. Catholic Junior College Catalogues, 1955-1956--1958-1959. Aguinas College Catalogues, 1940-1941 and 1968-1969. MADONNA COLLEGE: Presentation Junior College Bulletins, 1957-1958--1946-1947. Madonna College Bulletinp, 1947-1948-—1967-1968. MARYGROVE COLLEGE: paint Mary's Academy Catalogue, 1905-1906. Saint Mary's College and Academy Bulletin, 1920-1921. Marygrove College Catalpgues, 1926-1927—-1967-1969. Derry, George Hermann, Ph.D., LL.D., President of Marygrove College, Souvenir Volume, Dedication of Marygrove College, Eighty-§econd Anniversary. Detroit, Michigan, November 10, 1927. Sister M. Honora, I.H.M., President of Marygrove College, "Preface" to Golden Jubilee, 1910-1960. Marygrove College_pulletin, "A Five-Year Report, 1962-1967. The Campus Reperter, Marygrove College, Vol. 46, No. 7, February 15, 1968. 191 . {I‘m--1.“ ”Ln. ." ‘E__ 192 MERCY COLLEGE OF DETROIT: Mercy College Cataloguee, 1941-1942--1966-1968. Outer Echoes, Vol. XXIII, No. 4, October 29, 1965. NAZARETH COLLEGE: First Prospectus of Nazareth Academy, September 1897. Archives of Nazareth Motherhouse, Nazareth, Michigan. Nazareth College and Academy Bulletin, 1927-1928. Nazareth College Catalogues, 1928-1929--1967-1969. The Nazarene, Commencement Number, June 1912. The Nazarene, Nazareth Academy, 1898-1924. The Nazarene, Nazareth College and Academy, 1924-1941. Anniversary Bulletin, Seventy-fifth Anniversary of the Founding of the Sisters of St. Joseph,in Kalamazoo, Michigan--1889-1964. Arts and Civilization Serie§:§rochure, 1966-1967. Nazareth College Special Programs and Regular Summer Session Schedule of Classes, 1968. SIENA HEIGHTS COLLEGE: t. Joseph'stollege and Academy Catalogue, 1926-1927. St. Joseph's College Catalogue, 1955-1956. §iena Heighte College Catalogue, 1941-1942-—1966-1968. II. INSTITUTIONAL RECORDS AND DOCUMENTS AQUINAS COLLEGE: Articles of Association of the Sisters of the Order of St. Dominic of the City of Grand Rapids, Michigan, August 51, 1892, Archives, Marywood, Grand Rapids. Amendment to the Articles of Incoiporation of the Sisters of the Order of St. Dominic of the City of Grand Rapids, October 24, 1940, Archives, Marywood, Grand Rapids. t -Lr-C‘~:.-h.-1- fl. 'VXI. . . L . I ‘8 ‘ 195 Charter of Sacred Heart College, 1925, Grand Rapids, Michigan. Bukowski, Arthur F. "Some Data and Observations on the Charter of Aquinas." June 19, 1966. Bukowski, Arthur F. "Important Dates in the History of Aquinas College." History traced from 1886 to 1956. Letter to Arthur F. Bukowski from the Prioress General of Marywood, February 20, 1957. Letter to Arthur F. Bukowski from Brother C. Malachy, F.S.C., Dean of Student Personnel Services, St. Michael's College, Santa Fe, New Mexico, October 50, 1958. Letter from Arthur F. Bukowski to Brother C. Malachy, F.S.C., November 5, 1958. ‘zmwwwr‘ 4'. l "The Sisters of St. Dominic: The Story of Their Origin, Establishment in Michigan, and Labors in Northern and Western Michigan, Wisconsin, and New Mexico." (Manuscript(, Archives, Marywood, Grand Rapids. MDAONNA COLLEGE: Articlee of Incopppration of the Seminary_of the Felician Sisters, 1882, Detroit, Michigan. Archives of the Provincial Motherhouse of the Felician Sisters, Livonia, Michigan. Articles of_incorppration of Prepentation Junior College, April 1958, Plymouth, Michigan. Files of the President of Madonna College, Livonia, Michigan Certificate of Amendment to the Articles of Incorporation of Madonna College, Meyg5, 1947. MARYGROVE COLLEGE: Memoranda and Report of the Secretary of the Corporation of ,St. Mary's Academy,,Monroe TMS), 52. Minutes of the Twenty-Second official meeting, November 25, 1910 record: "During the year, St. Mary's Charter was amended to include a Collegiate Department and the name of the school changed to St. Mary's College and Academy. 194 MERCY COLLEGE OF DETROIT: Articles of Incorporation of the Religious Sisters of Mercy of the Union in the United States of America, Province of Detroit, Inc., June 12, 1941. -Archives, Sisters of Mercy, Farmington, Mich. Charter of Mercy College, June 12, 1941. Files of the Office of the President. Certificate of Amendment to the Articlee of ipcorporation, April 29, 1965. Files of the Office of the President. Statutes and By-Laws of Mercy College Faculty, Detroit, Michigan, December 1959. Files of the Office of the President. "Tenth Anniversary of Mercy College--1941-1951," Files of the President of Mercy College, Detrokt, Michigan, 1951. NAZARETH COLLEGE: Articles of Incorporation of Nazareth Academy, 1897. Archives of the Sisters of St. Joseph Motherhouse, Nazareth, Michigan. Nazareth College Charter,,1924. Files of the Office of the President. Certification of Amendment of the Articles of Incorporation of Nazareth College, 1929. Files of the Office of the President. Constitutions of the Sisters of St. Joseph, Nazareth, Michigan. Official Records, Office of the Registrar, 1912-1968. SIENA HEIGHTS COLLEGE: Articles of Incopporation of St. Joseph College, 1919. Files of the President of Siena Heights College. Certificate of Amendment of the Articles of Incorporation of St. Joseph's College, 1958. Files of the President. McKeough, Sister Mary Paul, O.P., "Historical Background of the Dominican'Order," Unpublished Manuscript, Adrian Motherhouse Archives, Adrian, Michigan. n.d. 195 Ledwidge, Sister Benedicta Marie, O.P., "Life of Mother M. Camilla Madden, O.S.D.,“ Unpublished manuscript. St. Joseph's College and Academy, Adrian, Michigan, n.d. III. INSTITUTIONAL MINUTES, REPORTS, STUDIES AQUINAS COLLEGE: Arthur F. Bukowski, "First Report of the President to the Board," July 50, 1957. Arthur F. Bukowski, "Second Report to the Board," April 5, 1958. Self-Survey Report--Aguinas College, February 1960. MADONNA COLLEGE: "Questionnaire on College Goals as Reported by a Member of the Administration," Columbia University, Bureau of Applied Social Research, 605 W. 115th St., New York, N. Y. 10025, Reported by Sister M. Lauriana, Dean, for Madonna College. Report on Basic ipstitutional Data of Madonna College. Submitted to the North Central Association of Colleges and Secondary Schools for the Review Visit, March 20- 21,,1968. "Institutional Goal Development Project," Title III, 89-529, November 1967. Report on Faculty Seminars, 1957. "Analysis of Student Opinion on the Attainment of the Objectives of the College." MERCY COLLEGE OF DETROIT: Annual Reports of the Academic Dean to the_gresident, 1965- 1966; 1966-1967. Reports of the President of Mercy College of Detroit, 1962-1966. Report of a Vieit to Mercy College of Detroit of the North Central Association of Colleges and Secondary Schools, April 1967. 196 NAZARETH COLLEGE: Minutes of the Administrative Council, 1965-1964. Minutes of the Curriculum Committee, 1954-1965. Minutes of the Facultngeetings, 1956-1955; 1962-1968. Report of theygresident, 1965-1964. SIENA HEIGHTS COLLEGE: Reports of the President, 1966, 1967, 1968. Reports of the Dean of Siena Heightp College to the poard of Trustees, 1940-1965. IV. INTERVIEWS AQUINAS COLLEGE: The Right Reverend Monsignor Arthur F. Bukowski, President. Sister M. Aline, O.P., Dean MADONNA COLLEGE: Sister M. Danatha, C.S.S.F., President Sister M. Lauriana, C.S.S.F., Dean MARYGROVE COLLEGE: Sister M. Emil Penet, I.H.M., President (Has subsequently resigned) Sister M. Amadeus, I.H.M., Dean Sister M. Claudia, I.H.M., Librarian MERCY COLLEGE OF DETROIT: Sister Mary Karl, R.S.M., President Sister Mary Jeanne Salois, R.S.M., Dean 197 NAZARETH COLLEGE: Sister Mary Bader, S.S.J., President Sister Irene Waldmann, S.S.J., Dean Sister Alice Trese, S.S.J., Academic Councilor SIENA HEIGHTS COLLEGE: Sister M. Petronilla, O.P., President Sister Rose Ellen, O.P., Dean V. GOVERNMENT PUBLICATIONS AND STUDIES AND PUBLICATIONS OF LEARNED SOCIETIES Annuei Reports of theyguperintendent,.1900-1959. Michigan Department of Public Instruction. Lansing, Michigan. Biennial Survey, 1958-1954. United States Office of Educa- tion. Control and Coordination of Higher Education in Miehiggp. Lansing: The Survey of Higher Education in Michigan, Staff Study, No. 12, 1958. McLaughlin, A.C., History of Higher Education in Michigan. U. S. Office of Education; Office of Education Circular, No. 4, 1891. Michigan History Magazine. Lansing: The Michigan Histori— cal Commission, Vols. I (1917) - L (1960). VI. NEWSPAPERS Adrian Daily Telegram, September 2, 1949. Agrian Deily Telegram, August 15, 1942; May 18, 1955; April 22,-1958. The Battle Creek Enquirer and News, February 29, 1956. The Grand Rapidpiflerald, August 15, 1951. The Michigan Catholic, August 15, 1897; November 4, 1897; September 14, 1922; April 24, 1958. 198 The New World, August 20, 1954. ghe Stete Journal, Tuesday, November 4, 1958. VII . UNPUBLISHED MATERIALS Bowler, Sister Mariella. "A History of Catholic Colleges for Women in the United States of America," Ph. D. dissertation, The Catholic University of America, 1955. F] F Dalton, Sister Arthemise, O.P. "The History and DevelOpment '.T, of the Catholic Secondary School System in the Arch— diocese of Detroit-—1701-1961," Ph. D. dissertation, Wayne State University, 1962. Doyle, Sister Margaret Marie. "The Curriculum of the Catholic 5? Women's College,” Ph. D. dissertation, Notre Dame University,-1952. Flaherty, Sister Mary Rosalie, R.S.M. "Patterns of Adminis- tration in Catholic Colleges for Women in the United States," Ph.D. dissertation, The catholic University of America, 1960. Hogan, Sister Thomasina, S.S.J. "Monsignor Frank O'Brien of Kalamazoo," Master's Thesis, University of Detroit, 1955. Ivey, Nathan Aldean. "The DevelOpment and Role of Non-Public Higher Education in Michigan," Ph.D. dissertation, Michigan State University, 1965. Kimball, John Robert. "Analysis of Institutional Objectives in Michigan Community Colleges," Ed.D. dissertation, Michigan State University, 1960. Moore, Sister Alice Joseph, O.P. "Catholic College Student Retention in the United States," Ph.D. dissertation, The Catholic University of America, 1957. Smith, Sister M. Incarnata, R.S.M. "A Study of the Aims and Objectives of Catholic Colleges for Women in the United States,“ Master's Thesis, The Catholic University of America, 1954. Solari, Frank A. "An Analysis of the Aims of Catholic Colleges for Men as Expressed in Their Catalogues," Master's thesis, The Catholic University of America, 1955. Sullivan, Charles J., Architect. "Foresight and Progress of the Sisters of Mercy." (Detroit, Michigan: Statement in Office Files of the President of Mercy College) 199 Syron, Mary B. "A History of Four Catholic WOmen's Colleges," Master's Thesis, University of Detroit, 1956. Thompson, Sister Magdala, R.S.M. "A Brief History of Mount Saint Agnes College-—1890-1959," Master's Thesis, Baltimore: Loyola University, 1959. Trout, Douglas G. "The Changing Character of Ten United Presbyterian Church-Related Colleges, 1914—1964," Ph.D. dissertation, 1965. VIII . BOOKS Bald, F. Clever, Michigan in Four Centuries. New York: Harper and Bros., Publishers, 1954. Boas, Louise Schultz. Woman's Education Begins. Norton, Massachusetts: Wehaton College Press, 1955. Brickman, William W. and Stanley Lehrer (Ed.). A Century of Higher Education: Classical Citadel to Collegiate Collossus. New York: Society for the Advancement of Education, 1962. Brown, Hugh S. and Lewis B. Mayhew. American Higher Educa- tion. New York: The Center for Applied Research in Education, Inc., 1965. Brubacher, John S. and Willis S. Rudy, Higher Education in Transition: An American History, 1656-1956. New York Harper and Bros., 1958. Cassidy, Francis P. Catholic College Foundations and Develop- ments in the United Statep, Washington, D.C.: The Catholic University of America Press, 1924. David, Opal D., (Ed.). The Education of Women--Signs for the,§uture. Washington, D.C.: American Council on Education, 1959. Deferrari, Roy J., Some Problems of Catholic Higher Education. Boston, Massachusetts: Daughters of St. Paul, 1965. Dohen, Dorothy. WOmen in Wonderland. New York: Sheed and Ward, 1960. Dressel, Paul L., pp_pi, Evaluation in Higher Education. Boston: Houghton Mifflin Co., 1961. 200 Dressel, Paul L., 2£.éln The Undergraduate Curriculum in Higher Education. NOW'YOIK: The Center for Applied Research in Education, Inc., 1965. Dunbar, Willis F., The Michigan Record in Higher Education. Detroit: Wayne State University Press, 1965. Ellis, John Tracy. perspectives in American Catholicism. Baltimore: Helicon, 1965. Felician Sisters, O.S.F. Sevenpy-Five Years of Service in the United States. Detroit: The Felicians Sisters, 1949. Gildart, Robert. Albion College, 1855-1960, A History, Chicago: The Lakeside Press, R.R. Connelley and Sons Co., 1961. Golden, Janet. The Quite Possible She. New York: Herder and Herder, 1966. Greeley, Andrew M. The Chahging Catholic College, Chicago: Aldine Publishing Co., 1967. Greeley, Andrew M. and Peter H. Rossi. The Education of Catholic Americans. Chicago: Aldine Publishing Co., 1967. Hassenger, Robert (Ed.). The Shape of Catholic Higher Edu- cation. Chicago: The University of Chicago Press, 1967. Hesburg, Theodore M., C.S.C. Patterns of Educational Growth. Notre Dame, Indiana: University of Notre Dame Press, 1958. Kildee, Sister Mary Philomena, O.P., Memoirs of Mother Mary Aquinata Fiegier,,O.P. Grand Rapids: The James Boyne Co., 1928. Lee, James M. (Ed.). Catholic Education in the Western World. Notre Dame, Indiana: Notre Dame Press, 1967. McCarthy, Sister Barbara, S.S.J. A Covenant With Stones (Historical Reminiscences on the Fiftieth~Anniversary of the Founding of the Sisters of St. Joseph in Kalamazoo, Michigan--1889-1959). Paterson, New Jersey: Saint Anthony Guild Press, 1959. Moore, Vivian Lyon. The First Hundred Years of Hillsdale College. The Ann Arbor Press, 1945. 201 Mulder, Arnold. The Kalamazoo Stopy. Kalamazoo, Michigan, 1958. Muller, Leo C. and Ouida G. Muller (Ed.). New Horizons for College Women. Washington, D.C.: Public Affairs Press, 1960. Newcomer, Mabel. A Century_of Higher Education for Ameri- can meen. New York: Harper and Bros., Publishers, 1959. Noble, Stuart G. Histopy,of American Education (2nd Ed.). New York: Holt, Rinehart and Winston, 1954. Pattillo, Manning M. and Donald M. MacKenzie. Church- Sponepred Higher Education in the United States (Report of the Danforth Commission). Washington, D.C.: American Council on Education, 1966. POpe Pius XI. The Christian Education of Youth. New York: The Paulist Press, 1929. Power, Edward J. A History of Catholic Higher_§ducation in _ the United States. Milwaukee: The Bruce Publishing Co., 1958. Rosalita, Sister M. No Greater Service: The History of the Congregation of the Sistere, Servanteipf the Immacu- late Heart of Mary, Monroe, Michigah, 1845-1945. Detroit, Michigan, 1948. Rudolph, Frederick. The American College and University. New York: Alfred A. Kn0pf, 1962. Ryan, 0. P., Sister Mary Philip. Amid the Alien Corn. St. Charles, Illinois: Jones Wood Press, 1967. Smith, Huston, The Purpose of Higher Education, New York: Harper and Bros., 1955. Stanford, Edward V. A Guide to Catholic College Adminis- tration. Westminster, Maryland: Newman Press, 1965. Studniewska, C.S.S.F., Sister Mary Jeremiah. The Educational Work of the Felician Sistere of the Province of Detroit in the United States, 1874-1948. Livonia, Michigan: The Felician Sister, O.S.F., 1962. Woody, Thomas. A History of Women's Education in the United States. VOl. I and II. .New York: The Science Press, 1929. 202 IX. PERIODICALS Cadbury, William, E., Jr. "Cooperative Relations Involving the Liberal Arts Colleges," School and Society, Vol. 94 (April, 1966). PP. 215-217. Chu, Y. K. "Liberal Education for Women in Our Times," Liberal Education, Vol. 47 (December 1961), pp. 497-509. Dunbar, Willis F. "Early Denominational Academies and Colleges in Michigan," Michigen History Magezine, Vol. 24 (Autumn, 1940), pp. 451-466. Evarista, Sister Mary. "Too Many Small Catholic Colleges?" Catholic Education Review, Vol. 60 (May, 1962), pp. 185-191. Gleason, Sister Hilda, D.C. "COOperation of Six Small Col- leges in Non-Western Studies Program," patholic Educa- tion Review, Vol. 61 (October, 1965). pp. 470-474. Gorman, M. "In Defense of a Four-Year Women's College," Catholic Education Review, Vol. 65 (September, 1965), pp. 569-575. Grimes, J. 0. "Early Academies in Michigan,“ Michigan History Magazine, Vol. 50, No. 1 (January-March, 1946), pp. 86-101. H00per, T. "On the Education of Women," Phi Delta Kappa, V01. 44 (June, 1965). PP. 445-444. Lavey, Charles J. and Sister Helen Daniel. "Are Our Catholic Colleges Doomed: Interinstitutional COOperation," Catholic Educator, Vol. 52 (April, 1962), pp. 757-760. Lee, J. M. "Catholic Women's College and Social Life," Catholic Education Review, Vol. 59 (May, 1961), pp. 525-557. Maristelle, Sister Mary. "What Kind of Education for our Girls?" Catholic School Journal, Vol. 62 (June, 1962), pp. 25-26. Parrish, John B. "WOmen in Top Level Teaching and Research," Journal of American Association of University Women, V01. 55 (January, 1962), p. 102. Power, E. J. "Historic Foundations of Catholic Colleges," The Catholic Educator, Vol. 26 (January, 1956), pp. 278-280 and(February, 1956), pp. 561-565. 205 Wenger, L. C. "An Analysis of the Aims of Catholic Women's Colleges in the United States," Catholic Education Review, Vol. 42 (May, 1944), pp. 276-286. "Women are Losing Out; the Race for Executive Jobs," Michigan_Education Journal, Vol. 42 (April, 1965), pp. 42-45.